Exploring anomalies in Indigenous student engagement: findings from a national Australian survey of undergraduates     

Christine Asmar  Susan Page  Ali Radloff 《高等教育研究与发展》2015,34(1):15-29

Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world.? In this paper, the term ‘Indigenous’ refers to Australian students who are of self-declared Aboriginal and/or Torres Strait Islander background, while ‘non-Indigenous’ refers to all other Australians.  相似文献   

Factors influencing students’ perceptions of graduate attribute acquisition in a multidisciplinary honours track in a Dutch university     

E.P.W.A. Jansen  C.J.M. Suhre 《高等教育研究与发展》2015,34(6):1138-1152

This article studies the relationship between students’ perceptions of teaching and learning in a multidisciplinary honours programme and their impact on graduate attributes acquisition. The study, conducted among 73 honours students in a Dutch research university, evaluates perceived improvement in graduate attributes through annually collected survey data pertaining to student motivation, perception of the teaching and learning environment, engagement in the programme and registered course marks. The evaluation study reveals that to the extent of the perceived development of graduate attributes, three factors play crucial roles: students’ performance motivation, the amount of teacher support in creative and critical thinking, and students’ inclination to approach the honours track as a learning community.  相似文献   

Factors contributing to university image: the postgraduate students’ points of view     

Asal Aghaz  Amin Hashemi  Maryam S. Sharifi Atashgah 《Journal of Marketing for HIGHER EDUCATION》2015,25(1):104-126

Despite several studies having been conducted to examine organizational image from a business perspective, there has not been adequate research in the area of perceived image in nonprofit organizations such as universities. Thus, the purpose of this study was to examine the factors contributing to university image, from the postgraduate students’ point of view. In addition, the impact of the students’ perceived university image on their organizational trust was examined. The population of this study consisted of postgraduate students in 10 of the top Iranian universities. Questionnaires were used to collect the required data. The findings indicated the difference between current practices and ideal values of the factors contributing to the university image. Based on our findings, the factors contributing to university image range from internal and international reputation, university members, and academic planning, to university environment. Furthermore, we found that university image has a significant impact on students’ trust in their university.  相似文献   

International student satisfaction with,and behavioural intentions towards,universities in Victoria     

Siti Falindah Padlee  Vaughan Reimers 《Journal of Marketing for HIGHER EDUCATION》2015,25(1):70-84

International students make a vital contribution to the Australian economy. Due to their importance, a number of studies have been undertaken to examine the living experiences, attitudes and behaviours of international students in Australia. However, very few studies have examined international students' overall satisfaction with their university experience. The primary objective of this paper is to measure the influence of six individual university service factors on international students' satisfaction, and its subsequent impact on behavioural intentions. The results from the structural equation modelling analysis revealed that overall student satisfaction is influenced by the level of satisfaction with academic services, courses offered, access and augmented services. In contrast, administrative services and physical evidence were found to have a non-significant impact on overall satisfaction. Analysis also revealed a strong relationship between overall satisfaction and behavioural intentions.  相似文献   

Development and validation of the short use of creative cognition scale in studying     

Jekaterina Rogaten 《教育心理学》2015,35(3):294-314

This paper reports the development and validation of a short Use of Creative Cognition Scale in Studying (UCCS) that was inspired by the Cognitive Processes Associated with Creativity (CPAC) scale. In Study 1, items from two of the six subscales of the CPAC were excluded due to conceptual and psychometric issues to create a 21-item CPAC scale, which was administered to 517 university students. Exploratory factor analysis revealed that the 21-item CPAC scale is unidimensional. Five items were selected to create the new unidimensional UCCS. In Study 2, 696 students completed the UCCS and a set of scales measuring related constructs. Confirmatory factor analysis corroborated the unidimensional structure of the scale. The scale correlated positively with measures of flow, trait intrinsic motivation, adaptive metacognitive traits and positive affect, it correlated negatively with negative affect, and it did not correlate with core maladaptive metacognitive traits. The findings indicate that the scale is a valid and reliable tool for research and monitoring.  相似文献   

University–school partnerships: student teachers’ evaluations across nine partnerships in Israel     

Ditza Maskit 《师资教育杂志》2015,41(3):285-306

This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships.  相似文献   

基于知识协同的应用型本科院校教师教学创新研究与实践     

陆克斌  王永凯 《淮南师范学院学报》2015,(2):118-121

从应用型本科院校的办学定位出发,指出教师教学模式所存在的问题。基于知识协同的角度解释了教师传授学术或专业知识和培养应用型本科教育教学创新的内涵,阐述了教学理念、教学方法和手段、教学管理的更新,并以安徽省某高校应用型物流管理本科人才培养的教学改革为例,提出一些具体的措施,力图为解决应用型本科人才培养过程中的不适应问题提供参考。  相似文献   

Ranking Romanian academic departments in three fields of study using the g-index     

Adrian Miroiu  Mihai Păunescu 《Quality in Higher Education》2015,21(2):189-212

The scientific performance of 64 political science, sociology and marketing departments in Romania is investigated with the aid of the g-index. The assessment of departments based on the g-index shows, within each of the three types of departments that make up the population of the study, a strong polarisation between top performers (very few) and weak performers (much more numerous). This alternative assessment is also found to be largely consistent with an official ranking of departments carried out in 2011 by the Ministry of Education. To conduct the evaluation of departments the individual scientific output of 1385 staff members working in the fields of political science, sociology and marketing is first determined with the aid of the ‘Publish or Perish’ software based on the Google Scholar database. Distinct department rankings are then created within each field using a successive (second-order) g-index.  相似文献   

Action learning,the tool for problem-solving in universities; Uganda Martyrs Nkozi,Makerere and Nkumba universities     

Jacinta Bwegyeme  John C. Munene 《Action Learning: Research and Practice》2015,12(1):54-64

The article presents an account of how action learning principles were implemented to alleviate complex problems in universities. It focuses on the registrars and administrators under the academic Registrar's department. The Marquardt model of action learning was used in combination with the constructivist theories of learning, namely community of practice, experiential learning, discovery learning, problem-based learning and situated learning. The importance of culture and knowledge sharing is also highlighted. The results indicate that action learning contributes to problem-solving. The community of practice creates a conducive environment for successful implementation of action learning, and different organizational cultures impact on the implementation of action learning.  相似文献   

试论高职院校大学精神校本化的培育路径     

鲍育育  沈诗怡 《河北能源职业技术学院学报》2015,(2):1-2,5

大学精神是大学行为的最高准则及核心竞争力。综观当前高职文化建设理论与实证研究,高职院校大学精神的培育已受到深度关注。高职院校大学精神既要体现学术类大学精神的共性内涵,又要依据高职文化的特征体现自身的特色;以苏州健雄职业技术学院为例,阐述高职院校大学精神校本化培育的四大路径。  相似文献