Relevant bibliographies by topics / Potential tertiary students

Academic literature on the topic 'Potential tertiary students'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Potential tertiary students"

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Carpenter, Riley, and Tracy Kraus. "Potential determinants of students’ academic success in private tertiary education in South Africa." Business and Management Review 11, no. 02 (December 15, 2020): 69–78. http://dx.doi.org/10.24052/bmr/v11nu02/art-09.

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Racial transformation is essential for the South African accounting profession. Consequently, adequate support is required for students pursuing the chartered accountant (CA(SA)) designation. This study examines determinants of success in private tertiary institutions in South Africa. The variables considered are demographic details (age, gender, and race), prior academic performance, prior tertiary institution, previous attempts, time lapses between undergraduate and postgraduate study, class format selection, use of technology and mentorship. While this study reviews prior work on private higher education, it is also innovative as it extends existing research by considering several variables which have not been investigated before in South Africa. The findings highlight the need for further empirical research on the determinants of success in private tertiary education to better support accounting students.
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Joseph, Mathew, and Beatriz Joseph. "Identifying needs of potential students in tertiary education for strategy development." Quality Assurance in Education 6, no. 2 (June 1998): 90–96. http://dx.doi.org/10.1108/09684889810205741.

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Madrid, Daniel. "Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 7, 2021): 193–212. http://dx.doi.org/10.30827/portalin.v0i36.16700.

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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.
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Fitzroy J. Henry, Melissa Nelson, and Lisa Reid. "Tertiary student hunger in Jamaica." World Journal of Advanced Research and Reviews 16, no. 3 (December 30, 2022): 459–66. http://dx.doi.org/10.30574/wjarr.2022.16.3.1360.

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Objective: The full academic potential of tertiary students in Jamaica is diminished by their struggles to secure tuition and non-tuition financial resources. Principal among student needs is the ability to consume regular healthy meals. This study among three tertiary institutions in Jamaica explored the dynamics that affect student food security and how this can harm student success. It also examined how frequently tertiary students worry about feeding themselves and the extent to which they restrict their food intake. Methods: The analysis classified students as having low, moderate and severe hunger. Nine hundred and seventy-nine students completed the surveys through a quantitative method approach to collect data from students in different disciplines. To determine the factors related to hunger several demographic, socio-economic, living conditions and academic-related variables were examined. Results: The study found that most of the students (38.3%) suffered from severe hunger followed by moderate hunger (33%) and the lowest proportion (29.3%) with no/mild hunger. More than 70% of students worried each month about not having enough food while 33% of the students sometimes do not eat for an entire day. Their physical and emotional readiness to study was compromised as 40% said hunger affected their academic work via a variety of reasons such as headaches, poor concentration, and missed classes. Importantly, the low-achieving students experienced the most hunger. Conclusion: With data showing a strong link between food insecurity and student disengagement, the issue of hunger on campus represents a priority. The study concludes that administrators, counselors and the students themselves have critical roles to address hunger if tertiary institutions are to fully meet their educational mandate.
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Aluede, Oyaziwo, Tunde Dayo Oke, and Emily Oluyemisi Adeniji. "Familial Variables Influencing Promiscuity among Female Students in Tertiary Learning Institutions of Abeokuta Metropolis, Nigeria." March to April 2022 3, no. 2 (April 30, 2022): 8–16. http://dx.doi.org/10.46606/eajess2022v03i02.0154.

