Relevant bibliographies by topics / Trajectories of university students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Trajectories of university students'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Trajectories of university students"

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Hammond, Daniel R., Matthew T. McBee, and Thomas P. Hebert. "Exploring the motivational trajectories of gifted university students." Roeper Review 29, no. 3 (2007): 197–205. http://dx.doi.org/10.1080/02783190709554409.

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Gillet, Nicolas, Alexandre J. S. Morin, Tiphaine Huyghebaert, et al. "University students' need satisfaction trajectories: A growth mixture analysis." Learning and Instruction 60 (April 2019): 275–85. http://dx.doi.org/10.1016/j.learninstruc.2017.11.003.

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Kalmykova, Natalia. "Trajectories for Teaching Demography at the University." Moscow University Economics Bulletin 2015, no. 2 (2015): 17–26. http://dx.doi.org/10.38050/01300105201522.

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The article discusses the reason for underestimating the use of mathematical methods in demographic courses for economists. The juxtaposition of population theories and methods of demographic analysis and the denial of so-called “formal demography” is a dead-end path that leads to a decreasing quality of training in an increasingly quantitative format of economic education. The paper discusses the options for teaching demographic courses in bachelor’s and master’s programs and demonstrates the need to move from a single compulsory course to a set of electives with demographic content, designed for students with different levels of mathematical training and diverse professional interests.
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Li, Ling, Aruna Wu, Xiao Wen Li, and Yuan Zhuang. "Constructing Self-Identity: Minority Students’ Adaptation Trajectories in a Chinese University." Integrative Psychological and Behavioral Science 46, no. 3 (2012): 335–56. http://dx.doi.org/10.1007/s12124-012-9194-y.

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Schellenberg, Benjamin J. I., and Daniel S. Bailis. "Predicting longitudinal trajectories of academic passion in first-year university students." Learning and Individual Differences 40 (May 2015): 149–55. http://dx.doi.org/10.1016/j.lindif.2015.04.008.

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Sandler, Daniil Gennadievich, and Anastasia Dmitrievna Sushchenko. "Monitoring Applicants as a Tool for Assessing the University Economic Sustainability." Общество: политика, экономика право, no. 11 (November 20, 2020): 47–51. http://dx.doi.org/10.24158/pep.2020.11.7.

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The paper discusses the features of measuring the educational trajectories of applicants and their choice of educational programs. Moreover, it actual-izes the importance of monitoring students’ applica-tions based on statistics and survey data to analyze the university competitiveness and its economic sustainability. The motivation of prospective stu-dents, their academic achievements in the school determinate the professional future direction and the formation of certain educational trajectories in the university. The sources of empirical data is sec-ondary analysis results of Monitoring university ef-fectiveness in 2017–2019, as well as sociological research of prospective students in 2020. The results of the study show that there is a high selectivity for admissions in the national research and federal uni-versities. The master’s degree students proportion in Russian universities increase. At the same time, the key motivation for studying in master’s pro-grams is economic (high demand in the labor mar-ket, good salaries after the university and career development). Despite the fact that there is a stereo-type that «weak» students (with low entry scores) are enrolled predominantly in fee-based training (the contract), the indicator dynamics over three years show that the average entry scores are higher among contract prospective students (this is due to the fashion for some educational programs and uni-versities heterogeneity within this group). The sys-tematic practices of analyzing the formation of pro-spective student’s educational trajectories contrib-ute to the early identification of admission hetero-geneity and adjusting its quality, as a result, its help to evaluate the effectiveness of university develop-ment strategy and predict the amount of budget funding.
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Silva Santos, Patrícia, and Maria Teresa Patrício. "Academic Culture in Doctoral Education: Are Companies Making a Difference in the Experiences and Practices of Doctoral Students in Portugal?" International Journal of Doctoral Studies 15 (2020): 685–704. http://dx.doi.org/10.28945/4665.

