Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era

In the post-epidemic era, the labor market has become increasingly complex, making it even more crucial to incorporate sustainability into employment demand. As we enter the post-pandemic era, a globalization trend has become more apparent. It is crucial to modernize employability through educational reform in order to assist employees in enhancing their professional skills. This study began by analyzing the importance of financial engineering practice instruction and graduate employability in the post-epidemic era. Second, the study proposed the content and a plan for inter-disciplinary teaching reform to address talent cultivation needs based on labor market requirements. Third, a face-to-face survey and interview were conducted with students affected by changes in teaching, and the results were analyzed and summarized. On this basis, the impact of education reform was evaluated using both the expert scoring method and the analytic hierarchy approach. The results indicated that the suggested financial engineering teaching reform program improved the school's discipline strength, enrollment rate, employment rate, and competition awards, especially discipline strength. This research can be used to inform the teaching of financial engineering majors in various countries, assist job candidates in enhancing their professional skills, and build a formidable talent pool for the labor market.

Leveraging an essentials and extension assessment and evaluation model to differentiate in pandemic learning

Teachers at Riverview High School (RHS) in Anglophone East School District, New Brunswick in Canada, have worked as professional learning community teams to establish a new paradigm of assessment and evaluation during the pandemic outbreak. The Essentials and Extension Model of Assessment and Evaluation has successfully been adapted to courses across grades and disciplines to provide support to struggling students and personalized learning opportunities for all students. This model was well established at RHS when schools were closed for the remainder of the 2020 school year due to COVID-19. When teachers and students were required to transition to a remote learning environment, this model facilitated that transition at RHS. This chapter gives an overview of the literature behind the model, a description of the system, and the effects of the model on student learning. © Springer Nature Switzerland AG 2021. All rights reserved.

Drivers of digital supply chain transformation in SMEs and large enterprises – a case of COVID-19 disruption risk

PurposeDigital transformation in supply chains (SCs) has emerged as one of the most effective ways to minimize SC disruption risks. Given the unprecedented impact of the COVID-19 pandemic on global SCs, this study aims to identify and provide empirical evidence about the drivers of digital SC transformation, considering the interactivity between environmental dynamism, technology, and organizational capabilities during the pandemic era.Design/methodology/approachUsing partial least squares structural equation modeling (PLS-SEM), this study examines 923 firms in Vietnam to ascertain the drivers of digital SC transformation between small- and medium-sized enterprises (SMEs) and large enterprises, based on the technology–organization–environment (TOE) as an overarching framework.FindingsThis study finds that greater digital SC transformation adoption could be achieved under the interactivity between the TOE components of firms' technological competencies, learning capabilities, and disruptions in socioeconomic environments due to the COVID-19 pandemic. Moreover, a multigroup analysis shows that the drivers of digital SC transformation differ between SMEs and large enterprises. SMEs were found to be more motivated by the COVID-19 disruption risk when adopting digital SC models.Originality/valueThis study represents an original and novel contribution from Vietnam as an emerging market to the literature on the impact of COVID-19 on the global value chain. Apart from the unique dataset at the firm level, the analysis of interactions between external and internal drivers of digital SC transformation could provide crucial managerial implications for SMEs to survive major disruptions, such as those caused by the COVID-19 pandemic.

Student perceptions of knowledge management and institutional readiness for online classes amid Covid-19 pandemic

Higher education has undergone substantial digital change due to the impacts of the COVID-19 pandemic, which altered the status quo in education. Universities across the globe have initiated and adapted various course delivery modes to mitigate this unprecedented situation. Among these responses, online classes continue to be the most common. Therefore, this study examines institutional knowledge management and readiness to sustain online course delivery. Adopting a qualitative research design, this study used two methods, semi-structured interviews (n15) and online open questionnaires (n42), to gather data. Reflexive thematic analysis was then used to analyse the data. The study findings underline that the adaptability, flexibility, and approachability of the virtual learning experience are critical to determining an institution's readiness for online classes. Based on student perceptions, the faculties of digital skills, integration of innovative pedagogies, student readiness, skills and experience, and integration of learning resources are the main aspects that determine the readiness of universities for online learning.

