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1.
This paper pertains to a broader biographical-narrative research project which studies barriers and support as identified by students with disabilities at a Spanish University (Barriers and Support That Disabled Students Identify in the University. Project funded by the Spanish Ministry of Science and Innovation (Dir. Dr Anabel Moriña; Ref. EDU 2010–16264, 2010–2014)). The present study focuses specifically on barriers and support identified by students with disabilities enrolled in undergraduate programmes in the Social Sciences and Law. The purpose of this paper is to analyse, from the point of view of disabled students (applying the biographic-narrative methodology), which barriers and which support this group encounters in Higher Education. To this end, findings are organised in the following categories: general institutional data; infrastructure, architectural and accessibility-related data; faculty and teaching-related data; data relating to fellow students; and suggestions for improving the university and/or university classrooms. In the Conclusions section, we return to our earlier discussion of key findings which shed some light on how the University helps or hinders learning among participants in the study. From this perspective, taking as a reference the social model of disability, we conclude that in order to be inclusive, the University needs to commit itself to adopting proactive measures that eliminate the barriers that do not permit the learning and the full participation of the students in question.  相似文献   

2.
Research commercialization is a crucial aspect of technological innovation and is a complex socio‐economic and technological process. This paper explores the commercialization of university research, drawing on an empirical study of the development of research commercialization by Australian universities. The study addresses three main research questions: (i) What are the recent major policy changes affecting the commercialization of university research in Australia? (ii) How much have Australian universities done in research commercialization over the past few years? (iii) What are the key barriers to the achievement of higher levels of commercialization in university research? The findings of this study show that there are two fundamental issues that universities have to address: (i) adequate financial support from governments, industries, and other stakeholders; and (ii) effective innovation management with academic entrepreneurship. Because the issues and problems covered in this study are common to many countries, the study has international applications and provides policymakers and practitioners with valuable information to assist them in the development of organizational strategies in the commercialization of innovative university research.  相似文献   

3.
This study explored the factors that facilitate and complicate the higher education process for students with visual impairments (VI). The participants were six university students with VI and eight academics/faculty members who instruct these students together with other students. Data were collected through semi-structured interviews and were analysed using content analysis methods. The students with VI stated that they face barriers related to lack of materials, difficulty obtaining lecture notes, poor academic support, reader-related problems, insufficient library sources, and access to and within the university. Positive facilitators reported by the students were mainly related to personal factors, as well as peer and academic support. The academics demonstrated limited awareness of the barriers faced by students with VI, and the academic support available to these students was found to be insufficient as well. The results indicate that there are considerable barriers to university education for students with VI.  相似文献   

4.
Abstract

This article presents the partial results of a study that analysed the barriers and means of support that students with disabilities find in classrooms and other university settings (offices, departments, libraries, etc.), using the biographical narrative method. The results of this article focus exclusively on the obstacles and means of support identified by humanities students, with the information organized in relation to the institution in general, infrastructures and architectural barriers, lecturers and their teaching methods, fellow students and proposals for improving universities and classrooms. Finally, the conclusion discusses the main findings regarding how the university facilitates or hinders the participants’ learning processes in this study. From this perspective, and taking the social model of disability as a reference, it is concluded that in order to become inclusive, the university must commit to adopting proactive measures that eliminate the barriers preventing these students from learning and from participating fully.  相似文献   

5.
Feedback on student performance is an important part of university assessment procedures. However, effective feedback is hampered by various obstacles. The growing heterogeneity of the student body increases these barriers, particularly with regard to the reception of feedback. One strategy to overcome these obstacles can be to communicate feedback in the form of audio files. The study presented here tested the possibilities of this procedure by giving students feedback, both as an audio file and in writing. The survey shows that some of the students find audio feedback particularly easy to assimilate, while others prefer written feedback. The aim of the study was to go beyond the level of simplistic evaluation (better–worse), and to be able to make more nuanced statements about the strengths and also the weaknesses of audio feedback. All the students stated that they felt the audio feedback was more personal and appreciative than the written feedback. It becomes clear that the different needs of students can best be catered for with a variety of forms of communication. Audio feedback cannot be considered a comprehensive solution to the different problems associated with feedback, but it can contribute to the development of an inclusive university.  相似文献   

6.
While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

  • Gamification and game-based learning may have many benefits for university students.
  • The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

  • University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
  • University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
  • These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

  • Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
  • A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.
  相似文献   