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Aim/Purpose: This article examines the experience and practice of doctoral students by focusing on different dimensions of the PhD socialization process. It addresses the question of whether university collaborations with businesses influence the experience and practice of PhD students. Background: The study explores the academic culture in the PhD process through the analysis of the experiences and practices of doctoral students in two groups – those without business collaborations (academic trajectories) and those with business collaborations (hybrid trajectories). Academic trajectories are seen as traditional academic disciplinary based doctoral education, while hybrid trajectories cross boundaries collaborating with companies in the production of new knowledge. Methodology: The article uses a qualitative methodology based on extensive interviews and analysis of the curriculum vitae of fourteen Portuguese PhD students in three scientific domains (engineering and technology sciences, exact sciences, and social sciences). The doctoral program profiles were defined according to a survey applied to the directors of all doctoral programs in Portugal. Contribution: The study contributes to the reflection on the effects of collaboration with companies, in particular on the trajectories and experiences of doctoral students. It contributes to the understanding of the challenges associated with business collaborations. Findings: Some differences were found between academic and hybrid trajectories of doctoral students. Traditional products such as scientific articles are the main objective of the PhD student, but scientific productivity is influenced by trajectory and ultimately by career prospects. The business culture influences the trajectories of doctoral students with regard to outputs such as publishing that may act as a barrier to academic culture. PhD students with academic trajectories seem to value international experiences and mobility. Minor differences were found in the choice of topic and type of research activity, revealing that these dimensions are indicative of the scientific domain. Both hybrid and academic students indicate that perceptions of basic and applied research are changing with borders increasingly blurred. Recommendations for Practitioners: It is important for universities, department chairs, and PhD coordinators to be concerned with the organisation, structure, and success of doctoral programs. Therefore, it is useful to consider the experiences and trajectories of PhD students involved with the business sector and to monitor the relevance and results of such exchange. Key points of contact include identifying academic and business interests, cultures, and practices. A student-centred focus in university-business collaboration also can improve students’ well-being in this process. Recommendation for Researchers: Researchers should consider the processes of interaction and negotiation between academic and business sectors and actors. It is important to understand and analyse the trajectories and experiences of PhD students in doctoral programs and in university-company collaborations, since they are the central actors. Impact on Society: This analysis is relevant to societies where policy incentives encourage doctoral programs to collaborate with companies. The PhD is an important period of socialization and identity formation for researchers, and in this sense the experiences of students in the context of collaboration with companies should be analyzed, including its implications for the professional identity of researchers and, consequently, for the future of science inside and outside universities. Future Research: More empirical studies need to explore these processes and relationships, including different national contexts and different scientific fields. Other aspects of the academic and business trajectory should be studied, such as the decision to pursue a PhD or the focus on perceptions about the future career. Another point that deserves to be studied is whether a broader set of experiences increases the recognition and appreciation of the doctoral degree by employers inside and outside the academy.
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Adamova, Larisa E., and Oleg O. Varlamov. "Logic Artificial Intelligence Application for the Students Individual Trajectories Introduction." ITM Web of Conferences 35 (2020): 02001. http://dx.doi.org/10.1051/itmconf/20203502001.

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The individual trajectories and other student learning individualization forms introduction in engineering education are becoming an important competitive university advantage. However, you should be mindful of the choices of learning paths within the framework of requirements of Federal State Educational Standards (FSES): to receive a diploma the student must fulfill all requirements of the FSES. Individualization cannot be arbitrary and must fit within the established framework of the curriculum. Students can study more than the established requirements of the FSES on an individual program. On the other hand, within the established restrictions of the FSES, there are enough alternatives for individualized training to choose the specialization of a certain professional area. For example, for students studying information technology, this specialization can be a choice between different economy sectors: banks, telecommunications, industrial production, logistics, aircraft and rocket engineering, car industry, Internet companies, social networks, etc. If we take developing computer technologies as a basis, then individualization can consist in a more detailed study of one area in IT: databases; expert systems; data security; distributed registries; artificial intelligence (AI); machine learning and image recognition; understanding of natural language; automated systems management and technological processes; robotics, etc. As we can see, opportunities for individualization of training for students exist even within the strict framework of training standards. The paper provides examples of such individualization of training with BMSTU students. Practical work has shown that individualization complicates the work and increases the time spent by university staff on managing trajectories in student learning. The achievements of mivar technologies of logical artificial intelligence allow automating routine operations for managing students’ individual trajectories. In general, artificial intelligence can help in almost all tasks of engineering education in the transition to continuous people training “through life”.
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Mpofu, Bhekimpilo, and Musawenkosi Khanyile. "Transitional trajectories of academic progress for low-status students at a University in South Africa." Higher Education, Skills and Work-Based Learning 10, no. 1 (2019): 275–92. http://dx.doi.org/10.1108/heswbl-05-2019-0066.

