Log in

Relevant bibliographies by topics / Success at university / Journal articles

To see the other types of publications on this topic, follow the link: Success at university.

Journal articles on the topic 'Success at university'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Success at university.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Navrotskiy, A. V. "Formula for Success." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 4 (2020): 97–108. http://dx.doi.org/10.31992/0869-3617-2020-29-4-97-108.

Full text

Abstract:

The article is devoted to the 90th anniversary of the Volgograd State Technical University (VSTU). The author views the components of the success formula of the University as a flagship University of the Volgograd region, and dwells on the historical facts of the creation of the Stalingrad tractor-building Institute at the beginning of the country’s industrialization and its development to a flagship University, which is a modern multi-campus University with a promising educational, scientific and industrial infrastructure. The article also presents the scientific schools of well-known scientists of the University that carry out fundamental and applied scientific research as well as the international activities of the University, including international cooperation in research, creation and modernization of educational programs, and export of educational services. In its multi-faceted activities, the flagship University focuses on solving urgent problems of socio-economic development of the region. The hybrid model of the flagship University is focused mainly on two typical models: «multi-disciplinary regional University» and «technology leader in the region». The article considers a number of systemic and structural transformations of the University in the framework of a hybrid model: an effective management system for supporting innovation, including socio-psychological attitudes and infrastructure changes; the development of additional education and the creation of conditions for business development.

APA, Harvard, Vancouver, ISO, and other styles

2

Tanrıkulu, Zuhal, Cicek Tugcu, and Selda Yilmaz. "E-University: Critical success factors." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1253–59. http://dx.doi.org/10.1016/j.sbspro.2010.03.183.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

DOOLEY, MARTIN D., A. ABIGAIL PAYNE, and A. LESLIE ROBB. "Persistence and Academic Success in University." Canadian Public Policy 38, no. 3 (2012): 315–39. http://dx.doi.org/10.3138/cpp.38.3.315.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gorlach, Igor. "A Success of University–Industry Partnership." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (2017): 17–25. http://dx.doi.org/10.18844/prosoc.v4i6.2907.

Full text

Abstract:

In the fast-changing world, the success of engineering education depends not only on sound engineering knowledge, but also on the ability to apply it in practice from the moment young graduates enter the real industry. In order to be successful in industry, learners need interaction within the real industrial environment from the beginning of their studies. The importance of close links between engineering educational programmes and industry is shown in the example of industry–university collaboration between the Nelson Mandela Metropolitan University (NMMU) and General Motors South Africa (GMSA). The local automotive industry and GMSA, in particular, have been supporting the engineering programmes at NMMU for decades. However, with the establishment of a bachelor degree programme in mechatronics in 2005, GMSA decided to play an even more prominent role, as this was the first such degree programme in the Eastern Cape. This initiative has resulted in the establishment of the Chair of Mechatronics, fully sponsored by GMSA. Over the years, this industry–university partnership became an important platform providing a vital link between theory and practice in engineering education. The results of this partnership can be seen in an increased number of graduate and post-graduate students’ projects being based on real industrial cases provided by GMSA, reflecting the latest developments and trends in engineering. Working with engineers in solving industrial problems enables students to gain valuable experience in dealing with colleagues, managers and workers. Exposure to the latest technologies strengthens the theory and better prepares graduates for their future careers in industry and commerce. The partnership is also important for GMSA, as it increases its competitiveness and facilitates the company’s significant contribution to human capital development, which is very important for the growth of the South African economy and the community at large. Keywords: Industry collaboration, human capital development, educational chair, training.

