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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Moll, Rachel F., Wendy Nielsen, and Cedric Linder. "Physics Students' Social Media Learning Behaviours and Connectedness." International Journal of Digital Literacy and Digital Competence 6, no. 2 (April 2015): 16–35. http://dx.doi.org/10.4018/ijdldc.2015040102.
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Drawing on a complexity thinking perspective on learning, the conditions of emergence for complex systems were used as an analytic framework to characterize social media learning behaviours for their potential to promote connectedness. The authors' analysis identifies trends in secondary and tertiary physics students' social media use from focus group interview data and characterizes the nature of these behaviours for their potential to benefit students' understanding of the content of science curricula. While the authors' study focuses on physics learning, they propose implications that extend to other science learning contexts vis-a-vis how to transform connectivity learning behaviours into connectedness learning behaviours.
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Nikula, Pii-Tuulia, and Kay Morris Matthews. "Zero-fee policy: Making tertiary education and training accessible and affordable for all?" New Zealand Annual Review of Education 23 (December 30, 2018): 5. http://dx.doi.org/10.26686/nzaroe.v23i0.5277.
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The new Labour led government implemented a zero-fee tertiary policy as part of its first 100-day plan to improve tertiary level participation in New Zealand and to reduce financial barriers. With the first cohort of eligible students enrolling in 2018, the benefits and limitations of this scheme have yet to be determined. This paper discusses the key details and the underpinning rationale of the zero-fee initiative and considers the possible impacts on participation rates, including participation for groups such as those from low socio-economic backgrounds and Māori/Pasifika students. It is argued that the fees-free policy has the potential to enhance tertiary education participation in New Zealand. Yet, as a standalone policy it will not address all the existing barriers, especially for students from lower socio-economic backgrounds. Finally, key areas for further research are proposed to address gaps in the existing knowledge base and to indicate early trends between the new policy and changes in tertiary level participation.
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Minty-Walker, Christine, Nathan J. Wilson, Lucie Ramjan, and Paul Glew. "Unleashing the Potential and Pitfalls of the iPad on Undergraduate Nursing Students in Tertiary Education." Australian and New Zealand Student Services Association 25, no. 2 (October 8, 2017): 39–50. http://dx.doi.org/10.30688/janzssa.2017.15.
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Browne, Geoffrey R., Helena Bender, James Bradley, and Alexis Pang. "Evaluation of a tertiary sustainability experiential learning program." International Journal of Sustainability in Higher Education 21, no. 4 (May 25, 2020): 699–715. http://dx.doi.org/10.1108/ijshe-08-2019-0241.
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Purpose This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability. Design/methodology/approach In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted. Findings The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED. Research limitations/implications Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. “Opt-out” is one response to this but it comes with ethical challenges. Originality/value This exploratory study demonstrates the potential of SLED to build students’ sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs.
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Braunack-Mayer, Annette J., Jackie M. Street, Rebecca Tooher, Xiaolin Feng, and Katrine Scharling-Gamba. "Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues." Review of Educational Research 90, no. 6 (September 23, 2020): 788–823. http://dx.doi.org/10.3102/0034654320960213.
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While universities routinely use student data to monitor and predict student performance, there has been limited engagement with student and staff views, social and ethical issues, policy development, and ethical guidance. We reviewed peer-reviewed and grey-literature articles of 2007 to 2018 describing the perspectives of staff and students in tertiary education on the use of student-generated data in data analytics, including learning analytics. We used an ethics framework to categorize the findings. There was considerable variation but generally low awareness and understanding amongst students and staff about the nature and extent of data collection, data analytics, and use of predictive analytics. Staff and students identified potential benefits but also expressed concerns about misinterpretation of data, constant surveillance, poor transparency, inadequate support, and potential to impede active learning. This review supports the contention that consideration of ethical issues has failed to keep pace with the development of predictive analytics in the tertiary sector.
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Syafryadin, Syafryadin, Andy Makhrian, and Dian Eka Chandra Wardhana. "Rhetorical structure mastery of tertiary students’ speech: Challenges and possible solutions." Studies in English Language and Education 10, no. 1 (January 31, 2023): 266–79. http://dx.doi.org/10.24815/siele.v10i1.25084.
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Rhetorical structure in speaking is essential to guiding students through speaking and making public speeches. Thus, this research explores the students’ mastery of rhetorical structure in making a speech, their challenges, and potential solutions. A mixed method with an explanatory design was employed to achieve the objectives. The data were collected through a speaking test and interviews using instruments validated by peer researchers. The data were analysed quantitatively and qualitatively; while the quantitative data were analysed using a simple statistical analysis, the qualitative data were examined using several stages, namely data reduction, data display, and conclusion. The results show that the students’ average mastery of the rhetorical structure of speaking was not significantly high. Some students faced challenges such as language problems and problems with rhetorical structures. Language issues were articulated in grammar, anxiety, and the excessive use of fillers. The rhetorical structure became problematic because the students were unfamiliar with how to attract the audience when making a speech, they insufficiently used supported illustrations in their speech, and they rarely concluded their speech. The possible solutions to those challenges include training in public speaking and continual guidance from their lecturers. With the guidance of the lecturers, it is anticipated that the students will be able to implement the three components of speech to deliver more convincing speeches.
