Relevant bibliographies by topics / Student adjustment – Education (Higher)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student adjustment – Education (Higher)'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Student adjustment – Education (Higher)"

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Rhein, Douglas. "African American student sociocultural adjustment to Thai international higher education." Globalisation, Societies and Education 16, no. 4 (February 20, 2018): 381–94. http://dx.doi.org/10.1080/14767724.2018.1440349.

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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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Nguyen, David J., and Jay B. Larson. "Exploring the Influence of Student Affairs on Adjustment and Adaptation for Indonesian Graduate Students." Journal of International Students 7, no. 4 (October 1, 2017): 1010–29. http://dx.doi.org/10.32674/jis.v7i4.188.

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This qualitative study explored the influence of student affairs on academic adjustment and adaptation for 10 Indonesian graduate students at a single campus. Semi-structured interviews explored student affairs’ role in adaptation and transition to collegiate life in the United States. Analyses illuminated ways in which participants experienced disequilibrium attending U.S. institutions arising from pre-arrival constructed images of college life in the United States. Student affairs functional areas disrupted these stereotypes for students and devised strategies for Indonesian students to feel more welcomed and included. Study participants described the importance of culturally-relevant student organizations, inclusive environments, and religiously affiliated centers in their adjustment. The article concludes with practical implications for student affairs professionals and higher education institutions.
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Le, Anh T., and Barbara Y. LaCost. "Vietnamese Graduate International Student Repatriates: Reverse Adjustment." Journal of International Students 7, no. 3 (July 1, 2017): 449–66. http://dx.doi.org/10.32674/jis.v7i3.203.

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The purpose of this study is to explore the experiences of Vietnamese international students who have returned to Vietnam after graduation from a U.S. higher education institution. The findings suggest that participants found it harder to readjust to Vietnam than to adjust to the U.S. even though they had lived most of their lives in Vietnam. Time in the U.S. had changed them considerably, making it difficult for them to fit back into their old lives in Vietnam. Most of them did not expect to experience reserve culture shock, and most had made real efforts to fit back into the Vietnamese environment and culture.
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Starr-Glass, David. "Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place." Journal of International Students 7, no. 4 (October 1, 2017): 1126–34. http://dx.doi.org/10.32674/jis.v7i4.197.

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On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as “international.”
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Cousins, Chris, Heather L. Servaty-Seib, and Jennifer Lockman. "College Student Adjustment and Coping." OMEGA - Journal of Death and Dying 74, no. 4 (August 3, 2016): 386–409. http://dx.doi.org/10.1177/0030222815598911.

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The present study examined the coping-related predictors of four domains of college adjustment (i.e., academic, social, personal or emotional, and institutional attachment) for bereaved and nonbereaved students ( N = 225). Findings indicated that support from friends was positively associated with academic and social adjustment and institutional attachment and that avoidant emotional-focused coping was negatively associated with all domains of adjustment for both bereaved and nonbereaved students. Interaction effects indicated that institutional attachment was lower at high levels of problem-focused coping for bereaved students and that bereaved students exhibited lower levels of both social adjustment and institutional attachment at low levels of family support, whereas nonbereaved students exhibited lower social adjustment at high levels of family support. Directions for future research and implications for practice and higher education policy are offered.
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Klein, Matthew B., and John D. Pierce. "Parental Care AIDS, but Parental Overprotection Hinders, College Adjustment." Journal of College Student Retention: Research, Theory & Practice 11, no. 2 (August 2009): 167–81. http://dx.doi.org/10.2190/cs.11.2.a.

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Previous work has shown that students who have troublesome relationships with their parents show higher risk factors for poorer college adjustment. In the present study, we focused on the balance between two key aspects of parenting style, parental care and overprotection, as they affect the transition to college life. Eighty-three undergraduate college students completed the College Adjustment Scales and the Parental Bonding Instrument. The most successful college adjustment was seen in students with parents viewed as providing the unique combination of high care and low overprotection. Higher parental care and less overprotection were significantly associated with better college adjustment across several domains of college-related problems, including academic problems, anxiety, interpersonal problems, depression, self-esteem problems, and family problems. Both maternal and paternal care was critical for successful college adjustment. These results have important implications for understanding how familial issues powerfully influence college adjustment and student retention, and provide compelling evidence of the need for limits to parental support in students entering college.
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Rahming, Sophia. "Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education." Journal of International Students 9, no. 4 (November 15, 2019): 1055–73. http://dx.doi.org/10.32674/jis.v9i4.343.