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Sexual promiscuity is becoming a norm, especially among female students in tertiary learning institutions. The sexual behavior is largely traceable to the families from which students are brought up whether intact, separated, monogamous or polygamous. It is based on this background that this study investigated parental type, family type and age as potentials for promiscuity among female students in tertiary learning institutions in Abeokuta metropolis of Nigeria. The study employed the descriptive survey design. The population of the study was f 1621 final year female students from four tertiary learning institutions in Abeokuta Metropolis. Non-proportional stratified random sampling technique was used to select 100 female students, 25 from each of the four tertiary learning institutions. The instrument used for data collection was a questionnaire which was developed by the researchers. Data was treated through the independent sample t- test and one way analysis of variance techniques. The findings indicate that those students from separated parents had a more potential for promiscuity than those from intact parents. Also, female students from polygamous family exhibited high level of promiscuity than those from monogamous families. It is therefore recommended that pre and post marital counselling be organized for couples to acquaint themselves with necessary adjustment and coping strategies.
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Safina, Guzel Gabdelnurovna. "Pedagogic Potential of Master’s Programme in the Development of Research Competence of Tertiary Students." Interactive science, no. 1 (56) (January 20, 2021): 13–16. http://dx.doi.org/10.21661/r-552847.

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Master’s programme creates potential for solutions to issues of laying the groundwork for self-development of research competence of tertiary students. Master’s programme contributes to stimulation of research and scientific-methodological activities of students as well as individualization of Master’s programmes on the basis of baccalaureate.
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Stachyshyn, Saskia, Ajmol Ali, Carol Wham, Tayla Knightbridge-Eager, and Kay Rutherfurd-Markwick. "Caffeine Consumption Habits of New Zealand Tertiary Students." Nutrients 13, no. 5 (April 28, 2021): 1493. http://dx.doi.org/10.3390/nu13051493.

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Adverse effects associated with excessive caffeine consumption combined with increasing numbers and availability of caffeine-containing products are causes for concern. Tertiary students may be at increased risk of consuming excessive amounts of caffeine due to seeking caffeinated products with well-known wakefulness effects and cognitive benefits. This study explored caffeine consumption habits of New Zealand tertiary students (317; ≥16-years) using a previously validated caffeine consumption habits (CaffCo) questionnaire. Most (99.1%) regularly consumed caffeinated products, especially chocolate, coffee and tea, with coffee, tea and energy drinks contributing most to total caffeine intake. Median estimated caffeine intake was 146.73 mg·day−1, or 2.25 mg·kgbw−1·day−1. Maximum and minimum intakes were 1988.14 mg·day−1 (23.51 mg·kgbw−1·day−1) and 0.07 mg·day−1 (0.02 mg·kgbw−1·day−1), respectively. One-third (34.4%) of caffeine consumers ingested caffeine above the adverse effect level (3 mg·kgbw−1·day−1) and 14.3% above the safe limit (400 mg·day−1). Most caffeine consumers (84.7%), reported experiencing at least one ‘adverse symptom’ post-caffeine consumption, of which 25.7% reported effects leading to distress or negatively impacting their life. Experiencing ‘adverse symptoms’ did not, however, curtail consumption in the majority of symptomatic participants (~77%). Public health initiatives directed at tertiary students may be important to reduce potential caffeine-related harm.
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Ali, Irshad, and Anil K. Narayan. "Self-efficacy and self-regulatory factors as impediments to Pasifika students’ success in accounting education." Pacific Accounting Review 31, no. 3 (August 5, 2019): 394–412. http://dx.doi.org/10.1108/par-06-2018-0040.