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Weijers, Robert, Björn de Koning, Yvonne Vermetten, and Fred Paas. "Nudging Autonomous Learning Behavior: Three Field Experiments." Education Sciences 13, no. 1 (January 1, 2023): 49. http://dx.doi.org/10.3390/educsci13010049.
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Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering the choice environment to steer human behavior. In this study, three nudges were designed by researchers in co-creation with teachers. A video booth to support planning behavior (n = 95), a checklist to support class preparation (n = 148), and a goal-setting nudge to encourage students to ask questions during class (n = 162) were tested in three field experiments in teachers’ classrooms with students in tertiary education in the Netherlands. A mixed-effects model approach revealed a positive effect of the goal-setting nudge on students’ grades and a marginal positive effect on the number of questions asked by students. Additionally, evidence for increased self-reported planning behavior was found in the video booth group—but no increase in deadlines met. No significant effects were found for the checklist. We conclude that, for some autonomous learning behaviors, primarily asking questions, nudging has potential as an easy, effective teaching strategy.
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McKeering, Phillipa, Yoon-Suk Hwang, and Clarence Ng. "A study into wellbeing, student engagement and resilience in early-adolescent international school students." Journal of Research in International Education 20, no. 1 (April 2021): 69–92. http://dx.doi.org/10.1177/14752409211006650.
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Growth in the international school sector continues, with significant expansion of the sector in Asia. Whilst substantial research has been conducted on the adjustment experience of tertiary-aged students, limited research attention has been given to school-aged students in international schools. The environment, conditions and challenges experienced by school-aged international students can differ considerably from those of tertiary-aged international students. This can be heightened during early-adolescence with adjustment from school mobility linked to many negative developmental outcomes. The present study investigates wellbeing, engagement and resilience of 178 early-adolescent international school students (aged 10-14) from an international school in Singapore that offers the International Baccalaureate Diploma and the national curriculum of England. Results reported a positive significant association between wellbeing, engagement and resilience constructs. The study also identified demographic and mobility characteristics that were associated with lower levels of wellbeing, behavioural engagement and resilience. Findings of the study highlight a potential cohort of early-adolescent international students who could benefit from additional support.
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Nguyen, Ha Thi. "Peer Feedback Practice in EFL Tertiary Writing Classes." English Language Teaching 9, no. 6 (May 3, 2016): 76. http://dx.doi.org/10.5539/elt.v9n6p76.
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<p>Peer feedback plays a pivotal role in stimulating students’ participation in L2 writing, which has the potential to develop students’ writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners’ metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners’ expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants’ desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).<strong></strong></p>
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Mohammad, Noor Ibrahim, Mahamad Saipunidzam, and Chua Ning Wei Edrea. "Mobile Learning: An Application Prototype for AVL Tree Learning Object." Applied Mechanics and Materials 39 (November 2010): 176–81. http://dx.doi.org/10.4028/www.scientific.net/amm.39.176.
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The rapid growth of mobile phone technologies encourages many researchers to explore, design and develop mobile learning applications for tertiary students. In computer science related disciplines, students always find computer science concepts as complex, abstract, and esoteric subject. Hence, we have seen the number of students enrolled for computer science related programs has decreased lately. Current delivery methods for computer science concepts are found not to be interesting to the students. This project focuses on the design and development of an AVL tree learning object for tertiary students by utilizing current mobile phone features such as mobility, multimedia capability and connectivity. Our approach is to incorporate video clips in presenting the algorithm systematically. With this mobile learning application, student could learn at his or her own pace, anywhere anytime. This application intends to complement the current traditional classroom and e-learning systems. Initial testing has shown that a well-presented video clip of AVL tree concept that delivered through mobile phone has a great potential to promote and enhance learning process.
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VanDoorn, George, and Antoinette A. Eklund. "Face to Facebook: Social media and the learning and teaching potential of symmetrical, sychronous communication." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 68–82. http://dx.doi.org/10.53761/1.10.1.6.
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Social networking offers teachers and learners exciting opportunities to communicate. Web 2.0 and its synchronous communications platforms provide new avenues for teachers to deliver curriculum and facilitate learning. Further, they provide new avenues for students to engage and intensify their own learning. Being able to chat in real-time with a teacher, usually via face-to-face discussions, is something that many students studying in on-campus (or day) mode take for granted, and is something that distance or off-campus students are generally unable to experience. In the evolving, flexible-learning tertiary environment, viable and effective computer mediated communication (CMC) alternatives to face-to-face teaching need to be explored. These alternatives will only work if they prove useful to students. This article considers student reactions to social media as a teaching tool, probing its benefits and limitations. Over the course of a semester, third year on- and off-campus students communicated with an academic, outside lecture times, via the social networking site facebook®. Students were allowed to ask any questions they had that related to the unit. At the end of the semester students were provided with a 10-item questionnaire asking them to evaluate their experience. This study looked at a specific aspect of social networking — synchronous text-based chat — and the students’ perceptions of its usefulness for their learning.
