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Gergov, K., H. Burgazliev, E. Hristov, G. Shopov, and S. Ognyanov. "Employment of Students From Pharmaceutical Specialties – A Pilot, Retrospective-Prospective, Longitudinal, Questionnaire Survey in Two Centers in Bulgaria." Acta Medica Bulgarica 48, no. 2 (2021): 62–71. http://dx.doi.org/10.2478/amb-2021-0025.
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Abstract Aim To investigate the employment, the desire to work, the work habits and preferences of the students from the pharmaceutical specialties in Bulgaria. Secondary objectives: To analyze the possibilities for employment, to assess its lawfulness, to analyze existing vicious practices, to establish the main problem in fitting together the academic learning process and the work activity. Materials and methods This was a pilot, retrospective-prospective, longitudinal survey in two centers. We developed a survey questionnaire containing 28 questions of both the open-ended and closed-ended types. The data collection was done using the “Direct individual poll” method. he target group consisted of 165 students from pharmaceutical specialties – pharmacy students from Faculty of Chemistry and Pharmacy, Sofia University “Sv. Kliment Ohridski”, and Bachelor-pharmacists from the Medical College, University “Prof. Dr. Assen Zlatarov”, Bourgas. The data were processed with the SPSS software. Results The results are presented in two parts: the first part refers to Bachelors of Pharmacy, and the second – to Masters of Pharmacy. In their majority, the pharmacy students work during their academic studies – 86.4%. The main stimulus for starting work is of financial origin. Of all students working, 56.8% were hired on an employment contract, while up to one-third worked without any contract at all. In the case of assistant pharmacists 4 45.3% of the respondents worked, and the majority of the respondents did it for financial reasons (66.7%). 86.2% had a signed employment contract, but 67.9% were insured on the basis of the minimum salary. Most commonly the students were working in the field of their future specialty in the pharmacy network. Conclusion The students indicated difficulties in the process of combining their work activity and their studies, a negative attitude to the legal framework and easily discernible negative attitude towards the main field of fulfillment also by the Masters of Pharmacy – working in a pharmacy.
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Yirsaw, Mesenbet Terefe, and Mengistu Zelalem Wale. "Menstrual related discomfort and associated factors among undergraduate students in Ambo University, Central Ethiopia." SAGE Open Medicine 9 (January 2021): 205031212110033. http://dx.doi.org/10.1177/20503121211003361.
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Background: Menstruation is a natural phenomenon which is an indicator of women’s health that occurs throughout the reproductive years of every female. This phenomenon is unique to the females and governed by the girl’s general health condition, genetic, socioeconomic, and nutritional factors. Although it is a normal physiological process, most females experience some degree of pain and discomfort in their menstruation period. Even though there are limited studies so far reported about the issue in some other parts of the country, there is no scientific evidence in the present study area. Objective: To assess menstrual-associated discomfort and associated factors among undergraduate students in Ambo University, Central Ethiopia, 2018. Methods: Institution-based cross-sectional study was conducted at Ambo University from 30 March to 30 April 2018. Stratified sampling technique was used and 748 study participants were randomly selected from faculties using a multi-stage sampling procedure. Only data from 713 study participants were entered into EpiData 3.1 and analyzed using SPSS version 20.0 software. Logistic regression was used to associate factors with menstrual-associated discomfort. All statistical tests were considered as significant at a p-value of < 0.05. Result: The prevalence of menstrual-associated discomfort was found to be 68.6%. The variables age (Being younger) (adjusted odds ratio = 3.9 (95% confidence interval: 1.28, 11.78)), Tigire ethnicity (adjusted odds ratio = 2.4 (95% confidence interval: 1.02, 5.75)), unmarried (adjusted odds ratio = 2.1 (95% confidence interval: 1.21, 3.76)), smokers (adjusted odds ratio = 2.2 (95% confidence interval: 1.12, 4.29)), drinking caffeine (adjusted odds ratio = 1.8 (95% confidence interval: 1.17, 2.74)), amount of flow (adjusted odds ratio = 2.4 (95% confidence interval: 1.28, 4.62)), and duration of pain (adjusted odds ratio = 4.2 (95% confidence interval: 1.93, 9.29)) were significantly associated with menstrual-associated discomfort. Conclusion: This study revealed that majority of the participants was experienced with menstrual-associated discomfort. As the tendency of smoking cigarettes, drinking caffeine, and amount of flow is increased, menstrual associated discomfort is increased. Therefore, specific plan of action and support is urgently needed in order to enlighten and treat menstrual-associated discomfort.
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Drábeková, Janka. "Mathematical competencies of students entering university studies. Case study of Slovakia." Mathematics in Education, Research and Applications 4, no. 1 (2018): 23–30. http://dx.doi.org/10.15414/meraa.2018.04.01.23-30.
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Norman, Heidi. "Exploring Effective Teaching Strategies: Simulation Case Studies and Indigenous Studies at the University Level." Australian Journal of Indigenous Education 33 (2004): 15–21. http://dx.doi.org/10.1017/s1326011100600820.
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AbstractThis paper explores teaching strategies for communicating complex issues and ideas to a diverse group of students, with different educational and vocational interests, that encourage them to develop critical thinking, and explores pedagogies appropriate to the multidisciplinary field of Aboriginal studies. These issues will be investigated through discussion of a successful simulation case study, including the setting up, resourcing, conducting and debriefing. The simulated case study was an assessed component of the new elective subject, Reconciliation Studies, offered at the University of Technology Sydney. In 2003 students participated in a role-play based on events in relation to the development of the Hindmarsh Island Bridge. Students were assigned roles as stakeholders where they researched and then role-played, through their assigned characters, the multilayered and complex dimensions of this recent dispute. Students were required to reflect critically on the cultural, economic, legal and political issues that were pertinent to their stakeholder and explore the underlying racial, ethical and moral grounds for their particular standpoint. I argue that teaching strategies such as these can contribute to locating Indigenous Australian perspectives and experiences as critical within the professional profiles and practice skills of Australian university graduates.
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Jawarneh, Mohammad. "Career maturity among university students in Jordan: The case for social studies." Australian Journal of Career Development 25, no. 3 (2016): 110–16. http://dx.doi.org/10.1177/1038416216676807.
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Hien Trang, Ngo Thi. "WHY AND HOW UNIVERSITY STUDENTS APOLOGIZE TO THEIR LECTURERS: THE CASE OF UNIVERSITY OF FOREIGN LANGUAGE STUDIES, VIETNAM." Journal of Nusantara Studies (JONUS) 2, no. 2 (2017): 79. http://dx.doi.org/10.24200/jonus.vol2iss2pp79-87.
