Journal articles on the topic 'Academic Success Programs'
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Elies, Abigail M., Shannon Groff, Michelle Mc Craney, and Sunddip Panesar Aguilar. "Grit and Academic Success in Graduate Masters-Level Athletic Training Programs." International Journal of Social Science And Human Research 05, no. 11 (November 11, 2022): 4962–71. http://dx.doi.org/10.47191/ijsshr/v5-i11-18.
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: A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passion for achieving long-term goals, was introduced by Duckworth et al. Grit entails working tirelessly to reach goals while maintaining determination and interest despite obstacles that hinder progress. Although grit-scale surveys are included as part of the application process in other healthcare professional education programs, no published literature cites grit-scale surveys as part of the applications process in Masters-level athletic training (MSAT) programs. The problem addressed is the current lack of gritscale utilization during the admission process to MSAT programs as a non-cognitive tool to contribute to identifying applicants who will be academically successful. The National Athletic Trainers’ Association Research Survey Service was utilized to send a web-based survey to over 1000 email addresses. Data was analyzed using the most current version of SPSS (26.0) and was analyzed over four stages. All variables in the study were examined using descriptive statistics. Examples of descriptive statistical analysis used were mean and standard deviation, nominal/ordinal level frequency and percentage of categorical variables, and interval and ratio levels of values for continuous variables. Results of the study uncovered that Grit-S scores were higher in participants who attempted to complete the BOC exam more than once. Grit-S scores were lower in participants who had experienced severe human suffering. No demographic variable (age, racial and ethnic identity, gender) was found to correlate with the Grit-S score. Although the first-time pass rate of the BOC exam was not positively correlated with a higher grit score, Grit continues to reveal itself as a positive indicator of academic success. To maintain and increase alignment with other healthcare professional education programs, the use of Grit-S assessments during the admissions process as an identifier of applicants who will maintain determination and interest, despite failures, setbacks, and plateaus is recommended.
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Hamilton, Jillian, Michelle Fox, and Mitchell McEwan. "Sessional Academic Success: A Distributed Framework for Academic Support and Development." Journal of University Teaching and Learning Practice 10, no. 3 (July 1, 2013): 146–62. http://dx.doi.org/10.53761/1.10.3.9.
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With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sectorwide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program – a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program’s implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.
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Telbis, Nicola Miky, Lars Helgeson, and Cheryl Kingsbury. "International Students’ Confidence and Academic Success." Journal of International Students 4, no. 4 (October 1, 2014): 330–41. http://dx.doi.org/10.32674/jis.v4i4.452.
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Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a correlation exists among a sense of self-efficacy and each of these four issues. This study includes quantitative analysis of 137 students’ responses to a questionnaire addressing each of these issues that constitute their total resources. Data show that international students attending a mid-western university who scored high on confidence levels in completing their programs of study also scored high on the confidence of their resources. Analysis revealed that students who scored low in confidence for completing their programs of study also scored low on their confidence of these four aforementioned issues.
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Mann, Kent B. "Recognition Programs for Academic Success: Improvement or Achievement?" NASSP Bulletin 72, no. 512 (December 1988): 101–2. http://dx.doi.org/10.1177/019263658807251219.
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Kirby, Lauren, and Patricia Amason. "Academic Success: Perceptions of Student-Athletes, Learning Specialists, and Academic Advisors." Journal of Higher Education Athletics & Innovation, no. 7 (May 4, 2021): 33–60. http://dx.doi.org/10.15763/issn.2376-5267.2020.1.7.33-60.
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The current study explores how academic success is defined and perceived by student-athletes and athletic academic support staff professionals, specifically learning specialists and academic advisors. Using qualitative methods, one-on-one interviews were conducted with participants from six “Power 5” programs to establish overarching themes. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic.
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Antonetti, Christine Marie. "Postsecondary Transition Programs for Underprepared Writers." Journal of Curriculum and Teaching 6, no. 2 (November 29, 2017): 113. http://dx.doi.org/10.5430/jct.v6n2p113.
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There is a large population of students who enter postsecondary institutions underprepared in the area of writing,which can negatively affect their academic success in various disciplines. Lack of alignment between secondary andpostsecondary education writing curricula is a common cause of why students are underprepared in writing.Identifying gaps in writing when transitioning from secondary to postsecondary institutions is critical in creatingappropriate writing support programs which better prepare students for academic success. Moreover, in order tofacilitate successful postsecondary writing outcomes, proactive writing interventions (transition programs) betweensecondary and postsecondary institutions can be implemented to generate a positive impact on students’ ability towrite, thereby leading to greater academic success.
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Stank, Theodore P., and Thomas Goldsby. "Bridging the gap between academic responsibilities and practical application in logistics." Journal of Transportation Management 10, no. 1 (April 1, 1998): 1–9. http://dx.doi.org/10.22237/jotm/891388920.
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The paper presents a model inspired by the success of innovative logistics programs that have enhanced the relevance of academic programs by developing closer ties with logistics and transportation practitioners. Discussion focuses on examples that illustrate implementation of the model. The intent is to provide a blueprint for academics to enhance cooperation at locations that do not currently have such programs in place.
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Afalla, Bonimar T., and Fitzgerald L. Fabelico. "SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT." Humanities & Social Sciences Reviews 8, no. 4 (July 16, 2020): 213–21. http://dx.doi.org/10.18510/hssr.2020.8422.
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Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines.
Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically.
Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management.
Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time.
Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.
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Farruggia, Susan P., Cheon-woo Han, Lakeshia Watson, Thomas P. Moss, and Bette L. Bottoms. "Noncognitive Factors and College Student Success." Journal of College Student Retention: Research, Theory & Practice 20, no. 3 (September 26, 2016): 308–27. http://dx.doi.org/10.1177/1521025116666539.