7.
Researchers of the traditional higher education system identify a number of factors affecting admission to a university (barriers to entry) and factors of its successful completion (barriers to exit). Massive open online courses (MOOCs), available to any Internet user, remove barriers to entry because anyone can study there. But do all students have an equal chance of successful completion of the online course? Do the same barriers to exit exist for MOOCs? Binary logistic regression was used to determine the way that factors related to each student's individual features affect the successful completion of online courses. This study was based on administrative data from the Coursera platform across four courses offered by the NRU HSE from February to June 2014. The results of this analysis show that there is a strong correlation between successful completion of online courses and educational experience. The probability of successful completion is higher among men with higher education who have already taken online courses and studied similar disciplines.  相似文献   

8.
This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented.  相似文献   

9.
The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999). The discussion focuses on the funding of higher education in a quasi-market situation (Le Grand et al. 1993), as Portugal hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990; Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997; UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies to students to cover the costs of education. Firstly, the economic and social condition of university students is presented. Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition of university students is compared with – that of the Portuguese population in the 90s. Secondly, the expectations of the students of higher education are presented, in order to understand the value attached by them to a university degree, which explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated. From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student and his/her family and to discuss the need for a more interventionist State in higher education financing. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

10.
Abstract

The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999). The discussion focuses on the funding of higher education in a quasi‐market situation (Le Grand et al. 1993), as Portugal hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990; Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997; UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies to students to cover the costs of education. Firstly, the economic and social condition of university students is presented. Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition of university students is compared with ‐ that of the Portuguese population in the 90s. Secondly, the expectations of the students of higher education are presented, in order to understand the value attached by them to a university degree, which explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated. From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student and his/her family and to discuss the need for a more interventionist State in higher education financing.  相似文献   

11.
贫困生是大学毕业生中的弱势群体,由于受社会关系壁垒、地域壁垒、户口壁垒、名校壁垒等制约因素,贫困大学生的就业之路更不平坦,主要变现在：经济压力沉重、职场应聘中往往处于心理劣势、就业行为取向短视等特点。因此,结合贫困大学生在求职竞聘中暴露出的问题,必须在求职环节和培养环节有针对性地开展高校的就业服务与指导工作。  相似文献   

12.
According to UNESCO statistics, the People’s Republic of China (PRC) sends far more students to study overseas than any other country in the world. Similarly, from the receiving countries’ point of view, PRC students form by far the highest proportion of international students. In many respects, this is a success story, but it also poses a number of risks to universities. This paper focuses on one of those key risks that of student dissatisfaction (including from PRC students themselves). Using a sequential mixed-method study, it addresses two research questions: (a) Chinese students’ level of satisfaction with their social integration into the university community and (b) the barriers that Chinese students’ perceive in becoming more socially integrated into the university student community. The research finds that many Chinese students are dissatisfied with their range of friendships and that they find it more challenging to socialise with students of other nationalities than other students do. They point out a number of barriers to integration, with cultural distance playing a major role, but also argue for the impact of individual factors. The paper concludes by considering the implications for universities and suggestions for further research.  相似文献   

13.
This article demonstrates that salient aspects of globalization have led to the emergence of trans-regional educational exchange schemes (TREES) in higher education. What sets these schemes apart from others is the proliferation of international university organizations that "go beyond region" and infiltrate other parts of the globe despite policy barriers. This article illustrates how the current globalizing efforts to establish regionalized free trade zones, as evidenced in such organizations as the European Union (EU), the North America Free Trade Agreement (NAFTA), and the Asia-Pacific Economic Co-operation Zone (APEC) have led to processes of internationalization in which national governments, higher education institutions, and other international university organizations vie for position. It concludes with a discussion of selected strategies and issues as these affect the development of international university co-operation as a whole and the impact they may have on higher education in the future.  相似文献   

14.
ABSTRACT

The connection between students and faculty is a recognized component of student belonging and engagement. To better understand how these relationships are formed, we utilized a qualitative design to explore the ways in which faculty and staff at a mid-sized public university perceived their roles in supporting, and connecting with, students. Based on our focus group data, we identified three themes. The first theme defined the mentoring relationship in the university context. The second theme addressed the unique features of mentoring Underrepresented Minority (URM) and First Generation (FG) students. Our third theme focused on perceived barriers to mentoring, including personal, institutional, and student-related barriers. Our findings provide a first step in developing a framework for colleges and universities working to promote a culture of mentoring as a means to support students.  相似文献   

15.
This study examined the reasons expressed by older adults for attending a university program in Barcelona (Spain). Results were based on the responses of 36 elders to questions from a semistructured interview. These were (a) reasons for joining a university course and (b) factors that prevent enrolling in that course. Participants mentioned more expressive than instrumental reasons for participating in a university program. Most mentioned barriers to entering university that were lack of interest, lack of self-confidence, health problems, and limited information. These results are discussed in the context of new strategies to improve university courses aimed at the elderly.  相似文献   

