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1.
《Journal of Further & Higher Education》2012,36(4):475-489
A significant body of work has emerged over the last 10 years investigating the experiences of international university students. These studies have covered various challenges faced by some groups of international students relating to culture, language and integration and have been prompted by the increase in international students studying in the UK, Australia and New Zealand. A smaller strand of research has also begun to focus on the experiences, perspectives and reactions of academic staff who have seen the composition of their cohorts change substantially over recent years in terms of numbers of international participants. This article reviews relevant literature in this field, reporting on a questionnaire study based at two UK post‐92 universities. Respondents associated a range of traits with international students and suggested that the increasing number of international students enhanced the environment, but also required a higher level of support. This study also found that staff resorted to informal methods when developing means of adapting their practices to the increasing number of international students, preferring discussion with colleagues and students themselves to formal development programmes or advice from specialist departments such as student support. The article concludes that in order to encourage diversity in a meaningful way, universities need to recognise the challenge of increased numbers of international students and support staff accordingly. 相似文献
2.
Anas Al-Fattal 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):204-225
This paper aims at exploring student needs and motives to pursue higher education in Syria. Based on the model of student buyer behavior developed by Kotler and Fox in 1995, the study focuses on the first step of this model, so-called motives. The study results are based on qualitative data collected by means of semi-structured styles of interviews with 30 current students at three higher education institutions in Syria in the summer of 2010.The study reveals three dimensions of needs and motives. These are: Self needs and motives; Social needs and motives, and Souk (market) needs and motives. Accordingly, several detailed explanations for each dimension concluded from the study are presented. The findings reveal that the three dimensions are important for university students in Syria when attending universities. People responsible for marketing in higher education institutions need to pay attention to understand their students' motives when designing their customer-oriented marketing strategies. Study programs at universities could be designed to better satisfy such needs and motives. This study could provide bases for further research through a replication of the model using the information offered by the survey. Further research could investigate the research questions in a wider student population employing a quantitative approach. The importance of this study comes from the classification of needs and motives into a three-Ss model (Self, Society and Souk). The study also shows originality into understanding motives of Syrian students in attending certain universities in particular. 相似文献
3.
Shwu-yong Liou Huang 《Learning Environments Research》2012,15(3):363-378
This study investigated university students?? perceptions of their institutions?? learning environments, and related those perceptions to students?? academic aspirations and satisfaction with their universities. A sample of 12,423 juniors at 42 universities in Taiwan was used to confirm the validity and reliability of the instrument: CUEI-S. The study revealed diversity of students?? perceptions among specific aspects of the learning environment. Students responded more positively for student cohesion, library resources and administrative support, but less positively for student-faculty relations, student services, enhancement of their language abilities and emotional development. The majority of students had low academic aspirations but felt satisfied with their universities. The learning environment on campus was shown to play an important role both in students?? academic aspirations and in their general satisfaction, whether the individual student or the university was used as the unit of analysis. The relationship between faculty and students is the aspect that was most strongly associated with students?? academic aspirations. On the other hand, both adequate library resources and university support for student services were the key correlates of students?? general satisfaction at the individual student level. By identifying important relationships among variables, this study suggests initiatives for improving the learning environment at higher education institutions. 相似文献
4.
Helen M. Stallman 《高等教育研究与发展》2011,30(2):121-133
Mental health problems can significantly impact on the ability of university students to both meet their individual potential and contribute positively within society. This study evaluates the feasibility of embedding a strength‐focused resilience‐building seminar within a university curriculum. Participants were 247 students enrolled in an undergraduate psychology subject. The Staying on Track seminar, consisting of six building blocks for resilience, was delivered within a normal lecture period. Students completed post‐measures on satisfaction and usefulness, as well as follow‐up reflective journals entries noting changes made as a result of seminar participation. The seminar received high scores for satisfaction and 90% of students reported at least one of the six building blocks as being useful to them. Satisfaction also translated into self‐reported positive behaviour change for many students. Implications for the role of curriculum‐based resilience‐building programs within universities are discussed. 相似文献
5.
This paper outlines the findings of a study employing a partial least squares (PLS) structural equation methodology to test
a customer satisfaction model of the drivers of student satisfaction and loyalty in higher education settings. Drawing upon
a moderately large sample of students enrolled in four ‘types’ of Australian universities, the findings suggest that student
loyalty is predicted by student satisfaction, which is in turn predicted by the perceived image of the host university. While
the perceived quality of “humanware” (e.g., people and process) and “hardware” (e.g., infrastructure and tangible service
elements) has an impact on perceived value, this was found to be weak and indeterminate. Of most importance was the impact
of the institution’s institutional image, which strongly predicted perceived value, and to a lesser extent student satisfaction.