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Farrington and colleagues developed a model that contends that academic mindsets, academic perseverance, learning strategies, social skills, and academic behaviors affect academic success. This study tests a modified version of this model with first-year students ( n = 1,603) at a large, ethnically diverse, urban university. The hypothesized structural model had acceptable fit, with minor modifications. The direct effect on academic performance of academic mindset was strong, of academic perseverance was modest, and of time management was nonsignificant. Only participants’ academic performance had a strong positive effect on retention. Few differences by ethnicity were found. As mindsets are amenable to change, with intervention programs showing promising effects, students with low scores should be targeted to receive support early in their college careers so they may succeed in college.
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Peterson, Virginia M. "Predictors of academic success in first semester baccalaureate nursing students." Social Behavior and Personality: an international journal 37, no. 3 (April 1, 2009): 411–17. http://dx.doi.org/10.2224/sbp.2009.37.3.411.
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Recently the number of students graduating from nursing programs has been insufficient to replace nurses leaving the workforce. The attrition rate for students entering baccalaureate nursing education programs is approximately 30%, with most (82.3%), leaving in their first semester of study (Morgan, 2001). Schools of nursing need to establish ways to decrease student attrition from programs. This study was an attempt to determine whether self-esteem, self-efficacy, and environmental variables are predictors of student attrition in first-semester baccalaureate nursing students, using a descriptive correlational design to explore the relationship between these variables in a non-probability convenience sample of 66 first semester baccalaureate nursing students. No statistically significant relationship between self-esteem, self-efficacy, or environmental variables and student attrition was revealed.
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Wyatt, Tammy Jordan, Sara B. Oswalt, and Yesenia Ochoa. "Mental Health and Academic Success of First-Year College Students." International Journal of Higher Education 6, no. 3 (June 20, 2017): 178. http://dx.doi.org/10.5430/ijhe.v6n3p178.
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The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academic performance. Responses from 66,159 undergraduate students about mental health and academics from the American College Health Association-National College Health Assessment II were examined using regression analyses. Differences in mental health diagnoses were found by classification with first-year students reporting higher rates of self-injury and seriously considering suicide. Upperclassmen reported higher rates of academic impact from mental health factors. Findings indicate one’s first-year of college as the prime time to promote awareness of and strategies to prevent mental health issues or negative academic effects; implications for first-year experience programs are discussed.
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Callahan, Kadian M. "Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs." Journal of College Student Retention: Research, Theory & Practice 10, no. 3 (November 2008): 361–89. http://dx.doi.org/10.2190/cs.10.3.f.
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Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students' persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students' academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) in which students engaged both inside and outside of the classroom setting, and the relationship between participation in ACPIs to retention in undergraduate mathematics-based programs.
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Cox, Sarah, and Ryan Naylor. "Intra-university partnerships improve student success in a first-year success and retention outreach initiative." Student Success 9, no. 3 (July 19, 2018): 51–64. http://dx.doi.org/10.5204/ssj.v9i3.467.
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La Trobe University faces multiple challenges in responding to attrition and providing a positive student experience among an increasingly diverse first-year cohort. As in many institutions, La Trobe has developed a transition and academic outreach program, Succeed at La Trobe, to support retention, academic preparation and sense of belonging, using an appreciative advising theoretical framework. Although similar programs exist at other universities, these initiatives are often dissociated from day-to-day academic activities and curricula, outsourced to third parties, or focused on specific subjects. Succeed at La Trobe, however, takes an integrated, partnership-based approach, and in 2017 adopted two models of practice which are contrasted here. The established model, of partnerships with individual discipline academics, successfully improved retention rates and student outcomes, with student weighted average marks increased by 3.8 points. In a fully engaged partnership model with first-year Health Science staff and other student-focused areas of the university, a whole-of-student-experience approach was possible, including a more holistic approach to the identification and contact of at-risk students. Deeper engagement and integration with academic business resulted in several benefits, including an increase in contacted students’ weighted average marks of 8.5 points. This paper outlines the collaborative approach taken to develop the intervention and the resulting benefits and implications for practitioners that may apply to other institutions.
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White, John Wesley. "Sociolinguistic Challenges to Minority Collegiate Success: Entering the Discourse Community of the College." Journal of College Student Retention: Research, Theory & Practice 6, no. 4 (February 2005): 369–93. http://dx.doi.org/10.2190/8ay3-498g-hrn5-nhdj.
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A significant body of research has examined the reasons behind high minority collegiate attrition. All of this work has contributed to our understanding of the unique challenges minority and first generation college students face in the difficult transition to the often new culture that is the college experience. One area that has gone virtually ignored in the literature, however, is the relationship of language, discourse, and literacy to collegiate success. Because the university comprises its own “discourse community”—with its own “ways with words”—those wishing to help minority students in their transition to college should not ignore students' levels of academic literacy. Rather, differences in language use contribute to many students' feelings of alienation from the academic and social culture of the academy. Fortunately, results from this study support the thesis that students lacking academic literacy may be able to learn it—and have a better chance at academic success—through the efforts of college-preparatory programs, college-level student academic services programs, pre-collegiate “bridge” programs, and college mentoring programs.
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Ablard, Karen E. "Parents' Conceptions of Academic Success: Internal and External Standards." Journal of Secondary Gifted Education 8, no. 2 (December 1996): 57–64. http://dx.doi.org/10.1177/1932202x9600800202.
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The ways in which parents get involved and advocate for their children's education rely upon parents' conceptions of academic success. Mothers (n = 547) and fathers (n = 547) of sixth-grade, academically talented students (62% males) completed a questionnaire assessing parents' definitions of academic success. Definitions were classified as Internal (i.e., emphasized behaviors relative to the student, had individual importance, or were self-satisfying), External (i.e., emphasized behaviors recognized as eminent by others or superior to peers), Both, or Neither. Conceptions were related to parents' education level, gender, and ethnic group. Parents likely to emphasize internal standards were those without a doctorate or medical degree, mothers, and White parents, which suggests that these groups are supportive of programs catering to individual needs and abilities. Fathers were more likely than mothers to measure academic success by external standards including high grades, college acceptance, and employment in a good career, which suggests that they support programs fostering the attainment of eminent achievements and may exert more pressure on their children.
