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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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Almeida, Ana Nunes de, and Maria Manuel Vieira. "At the entrance gate: students and biographical trajectories in the University of Lisbon." Portugese Journal of Social Sciences 8, no. 2 (2009): 165–76. http://dx.doi.org/10.1386/pjss.8.2.165/1.
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Todorinova, Lily. "Wikipedia and undergraduate research trajectories." New Library World 116, no. 3/4 (2015): 201–12. http://dx.doi.org/10.1108/nlw-07-2014-0086.
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Purpose – The purpose of this paper was to analyze undergraduate students’ use of Wikipedia bibliographies. The study has implications for Wikipedia as a “discovery tool” of library collections, library instructional practices and understanding the complex ecology of students’ research processes. Design/methodology/approach – Thirty undergraduate students were recruited from introductory English writing classes. A controlled survey was conducted in Qualtrics®, including the following sections: pre and post test of students’ understanding of authority/quality of sources; tasks analyzing participants’ choices for further research after reading a Wikipedia article; and students’ determination of the authority/quality of sources in Wikipedia reference pages, using an adapted version of the Turnitin® Source Educational Evaluation Rubric. Findings – The investigator found that students were unlikely to follow references they found in bibliographies of Wikipedia pages, unless instructed to do so. This was expressed most clearly in their comments, which revealed that Wikipedia’s reference sections are found to be too overwhelming and numerous. These entries are depicted by order of appearance in the text and are not ranked, or presented in an order students considered useful. Participants were not likely to use Wikipedia as a discovery tool of library content because they perceived Wikipedia as being markedly different, even in opposition to, library resources. Students disclosed being warned by their faculty and instructors not to use the online encyclopedia at all in their research process. However, paradoxically, after reading a Wikipedia article, students were most likely to go to Google, or revisit Wikipedia, for more information, as opposed to using the library. Study participants reported that “ease of access” is the most important consideration when choosing sources to include in research papers, followed by the actual authority/quality of these sources. Students also greatly benefited from having a structured rubric available at the point of their research process when they are asked to determine the authority/quality of sources, and especially within Wikipedia bibliographies. Research limitations/implications – This is a small-scale study of students’ use of Wikipedia in one university campus, but its results can spark a discussion of the larger question of undergraduates’ research trajectories. The findings of the study suggest that these trajectories are extremely influenced by two conflicting issues: faculty influence and resource convenience. The researchers plan to extend the study to include faculty’s perceptions of the value of Wikipedia to undergraduate students’ research, including faculty’s own involvement as Wikipedia editors and contributors. Future research of undergraduate’s use of Wikipedia could benefit from a greater recruitment of participants across a diverse pool of academic institutions, as well as a mixed research method of observation, task analysis and interviews. Practical implications – The findings of the study offer suggestions for both the design aspect of Wikipedia and the instructional methods of academic librarians. This study also informs library practices and emerging collaborations with Wikipedia, specifically the “Wikipedian in Residence” program and the concept of using Wikipedia as one type of a discovery tool. Originality/value – There is a lack of empirical evidence showing how or if students use Wikipedia bibliographies to continue their research. The possibility of the online encyclopedia as a discovery tool for library collections is relatively unknown and unexplored. The topic of collaboration between Wikipedia and libraries is new and emerging in the field.
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Zhang, Chunyu, Andreas Hirschi, and Xuqun You. "Trajectories of Calling in the Transition From University to Work: A Growth Mixture Analysis." Journal of Career Assessment 29, no. 1 (2020): 98–114. http://dx.doi.org/10.1177/1069072720931010.
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Research on the development of calling is still in its infancy and rarely focused on how calling changes during a major career transition. The current study examined the developmental trajectories of calling and their relation with personality (i.e., conscientiousness, proactive personality) in the transition from university to work with a three-wave longitudinal study with 340 Chinese graduating university students. Results based on growth mixture modeling indicated three developmental trajectories of calling: high and stable calling (23% of sample), high but decreasing calling (74%), and low and increasing calling (3%). Moreover, higher conscientiousness related to a higher chance of being classified into the high and stable calling trajectory. These findings add notable insights to the literature by exploring the previously neglected developmental trajectories of calling and their association with personality in the transition from university to work.
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Korzinova, E. I., A. A. Ryvlina, and Ju F. Katkhanova. "Motivational Characteristics of Students’ Educational Activity." Prepodavatel XXI vek, no. 4, 2019 (2019): 163–69. http://dx.doi.org/10.31862/2073-9613-2019-4-163-169.
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The article presents some aspects of the motivation of students’ educational activities. Along with the general approach to the study of this issue, the specifics of the creative motivation of students studying in a pedagogical university at the Art faculty are considered. The purpose of the article is to identify the motivational characteristics of students, the direction of their aspirations, stability and forms of manifestation of motives, etc. The use of the considered dominant motives of students’ educational work can be a significant help for teachers and curators in building effective trajectories of educational activity, especially in the initial stage of study.
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Gonzalez, John A., Heeyun Kim, and Allyson Flaster. "Transition points: well-being and disciplinary identity in the first years of doctoral studies." Studies in Graduate and Postdoctoral Education 12, no. 1 (2021): 26–41. http://dx.doi.org/10.1108/sgpe-07-2020-0045.