APA, Harvard, Vancouver, ISO, and other styles

5

Stallings, Dees. "Measuring success in the virtual university." Journal of Academic Librarianship 28, no. 1-2 (2002): 47–53. http://dx.doi.org/10.1016/s0099-1333(01)00300-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Gross, Michael. "Hidden success of German university reform." Current Biology 12, no. 18 (2002): R607—R608. http://dx.doi.org/10.1016/s0960-9822(02)01128-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Danilowicz-Gösele, Kamila, Katharina Lerche, Johannes Meya, and Robert Schwager. "Determinants of students' success at university." Education Economics 25, no. 5 (2017): 513–32. http://dx.doi.org/10.1080/09645292.2017.1305329.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Juhong, Bai, and Tim Maloney. "Ethnicity and academic success at university." New Zealand Economic Papers 40, no. 2 (2006): 181–213. http://dx.doi.org/10.1080/00779954.2006.9558560.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Knox, Jeanette, and Carolyn Wivell. "Success rates at Macquarie University Library." Australian Academic & Research Libraries 19, no. 1 (1988): 25–31. http://dx.doi.org/10.1080/00048623.1988.10754610.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Humphrey, Elaine. "Project Success: Helping Probationary Students Achieve Academic Success." Journal of College Student Retention: Research, Theory & Practice 7, no. 3 (2005): 147–63. http://dx.doi.org/10.2190/amq4-13ve-rbh7-6p1r.

Full text

Abstract:

Project Success is designed to help students on academic probation improve their performance so that they can return to good academic standing at their university. This article describes the program so institutions can consider its use in their efforts to address retention issues on their campus. Research that studies the program's effectiveness is included.

APA, Harvard, Vancouver, ISO, and other styles

11

Markuerkiaga, Leire, Nekane Errasti, and Juan Ignacio Igartua. "Success Factors for Managing an Entrepreneurial University." Industry and Higher Education 28, no. 4 (2014): 233–44. http://dx.doi.org/10.5367/ihe.2014.0214.

Full text

Abstract:

The entrepreneurial university is regarded as an agent of societal change and an important instrument in the facilitation of the contemporary knowledge-based economy because it supports the generation and exploitation of knowledge through its three missions of education, research and academic entrepreneurship. Moreover, the entrepreneurial university boosts economic and social development by encouraging academic entrepreneurship among faculty members. Although research on the entrepreneurial university has increased considerably in recent years, there are as yet no conceptual syntheses of the literature and there is an absence of a holistic framework covering the range of factors required to promote academic entrepreneurship within the entrepreneurial university paradigm. This gap is addressed by identifying the determining factors in an entrepreneurial university and synthesizing them into an integrative framework, based on the corporate entrepreneurship research stream: the determining factors are divided into three groups – external, internal and strategic. This framework is based on a qualitative review of theoretical and empirical studies of entrepreneurial universities and an analysis of diverse frameworks and models. The paper thus provides a systematic overview that allows for consolidation of the literature on entrepreneurial universities, while drawing important implications from research and suggesting potential paths for future study.

APA, Harvard, Vancouver, ISO, and other styles

12

Masjuan, Josep M., and Helena Troiano. "University students’ success: A psycho-sociological approach." Higher Education 58, no. 1 (2008): 15–28. http://dx.doi.org/10.1007/s10734-008-9178-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Bengmark, S., H. Thunberg, and T. M. Winberg. "Success-factors in transition to university mathematics." International Journal of Mathematical Education in Science and Technology 48, no. 7 (2017): 988–1001. http://dx.doi.org/10.1080/0020739x.2017.1310311.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Kostopoulos, George, Sotiris Kotsiantis, Christos Pierrakeas, Giannis Koutsonikos, and George A. Gravvanis. "Forecasting students' success in an open university." International Journal of Learning Technology 13, no. 1 (2018): 26. http://dx.doi.org/10.1504/ijlt.2018.091630.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Heller, Monica L., and Jerrell C. Cassady. "Predicting Community College and University Student Success." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (2016): 431–56. http://dx.doi.org/10.1177/1521025115611130.

Full text

Abstract:

The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables in predicting student performance outcomes (i.e., grade point average). The results illustrate that prior research on those factors most salient within student academic success prediction models within a social cognitive framework function as expected for the university population. However, the community college learner experience deviates significantly from this standard model. For the community college learner, it is the environmental factor that appears to be the most significant to predicting student success. These findings highlight those factors most influential in academic performance outcomes among diverse student populations.