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This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.
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Ho, K. C. "International Higher Education Ambitions and Regional Migration Supports." TRaNS: Trans -Regional and -National Studies of Southeast Asia 2, no. 2 (June 26, 2014): 163–82. http://dx.doi.org/10.1017/trn.2014.9.

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AbstractHigher education in East Asia is at an important historical juncture where its flagship universities are locked in a race to internationalise. In this restructuring, international students become a critical element in university and national strategies, as a key resource to strengthen university research and to augment the skilled labour force of a country. This article examines the issue of student migration at three scales. First, an idea of the regional magnitude of student movements is determined by examining inbound and outbound movements of students moving out of their home countries to study abroad within Pacific Asia (East and Southeast Asia). Second, by using Singapore as a case study, the paper examines the role of state policy in the internationalisation of higher education. We see how state and university policies shape the new work of flagship universities. And third, by drilling down further and using a survey sample of National University of Singapore international students, the main body of the paper examines the process of decision making, the elements which attract students to Singapore, their adjustment process, and their plans after graduation. This paper argues that the internationalisation of education brings about a powerful set of influences to the host society particularly when there are policies facilitating foreign students and their insertion into the host economy and society. Far from being a small temporary minority locked away in ivory towers, foreign students become the focus of policy, a talent that is sourced, a pillar supporting the economy, the hope of new marriage formation and the arrest the fertility decline, and an essential ingredient in the resultant multicultural society.
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PhDRL, John Kit S. Masigan,. "Lived Experiences of Foreign Students towards the Development of a Language Adjustment Assessment Tool." World Journal of Educational Research 6, no. 2 (March 5, 2019): 125. http://dx.doi.org/10.22158/wjer.v6n2p125.

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<p><em>As part of internationalization of higher education, student mobility has expanded over the past decade. Particularly, at St. Paul University Philippines, internationalization is established by hosting foreign students from Basic Education Unit to the Graduate School. Reviewed literature shows that foreign students across countries face a range of unique acculturation difficulties brought by language difference. However, none of these focused solely on language adjustment of foreign students. The researcher considered this particular space in sociolinguistics as a potential niche to occupy, with the aim of explicating the lived experiences of foreign students to develop a language adjustment assessment tool. This study used hermeneutical phenomenology in understanding the lived experiences of foreign students on language adjustment. Considering data saturation in the qualitative phase, the researcher involved 18 college foreign students using semi-structured one-on-one interview. The data were subjected to thematic structural analysis to find emerging themes. Based on such themes, the researcher developed a language adjustment assessment tool in the quantitative phase, which was pilot-tested to 76 medical foreign students and finally administered to 51 college foreign students using purposive-convenient sampling. Cohens Kappa was used to assess the instrument’s validity while Cronbach’s Alpha for reliability. Based on the findings of the study, more enablers affecting language adjustment of foreign students were identified than constraints. Moreover, four major themes emerged including Language-related General Living Adjustments, Language-related Academic Adjustments, Language-related Socio-Cultural Adjustments, and Language-related Psychological Adjustments. The developed language adjustment assessment tool was also evaluated to be fairly valid and reliable.</em></p>
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Dissertations / Theses on the topic "Student adjustment – Education (Higher)"

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Ridinger, Lynn L. "Acculturation antecedents and outcomes associated with international and domestic student-athlete adjustment to college." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391695732.

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Badur, Gulistan Palmer James C. Padavil George. "International students' perspectives on their cross-cultural adjustment to American higher education." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087861.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.
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Khein, Laura Hannah. "A phenomenological approach to understanding students' psychological adjustment and integration into the social and academic systems of higher education." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/252115.