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Purpose The purpose of this study is to examine doctoral students’ developmental trajectories in well-being and disciplinary identity during the first three years of doctoral study. Design/methodology/approach This study relies on data from a longitudinal study of PhD students enrolled at a large, research-intensive university in the USA. A group-based trajectory modeling approach is used to examine varying trajectories of well-being and disciplinary identity. Findings The authors find that students’ physical health, mental health and disciplinary identity generally decline during the first few years of doctoral study. Despite this common downward trend, the results suggest that six different developmental trajectories exist. Students’ backgrounds and levels of stress, psychological needs satisfaction, anticipatory socialization experiences and prior academic success predict group membership. Originality/value Although there is emergent evidence of a mental health crisis in graduate education scant evidence exists about the way in which well-being changes over time as students progress through their doctoral studies. There is also little evidence of how these changes might be related to academic processes such as the development of disciplinary identity. This study reported varying baseline degrees of well-being and disciplinary identity and offers that stress and unmet psychological needs might be partially responsible for varying trajectories.
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Meyerson, Greg. "“It’s Not Personal, It’s Business: or Teaching Structural Explanation” (at an HBCU)." Radical Teacher 101 (February 23, 2015): 9–14. http://dx.doi.org/10.5195/rt.2015.197.
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Needless to say, the dominant explanatory framework among our students generally is still individualism, and when it comes to their career trajectories, American dreams and equal opportunities predominate. Where I currently teach, the Historically Black University (HBCU) of civil rights fame North Carolina A and T University, it is more complicated.
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Kim, Hyowon, and Eun-young Kim. "Trajectories of University Students' Competencies and Their Predictors: Longitudinal Analysis Using Latent Growth Modeling." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 24 (2019): 561–79. http://dx.doi.org/10.22251/jlcci.2019.19.24.561.
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Gómez-Galán, José, Cristina Lázaro-Pérez, and José Ángel Martínez-López. "Trajectories of Victimization and Bullying at University: Prevention for a Healthy and Sustainable Educational Environment." Sustainability 13, no. 6 (2021): 3426. http://dx.doi.org/10.3390/su13063426.
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The bullying phenomenon is both an uncomfortable reality and a serious social problem for educational community institutions. Its presence is incompatible with a healthy and sustainable education environment. The educational, psychological, and social consequences of bullying transcend the personal sphere and reach the family and work environment in adulthood. Traditionally, bullying has been studied in the compulsory educational stages. However, at present, this problem is also being addressed in higher education. The present research, which is of a transversal nature, aims to explore bullying in the Spanish university setting, along with its typology, scope, and predictive factors, from both socio-demographic and family perspectives. In this sense, we set ourselves the following objectives: (GO1) to see if university students are exposed to bullying, as well as to identify the profiles of the subjects of bullying from three dimensions (physical, relational, and verbal victimization) and (GO2) to determine whether there are trajectories of bullying in university students from the compulsory education stage to the present. Based on a descriptive quantitative methodology, this study was conducted in 10 Spanish universities. The research’s major results show that the persistence of bullying in university classrooms is of a relational and verbal nature, but is not physical. Victimization occurs mainly in women who carry out studies linked to social and legal sciences or art and the humanities. Additionally, it is observed that a spiral of relational violence is produced, perpetuating this type of aggression over time. Among other predictive factors in university students is that they have suffered relational violence during their compulsory education. These data should alert educational and health institutions about the persistence of bullying in university students to prevent it and to facilitate its early detection and treatment to eradicate this problem from higher education classrooms.
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Macedo, Maria do Socorro Alencar Nunes, and Paula Aparecida Diniz Gomides. "The PEC-G and University Internationalization." Debates em Educação 12, Esp2 (2020): 271. http://dx.doi.org/10.28998/2175-6600.2020v12nesp2p271-291.
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<p>This article presents a broader research clipping that aimed to understand the strategies and trajectories of foreign undergraduate students at a Brazilian public university. In this text we focus on the PEC-G (Undergraduate Student Agreement Program) and the relationships established by African students linked to this program as an internationalization and academic mobility policy. Based on some concepts of Bourdieu, we seek to understand the meanings attributed by students to the educational process in Brazil and their expectations with the conclusion of the course. Based on assumptions of qualitative research, we produced two different types of data, the interview being the main source. Fourteen students and the university's international affairs advisor were interviewed. Another source of data were the documents on the MRE (Ministry of Foreign Affairs) and MEC (Ministry of Education) websites that characterize the PEC-G. The results indicate that it is necessary to engage these young students and assist them in their specificities, both in academic education and in cultural and critical education. This service goes through a quality reception that provides relevant information and really helps them to make the most of the experience in our country.</p>
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Felicetti, Vera Lucia, and Alberto F. Cabrera. "Trajectories in higher education: ProUni in focus." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 95 (2017): 308–29. http://dx.doi.org/10.1590/s0104-40362017002501056.
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Abstract Trajectories in higher education and the University for All Program (ProUni) are the central theme of this paper. The research question was: To what extent were some factors experienced during university difficulties in the academic trajectory of ProUni and non-ProUni graduates? The approach was quantitative with an explanatory goal. Descriptive and inferential statistics were used in the data analysis. The research subjects were 197 higher education graduates from a Southern Brazil nonprofit institution who entered in 2005. 57 were ProUni scholarship holders and 140 were non-ProUni. Results indicate that the highest percentage of graduates who worked during college were not scholarship holders. A T-test was performed after creating the scales for external (p = 0.19) and internal (p = 0.66) factors, indicating that in both factors there was no statistically significant difference between being a ProUni scholarship holder or not and the difficulties presented during their academic trajectory. Results indicate the need for studies involving the set of higher education graduates in order to better understand the difficulties faced by both groups of students in their academic trajectories.
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Möller-Recondo, Claudia, and Juan-Pablo D´Amato. "New genius-entrepreneurs: Itinerary and trajectories of university educational excellence." Comunicar 28, no. 64 (2020): 73–83. http://dx.doi.org/10.3916/c64-2020-07.