APA, Harvard, Vancouver, ISO, and other styles

16

McDaniel, Nancy, Julia B. James, and Grant Davis. "The Student Success Center at Auburn University." About Campus: Enriching the Student Learning Experience 5, no. 1 (2000): 25–28. http://dx.doi.org/10.1177/108648220000500106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Saud, Wafa Ismail. "Success factors at university from students’ perspective." Technium Social Sciences Journal 16 (February 10, 2021): 52–61. http://dx.doi.org/10.47577/tssj.v16i1.2359.

Full text

Abstract:

The aim of the present qualitative study was to explore the factors that support or hinder students from achieving their goals while they are at university. The participants were 84 undergraduates majoring in English at King Khalid University. Constructed interviews with students were used for eliciting information. The data were analysed stating and combining the similar factors and calculating their frequencies and percentages. The findings indicated that external support from family, friends and society was the main factor for students’ success followed by determination and persistence, ambition, hard work and patience. On the other hand, discouragement was the main factor that hinders students’ success, followed by irresponsibility, carelessness and laziness, then by poor time management and finally, failure and frustration. Implications for English language professionals and areas for further research were suggested.

APA, Harvard, Vancouver, ISO, and other styles

18

Taşkıran, Ayşe. "A Phenomenological Research on Anadolu University Open Education Faculty Students' Attributions of Perceived Success." Journal of Qualitative Research in Education 5, no. 1 (2017): 58–79. http://dx.doi.org/10.14689/issn.2148-2624.1.5c1s3m.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Ramzi, Zhian Salah, and Ali Mohammad Jabari. "LEARNING STYLE AND ACADEMIC SUCCESS OF MEDICAL STUDENTS IN THE UNIVERSITY OF SULAIMANI-IRAQ." Journal of Sulaimani Medical College 7, no. 3 (2017): 299–305. http://dx.doi.org/10.17656/jsmc.10132.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Mafazi, Burhan. "THE ANALYSIS OF E-LEARNING SUCCESS BY USING DELONE AND MCLEAN SUCCESS MODEL (CASE STUDY: PERTAMINA UNIVERSITY)." Journal of Information Technology and Its Utilization 4, no. 1 (2021): 29. http://dx.doi.org/10.30818/jitu.4.1.3694.

Full text

Abstract:

Education is a crucial thing and highly concerned all over the world. As one of the educational institutions, the university has currently applied many information systems because of several obstacles and problems. With the fast development of information and communication technology, the learning process also has improved, known as e-learning. Pertamina University is a private university located in Jakarta, which has six faculties and 15 study programs. Since its inception in 2016, Pertamina University has applied e-learning to its students. Based on the conceptual models developed by DeLone & McLean, this research aims to examine the success of the implementation of the e-learning system in Pertamina University with six variables, which are information quality, system quality, service quality, use, user satisfaction, and net benefit. The results of the study using 610 samples showed that the information quality variable did not affect the user satisfaction variable, which means that the quality of information on e-learning needed to be improved again to get a better response to user satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

21

Lydster, Cameron, and Jason Murray. "Understanding the Challenges, Yet Focusing on the Successes: An Investigation into Indigenous University Students’ Academic Success." Australian Journal of Indigenous Education 48, no. 2 (2018): 107–18. http://dx.doi.org/10.1017/jie.2018.15.

Full text

Abstract:

This paper reports on experiences of Indigenous students and staff involved in Bond Indigenous Tutoring (BIT). It aimed to gain insight regarding topics including challenges faced by Indigenous students, why some students discontinued their studies, and concepts of success at university. Findings revealed the main challenges included the transition from secondary to tertiary education and not being prepared academically. BIT staff identified family responsibilities and being dislocated from kinship networks as challenges, while students stated these were factors explaining why Indigenous students discontinued their studies. A whole of university approach was found to be required to effectively support Indigenous students. Success was defined as more than Grade Point Average, as it entailed being able to enjoy future endeavours. This paper contributes to the evidence that tuition programmes and Indigenous centres at university are key contributors to success, and it is argued that such success must become the norm as opposed to the exception.

APA, Harvard, Vancouver, ISO, and other styles

22

Stelnicki, Andrea M., David W. Nordstokke, and Donald H. Saklofske. "Who Is the Successful University Student? An Analysis of Personal Resources." Canadian Journal of Higher Education 45, no. 2 (2015): 214–28. http://dx.doi.org/10.47678/cjhe.v45i2.184491.

