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1
Müller, Lars. "Zum Zusammenhang von Studienabbruch und Migrationshintergrund: die Rolle von schulischer Leistung und Lern-Engagement im Studium." ZeHf – Zeitschrift für empirische Hochschulforschung 2, no. 2-2018 (December 10, 2018): 97–119. http://dx.doi.org/10.3224/zefh.v2i2.02.
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Der Beitrag untersucht anhand der KOAB-Daten (n=2,617) die Ursachen für den erhöhten Studienabbruch von Personen mit Migrationshintergrund in Deutschland. Schulische Leistungen und studentisches Lern-Engagement werden als mögliche Erklärungen analysiert. Neben der Schulabschlussnote leistet die Interaktion mit Lehrenden einen Beitrag zur Aufklärung des Zusammenhangs von Studienabbruch und Migrationshintergrund. Der Zusammenhang kann jedoch nicht vollständig erklärt werden, sondern bleibt signifikant.
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Müller, Lars. "Zum Zusammenhang von Studienabbruch und Migrationshintergrund: die Rolle von schulischer Leistung und Lern-Engagement im Studium." ZeHf – Zeitschrift für empirische Hochschulforschung 2, no. 2-2018 (December 10, 2018): 97–119. http://dx.doi.org/10.3224/zehf.v2i2.02.
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Der Beitrag untersucht anhand der KOAB-Daten (n=2,617) die Ursachen für den erhöhten Studienabbruch von Personen mit Migrationshintergrund in Deutschland. Schulische Leistungen und studentisches Lern-Engagement werden als mögliche Erklärungen analysiert. Neben der Schulabschlussnote leistet die Interaktion mit Lehrenden einen Beitrag zur Aufklärung des Zusammenhangs von Studienabbruch und Migrationshintergrund. Der Zusammenhang kann jedoch nicht vollständig erklärt werden, sondern bleibt signifikant.
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Gargoum, Ali S. "Determinants of Student Satisfaction in Higher Education." International Journal of Customer Relationship Marketing and Management 10, no. 4 (October 2019): 15–24. http://dx.doi.org/10.4018/ijcrmm.2019100102.
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Promoting and measuring student satisfaction and happiness is a primary focus of the United Arab Emirates University (UAEU) during the last few years. The aim of this research is to introduce and test a conceptual model of students' satisfaction in the (UAEU). A survey instrument designed and used for this purpose. Data (n = 498) were gathered on students from nine colleges of the UAEU. Exploratory and confirmatory factor analyses were implemented using structural equation modelling to test the proposed research model and hypothesis, which were based on a modified Parasuraman's SERVQUAL measurement tool. The results indicated that quality (service/ program) has significant impact on students' satisfaction and consequently on their happiness. Correlations between the quality constructs and the students' satisfaction were statistically significant. The study has shown that program quality, in terms of the university reputation, has the most influence, among quality constructs, towards confirming students' satisfaction. Moreover, results indicated, in general, that UAEU was successful in gaining student's satisfaction. These findings should encourage the academic authorities to support service and program quality more, in order to enhance students' satisfaction and ensure their happiness.
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Johnson, Rachel Sherman. "Fostering International Student Success in Higher Education." Journal of International Students 5, no. 3 (July 1, 2015): 313–14. http://dx.doi.org/10.32674/jis.v5i3.425.
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As the number of international students enrolling in English-dominant higher education continues to rise, this timely book offers university faculty and staff members useful suggestions for responding effectively to the unique needs and challenges of this growing student population. At the same time, though the primary focus is on course design and classroom practice, the book also advocates for international students, noting that they are intellectual, cultural, and linguistic assets to their universities. Shapiro, Farrelly, and Tomaš, all veteran teachers with many years of experience working directly with international students, present a holistic framework for how to support international students’ academic development and their integration into the broader campus community.
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Johnson, William R., and Sarah Turner. "Faculty without Students: Resource Allocation in Higher Education." Journal of Economic Perspectives 23, no. 2 (April 1, 2009): 169–89. http://dx.doi.org/10.1257/jep.23.2.169.
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Colleges and universities display substantial differences in the ratio of students to faculty across fields or disciplines. At Harvard University, for example, economics has about 16 students majoring in the subject per full-time-teaching equivalent, while in other departments such as astronomy, Slavic, German, and Celtic, the number of teaching faculty exceeds the number of student majors. We begin by presenting some evidence on the extent of the variation in faculty resource allocation by field and the broad changes over the last several decades. We then consider potential economic explanations for these striking patterns. For example, a basic education production function, which seeks to maximize aggregate student learning subject to a faculty salary budget constraint, will require that faculty be allocated across fields so that relative marginal gains in student learning equal relative faculty salaries. Differences across fields in student–faculty ratios could then arise either from differences in the pedagogical technology across fields or variation in relative faculty salaries. Additional university goals, such as research and graduate program productivity, or adjustment costs, as imposed by the tenure system, could also generate variation across fields in student–faculty ratios. However, we have only limited evidence that these arguments can explain the ongoing disparities in student–faculty ratios across fields and disciplines, which suggests that a substantial part of the explanation may reside in the politics rather than the economics of decision making in institutions of higher education.
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Hines, Andy. "Emerging student needs disrupting higher education." On the Horizon 25, no. 3 (August 14, 2017): 197–208. http://dx.doi.org/10.1108/oth-02-2017-0010.
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Purpose A research project exploring emerging student needs identified two potentially disruptive shifts for the future of higher education: a shift in balance of power from institutions toward the students and a shift in the purpose of higher education away from job preparation. The research suggests that current drivers are eventually moving toward these shifts but that several “accelerators” may hasten their arrival. The paper aims to describe the process for identifying the emerging needs, the potentially disruptive shifts and key implications for higher education. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to identify the emerging needs, the disruptive shifts and their implications. Findings Emerging student needs suggest two potential disruptive shifts for higher education: shift in balance of power from institutions toward the students and shift in the purpose of higher education away from job preparation. Practical implications Current institutions of higher education may need to reconsider their purpose, mission and value proposition in light of these disruptive shifts. Social implications Beyond just higher education, there is a need for a larger society-wide dialogue about the emerging future and how to best prepare students for it. Originality/value This extensive research carried out from the student perspective suggests disruptive shifts ahead relating to the purpose and future of higher education.
