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Bibliografias temáticas / Decision-making process of students

Literatura científica selecionada sobre o tema "Decision-making process of students"

Autor: Grafiati

Publicado: 23 de junho de 2021

Última modificação: 1 de fevereiro de 2022

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Livros
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Artigos de revistas sobre o assunto "Decision-making process of students":

1

Farjam, Sanaz, e Xu Hongyi. "Revising Students’ Decision-making Process". International Journal of Management Science and Business Administration 1, n.º 10 (2015): 70–78. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.110.1006.

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One of the major concerns of marketing researchers is to analyze customer’s decision-making process. Given the significance of “students as customers” concept in Higher Education (HE), it seems necessary to study this process. In this paper, we reviewed studies related to decision-making process of students, then, revised models that discussed this issue. We found many factors that affect this process from different points of view. This paper attempts to provide guidance for further investigation in this area.

2

María Cubillo, José, Joaquín Sánchez e Julio Cerviño. "International students' decision‐making process". International Journal of Educational Management 20, n.º 2 (fevereiro de 2006): 101–15. http://dx.doi.org/10.1108/09513540610646091.

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Zaybak, Ayten, Handan Özdemir, Ahmet Erol e Elif Günay Ismailoğlu. "An Exploration of Nursing Students’ Clinical Decision-Making Process". International Journal of Nursing Knowledge 29, n.º 4 (3 de novembro de 2017): 210–16. http://dx.doi.org/10.1111/2047-3095.12179.

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Utzschneider, Anouk, e Diane Pruneau. "Students’ decision-making process during a sustainable development project". International Journal of Sustainable Development & World Ecology 17, n.º 1 (12 de fevereiro de 2010): 39–47. http://dx.doi.org/10.1080/13504500903492372.

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Moogan, Y. J. "An investigation into international postgraduate students’ decision-making process". Journal of Further and Higher Education 44, n.º 1 (6 de dezembro de 2018): 83–99. http://dx.doi.org/10.1080/0309877x.2018.1513127.

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Loggins, Julie A. "Simulating the Foreign Policy Decision-Making Process in the Undergraduate Classroom". PS: Political Science & Politics 42, n.º 02 (abril de 2009): 401–7. http://dx.doi.org/10.1017/s1049096509090544.

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A simulation of the foreign policy decision-making process, as described in this article, can assist an instructor in linking students' abstract understanding of complex political events, circumstances, and decision making to the real-world interplay of the multiple factors involved in decision making. It is this type of active learning that helps bring a student's abstract understanding into the concrete world. Instead of being passive learners relying on an instructor's knowledge, students are active participants in the learning process.

7

Bilous, Ruslana Mykolaivna, Valverde Cota Bruno e Svitlana Yuriivna Braha. "Sense of humor in process of decision-making among students". Engineering and Educational Technologies 7, n.º 2 (27 de maio de 2019): 150–59. http://dx.doi.org/10.30929/2307-9770.2019.07.02.15.

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Alhawari, Samer, e Amine Nehari Talet. "Ethical Decision Making with Information Systems Students". International Journal of Cyber Ethics in Education 1, n.º 2 (abril de 2011): 41–53. http://dx.doi.org/10.4018/ijcee.2011040104.

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Information Technology (IT) is a new tool in education that continually changes and offers new opportunities for teaching and learning. In general, the effects of IT are complex and depend upon people’s decisions about development and use. This study investigates the ethical issues in education in terms of Information Systems students’ attitudes at Saudi universities towards digital piracy. The differences in the ethical decision-making process, ethical awareness, and intention to perform questionable acts is examined. The authors tested for differences in attitudes toward eighteen different questionable actions by using three different factors (gender, age, and university level). The measures of awareness capture the extent to which respondents felt that a particular action was unethical according to each of several ethical criteria. This work explored information technology ethics in several ways. The work analyzed whether information technology use is viewed by individuals as an ethical topic and demographic differences were explored. Significant differences were found in many cases between demographic groups based on ethical issues. These findings can be used to target and address ethical issues and enforcement in information systems curriculum.

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Feria, Margarida, e Miguel Amado. "Architectural Design: Sustainability in the Decision-Making Process". Buildings 9, n.º 5 (27 de maio de 2019): 135. http://dx.doi.org/10.3390/buildings9050135.