Full text

Abstract:

A number of factors have been identified in the research literature as being important for student success in university. However, the rather large body of literature contains few studies that have given students the opportunity to directly report what they believe contributes to their success as an undergraduate student. The primary purpose of this study is to explore students’ descriptions of the personal resources that they use to succeed while attempting to reach their goals as well as those personal characteristics or obstacles that keep them from reaching their goals. Prominent themes supportive of student success included having a future orientation, persistence, and executive functioning skills such as time management and organization. Results also demonstrate that stress, inadequate academic skills, and distractions are detrimental to student success in university. This study is unique in that it gathers the content data directly from the population of interest; it is one of the few qualitative studies of undergraduate students’ self-generated perceptions. Implications for university administrators and academic counsellors and directions for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

23

Torres-Díaz, Juan-Carlos, Josep-M. Duart, Héctor-F. Gómez-Alvarado, Isidro Marín-Gutiérrez, and Verónica Segarra-Faggioni. "Internet use and academic success in university students." Comunicar 24, no. 48 (2016): 61–70. http://dx.doi.org/10.3916/c48-2016-06.

Full text

Abstract:

The use of technology is changing the way things are done, including the work in universities where the teaching and learning process are changing, and it is required to know the effect of technology on student achievement. In this research work, we present the influence of Internet use on academic success of students from five universities in Ecuador. A random sample of 4,697 people was got up and categorized in two groups: the use of Internet in academic activities and entertainment, using factor analysis and cluster analysis; the resulting categories were used as independent variables in multinomial logistic regression model which are seeking to determine if the use of Internet has impacted on academic success. The results show that people who perform interactive activities with peers and teachers or use in a balanced way the different internet tools tend to have more academic success than those who only seeks information. Regarding to the use of Internet in entertainment, a positive impact was found on academic achievement. Students who download audio, video and software, and students who use all the entertainment possibilities show less likely to fail than who using minimally Internet. In terms of gender, it has different effects for entertainment and academic purposes. El uso de la tecnología provoca cambios sociales. Esto incluye el trabajo en el ámbito universitario en donde está cambiando tanto la forma de ejercer la docencia como la forma de aprender y se requiere conocer el efecto del uso de la tecnología sobre el rendimiento del alumnado. En este trabajo se investigó la incidencia del uso de Internet sobre el éxito académico del alumnado de cinco universidades de Ecuador. Se levantó una muestra aleatoria de 4.697 personas y se las categorizó en perfiles de uso de Internet para actividades académicas y para entretenimiento, utilizando análisis factorial y análisis clúster. Las categorías resultantes se utilizaron como variables independientes en modelos de regresión logística multinomial que buscaban determinar si el uso de Internet tenía incidencia sobre el éxito académico. Los resultados muestran que quienes realizan actividades interactivas con pares y profesores o quienes utilizan de forma balanceada las distintas herramientas de Internet tienden a un mayor éxito académico que aquellos que solo buscan información. En lo referente al entretenimiento, se encontró una incidencia positiva del uso de Internet sobre el éxito académico. Los estudiantes que realizan descargas de contenido de audio, video y software, y quienes utilizan todas las posibilidades de entretenimiento, presentan menor tendencia a suspender que los estudiantes que utilizan mínimamente Internet. En cuanto al género se presentan diferencias en los usos académicos y de entretenimiento.

APA, Harvard, Vancouver, ISO, and other styles

24

Torres-Diaz, Juan Carlos, Josep M. Duart, and Mónica Hinojosa-Becerra. "Plagiarism, Internet and Academic Success at the University." Journal of New Approaches in Educational Research 7, no. 2 (2018): 98–104. http://dx.doi.org/10.7821/naer.2018.7.324.