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Purpose The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress. Design/methodology/approach The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews with eight participants and from the open-ended section of a questionnaire administered to 41 students from which the 8 students were drawn. Findings The findings demonstrate that disadvantaged students require both physical and socio-psychological support in order to succeed at university. Research limitations/implications A university in South Africa and the students from low quintile schools provide the case study for the explication of the findings of this study. Ethical issues such as seeking the informed consent of the participants to access their academic records weighed against the potency or robustness of the results of this study, because few of the participants allowed this researcher to access their results. Thus, this study focussed on potentially sensitive areas such as the academic records of students and poverty. As such it was extremely difficult to persuade disadvantaged students to participate in this study. Practical implications The study is thus useful for the school system, families and higher education institutions in the quest to provide the much-needed socio-psychological or “empathetic infrastructure” that acts as the cytoplasm for disadvantaged students’ academic progress at university. Social implications By invoking the primacy of the environment under the rubrics of epigenetics, this study also sought to contribute to the debate around the human genome – a grand ambitious global scientific project launched in the late 1980s to generate a catalogue of all the genes present in humans. However, this was a smokescreen because there are simply not enough genes to account for the complexity of the human life or human disease. By invoking the theory of transition, this study sought to fathom how to promote a favourable teaching and learning environment for poor students at university in a holistic manner. Originality/value This study utilised an empirically supported definition of disadvantage: that of students coming from no fee schools, as classified by the Department of Education based on Household Expenditure statistics of 2002 using the quintile system. The quintile system is based on average measures of income, unemployment rates and educational levels. To date, there is no published research utilising the school quintile system to define disadvantaged students in higher education in South Africa. This paper, which investigates such a sample from a university, is therefore ground-breaking and novel.
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Salazar-Fernandez, Juan Pablo, Marcos Sepúlveda, Jorge Munoz-Gama, and Miguel Nussbaum. "Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout." Applied Sciences 11, no. 4 (2021): 1436. http://dx.doi.org/10.3390/app11041436.

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Late dropout is one of the most pressing challenges currently facing higher education, and the process that each student follows to arrive at that decision usually involves several academic periods. This work presents a curricular analytics approach at the program level, to analyze how educational trajectories of undergraduate students in high-failure rate courses help to describe the process that leads to late dropout. Educational trajectories (n = 10,969) of high-failure rate courses are created using Process Mining techniques, and the results are discussed based on established theoretical frameworks. Late dropout was more frequent among students who took a stopout while having high-failure rate courses they must retake. Furthermore, students who ended in late dropout with high-failure rate courses they must retake had educational trajectories that were on average shorter and less satisfactory. On the other hand, the educational trajectories of students who ended in late dropout without high-failure rate courses they must retake were more similar to those of students who graduated late. Moreover, some differences found among ISCED fields are also described. The proposed approach can be replicated in any other university to understand the educational trajectories of late dropout students from a longitudinal perspective, generating new knowledge about the dynamic behavior of the students. This knowledge can trigger improvements to the curriculum and in the follow-up mechanisms used to increase student retention.
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Dissertations / Theses on the topic "Trajectories of university students"

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Li, Jinjin. "Chinese Students at Uppsala University: “Yesterday, Today and Tomorrow” : A sociological analysis of ten students’ trajectories." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-372136.