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This article discusses the potential of introducing sustainability in the architectural design method so that building solutions can contribute to sustainable development. Sustainability has introduced a new pattern to the architecture practice, which involves important modifications in the teaching of architecture in what regards to the design methods to students but also practitioners, in order to provide more comfort for present and future generations. In the design phases of the architectural design, the subject of the three pillars of sustainability—economic, social and environmental factors—are not always considered by the architect in the decision-making process. The topic involves actions that will influence the overall performance of the building throughout its lifecycle. Sustainability has not been a priority in the training of the architect. The existing tools, Sustainability Assessment and Certification Systems, although adequate to evaluate the sustainability component of a building, do not prove to be the most appropriate tool to support architects during the design process. Therefore, the implementation and evaluation of strategies that integrate the sustainability principles need to be included in the early stages of the architectural design method. In addition to collecting data through literature review, a survey was conducted among 217 architects and architecture students in order to access the need for a tool that supports architects in the issue of sustainability. The results concluded that, although all the respondents agree about what concerns the implementation of sustainability principles in the architectural design method, only few respondents guarantee that these principles are implemented by means of a rigorous evaluation. Thus, the purpose of this paper is to identify a set of guidelines that can help architects to change the current approach of architectural practice towards more sustainable strategies in building design. This means the introduction, implementation and evaluation of sustainability principles in different phases of the architectural design method. The proposal stresses the main strategies that need to be considered in each phase of the architectural project and defines a level of recommendation in each guideline that allows the architect to evaluate the implementation of sustainability.

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Mayasari, Dian, Riski Muliyani, Yudi Kurniawan e Iip Istirahayu. "Physics Achievement Test Implies Students’ Self-Efficacy on Decision Making Process". JIPF (Jurnal Ilmu Pendidikan Fisika) 4, n.º 2 (9 de setembro de 2019): 64. http://dx.doi.org/10.26737/jipf.v4i2.955.

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This research was conducted to provide a comprehensive description about how the results of the cognitive learning outcomes of the physics field were indirectly supported by self-efficacy in the decision making process of the beliefs of the chosen answers. This research is descriptive qualitative research and involves 24 samples of class X students. The sample technique chosen was purposive sampling. The testing of cognitive learning outcomes in cognitive domains was conducted and designed by physics education lecturers and self-efficacy testing carried out and designed by lecturers in the direction of guidance and counseling using attitude scales. This combination of measurements produces two decisions on self-efficacy: positive and negative. The results of the study showed that students with high self-efficacy got high scores also on the physics test of cognitive learning outcomes. These students are classified as students with positive self-efficacy. Conversely, negative self-efficacy shows that students have high self-efficacy but get low cognitive test results in cognitive domains. These results are certainly influenced by several factors including uncertainty and anxiety.

Mais fontes

Teses / dissertações sobre o assunto "Decision-making process of students":

1

Berger, Robert L. "Transnational learners : structuration and the decision making process of international students". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1380095.

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In today's world education and the resulting production of knowledge is highly valued as it can open the door to socioeconomic status and mobility. As a result, many students choose cultural and educational exchanges in a foreign country. The goal of this thesis is to better understand the decision making process international students experience prior to their study at an American university. Anchored in structuration theory, a two-step methodology was applied. First, a brief questionnaire survey was administered as a pilot study to gather preliminary data and initiate contact with participants. Second, interviews were conducted with foreign students to obtain background information and their reasoning for studying abroad. While most international students share common experiences in the decision making process, the temporal progression of "action steps" varies considerably among students.
Department of Geography

2

Silva, João Pedro dos Santos. "Decision-making process in Portuguese Erasmus student mobility: case study". Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/15742.

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Mestrado em Gestão
With the evolution of nowadays knowledge-based economies, the labour class becomes more competitive. As a way of getting skills that bring benefits to their careers, university students take advantage of the many opportunities available and go abroad to study. This study develops and empirically tests a structural model that examines the antecedents that influence the decision-making process of an Erasmus student under mobility for studies (EMS) in Aveiro, Coimbra and Porto (2014-2015). Reliability analysis, exploratory factor analysis and linear regressions were used to evaluate the model. Based on a survey with a sample of 872 valid responses, this study has demonstrated that EMS students are also influenced by touristic factors, which gives support to what has recently been approached by other authors. Conclusions and suggestions can be applied by other organizations, mainly Higher Education Institutions in order to attract more EMS students.
Com a evolução das atuais economias do conhecimento, o mundo do trabalho torna-se mais competitivo. Como forma de ganhar competências que tragam benefícios para as suas carreiras, os estudantes universitários aproveitam as diversas oportunidades existentes e vão estudar no estrangeiro. Este estudo desenvolve e testa empiricamente um modelo estrutural que examina os antecedentes que influenciam a tomada de decisão de um aluno Erasmus em mobilidade de estudos (EMS) em Aveiro, Coimbra e Porto (2014-2015). A análise de fiabilidade, a análise fatorial exploratória e as regressões lineares foram utilizadas para avaliar o modelo. Com base num questionário com uma amostra de 872 respostas válidas, este estudo demonstrou que os estudantes EMS são também influenciados por fatores turísticos, dando assim seguimento ao trabalho que recentemente tem vindo a ser abordado por outros autores. As conclusões e sugestões podem ser utilizadas pelas Instituições de Ensino Superior como meio de atrair mais estudantes EMS.