Full text

Abstract:

In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

APA, Harvard, Vancouver, ISO, and other styles

25

Howe Eng, Tang. "A Correlation Study of University Students’ Academic Success." Journal of Modern Education Review 6, no. 9 (2016): 585–89. http://dx.doi.org/10.15341/jmer(2155-7993)/09.06.2016/001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Čechová, Ivana, Jiří Neubauer, and Marek Sedlačík. "Tracking the University Student Success: Statistical Quality Assessment." Journal on Efficiency and Responsibility in Education and Science 12, no. 1 (2019): 12–25. http://dx.doi.org/10.7160/eriesj.2019.120102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Orcutt, Venetia L., and P. Eugene Jones. "Title VII Success at University of Texas Southwestern." Journal of Physician Assistant Education 14, no. 4 (2003): 240–41. http://dx.doi.org/10.1097/01367895-200314040-00007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Enos, Gary. "University finds success in blending traditional, new approaches." Recruiting & Retaining Adult Learners 21, no. 9 (2019): 8. http://dx.doi.org/10.1002/nsr.30479.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Enos, Gary. "University finds success in blending traditional, new approaches." Successful Registrar 19, no. 4 (2019): 7. http://dx.doi.org/10.1002/tsr.30598.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Enos, Gary. "University finds success in blending traditional, new approaches." Enrollment Management Report 23, no. 4 (2019): 9. http://dx.doi.org/10.1002/emt.30554.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Goertzen, Renee Michelle, Eric Brewe, and Laird Kramer. "Expanded Markers of Success in Introductory University Physics." International Journal of Science Education 35, no. 2 (2013): 262–88. http://dx.doi.org/10.1080/09500693.2012.718099.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Dealtry, Richard. "How to configure the corporate university for success." Journal of Workplace Learning 13, no. 2 (2001): 73–79. http://dx.doi.org/10.1108/13665620110383681.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

An, Hyo Ja. "Success Experience of Smoking Cessation Among University Students." Journal of Korean Academy of psychiatric and Mental Health Nursing 29, no. 2 (2020): 168–76. http://dx.doi.org/10.12934/jkpmhn.2020.29.2.168.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Parker, James DA, Donald H. Saklofske, and Kateryna V. Keefer. "Giftedness and academic success in college and university." Gifted Education International 33, no. 2 (2016): 183–94. http://dx.doi.org/10.1177/0261429416668872.

Full text

Abstract:

Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.

APA, Harvard, Vancouver, ISO, and other styles

35

Carter, J. D., D. Helliwell, Allison Henrich, M. Principe, and J. M. Sloughter. "Improving Student Success in Calculus at Seattle University." PRIMUS 26, no. 2 (2015): 105–24. http://dx.doi.org/10.1080/10511970.2015.1067264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Almahamid, Soud M., Amjad F. Tweiqat, and Mousa S. Almanaseer. "University website quality characteristics and success: lecturers' perspective." International Journal of Business Information Systems 22, no. 1 (2016): 41. http://dx.doi.org/10.1504/ijbis.2016.075717.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Lynn Mix, Vickie. "Library and university governance: partners in student success." Reference Services Review 41, no. 2 (2013): 253–65. http://dx.doi.org/10.1108/00907321311326219.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

De Buda, Yvonne, and Colin R. Woolf. "Saturday at the University: A format for success." Journal of Continuing Education in the Health Professions 10, no. 3 (1990): 279–84. http://dx.doi.org/10.1002/chp.4750100310.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Pressley, Margaret, and Rebecca Henry. "A Personal Journey toward Teaching Success." American String Teacher 44, no. 2 (1994): 69–72. http://dx.doi.org/10.1177/000313139404400227.

Full text

Abstract:

Margaret Pressley is well known in the Pacific Northwest as a teacher of gifted pre-college violinists and as an enabler of conservatory-level music education in Seattle. Attending the University of Washington, with a major in violin performance, she chose a career in violin pedagogy, which has spanned 30 years. Pressley has built a highly successful class of continuously prize-winning students, who are eagerly sought by conservatories. She is the founder and director of the Pressley Conservatory of Music in Seattle. Pressley is a lecturer at Western Washington University and is also on the faculty of the Indiana University Summer String Academy, a member of the advisory board of the Seattle Young Artist Music Festival and the National Music Teachers Association Competition String Repertoire Committee, and string chair for the Washington State Music Teachers Association. She was named ASTA's 1994 Washington State Studio Teacher of the Year.