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Apology plays an important role in maintaining social relationships. This paper aims to examine apology strategies employed by students of University of Foreign Language Studies, Vietnam when apologizing to their English language lecturers. A total of 300 students completed the questionnaires which seek to explore their engagement in apology. Among the 300 respondents who completed the questionnaires, 100 students admitted that they wrote apology emails in English to their lecturers at least once during the last three academic semesters. The emails were also analysed to closely examine the apology utterances. Quantitative and qualitative methodologies were employed to analyze the apology utterances and questionnaire data, focusing on the reasons why the students apologized, and the strategies employed in seeking the apology. Data analysis reveals that the students apologized mainly for cheating in exams, being late for classes, showing disrespect to the lecturers and being absent from classes. In terms of apology strategies, the students mostly employed the strategies of Illocutionary Force Indicating Device (expression of the apology), Promise of forbearance and Accounts (telling what has happened). The students tended to use email when apologizing for serious offences and they preferred to meet the lecturers face-to-face for the less serious ones.Keywords: Apology strategy, email, lecturers, students, VietnamCite as: Trang, N.T.H. (2017). Why and how university students apologize to their lecturers: The case of University of Foreign Language Studies, Vietnam. Journal of Nusantara Studies, 2(2), 79-87.
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Sankey, Michael, and Lynne Hunt. "Flipped University Classrooms." Journal of Cases on Information Technology 16, no. 2 (2014): 26–38. http://dx.doi.org/10.4018/jcit.2014040103.
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The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.
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Kharka, Damber Singh. "Art of Teaching with Case Studies." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 10, no. 9 (2015): 2488–94. http://dx.doi.org/10.24297/ijmit.v10i9.563.
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In this paper I have shared some of my experiences on how to handle case studies in teaching with the intent to facilitate more discussions during our meeting over the two day conference on “research informed teaching†at Samtse College of Education organized by the Royal University of Bhutan in October 2014. We know that case studies are stories used as knowledge and skill transfer vehicles by which a lot of real life scenario is brought into the classroom to be discussed by the students and instructors. How we use case studies dependsuponthe objectives and the format of the course. My experience suggest that if it is a regular university dictated course with astrict timetable (one hour period everyday per subject) with pre-identified contents and has a large class size,it is not normally possible or at least not meaningfully efficient to go beyond the use ofsimple cases that will only help to illustrate the subject concepts and demonstrate afew practical aspects. However, if the class is smaller and the course is more discussion based with properly designed sessions, we choose to use cases through complex analysis thereby guiding the students in a step-wise fashionin the analysis of relevant information, problem identification and option evaluation. Whatever may be the format of the course or the class in which we use case studies, it is important that we, as case teachers, prepare ourselves well and know all the issues involved in the case, prepare questions in advance and prompt discussions and debate in the class, and anticipate where students might run into problems. Needless to mention that we encounter within the class, few or even all students findingthemselves out of place when case studies are used; it particularly true in the Bhutanese situation as our teaching and learning system is historically predominant with the traditional lecture method. To overcome such problems, it is essential to prepare students for case based learning methods. We must know about our students’ backgrounds in advance so that wecan productively draw on their areas of expertise, experiences and personalities to enhance the discussionandenrich learning across the board as facilitators rather than acting as a traditional teacher[1].Â
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Lee, Hyesun. "Problem-Solving Therapy for University Students who Experiencing Job-Seeking Stress : Case Studies." Cognitive Behavior Therapy in Korea 18, no. 3 (2018): 285–312. http://dx.doi.org/10.33703/cbtk.2018.18.3.285.
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Sontag, Katrin. "Highly skilled asylum seekers: Case studies of refugee students at a Swiss university." Migration Letters 15, no. 4 (2018): 533–44. http://dx.doi.org/10.33182/ml.v15i4.5.
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The article argues that the applicability and value of “skills” depend to a considerable degree on the way in which a person enters a country. Based on a study on potential university students with refugee backgrounds, it shows how difficult it can be to transfer skills through the migration channel of asylum in Switzerland and how social and cultural capital may be reduced. The space in which asylum seekers live and operate is restricted in such intersecting fields as mobility, time, finances, languages, or access to information. In addition, the educational system has regulations regarding recognition. The article raises questions as to how education systems in the destination countries recognize, integrate and develop skills. It makes the case for re-assessing the very term “highly skilled”, along with the notions and associations that surround it, as an empirical object of research, rather than accepting it as a category in its own right.
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DÖRFER, Claudia. "University Students’ Expectations and Perceptions of Study Abroad: Case Studies in Administrative Sciences." American Journal of Educational Research 3, no. 8 (2015): 1036–39. http://dx.doi.org/10.12691/education-3-8-14.
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Hrastinski, Stefan, Anneli Edman, Fredrik Andersson, Tanvir Kawnine, and Carol-Ann Soames. "Informal math coaching by instant messaging: Two case studies of how university students coach K-12 students." Interactive Learning Environments 22, no. 1 (2012): 84–96. http://dx.doi.org/10.1080/10494820.2011.641682.
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Kembo, Jane. "How Effectively are University Students Tested? A Case Study." East African Journal of Education Studies 2, no. 1 (2020): 59–66. http://dx.doi.org/10.37284/eajes.2.1.170.
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Testing and examining go on in higher education all the time through continuous assessments and end semester examinations. The grades scored by students determine not only academic mobility but eventually who get employed in the job market, which seems to be shrinking all over the world. Those charged with testing are often staff who have higher qualifications in their subject areas but are not necessarily teaching or examination experts. Against this background, the researcher wanted to find out what was happening at selected university across three schools: Social Studies, Education and Science. The university is fairly young having been awarded its charter twenty years ago. The paper asked two questions namely, at what levels of Bloom’s Taxonomy are lecturers asking examination questions? Secondly, do the level and balance of questions show growth in examining skills? The study evaluated over 1039 questions from randomly selected examination papers from the Examinations Office for the academic years from 2014/15 to 2017/18 (three academic years). A guide from the list of verbs used in Anderson s (revision of Bloom was used to analyze the questions. Descriptive statistics were used to describe the trends in testing for each year. ANOVA and t-tests were used to find out if there were significant differences between numbers across categories and within categories. The results of the study show that most examination questions are at the levels of remember (literal) and knowledge (understand). In 2016/17 and 2017/18 academic years, there were significant differences in the percentage of questions examined in these two categories. However, it seems from the study, that testing or examining skills do not grow through the practice of setting questions. There is need for examiners to be trained to use the knowledge in setting questions that discriminate effectively across the academic abilities of students they teach.