3

Alexander-Terry, Jennifer. "How black students select four-year colleges: an examination of the decision-making process". Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/104286.

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Davis, Donald Joseph. "Placing Students in Eighth Grade Mathematics: A Case Study of the Decision-Making Process". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1405.

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Algebra 1 is considered an essential course to master in order to understand the concepts of higher-order mathematics, and the California accountability system designates this course for completion in 8th grade. In Shelton County, however, placement of 8th graders in this course is based on feeder school, rather than student ability, resulting in inequitable access. The purpose of this case study was to examine the experiences of administrators who place individual students in mathematics courses and the factors that influence their placement decisions. The conceptual framework for the study was administrative theory as related to processes of effective decision making. Eighteen administrators from 9 local districts described their experiences as they made decisions to place 8th grade students in Algebra 1. Seventeen administrators completed a semi-structured questionnaire on the placement decision-making process, 9 participated in follow-up semi-structured interviews, and 1 was interviewed only. Data were transcribed, open coded, and thematically analyzed. They key findings that affected placement decisions included that many students entered middle school unprepared for algebra, the local mathematics programs were not coherently designed, and aspects of an effective action-cycle decision-making process were absent. A position paper was developed that offers policy and practice recommendations that address these findings. Key recommendations include implementing clear policy, pursuing a coherent instructional program, providing student support interventions, and utilizing assessment and placement processes. This project study advances positive social change by engaging educational leaders at the local site to develop their professional practice and enhance the quality of their organizations' mathematics education program.

5

Aller, Loretta J. "Exploring the Developmental Process of Undergraduate Nursing Students". Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573645761366224.

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Irwin, Mary A. "Towards Understanding the Negotiation and Decision-Making Process of Withdrawal from College: A Qualitative Approach". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/196144.

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This qualitative research project focused on the interviews of 27 low socio-economic students at a research university in the southwestern United States. The students had already withdrawn from the university or were in the process of withdrawing. The study seeks to provide increased understanding of how students negotiate the decision-making process to withdraw from the first university they attended after high school. The theoretical lenses of student departure theories (Astin, 1993; Bean, 1983; Tierney, 1992; and Tinto, 1993) and decision-making theories (Becker, 1976; Frank, 1987; Kahneman, 2003; March, 1994; Scott, 2000) were combined. The Decision-Making Process Model of Student Departure is offered as a new theoretical framework that combines decision-making theories and student retention theories. This conceptualization is unlike other student departure models because it includes the proposition that forces push at the student from within the institution and forces pull them from outside the institution. In addition, it is different from other student departure models because it includes the discussion about how students think about their process to withdraw - it is not meant to describe their behaviors. Financial, academic and psychological stresses (from both within and outside the institution) influenced how the students negotiated the decision-making process to leave the institution. The students did not seek out institutional agents (advisors or faculty members) for advice when they were struggling academically. They developed their own strategies or went to their family members for advice, many of whom had never been to college.

7

Davis, George Robert Jr. "Freshmen Student-Athletes: An Examination of the Decision-Making Process and Satisfaction". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27059.