APA, Harvard, Vancouver, ISO, and other styles

40

Avhustiuk, Maria. "METACOGNITIVE MONITORING ACCURACY AND LEARNING ACHIEVEMENT SUCCESS OF UNIVERSITY STUDENTS." Psychological Prospects Journal, no. 36 (December 30, 2020): 10–21. http://dx.doi.org/10.29038/2227-1376-2020-36-10-21.

Full text

Abstract:

Purpose. The paper is focused on the theoretical analysis of some theoretical and methodological aspects of the relationship between metacognitive monitoring accuracy and learning achievement success of university students. In particular, we highlight some approaches to the relation between metacognitive monitoring accuracy and learning achievement success that is a quite common problem in the university learning activity. Methods. The theoretical and comparative methods of studying metacognitive monitoring accuracy and learning achievement success of university students have been used in the study. The necessity in studying some theoretical and methodological aspects of the notion has been caused by the impact of metacognitive monitoring accuracy on students’ learning activities. Results. The study aimed at revealing the role of metacognitive monitoring in the university learning activity, studying the extent to which changes in monitoring cause changes in the nature of the students’ control over their own cognitive activities, specifying the nature of relationship between levels of confidence and students successes in learning, etc. A noteworthy finding is that students are generally overconfident in their self-assessments and this overconfidence effect is greatest for students of poorer abilities as they are doubly cursed: they lack knowledge of the material, and lack the awareness of the knowledge that they do and do not possess. The erroneous belief that information is understood when it is not is regarded as the illusion of knowing or overconfidence in knowing; the notion can be a significant obstacle to the effectiveness of the learning activities. Conclusions. The results of the analysis found in the study can play an important role in the process of understanding the relationship between metacognitive monitoring accuracy and learning achievement success of university students.

APA, Harvard, Vancouver, ISO, and other styles

41

Jong-In Choi and 박치관. "The Key Success Factors of University Entrepreneurship Education: Implication from USA University Cases." Asia-Pacific Journal of Business Venturing and Entrepreneurship 8, no. 3 (2013): 85–96. http://dx.doi.org/10.16972/apjbve.8.3.201309.85.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Byun, Kiyoung, Suk-Yeol Lee, Su Youn Byoun, Inyoung Song, and Soo-Koung Jun. "Small University Specialization Promotion Strategies and Success Factors Analysis: 3 University Case Studies." Korean Educational Administration Society 37, no. 4 (2019): 331–56. http://dx.doi.org/10.22553/keas.2019.37.4.331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Kochkina, Svetlana. "Dressed for Success?" Logos 29, no. 1 (2018): 28–37. http://dx.doi.org/10.1163/18784712-02901002.

Full text

Abstract:

A translation of a book is not just a faithful conversion of its text from one language to another. The translation is a regeneration of the entire complex organism of the book which often radically alters its paratextual apparatus. Thomas Piketty’s Capital in the Twenty-First Century (Harvard University Press, 2014) is a book that has not only challenged the current capitalist economic model but has also revolutionized the idea of a bestseller. A comparison of the paratexts of its French and English editions demonstrates how a skilful and purposeful visual repackaging of a book, deploying a different paratext, without any cuts or alterations to its text, can radically transform it, make the translation attractive to a wider audience, and ultimately be a contributing factor in its success.

APA, Harvard, Vancouver, ISO, and other styles

44

Tornatzky, Louis, Kay Lovelace, Denis O. Gray, S. George Walters, and Eliezer Geisler. "Promoting the Success of US Industry/University Research Centres." Industry and Higher Education 13, no. 2 (1999): 101–11. http://dx.doi.org/10.1177/095042229901300202.

