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1.
Increased doctoral student numbers has led to a growth in studies dedicated to doctoral experience. These studies have raised a range of mental health concerns around workload, supervision processes and student well-being. Despite these challenges being well documented, few studies have looked at doctoral student’s experiences of accessing non-academic support services. This article presents the findings of a mixed-method study to investigate doctoral experiences of non-academic support, conducted at one British university with a large postgraduate research population. Drawing on focus groups and a student survey, the article concludes that many doctoral students are not accessing institutional support when they could benefit from it, with many turning to external support mechanisms including family, personal doctor and online resources. Five institutional recommendations are proposed to develop improved dedicated doctoral student mental health support: clear signposting, online self-help, workshops, parity of support and supervisor training. 相似文献
2.
When empathy hurts: Modelling university students’ word of mouth behaviour in public vs. private universities in Syria 
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下载免费PDF全文 This study examines and compares word of mouth (WOM) behaviour among university students in Syria. To date, little is known about this important phenomenon which is surprising given the deregulated education market in Syria that allows for private universities to compete for students alongside public universities. Using a mixed methods research design and structural equation modelling, our results show faculty individualised attention and student satisfaction were found to be positively related to university image. Further, student satisfaction and university image were found to be direct sources of students’ positive WOM behaviour. We found a moderating effect of university ownership type on university image. Interestingly, we identified six themes showing how support staff empathy could be seen as a source of low student satisfaction. These were defined as deception/credibility/soft‐soapers/suspiciousness: when support staff coax something out of students; confusion/role conflict: resulting from the diverse roles played by support staff while interacting with students; unfairness: when a student notices discrimination in the level of empathy between their peers; privacy: when support staff empathy can be perceived as a kind of intrusion; self‐congratulatory: when a support staff member shows off or praises their empathy; and support staff/student ratio: when this ratio is seen to be small, the empathy effect reverses. 相似文献
3.
A postgraduate training programme in the areas of student learning and supervision is presented. An experiential method of training is employed which involves laboratory and pilot plant supervisions in the Chemical Engineering Department of Imperial College. A series of workshops is used to facilitate discussion on teaching theory and practice, as well as on student counselling and communication issues. Log-book entries are used for the documentation of specific events arising from the supervision sessions, which provide a good basis for peer discussion, as well as an opportunity for self-reflection. A number of examples arising from the workshops are used to demonstrate the mutual benefits of the training programme to academic staff and students. In addition to training in teaching skills, the programme is shown to provide a mechanism for the quality control of demonstrators involved in undergraduate teaching, as well as a regular feedback mechanism to staff on the efficacy of the laboratory-based courses. Through teaching and a structured staff support scheme, the programme is believed to address some of the current concerns on the non-technical (soft) training, and on the further development of the broad science and engineering knowledge of UK postgraduate students. 相似文献
4.
《Journal of Further & Higher Education》2012,36(1):90-95
There is increasing concern over the number of university students and university staff who require psychological support; however, little is known about the impact of this on higher education (HE) staff. University employees (n=91) from two UK universities completed an anonymous survey which explored their experience of providing support for psychological distress, receptiveness to mental health training and ability to recognise signs of mental health problems. A total of 63% of the sample reported providing support for psychological distress to students, and 41% had provided this service to colleagues. More than half of those without regular student contact had still provided support for psychological distress to students. Many staff were untrained (>70%) in the topic of mental health, and the majority of staff (64%) would welcome this form of training from employers if made available. HE staff participating in this research demonstrated ability to recognise the signs of schizophrenia (99%) and major depression (95%), but 37% of the sample confused everyday troubles with likely signs of a mental health difficulty. In conclusion, a large number of HE staff provide support for psychological distress as part of their workloads, though most are untrained to do so. HE institutions should ensure that appropriate mental health awareness training is made available to employees, and should encourage staff to complete this training if already available. 相似文献
5.
Ingrid Moses 《高等教育研究与发展》1984,3(2):153-165
Supervision of postgraduate students remains an area of concern to university administration, to supervisors, to student unions and the individual research student. Many studies have examined student dissatisfaction with supervision. However, there is also considerable uneasiness among academic staff about the extent of their supervisory role and functions. In a series of workshops in several tertiary institutions problem areas were discussed with supervisors, both experienced and inexperienced; and practices and strategies were explored which facilitate effective supervision. Those provisions for and approaches to supervision which supervisors have found to be effective are presented and discussed as they apply at the institutional, departmental or individual level. 相似文献
6.