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Major college recruitment of high school athletes is a very competitive process. There are one hundred and seventeen Division I - A NCAA schools for athletes to choose among. Up to this point, coaches and administrators have speculated what is important to the prospective student-athlete in an attempt to improve certain potential factors like facilities, equipment, coaching changes, etc. The purpose of this study was to determine what factors were important in the decision-making process of prospective student-athletes and discover, as freshman, were they satisfied with their ultimate decision. Eighty-Eight freshmen student-athletes responded to the questionnaire in the months May through July of 2005. The questionnaire was grouped into three main areas of content: Team History, Facilities and Equipment, and Departmental Services. These areas were investigated by means of utilizing a Likert scale and analyzing data by scholarship status, by gender and by team affiliation. The results revealed that the most important factors in oneâ s decision-making process are Education, Coaches, Success of the Program, and Facilities. From these factors, besides Education itself, the main area of focus for a prospective student-athlete is related to Team History, followed by Facilities and Equipment, with Departmental Services being the final area of concern. Also revealed by this study is the fact that there are some differences between the factors a scholarship student-athlete considers and the factors a non-scholarship student-athlete considers in their decision-making process. Finally, this study showed that of those polled, they were satisfied with their decision to participate in collegiate athletics.
Ph. D.

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Ramirez, Francisco. "Breaking the Cycle for a Better Life: Understanding the Decision-Making Process That First-Generation, Community College Students Experienced When Making College Major and Career Choices". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/824.

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Choosing a college major and career are the most critical decisions that college students make and students are expected to make these impactful decisions early in their academic careers. First-generation, community college students are a group that are especially affected by this early decision process as they require the knowledge and experience to make informed decisions. Their parents often lack the experience to guide them through this process since they are unfamiliar with being a college student and providing the necessary support in this area. These barriers cause stress among these students and inefficiencies in the decisions that they make. Nevertheless, first-generation, community college students are a group that possess a tremendous amount of motivation and determination for reaching their goals regardless of the barriers they encounter. Community colleges and high schools are in a position to create intervention programs that help promote career development at a time when it’s most critical. The aim of this hermeneutic phenomenological study was to understand the decision-making process that first-generation, community college students experienced as they made college major and career choices. The study focused on understanding the factors that influenced students’ college major and career choices. This study found that the factors that influenced students’ college major and career choices were: a desire to break the cycle of poverty for a better life; the desire to set a good example; the desire to become something real; the exposure to knowledge, engaging instructors, and to authentic careers during their educational experience; knowing there is a future; and the support and guidance students received while pursuing their education. Furthermore, students reported that their exposure to knowledge, engaging instructors, and to their authentic careers during their educational experience, as well as the support and guidance they received, helped bolster their level of confidence about reaching their career goals, thus, providing students with a heightened sense of career self-efficacy. Results of this study indicated that having the proper support and guidance, both moral and financial, influenced the choices that they made related to their college majors and careers. Being confident about reaching a career goal gave students the determination and resiliency to keep moving forward in their academic path. Participants described their major and career choice process as confronting unclear futures with determination and resilience; encountering and overcoming financial barriers; being stressful; and as a process of searching. This new knowledge that emerged as a result of this study will assist counselors in utilizing effective counseling approaches in order to maximize the assistance provided to first-generation, community college students based on their actual career development needs. The study results will also help in directing the development of intervention programs focused on career development at community colleges and pre-collegiate institutions.

9

Delaney, Calum Milne. "How do assessors mark? : the process of assessing written work produced by students in higher education". Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4059.

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Much research into assessment has concentrated on its role in learning and educational practice, issues relating to objectivity and reliability in assessment, and the political and policy implications of assessment more generally. The means by which assessors arrive at their judgement has received comparatively little attention and remains obscure. There has been a focus on factors relating to the product rather than the subjectively experienced process of assessment. A greater understanding of the process is important for the validity of assessment and its wider consequences for students and others. The aim of this study was to examine how assessors conceptualise and carry out the assessment of discursive writing produced by students in a higher education context. Semi-structured interviews were conducted with experienced lecturers in health care subjects. The interviews and the data analysis were approached from within a hermeneutic phenomenological tradition, involving both description and interpretation. The participants' descriptions provided an analogue of what they thought they did cognitively as they assessed. These texts were then subjected to interpretation negotiated with participants to develop an understanding of the assessment process. There were two main findings relating to how participants carried out the process of assessment. Firstly, they made use of a framework of meanings that appeared in part to arise from the practice of evaluating in terms of grade-bands. These were viewed as having categorical identities with discontinuities between them, as opposed to representing ranges within a continuous scale. The data suggested that there were changes in the aspects of writing to which assessors paid attention (content versus argument/integration and components versus the whole), and the kinds of judgements they made (quantitative versus qualitative), at different points along the grade band scale. Secondly, the participants made use of six categories of processes during the course of performing an assessment. Some were objective and analytical while others were more subjective and integrative. They were not carried out sequentially, but appeared to be determined by the demands of the assessment task and to serve a function of simplification. The variety of processes within each category, their co-occurring usage and interdependence, and the selective use (or awareness) of processes by different assessors may help to explain some of the apparent complexity inherent in the assessment task, and the difficulty that experienced assessors demonstrate when trying to explain what it is they do and how they do it.