Report on the Condition of Education 2023. NCES 2023-144

The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]

Examining the Association between Pre-service Teachers' Self-efficacy and TPACK Competencies in Online Internships under COVID-19

During the COVID-19 pandemic, pre-service teachers must devote time and effort to familiarizing themselves with the online educational internship system and adapting their pedagogy to the new internship mode that integrates information and communication technologies. Under such a circumstance, teachers' technological pedagogical content knowledge (TPACK) plays a critical role in making them competent in online internships, and their self-efficacy can facilitate their TPACK development. Based on the data collected from 202 pre-service teachers during the COVID-19 pandemic in China through online surveys, this study investigated the association between their self-efficacy and their TPACK during the online internship. The results of multiple regression analyses suggested that pre-service teachers' personal and general teaching efficacies significantly predicted TPACK competencies to varying degrees. To be specific, pre-service teachers' personal teaching efficacy significantly and positively predicted all the TPACK dimensions;meanwhile, GTE only significantly and positively predicted Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK). Also, the conclusions, implications, and suggestions for theory and practice were discussed. © 2023 IEEE.

Pandemic Pedagogy: Elements of Online Supportive Course Design

The purpose of this study was to identify which course design elements students perceive as supporting an easier transition to emergency remote teaching due to COVID-19, as well as to use those items to develop the Online Supportive Course Design (OSCD) measure. By asking students to rate their course with the easiest transition and hardest transition to emergency remote teaching, this study identified which structural elements were most important for supporting students during the transition. Using exploratory and confirmatory factor analyses, a seven-item measure was developed to operationalize OSCD, and initial validity was established by examining the relationships between OSCD, autonomy support, and teacher competence. Finally, practical implications for university faculty and areas for future research are discussed.

Working from home during COVID-19 Lockdown: Changing Competencies and work-home life Boundaries

Crisis situations often introduces drastic lifestyle changes. This study is focused on the COVID-19 pandemic and aims to shed light on an unprecedented context of forcing employees to work from home with a short notice of companies and the government. The goal is three-fold: i) to understand the extent to which employees were indeed prepared to work from home;ii) to uncover the most important competencies that enabled employees to deal better with a crisis situation, such as the COVID-19 pandemic;and iii) to discuss the real impact that working from home had in the employees' lives during the pandemic situation and the quarantine period. Using narrative inquiry, this study explores the experiences of 18 young adult consultants working in different business areas, in Portugal. Semi-structure interviews were conducting during the third wave (12/2020 - 03/2021) and thematic analysis was used to analysis the transcripts. The analysis revealed three main themes: 'management competencies', 'work-life balance' and 'work flexibility'. Each theme consisted of several subthemes which illustrates how the participants perceived working from home and the factors that reflect their experiences and understanding. The research findings illustrate that interpersonal communication, anxiety and stress management, time management, and e-leadership are vital skills to cause a great impact on participants' productivity and well-being at work. Participants all appeared to notice that working from home provides a better work-life balance (e.g. saving time on daily commute) and more flexibility with regards to the work schedule and home commitments. Nonetheless, their experiences of home working depend on the personal situation, personality and the perceived management support offered during the COVID-19 lockdown. The research highlights a need to train employees on soft skills and prepare them to future crisis situations. Theoretical implications suggest that academics should expand research and interventions to include not only the work environment but also other external factors that affect employees. The limitations of the study and recommendations for future research are suggested. © 2022 Authors. All rights reserved.

Emotional & technological impact on managerial competencies: outlining the development agenda

PurposeThe purpose of this article is to examine the Emotional, Behavioural and Psychological impact, and impact of explosion of Technology-led complexity on Managerial Competencies. The article offers a new training and development agenda that can mitigate these impacts, and improve employee productivity and well-being.Design/methodology/approachAfter exploring the theoretical underpinning of management competencies, and dimensions that could impact them, discussions with senior industry experts from different sectors were carried out to understand the impact and suggest ways to mitigate them.FindingsCOVID-19 shock and experiences may have impacted the Intrapersonal skills, Interpersonal skill and Leadership skills. Technology explosion may have impacted all these and Business skills as well. A new Learning and Development agenda is suggested to mitigate the emotional and technology impact on each of the managerial competencies, thus improving on-job productivity.Practical implicationsA strategic development program can be created to mitigate the recent emotional, psychological and technology impact on different managerial competencies. This granular training program that understands the cause, and offers a specific solution will greatly benefit the organizations and employees.Originality/valueThe paper combines the understanding of managerial competencies with recent social and workplace developments, and draws on the learnings from industry experts to make practical suggestions for talent development.

Impacts, Learner Diversity, and Curricular Framework of a Virtual Global Health Elective Catalyzed by the COVID-19 Pandemic.