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McNulty, Kristy Lee Ann. "Adjustment to College among Lower Division Students with Disabilities| An Exploratory Study." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615917.

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This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies, and perceived social suport in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college.

A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study. Respondents were registered with an office of support services for students with disabilities at a public, four-year university, located in the Pacific Northwest of the United States. Respondents were recruited by responding to an e-mail requesting participation in an online, web-based survey.

Eight self-report measures included: (a) Participant Survey (developed by the researcher to collect socio-demographic information, (b) College Stress Inventory (CSI; Solberg, Hale, Villarreal, & Kavanagh, 1993), (c) Disability Functional Limitations Scale (DFLS) (developed by the researcher), (d) Brief COPE; Carver, 1997, (e) Social Support Appraisals-Revised (SSA-R) scale; Vaux et al., 1986), (f) Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), (g) Grade Point Average-Scale (GPA-S; adapted by the researcher from a self-reported grading scale), and (h) Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999).

Data were analyzed using descriptive and correlational procedures. Bivariate analysis suggested that all predictor variables (i.e., college stress, functional limitations, engagement coping, and perceived social support) were significantly associated with student adjustment to college. Hierarchical multiple regression suggested mostly direct (i.e., main) effects for engagement coping and perceived social support. No interacting role for either engagement-type coping or perceived social support was suggested, except for the following: Engagement-type coping moderated the relationship between disability-related functional limitations (as measured by increased restrictions in the ability to perform daily routines, activites, and life roles) and adaptation to college, as measured by life satisfaction. Analyses of socio-demographic variables revealed significant associations between chronological age, gender, hours employed, and adjustment to college. Lastly, hierarchical multiple regression analysis revealed disengagment coping accounting for as much as 53% of the variance in adjustment scores. This result suggested disengagement coping adding significant predictive utility for adaptation-associated college adjustment.

In light of these findings, counseling professionals may wish to consider the beneficial role of engagement coping in promoting optimal adjustment to college for lower-division undergraduate students with disabilities.

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Spencer, Laurie-Ann M. "Exploring the Transition Experiences of Successful International Undergraduate Students at a Public Research University in the USA: The Impact on International Student Success and Retention." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6395.

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This qualitative study utilized surveys, interviews and document review to explore the transition experiences of international students at a large, public research university, specifically as it relates to their persistence and success. Within the context of challenges that they face, the study examined factors that the students perceived as jeopardizing their success and further explored both institutional and personal factors these students perceived as enhancing their success and persistence. Findings revealed that academic challenges tended to occur during the first year and included teaching styles, course-load/assignments, language issues, time management and understanding the US academic system. Social and cultural challenges included homesickness, cultural misunderstandings, culture-shock and language barriers. Daily living challenges included transportation, finances, food, visa/immigration issues, job restrictions and housing. The study results also indicated that students utilized a blend of coping strategies, support systems and personal strengths to overcome these challenges and persist. More specifically, students identified campus involvement, family support, friend support and university support services as integral to their success. The findings from this study have implications for faculty, as well as student affairs, international services and orientation practitioners as they identify international student needs and challenges as well as factors that positively impact international student persistence and success.
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Hong, Ye. "Integration and Experience of International Student-Athletes at NCAA Division I Institutions." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522330873725909.

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Chen, Jau-Rong. "The cross-cultural adjustment of Taiwanese postgraduate students in England." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3091/.

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This thesis critically reviews, evaluates and synthesizes theories of cross-cultural adjustment and international students’ sojourn activities, and develops a multi-layered and dynamic framework of cross-cultural adjustment. Empirical evidence, collected from the experience of Taiwanese postgraduate students in the UK, is used to build a grounded theory of cross-cultural adjustment. The process of cross-cultural adjustment is examined in terms of four key dimensions - self-identity, academic pursuit, affection and sojourn life-experience - each of which is broken down into more specific components (categories and sub-categories) according to the interview responses of the student sample. The result is an in-depth appreciation of the wide range of factors that contribute to the experience and challenge of cross-cultural adjustment for Taiwanese postgraduate students. For each of the four dimensions, certain core conditions are shown to give rise to specific adjustment phenomena which are shaped by certain contextual factors, and these phenomena give rise to a characteristic strategic response by the students, which then yields a specific consequence. The study shows that cross-cultural adjustment is a continuous process in which international students establish emotional alignment through social interaction and the articulation of their self-identity. The study provides a conceptual framework for future research into cross-cultural adjustment within different host countries, and also serves as a basis to help universities anticipate and manage effectively the adjustment problems faced by international students.
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Williams, Katherine Arlene Knapp. "The college adjustment process of fifteen conditionally admitted adult students at Indiana University East." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774745.