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Yudi Wahyudin, Achmad. "THE IMPACT OF ONLINE PEER FEEDBACK ON EFL STUDENTS’ WRITING AT TERTIARY LEVEL." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 17, no. 1 (January 31, 2018): 1–10. http://dx.doi.org/10.21009/bahtera.171.1.
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AbstractThe need for supporting the practice of teaching English as Foreign Language (EFL) writing at tertiary level has been the major concern for researchers and practitioners. Peer feedback has received much attention since its effectiveness in enhancing students’ writing ability. However, English teachers have often encountered time constraints and large class during the writing process. Currently, Facebook becomes one of the most popular social network site (SNS) in Indonesia and has been a very potential platform to help English teachers to facilitate learning. This paper attempts to confirm whether the use of Facebook as a medium of peer feedback outside the classroom can improve EFL Students’ Writing ability. The subjects were 81 undergraduate students studying Essay Writing which is a compulsory subject in English Department in Universitas Teknokrat Indonesia. The subjects then were randomly assigned into experimental group and control group. The experiment lasted for eight weeks started with pre-test in the beginning and ended with a post-test in the last meeting. During the treatment, the teacher applied planning, drafting, revising and editing stages and online learning with Facebook as the medium to facilitate the students’ peer feedback. The result shows online peer feedback with Facebook may be used as an effective instructional media. It could help students improve their writing ability as well as critical thinking.
Keywords: Facebook, Writing Ability, Tertiary Level, Online Peer Feedback
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Tian, Chunguang. "Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context." Higher Education Studies 9, no. 1 (January 22, 2019): 132. http://dx.doi.org/10.5539/hes.v9n1p132.
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The purpose of this study is to examine Korean students’ anxiety in classroom presentations in tertiary educational context through classroom observation, self-reported questionnaire and semi-structured interview. In the stage of classroom observation, the potential responsivities relating with anxiety were explored through the analysis of fieldwork notes; the questionnaires were filled out by the students after they finished their presentations to unveil the students’ perceptions of their anxiety and the causes for such anxiety; the semi-structured interview was carried out to provide further evidence for the above findings. The research participants were twenty two students majoring in English education in a Korean national university. The research findings indicated that Korean students suffered different degree of anxiety in the course of classroom presentations; the major responsivities to anxiety included repeatedly occurring subconscious behaviors, silence, speech disruptions and slow rate of speaking and so forth. Concerning the causes arousing anxiety in classroom presentations, there were four major sources, consisting of negative attitude towards classroom presentations, preparation time, language proficiency, negative feedback from peers, while other factors like making mistakes, attention from audience, and teachers’ feedback were not the major source for students’ anxiety. These research findings should shed new light on classroom teaching for language teachers to improve their curriculum design to relieve students’ anxiety in classroom presentations.
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Birtwell, Jonathan, Robin Duncan, Jennifer Carson, and Jessica Chapman. "Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu." Journal of Comparative & International Higher Education 12, Winter (December 8, 2020): 112–39. http://dx.doi.org/10.32674/jcihe.v12iwinter.1954.
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Although progress has been made in increasing access at the primary and secondary level, only 1% of youth with refugee backgrounds are enrolled in tertiary education compared to 36% globally. Recent research suggests that tertiary education is fundamental in restoring dignity, security and hope for students with refugee backgrounds as well as preventing engagement with harmful fundamentalist ideologies. Given these potential benefits it is essential to better understand the barriers and develop initiatives to improve participation of students with refugee backgrounds in tertiary education. The main challenges faced by such students in Malaysia are a lack of information about existing opportunities, poor knowledge of the application process and insufficient soft skills required to gain access. This paper presents a case study of the CERTE Bridge Course in Malaysia, which was designed to address the above challenges and ‘bridge’ the gap between secondary and tertiary education for students with refugee backgrounds. Bourdieu’s theory of capital, habitus and field is used to explore the impact of the CERTE Bridge Course on participant’s success in achieving access to higher education. The research used pre- and post-surveys with each cohort to understand educational attainment, goals and interests and allow participants to self-assess development in soft skills. It is argued that the CERTE Bridge Course helped students navigate access to higher education by providing ways for them to develop social capital through improved communication skills and access to a network of sympathetic higher education admissions officers. Students also developed cultural capital and developed their habitus in a way that allowed them to negotiate access by presenting their skills in more recognisable ways in the field of higher education in Malaysia. Finally, the research highlights several immovable barriers in the field and identifies lesser discussed forms of capital, such as aspirational and resilience, as playing an important role in facilitating access.
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Hellmundt, Suzi, and Dallas Baker. "Encouraging engagement in enabling programs: The students’ perspective." Student Success 8, no. 1 (March 26, 2017): 25–33. http://dx.doi.org/10.5204/ssj.v8i1.357.
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Student retention is a key concern in tertiary education enabling programs with research showing that early engagement leads to higher completion rates (Hodges et al., 2013). But how do students new to university education learn how to engage effectively? This article outlines an engagement framework that foregrounds Guidance, Encouragement, Modelling and Structure (GEMS) as a holistic approach to facilitating effective student engagement. This framework was developed from qualitative data gleaned from students enrolled in the Preparing for Success Program at Southern Cross University, New South Wales, Australia. The findings from the students indicate that the GEMS framework activates student potential and enables them to use existing knowledge and experience to not only deepen and broaden their learning but also successfully prepare for further study.