The findings have implications for newer, less prestigious universities seeking to compete in a more deregulated, market driven
environment. 相似文献
6.
The demand by people with disabilities to university education has been growing in recent years. A pilot study of five universities reviews their equity profiles and on‐the‐ground practices in relation to students with disabilities. Particular attention is paid to departments of Social Work which are postulated to contain the conditions under which disability issues in education might be recognised. The research suggests that there are major resource problems in meeting needs, exacerbated by bureaucratic conflict in government, and a limited willingness by resource‐pressed universities to plan effectively the recruitment and support of students with disabilities. Greatest progress has occurred where student action is most sustained and senior staff have a personal commitment to change 相似文献
7.
《Australian Journal of Learning Difficulties》2013,18(1):18-30
Abstract Despite increasing attention to disadvantaged students in Australian universities, data on students with disabilities is sparse. This paper reports the results of a 1996 national survey on students with learning disabilities (LD) in Australian universities. The data collected from disability support staff indicate that in 1996 they supported approximately 1000 students with LD: this group of students comprised 12% of all supported students with disabilities. The gender ratio of supported students with LD did not differ significantly from that of all university students, but the supported students with LD were more likely to be studying part‐time, less likely to be studying for a higher degree, and less likely to be aged under 20 years. 相似文献
8.
University teachers often see first‐year as a training ground for students, acculturating them to university expectations and requirements following their secondary school experience. By later years, students are typically expected to know what is required of a ‘university student’. However, the assumption behind this is that different academic staff hold similar views of university teaching and learning and that those teaching first and later years would be in agreement on what is expected of a student at different levels — an assumption which was implicit in the university department described in this article.
The aim of this article is to present the range of views shown by academic staff within one department about the relative roles and responsibilities of staff as teachers and of students as learners at first‐year level. This is of interest because, at least in this department, the degree of variation which was found was unexpected, generating unrealistic expectations and assumptions about students. This led‐to‐the generation of departmental strategies for improving communication about such issues amongst staff, with the intention of making differing views explicit. The lesson which may be of general value is the importance of ensuring structured opportunities for staff within departments to share their views and expectations about teaching and learning. 相似文献
9.
Angelito Calma 《Higher Education Quarterly》2011,65(4):368-385
This three‐year study of research training policy and practice involved government and university executives, and university academics from the Philippines. A total of 53 participants were involved: two officials from the Commission on Higher Education, six directors of research centres, 28 university executives and 17 academic staff. Seven public and 15 private universities across the Philippines were involved. Findings suggest that: (1) there are inadequate facilities and resources dedicated to support staff and student research; (2) there is a lack of specific training to develop staff for research and supervision; (3) the emphasis of supervision is on proofreading and the rewards are unattractive; (4) the range of student support available is less dedicated to research; (5) there is low research quality in both staff and student research; and (6) there is limited research collaboration locally and internationally. 相似文献
10.
John Simister 《Higher Education Quarterly》2011,65(2):113-144
This article summarises previous academic research into university education, distinguishing between arguments for and against improving access. Several views are summarised, including structural‐functionalism, which claims that powerful social groups maintain their status and income, and human capital theory, which focuses on employee productivity. Almost all viewpoints discussed in this article support meritocracy. UK universities differ in their openness to people from disadvantaged backgrounds. Many universities, referred to here as ‘inclusive’, deserve credit for encouraging disadvantaged people to become students; in contrast, ‘exclusive’ universities tend to have fewer disadvantaged students than expected. There are barriers facing disadvantaged students, including unequal access to universities, which can at least partly be explained by private schools for rich pupils and financial burdens at university causing some students to take paid work (reducing time available for study). The UK spends less per student on universities than the world average and less than half as much as some European countries. The UK Government could increase university funding, concentrating on universities that are most inclusive and that tend to have the largest problems in affording sufficient staff and teaching facilities. This investment would give long‐term benefits to the UK economy. 相似文献
11.
This paper investigates whether students' personal happiness is different from student satisfaction and considers if this may have consequences for university policy and management. It does this by comparing happiness and satisfaction in two cohorts of students from two United Kingdom universities. One is a distinctive research university and the other a university whose heritage has been in the polytechnic sector prior to its charter, referred to as a post‐1992 university. The results, although preliminary, do appear to show that satisfied students are also happy students. However, what contributes to these states of being is different. The implication for institutional policy is discussed and a warning that to assume satisfaction (measured by satisfaction survey results) as happiness might be problematic in addressing improvement in the student experience. 相似文献
12.