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Purpose This paper aims to examine the issues of underrepresentation and barriers that impede Pasifika students’ achievement and success in tertiary accounting education. Design/methodology/approach The participants of the study were the second- and third-year students from the “Pasifika” ethnic community enrolled in undergraduate accounting degree papers. The first stage of data were collected through face-to-face questionnaire survey and quantitatively analysed. Further data were collected through focus group meetings held as “talona” sessions and analysed using descriptive narrative, to capture the lived experience of the students. Findings The findings of the study suggest that low self-efficacy beliefs, low self-regulation and culturally unresponsive pedagogical practices negatively impact on Pasifika student success in accounting education. Better student engagement; use of culturally responsive pedagogy; utilisation of internal assessment tools; and more strategic use of group work could help enhance the retention and success of Pasifika students in accounting programmes. The findings also suggest that the institutional support framework for Pasifika students’ needs to be more responsive to proactively help develop their self-efficacy and self-regulation learning needs. Practical implications This research makes a significant contribution by informing accounting educators, support staff, tertiary institutions and other stakeholders including Pasifika students, of potential challenges faced by Pasifika students in completing a tertiary accounting qualification. The findings have the potential to assist in the design and implementation of actionable strategies to enhance the retention and success rates for students from this group. Originality/value This research complements earlier studies on barriers faced by students from disadvantaged communities in gaining tertiary qualifications and looks specifically at challenges faced by Pasifika students in gaining an accounting qualification.
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Asabere, Nana Yaw, and Eric Amoako. "Improving Career Decision-Making for High School Students Through a Web-Based Expert System." International Journal of ICT Research in Africa and the Middle East 9, no. 1 (January 2020): 1–23. http://dx.doi.org/10.4018/ijictrame.2020010101.

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Globally, the right and appropriate selection of tertiary programmes by potential students in education corroborates every nation's development progress. In order to explore the effect of career counseling and development in high schools in Ghana with a focus on some selected senior high school (SHS) students, this paper utilized a quantitative (questionnaire) research instrument to corroborate the development a web-based expert system for tertiary programme selection. An analytical summary of questionnaire responses received from the selected SHS students showed that due to limited career assessment processes, SHS students in Accra, Ghana arbitrary select tertiary programmes without realizing how such selections can affect their future careers. In terms of user acceptance testing (UAT), 80% of the selected SHS students (100) found our proposed system to be very useful. Such a system will therefore solve and improve career guidance, counselling, and development problems of SHS students in Ghana.
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Pereira, Robert B. "The potential of occupational therapy services for students with disabilities within tertiary education settings." Australian Occupational Therapy Journal 59, no. 5 (September 24, 2012): 393–96. http://dx.doi.org/10.1111/j.1440-1630.2012.01037.x.

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Dissertations / Theses on the topic "Potential tertiary students"

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Wada, Atsushi. "The potential of the Japanese student market for Australia: the overseas travel expectations and preferences of Japanese tertiary students." Thesis, 1992. https://vuir.vu.edu.au/15722/.

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While young females have received considerable attention, relatively little research has examined other groups within the Japanese youth travel market. The young Japanese, like their western counterparts, have a strong desire for leisure activities, in particular, overseas travel. Among them, university and college students have become one of the major forces in the Japanese leisure and travel market. Students are believed to have relatively more spare time and money to realise their desire for overseas travel. However, there is little information available on their travel preferences and behaviour. This study, therefore, aimed to investigate the travel expectations and behaviour of Japanese tertiary students and their potential for Australian tourism.
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(13285526), Sheila Jeffery. "Student enrolment behaviour at a regional university." Thesis, 1997. https://figshare.com/articles/thesis/Student_enrolment_behaviour_at_a_regional_university/20545308.

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The enrolment behaviour of potential tertiary students is of great interest to tertiary institutions in Australia who face competition to fill their quotas in a climate of declining tertiary enrolments. Most of the studies on the enrolment behaviour of school leavers and others have been conducted in the United States where the university/college entrance procedures are quite different in the highly stratified tertiary sector. Little is known of the enrolment behaviour of Year 12 students in Australia particularly with respect to a non - metropolitan university. In this study the enrolment behaviour of local Year 12 students and first year students enrolled in the Faculty of Applied Science at Central Queensland University was investigated using a sample survey. The aim of the study was to determine the importance of various factors to the students in their university and course selection processes. Results indicate that the university is not being used as a "safety net" and that institutional characteristics and "significant others" play an important role in university and course selection processes. These findings have significant implications for recruitment and marketing strategies for non -metropolitan universities.

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Saraiva, José Pedro Cardoso Ferreira dos Santos. "Potential student interest on Income Share Agreements and its role in solving student loan debt in the United States of America." Master's thesis, 2021. http://hdl.handle.net/10400.14/35708.