Maria Elena González Alfaya Maria Ángeles Olivares García Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789
This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers. 相似文献
7.
Michael Ievers Ken Wylie Colette Gray Bernadette Ní Áingléis Brian Cummins 《欧洲师范教育杂志》2013,36(2):183-199
There has been much international debate on the role of the university tutor in the supervision of student teachers during school-based work. This study focuses upon the Irish context, where there has been little research. It involves a comparative study of the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. Data collection methods comprised questionnaires to university tutors, class teachers and students (n = 150), focus groups and one-to-one interviews. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration. Importantly, this study concludes that it is the university tutor who should have the lead role in collaborative models of school-based work partnership, with significant consultation and input from the class teacher and consultation with the student in the evaluation process. 相似文献
8.
Christopher Isike 《Africa Education Review》2018,15(2):112-130
There is a constant interplay between the “people” (agency) and the “parts” (structure and culture), not only in teaching and learning, but also in postgraduate supervision practices globally. However, in South Africa, the tendency to use structure (higher education architecture, institutional history, institutional rules, policies and procedures) to address all challenges related to postgraduate (especially doctoral) studies has resulted in university managers ignoring the role that institutional research culture (social norms, expectations and practice) plays, not only in perpetuating some of these challenges, but also in understanding and resolving them. At the University of Zululand (UniZulu), these factors combine to affect not only the postgraduate supervision practices of supervisors, but also the quality of doctoral throughput (doctorateness) with overall implications for society in general. This article is a critical self-reflection on the author’s postgraduate supervision practice at UniZulu between 2011 and 2016 with a view to highlight how structure and culture combine to impact on his supervision work at the institution. The discussion shows how these factors impact on the quality of doctoral output with implications for the author’s practice and society in general. To deal with the challenges arising from the discussion, the article recommends: establishing a dedicated postgraduate studies unit headed by a director or dean as supervisors and supervisees need a support system that functions optimally; improving staff qualifications and training of supervisors to keep up with best practice in postgraduate supervision; and the Department of Higher Education and Training factoring differentiation realities into its funding modules for universities. 相似文献
9.
Lisa Murtagh 《Asia-Pacific Journal of Teacher Education》2017,45(4):383-398
In recent decades, Higher Education has undoubtedly changed giving rise to an increasingly diverse student population. However, there has been only limited research on students with parental responsibilities. When they are considered, this is often in a somewhat pejorative way. The challenges faced by such trainees are often invisible. This paper is focused on the contextual understandings and perspectives of university based staff involved in training pre-service teachers with parental responsibilities. The theoretical framework of this paper is based on the concept of institutional habitus, and questions whether the actions of individuals and practices within the often rigid structures of universities make teacher training more difficult for some groups than others. 相似文献
10.
John D. Wilson 《欧洲师范教育杂志》1990,13(1-2):7-24
Teacher training at school level, and in higher education colleges, is often perceived negatively. This has spurred change in the past decade. At school level there have been efforts to improve the quality of supervision and to achieve more effective liaison with colleges. Colleges have developed new programmes of pre‐service training at a time of low student recruitment, a greying staff and rising staff‐student ratios. 相似文献
11.
This six-year review of research on practicum supervision examines articles in terms of findings and the research designs employed. Research is classified according to (a) counselor—supervisor similarity, (b) training methods, and (c) evaluation. Conclusions from the review indicate: (a) the investigators found no support for matching counselors and supervisors according to similar traits; (b) there was some support for modeling, didactic, and experiential methods; (c) there was some support for peer supervision; and (d) an experimental design was used in only 4 of the 19 studies examined. 相似文献
12.
Mayke W.C. Vereijken Roeland M. van der Rijst Jan H. van Driel Friedo W. Dekker 《Teaching in Higher Education》2018,23(4):522-542
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. 相似文献
13.
Jasvir Kaur Nachatar Singh 《高等教育研究与发展》2019,38(7):1475-1488
ABSTRACTThe student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed. 相似文献
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15.