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Dincer, Serkan, and Ahmet Doganay. "The Impact of Pedagogical Agent on Learners’ Motivation and Academic Success." Practice and Theory in Systems of Education 10, no. 4 (December 1, 2015): 329–48. http://dx.doi.org/10.1515/ptse-2015-0032.
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AbstractPedagogical agent is generally described as educational programs that guide, motivate learners while encouraging them during learning by providing feedback. The tasks (informative, guiding, or friend, etc.) and types (human-like, cartoon character, audio, text, etc.) of these modules can be classified based on various variables. Although computer-assisted instruction software is commonly used as a teaching material, research on modules integrated on such programs is scarce. Studies in the field have revealed that such computer-assisted instruction programs increase motivation of learners. In order to keep motivation levels high, these programs need to be adopted depending on the individual needs. Therefore, it can be beneficial to integrate software designed that can be personalized. In this respect, the present study was conducted with secondary school students to identify the impact of pedagogical agent on learners’ academic success and motivation. For the purpose of the study, four groups were formed. The first group received education via fixed pedagogical agent, the second group had the option to choose among several pedagogical agents, the third group received the education without pedagogical agent and finally the last group received the same education through traditional (non-computer) way. This four-week program was introduced to students via MS Excel program and the data was gathered as pre- and post-test method. The findings have revealed that interfaces impacted motivation and accordingly academic success in a positive way. As a result of the study, it is suggested that learners should be provided programs that can be personalized depending on learners’ needs and preferences.
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Bruce, Scott L., Elizabeth Crawford, Gary B. Wilkerson, David Rausch, R. Barry Dale, and Martina Harris. "Prediction Modeling for Academic Success in Professional Master's Athletic Training Programs." Athletic Training Education Journal 11, no. 4 (October 1, 2016): 194–207. http://dx.doi.org/10.4085/1104194.
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Context: A common goal of professional education programs is to recruit the students best suited for the professional career. Selection of students can be a difficult process, especially if the number of qualified candidates exceeds the number of available positions. The ability to predict academic success in any profession has been a challenging proposition. No studies to date have examined admission predictors of professional master's athletic training programs (PMATP). Objective: The purpose of this study was to identify program applicant characteristics that are most likely to predict academic success within a PMATP. Design: Cohort-based. Setting: University professional PMATP. Patients or Other Participants: A cohort of 119 students who attended a PMATP for at least 1 year. Intervention(s): Common application data from subjects' applications to the university and the PMATP were gathered and used to create the prediction models. Main Outcome Measure(s): Sensitivity, specificity, odds ratio, and relative frequency of success were used to determine the strongest set of predictors. Results: Multiple logistic regression analyses yielded a 3-factor model for prediction of success in the PMATP (undergraduate grade point average ≥ 3.18; Graduate Record Examination quantitative [percentile rank] ≥ 141.5 [≥12]; taking calculus as an undergraduate). A student with ≥2 predictors had an odds ratio of 17.94 and a relative frequency of success of 2.13 for being successful in the PMATP. This model correctly predicted 90.5% of PMATP success. Conclusions: It is possible to predict academic success in a PMATP based on common application data.
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Stinson, Jeffrey L., and Dennis R. Howard. "Athletic Success and Private Giving to Athletic and Academic Programs at NCAA Institutions." Journal of Sport Management 21, no. 2 (April 2007): 235–64. http://dx.doi.org/10.1123/jsm.21.2.235.
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As both academic and athletic programs have become increasingly reliant on private support, the relationship between academic and athletic fund-raising has drawn increased research attention. The current study seeks to clarify the disparate findings of previous research by using the Voluntary Support of Education database of private support to colleges and universities to examine giving by alumni and nonalumni to academic and athletic programs at institutions participating in NCAA Division I-A football. Linear mixed-model analyses revealed the moderating role of academic reputation on institutional giving. Total giving to schools with the strongest academic reputations was less susceptible to the changing fortunes of athletic teams than total giving to institutions not included in the top tier of academically ranked schools. Although the top-ranked schools appeared immune to the influence of athletic performance, analysis of allocation patterns indicated that an increasing percentage of total dollars donated was directed to athletic programs at all levels of schools.
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Hamilton, Michelle, Karen Meaney, and Melissa Martinez. "See, Reflect, and Act: Using Equity Audits to Enhance Student Success." Kinesiology Review 9, no. 4 (November 1, 2020): 324–30. http://dx.doi.org/10.1123/kr.2020-0033.
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Promoting the success of all students is one of four institutional goals at Texas State University. Retention and graduation rates provide information regarding the academic progress and success of specific student cohorts. To gain a deeper insight into student success within the undergraduate kinesiology/exercise and sports science program at Texas State University, an equity audit was conducted during the fall 2019 academic semester. An equity audit provides a lens to critically examine institutional data to identify inequities in academic programs and student achievement based on specific variables, such as gender, age, race, and socioeconomic status. This article provides a model for conducting an equity audit in kinesiology/exercise and sports science programs, reports the findings, and highlights strategic actions implemented to combat inequities in student success.
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Simmons, Stephanie W. "Predictors of Academic Success for Underrepresented Minorities in Physician Assistant Programs." Journal of Physician Assistant Education 14, no. 2 (2003): 110–13. http://dx.doi.org/10.1097/01367895-200314020-00010.
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Guerrero-Higueras, Ángel Manuel, Camino Fernández Llamas, Lidia Sánchez González, Alexis Gutierrez Fernández, Gonzalo Esteban Costales, and Miguel Ángel Conde González. "Academic Success Assessment through Version Control Systems." Applied Sciences 10, no. 4 (February 21, 2020): 1492. http://dx.doi.org/10.3390/app10041492.
