From retention to satisfaction: New outcomes for assessing the freshman experience     

Liz Sanders  John D. Burton 《Research in higher education》1996,37(5):555-567

To meet higher education's challenge of accountability from a customer-satisfaction perspective, one urban institution has developed an integrated approach to studying the freshman-year experience in order to develop comprehensive outcome measures for assessing freshman success. Multiple sources of data (freshman satisfaction survey data, enrollment data, and academic performance data) are integrated into a database that provides the institution with a comprehensive set of outcome indicators and a model of the freshman experience. This institution used the integrated data set to develop models of freshman retention. In order to focus more clearly on customer satisfaction, models of student satisfaction were developed to determine critical components in freshman satisfaction.  相似文献   

Conceptualising poverty as a barrier to learning through ‘Poverty proofing the school day’: The genesis and impacts of stigmatisation     

Laura Mazzoli Smith  Liz Todd 《British Educational Research Journal》2019,45(2):356-371

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Equality of opportunity for work experience? Computing students at two UK universities “play the game”     

Sally Smith  Ella Taylor-Smith  Liz Bacon  Lachlan Mackinnon 《British Journal of Sociology of Education》2019,40(3):324-339

A recent UK Government commissioned study found concerning levels of unemployment among computing students from disadvantaged, black and minority ethnic backgrounds. The study highlighted that work experience was a factor in increased levels of graduate employment. As such, it is vital that students have equal access to such work experience. This study considers the availability of work experience to 140 computing students at two city centre UK universities. Data analysis considered socioeconomic background and ethnicity to determine if these influenced attitudes to work experience. While students’ socioeconomic backgrounds and ethnicity had little influence on their interest in work experience, patterns of success in gaining work experience reflected worrying graduate (un)employment patterns, with those from disadvantaged, black or minority ethnic backgrounds less able to secure work experience. These findings have serious implications for university and government policies promoting work experience and highlight the need for national interventions.  相似文献   

Health and wellbeing: a policy context for physical education in Scotland     

Andrew Horrell  John Sproule  Shirley Gray 《Sport, Education and Society》2013,18(2):163-180

The ‘Curriculum for Excellence’ (CfE) guidelines and associated learning experiences and outcomes have been developed following a national debate on the purposes of education in Scotland. The recent development shifts physical education's (PE) role in Scottish education, changing from contributing to the ‘Expressive Arts’ area of the curriculum, to one central to the newly created curriculum area of ‘Health and wellbeing’ in the CfE. This paper provides an analysis of the broader policy context at national and global levels examining the policy developments for PE in Scotland situating them within a globalised discourse emphasising concerns about ill-health and obesity within society. Drawing on the work of Bowe et al., the paper examines the context of production and the context of influence that has contributed to the recent development of ‘Health and wellbeing’ within the CfE. It is argued that the role for PE and the focus on schools promoting daily physical activity within the CfE masks the complexity of addressing the issues of health and well-being. In conclusion it is highlighted that in the interpretation and implementation of policy there will be further issues for PE and as yet unknown consequences for the context of practice and pupils' experiences of PE in Scotland.  相似文献   

Independent learning – what we do when you’re not there     

Christine Hockings  Liz Thomas  Jim Ottaway  Rob Jones 《Teaching in Higher Education》2018,23(2):145-161

Independent learning is one of the cornerstones of UK higher education yet it is poorly understood by students and is seen by politicians as a poor substitute for face to face teaching. This paper explores students’ understandings, approaches and experiences of independent learning and how they may become more effective independent learners. This large scale qualitative study, funded by the HEA, included students-as-researchers, independent learning diaries, and student-led interviews. Findings suggest that students initially use low level reinforcing and organising skills and in later stages of their courses develop higher level extending and applying skills. Clearer guidance, clearer tasks and in-course support are amongst the students’ recommendations for enhancing independent learning. However the most powerful influence on their independent learning was the support, collaboration and advice of other (more experienced) students in non-assessed scenarios. These findings have implications for staff involved in induction, student support, curriculum design and for staff and officers in Students’ Unions.  相似文献   

Evaluating the use of a strengths-based development tool with head teachers     

Liz Cooper  Kevin Woods 《Educational Psychology in Practice》2017,33(1):31-49

This exploratory study investigated an educational psychologist’s use of a strengths-based development tool with head teachers, in the context of influencing and supporting leaders in school organisations. Nine head teachers completed the “Realise2 Introductory Profile” online strengths assessment and then received a structured debrief by an educational psychologist, to facilitate discussion around their individual profile. Feedback was gathered from five head teachers, using semi-structured interview and a Likert-type rating scale. Interviews were analysed thematically. Head teachers reported raised self-awareness in terms of their realised strengths, learned behaviours, weaknesses and unrealised strengths. They noted an increased motivation and commitment to self reflection as a core practice and related this to subsequent changes in management practice, such as improving personal resilience, increased authenticity in their professional role and more effective delegation of management tasks. Organisational level outcomes reported by head teachers included increases in focus on strengths based practices, teacher well-being and resilience. Personal and professional development with individual head teachers is discussed as an effective use of educational psychology resources with potential benefits for the wider organisation.  相似文献   

An exploration of important factors in the decision-making process undertaken by foundation degree students with respect to level 6 progression     

Cathy Schofield  Liz McKenzie 《Journal of Further & Higher Education》2018,42(6):827-836

Deciding what degree to study and where are very important decisions to make for a range of practical and economic reasons, and much research has been undertaken in this area. What has not been considered previously is the decision-making processes of students who have completed an associate degree, such as a Higher National Diploma or Foundation Degree, and are now considering where to complete their Bachelor education. Associate degrees are often provided by further education colleges (FECs) in partnership with universities, and the choices available to college-based higher education students are whether to continue at the college or move to university. A mixed-methods approach was adopted comprising of an online questionnaire and subsequent focus groups of students studying at HE at a southwest FEC. The findings showed that equal importance is placed on the practical issues of proximity and familiarity as on course suitability, with the only differences between those remaining at college and those moving to university being financially based.  相似文献   

Building capacity in social care: an evaluation of a national programme of action learning facilitator development     

Christine Abbott  Liz Burtney  Cheryl Wall 《Action Learning: Research and Practice》2013,10(2):168-177

This account of practice shares the findings of an evaluation into the impact of a facilitator development programme on participants' knowledge, skills and subsequent practice. The Centre for Action Learning Facilitation was established to develop action learning set advisors and has been working with Skills for Care over the last two years to develop an internal capacity in social work departments to use action learning primarily to support newly qualified staff.  相似文献   

Betting a Strong Hand in the Game of Electronic Resource Management     

Paoshan Yue  Liz Burnette 《期刊图书馆员》2013,64(3-4):207-209

No abstract available for this article.  相似文献   

“You're just one of the group when you're embedded”: report from a mixed-method investigation of the research-embedded health librarian experience     

Devon Greyson  Soleil Surette  Liz Dennett  Trish Chatterley 《Journal of the Medical Library Association》2013,101(4):287-297

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