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Safitri, Tulaihah Ning. "POTENSI SANTRI DALAM TRANSFORMASI DIGITAL LITERACY MEMASUKI ERA REVOLUSI INDUSTRI 4.0 DI PONDOK PESANTREN MODERN." Mozaic : Islam Nusantara 6, no. 2 (October 15, 2020): 191–211. http://dx.doi.org/10.47776/mozaic.v6i2.153.
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This study aims to see the potential of students in digital literacy transformation entering the era of the industrial revolution 4.0 at the Modern Muhammadiyah Boarding School Sleman Islamic Boarding School, Yogyakarta. This study used descriptive qualitative method. Data were collected through observation and interviews with 10 students. The results of this study found that students have mastered the technology of digital literacy transformation of students in the potential of mastering digital literacy. This is because Islamic boarding schools still limit the length of time they use technology. Although this pesantren has used modern pesantren. Pesantren leaders must balance religious education with technology so that graduates are not less competitive when they enter tertiary institutions and the world of work. For future researchers, it will be deeper in digging up information and using more samples.
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Wessels, Quenton, Anneli Du Plessis, Adéle Du Plessis, and Denise Bouman. "The use of reflective practice to promote pharmacy students’ metacognition in a foundation anatomy course." Anatomy Journal of Africa 8, no. 1 (February 27, 2019): 1474–81. http://dx.doi.org/10.4314/aja.v8i1.183970.
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Students’ ability to characterise their learning approaches has the potential to enhance their overall educational experience and guide educators to tailor their pedagogical approaches. The aim here, through students’ reflective practice, is to promote their metacognition. Also, to gain insights to pharmacy students’ initial approaches to studying anatomy and their perceived value of anatomy as a subject. The study also aimed to contextually capture students’ perceptions on their transition from secondary to tertiary education. This cross-sectional study entailed the use of reflective practice to promote metacognition in first year pharmacy students (Bachelors of Pharmacy students (n = 67)), at the University of Namibia’s School of Pharmacy. Results of this study indicate the initial learning approaches of most students to be haphazard. Students used varied, non-departmental resources to guide their learning whilst a few followed structured learning approaches. Results further indicate that students’ gradual transition and evolving metacognition appear to start during the initial few months of tertiary education. This transition appears to include feelings of apprehension, uncertainty and distress. Reflective practice creates awareness amongst students of possible gaps in their learning approaches and promote the value of anatomy as an undergraduate subject. Data suggests that the formal incorporation of reflective practice as a metacognitive learning activity promotes students’metacognition by elucidating possible gaps in their learning approaches.Keywords: Learning approaches, anatomy, pharmacy students, reflective practice, metacognition
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Vernanda, Dwi, Nunu Nugraha Purnawan, and Tri Herdiawan Apandi. "School Clustering Using Fuzzy C Means Method." SinkrOn 4, no. 1 (September 30, 2019): 95. http://dx.doi.org/10.33395/sinkron.v4i1.10168.
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Subang State Polytechnic is one of tertiary institution which was established in 2014. As a new tertiary institution this institution certainly competes with other tertiary institutions in obtaining prospective students. Currently, Subang State Polytechnic determines some schools to be visited for socialization activities for New Student Admissions based on the large number of students in the schools at Subang district. However, it does not prove that it has influenced the students to enroll in Subang State Polytechnic. This research highlights the issues involved in each school including the number of graduates, graduates who continue to colleges, graduates who continue to Subang State Polytechnic, average score of school’s national examination, average report card grades, number of counseling guidance teachers, number of college socialization, and the distance from the school to Subang State Polytechnic. As a result, there are 40 schools that are selected to determine as the potential schools do a socialization. The grouping schools use the Fuzzy C Means method and determe the number of groups or clusters use Modified Partition Coeffcient (MPC). The results of the MPC calculation revealed that there are 3 clusters, each cluster has a cluster center and members. In cluster I, there are 9 schools, cluster II has 16 schools, and cluster III consists of 15 schools. The results of the clustering assisted the New Student Admissions committees in determining the potential schools to do a socialization activities and it was a major step towards the success of the New Student Admissions at Subang State Polytechnic.
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Thorne, Claudia. "STUDENT CARE PARTNERING AMONG STUDENTS AT A HBCU: EXPLORING THE POTENTIAL IMPACT ON STUDENT PERSISTENCE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 870. http://dx.doi.org/10.1093/geroni/igac059.3108.
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Abstract The number of students enrolled in higher education who are taking care of older adults, many of whom may be suffering from an illness, is expanding. The numerous factors in care partnering can compromise student success and persistence towards graduation. While most care partners experience challenges, the care partnering experience of Black students is magnified because Historically Black Colleges and Universities (HBCUs) have a higher enrollment of nontraditional and first-generation college students. Students may be primary care partners who provide most of the care, or they may provide supportive care as secondary, tertiary, and auxiliary care partners within an extended family or kinship network. Aging in place, within the context of family and community, emerges from African culture and tradition deeply grounded in filial loyalty. Care partnering is nuanced in the interaction of race, ethnicity, gender, family relationships, and student status; however, little is known about the lived experience of Black student care partners and how to support them to facilitate their persistence towards graduation. This poster describes initial efforts to understand Black student experiences in care partnering in the context of a Mid-Atlantic HBCU and suggests the next steps in a multi-year research program.