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Turkkan, Elif E., Inci Basa, and Meltem O. Gurel. "Interaction Between Design Studio and Curriculum Courses: Bilkent University Case." Open House International 35, no. 3 (2010): 66–75. http://dx.doi.org/10.1108/ohi-03-2010-b0008.
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A major aim of the design studio is to educate students to be well-equipped designers. To do so, a student should be able to grasp the divergent information of various courses and integrate that knowledge into their design problems. But are students aware of the emphasis placed on incorporating different curriculum courses into the design studio? Do they find it beneficial while developing a design project? To what extent do they think this integration has an impact on their success in the design studio and in their adaptation to professional practice? This paper seeks to find out whether the integration between the design studio and other curriculum courses is productive from students' perspectives and determine if there is a consensus between students and instructors on the significance of transferring knowledge from curriculum courses to design projects. In addition, the paper examines the position of the design studio as an integrative medium between education and practice in the Turkish context.
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Hoa, Phan Van, and Ngo Thi Hien Trang. "MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG." VNU Journal of Foreign Studies 36, no. 6 (2020): 175. http://dx.doi.org/10.25073/2525-2445/vnufs.4637.
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Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.
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Scribner, Jay Paredes, and Paul V. Bredeson. "Beyond Simulations and Case Studies: Improving Leader Preparation through Action Research." Journal of School Leadership 7, no. 3 (1997): 230–45. http://dx.doi.org/10.1177/105268469700700301.
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This paper describes an instructional innovation using field-based action research to enhance program quality and better prepare future administrators at one university. Specifically, the paper describes the learning experiences of graduate students enrolled in a Supervision of Instruction class as they participate in a collaborative school/university project. Three questions were addressed: (1) as an instructional strategy, in what ways does collaborative action research contribute to students’ understanding, acquisition, and use of professional knowledge in educational administration?; (2) in what ways does collaborative action research address major criticisms of educational administration program content and delivery?; and (3) what limitations and/or challenges confront professors and students in programs that incorporate field-based action research into their curriculum? From data gathered in this study, action research appears to provide meaningful opportunities for pre-service administrators to test leadership theories against actual problems of practice. However, data also suggest that action research as an instructional strategy places new demands on students and instructors alike.
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Tereseviciene, Margarita, Elena Trepule, Rasa Greenspon, and Nilza Costa. "Digital Badges for Students’ Assessment and Recognition – A University Case." EDEN Conference Proceedings, no. 1 (June 22, 2020): 91–98. http://dx.doi.org/10.38069/edenconf-2020-ac0006.
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The main goal of the paper is to describe current practice and experience of one university in application of digital badges with particular attention to two research questions: What are the purposes of issuing digital badges to students? How digital badges are used in fully online or blended learning studies referring to student’s assessment and recognition? A case study design has been selected in order to analyse real-life issues and practices. Virtual learning environment and characteristics of meta data of digital badges have been analysed. The results of the analysis indicate that majority of digital badges were issued in order to assess students’ knowledge, skills, and competencies while the rest of the digital badges were issued to acknowledge personal features ant to motivate. However, recognition using digital badges does not take please at the University. Findings indicate that teachers need trainings on the development and application on digital badges in order to offer transparent procedures when the system itself gives digital badges to students after their fulfilment of predefined criteria to make assessment process more objective.
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Othman, Zulkeplee. "UNIVERSITY LIFE AND AUSTRALIAN HOMES: THREE CASE STUDIES OF INTERNATIONAL MUSLIM STUDENTS IN BRISBANE." Journal of Islamic Architecture 3, no. 2 (2014): 69. http://dx.doi.org/10.18860/jia.v3i2.2527.
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<div style="left: 100.81px; top: 546.808px; font-size: 10.6639px; font-family: sans-serif; transform: scaleX(0.992902);">Despite a significant increase in enrolments of postgraduate international Muslim students within Australian universities, little is known about their perceptions of life within Australian homes while undertaking their studies. The aim of this study is to investigate the ways in which students’ cultural and religious traditions affect their use of domestic spaces within the homes in which they reside. The research found that participants faced some minor difficulties in achieving privacy, maintaining modesty and extending hospitality while able to perform their daily activities in Australian designed homes. The findings suggest that greater research attention needs to be given to the development of Australian home designs that are adaptable to the needs of a multicultural society. Australian society encompasses diverse cultural customs and requirements with respect to home design, and these are yet to be explored.</div>
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Valasidou, Areti, and Despoina Bousiou-Makridou. "The Impact Of ICTs In Education: The Case Of University Of Macedonia Students." Journal of Business Case Studies (JBCS) 4, no. 3 (2008): 29–34. http://dx.doi.org/10.19030/jbcs.v4i3.4765.
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The aim of this paper is to describe the results of a research that took place in order to examine the opinion and impact of Information and Communication Technology to undergraduate students of University of Macedonia. The research was conducted with two main purposes. The first purpose is to investigate how familiar are the students of international and political studies with the use of ICTs on and off campus. The second purpose of the research is to examine the possible relationship between the use of ICTs and the gender and the students performance (marks) at the Introduction to Computers module that is part of their programme of studies. The results revealed that male students are more favourable toward ICT usage and the students that scored high at the module Introduction to Computers were more likely to find that the use of ICTs help them at their studies with various ways. The university academic and administrative personnel is highly recommended to find ways in order the students to be motivated and maintain positive students attitudes to use ICTs. Thus, the students will find it very helpful during their studying or even a supplement to other teaching activities.
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Garo, E., V. Kume, and S. Basho. "Determinants of Entrepreneurial Intention among University Students: Case of Albania." Multidisciplinary Journal for Education, Social and Technological Sciences 2, no. 2 (2015): 176. http://dx.doi.org/10.4995/muse.2015.3691.