Background: Place-based international electives that build global health competencies have existed for decades. However, these electives require travel and are infeasible for many trainees around the world, particularly those with insufficient financial resources, logistical complexities, or visa limitations. The emergence of virtual approaches to global health electives, catalyzed by the travel pause related to the COVID-19 pandemic, necessitates the exploration of learner impacts, participant diversity, and curricular frameworks. Child Family Health International (CFHI), a non-profit global health education organization that partners with universities to expand immersive educational offerings, launched a virtual global health elective in 2021. The elective drew on faculty from Bolivia, Ecuador, Ghana, Mexico, the Philippines, Uganda, and the United States. Objective: This study aimed to describe a newly developed virtual global health elective curriculum and evaluate the demographics of and impacts on trainee participants. Methods: Eighty-two trainees who were enrolled in the virtual global health elective from January to May 2021 completed both 1) pre- and post-elective self-assessments of domains of competency mapped to the elective curriculum and 2) free text responses to standardized questions. Data were analyzed through descriptive statistical analysis, paired t-testing, and qualitative thematic analysis. Findings: The virtual global health elective had 40% of its participants hail from countries other than the United States. Self-reported competency in global health broadly, planetary health, low resource clinical reasoning, and overall composite competency significantly increased. Qualitative analysis revealed learner development in health systems, social determinants of health, critical thinking, planetary health, cultural humility, and professional practice. Conclusion: Virtual global health electives effectively develop key competencies in global health. This virtual elective had a 40-fold increase in the proportion of trainees from outside the United States, compared to pre-pandemic place-based electives. The virtual platform facilitates accessibility for learners from a variety of health professions and a wide range of geographic and socioeconomic environments. Further research is needed to confirm and expand on self-reported data, and to pursue approaches to greater diversity, equity, and inclusion in virtual frameworks.

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency.

Background: The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students. Methods: A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program. Results: There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively. Conclusion: This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.

How much is enough? Proposing achievement thresholds for core EPAs of graduating medical students in Canada.

PURPOSE: The transition towards Competency-Based Medical Education at the Cumming School of Medicine was accelerated by the reduced clinical time caused by the COVID-19 pandemic. The purpose of this study was to define a standard protocol for setting Entrustable Professional Activity (EPA) achievement thresholds and examine their feasibility within the clinical clerkship. METHODS: Achievement thresholds for each of the 12 AFMC EPAs for graduating Canadian medical students were set by using sequential rounds of revision by three consecutive groups of stakeholders and evaluation experts. Structured communication was guided by a modified Delphi technique. The feasibility/consequence models of these EPAs were then assessed by tracking their completion by the graduating class of 2021. RESULTS: The threshold-setting process resulted in set EPA achievement levels ranging from 1 to 8 across the 12 AFMC EPAs. Estimates were stable after the first round for 9 of 12 EPAs. 96.27% of EPAs were successfully completed by clerkship students despite the shortened clinical period. Feasibility was predicted by the slowing rate of EPA accumulation overtime during the clerkship. CONCLUSION: The process described led to consensus on EPA achievement thresholds. Successful completion of the assigned thresholds was feasible within the shortened clerkship.[Box: see text].

Building Compassionate Experience Through Compassionate Action: Qualitative Behavioral Analysis.

BACKGROUND: The acceleration of technology-based primary care during the COVID-19 pandemic outpaced the ability to understand whether and how it impacts care delivery and outcomes. As technology-based care continues to evolve, focusing on the core construct of compassion in a primary care context will help ensure high-quality patient care and increased patient autonomy and satisfaction. The ability to successfully operationalize the use of technology in patient-clinician interactions hinges on understanding not only how compassionate care is experienced in this context but also how clinicians can create it. OBJECTIVE: The objectives of this study were to understand whether and how compassionate behaviors are experienced in technology-based primary care interactions and identify the individual and contextual drivers that influence whether and how these behaviors occur. METHODS: We conducted a series of qualitative one-on-one interviews with primary care physicians, nurses, and patients. Qualitative data were initially analyzed using an inductive thematic analysis approach to identify preliminary themes for each participant group independently. We then looked across participant groups to identify areas of alignment and distinction. Descriptions of key behaviors that participants identified as elements of a compassionate interaction and descriptions of key drivers of these behaviors were inductively coded and defined at this stage. RESULTS: A total of 74 interviews were conducted with 40 patients, 20 nurses, and 14 primary care physicians. Key behaviors that amplified the experience of compassion included asking the patient's modality preference, using video to establish technology-based presence, sharing the screen, and practicing effective communication. Participants' knowledge or skills as well as their beliefs and emotions influenced whether or not these behaviors occurred. Contextual elements beyond participants' control influenced technology-based interactions, including resource access, funding structures, culture, regulatory standards, work structure, societal influence, and patient characteristics and needs. A high-yield, evidence-based approach to address the identified drivers of compassion-focused clinician behavior includes a combination of education, training, and enablement. CONCLUSIONS: Much of the patient experience is influenced by clinician behavior; however, clinicians need a supportive system and adequate supports to evolve new ways of working to create the experience of compassionate care. The current state of technology-based care operationalization has led to widespread burnout, societal pressure, and shifting expectations of both clinicians and the health system more broadly, threatening the ability to deliver compassionate care. For clinicians to exhibit compassionate behaviors, they need more than just adequate supports; they also need to receive compassion from and experience the humanity of their patients.