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Heffernan, Troy, Stephen Wilkins, and Muhammad Mohsin Butt. "Transnational higher education." International Journal of Educational Management 32, no. 2 (March 12, 2018): 227–40. http://dx.doi.org/10.1108/ijem-05-2017-0122.
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Purpose The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach Students undertaking British degrees at two transnational partnership locations (Hong Kong, n=203 and Sri Lanka, n=325) completed a quantitative survey questionnaire. A conceptual model was developed and tested using structural equation modelling. Findings University reputation and student trust were found to be significant predictors of student identification with each partner institution, and student-university identification was a significant predictor of student satisfaction, loyalty and extra-role behaviours towards both the local and foreign educational organisations. Practical implications The findings suggest that student relationship management strategies should focus on strengthening the higher education institution’s reputation, and increasing the students’ trust and identification with the institution. Moreover, universities should also assess potential partners for these qualities when entering into transnational education partnerships. Originality/value Drawing on theories of social and organisational identification, this is the first study to consider student-university identification as the linchpin between the exogenous constructs of reputation and trust, and the endogenous constructs of student satisfaction, loyalty and extra-role behaviours in both the international education and international business literatures.
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Eng, Tang Howe, Alif Faisal Ibrahim, and Noor Emma Shamsuddin. "Students’ Perception: Student Feedback Online (SuFO) in Higher Education." Procedia - Social and Behavioral Sciences 167 (January 2015): 109–16. http://dx.doi.org/10.1016/j.sbspro.2014.12.651.
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Ballo, Anduena, Charles Mathies, and Leasa Weimer. "Applying Student Development Theories: Enhancing International Student Academic Success and Integration." Journal of Comparative & International Higher Education 11, Winter (December 29, 2019): 18–24. http://dx.doi.org/10.32674/jcihe.v11iwinter.1092.
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Student development theories (SDT) focus on the growth and change occurring in students while attending higher education. In this article, we propose that the application of student development theories supports holistic development in international students and helps us understand international students’ academic success and integration. We outline a combination of student development models, derived from SDT, and interact them with concepts from international student mobility and migration (ISM). These models, when applied to student services, may assist higher education institutions (HEIs) in designing student services for international students enhancing academic success and integration.
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Jørgensen, Harald. "Student learning in higher instrumental education: who is responsible?" British Journal of Music Education 17, no. 1 (March 2000): 67–77. http://dx.doi.org/10.1017/s0265051700000164.
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Who is responsible for the learning outcomes for a student in higher instrumental education? The issue of students having influence and responsibility over their instrumental learning is a complex question. Based on research, this article discusses three questions. First, the relationship between teachers and students in instrumental lessons; second, the role of the students as practitioners: how independent and responsible their practice behaviour is; third, an institution's role in students' learning. Both teachers and students work in an educational institution. The institutional responsibility for students' learning is the most neglected area of students' learning generally.
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Lammers, William J., and Alleshia A. Byrd. "Student Gender and Instructor Gender as Predictors of Student–Instructor Rapport." Teaching of Psychology 46, no. 2 (March 14, 2019): 127–34. http://dx.doi.org/10.1177/0098628319834183.
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We evaluated whether gender (masculinity/femininity) rather than biological sex would better predict student–instructor rapport. University students (104 men, 97 women) considered either a feminine hypothetical instructor or a masculine hypothetical instructor and rate their expected rapport with that instructor. The Bem Sex Role Inventory assessed participant gender type. Results showed that students higher in femininity not only provided higher expected rapport ratings to a feminine instructor but also provided relatively higher expected rapport ratings to a masculine instructor. Students high in masculinity did not provide higher expected rapport ratings to a masculine instructor, and some analyses showed that they provided higher ratings to a feminine instructor. Results suggest that biological sex of the student, gender type of the student, and gender type of the instructor are all important factors to understand student–instructor rapport.
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Miley, William M., Sonia V. Gonsalves, and Alan Arcuri. "Types of College Student-to-Student Learning: Correlated Interactions." Psychological Reports 94, no. 1 (February 2004): 257–58. http://dx.doi.org/10.2466/pr0.94.1.257-258.
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209 college men and 327 college women took a 20-item Likert survey to assess the types of education-related information students may learn from other students during their informal interactions. Students were very likely to ask other students low level questions such as which professors were good and which classes to take. They were less likely to ask other students about concepts discussed in class and how to solve problems generated in class. If students asked about test taking, these students were also likely to ask about study skills and writing skills for the class. Other research suggests these higher level help-seeking behaviors seem to be related to classroom mastery and achievement.
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Бельгибаева, G. Belgibaeva, Михалькова, and O. Mikhalkova. "Students´ Self-Government in Higher Education Institution." Socio-Humanitarian Research and Technology 4, no. 1 (March 17, 2015): 20–24. http://dx.doi.org/10.12737/10319.
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Analysis of a problem related to formation and functioning
of student´s self-government in higher education institution has
been carried out in this paper. Have been presented: problem importance,
historical review related to emergence and prospect of
development of student´s self-government at the modern higher
school. In paper authors reveal signs, purposes, tasks, principles,
functions and subjects of students’ self-government in higher education
institution.
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Nasser, Jr., Roger "Mitch." "Book Review- Developing the Global Student: Higher Education in an Era of Globalization Internationalization in Higher Education Series." Journal of International Students 7, no. 4 (October 1, 2017): 1152–56. http://dx.doi.org/10.32674/jis.v7i4.199.
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While administrators may consider increasing their international student population as a plausible solution to the enrollment crisis, they must also consider how these students navigate the campus environments. What are our responsibilities as higher education administrators? How will U.S. students respond to their international classmates? Moreover, will native students understand and accept the differences they encounter? David Killick’s book, Developing the Global Student: Higher Education in an Era of Globalization asks how prepared students are for the international community. Killick’s discussion methods include philosophy, student development, and self-reflection, which will appeal to most readers.