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<p>In Albania, during the last decades entrepreneurship has been in focus. It is commonly agreed that developing entrepreneurship in the long term would be translated into sustainable economic development. Albanian economy, being an economy in transition greatly and urgently needs to invest into increasing the number of entrepreneurs in the country. Entrepreneurial intention is considered to be really important. Thus, the purpose of this paper is to observe the determinants of entrepreneurial intention in Albania. The target is university students. Many programs that foster entrepreneurship such as incubator centers, business plan competitions along with new educational practices have been developed. In addition, even though studies conducting in this field are few, Albanian education institutions have shown a willing to study the factors influencing entrepreneurship development. The reason is the belief that developing and supporting entrepreneurial activities among youth will positively influence the economy of the country in terms of economic growth.</p><p>This study widely represents the Albanian students and shows the deteminants of entrepreneurial intention they have. Hopefully the findings of this study would be useful to the policy makers and the Albanian government to undertake effective policies focused on entrepreneurial activity; targeting economic development of the country. </p>
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Jaccomard, Hélène. "Work Placements in Masters of Translation: Five Case Studies from the University of Western Australia." Meta 63, no. 2 (2018): 532–47. http://dx.doi.org/10.7202/1055151ar.
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In Australia work placements are an essential part of most postgraduate qualifications in Translation Studies as a way to guarantee graduates’ job-readiness. Work placements, however, are not always run ethically and efficiently. This research paper analyzes the pragmatic and theoretical aspects of professional placements in Translation Studies, and reports on work placements of five Masters students at the University of Western Australia. The students’ experiences were diverse and proved that safeguards need to be put in place for work placements to be successful tripartite collaborations between universities, trainees and hosts. Flexibility and students’ autonomy seemed to play an important part in the success of work placement arrangements. Both work supervisor and subject coordinator must be properly prepared for their tasks, perhaps taking guidance from their counterparts in vocational studies. Nonetheless, all students in these cases studies were confronted with real-life issues that translators have to routinely solve and this rapidly increased their job-readiness.
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Harper, Shaun R., Edward J. Smith, and Charles H. F. Davis. "A Critical Race Case Analysis of Black Undergraduate Student Success at an Urban University." Urban Education 53, no. 1 (2016): 3–25. http://dx.doi.org/10.1177/0042085916668956.
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Presented in this article is a case study of Black students’ enrollment, persistence, and graduation at Cityville University, an urban commuter institution. We combine quantitative data from the University’s Office of Institutional Research and the U.S. Department of Education with qualitative insights gathered in interviews with students, faculty, and administrators. We then use tenets, theses, and propositions from Critical Race Theory to analyze structural problems that undermine persistence and degree completion, sense of belonging, and academic achievement for Cityville’s Black undergraduates.
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Määttä, Kaarina, and Satu Uusiautti. "STUDENTS’ PERCEPTIONS OF FACTORS SLOWING DOWN THEIR STUDY PROGRESS: THE CASE OF UNIVERSITY OF LAPLAND." Problems of Education in the 21st Century 72, no. 1 (2016): 65–75. http://dx.doi.org/10.33225/pec/16.72.65.
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Fast graduation, smooth studies, and fluent study progress are the goals of today’s university education. How do students themselves perceive their study processes and what do they think about the factors hindering them from succeeding? The purpose of this research was to find out from the first-year-students of one Finnish university their experiences and opinions. The research investigated what the most difficult issues the students have faced during their first year of university studies have been and what factors have hindered their study progress according to their own perceptions. The students (N=186) answered to an internet-based open-ended questionnaire. The data were analysed in a qualitative data-based manner which resulted in seven most frequently mentioned hindrances in the questionnaire data. The main hindrances were deficiencies in study skills, difficulties in adjustment to academic studies, unclear directions in studies, difficulties in making study plans and scheduling, lack of guidance in studies and difficulties in finding help, lack of community, and overlapping courses and busy study periods. Based on the findings, it is possible to pay attention to the difficulties mentioned by students. Key words: university education, study process, smooth studies, university teaching, study skills.
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Rudhumbu, Norman, Avinash Tirumalai, and Babli Kumari. "Factors that Influence Undergraduate Students’ Choice of a University: A Case of Botho University in Botswana." International Journal of Learning and Development 7, no. 2 (2017): 27. http://dx.doi.org/10.5296/ijld.v7i2.10577.
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The purpose of this study was to determine factors that influenced decisions of undergraduate students’ choice of a university to study at. Botho University was used as a case study. Studies show that universities are currently confronted with both the decrease in student enrolments and high competition for those students between institutions. As a result of these twin challenges, it is of critical importance that factors that influence students’ choices of universities are investigated to enable effective planning of student recruitment strategies. The study employed a descriptive survey design that employed a structured questionnaire for data collection. Simple random sampling procedure was used to select a sample of 300 participants from a population of 1240 Botho University undergraduate students. Collected data was analysed using SPSS version 22. Results of the study showed that factors that include academic programmes offered, image and reputation of the institution, advertising, career fairs, quality of staff, employment prospects of graduates from the institution had a very high influence on the decision by students to choose Botho University as an institution to study at. Factors such as tuition fees, chance of getting scholarships and campus visits did not have a very high influence.
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Karageorgou, Elissavet, and Konstantina Koutrouba. "Implementing Project-Based Experiential Learning in Post-Graduate Studies in Greece: A Case Study." European Journal of Social Sciences Education and Research 7, no. 1 (2016): 31. http://dx.doi.org/10.26417/ejser.v7i1.p31-36.
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The present questionnaire-based study examines the outcomes of project-based learning procedures in Greek University postgraduate classes, where the project entitled “Traffic Signs” takes place. Master in Education students at Harokopio University provided relevant information by answering a set of close-ended questions specifically designed for the research. Data elaboration and statistical analysis were performed. The results of the study showed that, according to MEd students, the teachers’ role during the carrying-out of the project remains crucial, since s/he establishes the rules of communication, defines the objectives, simplifies the learning material and intervenes in a supportive way to strengthen students’ cognitive background and self-confidence, to overcome setbacks and facilitate constructive cooperation. The research also showed that as long as projects’ implementation during postgraduate studies are well-designed, attractive and demanding regarding high-ranked cognitive and socio-affective abilities, they meet satisfactorily students’ academic needs and expectations and refresh, deepen and expand the positive outcomes of the learning procedure even in scientific domains where very often University teachers tend to avoid the use of more innovative teaching methods.
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Reis, Sally M., Terry W. Neu, and Joan M. McGuire. "Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved." Exceptional Children 63, no. 4 (1997): 463–79. http://dx.doi.org/10.1177/001440299706300403.
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We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting.
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Strawser, S. "It isn't always anxiety: Four case studies of female university students with problems in mathematics." Archives of Clinical Neuropsychology 12, no. 4 (1997): 411. http://dx.doi.org/10.1093/arclin/12.4.411.
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Cavalli, Eddy, Séverine Casalis, Abdessadek El Ahmadi, Mélody Zira, Florence Poracchia-George, and Pascale Colé. "Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies." Research in Developmental Disabilities 51-52 (April 2016): 89–102. http://dx.doi.org/10.1016/j.ridd.2016.01.006.