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The idea of knowledge economy initiated by the World Bank, the increasing importance of English proficiency in the global labour market, and the expansion of Chinese higher education, all leads to the phenomenon of Chinese student migration to western countries for getting advantageous educational experiences and credentials. Through a qualitative, interview-based method and Bourdieusian sociological perspective focusing on species of capital (cultural, economic, social and symbolic capital), habitus and mode of reproduction, this study focuses on the analysis of the relation between social background of Chinese students and their adoption of a western education system and perception of future career through the trajectories of ten Chinese students at Uppsala University, one of the most renowned universities in Sweden. The study examines the role of various assets in the family of origin, as well as the importance of the students’ long journey in the Chinese education system. The findings indicate that the students came from a fairly well off Chinese middle class that had established itself in the parent generation through an upward mobility. Both inherited and acquired assets through family origin and the educational trajectory were important factors that affected the Chinese students’ decision of studying abroad. Among the three species of assets originated from the family, the economic asset played a particularly significant role in the Chinese students’ educational trajectory, irrespective of the composition of families’ capital resources. Family economic assets became increasingly crucial while students moved up to higher educational levels. It also investigates the students’ encounter with the “Western” world represented by an academic and international student environment. While most of the students said they appreciated what Uppsala University had offered in terms of academic life and cultural experiences, they somewhat contradictory kept a distance to both the new forms of academic culture they met and students from other countries. The habitus valued in their previous educational trajectory in China did not fit the criteria for academic performance in the western higher educational institution. It was instead partly contested. With regard to the future, the interviewed students expressed concerns as to the value of their experience and diploma on the Chinese academic and job markets due to the absence from Chinese contact and the culture rooted in social connection. A hypothesis emerging from the interview data is that the family-based social reproduction strategy expressed in the strong family investments in education leading up to the studies abroad potentially has as effect that the offspring, the students, become less dependent on this family-based reproduction. Instead, they regarded themselves as being entitled, by merit, to decide on their own future.
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GOMES, ADRIANA DE ANDRADE. "MEMORIES AND TRAJECTORIES OF STUDENTS OF PEDAGOGY IN THE ESTÁCIO DE SÁ UNIVERSITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6601@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta pesquisa investiga as memórias e as trajetórias dos estudantes de Pedagogia da Universidade Estácio de Sá. A partir de vinte entrevistas semiestruturadas, procurou-se conhecer os fatores que contribuíram para que alcançassem o ensino superior, tendo em vista que a maior parte dos entrevistados é oriunda de segmentos populares. Para fazê-lo, trabalhou- se basicamente com os conceitos de Bourdieu de habitus e de capital social e cultural bem como com as noções de herdeiro e de herança. Observou-se que a caminhada dos estudantes vincula-se a uma multiplicidade de fatores, que se interpenetram favorecendo o avanço nos estudos, não sendo possível destacar apenas um. Entre estes fatores está a maneira complexa e ambivalente com que se apropriam das formas de pensar e agir aprendidas em família e socialmente. Refletindo uma sociedade e uma cultura em transformação, assinala-se que a chegada à universidade relaciona-se ao contraditório processo de aquisição da herança e formas de herdar, que se faz, amiúde, parcialmente. Herdar ou não a história e a memória paternas associam-se, pois, às próprias relações familiares, mas a elas não se reduzem, uma vez que as atuais transformações culturais contribuem para modificar as formas de pensar, representar e agir no mundo. Afastando-se e recuperando a história paterna, constroem os estudantes suas próprias trajetórias.<br>This research investigates the memories and trajectories of students of Pedagogy in the Estácio de Sá University. Having twenty semi-structured interviews as starting points, we have tried to reveal the factors that have contributed to their ascent to a higher education, having in mind that most part of the interviewed ones come from popular sections of society. In order to do so, we have worked basically with the concepts of Bordieu of habitus and social capital as well as the notions of heir and inheritance. We have observed that the route taken by students is linked with a multiplicity of factors, that are intertwined in a way that makes it possible for them to advance in their studies. For that reason, it seems impossible to highlight only one. Among these factors is the complex and ambiguous way in which they assume the ways of thinking and acting learned in their families and in social contacts. Reflecting a society and a culture in a process of an accelerated transformation, we can affirm that getting into university is connected with the contradictory process of acquisition of inheritance and the ways of inheriting, which is frequently done partially. To inherit or not the history and fatherly memories is connected, therefore, to the familiar relationships themselves, but they are not reduced to them, since the cultural transformations that happen nowadays contribute to change the ways of thinking, representing and acting in the world. Getting away and recovering the parental histories is how the students build their own trajectories.
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Li, He. "Educational trajectories of rural students in an elite university : English learning experience and beyond." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609105.

