Beauty Related Graduate Fields Activation Methods for International Students

In order to seek activation methods for beauty related graduate level international students, this research was conducted by analyzing the current status of graduate level beauty departments and conducting focus group interviews (FGI) in two separate groups: 8 professors and 12 international students from 7 different graduate schools and the results are as follows. In 2020, current count of active beauty related graduate level departments are 74, with 298 international students representing 29 graduate schools. The biggest motivation for international students attending beauty related graduate school was to become a beauty professional through self development, thus preparing themselves to become a competitive candidate in the job market. The familiarity between the student and professor and department affinity influenced students decision to attend graduate school. Most of the students experienced challenges due to language barriers, and responded that having mentors, assistants and professors speaking their native language would be needed. The recognition of merit scholarships, visa and career continuation policies were low amongst international students. Therefore, in order to further activate and promote beauty related graduate level programs, the needs of international students have to be met by increasing the number of hands-on classes following the latest trends, career continuation programs and opportunities to increase familiarity amongst professors and students. In addition, language programs support, native class assistants and upperclassmen mentorship have to be inter-connected to increase class understanding. At the same time, subsidizing Korean level test and supporting the test process have to be further monitored and promoted to ensure diversified support reaches the international students. With such efforts, beauty related graduate programs will be able to recruit more international students and help the operation of the university while help build more international relationships.

Research policies and scientific production: A study of 94 Peruvian universities

Studies of research policies and scientific production are essential for strengthening educational systems and achieving objectives such as quality improvement. The aim of this study was to evaluate the influence of research policies on the scientific production of public and private Peruvian universities. An observational, descriptive, secondary analysis study of the research policies of 92 universities and two graduate schools licensed by the National Superintendence of Higher Education of Peru (SUNEDU) was conducted for the period from 2016–2020. Scientific publications from educational institutions were collected from Scopus and Web of Science for the study period, and researchers certified by the National Council of Science and Technology of Peru (CONCYTEC) were divided by group and level. Multiple regression analysis was performed using two models. The analysis indicated that research policies did not influence scientific production in Scopus or Web of Science in either 2019 or 2020 (Model I) but that type of management (p < 0.01), number of National Scientific, Technological, and Technological Innovation Registry (RENACYT) researchers (p < 0.001) and 2016 scientific production (p < 0.001) did influence production when these variables were incorporated into the model (Model II). However, time of licensing and management type had no effects. The number of research policies implemented by Peruvian universities and licensed graduate schools was not large. Therefore, it is recommended that project funding policies, research training, and research collaboration be strengthened and that the management capacity of research centers and institutes be increased.

Recommendations for Safety Education and Training for Graduate Students Directing Field Projects

Graduate schools provide students opportunities for fieldwork and training in archaeological methods and theory, but they often overlook instruction in field safety and well-being. We suggest that more explicit guidance on how to conduct safe fieldwork will improve the overall success of student-led projects and prepare students to direct safe and successful fieldwork programs as professionals. In this article, we draw on the experiences of current and recent graduate students as well as professors who have overseen graduate fieldwork to outline key considerations in improving field safety and well-being and to offer recommendations for specific training and safety protocols. In devising these considerations and recommendations, we have referenced both domestic and international field projects, as well as those involving community collaboration.