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Nor Adila Kedin, Izni Syamsina Saari, Hamidah Muhd Irpan, Ainon Syazana Ab Hamid, and Noor Ibtisam Abdul Karim. "What Matters to University Students when Looking for a Rental House?" Insight Journal 8 (April 7, 2021): 275–86. http://dx.doi.org/10.24191/ij.v8i0.118.
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The rapid growth of higher education institutions in Malaysia is parallel with the growing demand of its population pursuing tertiary education. For such reason, universities and other tertiary education providers are constantly challenged in providing sufficient in-campus accommodation to help students living comfortably. Regardless of their continuous effort in improving their facilities, the issue of shortage of students’ accommodation persists; thus, boosting the demand for rental properties surrounding campus location. This opens the opportunity for homeowners who own rental units within proximity to a campus location to target students as their potential tenants. Therefore, it is worth the effort for homeowners to understand students’ preferences when searching for a rental unit. In line with the stipulated issue, this study aims to investigate university students’ perceived perception of five relevant criteria when searching for a rental house. This study employed a quantitative research design with a total of 150 respondents were successfully gathered via an online questionnaire. These respondents are off-campus students studying at Universiti Teknologi MARA (UiTM) Melaka campus. The result of the descriptive analysis revealed that many of the respondentsplaced rental agreement as to the utmost important criterion when deciding to rent a property. It was followed by the location of the property, the surrounding security, rental price, and finally utilities and amenities. From this study, it was suggested that the homeowner should emphasize all the mentioned criteria as it was relatively perceived as significant by potential tenants. It is recommended for future researchers to expand this study at other geographic locations in addition to examine other criteria focused on by tenants when searching for a rental house.
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Nelson, Karen, and Tracy Creagh. "Volume 13 Issue 2 2022." Student Success 13, no. 2 (July 6, 2022): i—iii. http://dx.doi.org/10.5204/ssj.2429.
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This special issue brings together a selection of articles and practice reports from the 2022 STARS Conference. The focus of STARS is expressed by broad guiding themes: Students, Transitions, Achievement, Retention, and Success. These themes provide the conceptual framework for this annual discourse and guide analysis of tertiary curriculum, programs, practices and culture. The themes are at the centre of considerations about how institutions are creating environments that enable students, in all their diversity, to realise their potential through post-secondary education.
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Ling, Chia-Ying, Fung-Chiat Loo, and Titi Rahmawati Hamedon. "Knowledge of Playing-Related Musculoskeletal Disorders Among Classical Piano Students at Tertiary Institutions in Malaysia." Medical Problems of Performing Artists 31, no. 4 (December 1, 2016): 201–4. http://dx.doi.org/10.21091/mppa.2016.4036.
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Performance injuries among musicians have been widely discussed for decades. However, despite the growing number of classical pianists, this is still a new issue in Malaysia. Therefore, this study aimed to investigate the level of knowledge of playing-related musculoskeletal disorders (PRMDs) among tertiary music students in Malaysia. A survey was conducted among classical piano students at tertiary institutions of Kuala Lumpur and Selangor. Out of 192 respondents, 76% knew that piano playing can cause PRMDs. Slightly over three-quarters of respondents (77.1%) learned about PRMDs from music educators. The survey revealed that the belief in “no pain, no gain” was still ingrained in their minds, as 50.5% respondents believed that pain experienced while playing the piano was normal and 51.6% of them considered that pain must be experienced to improve their piano skill. The respondents were also scored on questions on terminologies of pianist injury and specific PRMD examples: 7.8% of respondents scored high in the questions on the general terminology, while 99.5% of them scored low in the questions on the specific examples of PRMDs. This finding indicated a lack of knowledge of specific musicians’ injuries among classical piano students. The attitudes to pain and the level of understanding of the significance of potential injuries indicate that increasing PRMD awareness and introducing courses on PRMD prevention at tertiary institutions are warranted.
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Amuasi, Gideon K., and Eliasu Alhassan. "Spousal Selection for Marriage by Tertiary Students in Wa Municipality of Ghana: Internal Factors in Perspective." European Journal of Development Studies 2, no. 2 (March 18, 2022): 31–41. http://dx.doi.org/10.24018/ejdevelop.2022.2.2.74.