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Ward, Stephen James. "Variations in Student Development Trajectories in Reading and Mathematics: A Multilevel Growth Mixture Model Approach." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03132007-100523/.

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Lack of student achievement has long been a cause of national concern. The No Child Left Behind (NCLB) act of 2001 represents the latest attempt to both correct past educational inequities and to improve the competitiveness of American education. NCLB mandates that all students must meet proficiency standards by the 2013-14 school year. To determine whether students are on track to meet this goal, NCLB uses the metric of Adequate Yearly Progress (AYP). Presently, AYP appears to be set in terms of what is required to meet the 2013-14 goal with no consideration of how student growth and development actually occurs. Moreover, this type of goal assumes that all students can develop or progress at the same rate, in other word, ?one size fits all.? This study sought to examine this ?one size fits all? assumption through the examination of unobserved heterogeneity in student growth trajectories. Specifically, this study sought to determine whether student growth trajectories in reading and mathematics between grade 3 and grade 8 could be adequately described by either single or multiple classes of growth using a multi-level growth mixture modeling approach. Further, the study examined the effects of gender, socio-economic status, ethnicity, parental education, and Local Educational Area (LEA) funding upon these growth trajectories. In terms of classes of growth trajectories, the results clearly suggest the existence of multiple classes of growth for both reading and mathematics. All individual level covariates influenced either membership in a growth class or the latent growth factors or both class membership and growth factors. In contrast, LEA level funding covariates effects were in general not supported. Relationships, for the most part, were consistent across primary and replication samples. Lastly, implications for educational practice, educational policy, Industrial/Organization psychology, and research are discussed along with the limitations of the present study.
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Mohamed, Nadiah. "Adjustment to university : predictors, outcomes and trajectories." Thesis, University of Central Lancashire, 2012. http://clok.uclan.ac.uk/6556/.

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The transition to university presents students with considerable academic, social and emotional challenges. This thesis explored adjustment to university life in a UK post-1992 institution. Predictors of adjustment, patterns of adjustment over time and the effects of adjustment on student success were examined, using the Student Adaptation to College Questionnaire (SACQ). A preliminary study indicated that the ‘psychological strength’ variables demonstrated to be important for adjustment in international research (viz., self-esteem, self-efficacy, locus of control, social support and attachment security) also predicted adjustment in the current setting, and that emotional intelligence (EI) may also have something useful to offer as a predictor. Consequently, a follow-up study was undertaken to explore relations between adjustment to university and four disparate measures of EI. Results indicated that the self-report/trait EI measures (viz., the Schutte Emotional Intelligence Scale [SEIS], the Trait Emotional Intelligence Questionnaire - Short Form [TEIQue-SF] and the Emotional Self-Efficacy Scale [ESES]) were more strongly related to university adjustment criteria than the MSCEIT ‘ability’ measure, and that the TEIQue performed substantially better than the SEIS and ESES in this regard. However, the MSCEIT was superior with respect to the prediction of incremental variance in adjustment criteria over and above personality, IQ and other competing predictors. Longitudinal investigations of the course of adjustment over the first two years of university indicated that whilst levels of overall adjustment, personal-emotional adjustment and institutional attachment were relatively stable over time, academic and social adjustment demonstrated decreasing and increasing trends respectively. Moreover the longitudinal analyses indicated that psychosocial variables measured at the start of university predict not only short-term but also long-run patterns of adjustment; the initial adjustment advantage of those who scored higher on psychosocial variables during the second month of university was maintained over the first two years. Finally, relations between SACQ-measured adjustment in month two of university, and student success (i.e., continued enrolment and academic performance) in Years 1 and 2 were assessed. Associations between adjustment and Year 1 persistence were weak, and no relations were evident between adjustment and Year 2 persistence. Some adjustment facets were weakly predictive of Year 1 and Year 2 academic success.
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Cebi, Esra. "University Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610828/index.pdf.