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The purpose of the present work is to rethink, in the university context, the concept of genius, related to the high intellectual abilities associated with intelligence; also, to connect the idea of entrepreneurial competences, such as leadership or social commitment. The hypothesis is that a university genius is defined by his high creative abilities and, in particular, entrepreneurial ones. From the methodological point of view, the recommendations of the National Association for Gifted Children were followed, and evidence collection was based on such practices, using the results obtained by two studies: the first one with professors and postgraduate students (from Argentina and Spain, from hard and soft sciences) who responded to a conceptual questionnaire, previously validated, in order to delineate common minimum denominators of geniuses. The other one comes from analyzing the results of an acceleration program of entrepreneurial competence with undergraduate students. Combining both data resulted in the need to think in an educational proposal (itinerary) with trajectories of excellence. One during the Degree level, with pilot training activities (in entrepreneurial competence), experimenting on a small scale; and the other in the Postgraduate level, encouraging them to be architects of their “routes”, allowing them to self-employ and to become agents of socio-community change. El objetivo del presente trabajo es repensar, en el ámbito de la universidad, el concepto de genio en relación con las altas capacidades asociadas con la inteligencia y vincularlo con las englobadas en la competencia emprendedora, como el liderazgo o el compromiso social. Se fortalece la hipótesis de que un genio universitario es o puede serlo, por sus altas capacidades creativas y, concretamente, emprendedoras. Metodológicamente se siguieron las recomendaciones de la Asociación Norteamericana de Niños con Altas Capacidades, por lo que la recolección de las evidencias se basó en prácticas, utilizando los resultados obtenidos en los dos trabajos de campo realizados: Uno con profesores y alumnos de posgrado (de Argentina y España, de ciencias duras y blandas) que respondieron a un cuestionario conceptual, previamente validado, con el fin de delinear unos mínimos comunes denominadores. El otro estudio consistió en analizar los resultados de la implementación de un programa de aceleración de la competencia emprendedora con estudiantes universitarios de Grado. Del cruce de los datos resultó la necesidad de idear una intervención educativa (itinerario) con trayectorias de excelencia. Una en el Grado, con actuaciones formativas piloto (en la competencia emprendedora), experimentales, a pequeña escala y limitadas en el tiempo; y la otra en el Posgrado, siendo los propios estudiantes los arquitectos de sus «rutas», que a la vez que les permiten autoemplearse, les convierten en agentes de cambio socio-comunitario.
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Filimonyuk, Ludmila, Yuri Lobeyko, Valentine Ivashova, Rose Chvalun, and Anna Kalashova. "Planning of professional and life trajectories of university graduates of environmental educational programs." E3S Web of Conferences 203 (2020): 05021. http://dx.doi.org/10.1051/e3sconf/202020305021.
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The article is devoted to the issues of constructing the life trajectories of graduates of environmental educational programs, the role of the professional orientation of the individual in this process. A review of publications by Russian and foreign authors is presented, arguing the relevance of the research topic. We have shown the influence of successful social and professional socialization of graduates-ecologists in the system of higher agricultural education on the certainty of their life and professional trajectories. Based on the materials of an empirical study carried out by a questionnaire survey among graduate students of environmental educational programs, we concretized the ideas of young people about professional and life trajectories after graduation. A positive result of social and professional socialization of graduates of environmental programs of an agricultural university can be considered the professional certainty of more than 90% of students by the time they complete their studies at the university. The basis of goal-setting for graduates of environmental programs of agricultural universities for the next 10-20 years is: achieving material well-being and high earnings; interesting job; creating a family and raising children. More than 90% of graduates are confident in achieving their goals. According to environmental graduates, personal qualities are needed to achieve success in life (purposefulness, diligence, resourcefulness); business connections, acquaintances; patience and hard work.
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Moiseienko, Mykhailo V., Natalia V. Moiseienko, and Arnold E. Kiv. "Didactic conditions for the formation of digital competence of students of pedagogical universities." Освітній вимір 54, no. 2 (2020): 165–78. http://dx.doi.org/10.31812/educdim.v54i2.3866.
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The article is devoted to the formation of digital competence of pedagogical university students. The scientific analysis of the essence of the “digital competence” concept is carried out, its components are defined. In the course of the research the components of digital competence of pedagogical university students are determined, namely: motivational-value (target), cognitive, operational-activity and personal-reflexive components. The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Aleshkovskiy, I. A., A. T. Gasparishvili, O. V. Krukhmaleva, N. P. Narbut, and N. E. Savina. "Russian University Students about Distance Learning: Assessments and Opportunities." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (2020): 86–100. http://dx.doi.org/10.31992/0869-3617-2020-29-10-86-100.
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The forced shift to remote learning in universities in March 2020 raised the complex issues of organizing lifelong learning for students, conducting academic assessments and maintaining the stability of the educational institution in general for educational systems of all countries of the world. This paper examines peculiarities and general problems of distance learning in the higher education system. It is based on the materials of the sociological survey “Opinions of Russian universities’ students on the forced distance learning”, conducted in May-June 2020. 31,423 university students in all federal subjects of Russia were interviewed. Analysis of research data covers the following areas: organizational problems of transition to distance learning; resources used, organization of lectures and seminars, assessment of the positive and negative aspects of distance learning; perspectives, limitations and trajectories of distance learning implementation in Russian universities.The article also provides comparative data on the analysis of the issues of distant learning of Russian and foreign researchers. The authors propose future-oriented measures for organizing distance learning in universities in the case of the introduction of quarantine restrictions, consider possible forms of combining distance and full-time education, the prospects for the introduction of digital technologies in the organization of training in universities.
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Johnsson, Kent O., Anders Leifman, and Mats Berglund. "College Students’ Drinking Patterns: Trajectories of AUDIT Scores during the First Four Years at University." European Addiction Research 14, no. 1 (2008): 11–18. http://dx.doi.org/10.1159/000110406.