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Dennis, Cath, Vasilis Louca, and John Lemon. "Term-time Employment and Student Attainment in Higher Education." Journal of Perspectives in Applied Academic Practice 6, no. 1 (April 24, 2018): 28–38. http://dx.doi.org/10.14297/jpaap.v6i1.294.
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The number of UK full-time university students engaging in term-time employment (TTE) is rising. Students engaging in TTE have previously been found to achieve less well academically than those who do not. This study aimed to explore patterns of TTE and academic achievement of undergraduates at a large UK higher education institution. Self-reported TTE hours were matched to attainment data for 1304 undergraduate students in levels 1-4 of study (SQCF levels 7-10). The majority of students in TTE (71%, n=621) reported undertaking TTE to cover essential living expenses. Compared to students not undertaking TTE, attainment was significantly better at low levels of TTE (1-10 hours), and only significantly worse when TTE was >30 hours/week. This pattern was magnified when job type was taken into account – students employed in skilled roles for ≤10 hours/week on average attained grades 7% higher than those not in TTE; students working >10 hours/week in unskilled positions showed a mean 1.6% lower grade. The impact of ‘academic potential’ (measured via incoming UCAS tariff) was accounted for in the model. The finding that students engaging in some categories of TTE achieve better academic outcomes than their non-employed peers is worthy of further investigation. This study is unable to provide direct evidence of possible causation, but would tentatively suggest that students may benefit from taking on 10 or fewer hours of TTE per week.
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McPhee, Iain, and Maria Eugenia Witzler D’Esposito. "Student assessment in higher education: embargo or empowerment?" Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 155–69. http://dx.doi.org/10.1108/jarhe-04-2017-0049.
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Purpose This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement. Design/methodology/approach Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment. Findings Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed. Research limitations/implications Shifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success. Practical implications The paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students. Social implications The study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study. Originality/value This paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.
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Chung, Chih-Hung, Chunyi Shen, and Yu-Zhen Qiu. "Students' Acceptance of Gamification in Higher Education." International Journal of Game-Based Learning 9, no. 2 (April 2019): 1–19. http://dx.doi.org/10.4018/ijgbl.2019040101.
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Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.
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Felicetti, Vera Lucia, Marilia Costa Morosini, and Alberto F. Cabrera. "FIRST-GENERATION STUDENTS (F-GEN) IN BRAZILIAN HIGHER EDUCATION." Cadernos de Pesquisa 49, no. 173 (September 2019): 28–43. http://dx.doi.org/10.1590/198053146481.
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Abstract The paper addresses, based on international and national bibliographic research, the concept of first-generation student (F-Gen) and his/her characteristics as it applies to the Brazilian context. It takes into account the results of Enade (Exame Nacional de Desempenho dos Estudantes) (2015, 2016, 2017) on the profile of the student, providing some indicators about diversity in Higher Education access by examining degree completion of first-generation college student (F-Gen) while contrasting it with that of continuing college students (C-Gen). The paper concludes discussing the complexity of the concept of being first generation, while suggesting ways how it can be used in assessing college participation in higher education.
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Zabolotna, Oksana, and Anna Pidhaietska. "Canadian University of Alberta Student Participation in Higher Education Institution Governance." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 103–7. http://dx.doi.org/10.33310/2518-7813-2019-66-3-103-107.
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The article explores the process of involving Alberta university students in higher education institution governance. The article emphasizes that students are able to manage their affairs independently, satisfy their diverse needs and protect their political rights and interests. It has been proven that Canadian university of Alberta students are actively involved in academic and administrative decision-making process that is significant for university functioning. This article reveals the formal decision making bodies of the University of Alberta, student organizations as a whole and especially two major student organizations – the Students` Union and the Graduate Student Association, which represent the undergraduate and graduate student on campus. The main formal decision making bodies of Alberta University are the Board of Governors and the General Faculties Council. Among other formal bodies of all levels there are the Senate, the Dean`s Council, Dean`s advisory committees, and some department committees. These decision making bodies include members of academic and support staff, administrators, representatives of the general public, undergraduate and graduate students, especially senior ones. The article recalls that two primary functions of each student organization are to protect student interests and to promote the welfare of students. It has been emphasized that student representatives sit on almost all governing bodies of Alberta University, taking part in university policy making and in administering university affairs, including student affairs. This article highlights student involvement in university governing bodies and student motivation for participating in university governance. Among most common student motivation factors are desire to serve other students, social reasons, influence of parents and friends, wish to improve university governance and to gain their own experience. Decision areas from which students are excluded have been noticed. It has been stressed that student roles in decision making on university committees depend on each individual student participant. Some students act as colleagues, some as watchdogs, some as leaders in discussions or debates, but large number of students are only information providers. Informal strategies used by students in order to influence university governance, include their media, a radio station, two student newspapers, caucuses, training programs which have played important roles in helping them to attain their objectives.
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Mei, Hong, Ching-Hung Lee, and Yuanyuan Xiang. "Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education." Education Sciences 10, no. 9 (September 22, 2020): 257. http://dx.doi.org/10.3390/educsci10090257.
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Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.
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Wekullo, Caroline Sabina. "International Undergraduate Student Engagement: Implications for Higher Education Administrators." Journal of International Students 9, no. 1 (January 25, 2019): 320–37. http://dx.doi.org/10.32674/jis.v9i1.257.
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Much has been written about engaging international students in their new campus environments. However, there is still a gap between literature and practice in terms of such students’ initial experiences. A systematic review of 48 studies published between 2007 and 2018 was conducted to locate the research gaps, examine how and in what areas international undergraduate students are being encouraged to participate, and their unique experiences with the process. The findings show that few studies focused solely on international undergraduates. Their engagement varied depending on the student’s background, major, region, and type of institution. These students faced unique and uneven experiences with social support, academics, community identity, connectedness, and perceived discrimination. Implications for higher education administrators, international students, and researchers suggested.