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Version control systems’ usage is a highly demanded skill in information and communication technology professionals. Thus, their usage should be encouraged by educational institutions. This work demonstrates that it is possible to assess if a student can pass a computer science-related subject by monitoring its interaction with a version control system. This paper proposes a methodology that compares the performance of several machine learning models so as to select the appropriate predicting model for the assessment of the students’ achievements. To fit predicting models, three subjects of the Degree in Computer Science at the University of León are considered to obtain the dataset: computer organization, computer programming, and operating systems extension. The common aspect of these subjects is their assignments, which are based on developing one or several programs with programming languages such as C or Java. To monitor the practical assignments and individual performance, a Git repository is employed allowing students to store source code, documentation, and supporting control versions. According to the presented experience, there is a huge correlation between the level of interaction for each student and the achieved grades.
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Bailey, Deryl F., and Mary E. Bradbury-Bailey. "Empowered Youth Programs: Partnerships for Enhancing Postsecondary Outcomes of African American Adolescents." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400107.
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With the implementation of the No Child Left Behind Act of 2001, the educational community has the opportunity to ensure that underserved populations, such as students of color and poor students, receive the necessary educational support to achieve academic success. Relevant data from the Education Trust (1999, 2003, 2006) suggest a growing achievement gap between the academic performance of students of color and that of their White counterparts. This gap has led many educational communities to implement various strategies to close the achievement gap for these underserved populations. Family involvement has long been heralded as a key component for academic success and has moved to the forefront as educational communities explore ways to involve families in the educational experiences of their children (Gonzalez, 2002; Gonzalez-DeHass, Willems, & Holbein, 2005; Henderson, Mapp, Johnson, & Davies, 2007). This article reviews how academic enrichment programs, as part of the educational community, promote and support parental engagement to encourage academic success for all students.
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Johnson, Carole E., Jeffrey L. Danhauer, Ashley S. Page, Barry A. Freeman, Thomas E. Borton, Bettie C. Borton, and Jerry L. Northern. "AuD-Degree Holders in Tenure-Track Positions: Survey of Program Chairpersons and AuD-Degree Holders." Journal of the American Academy of Audiology 24, no. 05 (May 2013): 425–46. http://dx.doi.org/10.3766/jaaa.24.5.9.
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Background: The doctor of audiology (AuD) degree is now the entry-level degree for the profession of audiology. Typically, AuD programs train professionals for clinical careers, while those offering PhDs educate students for university teaching and research positions. Some in the communication sciences and disorders have predicted that there could be a shortage of PhDs in academic institutions over the next decade as senior faculty members with PhDs retire, AuD programs expand, and likely fewer students complete PhD degrees or elect to pursue careers in academia. If a PhD shortage becomes a reality, then one solution might be to include AuDs as candidates for vacant academic tenure-track positions. Purpose: To survey AuD-degree holders' (AuDs') and program chairpersons' (chairs') views about AuDs in academic tenure-track positions. Research Design: National Internet survey Data Collection and Analysis: Two questionnaires were designed for this study. One was e-mailed to 1575 “AuDs in general” (randomly sampled from the American Academy of Audiology Membership Directory) and 132 “AuDs in academia.” The other was e-mailed to 64 chairs from programs offering the AuD. The two surveys included similar questions so that comparisons could be made across groups. Potential respondents were e-mailed an informational letter inviting them to participate by completing a survey on SurveyMonkey within a 2 wk period in March and April 2010. This process resulted in three data sets: (1) AuDs in general, (2) AuDs in academia, and (3) program chairs. Results: Return rates were 25, 26, and 45% for the three sampling methods for recruiting AuDs in general, AuDs in academia, and program chairs, respectively. Of the respondents, few AuDs held academic tenure-track positions or had achieved rank and tenure success in them. Those AuDs in academia usually had to meet the same or similarly rigorous criteria (with heavier emphasis on teaching than on research) for advancement as did PhD faculty. Overall, AuDs tended to believe that AuDs could be appointed to and succeed at tenure-track positions; chairs reported that such appointments were not permitted in most programs, did not personally believe that AuDs should hold these positions, and felt that AuDs would have more difficulty than PhDs in achieving success in them. Obstacles to AuDs' success in tenure-track positions reported by all three groups included lack of research skills and mentors, biases from faculty within and outside of audiology departments, and poorer pay than could be earned in the private sector. Conclusions: Considerable variability existed in the types of and titles for faculty positions held by AuDs in academia. Few AuDs were employed in tenure-track positions. Contrary to many of the chairs' responses, most AuDs felt they would be successful in such positions. Many of the AuDs suggested that universities with AuD programs should add more research and mentorship opportunities and tenure tracks for clinicians. Most respondents believed there is a need for both AuDs and PhDs in academic programs. These findings should be of interest to AuDs, chairs, and other stakeholders in academia, and the survey responses identified some areas warranting future investigation.
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Davis, Erin, Richard Braha, Shannon McAlorum, and Debbie Kelly. "A brief history of pharmacy admissions in North America." Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 152, no. 6 (August 5, 2019): 370–75. http://dx.doi.org/10.1177/1715163519865571.
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The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.
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Becker, Craig, Nelson Cooper, Kemal Atkins, and Susanne Martin. "What Helps Students Thrive? An Investigation of Student Engagement and Performance." Recreational Sports Journal 33, no. 2 (October 2009): 139–49. http://dx.doi.org/10.1123/rsj.33.2.139.
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Graduation rates, academic success, and health status are top priorities of universities related to student success. Overall it has been found that students academically and socially integrated to the campus are more likely to remain in college and graduate. This article presents a strategy and results of a study that analyzed the overall relationship Student Affairs programs had with student GPA and health status. The goal of this research was to discover what helps students thrive, not just survive at school. To study thriving, the theoretical model of salutogenesis was adapted to investigate factors related to student success as measured through academic performance and health status. Using electronically collected data from a sample of 691 students, the results of relationships between student engagement in Student Affairs programs, student academic performance, and health status have been reported. Emphasis areas for student affairs programs are suggested.