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In contemporary society marriage is seen as the foundation of all social relations and it has remained an important goal for youngsters to achieve in the future. Spouse selection over the years especially, among adults had received extensive attention in the academic tertiary institutions in Ghana, yet little is known precisely about the internal determining factors influencing spouse selection for marriage especially among tertiary students. This current study seek to unearth the internal factors that informs individual choice for marriage among students in the public universities in Ghana. Stimulus-Value-Role (SVR) theory anchored the study and also a simultaneous mixed design was used for the study. The public Universities were sampled Ninety-three respondents were interviewed. Both primary and secondary data were sourced and descriptive statistics was used for the analyses. The findings showed that more than 93% of the students (both sexes) consider issues such as intelligence, emotional stability, dependable attitude, maturity and religion of their prospective spouses as important in the selection process. Agreeableness which is one of the extraversion dimensions and talks about how friendly and compassionate a person is was identified as the most effective element considered in the selection process. The study concluded that students varied in the exact factors they anticipated, desiring potential mates with compatibility factors truly want to find spouses who exemplified what they preferred. The study recommended that the counsellors of the tertiary institutions should endeavour to organize marriage seminars for students to educate them on the need to be cautious of the desired factors. The desired factors predict significantly on students’ choices of a spouse for marriage.
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O'Reilly, Bridie, and Janice Jessen. "Cannabis and other drug use by tertiary students in Darwin, Northern Territory, Australia." South Pacific Journal of Psychology 16 (2005): 18–29. http://dx.doi.org/10.1017/s0257543400000043.
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AbstractCannabis has been reported to be associated with impaired educational attainment in adolescents, reduced school performance and the potential for underperformance in adults engaged in occupations requiring high-level cognitive skills. The current study examined the extent and patterns of cannabis and other drug use among 386 tertiary students in Darwin, Northern Territory, Australia. The sample was mainly female (72%), half were aged under 25 years and 52% were in the first year of tertiary study. Cannabis use was prevalent among students, with 68.3% ever using it, 32.4% in the last year and 22.4% with recent use (last six months). The current pattern of cannabis use was significantly associated with age and gender. The most common reasons for using cannabis were to unwind (45.6%) or become stoned (33.7%). Close to half (52.3%) of recent users were not at all concerned about their cannabis use and 63.2% did not think they needed to reduce consumption. In the last six months, 84.5% of students had used alcohol, 12.1% amphetamine, 8.4% ecstasy, 6.8% non-medical use of benzodiazepines, 4.6% hallucinogens, 1.6% inhalants and 1.1% opiates. A quarter (23.6%) of students had used alcohol and cannabis on the same occasion. The results are discussed in relation to the utility of traditional awareness programs and the desirability of appropriate and credible intervention strategies.
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Nguyen, Ha, and Anna Filipi. "Multiple-Draft/Multiple-Party Feedback Practices in an EFL Tertiary Writing Course: Teachers’ and Students’ Perspectives." International Education Studies 11, no. 8 (July 6, 2018): 1. http://dx.doi.org/10.5539/ies.v11n8p1.
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Based on various sources of data collection for a qualitative research project, the study reported in this paper set out to examine four teachers’ and sixteen students’ perceptions of a multiple-draft/multiple-party feedback approach to English as a Foreign Language (EFL) student writing. This approach had been implemented as a trial in a tertiary setting in Vietnam. Three sources of feedback at three phases were provided. These included (1) peer/group written and oral feedback on the students’ first drafts, (2) a teaching assistant’s written and oral feedback on their second drafts and (3) the lecturer’s written feedback on their final drafts. Content analysis of the data revealed that all participants valued this multiple feedback approach because of its practicality and the quality of the feedback which participants believed contributed to writing improvement. Based on the participants’ reactions, the study highlights the potential of multiple-draft/multiple-party feedback practices for improving English language writing in a tertiary context.
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Beaven, Sarah, Lucy Johnston, Thomas Wilson, Erik Brogt, Janelle Blythe, Christian Reugg, Mark Letham, et al. "Risk and Resilience Factors Reported by a New Zealand Tertiary Student Population after the 4th September 2010 Darfield Earthquake." International Journal of Mass Emergencies & Disasters 32, no. 2 (August 2014): 375–404. http://dx.doi.org/10.1177/028072701403200206.
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An online survey of 3,571 University of Canterbury tertiary students was undertaken four to six weeks after the M w 7.1 Darfield (Canterbury) earthquake impacted Christchurch, New Zealand. The aim was to identify factors indicating increased psychological risk after the event, and so gauge the well-being of the student population, while gathering feedback on the University's post-earthquake communication strategy. The majority of students reported diminished stress during aftershocks since the event, and 93% reported ‘feeling OK again’ at the time of survey completion. More than 95% reported being satisfied or very satisfied with the University's communication strategy, and would recommend the University to other students. Students also reported concern about the potential impact of the earthquake on their academic performance. Heightened risk was associated largely with aspects of impact exposure. Established risk factors, such as damage to residences, were confirmed in these findings. Short absences from the city after the event were also associated with increased risk. Identifying significant risk factors, and indicating the importance of rapid and regular post-disaster communication, these findings are particularly relevant for those involved in tertiary institutional planning for future disaster events.
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Seiradakis, Emmanouela V. "Giving Students a Voice: Dyslexia and Language Learning Experiences from Childhood to Adulthood in Greece." European Journal of Education and Pedagogy 4, no. 1 (January 20, 2023): 43–48. http://dx.doi.org/10.24018/ejedu.2023.4.1.561.