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Maybin, Janet, and Theresa Lillis. "BAAL/CUP Seminars 2013 / Text Trajectories – Developing dynamic approaches to textual analysis." Language Teaching 48, no. 1 (2015): 142–46. http://dx.doi.org/10.1017/s0261444814000305.
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This seminar took place on 19 April, 2013 at the Centre for Language and Communication, Faculty of Language and Education Studies, The Open University. The seminar was coordinated by Janet Maybin and Theresa Lillis and there were 28 participants, including four postgraduate students, from universities in Britain, Belgium and South Africa.
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Musso, Mariel F., Carlos Felipe Rodríguez Hernández, and Eduardo C. Cascallar. "Predicting key educational outcomes in academic trajectories: a machine-learning approach." Higher Education 80, no. 5 (2020): 875–94. http://dx.doi.org/10.1007/s10734-020-00520-7.
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Abstract Predicting and understanding different key outcomes in a student’s academic trajectory such as grade point average, academic retention, and degree completion would allow targeted intervention programs in higher education. Most of the predictive models developed for those key outcomes have been based on traditional methodological approaches. However, these models assume linear relationships between variables and do not always yield accurate predictive classifications. On the other hand, the use of machine-learning approaches such as artificial neural networks has been very effective in the classification of various educational outcomes, overcoming the limitations of traditional methodological approaches. In this study, multilayer perceptron artificial neural network models, with a backpropagation algorithm, were developed to classify levels of grade point average, academic retention, and degree completion outcomes in a sample of 655 students from a private university. Findings showed a high level of accuracy for all the classifications. Among the predictors, learning strategies had the greatest contribution for the prediction of grade point average. Coping strategies were the best predictors for degree completion, and background information had the largest predictive weight for the identification of students who will drop out or not from the university programs.
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Niu, Sunny Xinchun, Yajun Zheng, and Fei Yang. "Students’ social origins, educational process and post-college outcomes: The case of an elite Chinese university." Chinese Journal of Sociology 6, no. 1 (2019): 35–66. http://dx.doi.org/10.1177/2057150x19876875.
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Scholars debate whether and how higher education and elite education experiences break or reinforce the link between social origins and status attainment in meritocratic societies. We contribute to these debates focusing on post-college outcomes of elite university students in contemporary China. Using a longitudinal survey of the 2014 freshmen cohort from an elite Chinese university and a sequential logit modeling technique, we find that meritocracy is seemingly at play between the trajectories of graduate study and employment. However, within each trajectory, students’ hukou (urban/rural registration status) and regional backgrounds significantly constrain their post-college options, partly through differential participation in high-impact educational practices. Furthermore, social origins leave marks on students’ motives for graduate study.
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Wickersham, Alice, Ewan Carr, Ryan Hunt, et al. "Changes in Physical Activity among United Kingdom University Students Following the Implementation of Coronavirus Lockdown Measures." International Journal of Environmental Research and Public Health 18, no. 6 (2021): 2792. http://dx.doi.org/10.3390/ijerph18062792.
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Coronavirus disease (COVID-19) and resulting restrictions have significantly impacted physical activity levels. However, objectively measured changes in physical activity levels among UK university students during lockdown are understudied. Using data collected via remote measurement technology from a mobile physical activity tracker, this study aimed to describe the longitudinal trajectories of physical activity following the start of lockdown among students at a large UK university, and to investigate whether these trajectories varied according to age, gender, and ethnicity. Continuous physical activity data for steps walked per week (n = 730) and miles run per week (n = 264) were analysed over the first period of lockdown and subsequent restriction easing using negative binomial mixed models for repeated measures. Throughout the observation period, more steps were walked by males compared to females, and by White groups compared to all other ethnic groups combined. However, there was a gradual increase in the number of steps walked per week following the commencement of lockdown, irrespective of sociodemographic characteristics. For females only, there was a decrease in the number of miles run per week following lockdown. The long-term impact of the pandemic on physical health is unknown, but our results highlight changes in physical activity which could have implications for physical health.
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Krasnopeeva, T. O., A. I. Shevchenko, and I. V. Romanova. "How to create individual educational trajectories in the informational educational environment." SHS Web of Conferences 87 (2020): 00003. http://dx.doi.org/10.1051/shsconf/20208700003.
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The article considers the issues of designing individual educational trajectories for University students in the informational educational environment from the perspective of personal-oriented, environmental and professionally oriented approaches. The leading research methods are comparative statistical analysis and modeling, the first of which helps to analyze quantitative data that reflect parameters that are important for students’ academic performance and progress in the information educational environment, while the latter allows to model linguistic profiles designed for the individual educational trajectories. The informational educational environment as a unit of the educational space of the discipline “Foreign language” is a set of the following components: resource, informational components and socio-methodological, subject-operational and didactic-methodological sub-components, as well as subject-activity and procedural components.
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Cherney, Katrina, David Rothwell, Joyce Serido, and Soyeon Shim. "Subjective Financial Well-Being During Emerging Adulthood: The Role of Student Debt." Emerging Adulthood 8, no. 6 (2019): 485–95. http://dx.doi.org/10.1177/2167696819879252.
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In this study, we examined (1) the effect of changes in outstanding student debt on trajectories of subjective financial well-being (SFWB) over time and (2) how these trajectories vary according to family socioeconomic and emerging adult financial factors. We used three waves of longitudinal data from the Arizona Pathways to Life Success for University Students (APLUS) study and used growth curve models to analyze the data. Net of family socioeconomic and emerging adult financial factors, student debt was significantly and negatively associated with SFWB across the emerging adult period. Trajectories of SFWB varied slightly in relation to changes in student debt. Between-person differences in debt mattered more for trajectories of SFWB relative to within-person changes in debt over time. Family socioeconomic factors had a strong influence on SFWB trajectories. Findings illustrate how student debt may suppress postsecondary education’s impact as an inequality reducing mechanism. They also suggest the need for both individual- and policy-level intervention.