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Tarvid, Alexander. "Attracting doctoral students: case of Baltic universities." International Journal of Educational Management 31, no. 7 (2017): 1017–41. http://dx.doi.org/10.1108/ijem-07-2015-0093.
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Purpose In the context of falling demand for higher education and, in particular, doctoral studies, it is important to understand how to attract new students. The purpose of this paper is to present an analysis of the decision-making process the PhD students of Baltic universities followed when choosing whether to continue their education at doctoral level and in which institution to do it. Design/methodology/approach It uses the data gathered in 2014 from all major Baltic universities providing access to higher education at doctoral level. Findings At macro-level, the three Baltic countries (Estonia, Latvia and Lithuania) are rather different in the supply of doctoral programmes and the level and dynamics of the popularity of doctoral-level studies in the population. Besides, strong country-specific effects on the goals students pursued when they enrolled in a doctoral programme and the information about the university or the programme they found useful are observed at micro-level. The main result is related to systematic differences in the perceptions students have about the benefits they will get from a doctoral degree across the current (at doctoral level) and previous (at Bachelor’s and Master’s levels) fields of study, as well as depending on labour-market experience and family and social circle. Practical implications These findings suggest that Baltic higher education institutions should employ different marketing communication strategies when attracting new doctoral students, depending on the field of study and the country they operate in. Originality/value This is the first comprehensive study on the motivation of enrolment at doctoral level in the Baltic countries. It gives the management of Baltic universities a general picture of the motivation to get a PhD degree and factors affecting the choice of university, which can be readily incorporated into universities’ strategy.
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Fahimah, Hana Maharani, Aniek Hindrayani, and Jonet Ariyanto Nugroho. "Consequences of Student Part-Time Employment (Case Study of Sebelas Maret University Student)." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 3 (2021): 53. http://dx.doi.org/10.20961/shes.v4i3.49970.
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<em>The aim of the paper is to examine the consequences of students engaging in part-time employment during their studies. The research consisted of a Google form survey of all the student of Sebelas Maret University, on 2015 and 2016 who studies also doing part-time. The survey found that part-time employment, in common with many previous studies. It also found that some students were spending longer in their chosen employment than in time-tabled classes. A central finding was that unlike much previous research, it emerged here that students reported more positive than negative outcomes to improve the student skills, but effect to the learning achievement give the negative outcomes. The data shows that students continue to engage in part-time employment at a significant level and for some studying is almost a secondary activity. The paper is of value in seeking to clarify the nature of the consequences for students seeking to combine employment and studying. Furthermore the paper builds on our understanding of the effect of part-time to the student learning achievement that gives negative effects but give the positive effect about the student skill to understand about business, social relationship, etc.</em>
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Ali, Amjid, Dost Muhammad Khan, and Mujeeb Hussain. "Causes of Teacher’s Favoritism and Its Effects on the University Students: A Case Study." Global Social Sciences Review III, no. II (2018): 369–84. http://dx.doi.org/10.31703/gssr.2018(iii-ii).21.
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This study aims at exploring and examining the causes of teacher's favoritism and its effects on the university students. Quantitative tools are applied to collect data for the study and to check its reliability. The results of the data reveal that the teachers favor the students on the basis of gender, race, area, similar political ideology and family/blood relation. The study also indicates that a teacher's favoritism in the class affects boldness, mutual trust and respects between students and teacher which results in the student's struggle for favoritism instead of studies and academic achievements. Moreover, the students may opt for leaving the institute in which favoritism exists. The study also shows that both male and female students have the same opinions regarding different factors and effects of favoritism. The study concludes that the students' flair, potential, abilities and academic achievements should be emphasized as essential criteria for testing and evaluating the students' academic performance. It will, further, compel the students to focus on their studies, rather than on gaining teacher's favor.
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Obagbuwa, Oloyede, and Farai Kwenda. "Determinants of Students' Spending Habits: a Case Study of Students at a Premier University of African Scholarship." African Journal of Business and Economic Research 15, no. 4 (2020): 25–43. http://dx.doi.org/10.31920/1750-4562/2020/v15n4a2.
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This study investigated factors that influence the spending habits of university students. The study utilised primary data collected through structured questionnaires from a sample of 479 students from the College of Humanities and College of Law and Management Studies at the University of KwaZuluNatal. Nine independent variables, namely, financial knowledge, financial attitude, gender, age, financial aid, years at university, racial groups, family background and course of study, were regressed against spending habits; the dependent variable. Data analysis was conducted using descriptive statistics, cross-tabulation, Chi-square tests, and binary logistic regression.. The study found that financial attitude has a significant influence on students' spending habits. The study found no statistically significant difference in the spending habits of male and female students; students majoring in business and nonbusiness-majors and among different racial groups.
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Botwina, Renata, and Oksana Borys. "COMMUNICATIVE APPROACH IN PRACTICE: THE CASE OF THE UKRAINIAN STUDIES DEPARTMENT AT THE UNIVERSITY OF WARSAW, POLAND." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (2020): 290–94. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-290-294.
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The growth of international market, business and travel around the world has resulted in English being an integral part of university curricula. Teaching English in the way that is not only motivating but also corresponding to the needs of the global market university graduates are about to face has become mandatory for higher education institutions. This paper aims at presenting a modern approach to teaching foreign languages to students studying at the Department of the Ukrainian Studies at the University of Warsaw, Poland. The specifics of the didactic work of lecturers teaching English and Ukrainian languages are presented with a view to a cultural diversity in groups. The Department offers students a rich program that gives them a thorough education both in Ukrainian and English languages. The authors show how they deal with various problems resulting from language interference, heterogeneous groups and cultural differences in their teaching practice. Motivating students to learn English with a view to a cultural context is of special importance since it results not only in interesting lessons, but also in students willing to deepen their knowledge of the English-speaking countries. A special attention is given to the Communicative Approach which has proved to be beneficial both for teachers and students. Moreover, the authors give practical solutions how to motivate students to learn foreign languages effectively.
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Radmehr, Farzad, and Michael Drake. "Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus." Education Sciences 10, no. 3 (2020): 55. http://dx.doi.org/10.3390/educsci10030055.