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Bolam, Helen, and Richard Dodgson. "Retaining and Supporting Mature Students in Higher Education." Journal of Adult and Continuing Education 8, no. 2 (May 2003): 179–94. http://dx.doi.org/10.7227/jace.8.2.5.
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An increasing proportion of the United Kingdom's (UK) full-time undergraduate student population is mature. However, the reasons as to why these students leave higher education early are under-researched. Based upon research conducted in the North East of England, this article contributes to the closure of this gap as it highlights a number of issues that impact upon the retention of mature students. These issues include finance, a lack of preparedness for higher education and timetabling. The North East's six universities have responded to these issues by introducing systems of support that span the student lifecycle.
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Oppelt, Camila Quevedo. "REACHING HIGHER: UNDERSTANDING STUDENT DEVELOPMENT AND DEPARTURE." Entrelinhas 13, no. 1 (May 19, 2021): 92–101. http://dx.doi.org/10.4013/entr.2019.131.07.
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Since its foundation, post-secondary institutions have demonstrated a concern to the high rates of student departure which have led to a proliferation of studies focused on college students’ interest and retention in the 1970s (ASTIN, 1975; COPE e HANNAH, 1975; LENNING, 1978; TINTO, 1975). Concentrating on the institutions’ role, this study aims at—in a historical perspective—finding out: (i) how have institutions been viewing student interest and attrition and how (and if) they have been acting upon it, and (ii) if student academic failure has been in any way seen as related to it. It was observed that is through programs of academic and student leadership and discussion panels that students are given the opportunity to engage in the college community—learning with and from their peers.
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Yuen, Allan, Robert Fox, Angie Sun, and Liping Deng. "Course management systems in higher education: understanding student experiences." Interactive Technology and Smart Education 6, no. 3 (August 20, 2009): 189–205. http://dx.doi.org/10.1108/17415650911005393.
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PurposeThe course management system (CMS), as an evolving tool and innovation, is increasingly used to promote the quality, efficiency and flexibility of teaching and learning in higher education. This paper aims to examine students' experiences of CMSs across faculties at a comprehensive university in Hong Kong.Design/methodology/approachThis is an exploratory study. With questionnaires as the means of data collection, the exploration focuses on: perceived usefulness of technologies for study, usage pattern of CMSs, students' perceptions of CMSs, user support preference, and self‐reported experiences.FindingsThe results show significant differences between academic levels of students in their uses and perceptions, and shed light on issues concerning technology, pedagogy, and implementation strategies of CMSs in higher education.Research limitations/implicationsThis is a small‐scale study and results will not produce generalizations that can be applied directly in other institutions. However, empirical studies in CMS implementation are relatively rare, and results of this study provide initial evidence to shed light on a number of issues concerning the implementation of CMSs.Practical implicationsOn the whole, this study centering on university students' experiences and perceptions could inform the decision‐making process concerning successful implementation of CMSs.Originality/valueMany studies concerning e‐learning have focused on practitioner perspective or course design and overlooked students' voices. In this study, students' experiences are central. In particular, the paper probes the possible differences between academic levels of students.
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Jumani, Nabi Bux, Abdul Jabbar Bhatti, and Samina Malik. "Student Support in Higher Education." International Journal of Technology and Educational Marketing 3, no. 1 (January 2013): 77–88. http://dx.doi.org/10.4018/ijtem.2013010106.
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Today every country is striving to enhance higher education qualitatively and quantitatively, because the economy of any country is directly influenced by the “intellectual capital” of that country. An important factor affecting the quality and quantity of higher education is the support that an institution provides to its students. The present study is an attempt to find the achievements of as well as challenges to the student support services in higher education institutions [HEIs] of developing countries with particular example of those in Pakistan. Employing the Delphi technique, the study explored the (a) achievements, (b) the problems and issues, and (c) means to address problems and issues in the student support services in HEIs of Pakistan. It was found that the HEIs in Pakistan were facing many challenges as the achievements were less than the requirement. Allocation of proper resources and restructuring the system of support are the most important means to address the challenges.
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Elbeck, Matt, and Brian A. Vander Schee. "E-Service Delivery in Higher Education." International Journal of Technology and Educational Marketing 2, no. 2 (July 2012): 70–80. http://dx.doi.org/10.4018/ijtem.2012070105.
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This study explores graduate students’ expectations regarding website design in higher education. Focus group discussions and the Kano method are used to improve the college website experience of Master of Business Administration students. Student survey results (n = 110) suggest 23 features describing an ideal college website. Results guide college website design according to three need-based groups; basic, performance, and excitement to improve website value to students and ultimately student loyalty.
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S. Lee, Mai, and Nichole Walsh. "Academically Achieving Hmong American Students in Higher Education." Global Research in Higher Education 3, no. 4 (December 1, 2020): p58. http://dx.doi.org/10.22158/grhe.v3n4p58.
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As the largest Asian-American ethnicity at one large public Institution of Higher Education in California, undergraduate Hmong students as a whole are falling behind other sub-groups in graduation rates. Fortunately, a handful of Hmong students do find their way through the challenges of their collegiate experiences to attain academic success. This study identified and connected with four high achieving undergraduate female Hmong American students at the IHE to explore the factors for a successful academic experience counter-narrative. This qualitative asset-based in-depth, semi-structured virtual interview approach allowed discovery into unique and shared narratives regarding their academic achievements. Verbatim transcript analyses in relation to the current literature on Hmong American college students and the frameworks of the Model Minority Myth, Critical Race Theory, and Microaggressions, illuminated important themes as considerations to cultivate increased undergraduate Hmong American student academic achievement. These included aspects of recognizing the mismatch of traditional Hmong cultural norms and the individualistic values of the U.S. IHE, supporting student self-advocacy, and increasing awareness of the Hmong ethnicity as distinct from other Asian groups to dismantle the harmful consequences of the Model Minority Myth on Hmong student success.
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Sanchez, Ruben Elias Canedo, and Meng L. So. "UC Berkeley's Undocumented Student Program: Holistic Strategies for Undocumented Student Equitable Success Across Higher Education." Harvard Educational Review 85, no. 3 (September 1, 2015): 464–77. http://dx.doi.org/10.17763/0017-8055.85.3.464.