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During the Fall 1990 semester, a longitudinal qualitative study of fifteen first-semester conditionally admitted adult students was undertaken at Indiana University East (IU East) to gain insights into the college adjustment process of those students. Through a series of four interviews, the researcher studied factors affecting the college adjustment process of the participants in the study.Participants reported being motivated to enter college as a result of undergoing one or more life transitions. Each participant was attending college for vocational reasons, most seeking occupationally specific degrees. However, almost all reported anticipating personal growth through learning as providing the greatest satisfaction from the college experience.Participants reported having anxiety regarding academic ability to succeed in college. Yet, challenges reported by the participants were generally situational, reflecting financial concerns, unexpected health problems, and family concerns. Effective time management was essential in adjusting to college. Almost all cut back on involvement in community and social activities. At times, family members had difficulty understanding the personal transformation experienced by the participants.Fourteen of the fifteen participants successfully completed the Fall 1990 semester, each with a 2.0 or higher grade point average (on a 4.0 scale). All fourteen enrolled in classes spring semester. When asked to indicate ways in which IU East had assisted them with college adjustment, participants indicated a supportive, caring faculty was of key importance during their first semester. Those who were a part of a federally funded support services program (67% of the participants) frequently mentioned that having a support system upon which to rely made a positive difference.The primary factors found to affect the college adjustment process were determination to succeed and willingness to undergo personal changes in the learning process. Other positive factors included degree of faculty support, presence of institutional support for new students, and perceived caring attitude among faculty. Factors which aggravated the adjustment process included conflicts involving family, employment, finances and health. Although degree of academic preparedness could be assumed to affect the college adjustment process, no relationship was found between high-school graduation rank and first-semester grade point average or fall-to-spring retention
Department of Educational Leadership
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Zeisman, Gabrielle Shoshana. "First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/619.

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As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.
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Rintamaki, Lance S. "Adaptation to college and Ball State first year students of color : analysis of possible effects on adjustment resulting from the Multicultural Advisor Pilot Program." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115765.

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The purpose of this study was to analyze possible effects of the 1997-1998 Multicultural Advisor Pilot Program which was designed to positively effect the adjustment of students of color to the Ball State University environment. The study utilizes the Student Adaptation to College Questionnaire which examines a student's full-scale adjustment, academic adjustment, social adjustment, personal-emotional adjustment, and attachment/commitment to their education and institution. Results of the study suggest various differences in adjustment to the Ball State University environment do exist between the first-year students of color affected by the program and the first-year students of color who were not involved with the Multicultural Advisor Pilot program.
Department of Secondary, Higher, and Foundations of Education
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Books on the topic "Student adjustment – Education (Higher)"

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Montgomery, Catherine. Understanding the international student experience. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Understanding the international student experience. New York: Palgrave Macmillan, 2010.

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W, Baker Robert. SACQ: Student adaptation to college questionnaire : manual. Los Angeles, CA: Western Psychological Services, 1999.

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Tchoryk-Pelletier, Peggy. L' adaptation des minorités ethniques: Une étude réalisée au Cégep de Saint-Laurent. Ville Saint-Laurent, Québec: Cégep de Saint-Laurent, 1989.

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United States. Office of Postsecondary Education. This letter provides information to institutions on procedures for requesting Federal Pell Grant Authorization Adjustments. [Washington, D.C.]: U.S. Dept. of Education, Office of Postsecondary Education, 1997.