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Previous studies of integral calculus have mainly explored students’ conceptual and procedural knowledge; only a few have focused on students’ metacognition in relation to integral calculus. The study reported here explored students’ metacognitive knowledge of integral calculus by interviewing nine first-year university and eight Year 13 students. The design of the interview questions was based on the structure of metacognitive knowledge in Revised Bloom’s Taxonomy. The findings suggest there are differences between students’ metacognitive knowledge at Year 13 and the first year of university. In particular, the importance of knowing the rationale behind the theorems and formulas was not obvious for Year 13 students. Moreover, students’ metacognitive knowledge could be developed further at both levels, particularly in terms of developing strategies to identify how integral calculus questions could be solved and to check the outcome of problem-solving.
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Séror, Jérémie, and Alysse Weinberg. "The University of Ottawa Immersion Program." Journal of Immersion and Content-Based Language Education 3, no. 2 (2015): 241–67. http://dx.doi.org/10.1075/jicb.3.2.04ser.
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This article reports on case studies of university students participating in the University of Ottawa French Immersion Study (FIS) program, the largest tertiary immersion option in Canada. This program allows Anglophone students to complete an undergraduate degree while taking academic courses in their second official language (French). Semi-structured interviews with case study participants were used to analyze immersion students’ accounts of their experiences within this program. Findings focus on the interactions offered to FIS students and their role in shaping students’ identities and orientation to French and Francophones. Through the FIS, students are able not only to acquire linguistic and disciplinary knowledge, but also engage, often for the first time, in in-depth and daily interactions with the French community. As a result, their discourse reflects an identification and coming together with the Francophone community thereby seeming to bridge a gap between English speakers and French speakers typically found in elementary and secondary immersion programs.
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Alsharah, Naser Ibrahim, Abd-Alnaser Ahmad Alazam, Nayef Fadous Alhamad, and Faisal Khlaif Al-Sharaah. "The Effect of Religious Commitment on Psychological Security: The Case of Female Students at Irbid University College." Review of European Studies 10, no. 4 (2018): 124. http://dx.doi.org/10.5539/res.v10n4p124.
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Both a 75-items and a 30-items scales were used to uncover the relationship between religious commitment and psychological security among a sample of (156) female students in Irbid University College. Answers revealed that female students are religiously committed as they are psychologically secure. The study has found out that academic average, and income influence the degree of religious commitment of sample, but not their psychological security. Meanwhile, the study proved that parents&rsquo; religiosity and relationship influence their daughters&rsquo; religious commitment and psychological security. In this retrospect, the study suggests to conduct further research that tackle the behavioural (treatment) aspect of religion on students, and father-child relationship, and psychological security.
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Haruna, Hamisu Hamisu, Bello Ibrahim, Musa Haruna, Bashir Ibrahim, and Kamariah Yunus. "Metadiscourse in Students’ Academic Writing: Case Study of Umaru Musa Yar’adua University and Al-Qalam University Katsina." International Journal of English Linguistics 8, no. 7 (2018): 83. http://dx.doi.org/10.5539/ijel.v8n7p83.
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Studies on writing, thus, become crucial because when students make the transition from Secondary School to a Tertiary Institution, they encounter many challenges. One of them is the writing of B.A projects. Most of these undergraduate students both in L1 (English as a first language) and L2 (English as a second language) still find it difficult to argue, discuss or evaluate competently as well as persuasively in English essay writing. The present study aimed at exploring metadiscoursal choice and its influence on the success of students&rsquo; academic writing. The study was conducted within the framework of Appraisal Theory. The data was randomly generated from the written essays by thirty selected Level 400 students both from Umaru Musa Yar&rsquo;adua University and Al-Qalam University Katsina. Also, the data was descriptively alaysed and presented. It was discovered that six (6) of the essays do not contain the relevant elements for this study, thus excluded from the analysis. To achieve the main objective of this study, the first six categories of the most successful essays and the least successful ones were taken for in-depth analysis. They were analysed paragraph by paragraph and then each interactional metadiscourse element was separately discussed as a whole. The findings showed that many of the students were not exposed to these elements, thus, they write academic essay the way they speak. It is against these findings that the present study unravels that embedding the teaching of metadiscourse in cumulative learning practices could consequently empower students to develop both linguistically and intellectually.
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Jeronen, Eila, Merja Karjalainen, Heikki Kuoppala, Minna Sääskilahti, and Helena Tirri. "Changing the Admission Process of Subject Teacher’s Pedagogical Studies: A Case Study at the University of Oulu." Lumat: International Journal of Math, Science and Technology Education 1, no. 5 (2013): 479–501. http://dx.doi.org/10.31129/lumat.v1i5.1086.
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This qualitative case study aims to obtain information about the conceptions of the students and university staff concerning the new student admission process of subject teacher education at the University of Oulu. The new process was developed based on constructivist teaching and learning theories. A total of 206 students and 51 university teachers from the Faculty of Humanities, Faculty of Education and Faculty of Natural Sciences participated in the research voluntarily. The data were collected by questionnaires in 2010–2012. It was analysed by the deductive and inductive content analysis method. Based on the conceptions of the respondents, the guidelines for student admission are quite adequate. The new admission criteria (opening speech, interaction skills, motivation, conception of schoool and learners, and academic skills) were evaluated to be suitable for the purpose. The wide range of skills required for working as a teacher was found to be well reflected in the criteria. Most students and interviewers thought that the students participated in and directed the discussions actively. Positive characteristics of students and supportive behaviour of the interviewers helped discussion along. The goal of the new student admission process was to remove the differences in student admission processes and criteria between different faculties at the University of Oulu. It seems that this was successful. Most respondents evaluated the new admission process as useful.
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Depoo, Lucie, Markéta Šnýdrová, Ivana Šnýdrová, and Gabriela Ježková Petrů. "Importance of Social Competency Development During Business University Studies." DANUBE 11, no. 4 (2020): 300–323. http://dx.doi.org/10.2478/danb-2020-0018.
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Abstract Adequate level of social competencies after university graduation is necessary for today’s competitive environment. This study aims to identify and present most important social competencies based on perceptions of students and graduates of case business university. The data were collected by questionnaire survey of graduates in 2017–2018. Two dimensional statistical methods were used to evaluate the results. Examination of graduates leads to identification of factors affecting preferences in higher education to fill expectation of current society and labor market. Specific factors impacting evaluation of business education and its development are discussed. The results show current approaches towards social competency development. Limit of the study is a narrow focus on one private business university. It may be taken as case study and a base for further research and benchmarking between universities.
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Salgado, Sofia, and Manuel Au-Yong-Oliveira. "Student Burnout: A Case Study about a Portuguese Public University." Education Sciences 11, no. 1 (2021): 31. http://dx.doi.org/10.3390/educsci11010031.
