Narrative stability in interview accounts

We identify and discuss the phenomenon of narrative stability, in the context of current methodological literature on interviewing. It derives from two independent studies, undertaken fifteen years apart, of members of the same genetics research group who were interviewed by different researchers. The first (‘Discovery’) interviews were collected very soon after the breakthrough was first published. The second (‘Legacy’) interviews were based on informants looking back at those events. Some strikingly similar narrative episodes across those accounts suggest strong narrative stability. In the course of interviews, informants reproduce biographical stories that are well sedimented. Not all interview materials, therefore, should be thought of exclusively in terms of co-production between interviewer and informant.     

招聘与录用课程教学中模拟面试法的应用

通过对招聘与录用课程和模拟面试教学法特点的分析,认为模拟面试在招聘与录用教学实践中的应用十分重要。提出模拟面试的总体设计思路、具体实施过程以及考核方法,最后对模拟面试在应用过程中可能出现的问题进行了总结并提出相应对策。     

The influence of yarning circles: A cultural safety professional development program for midwives

BackgroundA university educated, First Peoples health workforce is paramount to improving health outcomes for Australia’s First Peoples. However, a significant gap exists between the academic success of First Peoples and non-Indigenous students. The facilitation of culturally safe learning and teaching environments by academics is essential to closing this gap. There is little research on midwifery academics’ understanding of Cultural Safety and the translation of this understanding in learning and teaching.ObjectivesTo explore the influence of yarning circles within a professional development program to enhance midwifery academics’ awareness of Cultural Safety.MethodsA six-month staff development program which consisted of two workshops and a series of yarning circles was offered to all midwifery academics. Eight participants agreed to be interviewed after completion of the program. Interviews were transcribed verbatim, read and re-read, and analysed using a six staged thematic analysis process.ResultsSix key themes centred on participants’ Sense of Belonging, Sense of Safety, Sense Knowing, Sense of Support, Sense of Difference, and Sense of Challenge were identified. These concepts were supportive of participants’ developing awareness of Cultural Safety.ConclusionYarning circles can encourage midwifery academics’ awareness of Cultural Safety. Awareness is the first step towards becoming culturally safe. Yarning provided a safe and supportive space for challenging discussions and reflective learning about racism, white privilege, and difference. Midwifery academics described steps they could take to promote Cultural Safety in the classroom.     

校园招聘会存在的问题及对策分析

校园招聘会是大学生就业的一条重要途径。当前，越来越多的用人单位变被动为主动，把招聘现场搬到了学校，而学生也对校园招聘活动寄予了厚望，他们希望通过校园招聘活动一锤定音，避免四处奔波之苦。就校园招聘会存在的问题及其对策进行了深入浅出的阐述。     

Perspectives of inclusive education in Russia

This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students’ identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.     

The role of employers’ beliefs in the evaluation of educational output

The purpose of this paper is to advance an alternative view of the educational output and the question of how to evaluate it. In contrast to the dominant tradition in the economics of education, we take the view that that output is what agents evaluate as such. We focus more specifically on an analysis of employers’ beliefs and representations. Several tens of recruiters were interviewed. Analysis of these interviews shows that employers regard the qualities required at work as either ‘learnable’ or innate. These beliefs as to the origin of workers’ qualities will shape employers’ evaluations of employees’ education, influence firms’ organization as well as how labour markets operate.     

Does public relations scholarship need better PR? practitioners’ perspectives on academic research

Articles in academic public relations journals often provide recommendations for public relations practitioners. The purpose of this study is to gain a practitioner perspective on that work and to determine if a potential disconnect between public relations practitioners and scholars exists. Through semi-structured, in-depth interviews with 22 public relations practitioners, this study examines knowledge, readership, and applicability of public relations scholarship in industry. Participants indicated they have a general awareness of and assigned value to academic scholarship; however, they do not actively consider it or use it in their professional lives due to issues of access, time, and relevance. Many appeals have been made within the academy to make scholars’ work more “public,” and these results reflect this need. Based on these findings, recommendations are made to increase the accessibility and relevance of scholarly work for professionals.     

The impact of Multiple Mini Interviews on the attrition and academic outcomes of midwifery students

BackgroundAdmission to the Bachelor of Midwifery (BMid) in Australia has traditionally been based on academic ranking. The BMid is a high demand course offered to a limited number of students and therefore choosing applicants who complete the degree is important. Multiple Mini Interviews (MMIs) are used to assess non-cognitive skills and select students into healthcare degrees. One university in Australia has introduced MMIs as part of the application process for the BMid.AimCompare attrition rates and Grade Point Average (GPA) scores between students admitted into the BMid using both academic ranking and MMIs, to those admitted on academic ranking alone.MethodsA basic convergent mixed methods design, using an explanatory unidirectional framework to integrate data. Attrition rates, GPA, and multiple mini interview scores (2013–2019), were linked and compared for before and after the use of MMI’s. Focus groups with students, interviewers, and hospital-based educators, explored stakeholder experiences. Open-ended questions from an applicant survey were added to the qualitative data set, which was analysed thematically.FindingsStudents who enrolled via the MMI’s had significantly lower attrition rates than those enrolled before MMI’s were introduced. GPA scores were significantly higher for students who enrolled via the MMI’s. Integration of data found MMI’s identified students passionate to undertake midwifery, and that success at the interviews increased students’ confidence to successfully complete their studies.ConclusionMMI’s as part of the entry process into the BMid enabled identification of applicants more likely to remain in the course and succeed in their studies.     

A mixed methods evaluation of Multiple Mini Interviews for entry into the Bachelor of Midwifery

BackgroundMultiple-mini interviews (MMI) are increasingly used as part of the admission process into healthcare degrees. Evaluations have found MMIs to be a fair assessment tool in terms of reliability and validity and viewed positively by those involved in the MMI process. The use of MMIs in midwifery is novel and evaluation is lacking.AimTo evaluate the use of MMIs as part of the admission process for the Bachelor of Midwifery in one Australian university.MethodsA basic convergent mixed methods study design was utilised. Data included linked data sets, Likert scale responses to survey questions, focus groups and open-ended survey questions. Integration took place at the interpretation and reporting stage.FindingsParticipants viewed the MMI experience positively. The study confirmed the reliability of the MMIs as an assessment tool. Most variance in MMI scores was attributed to the candidate at 31.4 % with the interviewer and the interview station having less influence on the MMI score at 11 % and 6.4 % variance. Older applicants on average achieved higher MMI scores, and those who spoke a language other than English at home or were first in family to attend university had lower on average MMI scores. Being born overseas did not impact an applicant’s MMI score. The overall experience was seen as fair, offering further opportunity to gain entry into the Bachelor of Midwifery.ConclusionMMIs were viewed positively and findings support the use of MMIs as part of an admissions process for the Bachelor of Midwifery.