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The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purpose<br>gender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo<br>knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated. The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form. It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.
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Whiteside, Jasmine L. Whiteside. "Rural Trajectories: Investigating the Relationship between Space, Resources and University Enrollment." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu154321435050285.

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Odendal, Marta W. "Students' university choice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23039.

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This thesis addresses UK students’ university choice using discrete choice methods and micro-data obtained from Higher Education Statistical Agency for graduates between 2006 and 2010. The thesis consists of three chapters with each addressing a different aspect of students’ choice. The studies are intended to provide policy-makers and other decision-makers with valuable information that will help them to implement strategies and policies for better higher education. Some work in the literature has been dedicated to students’ university choice. This thesis explores this body of work and builds on it, extends it and improves what is previously known in the literature. The aim of the first chapter is to investigate what affects students’ university choice. It contributes to the literature by establishing the best method to do so. Two models are used: the standard conditional logit and conditional logit with, what is called in this paper, alternative specific constants. Conditional logit with alternative specific constants improves on conditional logit twofold: it deals with unobserved university characteristics and improves the model fit. The results show that the probability of attending a university decreases with an increase in tuition fees and distance between students’ home and the university, and decreases in students’ socio-economic status. The second chapter further investigates the importance of distance on students’ university choice and it contributes to the literature by calculating the willingness to pay of students for distance to university. The chosen models are estimated for different socio-economic group of students separately. This methodology allows for meaningful comparison between socio-economic groups and produces more reliable estimates due to the fact that it accommodates for different unobserved characteristics of universities for different groups of students. The results show that students with the highest socio-economic status are not affected or have a positive utility of distance. The willingness to pay of other socio-economic groups are mixed and depend on the university characteristics used in the model. The third chapter focuses on students’ attitudes towards costs and benefits of university degree by calculating the discount rate of future income using marginal utility of graduate income and tuition fees. In addition, the chapter shows how use of consideration sets of universities for each student improves the model fit. The results show that students have a normal discount rate around 1% without consideration sets. The discount rate becomes negative in all models apart from one, when consideration sets are used.
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Donati, Letizia. "Novel trajectories of universities engagement: from local economic development to social innovation practices." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/299593.

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The objective of this study is threefold. The first objective is to provide an integrated perspective towards the territorial engagement of universities and their related models and strategies. The second objective is to verify whether tendencies pointing to an integrated strategy of university engagement are emerging in real settings, while the third objective is to deepen the understanding of the university’s potential contribution to social innovation practices. The first part of the work is devoted to review the literature on the institutionalization of university third mission and its relation to university territorial engagement and it presents an analysis of the different university models and strategies adopted by the academic system to reach engagement goals in the last decades. In this context, the System-based University is introduced as a university model which encompasses an integrated approach to university territorial engagement. Such model is built upon contributions on Civic and Developmental universities and their role in local socio-economic dynamics. It presents itself as an integrated model that includes but goes beyond the focus on technology transfer featuring third mission activities embodied at the beginning of the 21st century by the so-called Entrepreneurial university. The System-based model is represented by three main factors: i) synergy between the core missions of teaching and research and the third mission, ii) alignment between the needs expressed by the territory and the knowledge produced by the university, and iii) a balanced approach to research excellence. The second part of the work proposes an empirical analysis aimed at identifying tendencies towards system-based models of university, in particular within the Italian academic system. This part makes use of multivariate statistical techniques. Eventually, the third part aims at deepening the role of universities in the social innovation realm, drawing on the few contributions on this topic and on a recent stream of research that connects social innovation to quadruple helix model of interaction between government, industry, universities and civil society. Namely, this last part investigates how and why universities may engage in quadruple helix partnerships, applying an exploratory case study methodology on data stemming from the Urban Innovative Actions, a novel European programme in the context of social innovation in urban areas.
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Westenskow, Arla. "Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1368.