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This dissertation aims to understand the potential interest of students in adopting Income Share Agreements as a mainstream alternative to the traditional student loans. Considering the situation in the United States of America and the need for a change in the education financing mechanisms (deduced from the excessive cumulative student loan debt and respective default rates), innovative mechanisms are required that connect the students with their education, while not disregarding the existing widening of the inequality gap in education. After a review and analysis of academic papers on income share agreements, an online questionnaire was conducted to study the main variables that impact the perceived interest in the mechanism, from the student perspective. Results show that the conditions of the contract itself are not significant in affecting the student’s interest (except for the term of the contract), while the personal preferences (risk aversion) and income estimation (both short and long-term) are the main drivers of interest. This dissertation also provides valuable insights on the role of Income Share Agreements in solving the student loan debt crisis existent in the United States of America. The mechanism could be a crucial alternative to the traditional financing mechanisms, while improving the quality of education and the engagement of the students with their university.
Esta dissertação visa compreender o potencial interesse dos estudantes em adotar Acordos de Partilha de Rendimentos como alternativa aos tradicionais empréstimos estudantis. Considerando a situação nos Estados Unidos da América e a necessidade de uma mudança nos mecanismos de financiamento da educação (deduzida pela excessiva dívida acumulada de empréstimos estudantis e respetivas taxas de incumprimento), são necessários mecanismos inovadores que liguem os estudantes à sua educação, sem descurar o atual agravamento do fosso de desigualdade na educação. Após a análise de artigos científicos sobre Acordos de Partilha de Rendimentos, foi conduzido um questionário online para estudar as principais variáveis que têm impacto no interesse no mecanismo, do ponto de vista do estudante. Os resultados mostram que as condições do próprio contrato não são significativas para afetar o interesse do estudante (exceto no que diz respeito à duração do contrato), enquanto as preferências pessoais (aversão ao risco) e a estimativa de rendimentos (tanto a curto como a longo prazo) são os principais fatores de interesse. Esta dissertação fornece também valiosos conhecimentos sobre o papel dos Acordos de Partilha de Rendimentos na resolução da crise da dívida dos estudantes existente nos Estados Unidos da América, através da substituição do mecanismo tradicional de financiamento, melhorando a qualidade da educação e o envolvimento dos estudantes com a sua universidade.
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Book chapters on the topic "Potential tertiary students"

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Davidowitz, Bette, and Marissa Rollnick. "Adjustment of Under-Prepared Students to Tertiary Education." In Identifying Potential for Equitable Access to Tertiary Level Science, 89–106. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3224-9_5.

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Beintema, Nienke, John Lynam, and Florence Nakayiwa. "Trends in tertiary agricultural education capacity in Africa." In Transforming tertiary agricultural education in Africa, 85–105. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0005.

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Abstract This chapter provides an assessment of trends in institutional and human-resource capacity in Africa's tertiary education sector and, specifically, in its tertiary agricultural education (TAE) sector. Sections 5.2 and 5.3 focus on the changing institutional landscape since the 1970s, including an analysis of whether more recent TAE expansion mirrors overall growth in the tertiary education sector. Sections 5.4 and 5.5 present an overview of growth in enrolments within Africa's tertiary education sector, along with information on student populations for sample countries and institutions for which TAE data are available. Section 5.6 provides an overview of developments in TAE teaching capacity across these sample countries, both over time and by various demographic indicators. The chapter concludes with an analysis of estimated future demand for PhD graduates in TAE compared with the potential supply, followed by a discussion of implications and recommendations.
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Lajbcyier, Paul, and Christine Spratt. "Using "Blended Learning" to Develop Tertiary Students' Skills of Critique." In Information Communication Technologies, 1202–15. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch082.