Full text

Abstract:

The industry/university (I/U) research centre, once a novelty on university campuses, has become the dominant vehicle for industry's funding of academic research in the USA. While the authors' recent volume, ‘Managing the Industry/University Cooperative Research Center’, documents a variety of skills and competencies needed to build and sustain these boundary-spanning organizations, none plays a more important role in centre success than leadership. Drawing on the literature on leadership and over fifteen years of experience with and research on the National Science Foundation's Industry/University Cooperative Research Centers programme, the authors define and illustrate leadership in the context of an I/U research centre. Leadership in a cooperative research centre often involves helping constituencies to deal with adaptive challenges, situations which require learning both to define the problem and to develop and implement a solution. Since these situations usually involve constituencies with conflicting values and priorities, they are typically best resolved by a participatory leadership style. Critical leadership challenges observed in cooperative research centres are discussed, including: exercising intrapreneurship, creating a compelling technical vision, spanning organizational boundaries, creating cooperative research teams, managing a changing centre and knowing oneself.

APA, Harvard, Vancouver, ISO, and other styles

45

Cox, Sarah, and Ryan Naylor. "Intra-university partnerships improve student success in a first-year success and retention outreach initiative." Student Success 9, no. 3 (2018): 51–64. http://dx.doi.org/10.5204/ssj.v9i3.467.

Full text

Abstract:

La Trobe University faces multiple challenges in responding to attrition and providing a positive student experience among an increasingly diverse first-year cohort. As in many institutions, La Trobe has developed a transition and academic outreach program, Succeed at La Trobe, to support retention, academic preparation and sense of belonging, using an appreciative advising theoretical framework. Although similar programs exist at other universities, these initiatives are often dissociated from day-to-day academic activities and curricula, outsourced to third parties, or focused on specific subjects. Succeed at La Trobe, however, takes an integrated, partnership-based approach, and in 2017 adopted two models of practice which are contrasted here. The established model, of partnerships with individual discipline academics, successfully improved retention rates and student outcomes, with student weighted average marks increased by 3.8 points. In a fully engaged partnership model with first-year Health Science staff and other student-focused areas of the university, a whole-of-student-experience approach was possible, including a more holistic approach to the identification and contact of at-risk students. Deeper engagement and integration with academic business resulted in several benefits, including an increase in contacted students’ weighted average marks of 8.5 points. This paper outlines the collaborative approach taken to develop the intervention and the resulting benefits and implications for practitioners that may apply to other institutions.

APA, Harvard, Vancouver, ISO, and other styles

46

Stadler, Matthias J., Nicolas Becker, Samuel Greiff, and Frank M. Spinath. "The complex route to success: complex problem-solving skills in the prediction of university success." Higher Education Research & Development 35, no. 2 (2015): 365–79. http://dx.doi.org/10.1080/07294360.2015.1087387.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Sharma, P., A. Valiathan, and A. Sivakumar. "Success Rate of Microimplants in a University Orthodontic Clinic." ISRN Surgery 2011 (April 26, 2011): 1–6. http://dx.doi.org/10.5402/2011/982671.

Full text

Abstract:

Introduction. The purpose of this study was to examine the success rate and find factors affecting the clinical success of microimplants used as orthodontic anchorage. Methods. Seventy-three consecutive patients (25 male, 48 female; mean age, 22.45 years) with a total of 139 screw implants of 2 types were examined. Success rate was determined according to 18 clinical variables. Results. The overall success rate was 87.8%. The clinical variables of microimplant factors (type), patient factors (sex, skeletal and dental relationships, overbite, jaw involved, side involved and site involved), and treatment factors (type of insertion, time of loading, purpose of microimplant insertion, mode of loading, type of anchorage used, direction of forces applied) did not show any statistical difference in success rates. Mandibular angle, vertical position of implant placement, oral hygiene status, and inflammation showed significant difference in success rates. Conclusions. Proper case selection and following the recommended protocol are extremely essential to minimise failures.

APA, Harvard, Vancouver, ISO, and other styles

48

Russell, Kalen Nicole. "Counter-narratives and collegiate success of Black and Latinos." Iris Journal of Scholarship 2 (July 12, 2020): 74–85. http://dx.doi.org/10.15695/iris.v2i0.4821.