10

Heyns, Cornelius Muller. "Student travel behaviour : North-West University (Potchefstroom Campus) / C.M. Heyns". Thesis, North-West University, 2010. http://hdl.handle.net/10394/4426.

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The student market is a large and growing segment of the tourism industry that contributes approximately one billion rand annually to the tourism economy Unfortunately, despite the apparent profitability of this market, students are still disregarded by the South African tourism industry This may be explained by the perception and ignorance by the industry and that little is known about the characteristics, travel motivations and behaviour of this market The literature review revealed that students have specific characteristics which influence their travel behaviour such as money, time, social factors, personal characteristics, motives, special interests and especially cultural or ethnic backgrounds. Thus it is clear that although the student market seems homogeneous, heterogeneous differences do exist In order to capitalise on this market and to comprehensively understand student behaviour, information is needed about the activities which the students pursue, with whom and where these activities are pursued and even more importantly , how the students make the decision to purchase the product to go on holiday Thus the main purpose of this study was to determine the travel behaviour of students at the NWU, Potchefstroom Campus. This was achieved firstly by analysing motivation (Chapter 2) and conceptualising travel behaviour (Chapter 3) by means of extensive literature reviews. Motivation is understood as the underlying forces that arouse and direct the behaviours in which students engage, in order to realise certain benefits Behaviour can be viewed as a process of internal psychological factors (e.g. needs, wants and goals) which generate tension to some extent Different students have different needs; their purchase decision may be influenced by individual preference and social circumstances at the least The aim of conducting a literature review concerning the total concept of travel behaviour was to analyse the process of travel behaviour and effecting factors including travel motives, in order to understand and how best to attract the student market. In order to determine the travel behaviour of students at the NWU, Potchefstroom Campus, a survey was conducted between the 5th and 14th of October 2010 The survey was conducted by means of distributing a Questionnaire among third -year students during contact sessions in each of the different Faculties. From the data obtained from the questionnaire; a profile of the third-year students could be compiled and through factor analyses, the travel behaviour of the students could be determined. ANOVAs and Chi-square tests were used to determine whether the student travel behaviour in the different faculties differed from each other as well as to what extent These analyses were conducted in Chapter 4. Evidently convenience was considered as the most important factor with regard to the travelling characteristics of the students, Relaxation and Having fun as the most important factors influencing the travel motivation of students and Finance was the most important factor influencing the travel behaviour of the third-year students at the NWU, Potchefstroom_ Overall it was clear that the students in each faculty differed in their travel characteristics, activities influencing the holiday experience, motives to go on holiday and factors influencing the choice of destination as well as holiday preferences The Faculty of Theology stood out as the faculty which differed the most with regard to the afore-mentioned, whereas the Faculty of Health Sciences indicated the least differences This research therefore revealed that the third-year student market at the NWU, Potchefstroom Campus cannot be seen as a homogenous market since there are definite heterogeneous differences with regard to their travel behaviour. This market is also very complex since the Faculty to which the student belongs, contributes to these heterogeneous differences Knowledge of the travel behaviour of students can aid in segmentation of the student market in order to refine the marketing strategies of the destination as well as the development of target specific marketing messages.
Thesis (M.Com. (Tourism))--North-West University, Potchefstroom Campus, 2011.

Mais fontes

Livros sobre o assunto "Decision-making process of students":

1

Luzzo, Darrell Anthony. The impact of college student employment on the career decision-making process. Washington, D.C: Educational Resources Information Center, 1995.

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2

Jeffreys, Marianne R. Nursing student retention: Understanding the process and making a difference. 2^a ed. New York, NY: Springer Pub., 2012.

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3

Sigal, Anatoliy, e Elena Remesnik. Fishburne sequences for decision making in Economics. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1089679.

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The monograph is devoted to the application of the Fishburne formula and their generalizations, Fishburne sequences, in Economics, primarily for correct modeling of management decision-making processes in the field of various information situations. In addition, the monograph summarizes the necessary information about classical sequences of natural numbers, information from entropy theory, economic risk theory, game theory, and statistical solutions. The monograph completes the authors ' research on the application of Fishburne sequences in Economics and management, and contains a number of provisions and scientific results that have not been published before. It will be useful for practitioners, managers, specialists in economic and mathematical modeling, scientists, teachers, graduate students, and students.