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Yu, Pang-nan. Hakkyo pujŏgŭng haksaeng ŭi kyoyuk siltʻae punsŏk: Kodŭng haksaeng ŭl chungsim ŭro. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Yu, Pang-nan. Hakkyo pujŏgŭng haksaeng ŭi kyoyuk siltʻae punsŏk: Kodŭng haksaeng ŭl chungsim ŭro. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Fried, Sue. Grass roots up: A practical guide to the transition years. Toronto: Ontario Secondary School Teachers' Federation, 1992.

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Ransdell, Tim. Student aid and higher education. San Francisco, CA: Public Policy Institute of California, 2005.

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Simmons, Charlene Wear. Student loans for higher education. [Sacramento, Calif.]: California State Library, California Research Bureau, 2008.

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Book chapters on the topic "Student adjustment – Education (Higher)"

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Sercombe, Peter, and Tony Young. "Student Adjustment: Diversity and Uniformity of Experience." In Transcultural Interaction and Linguistic Diversity in Higher Education, 34–55. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137397478_3.

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Tan, Tian, and John C. Weidman. "Chinese Graduate Students’ Adjustment to Academic Demands in American Universities." In Transnational Higher Education in the Asian Context, 118–31. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034946_8.

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Ragan, Lawrence C., and Lorraine J. Ramirez Villarin. "X-FILEs Jam: Ideation Process and Outcomes." In Innovative Learning Environments in STEM Higher Education, 121–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_7.

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AbstractThis chapter comprises the motivations behind the X-FILEs Jam, the goals expected, and a thorough description of the day’s events, outcomes, and future recommendations. This student-focused event required teams to respond to a challenge statement that encouraged the creation of a solution to improve or enhance college-level STEM education while incorporating innovative learning environments. Keeping with connective themes of the original 2018 X-FILEs Workshop, the same four technology categories and aspects of teaching and learning were incorporated into the Jam. Each teams’ ideation process was captured and transcribed. The outcomes feature a summary of these students’ contributions leading to their innovative idea-solution. Though the Jam proved to be an effective and educational experience for all, minor adjustments may better align tasks to the larger program goals.
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Turner, David Andrew. "Student Experience." In Quality in Higher Education, 79–88. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-684-7_8.

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Nerland, Monika. "Exploring Student Participation Challenges in Student-Centred Learning Environments." In Higher Education Dynamics, 97–113. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41757-4_6.

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Darandari, Eqbal, and Anne Murphy. "Assessment of Student Learning." In Higher Education Dynamics, 61–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6321-0_6.

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Nguyễn, Nhài Thị, and Lý Thị Trần. "The Student Self." In Higher Education in Vietnam, 108–24. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_5.

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Wiers-Jenssen, Jannecke. "Career Impacts of Student Mobility." In Higher Education Dynamics, 79–101. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8283-2_5.

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Schierenbeck, Christian. "From Student Selection to Customer Acquisition." In Fixing Higher Education, 107–18. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-658-00213-8_8.

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Breyer, Yvonne A., Mauricio Marrone, Leigh N. Wood, Murray Taylor, and Hajira Shaheen. "Student Engagement for Student Success: Pre-commencement Strategies via KickStart." In Success in Higher Education, 23–35. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2791-8_2.

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Conference papers on the topic "Student adjustment – Education (Higher)"

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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.
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Tihomirova, Kristina, and Linda Mezule. "Management of wastewater trough theatre." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9162.

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Compulsory study course on wastewater treatment and sewage systems contains lectures, classroom calculations, technical project and laboratory practicum. The course is addressing not only the developing skills in wastewater treatment technologies but also provides preparation of professionals that can communicate with institutions involved in water and wastewater sector. Over the years it has been observed that even after receiving the most sophisticated knowledge and highest markings, students often lack skills in practical communication with industry and implementation of theoretical knowledge in praxis. Here we describe student-centred teaching method that is based on the activities that are similar to theatre and allow: (i) the teacher to find and understand the weaker places in student knowledge gained during the semester; (ii) the students to form professional skills during the active communication with colleagues and mentors from industry. The students work in several groups “INDUSTRY”, “MUNICIPALITY” and EXPERTS”, try to find better solution for industrial sewage treatment and cooperation model with the municipality and present their results. After 2 years of the modernisation and adjustment, the training course has created an interest not only from student side but also from the industry representatives that are interested in communication with the new specialists and develop strong contacts with the university.
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"Research on the Adjustment Strategy of Major Identity of Higher Vocational Students." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.002.