Full text

Abstract:

Today’s college student is endowed with enormous pressure to succeed; to graduate within four years, to work part-time, to be involved in extracurricular activities, curate friendships, pursue internships, and maintain a competitive grade point average. These pressures can wreak havoc on the physical, mental, psychological, and emotional well-being of students. Eurocentric and patriarchal ideals shape American values and standards exacerbate the social pressures faced by minoritized groups who are already distanced from the status quo. The university campus is no exception to this exacerbation. College and university campuses can be viewed as microcosms of society; which means the same types of social discrimination, racial privileges, and racial oppression observable in the greater society are also observable on a university campus and influence peer-to-peer interactions, student self-perception, students’ relationship with professors, and ability to succeed. College and university campuses that are comprised of a predominately White student body, with students of color comprising a smaller group, are often referred to as Predominantly White Institutions (PWIs). While some PWIs strive to create a diverse and inclusive campus culture, many university campuses are deemed as unresponsive to the needs to racial minorities (Gomer & White). Unresponsive colleges and universities exhibit the effects of institutional racism: equating success with cultural conformity through campus culture, maintaining a racially homogenous faculty, and exclusionary practices which lead minorities to feel excluded, inferior, or forced to assimilate. In these environments, minorities are pressured to meet societal standards, assimilate and defy stereotypes which decreases their mental bandwidth and limits their capacity to learn and succeed on a university campus (Verschelden, 2017).  Institutional racism, which reduces the cognitive bandwidth of Black and Latino students, can be noted as a contributing factor to the discrepancies in retention and graduation rates of Blacks and Latino students compared to White students. Bandwidth can be reclaimed by decentering Whiteness and empowering marginalized students to define their own identities, name their own challenges, validate their own experiences, find community, and develop strategies to dismantle oppression through rejecting assimilation, cultural expectations, and master-narratives (Verschelden, 2017). These efforts of resisting the assimilation and marginalization are collectively referred to as counter-narrative storytelling, a form of self-actualization which validates the identities, experiences, and capabilities of traditionally oppressed groups. Counter-narrative storytelling has historically been used to uplift and encourage minoritized groups through validating their identities, dismantling stereotypes and stereotype threat and by providing community by creating space for sharing commonalities between individual experiences. Counter-narrative storytelling can help empower marginalized individuals to set and achieve the goals they set for themselves personally, professionally, academically or otherwise. Counter-narrative storytelling is grounded in Critical Race Theory (CRT). CRT provides a critical means of evaluating the relationships between the success of Black and Latino/a students and their ability to construct a counter-narratives and achieve collegiate success. CRT is referenced in the included research as it. CRT will also provide a framework for evaluating what university practices are most effective in promoting the success of Black and Latino students. This paper will examine the influence of counter-narrative storytelling on the success collegiate success Black and Latino students at PWIs. The phrase “success” shall be operationalized to mean college retention, feeling included and supported within the university, and graduation from college. The referenced articles examine the experiences of Blacks and Latino/a students enrolled in colleges and universities across the United States and the influence counter-narrative storytelling had on their experience.

APA, Harvard, Vancouver, ISO, and other styles

49

Orpen, Christopher. "Predictors of Fear of Academic Success among University Students." Psychological Reports 65, no. 2 (1989): 439–42. http://dx.doi.org/10.2466/pr0.1989.65.2.439.

Full text

Abstract:

55 Australian university students completed the Fear of Academic Success Consequences Scale as well as separate measures of nine hypothesized predictors of fear of academic success, namely, age, sex, school and university academic performance, estimates of future academic success, independence from the views and opinions of others, academic motivation, and rated importance of doing well academically. All scale-predictor correlations were nonsignificant, except for age and external control. The results suggest the scale does not possess high construct validity among these students.

APA, Harvard, Vancouver, ISO, and other styles

50

Coursol, Diane H., and Edwin E. Wagner. "Prediction of Academic Success in a University Honors Program." Psychological Reports 58, no. 1 (1986): 139–42. http://dx.doi.org/10.2466/pr0.1986.58.1.139.

Full text

Abstract:

The utility of cognitive and biographical variables for the prediction of academic success in a University honors program was investigated. Several variables modestly predicted both college grade point average and final graduation from the honors program. Results were generally supportive of previous research.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!