4

Matlhaga, Nono Mapidio. A two way process?: Student participation in decision-making in Botswana colleges of education for primary school teachers. Birmingham: University of Birmingham, 1997.

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5

Bouyssou, Denis, Didier Dubois, Marc Pirlot e Henri Prade, eds. Decision-making Process. London, UK: ISTE, 2009. http://dx.doi.org/10.1002/9780470611876.

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Tallman, Julie I. Making the writing and research connection with the I-search process: A how-to-do-it manual. 2^a ed. New York: Neal-Schuman Publishers, 2006.

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7

Joyce, Marilyn Z. Making the writing and research connection with the I-search process: A how-to-do-it manual. New York: Neal-Schuman, 1997.

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8

Harrison, E. Frank. The managerial decision-making process. 3^a ed. Boston: Houghton Mifflin Co., 1987.

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9

Canadian Environmental Assessment Research Council. EIS process and decision making. Ottawa, Ont: Canadian Environmental Assessment Research Council = Conseil canadien de la recherche sur l'évaluation environnementale, 1990.

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10

Harrison, E. Frank. The managerial decision-making process. 5^a ed. Boston: Houghton Mifflin, 1999.

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Capítulos de livros sobre o assunto "Decision-making process of students":

1

Lu, Ming. "Career Decision-Making of University Students Based on Analytic Hierarchy Process". In Communications in Computer and Information Science, 408–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34038-3_56.

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2

Cheng, Baoyan, Le Lin e Aiai Fan. "The Push–Pull Framework and the Decision-Making Process of Chinese Students". In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 73–82. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5588-6_5.

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Karagöz, Emre, e Vahap Tecim. "Defining Decision-Making Process for Student Learning Support System". In Economy, Finance and Business in Southeastern and Central Europe, 621–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70377-0_43.

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Putilovskaya, Tatyana S., e Gulnara M. Kassymova. "Psychological Readiness of Students for Digitalization of Educational Process". In Studies in Systems, Decision and Control, 1337–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56433-9_139.

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Turk, Zeynep, e Mutlu Yuksel Avcilar. "An Investigation of the Effect of Personal Values on the Students’ Ethical Decision-Making Process". In Eurasian Business Perspectives, 245–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67913-6_17.

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Ebo Hinson, Robert, e Emmanuel Mogaji. "Co-creation of Value by Universities and Prospective Students: Towards an Informed Decision-Making Process". In Higher Education Marketing in Africa, 17–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_2.

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Xue, Eryong, e Jian Li. "The Implementation Effect Evaluation of the Free/Public Normal University Student Policy in China: Decision-Making Process". In Teacher Education Policy in China, 121–24. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2366-0_11.

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Ilankovan, Velupillai, Madan Ethunandan e Tian Ee Seah. "Decision-Making Process". In Local Flaps in Facial Reconstruction, 63–64. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08479-4_4.

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Takemura, Kazuhisa. "Decision-Making Process". In Behavioral Decision Theory, 127–41. Tokyo: Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54580-4_11.

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Versluis, Esther, Mendeltje van Keulen e Paul Stephenson. "Decision Making". In Analyzing the European Union Policy Process, 154–79. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-10001-6_8.

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Trabalhos de conferências sobre o assunto "Decision-making process of students":

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Cubillo-pinilla, Jose, e Waldo Perez-aguiar. "Engineering Students Decision-Making Process: The Role of Aspirations". In 2006 Technology Management for the Global Future - PICMET 2006 Conference. IEEE, 2006. http://dx.doi.org/10.1109/picmet.2006.296647.

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Shergadwala, Murtuza N., Jitesh H. Panchal e Karthik Ramani. "Students’ Decision-Making in a Product Design Process: An Observational Study". In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98216.

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Abstract The objective of this study is to investigate students’ decision-making during the information gathering activities of a design process. Existing literature in engineering education has shown that students face difficulties while gathering information in various activities of a design process such as brainstorming and CAD modeling. Decision-making is an important aspect of these activities. While gathering information, students make several decisions such as what information to acquire and how to acquire that information. There lies a research gap in understanding how students make decisions while gathering information in a product design process. To address this gap, we conduct semi-structured interviews and surveys in a product design course. We analyze the students’ decision-making activities from the lens of a sequential information acquisition and decision-making (SIADM) framework. We find that the students recognize the need to acquire information about the physics and dynamics of their design artifact during the CAD modeling activity of the product design process. However, they do not acquire such information from their CAD models primarily due to the lack of the project requirements, their ability, and the time to do so. Instead, they acquire such information from the prototyping activity as their physical prototype does not satisfy their design objectives. However, the students do not get the opportunity to iterate their prototype with the given cost and time constraints. Consequently, they rely on improvising during prototyping. Based on our observations, we discuss the need for designing course project activities such that it facilitates students’ product design decisions.

