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1.
The development of external, nontraditional degree programs has stimulated discussion as to the usefulness of the diplomas received through such programs. Questionnaires completed by 686 graduates of Illinois' statewide Board of Governors Bachelor of Arts Degree Program measure the extent to which the degree is acceptable to graduates and their employers, the degree to which student goals were met upon graduation, the quality of program services, and the success rate of students applying to graduate schools. The results are overwhelmingly positive, suggesting that non-traditional degrees are gaining general acceptance among a wide variety of groups.For assistance in collecting, tabulating and analyzing data for this article, the authors are grateful to C. Edward Gilpatric, Judith Hofstrand, Elizabeth Stanley, and Donald Tedder. 相似文献
2.
This article studies the relationship between students’ perceptions of teaching and learning in a multidisciplinary honours programme and their impact on graduate attributes acquisition. The study, conducted among 73 honours students in a Dutch research university, evaluates perceived improvement in graduate attributes through annually collected survey data pertaining to student motivation, perception of the teaching and learning environment, engagement in the programme and registered course marks. The evaluation study reveals that to the extent of the perceived development of graduate attributes, three factors play crucial roles: students’ performance motivation, the amount of teacher support in creative and critical thinking, and students’ inclination to approach the honours track as a learning community. 相似文献
3.
Yahui Su 《高等教育研究与发展》2014,33(6):1208-1220
This paper examines the current understanding of the development of graduate attributes in higher education. The current understanding is rooted in the system-based, behaviouristic approach that emphasises the identification of graduate attributes and curriculum mapping. This approach gives little consideration to more relational-holistic, person-based approaches that emphasise students' agency in determining which graduate attributes they develop, why they choose to develop them and through what means. Although the system-based approach is necessary, this paper suggests that the person-based approach supplements it by addressing the development of meaningful graduate attributes for students in their evolving life and career circumstances. The development of quality graduate attributes involves more than the alignment of what is intended, taught and learned; rather, it occurs through students developing personal graduate attributes in a self-directed and genuinely engaged manner. This person-based perspective, stressing student self-directedness, has important implications for higher education that has as a principal goal the enrichment of student graduate attributes. 相似文献
4.
5.
Steven Anderson 《The American journal of distance education》2013,27(3):58-64
Abstract This article briefly reviews and compares three offerings of graduate degrees via the Internet—two Master's programs in the field of Management and one Master's program in the area of Library and Information Science. Three different management degrees offered by the University of Phoenix, the Master of Arts in Management offered by The Graduate School of America, and the Master of Science in Library and Information Science offered by the University of Illinois at Urbana‐Champaign are described according to each program's online and printed prospectus. Based on this information, the three programs are compared and evaluated. The article concludes with a “Consumer's Guide” that formulates some key questions that any potential student of these types of programs should ask before enrolling in such a program. 相似文献
6.
This study explored students’ perceptions regarding the integration of electronic portfolios (ePortfolios) in two online graduate‐level courses at a small research university in the western United States. Researchers investigated student perceptions of communication, connectedness, value, and perceived student learning through ePortfolio integration and formative peer review to support a sustained community of learning. Data was collected from 40 students with a Web‐based questionnaire and a threaded discussion forum. Results indicate ePortfolios positively impacted some students’ perception of communication, connectedness, and learning. Most participants also valued ePortfolios. Prior ePortfolio experience and gender were responsible for minor differences in student perceptions, whereas lack of prior reflective experience impacted student perceptions significantly. Researchers conclude that ePortfolios can foster learning communities in online graduate programs. 相似文献
7.
The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers’ reports of their learning from collaborating with academic staff to design, undertake and evaluate enquiries into aspects of learning and teaching at a UK University. The students’ reflections suggest that they identified learning in relation to employability skills and graduate attributes and more importantly in relation to their perceptions of themselves as learners and their role in their own learning and that of others. This article draws attention to the potential of staff–student collaborative, collective settings for developing pedagogic practice and the opportunities they can provide for individual student's learning on their journey through higher education. 相似文献
8.
The development of university wide graduate attributes has become an important mechanism for setting generic learning outcomes across higher education institutions. Many universities around the world have developed sets of graduate attributes that they aim to develop through degree programs. Sustainability related attributes have been included in numerous university attribute statements, however, little research exists on methods that can be used to capture data on the application and use of these attributes by graduates. This paper evaluates an assessment tool, based on a scenario/vignette question design, which can be used to capture data on graduate attributes in context and has the potential to be used across a large graduate population which would enable comparative research of learning outcomes to be undertaken. An evaluation of the usefulness of the scenario/vignette design will be presented based on a pilot of the question design with a sample of RMIT University graduates. The results of the pilot show that scenario/vignettes address some of the limitations of existing self-assessment methods and represent a novel way to collect data on graduate sustainability attributes post-degree completion. 相似文献
9.