16.
This paper started with the review of the history of technology acceptance model from TRA to UTAUT. The expected contribution is to bring to lime light the current development stage of the technology acceptance model. Based on this, the paper examined the impact of UTAUT model on ICT acceptance and usage in HEIs. The UTAUT model theory was verified using regressions analysis to understand the behavioral intention of the ADSU academic staffs’ acceptance and use of ICT in their workplace. The research objective is to measure the most influential factors for the acceptance and usage of ICT by ADSU academic staff and to identify the barriers. Two null hypotheses were stated: (1) the academic staff of ADSU rejects acceptance and usage of ICT in their workplace. (2) UTAUT does not predict the successful acceptance of ICT by the academic staff of the Adamawa State University. In summary, our findings shows that the four constructs of UTAUT have significant positive influence and impact on the behavioral intention to accept and use ICT by the ADSU academic staff. This shows that university academic staff will intend to use ICT that they believe will improve their job performance and are easy to use. The facilitating conditions such as appropriate hardware, software, training and support should be in place by the management. In the Adamawa State University, EE and SI are found to be the most influential predictors of academic staff acceptance of ICT and use among the four constructs of UTAUT. The greatest barriers are time and technical support for staff. Knowledge gained from the study is beneficial to both the university academic staff and the Nigerian ICT policy makers.  相似文献   

17.
Access issues based on three Canadian empirical studies of the use of computer and information technologies by college and university students with physical, sensory, and learning disabilities are presented. Data were obtained between fall 1997 and spring 1999 from: (1) focus groups with students with disabilities (n = 12); (2) structured interviews with students with disabilities (a = 37) and with post‐secondary personnel responsible for providing services to them (n = 30); (3) questionnaires completed by post‐secondary students with disabilities (n= 725). Findings indicate that the overwhelming majority of students with disabilities use computers and the Internet, but that 41 % of them need some type of adaptation to use computers effectively. Key findings emphasize advantages of computer technologies and delineate barriers to full access. Types of computer, information and adaptive technologies used by students with different disabilities are presented and emerging trends are highlighted. The goal is (1) to sensitize educational and instructional technologists, professors and planners involved in the implementation of educational media into post‐secondary education curricula and (2) to demonstrate that designing for accessibility from the outset creates a more equitable learning environment that provides opportunities for all students  相似文献   

18.
This article examines the phenomenon of violence on college and university campuses in the United States. The nature of the problem is defined, efforts to discern its dimensions are reviewed, and the challenges presented by an infirm database to those who would do something about the problem are outlined. The incomplete diagnosis and reporting of campus violence impede understanding of the phenomenon and its dimensions and compromise the effort to respond. Educational institutions can, however, take steps to facilitate better diagnosis and reporting of violent incidents by promoting their recognition, acknowledgment, and communication. The attainment of these goals will require dealing with the barriers to action presented by certain of the beliefs, attitudes, and behaviors surrounding violence in the postsecondary educational setting.  相似文献   

19.
Recent legislation means that it is now illegal to treat a student, for reasons relating to a disability, less favourably than a non‐disabled student unless this is justified to maintain academic standards. However, recent research has identified numerous barriers faced by students with disabilities when they attempt to access the higher education curriculum. This study uses a methodology combining life‐story approaches with a voice‐relational analysis and aims to explore in more detail these barriers by listening to first person accounts from university students with a disability. The students’ narratives suggest that disabled students have to work considerably harder than non‐disabled students to overcome a wide range of physical, attitudinal, social, cultural and political barriers. Students appear to take the path of least resistance by choosing routes where the barriers are least great and it is argued that in this way they are being discriminated against. The research shows that voice‐relational methodology is excellent at producing a thorough account of the phenomenological world of these students without neglecting a materialist and cultural analysis of their environment. These insider perspectives are then used to suggest possible improvements to policy and practice in higher education.  相似文献   

20.
Campus decision makers are increasingly expected to adopt ‘campus innovations’ (affecting real estate and different facilities), not only from the market and demand-led (external campus innovations), but also developed by the university's own scientists (internal campus innovations). The adoption of the latter can be driven and hindered by many unique factors that campus decision makers have not dealt with before. To provide insight into them, qualitative data were collected from 13 out of 14 Dutch research-intensive universities. The results indicate that internal campus innovations are driven by co-creation stimulation, collaborative partnership, transparency and accountability, and local development contribution. Their adoption, however, may be obstructed by barriers embedded in the interaction between campus decision makers and scientists, organizational university context, funds unavailability and innovations' supply-pushed characteristics. An increased understanding of these barriers and the practices to overcome them is crucial for universities' campus decision makers to actively engage in the adoption of internal campus innovations.  相似文献   

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