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Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options". In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.

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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.

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Shergadwala, Murtuza, Ilias Bilionis e Jitesh H. Panchal. "Students As Sequential Decision-Makers: Quantifying the Impact of Problem Knowledge and Process Deviation on the Achievement of Their Design Problem Objective". In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85537.

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Factors such as a student’s knowledge of the design problem and their deviation from a design process impact the achievement of their design problem objective. Typically, an instructor provides students with qualitative assessments of such factors. To provide accurate assessments, there is a need to quantify the impact of such factors in a design process. Moreover, design processes are iterative in nature. Therefore, the research question addressed in this study is, How can we quantify the impact of a student’s problem knowledge and their deviation from a design process, on the achievement of their design problem objective, in successive design iterations? We illustrate an approach in the context of a decision-making scenario. In the scenario, a student makes sequential decisions to optimize a mathematically unknown design objective with given constraints. Consequently, we utilize a decision-making model to abstract their design process. Their problem knowledge is quantified as their belief about the feasibility of the design space via a probability distribution. Their deviation from the decision-making model is quantified by introducing uncertainty in the model. We simulate cases where they have a combination of high (or low) knowledge of the design problem and high (or low) deviation in their design process. The results of our simulation study indicate that if students have a high (low) deviation from the modeled design process then we cannot (can) infer their knowledge of the design problem based on their problem objective achievement.

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Zygiert, Artur. "CONCEPT OF THE DEVELOPMENT OF AN IMPLICABLE TOOL FOR DECISION MAKING IN THE RISK MANAGEMENT PROCESS". In 16th International Bata Conference for Ph.D. Students and Young Researchers. Tomas Bata University in Zlín, 2020. http://dx.doi.org/10.7441/dokbat.2020.51.

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Herrmann, Jeffrey W. "Decision Making in Course Design". In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59047.

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Decision making is an important feature of design. Although engineering design refers to the design of products and technical systems, design activities occur in many other professions, including education. As education moves from teaching to learning, engineering faculty are becoming course designers who make many decisions when designing a course. Although many course design processes have been described, previous work has not considered course design as an interrelated set of decisions. To plan a course, a designer must make decisions. The course designer must select following elements: the purposes of the course, the content, its sequence, the instructional resources, and the instructional processes. These decisions occur at different “levels”: some determine “small” parts of the course (such as the media for one activity), and some determine “large” parts of the course (such as the sequence of topics). This paper, an initial step towards decision-based instructional design, describes the decisions that need to be made to design a typical academic course, the different ways in which these decisions are logically related to each other, and the objectives relevant to these decisions. These descriptions, which focus on the logical relationship between the decisions, do not form a complete course design process. Designing better courses requires selecting better alternatives for the many decisions that must be made. The objectives used to guide these decisions are thus a critical part of course design. These objectives include meeting a specific need in a satisfactory way, using an established rule or heuristic, maximizing effectiveness, optimizing a metric that is correlated with effectiveness, reducing the costs and resources required to develop and offer the course, and maximizing cost-effectiveness. This paper presents a simple model that describes the relationships between the course design, the instructor’s actions, the students’ actions, the initial and recurring costs of a course, the course effectiveness, and the utility (value) of the course. Based on this model, one could formulate a comprehensive instructional design problem: select the course design that maximizes the expected utility (value). Although there may be other factors that should be included in this model and we may currently be far away from formulating and solving this comprehensive instructional design problem, it can serve as a goal to motivate future research. This paper presents a new perspective for understanding course design, and elaborating this view can increase our understanding of engineering education and help those who are designing engineering courses. Describing these steps as decisions is an important step towards helping instructors make better decisions, which can yield more effective course designs and enhance student learning. This paper adds to our knowledge of engineering education by identifying the types of decisions involved and the objectives that can be used to make those decisions.

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Zhang, Meilan, e Chris Quintana. "Facilitating middle school students' sense making process in digital libraries". In the 5th ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1065385.1065389.