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In this essay, Ruben Elias Canedo Sanchez and Meng L. So share the history and development of the Undocumented Student Program at the University of California, Berkeley. In describing the creation of the program, the authors offer reflections on the strategies employed to holistically support undocumented students' success on campus. By drawing on their experiences as both students and program leaders, they highlight key lessons on how universities can garner institutional resources, build staff capacity, and develop nontraditional allies for undocumented students.
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Hao, Yungwei, and Kathy Jackson. "Student satisfaction toward e-textbooks in higher education." Journal of Science & Technology Policy Management 5, no. 3 (September 30, 2014): 231–46. http://dx.doi.org/10.1108/jstpm-04-2014-0016.
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Purpose – This study aims to add to the body of literature by examining students’ satisfaction with e-textbooks. As higher education evolves, one instructional tool, the classic textbook, is undergoing various transformations. In today’s classrooms, many e-textbooks are in use and there are implications. Design/methodology/approach – A researcher-developed instrument measured 115 undergraduate students’ satisfaction levels for e-textbooks used in two courses, and a learning styles instrument was given to identify student learning preferences. Findings – Through factor analysis, a few dimensions emerged regarding factors related to satisfaction. The factors included features, usability and learning facilitation provided by the e-textbooks. In general, students had a moderately above-neutral, positive attitude toward the e-textbooks. Gender, grade point average, time spent weekly reading e-textbooks and a few learning style tendencies can significantly predict, to some extent, different dimensions of satisfaction. Practical implications – Usability design of e-textbooks plays a key role in student satisfaction toward digital materials. Moreover, instructors need to use meaningful instructional activities as they adopt the usage of e-textbooks. Originality/value – The findings can help shed light on ways to enable students to become more satisfied with digital textbooks and can help policymakers and instructors evaluate and effectively adopt the appropriate digital materials to meet individual needs.
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Swanson, Mary K., and Brian A. Swanson. "Faculty placement strategies for international higher education institutes." Journal of International Education in Business 12, no. 2 (November 4, 2019): 212–27. http://dx.doi.org/10.1108/jieb-10-2018-0044.
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Purpose This paper aims to focus on enhancing the learning experience for both expatriate academics and students in international higher education institutions (HEIs) through understanding students’ cultural perspectives, analyzing student feedback and evaluating faculty placement strategies. The analysis can be used to aid international educational programs in understanding student values and increasing the quality of instructor–student interaction. Design/methodology/approach This research surveyed over 1,300 undergraduate students enrolled in a US and Chinese dual-degree program located in China. A voluntary survey with open and closed questions assessed the cultural values of students, and the cultural values and behavior they believe are important for their instructors to observe in the classroom. Findings The results of this case study suggest that students’ perceived importance of Western cultural values demonstrated only one significant change during their time of enrollment in a US degree program. However, the research indicates that the importance of Chinese cultural values decreased from the students’ first year to their fourth year. Some notable propositions include the importance of culturally competent and experienced faculty in the students’ early US courses and data-driven recommendations for placement, training and development of new foreign faculty to increase the likelihood of a satisfactory experience for both the faculty and students in the cross-border classroom. Originality/value Ultimately, this research can aid international HEI’s by enabling enhanced student and instructor experiences and superior HR practices in the less observed area of faculty placement. These improved practices can contribute to the quality and sustainability of such international programs. In addition, this research provides perspective on the impact of international education on student cultural values and presents student feedback to increase understanding of student expectations and desires in the international classroom.
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Kupavtsev, A. V. "The problem of student dropout in modern higher education." Alma mater. Vestnik Vysshey Shkoly, no. 9 (September 2021): 55–65. http://dx.doi.org/10.20339/am.09-21.055.
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Analyzed is contingent of potential candidates for dropping out of university because of academic failure has never been the object of special methodical consideration. The technology of overcoming low academic performance of this category of students through the formation of professional-educational subjective position of students has been developed. It is based on the collective personification of the learning process, self-study of students, thematic cluster training.
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Lim, Weng Marc. "A typology of student diversity and an inclusive student learning support system: Insights for higher education." Educational Practice and Theory 42, no. 1 (June 1, 2020): 81–87. http://dx.doi.org/10.7459/ept/42.1.06.
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Higher education today is characterized by a highly diversified student population. This, in turn, calls for greater inclusivity in higher education. To answer this call, this paper introduces a typology of student diversity in, and an inclusive student learning support system for, higher education. More specifically, the typology of student diversity suggests that students in higher education may comprise of adults, school leavers, indigenous students, low socio-economic background students, and international students. The typology explains each student classification in detail using five relevant factors, namely autonomy, anxiety, motivation, discipline, and life experience. Finally, the paper offers some pertinent insights to create an inclusive student learning support system for higher education based on the insights derived from the typology of student diversity in higher education.
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Marttunen, Miika. "Electronic Mail as a Forum for Argumentative Interaction in Higher Education Studies." Journal of Educational Computing Research 18, no. 4 (June 1998): 387–405. http://dx.doi.org/10.2190/aajk-01xk-wdmv-8m0p.
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This article reports a study in which thirty-one undergraduate students practiced academic argumentation by electronic mail (e-mail). In the two “tutorled” e-mail study groups the discussion topics were selected by the tutor, while in the two self-directed “student-led” groups selection was by the students. The quantity and quality of student-student interaction, and the factors associated with this were investigated. The results indicated that 42 percent of the students' messages (n = 441) were interactive in nature, indicating at least one reference to fellow students' messages. When difficult contents were addressed, interaction in the tutor-led groups was more common than in the student-led groups. The student-student interaction was mainly non-argumentative: 62 percent of the students' references (n = 259) expressed something other than the taking a position, 24 percent agreement, 10 percent grounded disagreement, and 4 percent non-grounded disagreement. The students in the student-led groups grounded their disagreement more often, while the students in the tutor-led groups more often expressed agreement. The study supports the superiority of the student-led mode of e-mail studying over the tutor-led mode when promoting argumentative dialogue.