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Frăsineanu, Ecaterina Sarah, and Vali Ilie. "How teachers contribute to student success in completing study programs." Educatia 21, no. 21 (December 14, 2021): 86–96. http://dx.doi.org/10.24193/ed21.2021.21.09.
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The present study analyzes the contribution that teachers, as important pedagogical factors, have in achieving success in the academic learning of students. With age, there comes a greater autonomy of the educated, and during the university studies, a maximum of the students’ level of acquisitions is reached. Even if the most important factors in attending and completing studies are internal, and success is a relative, difficult situation to quantify, it is necessary to analyze it objectively, identifying the students' perceptions of the external support from the teachers. From an applicative point of view, our contribution consisted in verifying the extent to which the communication and didactic evaluation components are valued, by organizing focus groups, by applying appreciation scales to a sample of students preparing to become teachers, at the University of Craiova. The subjects responded to the request to perform reflective-appreciative exercises on themselves and on the activity of their teachers in the academic year 2020-2021. They indicated the degree of satisfaction they attribute to the way they were helped in: conducting didactic communication, experiencing the feeling of belonging to the university environment, applying a correct evaluation, heading towards academic success. The ways in which teachers contribute to the success of their students have proven their usefulness and can be transformed into directions of action. Teachers make it easier for young people or adults in the university environment to make the most of their potential, both through quality teaching and through encouraging evaluation.
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Halali, Ahlam Ali Salim, Lilliati Ismail, Arshad Abd Samad, Abu Bakar Razali, and Nooreen Noordin. "Understanding EFL International Students’ Academic Listening Strategies: A Literature Review." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 152–72. http://dx.doi.org/10.26803/ijlter.21.11.9.
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Academic listening and interaction in international educational settings are essential for academic success. International students’ language proficiency and prior practice in their home countries either facilitate or impede their academic success. Thus, internationalization has become a desirable trend among learners to further their studies in overseas institutions where English is the medium of instruction. Overseas education allows international students to gain new knowledge and improve their academic skills in various academic fields. However, a lack of English communicative competence and comprehension impedes learners’ academic and communicative success. As a result, international students look for strategies to help them overcome their academic comprehension challenges. This paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. Thus, this paper reviews related literature on academic listening strategies through the traditional literature review process. Therefore, this paper explores and better explains EFL international students’ academic listening challenges and strategies to motivate stakeholders to support international students in furthering their studies overseas. The discussion of findings reveals that international students face challenges with understanding others in academic discourse. These challenges are due to their lack of prior English listening practice in their home countries. Thus, international students rely on strategies to overcome communication challenges and improve academic listening comprehension skills (i.e., memory, cognitive, and social strategies). The findings should encourage administrators of international institutions, researchers, and other stakeholders to revamp pre-sessional English language programs and conduct more research on international students’ language learning experiences to help them succeed in their overseas study programs.
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Setiawati, Farida Agus. "Aptitude Test's Predictive Ability for Academic Success in Psychology Student." Psychological Research and Intervention 3, no. 1 (September 30, 2020): 1–12. http://dx.doi.org/10.21831/pri.v3i1.34731.
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The developments that occur in psychological measurement have an effect on the development of the quality of the tests used. Differential Aptitude Test (DAT) is a form of psychological test used to measure a person's talent. Measurement of aspects of talent needs to be proven on the success of post-aptitude test studies. Therefore, this study aims to examine: (1) the predictive validity of differential aptitude tests in predicting study success in psychology study programs, and (2) which subtests are influential in predicting the success of studies in psychology study programs. Data collection was carried out using test techniques and documentation techniques. The research subjects were 62 students majoring in psychology at Yogyakarta State University in the academic year 2016/2017. The data obtained were then analyzed using multiple linear regression analysis techniques, where the subtest scores on the DAT were treated as predictors and the Grade Point Average scores were treated as the dependent variable. Based on the results of the analysis, it can be concluded that: (1) the DAT test can predict the success of the study in the psychology study program; and (2) the subtest in DAT that has the most influence in predicting the success of the study in the psychology study program is the verbal subtest and the numerical subtest
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Dauer, Renee Allen, and Beverly Absher. "The Influence of Student Support Programs upon the Academic Success of Nontraditional Students." International Journal of Education 7, no. 4 (December 24, 2015): 97. http://dx.doi.org/10.5296/ije.v7i4.7733.
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<p>The profile of the typical college student attending a 4-year institution is changing. Trends<br />indicate that while the population of traditional students, aged 18-22, remains flat or is<br />declining, the population of nontraditional students, aged 24 and older, is increasing. As a<br />result, nontraditional students have become the new traditional student population. Despite<br />this shift in student demographics, many colleges and universities have been slow to respond<br />to the changing needs of their student populations. Consequently, nontraditional students are<br />forced to navigate an academic environment that is ill equipped to provide the unique support<br />they need to achieve academic success. Previous studies have primarily focused on the<br />academic success of nontraditional students in relation to student attrition and retention. The<br />purpose of this study was to determine if there was a significant relationship between the<br />academic success of nontraditional students and the use of student support programs. Data<br />from the 2011 National Survey of Engagement were used for the study. Results from this<br />study indicate that there is a direct correlation between the use of student support programs<br />and the academic success of nontraditional students; however, the relationship is weak. In<br />addition, age and gender were found to influence some of the relationships between academic<br />success and the use of student support programs. In contrast, race or ethnicity was not shown<br />to influence the relationships between the variables of interest. Findings may help leaders in<br />higher education to make more informed and strategic decisions regarding student support<br />programs and resource allocation.</p>
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Wyrzykowski, Amy D., E. Han, B. J. Pettitt, T. M. Styblo, and G. S. Rozycki. "A Profile of Female Academic Surgeons: Training, Credentials, and Academic Success." American Surgeon 72, no. 12 (December 2006): 1153–59. http://dx.doi.org/10.1177/000313480607201201.