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Devising pedagogical strategies that will engage students in ways which will assure the development of their skills of critique and analysis presents a challenge to tertiary teachers. This chapter draws on data from a recent case-based evaluation study to argue that innovative assessment and the development of social presence in online learning environments can contribute to developing skills of critique and analysis in tertiary students. The paper is underpinned by the belief that creative thinking about curriculum issues must continue to lead debates about tertiary pedagogy, the use of educational technologies and online learning. It concludes by posing implications for further research in pedagogical practices in tertiary settings, in particular it presents a discussion of the potential of ‘blended learning’ and ‘variation theory’ for leading such research.
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Simpson, Ann M. "Social Media in Tertiary Education." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, 1803–15. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7123-4.ch097.

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Social media use is prevalent throughout the world and is now commonplace in higher education. The devices, support technologies, and social media applications used in higher education are in a constant state of change. Using social media in education creates new and sometimes challenging issues for institutions, instructors, and students. This chapter attempts to address some of the considerations and potential issues that impact our use of social media in the higher education classroom. It examines social media as an educational tool in higher education, possible pedagogies for social media use, potential educational contexts, and privacy concerns raised by social media use in educational environments. This chapter also provides a possible definition for social media and introduces some themes that will be explored in further detail in the following chapters.
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Simpson, Ann M. "Social Media in Tertiary Education." In Global Perspectives on Social Media in Tertiary Learning and Teaching, 1–19. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5826-2.ch001.

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Social media use is prevalent throughout the world and is now commonplace in higher education. The devices, support technologies, and social media applications used in higher education are in a constant state of change. Using social media in education creates new and sometimes challenging issues for institutions, instructors, and students. This chapter attempts to address some of the considerations and potential issues that impact our use of social media in the higher education classroom. It examines social media as an educational tool in higher education, possible pedagogies for social media use, potential educational contexts, and privacy concerns raised by social media use in educational environments. This chapter also provides a possible definition for social media and introduces some themes that will be explored in further detail in the following chapters.
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Korai, Maria, and Salomi Papadima-Sophocleous. "The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context." In Tertiary education language learning: a collection of research, 7–28. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1252.

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The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council of Europe’s (2018) endeavour in updating the CEFR Companion. Despite surfacing just as a language skill in the 2001 CEFR Companion, mediation is now viewed as a central mode of communication in the New CEFR Companion, both in the receptive and productive modes. As they were just introduced in 2018, the CEFR mediation descriptor scales have not yet been sufficiently explored. The main goal of the present research was to fill some of this gap in the literature by investigating the potential of the CEFR for languages descriptors for mediation in an ESP CALL-based CEFR B2 tertiary level context (a 13 week ESP course specifically designed to meet the needs of university Rehabilitation Sciences students.) Data collection tools included students’ self-assessment against can-do descriptors for mediation, observation, student reflections, and focus group interviews. The findings suggest that the implementation of the existing course activities had the potential to promote mediation processes. The significant role of mediation in carrying out the course activities in addition to the CALL component of the ESP course activities highlighted the potential of CALL technologies to trigger, support, and promote mediation processes; this finding stressed the underlying role of the nature and the structure of the ESP course’s CALL-Based activities in supporting mediation processes.
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Asabere, Nana Yaw, and Eric Amoako. "Improving Career Decision-Making for High School Students Through a Web-Based Expert System." In Research Anthology on Navigating School Counseling in the 21st Century, 291–315. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch016.

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Globally, the right and appropriate selection of tertiary programmes by potential students in education corroborates every nation's development progress. In order to explore the effect of career counseling and development in high schools in Ghana with a focus on some selected senior high school (SHS) students, this paper utilized a quantitative (questionnaire) research instrument to corroborate the development a web-based expert system for tertiary programme selection. An analytical summary of questionnaire responses received from the selected SHS students showed that due to limited career assessment processes, SHS students in Accra, Ghana arbitrary select tertiary programmes without realizing how such selections can affect their future careers. In terms of user acceptance testing (UAT), 80% of the selected SHS students (100) found our proposed system to be very useful. Such a system will therefore solve and improve career guidance, counselling, and development problems of SHS students in Ghana.
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Joseph, Richard J. "Global Markets beyond the Horizon: Part II." In Bridging the Gap between the Abundance of American Higher Education Talent and the Immense Foreign Demand for It, 117–50. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192848307.003.0007.