Rodney T. Hartnett 《Research in higher education》1981,14(3):211-227
This paper considers some important psychological aspects of the academic experience for male and female graduate faculty members and students. Drawing on data collected in a recent national study of doctoral program quality, information pertaining to the graduate department's environment for learning, the extent of faculty members' concern for students, graduate student assistantship experiences, and faculty members' satisfactions and views about various departmental practices and policies are examined. Gender differences in both student and faculty member perceptions of their environments were found to be generally slight and to vary by discipline. 相似文献
10.
Edward Wakelam Amanda Jefferies Neil Davey Yi Sun 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(2):347-370
The measurement of student performance during their progress through university study provides academic leadership with critical information on each student’s likelihood of success. Academics have traditionally used their interactions with individual students through class activities and interim assessments to identify those “at risk” of failure/withdrawal. However, modern university environments, offering easy on-line availability of course material, may see reduced lecture/tutorial attendance, making such identification more challenging. Modern data mining and machine learning techniques provide increasingly accurate predictions of student examination assessment marks, although these approaches have focussed upon large student populations and wide ranges of data attributes per student. However, many university modules comprise relatively small student cohorts, with institutional protocols limiting the student attributes available for analysis. It appears that very little research attention has been devoted to this area of analysis and prediction. We describe an experiment conducted on a final-year university module student cohort of 23, where individual student data are limited to lecture/tutorial attendance, virtual learning environment accesses and intermediate assessments. We found potential for predicting individual student interim and final assessment marks in small student cohorts with very limited attributes and that these predictions could be useful to support module leaders in identifying students potentially “at risk.” 相似文献
11.
Simon C. Barrie 《Higher Education》2006,51(2):215-241
12.
Lucie S. Dvorakova 《Assessment & Evaluation in Higher Education》2017,42(6):900-913
The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research. 相似文献
13.
Sarah Bell Andrew Chilvers Liz Jones Nicole Badstuber 《European Journal of Engineering Education》2019,44(3):429-444
ABSTRACTThis study explored if it is possible for liberal arts students to develop engineering professional competencies without detailed engagement with the engineering sciences. Students on a Bachelor of Arts and Sciences programme were compared with their undergraduate peers in Civil Engineering. A new method for evaluating such competencies was developed. Two one-hour individual problem-solving exercises were devised to assess capabilities against 14 criteria, based on the Institution of Civil Engineers’ Competency framework for professional development (2011 The BASc cohort’s scores for each criterion improved notably from the start of term to the end. This cohort rated their capabilities more highly at the end of term and was more satisfied with the answers they gave. Engineering students showed a slight decline in performance against the criteria. Self-evaluation in this group revealed a smaller increase in perceived capability but increased dissatisfaction. Both cohorts felt more anxious about the assignment at the end of the term. PBL environments can improve student competence in attributes associated with professional engineering. The scope of the study is constrained by the small cohort but the findings and evaluation method provide the basis for further development, including detailed statistical evaluation and validation of the evaluation instrument. 相似文献
14.
Determinants of teaching quality: What's important to students? 总被引：7，自引：0，他引：7
A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current
methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations.
An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course
ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test
whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation
in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent
of the explained variation in course ratings was associated with attributes that measure how much a student learned in the
course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for
developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed. 相似文献
16.
The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students’ perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in scholarly-related activities; but they identify gaps in areas such as preparation for grant writing, teaching, and leading research teams. Statistically significant differences in perceived preparation were noted among disciplines. We offer suggestions for future research in doctoral professional development and recognize the need to expand and diversify centralized, institution-based resources so as to pave the pathway to successful careers for graduate students. 相似文献
17.
介绍并分析六所农林类高校涉农全日制专业学位研究生培养质量的调查情况,内容包括生源质量、课程设置、教学方法、导师队伍、专业实践、就业前景以及论文类型与形式等。调查结果表明,涉农全日制专业学位研究生教育还处于起步阶段,在很多方面都有待提高和改进。在调研分析的基础上,对涉农全日制专业学位研究生教育发展提出建议。 相似文献
18.
The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful. 相似文献
19.
高校二级学院研究生秘书面临的困境及对策探寻 总被引：1，自引：0，他引：1
黄婷 《金华职业技术学院学报》2011,11(6):25-29
研究生秘书是高校二级学院研究生教育管理的重要力量,在各学院的研究生管理过程中起着不可替代的桥梁和纽带作用,扮演着多种角色。然而,研究生秘书在工作实践中面临着诸如角色冲突、工作面广、工作环境复杂、发展路径模糊等一系列问题和困境,要解决问题、走出困境,必须从强化工作意识、提升自身素质、优化外部软环境等方面着手,从而把研究生秘书工作提高到一个新的层次。 相似文献
20.
Denise J. A. Metcalfe Cornelius M. Fourie Christoffel P. H. Myburgh 《Journal of Food Science Education》2020,19(2):85-96
South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self‐developed questionnaire, administered as a web‐based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready. 相似文献