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Rapatsa, Mashele. "Student Activists or Student Anarchists? South Africa’s Contemporary Student Protests Reviewed." European Review Of Applied Sociology 10, no. 15 (December 1, 2017): 13–20. http://dx.doi.org/10.1515/eras-2017-0005.
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AbstractJust over twenty-three years ago, the right to strike or protest received an explicit constitutional entrenchment and thus, legal protection. This would progressively empower citizens, including students, to protest against any infringement or deprivation of their rights or entitlements, and poor service delivery by any stakeholder in the institutions of learning, the government or private sector even. Today, South Africa is inundated with multiplicity of nationwide protests, most of which have been accompanied by appalling levels of violence, anarchy and criminality. Unexpectedly, students have had their share in such protests, and it could be argued, they have been an inspiration to various communities. Hence, this article proffers a critical reflection of the conduct of students during protests at the institutions of higher learning. The article seeks to understand and or explain variables that motivate students to vandalise property or antagonise those that opt to be passive or non-participants of such protests. In comparison to variables identified concerning the 1976 student protests, which were ideologically well grounded, the article attempts to describe contemporary students’ thinking towards protests and why vandalism and anarchism have become, not only conventional, but so intensely socialised. The article adopts content analysis method, and employs crowd theory and collective behaviour approach as tools of analysis. It is asserted that lack of ideological strategy underpinning South Africa’s unending revolution, which is needed to inform students’ struggles, is responsible for pervasive tendencies of vandalism and destruction of property during student protests.
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Kovalenko, Andriy. "Student preferences for slogans of higher-education institutions." Corporate Communications: An International Journal 24, no. 4 (October 7, 2019): 653–69. http://dx.doi.org/10.1108/ccij-11-2018-0119.
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Purpose The slogans adopted by higher-education institutions usually target all college stakeholders without differentiation, even though these stakeholders may have quite different connections to the organization. The purpose of this paper is to understand whether there is a relationship between students’ cultural backgrounds and their preferences for slogans of higher-education institutions. Design/methodology/approach The study utilized a survey for data collection. In total, 295 participants answered questions about preferences for slogans appealing to purchase or product involvement, and individualistic or collectivist values. Findings The results suggest that participants from both collectivist and individualistic societies prefer slogans that appeal to the values pertinent to their respective cultures. Representatives of both groups preferred slogans referring to the benefits of education over slogans describing features of particular institutions. Practical implications Slogans with messages appealing to people from collectivist and individualistic messages cultures should be included in promotional materials and distributed among corresponding audiences. Slogans for prospective students should refer to the advantages of studying in a particular institution, while current students should be targeted with slogans that encourage dedicated studying in general. Originality/value The findings contribute to the understanding of factors increasing effectiveness of higher-education slogans. It is also one of the first studies of how students from India (Punjab and Kerala states) and the Philippines process promotional materials from western educational institutions.
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Gunarto, Muji, and Ratih Hurriyati. "CREATING EXPERIENCE VALUE TO BUILD STUDENT SATISFACTION IN HIGHER EDUCATION." Dinasti International Journal of Education Management And Social Science 1, no. 3 (February 19, 2020): 349–59. http://dx.doi.org/10.31933/dijemss.v1i3.166.
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Higher education products or services received by students are experiential values. The purpose of this study is how to create the values of student experience so that student satisfaction arises. Higher education should now focus on students by creating strong ties with students and alumni. This research was conducted with a survey confirmatory approach. The survey was conducted at 32 universities in South Sumatra Province, Indonesia with a total sample of 357 students. The sampling technique used was stratified random sampling and data analysis using structural equation modeling (SEM) analysis. The results showed that the values of experience in HE were formed through increased co-creation in HE, where students were directly involved in various campus activities. High co-creation shows that there is a stronger attachment of students to HE and higher value of student experience. Co-creation does not directly affect student satisfaction, but it does indirectly affect experience value. If the value of experience is higher, student satisfaction will also be higher.
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Huang, Wei, Panpan Yao, Fan Li, and Xiaowei Liao. "Student governments in Chinese higher education: reflection on college students’ and student cadres’ political trust." Higher Education 82, no. 2 (May 22, 2021): 387–409. http://dx.doi.org/10.1007/s10734-021-00721-8.
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AbstractThis paper documents the structure and operations of student governments in contemporary Chinese higher education and their effect on college students’ political trust and party membership. We first investigate the structure and power distribution within student governments in Chinese universities, specifically focusing on the autonomy of student governments and the degree to which they represent students. Second, using a large sample of college students, we examine how participating in student government affects their political trust and party membership. Our results show that student government in Chinese higher education possesses a complex, hierarchical matrix structure with two main parallel systems—the student union and the Chinese Communist Party system. We found that power distribution within student governments is rather uneven, and student organisations that are affiliated with the Chinese Communist Party have an unequal share of power. In addition, we found that students’ cadre experience is highly appreciated in student cadre elections, and being a student cadre significantly affects their political trust and party membership during college.
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Mulyana, Yusep, and Asep Kurniawan. "ACCOUNTING STUDENT LEADERSHIP BEHAVIOR: A DILEMMA FOR HIGHER EDUCATION." JASS (Journal of Accounting for Sustainable Society) 1, no. 02 (December 18, 2019): 112–25. http://dx.doi.org/10.35310/jass.v1i02.246.
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The position and role of accountants in organizations are not related to decision-making positions and for this reason accounting students do not identify themselves as leaders in their future careers. Motivated by these assumptions, this study aims to determine the relationship between curriculum and ethics on career choices of accounting students and to find out the relationship between curriculum and decision making processes on accounting student leadership behavior. The samples used in the study were 70 respondents from STIESA accounting students and KUIS accounting students. Analysis of the data in this study uses correlation analysis with the help of SPSS version 22. The results of the analysis show that the relationship between curriculum and career choices in STIESA is negative, in QUIZ is positive and when combined STIESA and QUIZ the relationship that occurs is positive. The relationship that occurs between ethics and career choices in STIESA, QUIZ and in general when the analysis is combined is positive. While the relationship between curriculum and leadership behavior at STIESA is negative, the QUI is positive and the combination of STIESA and QUI is positive. Then the relationship that occurs between the decision making process and leadership behavior in STIESA, QUIZ and in general when the analysis is combined between STIESA students and QUI students is positive.