Exploring the core competencies of clinical nurses in chinese tertiary hospitals: a qualitative content analysis.

BACKGROUND: With the changes in social and medical environments and people's health needs, the nursing core competency should be updated and developed promptly. This study aimed to explore the core competencies of nurses in Chinese tertiary hospitals under the new health development strategy. METHODS: Descriptive qualitative research was conducted using qualitative content analysis. 20 clinical nurses and nursing managers from 11 different provinces and cities were interviewed via purposive sampling. RESULTS: Data analysis revealed 27 competencies, which were grouped into three major categories according to the onion model. These categories were motivation and traits (responsibility, enterprise, etc.), professional philosophy and values (professionalism, career perception, etc.), and knowledge and skills (clinical nursing competency, leadership and management competency, etc.). CONCLUSION: Based on the onion model, core competencies for nurses in Chinese tertiary hospitals were established, revealing three layers of core competencies and giving a theoretical reference for nursing managers to conduct competency training courses based on the competency levels.

Profession-Wide Competencies: Formative Assessments of Doctoral Trainees

There is a paucity of information concerning normative reference ranges on standardized measures of profession-wide competencies for the purpose of conducting formative assessments. The present study draws from a convenience sample to provide developmental (first/second half of training year) normative data for use in formative assessments of individual trainees and program-level quality improvement processes. Data reveal the anticipated pattern of competency scores generally improving across any given training year, with the strongest gains in competencies tied to assessment, supervision, and advocacy. A secondary aim, which emerged after study launch, was to evaluate whether training disruptions due an infectious viral pandemic (COVID-19) exerted demonstrable impacts at the aggregate level on trainee competency development. This sample of doctoral trainees evidenced no pandemic-associated suppression of Competency attainment. Rather, this sample of trainees evidenced growth in focal competencies tied to policy creation, systems-change, management structure, and leadership. Training implications are discussed.

Pre-Service Science Teachers' Teaching Competence in a New Normal Learning Environment

The Covid-19 pandemic has had a massive effect on education. The education sector quickly transforms its curriculum to address the need of both teachers and students. Online learning has become the mode of instructional delivery;however, not everyone can fully participate in and benefit from this modality. A similar experience has taken place with the Pre-Service Teachers doing their teaching internship. In the Philippines, a teaching internship is a required component of all teacher education programs. Student teachers must undergo practice teaching in a real classroom setting. Due to the transition of instructional delivery from face-to-face to online learning, Pre-service teacher need also to adapt to this. They have to observe classes online and perform their teaching demonstrations remotely. Hence, this study aimed to determine the perceived teaching competency of the pre-service science teachers in terms of pedagogical skills, student performance assessment skills, and classroom management skills. It also described the teaching internship performance level in the new learning environment. Furthermore, this also served to investigate the significant relationship between perceived teaching competency and teaching internship performance of Pre-service Science Teachers. This study employed a descriptive- correlational design. It was conducted on 55 Pres-service Science Teachers in one of the Teacher Education Institutions (TEIs) of Iligan City, Philippines. The findings of the study indicated that pre-service science teachers were perceived to be very competent in their pedagogical skills, student performance assessment skills, and classroom management skills. Moreover, there was a significant relationship between the teaching internship performance level and their perceived teaching competency in terms of their pedagogical skills.

Examining dimensions of teachers' digital competence: A systematic review pre- and during COVID-19.

The digitisation of education has heightened the importance of examining which competences are needed among teachers and student teachers. In the past decade, the opportunities and challenges related to using digital technologies in teaching and training have made the concept of 'digital competence' increasingly relevant. This paper examines how researchers have characterised the dimensions of teachers' digital competences both before and during the COVID-19 pandemic. In a literature review, 116 articles were analysed to identify prevalent understandings of teachers' and student teachers' digital competence. The search was conducted in two rounds: the period up to and including 2019 and supplements from 2020 to 2021. The latter search focused on literature addressing school closures because of 'lockdowns'. The findings indicate that research on teachers' digital competence seems unclear regarding who benefits from teachers' digital competence, the teacher's role and the links between competence and school subject domains. Moreover, teachers have a more functional role than a designer role. In addition, studies on digital competence are typically based on self-reported data, and most publications that have examined the concept of digital competence include knowledge, skills or attitudes. The COVID-19 pandemic seems to have increased the focus on the whole group of pupils and on the use of ready-made educational designs. The pandemic may also have increased researchers' reliance on self-reported data.

