共查询到20条相似文献，搜索用时 31 毫秒
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Students’ preparedness for higher education is seen as one of the main factors affecting first-year attrition or study success.
In this paper we report on a cross-national study in which students’ preparedness for university was measured before students commenced their study at a university in New Zealand or in the Netherlands. This cross-national project provided
a unique opportunity to compare students’ perceptions of readiness for university where students are prepared for higher education
in quite different secondary school systems. Departing from a transition framework, and comparing the results in both countries
using logistic regression techniques to investigate which aspects of readiness could predict perceived preparedness, we discovered
similarities in as well as differences between students’ perceived readiness for university study. It could be argued that
differences are caused by the different educational systems at secondary level. However, overall we can conclude that, in
spite of differences between the educational systems in the two countries, many differences were not remarkable or very significant.
This has clear implications for how we view the relative importance of secondary school preparation and tertiary induction.
We can expect greater benefit from implementing first-year pedagogical practices in universities that would assist students
to develop their academic skills, than from demanding that high schools prepare students better. 相似文献
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《Educational research; a review for teachers and all concerned with progress in education》2012,54(4):371-387
ABSTRACTBackground: Attendance of university students at their timetabled teaching sessions is usually associated with higher levels of educational attainment. Attendance is usually considered to reflect students’ level of engagement with their course and to be critical to student success; despite the potential for technological alternatives, lectures and other face-to-face sessions still tend to be the primary method of teaching at university.Purpose: Here we review studies which have investigated these determinants of attendance in order to gain a better understanding of whether – and how – Higher Education Institutions are able to improve attendance rates.Sources of evidence: Electronic databases (e.g. ERIC, Web of Science) were used to identify articles exploring attendance in Higher Education settings.Main argument: Some of the most debated determinants of attendance are reviewed: teaching issues (e.g. quality, style and format); effects of university expectations and policy (e.g. mandating attendance, awarding grades for attendance); scheduling issues; provision of materials online; and the effects of individual factors arguably outside of the Higher Education Institution’s control (e.g. finance, student employment, student demographics and psychological factors).Conclusions: It is suggested that, although some individual factors influence student attendance and are arguably out of the control of HEIs, it is possible for them to facilitate attendance through adjustments to aspects of degree delivery such as attendance policies and monitoring, timetabling and style of teaching. Implications for policies on the recording of lectures, curriculum design and student term-time working are also discussed. Future research on student attendance should include longer and larger studies which simultaneously consider a range of influences; examining both inter- and intra-individual variability and different types of teaching sessions. 相似文献
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Tao-Ming Cheng Dinesh Chandra Agrawal Ching-Fang Liaw Rung-Ching Chen 《Asia Pacific Journal of Education》2018,38(2):241-256
Potential high-risk freshmen for three core courses (BasicMath, Calculus, and Computing) in the university were identified based on the “College Students’ Adjustment Check List (CSACL)” data available with the Student Development Centre in the Office of Students’ Affairs of the university. The study demonstrates that to ameliorate the problem of unpreparedness of freshmen, to check failure rates, and efficient use of limited resources, an effective remedial system could be developed by the combined inputs from the Office of Students’ Affairs, Computer Centre, Academic Affairs, and the Institutional Research. Our study corroborates the findings of other researchers that gender, teacher, department, high school performance, enrolment channel, and loads during remedial course influence the learning outcome. Also, it was found that the use of multi-evaluation approaches in different enrolment channels can attain higher retention rates. 相似文献
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Paul Henderson 《Journal of Further & Higher Education》2017,41(1):30-43
The number of students entering higher education in the UK has increased over the last few years due to the previous Labour Government directives to widen participation to a range of socially disadvantaged and/or under-represented groups. Dyslexic students form the largest single group of minority students currently entering higher education. However, there are ongoing challenges in identifying and supporting dyslexic students as there no obligation for students to report specific learning needs before or after they enter higher education. In order to cast more light on this ongoing issue, a small-scale educational research study was undertaken in December 2012 to investigate whether there may be delays in the reporting of dyslexia in learners once they commence higher educational study. The day-to-day working experiences of four support staff based at a learning services department in one UK university were explored. Methodology involved adopting a qualitative exploratory design using digitally recorded semi-structured interviews and a snowball sample. Interview data was analysed using thematic analysis. The key findings of the study indicated that dyslexia was more likely to be reported in the second and third year of a student’s higher educational journey. Further analysis of the study findings indicated a myriad of reasons for delayed or late reporting of dyslexia. Such reasons included maintaining of a non-disabled student identity, financial and/or time constraints or consciously and strategically deciding when to disclose dyslexia to improve final degree classifications. A number of further recommendations are made to enhance inclusive learning and teaching practices. 相似文献
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Merrelyn Bates 《高等教育研究与发展》2008,27(4):305-317