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Burnout is increasingly present in organizations and in the most diverse professions, namely, in university students. Burnout can have negative repercussions on their well-being and can even lead them to abandon their studies. The objective of the study focuses on academic burnout and taking medication as a consequence of the requirements of the academic path of students at a Portuguese public university. To achieve this goal, a quantitative methodology was used, consisting of the distribution of a questionnaire to a sample of students from the analyzed university. The first study questionnaire obtained 207 responses, all valid. To perform the analysis of the quantitative data, the program IBM SPSS Statistics, version 25 was used. Inferential statistics were used, namely, Student t-test and one-way ANOVA (parametric tests), Spearman’s correlation coefficient, and the Chi-square test, to test the previously defined research hypotheses. Among the variables for which statistically significant relationships with burnout were found, the following stand out: the arithmetic mean (course average); the professional situation; participation in extracurricular activities; the practice and frequency of physical exercise; the choice and expectations regarding the course; the uncertainty felt about the professional future; the evaluation of the relationship with colleagues.
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Subekti, Adaninggar Septi. "University English Teachers’ Challenges in Handling Unmotivated Learners: A Case Study." Langkawi: Journal of The Association for Arabic and English 6, no. 2 (2020): 100. http://dx.doi.org/10.31332/lkw.v0i0.1926.
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This exploratory case study investigated three university teachers’ views about their students’ unmotivation, the combination of amotivation and demotivation, in General English (GE) classes and explored challenges these teachers faced as written in their reflections during six semesters, from the second semester of the 2016/2017 academic year to the first semester of 2019/2020. The study used secondary document analysis with the teachers’ reflections analyzed using thematic analysis per the purposes of the study. The study found that teachers generally perceived many of their students to be unmotivated. It could be seen from their passive, reticent, and not attentive behaviours in class. They also reported the widespread phenomenon of absenteeism among learners. These teachers faced complex challenges in dealing with unmotivated students. These challenges were attributed to various intertwining factors within the instruction such as unreliable assessment, fun, yet not very meaningful class activities, and learners’ low proficiency level, as well as GE programme's position that seemed to be second-prioritized in learners' respective departments' curriculum. Though this case study may be unique in its context, a certain extent of replication in other contexts is possible. Suggested future studies include a more thorough investigation about the quality of assessment in English for non-English department’s students’ classes as well as a large-scale survey about absenteeism phenomenon in GE classes among non-English major students.
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Infante-Moro, Alfonso, Juan Infante-Moro, and Julia Gallardo-Pérez. "The acquisition of ICT skills at the university level: the case of the Faculty of Business Studies and Tourism of the University of Huelva." Pixel-Bit, Revista de Medios y Educación, no. 60 (2021): 29–58. http://dx.doi.org/10.12795/pixelbit.79471.
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The acquisition of skills in ICT (Information and Communication Technologies) has a relevant role in the training programs of educational institutions, since these skills are among the most demanded when companies decide to look for workers. For this reason, this study aims to analyze the training in ICT skills that the students of the Faculty of Business Sciences and Tourism of the University of Huelva (Spain) possess according to their professors and the importance that these professors give to their acquisition for the future professional performance of their students, and observe if these two variables differ from the opinion of the students, to know if corrective measures should be taken in the training programs when transmitting said skills. This research is carried out through a questionnaire carried out to 46 professors of said Faculty and concludes that, in general, the study plans have been able to promote the learning of these ICT skills and to relativize the acquisition of these for the future job performance of their students.
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Mondéjar-Jiménez, Juan-Antonio, María Cordente-Rodríguez, Miguel-Ángel Gómez-Borja, María-Encarnación Andrés-Martínez, and Juan-Carlos Gázquez-Abad. "Case Studies As Practical Teaching In The New Marketing Courses." American Journal of Business Education (AJBE) 3, no. 13 (2010): 33–38. http://dx.doi.org/10.19030/ajbe.v3i13.975.
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The European Higher Education Area is assuming a change in the teaching-learning of all European universities. The area of Marketing, traditionally characterized by being at the forefront in terms of educational innovation, faces the challenge of finding new tools to facilitate the work of students by encouraging their involvement in the acquisition of new skills. This paper analyzes the capacity that the development of case studies has to develop skills and competencies by the students, which are defendants in the framework of the European Higher Education Area to suit the environment established in the labor market. To this end, it is analyzed the experience and the main conclusions of the practices carried out at the University of Castilla-La Mancha, with the participation of student groups at an international conference aimed at developing teaching cases in public and nonprofit marketing.
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Isada, Fumihiko, Han-Ching Lin, and Yuriko Isada. "Entrepreneurship of university students in Taiwan and Japan." Management Research Review 38, no. 12 (2015): 1251–66. http://dx.doi.org/10.1108/mrr-06-2014-0131.
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Purpose – The purpose of this study is to develop empirically an international comparison of the extent of student entrepreneurship and the factors influencing it. This study explores the factors responsible for the richness of entrepreneurship in Taiwan through a comparison with entrepreneurship in Japan. Looking at factors that determine the extent of entrepreneurship, the discussion builds on previous studies based on individual traits and those that are based on environments, such as a social system or climate. This study focuses on the individual and the environment. Design/methodology/approach – After identifying pertinent issues through a survey of relevant studies, a comparative study of Taiwan and Japan was undertaken. A questionnaire survey was distributed to around 20-year-old university students. Statistical analyses were performed to determine whether there is cause–effect relationship between environmental and individual factors and university students’ entrepreneurship, and to assess the significant differences between entrepreneurship in Taiwan and Japan. In addition, a qualitative case study of university politics related to entrepreneurship in Taiwan was conducted to complement the quantitative analysis. Findings – Results of the study by country indicate that the environmental factors and individual factors that influence entrepreneurship differ. Originality/value – The reciprocal complementarity of the environmental factors and the individual factors or the likelihood of co-evolution cyclic dynamism is demonstrated.
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Shipman, Jean P., Erica Lake, and Alice I. Weber. "Improving health literacy: health sciences library case studies." Reference Services Review 44, no. 2 (2016): 206–14. http://dx.doi.org/10.1108/rsr-03-2016-0022.