Formation of Digital Skills of Personnel in the Cooperative Sector of the Economy in the Face of New Challenges

Industry 4.0 is the central topic of numerous publications by foreign and Russian scientists, most of which are conceptual in nature. The current labor market requires the formation of new competencies and skills demanded in the digital economy. Digital reality dictates the need to develop new competencies—digital skills. Knowledge of computer technology, the use of software, and programming have become essential. For most organizations worldwide, the COVID-19 pandemic has accelerated the digitalization and adoption of digital ways of working. The development of new forms of employment (remote and combined) using digital technology will contribute to positive changes in the labor market. Based on these trends in the digital transformation of current society, the research aims to examine the digital skills of employees in the cooperative sector of the economy and their demand in the labor market in the context of Industry 4.0. The authors use descriptive statistical methods to process official data from the Federal State Statistics Service of the Russian Federation and the Higher School of Economics. The research indicates that the transformation of the labor market and forms of employment requires the development of new competencies demanded in Industry 4.0. In the digital economy, employment opportunities increasingly depend on a person's digital skills and competencies. This paper is one of the first comprehensive studies of the changing labor conditions, working environment, and the emergence of new competencies in Industry 4.0. This research contributes to the problem of studying digital skills as a component of human capital and can be the basis for further research in this subject area. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Designing and Implementation of Web-enhanced Inquiry Learning for Literacy in Science Platform for Post COVID-19 Education

Teaching and learning for school science became more challenging during the COVID-19 pandemic as regular science classes were offered online in real-time remote, synchronized, asynchronized, and hybrid learning modes. In science education, students often cannot collect the real-time data necessary for inquiry in science classrooms. During the COVID-19 outbreak, web-based or e-learning platforms play a significant role in science education during and after the COVID-19 pandemic. To overcome the outbreak limitation, teachers and students were required to transform their teaching and learning to be online with and without the available online platforms, enabling both teachers and learners to easily different learning sources and make teaching and learning work efficient and effective. Therefore, this study proposed a prototype of a Web-enhanced Inquiry Learning for Literacy in Science (WILL-S) platform aiming to provide innovative and flexible teaching to enhance the science competencies of middle school students. This web platform allows teachers and students to maximize their teaching practices and learning processes in science. A preliminary evaluation of the proposed platform was carried out with eight in-service science teachers and 221 middle school students from eight different secondary schools located in northeastern Thailand to estimate their acceptance of the proposed platform from teachers' and students' perspectives. The preliminary result was the positive acceptability of the teachers and students. © 2023 IEEE.

Applicability of working abroad for physicians with a specialization in Global Health and Tropical Medicine.

BACKGROUND: In The Netherlands, physicians specialized in global health and tropical medicine (Ps-GHTM) are trained to work in low-resource settings (LRS) after their training program of 27 months. After working for a period of time in LRS, many Ps-GHTM continue their careers in the Dutch healthcare system. While there is limited evidence regarding the value of international health experience for medical students and residents, it is unknown to what extent this applies to Ps-GHTM and to their clinical practice in the Netherlands. METHODS: In this qualitative study we conducted semi-structured interviews and focus group discussions (FGDs) with Ps-GHTM to explore the perceived applicability of their experience abroad for their subsequent return to the Netherlands. Topic guides were developed using literature about the applicability of working abroad. Findings from the interviews served as a starting point for FGDs. The interviews and FGDs were analysed using directed content analysis. RESULTS: 15 themes are described relating experience abroad to healthcare delivery in The Netherlands: broad medical perspective, holistic perspective, adaptive communication skills, creativity, flexibility, cultural awareness, self-reliance, clinical competence, cost awareness, public health, leadership, open-mindedness, organization of care, self-development, and teamwork. Highlighting the variety in competencies and the complexity of the topic, not all themes were recognized by all respondents in the FGDs nor deemed equally relevant. Flexibility, cultural awareness and holistic perspective are examples of important benefits to work experience in LRS. CONCLUSION: Ps-GHTM bring their competencies to LRS and return to the Netherlands with additionally developed skills and knowledge. These may contribute to healthcare delivery in the Netherlands. This reciprocal value is an important factor for the sustainable development of global health. Identifying the competencies derived from work experience in LRS could give stakeholders insight into the added value of Ps-GHTM and partly help in refining the specialization program.