Higher education is under increasing pressure to re‐evaluate the place of practice in its programs and there are increasing demands for workplace‐based experiences to be built into undergraduate degrees. The paper reports on an extended responsive case study conducted in the School of Criminology and Criminal Justice at Griffith University between 1994 and 2004. The findings point towards a model that can be used to develop courses based around a set of key challenges that learners need to face, criteria for the university’s construction of worthwhile activities, and principles of procedure that are required in order to implement them. It is suggested that university curriculum planners should concentrate on a process model of teaching, learning and research rather than on the more traditional models that tend to treat knowledge as a commodity and emphasise its production, transmission and delivery. 相似文献
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钦文 《北京大学教育评论》2006,4(3):18-18
在贵刊2006年第2期读到陈洪捷教授《何谓studium generale?》一文,受益甚多,因为笔者此前也对这个概念有所误解。细究之下,我才发觉自己的这种误解来自对纽曼的阅读。在《大学的理念》一书中,纽曼开篇即给出了一个激动人心的定义,大学“是一个传授普遍知识的地方”。纽曼在这里根据的是德国教会史 相似文献
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Rachel E. Maunder 《Journal of Further & Higher Education》2018,42(6):756-768
Whilst new friendships and an active social life are commonly discussed features of ‘being a student’, there is limited empirical research that has quantitatively studied the contribution that social factors play in students’ university experience. Research that has been conducted shows that belonging and social integration are important factors in successful transition to university, and subsequent retention. This article presents research into students’ social relationships at university, their attachment to the university, and how these elements link to university adjustment. Undergraduates (N = 135) completed questionnaires measuring their attachment to university peers, attachment to the university, experiences of problematic peer relationships and quality of adjustment to university life. Students who reported strong attachment to their peers also demonstrated higher levels of adjustment to university life and attachment to their university. Students who reported difficulties in their relationships with other students had lower levels of peer attachment and university adjustment. Attachment to university peers was the strongest predictor of university adjustment, followed by attachment to the university. The research highlights the role of social relationships in institutional belonging, and the importance of nurturing peer relationships and institutional affiliation to create a positive student experience. 相似文献
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Students’ engagement in first‐year university 总被引：1，自引：0，他引：1
This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience. 相似文献
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Higher Education - To respond to an increasing emphasis placed on research capability and productivity, universities in China are reforming their policies regarding faculty’s performance... 相似文献
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Danica Wai Yee Liu Belinda Winder 《International journal of qualitative studies in education》2013,26(1):42-64
Although international students are an important source of income to universities in the UK, the emotional impact of their experiences may be ignored and unacknowledged. This study explored the personal experiences of international students studying for an undergraduate degree in the UK. Semi-structured interviews with five participants were analysed using interpretative phenomenological analysis, which aimed to capture the personal perceptions of these participants. Two analytical themes are presented: “adaptation and identity”, which reflects the difficulties in acculturation, adaptation and development of identity in a foreign country; and “us and them”, which pays close attention to the perception of disconnectedness, unfairness and exclusion encountered in trying to integrate into a different way of life. Findings are discussed in relation to the impact that participants’ experiences have had on their self-worth, confidence and ability to engage with domestic individuals. 相似文献
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LIU Zhong-hui SHAN Xiao-xia 《美中教育评论》2007,4(7):26-30
According to the four rankings of China＇s universities conducted in 2007 by Guangdong Managing Science Academe, On-line College, China Universities Alumnus Association and Center for Science Evaluating of China. This paper attempts to analyze and contrast the standard systems in the four rankings, focusing on the frame construction of the standard-system and the proportion, talents training （the condition of students）, the account of scientific researches and classification rankings as well. 相似文献
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Lexie Grudnoff Mavis Haigh Vivienne Mackisack 《Asia-Pacific Journal of Teacher Education》2017,45(2):180-193
The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university–school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of “third space” the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a “third space” between the university and participating practicum schools, and also note some cautions related to this development. 相似文献
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Creso M. Sá 《Higher Education》2011,61(2):193-208
The emerging field of nanotechnology has created a new frontier for the convergence of university and industrial research.
In the United States, major federal investments provided a massive boom for this field over the decade. This paper reports
on a case study of how the University at Albany came to establish the first college of nanotechnology in the US, as part of
a larger R&D complex oriented towards building a regional nanoelectronics cluster. The case points to the role of entrepreneurs
in mobilizing ideas and resources to advance novel organizational forms. This study demonstrates how a mode of technology
transfer based on research facilities was deliberately used to build a nanotechnology complex at Albany, highlighting the
enabling role of state S&T policies in supporting university engagements in regional economic development. 相似文献
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SHI Xue-yun 《美中教育评论》2007,4(3):48-53
＂EGao＂ is a network producing form and is popular in campus. In order to amuse the masses, it changed and reformed films, TV, picture menus and songs by imitating, overdrawing and self-betrayal means. The impact of ＂EGao＂ is greater and greater in the young, especially in the university, it has become a fashion. The paper analyzed its concepts, types and social psychology attribution, in the same time, put forward some advices on how to treat the following social and mental problems. 相似文献
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Some schools in the neighbourhood of Sefako Makgatho Health Sciences University (SMU) in South Africa persistently yielded poor mathematics results in the past years. This was of concern since maths is the main subject for many opportunities, including admissiontoSMUstudy programmes. Some SMU maths lecturers partnered with local schools to prepare the students in these schools. The aimwas to improve maths teaching and matric maths results. The teachers were assisted with maths concepts of most difficulty. This article describes the initiatives by some academics of SMU in achieving this. 相似文献