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Champin, Pierre Antoine, Hicham El Khoury, Charbel Obeid, and Christine Lahoud. "Conceptual Clustering of University Graduate Students Trajectories Using Formal Concept Analysis: a Case Study in Lebanon." International Journal of Continuing Engineering Education and Life-Long Learning 30, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijceell.2020.10027147.
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Obeid, Charbel, Christine Lahoud, Hicham El Khoury, and Pierre Antoine Champin. "Conceptual clustering of university graduate students' trajectories using formal concept analysis: a case study in Lebanon." International Journal of Continuing Engineering Education and Life-Long Learning 30, no. 3 (2020): 295. http://dx.doi.org/10.1504/ijceell.2020.108541.
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Shirokova, Y. S. "POSTGRADUATE STUDENT OF THE 2010S: A SOCIOLOGICAL PORTRAIT." Vestnik Universiteta, no. 8 (September 24, 2020): 175–81. http://dx.doi.org/10.26425/1816-4277-2020-8-175-181.
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Currently, much attention in the field of higher education is paid to the problems of the third stage – postgraduate education. The main problems are: reducing the awarding of scientific degrees, decreasing the reproduction of the personnel capacity of higher school and scientific activities. The purpose of the paper is to study the trajectories of postgraduate education, based on the data of empirical research “Professional trajectories of postgraduate students” at the Dubna State University and at the “National Research University “Higher School of Economics”. The main methods were a sociological survey and analysis of secondary information. Based on the results of the study, a portrait of a modern postgraduate student has been compiled. Two identical studies produced mostly different results. This suggests that there is a need for such research.
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Kim, Jean, and Patricia A. Duff. "The Language Socialization and Identity Negotiations of Generation 1.5 Korean- Canadian University Students." TESL Canada Journal 29 (October 3, 2012): 81. http://dx.doi.org/10.18806/tesl.v29i0.1111.
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This article, based on a larger longitudinal multiple-case study of Generation 1.5 Korean-Canadians, explores two female students’ experiences in high school and then university. Foregrounding aspects of language socialization (Duff & Hornberger, 2008) and identity (Norton, 2000) in language-learning and use, the study examines the contextual factors involved in the students' language socialization in and through Korean and English. The findings reveal that through the complex interplay of their past, present, and future “imagined” experiences, the students were socialized into various beliefs and ideologies about language-learning and use, often necessitating the negotiation of investments in their identities in relation to Korean and English. Given the personal backgrounds of these students, coupled with the phenomena of globalization and transnationalism, we suggest that Canadian universities and Generation 1.5 students and their families pay more attention to the students’ linguistic, educational, and social backgrounds, affiliations, and trajectories by underscoring the advantages of bilingualism and biculturalism along with the importance of English for integration into Canadian society and international networks.
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Bäulke, Lisa, Martin Daumiller, and Markus Dresel. "How Conscientiousness and Neuroticism Affect Academic Procrastination." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 51, no. 4 (2019): 216–27. http://dx.doi.org/10.1026/0049-8637/a000225.
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Abstract. We examined students’ procrastinatory behavior in a specific higher-education learning situation in relation to conscientiousness and neuroticism as well as motivational regulation. We hypothesized that conscientiousness would be associated with low levels and favorable trajectories of academic procrastinatory behavior, and neuroticism would be associated with high levels and unfavorable trajectories of procrastinatory behavior. Furthermore, we examined whether motivational regulation mediates these effects. To answer our research questions, we used data from a diary study that spanned a period of 28 days with a total of 3,121 single measurements of 128 university students (mean age = 21.7 years; SD = 2.2; 53 % female). The results of conditional growth curve models indicated that levels of procrastinatory behavior were negatively linked to conscientiousness and positively linked to neuroticism. Motivational regulation mediated the relation between conscientiousness and procrastinatory behavior. No effects on the trajectories of procrastinatory behavior were found. Our findings provide insights into procrastinatory behavior in a specific learning situation and emphasize the functional effects of motivational regulation on academic procrastination.
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Naumkin, Nikolay I., Vadim A. Ageev, Anarkul E. Sadieva, Anatoly V. Anokhin, Natalya N. Shekshaeva, and Evgeniya V. Zabrodina. "Development of a Model for Individual Educational Pathways in Engineering Education." Economic History 25, no. 3 (2021): 513–31. http://dx.doi.org/10.15507/1991-9468.104.025.202103.513-531.
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Introduction. Individual educational pathways are widely used in higher education to optimize the educational process and harmonize the personal needs of students. The problem of their further development consists in improving scientific and methodological support and meeting the requirements of documents regulating educational activities. The purpose of the article is to present the results of theoretical substantiation, development and implementation of a model for individual educational pathways in engineering education. Materials and Methods. As a research toolkit, a methodological system, including an integrated and interdisciplinary (combine all components of the model of individual educational trajectories into a system), systemic, substrate and structured (for designing new models of individual educational trajectories) approaches was used; hypothetical-deductive, analysis-synthesis, morphology and classification (to analyze all possible models of individual educational trajectories), modeling and design (to create various individual educational trajectories) methods were also utilized. Results. In the course of the study, the definition of an individual educational pathway was formulated. As a result of the joint work of the authors from Mordovia State University and the engineering universities of the Republic of Kyrgyzstan, individual educational trajectories were developed for students of engineering specialisms at these universities. A generalized combinatorial model of possible individual educational pathways of engineering specialism has been developed. Discussion and Сonclusion. The results obtained contribute to the development of the curriculum design theory in the context of individual educational pathways. The materials of the article will be useful to researchers dealing with the problems of personalization of learning based on the use of individual educational trajectories.