In 1992 international fee‐paying and local students currently enrolled at the three tertiary institutions in South Australia were surveyed by a common questionnaire on students’ study‐related and personal experiences, and issues related to students’ choice and subsequent evaluation of their institution. The breadth of the student sample and the comparative data the questionnaire generated present an overarching view of the experiences and evaluations of a diverse range of university students.
The results of the survey show that while international students experience more problems, and experience them to a more serious degree than their Australian counterparts, the nature of the issues which are of most concern are generally shared. These are concerns about financial issues such as access to Austudy for local students, and the level of fees for international students and the ability to find part‐time work for both groups. The other broad group of issues of concern was study related: workload, fear of failure, loss of motivation, doubts about academic ability, nervousness and tension. Notably, in spite of the differences ‐between the three institutions – the University of Adelaide representing a ‘traditional’ university, Flinders University of South Australia, a ‘1960s’ university and the University of South Australia a ‘post‐1987’ university – the student responses across the three institutions were remarkably similar.
In terms of student evaluations of the quality of the education and services provided, Australian students were consistently more likely to rate aspects of teaching more positively than their international counterparts, but for both groups it was evident, particularly in their comments, that aspects of teaching such as the quality of lectures, accessibility of staff, availability of resources and staff: student ratios were of major concern.
The findings lead to the recommendations that universities could improve both local and international student experience by providing clear information about courses and course expectations, by the provision of effective feedback on assignments, by embedding the teaching of academic skills within courses, by increasing course flexibility to enable students to balance study and earning demands, and by ensuring that student support services are adequately resourced. 相似文献
13.
Els C. M. van Rooij Ellen P. W. A. Jansen Wim J. C. M. van de Grift 《European Journal of Psychology of Education - EJPE》2018,33(4):749-767
Considering the pivotal role of academic adjustment for student success, it is important to gain insight into how several motivational and behavioural factors affect academic adjustment and the extent to which academic adjustment influences student success. This empirical study investigated how intrinsic motivation, academic self-efficacy, self-regulated study behaviour and satisfaction with the chosen degree programme influenced academic adjustment in university and how these variables and adjustment affected three important indicators of student success: grade point average (GPA), attained number of credits (ECTS) and intention to persist. The sample consisted of 243 first-year university students in the Netherlands. Structural equation modelling showed that academic adjustment was influenced by intrinsic motivation, self-regulated study behaviour and degree programme satisfaction, which together explained 72% of the variance in adjustment. Motivational and behavioural variables did not influence GPA and credits directly but through academic adjustment. Furthermore, only satisfaction with the degree programme predicted intention to persist. These results point to the importance of academic adjustment in predicting university GPA and credits and the pivotal role of satisfaction with the degree programme in predicting intention to persist. Universities could integrate the development of self-regulated study skills—the biggest contributor to academic adjustment—in the first-year programme. Moreover, looking at the importance of students’ satisfaction with the programme, communication and collaboration between secondary schools and universities should be enhanced in order to help students to choose a university degree programme that matches their abilities, interests and values. 相似文献
14.
Alexander Serenko 《Assessment & Evaluation in Higher Education》2011,36(3):281-299
The purpose of this project is to empirically investigate several antecedents and consequences of student satisfaction (SS) with Canadian university music programmes as well as to measure students’ level of programme satisfaction. For this, the American Customer Satisfaction Model was tested through a survey of 276 current Canadian music students. The results indicate that customer satisfaction is strongly affected by programme quality, is slightly impacted by its perceived value but is not influenced by prior student expectations. Satisfaction strongly increases programme loyalty and positive word‐of‐mouth, marginally raises tuition change loyalty, and slightly decreases complaining behaviour. Contrary to expectations, tuition‐related constructs play only a minor role in the model. Therefore, money is a marginal factor in the educational environment; this empirically demonstrates the flaws underlying the premises of the students‐as‐customers metaphor. The resulting satisfaction index may facilitate the comparison among institutions. It was also found that the level of SS with Canadian music programmes was somewhat lower than those with services in other industries. 相似文献
15.
While there has been systematic and on‐going research into e‐learning in universities for over two decades, there has been comparatively less evidence‐based research into how key aspects of e‐learning are internally constituted from a student perspective and how these aspects might be related to university students’ learning experiences. The purpose of this paper is to explore key aspects of e‐learning that might be related to university student approaches to study, so that a better understanding of the internal structure of these aspects is achieved. Student responses to surveys are analysed at the level of each item to identify which items made the most sense to over 200 third‐year economics students. Data was also analysed both at the variable level, to identify which items coalesce to determine the structure of e‐learning variables, and at the student level, to see if there were groups of students in the sample that shared similar experiences of e‐learning when it was used to support a predominately campus‐based learning experience. The results suggest several implications for improving particular aspects of the student experience of e‐learning when it is used to support a campus‐based experience. 相似文献
16.