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Purpose University of Utah has created various partnerships to improve health literacy and health outcomes among patient populations, employees and community members. Health sciences librarians have been key members of these partnerships. This paper aims to describe and share several of these partnerships, including training programs, research efforts and advocacy initiatives, to encourage others to engage in similar activities. Design/methodology/approach Case studies include outreach projects and partnerships to foster health literacy and promote healthy living such as: highly visible information resource provision and associated outreach for patients and families; community health fairs; research on providing point-of-need information for vulnerable community populations; health literacy awareness and resources for professionals; health literacy education for interprofessional students; and a competition for interprofessional students to create health videos to address a variety of topics in multiple languages. Findings Partnerships and outreach efforts lead to improved awareness by institutional personnel of the importance of health literacy. Research on using health literacy to empower patients and increase patient satisfaction can demonstrate how to lower institutional costs and improve guideline compliance, as well out health outcomes. Originality/value Librarians’ instructional skills create personal health educational content for patients and professionals; engaging colleagues to address health literacy lowers health care costs, institutional costs and increases patient compliance and satisfaction.
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Dunlop, Catherine C., Brian Burtch, and Simon Fraser. "Doors Close, Windows Open: A British Columbia Case Study on Widening Access." Journal of Adult and Continuing Education 9, no. 1 (2003): 2–21. http://dx.doi.org/10.7227/jace.9.1.2.
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This essay addresses ways of widening access to university degree-completion programmes for mature, mid-career people. Our focus is on the Integrated Studies Program (ISP) at Simon Fraser University, Canada. The ISP, leading to a Bachelor of General Studies degree, is designed for students who would otherwise feel unwelcome in a mainstream university environment, or who would simply not be able to complete a course of study in a reasonable time-frame, given their responsibilities in the workplace and at home. This innovative programme relies on implicit prior learning and recognition (PLAR) credits and a compressed teaching framework that allows students to maintain full-time employment as well as a cohort-based approach that fosters co-operation among students and reduces student attrition. The leadership focus of the ISP means that students will be involved in courses from the humanities and social sciences and that they will be able to apply new concepts, methods, and approaches in their workplace and community. We present findings from a case study of access patterns undertaken through the SFU Centre for Integrated and Credit Studies. Special attention is paid to the cohort-based Integrated Studies Programs in Liberal and Business Studies (LBS) and in Justice & Public Safety Leadership (JPSL). We trace a pattern of declining representation of older students with full-time employment and family responsibilities and discuss how the ISP may contribute to greater diversity and social inclusiveness at this University. We also caution that despite provincial and national interest in lifelong learning, access to post-secondary programs may be hindered for many other interested applicants who face rising tuition fees, uncertain access to courses, and inflexible and possibly irrelevant course content.
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Schumack, Mark R. "Teaching Heat Transfer Using Automotive-Related Case Studies with a Spreadsheet Analysis Package." International Journal of Mechanical Engineering Education 25, no. 3 (1997): 177–96. http://dx.doi.org/10.1177/030641909702500303.
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Five automotive-related projects used to teach the principles of heat transfer are presented. The projects were completed by students from Ford Motor Company in the Bachelor of Mechanical Engineering programme offered by the University of Detroit Mercy. Students were required to perform their engineering calculations with the spreadsheet package Microsoft Excel™. The objectives for the use of these projects in the heat transfer course were to increase student understanding of and interest in heat transfer principles by presenting problems in a familiar context, to improve the students' ability to use spreadsheets as an engineering analysis tool, and to provide experience in dealing with the open-endedness of real engineering problems. The problem statements and solutions are described, and student performance and reaction are discussed. The projects may serve as useful course material for other instructors of heat transfer, even for students outside the automotive industry.
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Pla-Julián, Isabel, and Jose-Luis Díez. "Equality Plans and Gender Perception in University Students." Mediterranean Journal of Social Sciences 10, no. 4 (2019): 39–52. http://dx.doi.org/10.2478/mjss-2019-0051.
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Abstract Despite the growing interest in the subject, the gender perceptions in the context of university studies have not been sufficiently studied so far. In this contribution, what is being proposed is a practical approach in the Spanish university system assessing the progress regarding the perception of equality among students receiving training on gender perspective in the framework of an Equality Plan. For this purpose, a case study was designed by assessing the progress as regards equality perceptions in the student body of the Universidad de Valencia Estudio General (UVEG). 338 students in grades filled out questionnaires on gender both before (225) and after (113) receiving a course in gender training. Results show Equality Plans with gender training significantly improves gender perception in university students. Academic institutions can play an essential role in ensuring developing Equality Plans with initiatives in education concerning gender equality.
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Borzovs, Juris, Laila Niedrite, and Darja Solodovnikova. "Factors Affecting Attrition among First Year Computer Science Students: the Case of University of Latvia." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 3 (June 16, 2015): 36. http://dx.doi.org/10.17770/etr2015vol3.174.
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<p class="R-AbstractKeywords"><span lang="EN-GB">The purpose of our study was to identify reasons for high dropout of students enrolled in the first year of the computer science study program to make it possible to determine students, who are potentially in risk. Several factors that could affect attrition, as it was originally assumed, were studied: high school grades (admission score), compensative course in high school mathematics, intermediate grades for core courses, prior knowledge of programming. However, the results of our study indicate that none of the studied factors is determinant to identify those students, who are going to abandon their studies, with great precision. The majority of the studied students drop out in the 1st semester of the 1st year, and the dropout consists mostly of those, who do not really begin studies. Therefore, one of the main conclusions is such that the planned activities of informing about the contents of the program should be carried out, and the perspective students should be offered a possibility to evaluate their potential to study computer science before choosing a study program. </span></p>
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Rembielak, Grażyna, Tahir Rashid, and Agnieszka Parlińska. "FACTORS INFLUENCING STUDENTS’ CHOICES AND DECISION- -MAKING PROCESS: A CASE STUDY OF POLISH STUDENTS STUDYING IN A BRITISH HIGHER EDUCATION INSTITUTION." Acta Scientiarum Polonorum. Oeconomia 19, no. 3 (2020): 85–95. http://dx.doi.org/10.22630/aspe.2020.19.3.31.
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The main aim of this paper is to investigate the factors which influence students when deciding to study abroad. The case study is based on Polish students studying in the British higher education system (UK HE) and the paper examines these students’ choices and their decision-making process when selecting their university studies. The literature review suggests that there are two types of factors influencing students’ decision- making process: push factors, which operate within the home country, and pull factors, meaning that students are attracted by the host country and encouraged to study there. Polish students constitute a significant group of EU students who study in the UK and yet there are very few studies on this particular group. The results from this qualitative research on Polish students studying in a selected British university indicate that, contrary to a number of other studies, pull factors could be more important in influencing Polish students’ decision-making process regarding studying abroad.