Annie Venville Annette F. Street Ellie Fossey 《International Journal of Inclusive Education》2013,17(11):1172-1188
This article reports findings from a qualitative case study, as part of which staff perspectives of student disclosure of mental health issues in an Australian post-secondary vocational education setting were explored. Twenty teaching and specialist support staff from four vocational education and training institutions participated in individual semi-structured interviews. Institutional policies and practices related to the management of disability at each site provided contextual information relevant to the staff experience. All data were analysed thematically. Staff participants strongly supported student disclosure of mental health issues. Staff linked the likelihood of course success for students experiencing mental illness with disclosure and the implementation of educational supports. Findings draw attention to subtle differences in constructions of student disclosure reported by the specialist support staff and the teachers: differences in perspective which were consistent across locations. This study highlights the influence of personal experience of mental illness and institutional processes for educational adjustment on staff perspectives of student disclosure. Implications of the current practices in post-secondary education student support services are discussed. Further research on disclosure beliefs among teachers and specialist support staff, in a wider range of educational settings, would allow for a deeper exploration of issues raised by this study. 相似文献
16.
太极拳锻炼对大学生身心健康的影响研究 总被引：5，自引：0，他引：5
李继刚 《广东教育学院学报》2004,24(3):126-128
为了探究太极拳锻炼对我国大学生长期身心效益的影响，笔对66名大学生参加太极拳锻炼进行田野实验，学生自愿参与。经过24周的体育锻炼，前后测试学生的身体素质、心理指标，实验研究结果表明：太极拳锻炼，学生的身体素质有显性提高。太极拳锻炼，学生的SCL-90的身体躯体化、强迫症状、人际关系、忧郁、敌对、恐怖、偏执等各个因子得到显变化，说明体育锻炼促进学生的心理健康。太极拳锻炼，学生的注意广度、被动反应时等认知功能提高，进一步促进学生的心理功能。 相似文献
17.
Overseas students in the United Kingdom university system 总被引：2，自引：0，他引：2
Robert Harris 《Higher Education》1995,29(1):77-92
This paper is in two main sections. The first offers a brief historical account of the involvement of overseas students in the UK University system; the second reviews the literature on student attitudes to their stay, relating this to the contemporary experiences of a small cohort of students on a postgraduate professional training course in an older university.While overseas students have traditionally been perceived as somewhat problematic, more recently, driven by economic, political and intellectual considerations, the mode of analysis has moved away from situating the cause of any problems in the students themselves, and towards exploring the relations between the needs of overseas students and the resources dedicated by universities to meeting them. Unless universities take seriously the implications of having overseas students, which include organisational and staff development issues as well as the proper adaptation of teaching methods and techniques, there is serious potential for things to go wrong. 相似文献
18.
《Journal of Further & Higher Education》2012,36(2):137-148
In the UK, following guidelines set out by the Quality Assurance Agency, personal development planning (PDP) is now operational across all higher education (HE) awards. Like many policy initiatives, PDP requires change, and vital to its implementation are those who facilitate PDP at the grassroots level. Staff given the task of implementing PDP are instrumental to its success or failure. Little has been written about the introduction of PDP from the perspective of those facilitating it – in particular, from the perspective of those not involved in its development. This study seeks to identify the support needed by HE staff to facilitate successful student PDP. The study, based in a university in North West England, uses a multiple case‐study approach (two schools within the university – nursing and business). Data were gathered from university documentation, consisting of semi‐structured interviews with three university PDP coordinators and with 15 staff who facilitated PDP between 2006 and 2007. Support required for those new to PDP focused on time and credit, or on formal recognition of the time spent on facilitation of PDP. But, for this group at least, it was clear that basic information about PDP was also paramount. For those who had been involved in student PDP for some time, the focus lay on how PDP was facilitated, highlighting competing pressures between quality assurance, professional requirements and autonomous or self‐directed learning. Support needs were ‘hands off’, tied in with how PDP was interpreted, and indicated the need for clarity of information, roles and responsibilities. Of note was the importance of informal collegial support. 相似文献
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20.
Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better
understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom
cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications
revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the
university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of
the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and
learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions
concerning the supervision of student teachers are made along with recommendations for further research. 相似文献