This paper reports some data of an ARC funded study of academic staff in a number of disciplines in colleges of advanced education and universities. Generally, more university than college academics scored high on academic motivation, on teaching‐research synergy and promotion of student independence, with college academics scoring higher on good teaching practice. There are disciplinary differences, too.
Slightly more than an average proportion of staff in the Social Sciences report good teaching practices. They are highly committed to promoting student independence, experience a fairly high level of teaching‐research synergy and have high intrinsic academic motivation. There is large‐scale consensus among Arts staff with university Arts academics scoring highest on promoting student independence, academic motivation, and teaching‐research synergy, and academics in CAE Arts departments scoring highest of all on good teaching practices.
Science staff seem to have different academic values and practices. Their academic motivation is about “average”, and fewer science academics report good teaching practices or practices that promote student independence. In their own work they also experience less teaching‐research synergy. Engineering staff show the lowest academic motivation, least commitment to student independence, experience least teaching‐research synergy, and report below average good teaching practices.
Health Science staff are akin to staff in Arts and Social Sciences in areas concerned with students, e.g. good teaching practices and promotion of student independence. In the areas which tap into their values as academics, e.g. academic motivation and teaching‐research synergy, they seem to be more like science and engineering staff.
Commerce/Law staff were on all aspects somewhere in the middle. 相似文献
17.
The aim of this paper is to assess and conceptualise the effects of new managerialism‐related organisational reforms in three Australian public universities on technical, administrative and clerical support staff job stressors and job satisfaction. Using a mixed method approach consisting of a quantitative core component and qualitative supplementary component it was found that six different types of stressors were evident: time, information; supervisory; work environment; staffing and pay; and career. Path analysis showed that these stressors were closely connected to reduced job satisfaction, which could be ameliorated by employee participation, improved communication and work‐related social support. However, the qualitative analysis suggested that the prevailing climate of managerialism was not conducive to such improvements. It is concluded that while appropriate human‐resource management strategies have the potential to prevent the worst consequences of change, there is some doubt about the ability of university managers, captured by new managerialism, to create and implement such an approach. 相似文献
18.
ABSTRACTThe growing prevalence and severity of mental health difficulties across university student populations is a critical issue for universities and their wider communities. Yet little is known about student perspectives on the stressors in university environments and the steps that universities could take to better support student mental wellbeing. This article reports on a study that collected and analyzed 2776 student responses to the question: What can be done to improve student wellbeing? Students made diverse recommendations that fell into seven categories: Academic teachers and teaching practices; student services and support; environment, culture and communication; course design; program administration; assessment; and student society activities. The findings from our study offer important insight to university educators and administrators about the role they can play in better supporting student wellbeing and preventing the high rates of psychological distress. We argue that the process of seeking and acting on students’ suggestions fosters students’ sense of inclusion and empowerment, and this is critical given that the goal of improving student mental wellbeing can only be achieved through an effective partnership between students and institutional actors. 相似文献
19.
Marwa Medhat Headar Nadia Elaref Omneya Mokhtar Yacout 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):226-257
The current study aims to measure the importance of e-service quality, interactivity, comfort, and familiarity on student satisfaction and behavioral intentions with e-learning in private universities in Egypt. Data from a sample of private university students were collected. Using structural equation modeling, e-service quality, interactivity, comfort, and familiarity were found to be positively related to student satisfaction and behavioral intentions. The mediating role of student satisfaction was not supported, however. The research implications, limitations, and suggestions for future research are discussed. 相似文献
20.
Robert Sweet 《Distance Education》1986,7(2):201-213
The primary purpose of this study was to validate Tinto's theoretical model of student dropout in a distance education programme enrolling adult students. The variables used in adapting the model to the distance education situation were consistent with accepted definitions of the essential elements in Tinto's model: student background characteristics, academic and social integration, goal satisfaction, institutional commitment, and the criterion, student dropout. The study surveyed 356 students enrolled in university‐level courses at The Open Learning Institute (OLI) located in Richmond, British Columbia. Discriminant and path analyses were the basic statistical procedures used to assess the predictive validity of the model and determine the pattern of association among model variables. Previous validation studies of Tinto's model suggested social integration factors would have little effect on dropout behaviour among non‐traditional student groups. However, in the present study, direct telephone contact between faculty and students significantly influenced student commitment and persistence. Overall, the Tinto model appears to be a useful framework within which to investigate the process of student attrition‐persistence in a distance education institution. 相似文献