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This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.
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Books on the topic "Trajectories of university students"

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Coates, Hamish, and Alexander C. McCormick, eds. Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7.

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Teodorov, Atanas. We university students: Seven stories about Bulgarian university students. Sofia Press, 1986.

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Dickins, E. P. German for university students. Acme Publications, 1990.

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Furzer, I. A. Distillation for university students. The author, 1989.

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Furzer, I. A. Distillation for university students. I.A. Furzer, 1986.

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Lake, S. Modern English: For University students. Macmillan, 1986.

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Romstedt, Kathleen. Reading strategies for university students. Collier Macmillan, 1988.

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Jones, Carys, Joan Turner, and Brian Street, eds. Students Writing in the University. John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/swll.8.

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Fan, Weiqiao. Intellectual styles among Chinese university students. University of Science and Technology of China Press, 2011.

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Mackenzie, Hugh. University funding cuts: Shortchanging Ontario students. Canadian Centre for Policy Alternatives, 2002.

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Book chapters on the topic "Trajectories of university students"

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Li, He. "Moving to the City: Educational Trajectories of Rural Chinese Students in an Elite University." In Bourdieu, Habitus and Social Research. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137496928_8.

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Rider, Sharon, Michael A. Peters, Mats Hyvönen, and Tina Besley. "Welcome to the World Class University: Introduction." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_1.

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AbstractThe notion of World Class Universities, and the use of rankings in general, has been an object of study for decades. Perhaps the first major critical work was Ellen Hazelkorn’s Rankings and the reshaping of higher education: The battle for world-class excellence (2011). Just as the influence of rankings shows no sign of abating, neither does the impetus to provide practical proposals for how to use them to advantage, or, alternatively, to examine the sources and effects of the practices involved. Recent interventions belonging to the first category are Downing and Ganotice’s World university rankings and the future of higher education (2017), while Stack’s Global university rankings and the mediatization of higher education (2016) and Hazelkorn’s Global rankings and the geopolitics of higher education: Understanding the influence and impact of rankingson higher education, policyand society (2016) are notable examples of the latter. The essays presented in the present volume are intended to contribute to our understanding of the phenomenon, its causes and consequences by filling three functions: (i) to provide an updated analysis of current trends in rankings and an examination of recent data regarding World Class University (WCU) initiatives relevant to the form and content of higher education; (ii) to study these especially with an eye to particular ramifications for work on the shop floor, that is to say, for university teachers and students; (iii) to investigate possible future courses and alternative trajectories.
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Guerra, Julio, Eliana Scheihing, Valeria Henríquez, Cristian Olivares-Rodríguez, and Henrique Chevreux. "TrAC: Visualizing Students Academic Trajectories." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29736-7_84.

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Coates, Hamish, and Alexander C. McCormick. "Introduction: Student Engagement—A Window into Undergraduate Education." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_1.

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Coates, Hamish, and Alexandra Radloff. "Broader Strategies for Developing Student Engagement." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_10.

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Coates, Hamish, and Alexander C. McCormick. "Emerging Trends and Perspectives." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_11.

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Coates, Hamish, and Alexander C. McCormick. "Erratum." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_12.

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McCormick, Alexander C., and Jillian Kinzie. "Refocusing the Quality Discourse: The United States National Survey of Student Engagement." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_2.