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Abstract This chapter focuses on higher education markets in the Arab World, East and Southeast Asia, South Asia, and Latin America. In addition, it discusses the growth in the number of branch campuses in emerging markets, the expansion of the global market for internationally mobile tertiary education students, and the responsiveness of a handful of U.S. colleges and universities to the immense foreign demand for American higher education talent. Lastly, the chapter identifies potential competitors in various higher education export markets, based on the national origin of branch campus sponsors, and the principal countries of destination for internationally mobile tertiary education students.
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Piven, Inna P. "Facebook in the International Classroom." In Global Perspectives on Social Media in Tertiary Learning and Teaching, 20–50. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5826-2.ch002.

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The case explores international students' learning experiences with Facebook-based activities within the eight-week study term known as the intensive mode of course delivery. By implementing participant observation and two asynchronous Facebook focus groups, the study investigates the potential values of Facebook for learning from international students' perspective. In addition, the case looks at the challenges faced by students and discusses key factors that may impact international students' experiences with courses that incorporate Facebook as a learning tool. The research is framed in the context of New Zealand tertiary education and intended as a contribution to the emerging body of educational research on social media.
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Thangavelu, Anbarasu, Tyler Cawthray, and Ron Pauley. "A Cross-Professional Collaborative Educational Approach to Building Student Feedback Literacy." In Technology-Enhanced Formative Assessment Practices in Higher Education, 262–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0426-0.ch013.

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Understanding and engaging with assessment feedback is a crucial step in contributing to a student's development of academic skills and content knowledge. However, in order for feedback to be effective, students need to be aware of its importance and how to engage with it. Preliminary benchmarking of the tertiary education sector in Australia demonstrates that publicly and openly accessible student resources on feedback are not available. Rather, most student resources at universities focus on common academic and study skills. At the University of Southern Queensland, a student resource was developed to inform students on the value of feedback and how to engage with it through a three-step process. This resource was embedded in first-year courses as part of a suite of academic and study skills resources. This chapter explores how student feedback resources have the potential to positively contribute to student feedback literacy, learning and development.
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Conference papers on the topic "Potential tertiary students"

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Callens, Natacha, Marie-Christine Bernelin, Philippe Coué, Marine Regnier, and Mathieu Beylard. "The Student Aerospace Challenge: a european multidisciplinary contest and tertiary educational programme." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.054.

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Inspired by the first successful tests of a private manned spaceplane in 2004, the Student Aerospace Challenge was created in 2006 by the European Astronaut Club and its partners - Dassault Aviation, the European Space Agency, the International Astronautical Federation, Safran and Thales at the time - to allow European university students to explore some aspects of manned suborbital vehicles. Until 2020, the Challenge focused on a local reusable vehicle reaching Mach 3.5 and an altitude of 100 km. Since the 15th edition, to better respond to the evolution of the sector, a second vehicle is proposed: a hypersonic vehicle dedicated to point-to-point transportation taking, for example, less than two hours to travel from Barcelona to Tokyo. Each year, the Steering Committee defines several work packages corresponding to a large variety of study domains realistically related to this type of innovative vehicles like aerodynamic and flight control, structure, reusable propulsion, airworthiness, promotion, market analysis, legal frame & medicine. The introduction of a second vehicle having a quite different mission led the Committee to introduce dedicated topics. In addition, for the current edition, a new work package was proposed to cover potential applications of suborbital flights other than carrying passengers. In function of their background and interest, European University students have the opportunity to work, during several months, on a topic related to one of the work packages and to explore new solutions. Proposed projects should be technically realistic, economically viable and environmentally friendly. Reports and posters issued by student teams are evaluated by the Steering Committee some weeks before the “Suborbital Day”, a dedicated event organised like a mini-symposium, usually on-site where students present orally their projects and meet representatives of the different partners. The best-quoted projects are rewarded with prizes, among them, the ESA Grand Prize offering the winner team the unique opportunity to present their project in an appropriate European space-related event. To date, 216 teams and 998 University students coming from all over Europe already took part in the Student Aerospace Challenge, a motivating and ambitious multidisciplinary educational programme. Their participation allowed them to complement their knowledge, learn new skills and enlarge their network in the space sector
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Dat, Nguyen Van. "A Review on Approaches of Evaluating Tertiary Textbooks." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.20.