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The objective of this study was to determine the profile (credentials, training, and type of practice) of female academic general surgeons and factors that influenced their career choice. A survey was sent to female academic surgeons identified through general surgery residency programs and American medical schools. The women had to be Board eligible/certified by the American Board of Surgery or equivalent Board and have an academic appointment in a Department of Surgery. Data were analyzed using the SPSS program. Two hundred seventy women (age range, 32–70 years) completed the survey (98.9% response rate). Fellowships were completed by 82.3 per cent (223/270), most commonly in surgical critical care. There were 134 (50.2%, 134/367) who had two or more Board certificates, most frequently (46%, 61/134) in surgical critical care. Full-time academic appointments were held by 86.7 per cent of women, most as assistant professors, clinical track; only 12.4 per cent were tenured professors. The majority of women described their practice as “general surgery” or “general surgery with emphasis on breast.” The most frequent administrative title was “Director.” Only three women stated that they were “chair” of the department. The top reason for choosing surgery was “gut feeling,” whereas “intellectual challenge” was the reason they pursued academic surgery. When asked “Would you do it again?”, 77 per cent responded in the affirmative. We conclude that female academic surgeons are well trained, with slightly more than half having two or more Board certificates; that most female academic surgeons are clinically active assistant or associate professors whose practice is “general surgery,” often with an emphasis on breast disease; that true leadership positions remain elusive for women in academic general surgery; and that 77 per cent would choose the same career again.
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Giano, Zachary, Brooke McQuerrey Tuttle, Michael J. Merten, Kami L. Gallus, Ronald B. Cox, and Karina M. Shreffler. "Parental Documentation Status and Educational Aspirations Among Latino Adolescents: Mediating Effects of School Connectedness and Parental Attitudes Towards Education." Hispanic Journal of Behavioral Sciences 40, no. 3 (April 26, 2018): 279–93. http://dx.doi.org/10.1177/0739986318770377.
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Research suggests that Latino adolescents face challenges with respect to their perceptions of success in academia while falling behind in school competencies. This study examines pathways between parent characteristics, adolescent perceptions of parental academic importance, school connectedness, and academic aspirations/expectations for Latinos using a structural equation model. The entire population of seventh grade students was surveyed in the Oklahoma City Public School District ( N = 1,832). The final model included Latino students ( N = 661). Results found that 51.1% of all Latino adolescents identified as having an undocumented parent(s). Findings indicate that parental documentation was significantly associated with academic aspirations/expectations beyond being Latino. Parental documentation poses limitations on parents’ ability to become actively involved in their adolescents’ academics. Findings suggest efforts to increase academic aspirations/expectations should come from adolescent experiences (i.e., school connectedness) as citizenship issues are difficult to mitigate. Results should be used as support for such programs in targeting at-risk Latinos.
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Mundschau, M. "Initiating New Academic Programs in Materials Science." MRS Bulletin 17, no. 9 (September 1992): 39–41. http://dx.doi.org/10.1557/s088376940004207x.
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Materials science has come of age. The need now exists to establish programs in education and research in materials science at colleges and universities throughout the world. It is not realistic to expect that every university will receive funds to found entirely new programs. However, the infrastructure for materials science already exists at most universities that have offered traditional studies in the natural sciences. It is the purpose of this article to provide ideas and suggestions for initiating new academic programs in materials science by using existing resources. The major prerequisite for success is a faculty and staff who are willing and able to adapt to a rapidly advancing scientific environment and who have the individual initiative to seize and profit from the many new opportunities in materials science. This article reports an experiment in progress at Bowling Green State University, Ohio which uses the strengths of the Departments of Biology, Chemistry, Geology, Physics and Technology to develop a new program in materials science. I hope it will serve as a model for other universities.
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Casebolt, Kevin, Li-Ming Chiang, Bridget Melton, and Jared Russell. "College/University Instructional Physical Activity Programs and Academic Success in Higher Education." International Journal of Kinesiology in Higher Education 1, no. 3 (July 3, 2017): 100–106. http://dx.doi.org/10.1080/24711616.2017.1328196.
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Broussard, Lisa, and Debra White-Jefferson. "Use of Academic Coaches to Promote Student Success in Online Nursing Programs." Teaching and Learning in Nursing 13, no. 4 (October 2018): 223–25. http://dx.doi.org/10.1016/j.teln.2018.05.007.
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Pattillo, Gary. "Fast Facts." College & Research Libraries News 78, no. 8 (September 7, 2017): 472. http://dx.doi.org/10.5860/crln.78.8.472.
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A project of ACRL confirms multiple ways that academic libraries are contributing to student learning and success: students benefit from library instruction in their initial coursework, library use increases student success, collaborative academic programs and services involving the library enhance student learning, information literacy instruction strengthens general education outcomes, and library research consultations boost student learning.
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Kraysman, N. V. "TRAINING ENGINEERING UNIVERSITY STUDENTS FOR PARTICIPATION IN ACADEMIC MOBILITY PROGRAM." Vestnik Orenburgskogo gosudarstvennogo universiteta 236 (2022): 113–19. http://dx.doi.org/10.25198/1814-6457-236-113.
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The relevance of the paper is due to the importance of students’ academic mobility as an efficient tool in human capital accumulation, and ensuring the future competitiveness of specialists in the international labor market. The purpose of this paper is to identify the importance of students’ academic mobility, its main criteria, as well as to show the implementation of programs for preparing students for academic mobility at KNRTU. The paper demonstrates the programs for preparing students for academic mobility Psychology of Professional Success and Academic Mobility Training for Studying in French Universities. Every year since 2014, KNTRU has implemented the Preparation for Academic Mobility to French Universities program. The program was created in order to prepare students for academic mobility, acquaint them with training in French universities, i.e. improve and deepen their knowledge of the French language and acquaint them with the French system of higher education. Also, to prepare students for academic mobility, the Psychology of Professional Success program was implemented. This program was successfully completed by 39 KNITU students. The goal of the program Psychology of Professional Success is professional and psychological training of students, increasing the level and readiness for academic mobility, for effective professional activity, forming a general idea of the psychology of human behaviour in various life situations, the development of professional orientation and personality psychology. The result of these programs is that thanks to the new knowledge and skills gained, KNRTU students will be more successful and competitive in their professional activities both at the Russian and world levels.