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Bochaver, A. A. "School Bullying Experience and Current Well-Being Among Students." Психологическая наука и образование 26, no. 2 (2021): 17–27. http://dx.doi.org/10.17759/pse.2021260202.
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The article aims to research the relationships of the actual well-being of students with their experience of participating in bullying at school age.The materials of qualitative and quantitative analysis of empirical data obtained on a sample of 274 students of the Moscow university (average age M=19.2, 20% men) are presented.The methods used were the Scale of Well-being, the Scale of Authenticity, the Scale of Depression, the Scale of Experiences in Close Relationships, as well as several questions about the experience of bullying in school.The results show that the frequency of school bullying and the role, played in these situations in the past, are significantly associated with the current level of depression and anxiety and avoidance in close relationships.It is also shown that, according to self-reports, the experience of bullying in school can be followed by delayed negative consequences, manifested in difficulties in self-attitude and relationships with other people, physical and mental disorders, as well as problems with social achievements.A comparison of the experience of socialization in school and university shows that there are different trajectories of experiencing one’s well-being within an educational organization: a university can become a resource environment after a difficult school experience; it can be perceived as a more formal space after close-knit communication in school; and a school and a university can be perceived as environments similar in friendliness or, conversely, in hostility.
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Uzdenova, Alana. "Individual psychological characteristics of personality as correlates of executive activity of university students." SHS Web of Conferences 70 (2019): 07007. http://dx.doi.org/10.1051/shsconf/20197007007.
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The theory of the executive activity of a personality and the ability to determine its correlates are analyzed. High efficiency executive activity is considered as a predictor of a high quality of life and professional activity of an individual. The results of the study of the individual psychological properties of the personality associated with the characteristics of performing activities are presented. A combination of properties is highlighted: irritability, sociability, extraversion, which positively affect the type of execution. They form a triad closely associated with all the properties of executive activities. Some personality properties that inhibit the development of characteristics necessary for effectiveness are identified. Aggressiveness and high emotional lability are characteristic of students with low responsibility. According to the research results, mutually exclusive properties are organization and openness. The definition of determinants and correlates of performing activities opens up opportunities for psychologists and educators to create spaces for the development of a highly effective personality. Executive activity is a system construct. Understanding its structure allows us to see its flexibility and form individual trajectories of learning and personality development.
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Kovaliuk, Тetiana V., Volodymyr V. Pasichnyk та Nataliia E. Kunanets. "МОДЕЛЮВАННЯ РОЗВИТКУ ВИЩОЇ ОСВІТИ НА БАЗІ КОМПЕТЕНТНІСНОГО ПІДХОДУ ТА ОСОБИСТІСНО ОРІЄНТОВАНИХ ОСВІТНІХ ТРАЄКТОРІЙ". Information Technologies and Learning Tools 61, № 5 (2017): 245. http://dx.doi.org/10.33407/itlt.v61i5.1791.
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The article is devoted to the methodological problem of organizing the educational process in higher educational institutions in order to provide high-quality training of specialists in accordance with the demands of the labor market and the student's career desire. It is shown that the realization of individual educational trajectories that take into account the personal characteristics of education applicants is a way to improve the quality of education. The analysis of modern education models and university models is carried out. It is determined that the student-centered model of education, based on which is a competence model of a specialist, gives students more chance for getting the first place in the labor market. An innovative entrepreneurial model of the university is considered as an effective model of the university, which provides project-oriented university management. It is shown that the university model of the future should resemble a model of a flexible modern company, be an incubator of startups, a center for the development of a region, a city, a cluster, and an industry.
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Parnikova, Galina, and Svetlana Antsupova. "Individual Educational Trajectories in Higher Education Institution - Global Challenges for Regions." E3S Web of Conferences 291 (2021): 05017. http://dx.doi.org/10.1051/e3sconf/202129105017.
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The need to introduce individualization of education in the universities of Yakutia is dictated by the need to find optimum solutions for preserving human capital in the northern territories, attracting applicants to regional universities and the labor market’s need for competitive specialists from the local population. The purpose of the study is to develop innovative approaches to the educational process in regional universities in the context of global challenges. Research methods: analysis and processing of data from an array of theoretical sources and educational practice; modeling. Scientific novelty of the research: a personality-oriented model of education at the university has been built, taking into account the regional specifics and factors affecting the formation of individual educational trajectories of students.
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Shamsutdinova, T. M. "Cognitive Model of Electronic Learning Trajectories Based on Digital Footprint." Open Education 24, no. 2 (2020): 47–54. http://dx.doi.org/10.21686/1818-4243-2020-2-47-54.