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Mansouri, Zoulal. "Students’ Perception of the Student Support Service." Education systems facing the challenges of covid-19 10, no. 16 (November 11, 2020): 165–83. http://dx.doi.org/10.37870/joqie.v10i16.232.
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In the last two decades, students’ enrollment in Moroccan higher education has increased, and so has the student attrition phenomenon. To retain students until degree completion, the educational reforms carried out since 1999 have encouraged institutions to provide students with support services but have left institutions free to conceive their support policy. As a result, student tutoring and coaching have become popular in some universities. The purpose of this paper is to investigate these two types of support from the students’ perspective and the student support service they need. First, these types of support are described briefly. Second, it is demonstrated through a survey and a pilot project on students’ perception of the student support services in a higher limited admissions institution that students’ needs go beyond academic tutoring. Coaching, as psycho-social support, is gaining students’ interest.
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Ara, Shawkat, Md Abul Kashem Mir, Syeda Shahria Samad, and Rasel Ahmed. "A comparative study on violent and aggressive attitudes and activism among students and non-students." Rajshahi University Journal of Life & Earth and Agricultural Sciences 40 (January 15, 2015): 15–22. http://dx.doi.org/10.3329/rujleas.v40i0.21610.
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The purpose of this study was to investigate the violent and aggressive attitudes for student activists, non-student activists and student non-activists of different educational institutions within the framework of socio-cultural background. The study has been developed under the theoretical interpretation of biological theory of aggression and violence, and social learning theory of aggression and violence. It uses a multidimensional co relational approach with a criterion group design.The study was conducted into two phases. In the first phase criterion groups of student activists, non student activists and student non activists were selected on the basis of an activism criteria questionnaire. To achieve the goal 360 respondents was equally taken from student activists, non-student activists and student non-activists. Each sample group was sub-divided into upper middle and lower middle SES background. The violent and aggressive attitudes composed of five dimensions such as political violence, social violence, institutional violence, administrative violence and sex violence in the violence - nonviolence continuum. The main objective of the present investigation was to make a comparative study of the pattern of the attitudes of student activists, non-student activists and studentnon-activists. In this Study it was hypothesized that student activists would score higher on the attitudinal variables of violent and aggressive attitudes as compared to non-student activists and student non-activists respectively. The data were analyzed to obtain Mean, SD & t-test to test hypothesis. The result revealed that student activists were found to possess higher score on the attitudinal variable of violent and aggressive attitudes as compared to non-student activists and student non-activists respectively.
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Abou Gamie, Eslam, Samir Abou El-Seoud, Mostafa Salama, and Walid Hussein. "Multi-Dimensional Analysis to Predict Students’ Grades in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (January 30, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i02.9905.
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This work enhances the analysis of the student performance in the high education level. This model categorizes the features according to their relativeness to the teaching style and to the student activities on an Electronic Learning system. Several new features are proposed and calculated in each of these two categories/dimensions. This approach applies an extra level of machine learning that analyses the data based on a set of dimensions, and each dimensions includes a set of features. The prediction analysis is applied on each dimension separately based on a different classifiers. The best fitting classifier to each dimension ensures the enhancement of the local analysis accuracy and though enhances overall global accuracy. The accuracy of prediction of the student is enhanced to 87%. This study allows the detection of the correlation the features in different dimension. Furthermore, a study is applied on the scanned text documents for extracting and utilizing the features that represent the student uploads.
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Bingol, Mustafa Azmi. "Student Preferences for M-Learning in Higher Education Institutions." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 35–43. http://dx.doi.org/10.31578/jebs.v4i1.152.
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It is inevitable to use different high-tech devices, particularly smart phones, in today’s rapid life. As a result, educators who work in this sector try to take advantage of developing technology in order to implement the teaching and learning process. Nevertheless, applying mobile learning to educational institutions requires special studies in order to adapt and implement the materials. Due to this reason, it is necessity to make a much more decent research on the acceptance of m-learning by students in terms of setting up m-learning systems in universities. The main goal of this research is to find out the students’ acceptance of mobile learning in Northern Iraq. The questionnaires were used to guide the educators to comprehend the research aim unambiguously and clearly. This study involves three primary research questions that propose to solve with the analysis of the findings, which are gathered by conducting questionnaires: How do university students accept mobile learning through devices inside and outside of the class? What is their level of mobile usage as a learning tool? And whether the students are ready to adapt mobile-assisted language learning. As a result of the research more than half of the students has revealed a positive attitude to use mobile devices in the process of learning. And most of them agree that mobile devices could be used as a learning tool. According to the last section of the questionnaire, students are ready to adopt mobile learning.
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Martirosyan, Nara M. "International Student Handbook." Journal of International Students 6, no. 3 (July 1, 2016): 825–27. http://dx.doi.org/10.32674/jis.v6i3.358.
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For the past 15 years, the number of international students in American higher education has increased steadily (Institute of International Education, 2014). According to the Institute of International Education (2014), "The United States hosts more of the world’s 4.5 million globally mobile college and university students than any other country in the world" (para. 1). The 29th edition of International Student Handbook published by the College Board (2015) is the most recent guide for prospective international students interested in postsecondary education in the United States.
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Huang, Peter H. "Adventures in Higher Education, Happiness, And Mindfulness." British Journal of American Legal Studies 7, no. 2 (December 31, 2018): 425–84. http://dx.doi.org/10.2478/bjals-2018-0008.
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Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.
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Crisp, Geoffrey, Edward Palmer, Deborah Turnbull, Ted Nettelbeck, Lynn Ward, Amanda LeCouteur, Aspa Sarris, Peter Strelan, and Luke Schneider. "First year student expectations: Results from a university-wide student survey." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 16–32. http://dx.doi.org/10.53761/1.6.1.3.