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Albring, Susan M., and Randal J. Elder. "Research Initiatives in Accounting Education: Managing Academic Programs." Issues in Accounting Education 35, no. 4 (July 7, 2020): 61–74. http://dx.doi.org/10.2308/issues-2020-020.
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ABSTRACT This essay discusses select aspects of managing an academic program including quality and quantity of students and student recruitment, curricular development, measuring program quality and department performance, funding, and accreditation that affect the quality of accounting education. We include a broad overview of how the topics are interrelated and discuss observable output measures of program quality including CPA exam and other standardized test results, student placement, and longer-term measures of career success. We discuss select research to identify current knowledge and research related to managing an academic program. We also suggest unanswered research questions related to managing an academic program to encourage future research in this area. Many of these research questions are particularly important as accounting appears to be entering a period of declining enrollment and resources.
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Smith, Ellen M. T. "Junior baccalaureate nursing students: Factors that predict success." Journal of Nursing Education and Practice 10, no. 12 (August 18, 2020): 1. http://dx.doi.org/10.5430/jnep.v10n12p1.
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Baccalaureate nursing education strives toward comprehensive preparation of diverse nursing students to meet current healthcare workforce demands. Identification of factors that predict academic success is imperative to meet this goal. The purpose of this study was to discover whether specific academic and noncognitive variables predicted baccalaureate nursing students’ academic success, as defined by junior-year grade point average (GPA) and persistence in nursing education. This post-facto correlational study was conducted over two semesters. Junior year nursing students (N = 150) answered the Short Grit Survey and the Noncognitive Questionnaire, and their academic records were examined for previous college grades (GPAs) and SAT scores. Demographic groups were compared using t-tests, and the data were regressed on junior-year student GPAs and persistence in the major to determine predictors of success. Several significant differences between the participant group responses were noted. Only early-college GPAs predicted junior-year success. SAT scores, grit and noncognitive factors, as well as demographic variables, did not predict academic success. These results inform baccalaureate education programs about priorities for admitting and advising students, and support the use of early-college GPAs to predict the academic success of junior-year baccalaureate nursing students.
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Willison, J. "Vision & Choice: ethical characteristics of academic development programs." Journal of University Teaching and Learning Practice 4, no. 2 (April 1, 2007): 14–30. http://dx.doi.org/10.53761/1.4.2.3.
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The perceived importance and the prevalence of academic development programs worldwide mean that it is critical that characteristics essential for the success of such programs be identified and incorporated. This article recognises the manifold perspectives on identifying such characteristics, but argues that if it is desirable that an academic development program has ethical outcomes, then an ethical perspective is an appropriate starting point. From the basis of ethical principles, two vital characteristics of academic development programs are identified - vision and choice. In this paper, contemporary conceptualisations of academic development programs are considered first, then characteristics consistent with ethical principles are identified and amplified. The paper concludes with a description of an existing graduate certificate in higher education, and its graduates' outcomes as an example.
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Gonzalez Quiroz, Alicia, and Nora R. Garza. "Focus on Student Success: Components for Effective Summer Bridge Programs." Journal of Hispanic Higher Education 17, no. 2 (January 23, 2018): 101–11. http://dx.doi.org/10.1177/1538192717753988.
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Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for this work is based on 4 years of data at Laredo Community College, a 2-year public Hispanic Serving Community College along the Texas (United States)–México border.
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Gaston-Gayles, Joy L. "Advising Student Athletes: An Examination of Academic Support Programs with High Graduation Rates." NACADA Journal 23, no. 1-2 (March 1, 2003): 50–57. http://dx.doi.org/10.12930/0271-9517-23.1-2.50.
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Seven directors of academic support services for student athletes with relatively high graduation rates were interviewed about the elements of their programs that contribute to student athlete success. Data on current graduation rates among six Division I-A conferences and the results from interviews with directors are presented. Implications for administrators of academic support programs and advisors of student athletes are discussed.
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C. FARRO, ROSEMARIE, CANDIDA S. PUNLA, and LARIZ E. SALDAÑA. "Grit and Resiliency Basis for Crafting Intervention Program towards Academic Success." International Multidisciplinary Research Journal 4, no. 3 (September 6, 2022): 60–69. http://dx.doi.org/10.54476/ioer-imrj/53403.
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Education is one of the investments among the students to achieve success in life, thus, to achieve it, such learners must accept the responsibility and strive harder. The study explored the profile of the 234 first-year Bataan Peninsula State University-Dinalupihan Campus students in Academic Year 2021-2022, level of grit and resiliency, the difference in grit and resiliency according to the profile of the respondents, and the influence of grit and resiliency on academic as basis for an intervention program towards academic success. This study used a sequential-explanatory design, where the quantitative results were collected from a survey questionnaire and qualitative results composed of open-ended questions to further explain the findings. Frequency count, percentage, arithmetic mean, independent t-test, One-Way Analysis of Variance (One-Way ANOVA), Multiple Linear Regression, and MAXQDA were used as statistical treatment. Findings revealed that most of the respondents are female from Bachelor of Elementary Education with below Php5,000 socioeconomic status, somewhat gritty, and academically resilient. To be gritty and resilient, respondents tend to be hardworking, goal-oriented, optimistic, plan ahead, persistent, and self-motivated. Furthermore, there is a significant difference among the programs in terms of negative affect and emotional response under resiliency, and grit and resiliency are significant predictors of academic success. These findings were used to design an intervention program towards academic success among first-year students. Keywords: Grit, Performance, Programs, Resilience
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Bagde, Surendrakumar, Dennis Epple, and Lowell Taylor. "Does Affirmative Action Work? Caste, Gender, College Quality, and Academic Success in India." American Economic Review 106, no. 6 (June 1, 2016): 1495–521. http://dx.doi.org/10.1257/aer.20140783.