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Norrie, Ken, and Chris Conway. "A Canadian Perspective on Student Engagement." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_3.

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Radloff, Alexandra, and Hamish Coates. "Engaging University Students in Australia." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_4.

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Conference papers on the topic "Trajectories of university students"

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Ni, Haijun. "The Relationship between University Students' Work and University Students' Development in China." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.367.

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Bin, Abdullah AlSagheer Hamdan. "University students' satisfaction of studying in e-university." In the Second Kuwait Conference. ACM Press, 2011. http://dx.doi.org/10.1145/2107556.2107570.

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Nijic, Maja. "DATING VIOLENCE AMONG UNIVERSITY STUDENTS." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/2.1/s13.054.

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Pshennikova, Galina. "SLEEP DISORDERS IN UNIVERSITY STUDENTS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.3/s12.094.

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Miloshova, Evelina. "PHYSICAL ACTIVITY AMONG UNIVERSITY STUDENTS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/59.

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Brown, Richard, Hokyoung Ryu, and David Parsons. "Mobile helper for university students." In the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia. ACM Press, 2006. http://dx.doi.org/10.1145/1228175.1228227.

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Kozubíková, Zuzana. "FINANCIAL EDUCATION OF UNIVERSITY STUDENTS." In 2nd International Scientific Conference - Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia; Faculty of Management Koper, Slovenia; Doba Business School - Maribor, Slovenia; Integrated Business Faculty - Skopje, Macedonia; Faculty of Management - Zajecar, Serbia, 2018. http://dx.doi.org/10.31410/eman.2018.229.

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Volkova, Zhanna. "FORMING UNIVERSITY STUDENTS' RESEARCH COMPETENCE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.059.

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Kristiyani, Titik, and Faturochman. "Exploring University Students’ Learning Goals." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.115.

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Babenko, Olesya, and Kseniya Prosyukova. "BULLYING PREVENTION AMONG UNIVERSITY STUDENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1179.

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Reports on the topic "Trajectories of university students"

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Moskos, Charles. Enlistment Propensities of University Students. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada426874.

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Paniagua Rojano, FJ, M. Gómez Aguilar, and ME González Cortés. Encouraging entrepreneurial journalism among university students. Revista Latina de Comunicación Social, 2014. http://dx.doi.org/10.4185/rlcs-2014-1024en.

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Martín Jiménez, V., D. Etura Hernández, and CA Ballesteros Herencia. University students, Media and gender violence. A quantitative approach around journalism students. Revista Latina de Comunicación Social, 2016. http://dx.doi.org/10.4185/rlcs-2016-1126en.

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van der Erve, Laura, Elaine Drayton, and Jack Britton. Drop in international students would imperil university finances. Institute for Fiscal Studies, 2020. http://dx.doi.org/10.1920/bn.ifs.2020.bn0283.

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Bound, John, Breno Braga, Gaurav Khanna, and Sarah Turner. A Passage to America: University Funding and International Students. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22981.

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Shephard, Arlesa, and Sanjukta Pookulangara. Students' attitudes toward and use of university digital collections. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1292.

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Duque Rengel, VK, ME Abendaño Ramírez, and AV Velásquez Benavides. Analysis of communication factors influencing customer loyalty among university students. Revista Latina de Comunicación Social, 2017. http://dx.doi.org/10.4185/rlcs-2017-1190en.

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Ramírez Hurtado, JM, and C. Paralera Morales. Preferences of university students on the choice of internet service provider. Revista Latina de Comunicación Social, 2016. http://dx.doi.org/10.4185/rlcs-2016-1102en.

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Au, Kim. Economic Coping Patterns of Chinese Foreign Students in Portland State University. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1809.

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Reuter, Peter, Bridget Forster, and Sierra Brister. The Influence of Eating Habits on the Academic Performance of University Students. Florida Gulf Coast University Library, 2019. http://dx.doi.org/10.24049/fs0001.

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