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An important part of the training process is textbook evaluation, which lets students determine whether or not the curriculum satisfies their goals while also helping teachers enhance their professional capacities. The textbook is still the most common type of material utilized in today's foreign language classrooms. It serves as the core of a training program and provides learners with the essential input they require through a wide range of different activities. This article clarified the textbook, coursebook, and materials' roles in ELT classrooms. This article also reviewed three main approaches to coursebook evaluation: Tomlinson’s approach (2003), Littlejohn’s approach (1998 & 2011), and McGrath’s approach (2002). The author also summarized the main criteria for textbook evaluation. The design of future textbooks at tertiary levels is discussed, along with some of the potential directions that could be taken.
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HORNYÁK GREGÁŇOVÁ, Radomíra, Dana ORSZÁGHOVÁ, and Jarmila HORVÁTHOVÁ. "THE ROLE OF TERTIARY EDUCATION IN REGIONAL DEVELOPMENT IN CONDITIONS OF SLOVAK REPUBLIC." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.126.

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In addition to the infrastructure of the regions, an essential aspect of their development is their educational structure and the demographic potential according to the predominance of the age composition. The education is basic tool for acquiring expert knowledge, which affects human capital of the labor market and professional mobility and adaptability of human resources at the labor market. It is important to educate the university undergraduates for practice by using appropriate and suitable educational methods. In Slovakia the share of inhabitants with the university education is increasing. This group represents the development potential of the regions. Great possibilities consist in the training of a new generation of graduates for different fields of regional development. Therefore, the educational structure and also the active working and networking of universities with other actors in the region are important. The objective of this paper is focused on the tertiary education and study programs for the regional development. We will analyze the development of number of students at universities with regard to the individual levels of study (bachelor, engineer/master and PhD.) and study programs within the individual regions of the Slovak Republic. The evaluation of the obtained data will be made by using the methods of comparative statistics.
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Smallwood, John. "Mass and Density of Materials: Quantity Surveying Students’ Knowledge and Perceptions." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001290.

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The construction industry in South Africa and worldwide generates a disproportionate number of fatalities, injuries and is associated with disease, the direct and indirect cost of which contributes to the cumulative cost of construction. Many injuries are musculoskeletal related in the form of sprains and strains arising from the handling of materials, which process is managed by construction managers. The purpose of the paper is to present the results of a study conducted among quantity surveying students in a South African university, the objectives being to determine their knowledge and perceptions relative to the mass and density of materials and construction ergonomics. The study was conducted using a self-administered questionnaire circulated at the inception of the presentation of a special health and safety (H and S) lecture series at third year level, which effectively constituted a captive convenience sample. Descriptive statistics in the form of frequencies and a mean score, a measure of central tendency, were computed to enable an interpretation of the empirical findings. The following constitute the salient results: knowledge relative to the mass and density of materials is limited; students appreciate that the mass and density of materials impacts on construction ergonomics; students rate their knowledge of the mass and density of materials as limited as opposed to extensive, and students appreciate the potential of the consideration of the mass and density of materials to contribute to an improvement in construction ergonomics. Conclusions include that: students lack knowledge and awareness relative to the mass and density of materials; students are precluded from conducting optimum design hazard identification and risk assessments, and quantity surveying education must be reviewed in terms of addressing / referring to construction health and safety, and ergonomics in other subjects. Recommendations include that: tertiary quantity surveying education address / refer to construction health and safety and ergonomics; professional associations raise the level of awareness relative to construction ergonomics, and design practices should include a category mass and density of materials in their practice libraries.
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Hosseini, Zahra, and Sirkku Kotilainen. "THE ROLE OF COMMUNICATION AS THE DRIVE FOR IMMIGRATION: A CASE STUDY IN FINLAND." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end083.