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This paper investigates the language learning experiences of Greek students in primary, secondary and tertiary education. Data were gathered from interviews with four students currently enrolled in higher education programs. The interviews focused on their language experiences and struggles from childhood to adulthood, teachers, peer relations and family. Data were analyzed using IPA. Findings indicate participants’ negative language learning experiences underwent changes in the course of their learning history. Their perceived struggles were more intense in primary school, yet they also had to negotiate a range of L1 and L2 obstacles in secondary and tertiary education. Teachers from the private sector emerged as the decisive factor in participants’ ability to overcome dyslexia-related difficulties and cope with the fierce competition of the Greek nationwide university entrance exams. Private sector teachers were also identified as the main factor for overcoming dyslexia-related difficulties in EFL. It is hoped that offering an account of their experiences will facilitate our understanding of dyslexia and the potential for inclusion for Greek dyslexic students across educational levels.
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Shehadeh, Mohammad M., Vasilios F. Diakonis, Sara A. Jalil, Rania Younis, Jamal Qadoumi, and Liana Al-Labadi. "Prevalence of Keratoconus Among a Palestinian Tertiary Student Population." Open Ophthalmology Journal 9, no. 1 (December 31, 2015): 172–76. http://dx.doi.org/10.2174/1874364101509010172.
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Purpose: To screen for keratoconus and potential associated risk factors in a tertiary student population sample. Population and Methods: This cross sectional study included 1234 students attending An-Najah National University (Nablus, West Bank, Palestine), that were randomly selected from a total of 20,000 university students. 634 (51.3%) student participants responded by completing a self-administered questionnaire and were assessed by means of corneal topography. Following initial evaluation, participants were referred for Pentacam evaluation if they demonstrated either a mean keratometry of more than 45 diopters, corneal astigmatism of more than 2 diopters and/or if asymmetric topographic patterns were present. Pentacam images were analyzed by an experienced ophthalmologist based on a number of indices and the participants were classified as normal, keratoconus suspects, and keratoconus patients. Results: A total of 620 participants (mean age, 20.1±1.6 years) were included in this study, 379 (61.1%) were females and 241 (38.9%) were males. Nine subjects were diagnosed with keratoconus, demonstrating a prevalence of 1.5%. 52 (8.4%) participants showed at least one abnormal pentacam index, and were considered as KC suspects. Conclusion: Keratoconus is a prevalent disease among the tertiary Palestinian student population. This may be related to a combination of genetic and environmental factors. The results of this study signal the need for public health outreach and intervention for keratoconus.
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Rampal, Sanjiv, Nur Hidayah Zainuddin, Nur Athirah Elias, Tengku Zetty Maztura Tengku Jamaluddin, Sandra Maniam, Seoh Wei Teh, and Suresh Kumar Subbiah. "Colonization of Methicillin-Resistant Staphylococcus aureus (MRSA) among Medical Students in Tertiary Institution in Central Malaysia." Antibiotics 9, no. 7 (July 6, 2020): 382. http://dx.doi.org/10.3390/antibiotics9070382.
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Methicillin-resistant Staphylococcus aureus or MRSA infection is virulent and presents with a broad spectrum of severity. Limited regional reports that specifically outlined the potential risk of medical students being part of the dissemination of MRSA in healthcare settings were noted. This study aims to assess the prevalence and contributory factors of colonization of MRSA on neckties, headscarves, and ID badges among medical students in a local medical university in Malaysia. A cross-sectional study was conducted involving 256 medical students. A validated questionnaire was used to collect the data, and sample swabs were collected between July and August 2013 by swabbing neckties, headscarves, or identification badges. The swabs were then streaked onto mannitol salt agar (MSA) and incubated at 37 °C overnight. Out of 433 samples taken, 40 swabs (9.24%) were positive for Staphylococcus aureus. Out of the 40 swabs, five (12.5%) isolates were MRSA (one culture was isolated from the headscarf of a preclinical student, one culture was isolated from the necktie of clinical students, while the remaining three were isolated from identification badges of clinical students. There was no significant association between age, gender, ethnicity, and phase of medical students with the colonization of MRSA (p > 0.05). There was a significant association between knowledge score on hand hygiene practice and phase of medical students. MRSA colonies were present on neckties, headscarves, and identification badges of medical students of all phases. The findings from this study suggest the need for improvement of hand hygiene knowledge and discontinuity of mandatory use of physical ID badges and neckties among medical students.
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Agustina, Lina. "The Contribution of Islamic University Malang as Islamic Private Higher Education in Developing Islamic Civilization." Didaktika Religia 7, no. 1 (June 1, 2019): 24–44. http://dx.doi.org/10.30762/didaktika.v7i1.1462.