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Purpose of the study. The relevance of the article is due to the digital transformation of the educational process and the increasing requirements for digital education. The purpose of this study is to develop a cognitive model of the learning path based on the digital footprint and analyze the results of its testing.Materials and methods. The study includes a review and analysis of bibliographic sources on the problems of using the digital footprint in the education system, as well as the construction of a model of the e-learning path management system taking into account the digital footprint of students with its implementation in the e-learning system based on LMS Moodle.Results. In this paper, the concept of the digital footprint of trainees is given, the structure of its components is considered. In this case, the digital footprint is understood as the electronic form ofpresenting data based on the results of the educational, professional and social activities of a person, characterizing the level of their professional competence in terms of the trajectory of personal and professional development. At the same time, components of digital footprint are distinguished as technical, technological, personality-psychological, behavioral, active, competent, communicative, and reflective. The concept of the cognitive model structure of a learner is also given, which includes personal experience and competence, cognitive abilities, socially-determined and biopsychic characteristics, the ability to reflect, and technical equipment. At the same time, we can conclude that the digital footprint of the student is to a certain extent a digital imprint of the current cognitive model, fixed at a certain point in time and showing the place of a particular person in social and professional environment.Based on the results of modeling the e-learning trajectory, the concept of an electronic training course has been designed to form and evaluate the professional competencies of students taking into account their digital footprint. The model was tested in the LMS e-learning system of the Bashkir State Agrarian University for both full-time students and students of a distance group of continuing education courses as part of further professional education. The proposed electronic course allows, in particular, to realize the cognitive model of the educational process by varying the learning tasks and their learning paths.Conclusion. The considered methodology for formation of an educational trajectory based on a digital footprint is intended to improve the educational process, increase its efficiency by strengthening control over the current level of formation of students’ competencies. The proposed concept of e-learning, taking into account the cognitive model of the learner, allows you to build a flexible learning path that takes into account the existing level of professional competence of the student and individual characteristics and needs. At the same time, it is concluded that the formation and assessment ofprofessional competencies of students is a complex task, the effective solution of which requires the integration of the efforts of all participants in the educational process, including lecturers and students.
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Dimitrienko, Yury I., Anastasia V. Chibisova, and Victor Yu Chibisov. "Inter-University Networking in Mathematical Digital Blended Learning." ITM Web of Conferences 35 (2020): 03014. http://dx.doi.org/10.1051/itmconf/20203503014.
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The concept of blended learning assumes that the student should optimally and in the aggregate use all the opportunities provided by both traditional learning and new digital educational technologies. Blended learning combines the benefits of traditional and e-learning. The use of various models of blended learning allows you to introduce innovative educational technologies into the educational process and build individual educational trajectories for students. Networking contracts are used to effectively implement blended learning at universities. This increases the availability and quality of education, forms unique competencies for training specialists at the intersection of various areas of science and technology, makes it possible to use the material and human resources of other organizations in educational activities, reduces the costs of an educational organization and expands access to modern educational technologies. The article discusses network engineering partnership on the example of BMSTU.
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van den Bergh, Huub. "Doorlopende Leerlijnen Taal en Rekenen." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 9–16. http://dx.doi.org/10.1075/ttwia.86.02ber.
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In the official report on learning trajectories ('doorlopende leerlijnen') it is specified which achievement level students have to reach at different thresholds in the Dutch educational system: at the change from primary to secondary education, and at the different thresholds from secondary education to either intermediate vocational education (mbo), higher vocational education (hbo), or university (wo). In this paper we will discuss (1) several misconceptions surrounding the 'doorlopende leerlijnen' and (2) the feasibility of the norms imposed for reading and spelling. It is concluded that, on average, students do reach the norms imposed by the 'doorlopende leerlijnen', but that a relatively large proportion of students in the lower tracks of vocational education fail to do so.
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Hou, Minghui. "Ambitious and Anxious." Journal of International Students 11, no. 3 (2021): 757–60. http://dx.doi.org/10.32674/jis.v11i3.3743.
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In this new publication, Syracuse University Associate Professor Yingyi Ma employs a mixed-method research design to examine and analyze the educational motivations, experiences, and trajectories of a new wave of Chinese undergraduate students from diverse family backgrounds with an emphasis on “the duality of ambition and anxiety” (p. 7). This book challenges the stereotyped expectations of Americans in regards to Chinese students (for instance, that all are from well-off families and have poor English skills). Ma argues that it is pivotal to consider the educational, social, and cultural backgrounds of Chinese internationals in their processes of self-formation in order to have a well-rounded and diverse understanding of Chinese undergraduate students
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Vasil'eva, Inna, and Ol'ga Bulatova. "The ratio of subjective resources and academic debt among students enrolled in individual educational trajectories in conditions of extreme social challenges." Applied psychology and pedagogy 6, no. 3 (2021): 92–103. http://dx.doi.org/10.12737/2500-0543-2021-6-3-92-103.
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Domestic higher education is going through a stage of active search for new forms of education focused on sustainability in an era of change. It is important to understand how factors of different levels of complexity (pandemic and innovative learning format) jointly affect the success of university education and resource parameters as markers of psychological well-being. Academic indebtedness is viewed as an external marker of the subjective resource of students.
 The aim of the work is to assess the ratio of academic debt and subject resource capacity among students studying according to individual educational trajectories (IET) and traditional educational technologies in universities of the Tyumen region. 280 students were polled anonymously via google-forms. Data collection methods: self-organization questionnaire E.Yu. Mandrikova; the scale of basic beliefs by R. Yanov-Bulman; questionnaire «Methods of coping behavior» by R. Lazarus; methodology for assessing «autonomy – dependence» G.S. Prygin; scale of psychological well-being K. Riff (adaptation of T.D.Shevelenkova, P.P. Fesenko); questionnaire «Losses and acquisitions of personal resources» N.Ye. Vodopyanova, M. Stein. Data analysis methods: Kruskell-Wallis H-test and Spearman's r-rank correlation test.
 The results of the study made it possible to formulate the following conclusions:
 1) Students enrolled in IET have less pronounced subjective resources than students enrolled in traditional technology. Factors of different levels of complexity (pandemic and innovative teaching format) affect the success of university studies and resource parameters. IET advancement occurs in stages, is associated with the awareness of oneself as a subject of activity, requires the mobilization of resources for the development of the environment. A stressful factor was the transition to a distance learning format in the context of a pandemic, which led to a significant loss of resources among students enrolled in individual educational trajectories.