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Recently many studies have remarked migration issues. Thus, in countries such as Finland, having a governmental strategy for increasing the number of migrants, especially educated immigrants or encouraging international students to stay, is highly important. While Finland is recognized as the happiest country, it would be arguable why it is not included in the list of top destination countries for immigration. The literature shows communication is one of the most issues for immigrants and international students, particularly those from Asian countries. Therefore, this study aims to understand how technology-based communication such as the use of social media influences international students' decision to immigrate. Respectively, 23 Iranian tertiary-level students were interviewed as the case of the study. Uses and Gratification theory was employed to investigate the role of media usage among the participants. The findings showed that although there is high desire among the participants to immigrate to Finland, the difficulty and unpopularity of the Finnish language and culture of distance in Finland reduces the motivation to emigrate and made the participants feel being the outsider in the university and society. The use of communication media has facilitated university admissions and communication with family, friends, compatriots and other international students, but has not been able to connect them to Finnish society. While educated immigrants in every country are human resources, the results of this study draw our attention to explore different aspects of communication, identifying motivating factors and reducing frustration among international students for immigration. These results emphasize on the development of strategies and tools for harnessing the potential of media and technology to connect international students as future educated immigrants in the host community.
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Richardson, Tony. "Degrading Grades - Do Graduate Grades Provide a Useful Guide to Potential ICT Employers?" In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2845.

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Over the past decade, the New Zealand government has instituted radical changes to the tertiary sector financial infrastructure. As their traditional benchmarks of student ability and aptitude have been eroded, the consequences for employers and their recruiting practices have been largely ignored. This paper examines the reasons for this erosion and points to factors that have influenced the decline, particularly in the notion that grades are a real indicator of aptitude.
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MacGillivray, Helen. "Coherent and Purposeful Development in Statistics across the Educational Spectrum." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04403.

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The development of statistical thinking and data sense needs steadily progressive and cohesive building of concepts and learning experiences. Meaningful discussion and analysis of curricular approaches to facilitate such development require a reference context. This paper uses a particularly relevant Australian context to combine a cross-sectional report on interaction with teachers in the development and implementation of school syllabi, with analysis of commonalities in cross-disciplinary tertiary student learning in introductory data analysis. These are used to demonstrate the need and potential for genuine and ongoing collaboration between statisticians, teachers and educationalists to develop strategies in constructing, supporting and implementing curriculum to achieve coherent progression in statistical literacy and thinking across educational levels. Such strategies must also include support for teachers.
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Reports on the topic "Potential tertiary students"

1

Cohen, Spencer, Sumathi Chakravarthy, Sindhu Bharathi, Badri Narayanan, and Cyn-Young Park. Potential Economic Impact of COVID-19-Related School Closures. Asian Development Bank, May 2022. http://dx.doi.org/10.22617/wps220197-2.

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This study examines the economic impacts of COVID-19-related school closures in the primary, secondary, and tertiary levels along with the implications to future labor productivity in Asia and the Pacific. School closures due to COVID-19 created substantial disruptions in education, and this will impact the skills of students and their productivity when they mature as professionals. This study examines medium- and long-term economic impacts of COVID-19-related school closures using the Global Trade Analysis Project or GTAP. It also evaluates the labor productivity effect per year of schooling loss due to the pandemic.
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