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Ahlgrimm, Frederik, Andrea Westphal e Sebastian Heck. "Why students travel abroad (and so many others do not): Exploring predictors and decision-making processes in study-related student travel". In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8161.

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Over the past few years, studying abroad and other educational international experiences have become increasingly highly regarded. Nevertheless, research shows that only a minority of students actually take part in academic mobility programs. But what is it that distinguishes those students who take up these international opportunities from those who do not? In this study we reviewed recent quantitative studies on why (primarily German) students choose to travel abroad or not. This revealed a pattern of predictive factors. These indicate the key role played by students’ personal and social background, as well as previous international travel and the course of studies they are enrolled in. The study then focuses on teaching students. Both facilitating and debilitating factors are discussed and included in a model illustrating the decision-making process these students use. Finally, we discuss the practical implications for ways in which international, study-related travel might be increased in the future. We suggest that higher education institutions analyze individual student characteristics, offering differentiated programs to better meet the needs of different groups, thus raising the likelihood of disadvanteged students participating in academic international travel.

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NOVIANTI, Hardini, Megah MULYA e Ihsan JAMBAK. "The Application of Analytical Hierarchy Process as Supporting Systems of Decision-Making in Individual Tuition Fee of Students of Universitas Sriwijaya". In Sriwijaya International Conference on Information Technology and Its Applications (SICONIAN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aisr.k.200424.007.

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Lai, Heather L., e Laura Bryant. "Mechanical Engineering Student Developed Lego Engineering Design Learning Activity for 6th Grade Science Students". In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87499.

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A linkage synthesis and analysis project from a 3rd year mechanical engineering Kinematics of Machines course at SUNY New Paltz was used by the ASME student section to develop a Lego based middle school activity to teach engineering design as a part of the new 6th grade New York State Science Learning Standards. This activity was brought to a local middle school, where mechanical engineering students from the ASME student section led the learning activity in four 6th grade science classes. The activity involved the building and testing of a mechanized soccer goalie, which included several design parameters selected by the 6th grade students based on the results of experimental measurements, using an engineering decision making process. The development and refinement of this activity is presented along with guidance for its implementation elsewhere.

Relatórios de organizações sobre o assunto "Decision-making process of students":

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Peterson, Gary, Rebecca Ryan-Jones, James Sampson, Robert Reardon e Michael Shahnasarian. A Comparison of the Effectiveness of Three Computer-Assisted Career Guidance Systems on College Students' Career Decision Making Processes. Florida State University Libraries, dezembro de 1987. http://dx.doi.org/10.17125/fsu.1525882239.

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Lou, Wei. A Non-decision-reaching Decision-making process. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.1192.

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Benecke, Uwe. Reconsidering NATO's Decision Making Process. Fort Belvoir, VA: Defense Technical Information Center, março de 2007. http://dx.doi.org/10.21236/ada467165.

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Mileti, D., J. Sorensen e W. Bogard. Evacuation decision-making: process and uncertainty. Office of Scientific and Technical Information (OSTI), setembro de 1985. http://dx.doi.org/10.2172/5111169.

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Marr, John J. The Military Decision Making Process: Making Better Decisions Versus Making Decisions Better. Fort Belvoir, VA: Defense Technical Information Center, janeiro de 2001. http://dx.doi.org/10.21236/ada392009.

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Osbourn, Gordon Cecil. Biomolecular decision-making process for self assembly. Office of Scientific and Technical Information (OSTI), janeiro de 2005. http://dx.doi.org/10.2172/882051.

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Burwell, David W. Logical Evolution of the Military Decision Making Process. Fort Belvoir, VA: Defense Technical Information Center, maio de 2001. http://dx.doi.org/10.21236/ada394290.

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Rodriguez, David M. Dominating Time in the Operational Decision Making Process. Fort Belvoir, VA: Defense Technical Information Center, junho de 1997. http://dx.doi.org/10.21236/ada328124.

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Akins, Elton, Hank Dodge, Colleen Duffy, Brian Gollsneider e James Imlay. The Military Decision-Making Process: A Software Tutorial. Fort Belvoir, VA: Defense Technical Information Center, abril de 1999. http://dx.doi.org/10.21236/ada388664.

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Scott, Harry D., e Jr. Time Management and the Military Decision Making Process. Fort Belvoir, VA: Defense Technical Information Center, dezembro de 1992. http://dx.doi.org/10.21236/ada262657.

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