 2) Protecting the parameters of subject resource capacity could be successful through the expansion of the functions of tutor support - specialists who are close in age to students and at the same time deeply integrated into the environment of a university that implements IET.
 The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of the scientific project No. 20-413-720004 "Resource subjectivity of students in universities that implement innovative educational technologies in the face of extreme social challenges in the Tyumen region."
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Diehl, Katharina, and Jana Lindenthal. "Trajectories of Health Status during the Transition from School to University: Piloting the Method of Biographical Mapping in German Medical Students." Children 8, no. 8 (2021): 622. http://dx.doi.org/10.3390/children8080622.
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Health status and health behavior change during the transition from school to university. However, it is still unclear whether these changes occur at specific points in time, and whether these changes are stable. Therefore, our aim was to conduct a pilot test on biographical mapping (BM) for the first time in this research area in order to map the trajectories of the health status of university students over time. This enabled us to also test the practicability of BM, and to assess the agreement of the findings of BM with those of a standardized questionnaire. We included 30 fourth-year university students. First, they filled in a standardized questionnaire on their sociodemographic information, current health status, and health status compared with that for their final year of school. Second, they filled in a BM grid that allows for drawing the changes in health status that have taken place over the transition period. The health status changed during the transition (e.g., slight decline in general subjective health), and was related to specific events before and after the transition (e.g., examinations), showing that all health variables were not stable over time. The findings of BM were also reflected in the standardized questionnaire. Using BM revealed the changes in health during a six-year-period, including the school–university transition. The identified changes in health during transition and at specific time points underline that not only assistance before the transition, but also psychological support during studies, seems to be important for the health promotion of students. Besides this, BM seems to be a useful, although time-consuming, instrument for which the results were similar to those in the questionnaire.
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Natalya L., Antonova, Duru Arun Kumar, Galina I. Popova, and Yana S. Vysotskaya. "Indian Students at a Russian Regional University: Socio-economic Impact of Short-term Educational Programmes." Economy of Region 17, no. 2 (2021): 460–72. http://dx.doi.org/10.17059/ekon.reg.2021-2-8.
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Universities are increasingly seen as drivers of regional economic development. In this research, we undertook an analysis of the short-term academic mobility of university students as a factor in the internationalisation of higher education. The number of foreign students (International Student Ratio) attracted from across the world is an important metric in all global university rankings. As a result, universities aiming to improve their positions in the global educational market are actively implementing programmes to attract foreign students. Short-term educational programmes of academic mobility are characterised by a high level of flexibility in terms of management, thus being capable of meeting a wide range of needs and interests of potential students. In July 2019, we conducted a survey among Indian students (n = 65) participating in short-term international academic mobility programmes at the Ural Federal University (Ekaterinburg, Russia). The main goal of the empirical research was to investigate students’ motivational structure of participation in academic mobility and the role of such programmes in the implementation of students’ life plans. In addition, barriers to the effective implementation of short-term educational programmes at universities were revealed. According to the research results, Russian education is a status characteristic for Indian students, which allows them to gain important socio-cultural and communicative competencies, as well as to build professional trajectories in a foreign country. The respondents expressed willingness to continue their education in Russia as part of Master’s degree educational programmes. Among the main barriers and challenges, the respondents mentioned poor knowledge of the Russian language and financial difficulties.
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Zulu, N. S., and Hloniphani Ndebele. "Students’ motivation for studying isiZulu first language modules at the University of KwaZulu-Natal." Journal for Language Teaching 54, no. 2 (2021): 11–33. http://dx.doi.org/10.4314/jlt.v54i2.1.
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This article presents findings of a study conducted at the University of KwaZulu-Natal’s Department of African Languages on the motivation of isiZulu first language (L1) undergraduate students for studying isiZulu first language modules. In this paper, we postulate that students’ motivation for learning an African language in the South African context is a result of multiple variables that relate to relevance and socio cultural implications of the concerned language, and the effects of the pervasiveness of English in the social, cultural, economic and political spheres of life. Understanding student motivation for studying African languages as L1 is vital as an additional measure in transforming curricula in order to satisfy the multilingual needs of the global world by enforcing additive bilingualism that embraces African languages. Questionnaires were used, and the responses were analysed thematically to determine students’ motivation to enrol for isiZulu modules. The findings of the study reveal intrinsic and extrinsic motivational factors, among them, the use of isiZulu for teaching and learning, cultural affi liation and identity, career trajectories, peer and/or family pressure and a poor selection, or a lack of course alternatives.
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Zhuchkova, S. V. "Evidence-Based Development of Doctoral Education: The Landscape of Doctoral Students' Experience Research." University Management: Practice and Analysis 25, no. 2 (2021): 98–113. http://dx.doi.org/10.15826/umpa.2021.02.017.
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Regular surveys of doctoral students on their career trajectories, satisfaction with the program and the learning process, with the organization of supervision, etc. are widespread in leading foreign universities. The results of such surveys are used to improve programs and assess the effect of the introduced measures. In Russia, however, there is a lack of empirical data on the doctoral students’ experience, which makes it impossible to identify and address the reasons for the low performance of the Russian doctoral education observed over the past few years. To support the discussion about the need for such monitoring surveys in Russia, this article presents the results of an analysis of open information from the websites of about 150 foreign institutions that organize doctoral student surveys at the national, cross-university, and institutional levels. The presented review shows how actively doctoral education data collection takes place in the USA, Canada, Australia, and the UK, where there are one or more large-scale projects stimulating the collection of data from several universities, and how the results of such research are used by universities, employers, and applicants. On the example of topics related to the motivation for entering doctoral programs, to the career trajectories of doctoral students, and to the organization of supervision, it is discussed how the described research practices can be used for the evidence-based development of Russian doctoral education.