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Maheshwari, Greeni, and Susan Thomas. "An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3678.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology: A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners : To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society: The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.
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Bydovska, Hana, and Lubomir Popelinsky. "Predicting Student Performance in Higher Education." In 2013 24th International Workshop on Database and Expert Systems Applications (DEXA). IEEE, 2013. http://dx.doi.org/10.1109/dexa.2013.22.

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Joamets, Kristi, and Maria Claudia Solarte Vasquez. "Working while studying – some legal and political questions affecting the right to higher education in Estonia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9201.

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This paper explores some of the social dimensions affecting higher education policies in Estonia, and in respect to the European Union (EU) institutional framework and priorities, and looking at higher education as a fundamental human right. From this perspective, the aim is to establish that understanding underlying phenomena becomes key to respond strategically, raise awareness and improve the development of academic policies at the national and institutional levels. The combination of work and studies is one of the most critical dimensions to factor into this assessment but it has been neglected in the practice. Lecturers and other faculty members intervene, developing independent academic policies and initiatives in the absence of a pre-concerted strategy, expertise, mandate and/or capabilities. Instead, universities should prepare for unorthodox engagements adapting to the students in need, and train their faculties to facilitate a shift towards less traditional learning environments. Responsive adjustments to the current social developments can be interpreted to be the proper way or the state to perform its duties and to better guarantee the exercise of the human right to education.
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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.
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Morrison, Jennifer Symonds. "Getting to know you: Student-faculty interaction and student engagement in online courses." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13160.

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Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.
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Osoian, Codruta, Razvan Nistor, Monica Zaharie, and Horatius Flueras. "Improving higher education through student satisfaction surveys." In 2010 2nd International Conference on Education Technology and Computer (ICETC 2010). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529347.

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Vasudeva, Sanjay, Kay Colthorpe, and Hardy Ernst. "Student-initiated Mobile Learning in Higher Education." In mLearn 2017: 16th World Conference on Mobile and Contextual Learning. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136907.3136914.

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Reports on the topic "Student adjustment – Education (Higher)"

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Hemelt, Steven, and Kevin Stange. Marginal Pricing and Student Investment in Higher Education. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20779.

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Mulhern, Christine, Richard Spies, and D. Derek Wu. The Effects of Rising Student Costs in Higher Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221021.

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Slade, Sharon. Applications of Student Data in Higher Education: Issues and Ethical Considerations. Ithaka S+R, September 2016. http://dx.doi.org/10.18665/283891.

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Slade, Sharon. Applications of Student Data in Higher Education: Issues and Ethical Considerations. Ithaka S+R, September 2016. http://dx.doi.org/10.18665/sr.283891.

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Michaud, Meredith. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3074.

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Dawson, Rachel Fulcher, Melissa Kearney, and James Sullivan. Comprehensive Approaches to Increasing Student Completion in Higher Education: A Survey of the Landscape. Cambridge, MA: National Bureau of Economic Research, November 2020. http://dx.doi.org/10.3386/w28046.

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Lloyd, Barnaby, Wenchao (Michelle) Jin, Haroon Chowdry, and Lorraine Dearden. Fees and student support under the new higher education funding regime: what are different universities doing? IFS, November 2012. http://dx.doi.org/10.1920/bn.ifs.2012.00134.

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Creach, Elizabeth. The Effects of Subsidized Childcare on Student Parents' Access to Higher Education at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5551.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Free Speech, Student Activism, and Social Media: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306628.

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Chakrabarti, Rajashri, Nicole Gorton, and Michael Lovenheim. State Investment in Higher Education: Effects on Human Capital Formation, Student Debt, and Long-term Financial Outcomes of Students. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27885.

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