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Although much has been written on the first-year experience of students at higher education institutions, less attention has been directed to the expectations of students when they enter an institution for the first time. This paper provides additional insights into the expectations of students at an Australian university and highlights areas in which students’ expectations may not necessarily align with the realities of common university practices. By providing opportunities for students to articulate their expectations, staff are able to use the responses for a constructive dialogue and work towards a more positive alignment between perceived expectations and levels of student satisfaction with their experience.
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Lang, Marvel. "Student Retention in Higher Education: Some Conceptual and Programmatic Perspectives." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 217–29. http://dx.doi.org/10.2190/l0rl-328m-4vvg-wkub.
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Over the past two decades the attrition of students in higher education has raised grave concerns. These concerns were raised initially over the higher rates of attrition of minority students in the early 1980s following a decade of record rates of minority enrollment in higher education institutions during the 1970s. However, by the mid-1980s the rates of high attrition of African-American and Hispanic students had grabbed the attention of the academic community across the country. When scholars and higher education administrators began to take notice of the higher rates of attrition of minority students they found out that student dropout and attrition in higher education institutions was a problem with all students, not just students of color. This article summarizes and presents perspectives on the causes of attrition and the problems of the retention of students in higher education. These ideas and perspectives are based on what has been learned from research on student retention over the past two decades. Also, programmatic strategies that have been implemented at institutions are summarized as examples of student retention initiatives that have had significant impacts.
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Annamdevula, Subrahmanyam, and Raja Shekhar Bellamkonda. "Effect of student perceived service quality on student satisfaction, loyalty and motivation in Indian universities." Journal of Modelling in Management 11, no. 2 (May 9, 2016): 488–517. http://dx.doi.org/10.1108/jm2-01-2014-0010.
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Purpose This paper attempts to develop and validate a service quality instrument called HiEduQual to measure the perceived service quality of students in higher education institutions. This paper aims to propose a structural model by examining the theoretical and empirical evidences on the relationships between students’ perceived service quality (SPSQ), students’ satisfaction (SSt), students’ loyalty (SL) and students’ motivation (SM). Design/methodology/approach The paper uses survey research design to gather data regarding attitudes of students about quality of service, satisfaction, motivation and loyalty from seven public universities in India and tests the relationships between these variables using structural equation modeling. Findings The paper identifies a model with six-structured dimensions containing 23 items for HiEduQual. It proved the direct positive effect of the perceived service quality of students on satisfaction, loyalty and motivation. The paper also supports the partial and complete mediation role of students’ satisfaction between perceived service quality of students, their loyalty and motivation toward services being provided by the universities. The competing Model 1 (M1) with partial mediation role of students’ satisfaction between students’ perceived service quality, loyalty and motivation was proved as the best among the alternative models. Research limitations/implications The paper developed and tested a new measurement instrument that covers all the service aspects experienced by the student as primary customer in higher education. Further studies can also measure service quality of the universities in the perspective of other key stakeholders. The authors would recommend studying other possible antecedents which would have influence on satisfaction motivation and loyalty. Practical implications The findings suggested that it would be worthwhile for university leaders to make proper allocation of resources, to provide better educational services including support services and facilities. It is believed that this paper has a significant competence for engendering more precise applications related to quality of services, especially concerning students’ satisfaction, loyalty and motivation. Social implications The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the Indian higher education (universities). These can only be achieved through a better understanding of the expectations of students and the importance placed by them on aspects such as teaching, administrative services, academic facilities, campus infrastructure, support services and internationalization. The paper identified that student perceived service quality is a key antecedent to student satisfaction, motivation and loyalty, which conveys that service quality is an important construct. Originality/value Previous studies have primarily focused on the relationship between service quality, satisfaction and loyalty. Along with the above, this paper includes students’ motivation and assesses the effect of service quality and satisfaction on motivation which was not previously used in services marketing research, especially in higher education sector. Higher education service holds some unique features like customers’ (student) cognitive participation in the service process, requirements of the students to be fulfilled by different parties and long-term continuous services. All these features require student participation. The results indicate that quality of academic and non-academic services play a vital role in motivating students to perform better in their academics.
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Soria, Krista, and Mark Bultmann. "Supporting Working-Class Students in Higher Education." NACADA Journal 34, no. 2 (December 1, 2014): 51–62. http://dx.doi.org/10.12930/nacada-13-017.
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Utilizing data from the multi-institutional Student Experience in the Research University survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.
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Cardullo, Victoria M., and LeNessa Clark. "Exploring Faculty and Student iPad Integration in Higher Education." International Journal of Reliable and Quality E-Healthcare 8, no. 2 (April 2019): 50–69. http://dx.doi.org/10.4018/ijrqeh.2019040104.
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Higher education institutions are exploring the impact of technology integration in educational settings since the release of marketed devices like the iPad and Chromebook. A university in the southern region of the United States launched a yearlong feasibility study to explore how mobile technologies support student learning, influence instruction, and identify how faculty and students perceive the usage of mobile devices for teaching and learning. The population consisted of freshman-level participants enrolled in a general education biology course. Student participants ranged from 17-21 years of age. All students were provided with an iPad to use during the year. Researchers used several data sources to collect bi-weekly observations on both faculty and students, a student survey, and post focus group interviews with students and faculty. Using the SAMR model paired with Bloom's taxonomies, findings described the various levels in which iPads were integrated into instruction by faculty and student participants. Research revealed student appreciation of iPad affordances and features of the device. The analysis also identified building infrastructure, technology support, and teacher training in technology integration as vital pieces to a successful schoolwide implementation.
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Hines, Andrew, and Alexandra Whittington. "Nine emerging student needs." On the Horizon 25, no. 3 (August 14, 2017): 181–89. http://dx.doi.org/10.1108/oth-05-2017-0028.
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Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. The resulting scenarios were analyzed for their implications, including the use of the World Café technique, and ultimately led to the identification of nine emerging student needs. Findings Nine specific emerging needs of future students could be used strategically by institutions of higher education to guide and inform planning and to generate innovative ideas for university offerings. Specific examples of offerings that would meet the projected future needs are recommended. Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This piece explores student life in its totality as way to more accurately identify student needs in the future.