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Public policy in modern India features affirmative action programs intended to reduce inequality that stems from a centuries-old caste structure and history of disparate treatment by gender. We study the effects of one such affirmative action program: an admissions policy that fixes percentage quotas, common across more than 200 engineering colleges, for disadvantaged castes and for women. We show that the program increases college attendance of targeted students, particularly at relatively higher-quality institutions. An important concern is that affirmative action might harm intended beneficiaries by placing them in academic programs for which they are ill-prepared. We find no evidence of such adverse impacts. (JEL O15, O17, I23, I28, J15, J16, Z13)
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Kaur Mehar Singh, Manjet. "Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University." Journal of International Students 9, no. 4 (November 15, 2019): 972–92. http://dx.doi.org/10.32674/jis.v9i3.934.
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Focusing on the perspective of lecturers, this qualitative research investigated the academic reading and writing challenges faced by international English-as-a-foreign-language master’s students at a Malaysian university. Data was collected through semi-structured, in-depth, one-on-one interviews with 16 lecturers who taught international students from various graduate programs. The findings from the lecturers’ perspectives indicate that the students faced acute challenges in their academic reading and writing practices such as adhering to academic writing conventions and interpreting text in an English language instructional setting. This study suggests policies and programs to overcome the challenges of the international EFL students’ academic writing and reading practices to ensure their academic success in as they learn in graduate programs.
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Arendachuk, Irina Vasilevna. "Academic and professional students motivation changes in the course of their university programs." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 60–72. http://dx.doi.org/10.51314/2073-2635-2016-4-60-72.
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The paper presents the results of an empirical study, which revealed dynamic changes in the structure of academic and professional motivation of students with varying levels of academic success in the course of their undergraduate programs. The study established that these changes are manifested in intrinsic motives associated with self-actualization growing stronger from the first to the third year of university studies, and that in the fourth year of university studies students' motivational emphasis shifts from academic activities to future professional activities. The study demonstrated that the fundamental framework of students' learning and professional motivation, regardless of their level of academic success, is comprised of a person's socio-psychological attitudes. One applied aspect of this study is that its results can be implemented in the educational process in higher education, as well as in providing psychological counseling to students in their personal and professional development.
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Ali, Rafaquat, Rabia Bahoo, and Bushra Shoukat. "Gendered Personality Traits, Academic Programs and Academic Performance of Pakistani University Students: An Evidence From Pakistan." Review of Economics and Development Studies 7, no. 3 (September 30, 2021): 433–51. http://dx.doi.org/10.47067/reads.v7i3.399.
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The academic performance reflects students’ success or failure to achieve learning objectives and goals in their academic endeavours. Previous studies have highlighted the major influence of students’ gender, personalities, and academic programs on their academic performance. Different cultures, social settings, and educational systems promote different perceptions of gender roles that can produce different preferences of subjects and personality traits. Hence, the study aimed to assess the direct and total effects of Pakistani university students’ gender, personality traits, and subject choices or academic programs on their academic performance. The Structure Equation Modeling approach was applied in two stages to find out the impacts of gender, personality traits, and academic programs on students’ academic performance. The results showed that the gender variable is related to students’ personality traits and the academic program. Although, gender did not have a direct impact on students’ grades, but its total effect through personality traits and the academic program was significant. The personality traits were not found to have a direct or total significant effect on students’ academic performance. The academic performances of students of some academic programs were higher as compared to students of other academic programs. The stereotype gendered personality traits and subject choices were present in students. The students’ perceptions of stereotype gender roles, consequent personality traits, and subject choices should be intervened to improve the academic performance of both genders.
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El-Banna, Majeda M., Linda A. Briggs, Mayri Sagady Leslie, Erin K. Athey, Arlene Pericak, Nancy L. Falk, and Jessica Greene. "Does Prior RN Clinical Experience Predict Academic Success in Graduate Nurse Practitioner Programs?" Journal of Nursing Education 54, no. 5 (May 1, 2015): 276–80. http://dx.doi.org/10.3928/01484834-20150417-05.
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DeCuir-Gunby, Jessica T., Jocelyn DeVance Taliaferro, and Derek Greenfield. "Educators’ Perspectives on Culturally Relevant Programs for Academic Success: The American Excellence Association." Education and Urban Society 42, no. 2 (October 28, 2009): 182–204. http://dx.doi.org/10.1177/0013124509349874.
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Kamphorst, Jan C., W. H. Adriaan Hofman, Ellen P. W. A. Jansen, and Cees Terlouw. "Explaining Academic Success in Engineering Degree Programs: Do Female and Male Students Differ?" Journal of Engineering Education 104, no. 2 (April 2015): 189–211. http://dx.doi.org/10.1002/jee.20071.
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Lampert, Cory, and Jason Vaughan. "Success Factors and Strategic Planning: Rebuilding an Academic Library Digitization Program." Information Technology and Libraries 28, no. 3 (September 1, 2009): 116. http://dx.doi.org/10.6017/ital.v28i3.3220.
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This paper discusses a dual approach of case study and research survey to investigate the complex factors in sustaining academic library digitization programs. The case study involves the background of the University of Nevada, Las Vegas (UNLV) Libraries’ digitization program and elaborates on the authors’ efforts to gain staff support for this program. A related survey was administered to all Association of Research Libraries (ARL) members, seeking to collect baseline data on their digital collections, understand their respective administrative frameworks, and to gather feedback on both negative obstacles and positive inputs affecting their success. Results from the survey, combined with the authors’ local experience, point to several potential success factors including staff skill sets, funding, and strategic planning.