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This article aims to examine the contribution of Islamic University Malang (Unisma) as a private Islamic tertiary institution in developing Islamic civilization in Indonesia. To be more focused, the author limits the discussion to improving the quality of lectures and the concept of Islamization of science in building Islamic civilization in Indonesia. This article uses a qualitative approach and explores Malang Islamic University as an object of study. The results of the study show that improving the quality of lectures at Unisma as a private Islamic tertiary institution can be done in various ways. The strategies used in the lecture process are based on andragogical values that are relevant to the needs of students. The principles of lectures prioritize the potential of students and are directed towards the development of cognitive, affective, and psychomotor aspects of students in a balanced manner. Unisma, as a private Islamic tertiary institution, demonstrates its capabilities in developing Indonesian Islamic civilization. This can be seen from the increasing number of institutional cooperation with various institutions both from within and outside the country. Unisma is also the only campus in East Java that carries the values of multicultural education. This is evidenced by the implementation of a multicultural PAI doctoral program and many Unisma students who come from various ethnic groups, religions and classes. Moreover, campus policies also lead to the empowerment of graduates. Unisma graduates are truly empowered optimally in accordance with their respective field. Thus, the spirit of intellect and religiosity can penetrate in various lines of Islamic civilization.
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Sadewo, Giovanni R. P., Emiko S. Kashima, Colin Gallagher, Yoshihisa Kashima, and Johan Koskinen. "International Students’ Cross-Cultural Adjustment: Social Selection or Social Influence?" Journal of Cross-Cultural Psychology 51, no. 6 (June 8, 2020): 490–510. http://dx.doi.org/10.1177/0022022120930092.
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International education provides students with an opportunity to develop new social networks while they fit in to the new culture. In a three-wave longitudinal study, we investigated how social networks and psychological adjustment coevolve within a group of international students enrolled in a coursework degree at the tertiary level. Using the Stochastic Actor-Oriented Model (SAOM), we identified the occurrences of social selection based on the levels of psychological and sociocultural adjustment. More specifically, students tended to deselect classmates who were dissimilar in their level of psychological adjustment and to befriend those who differed in their levels of sociocultural adjustment. In contrast, little evidence was found to suggest that features of social networks influenced students’ adjustment. Potential applications of this new method to future acculturation research are suggested.
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Othman, Nor Hafiza, Norasmah Othman, and Noor Hasni Juhdi. "ENTREPRENEURSHIP EDUCATION AND BUSINESS OPPORTUNITY EXPLOITATION: POSITIVE EMOTION AS MEDIATOR." Jurnal Cakrawala Pendidikan 39, no. 2 (June 13, 2020): 370–81. http://dx.doi.org/10.21831/cp.v39i2.30102.
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Entrepreneurship education can facilitate students’ competency development and enhance their self-employment potential. Students’ involvement in entrepreneurship is influenced by their emotions, especially in the early stages of business start-ups. Without exploiting potential business opportunities, entrepreneurship will not occur. This study aims to determine positive emotion effects on the relationship between entrepreneurship education and business opportunity exploitation. The study’s sample comprise of 152 final year university students. A questionnaire-based survey was the main instrument employed and the hypotheses developed were tested using Partial Least Squares-Structural Equation Modeling. The findings show that the students’ action to exploit opportunities is significant, and is affected by the exposure to entrepreneurial learning and anticipated effect of positive emotion on entrepreneurship. This finding confirms that anticipated positive emotions are important throughout the entrepreneurial process and form a motivating factor to engage in entrepreneurial activities. Furthermore, the result shows that positive emotions partially mediate the relationship between entrepreneurship education and opportunity exploitation. This study is important for students to experience a paradigm shift towards entrepreneurship and to encourage them to select entrepreneurship as a career option. Future studies could explore the effect of anticipated negative emotions among tertiary education students, and potential entrepreneurs.
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Willard, Eleanor. "Boosting prospects: Remote work experience with post-16 students." Psychology Teaching Review 25, no. 1 (2019): 42–45. http://dx.doi.org/10.53841/bpsptr.2019.25.1.42.
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This short report will outline a remote work experience scheme that has successfully been running for three years in the psychology group within the Leeds School of Social Sciences. It is designed to aid transition to university for pre-tertiary students by introducing them to undergraduate literacy skills and making their expectations of university level study more realistic. Students act as remote research assistants by working on a brief provided by an academic within the psychology group. The brief summarises a research topic and asks for students to source relevant research and produce a reflective report of their thoughts on the area. The lead academic then provides a brief reference on the work received to the student and their school or college. The scheme is still growing and being refined year on year. This paper describes the scheme in its current form and discusses its effectiveness and potential future directions.
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Hatherley-Greene, Peter. "The Cultural Border Crossing Index: implications for higher education teachers in the UAE." Learning and Teaching in Higher Education: Gulf Perspectives 11, no. 2 (December 1, 2014): 25–45. http://dx.doi.org/10.18538/lthe.v11.n2.133.
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Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences – smooth, managed, difficult, and impossible – with easier and smoother crossing experiences associated with close congruency (related to the students’ self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students’ cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld’s (1975) notion of ‘warm demandingness’ and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates.
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Cahyadi, Dede, Adam Faturahman, Hendriyanti Haryani, Ellen Dolan, and Shofiyul Millah. "BCS : Blockchain Smart Curriculum System for Verification Student Accreditation." International Journal of Cyber and IT Service Management 1, no. 1 (April 30, 2021): 65–83. http://dx.doi.org/10.34306/ijcitsm.v1i1.20.
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The main objective of Higher Education is to prepare students who have academic abilities in developing knowledge and intellectual development of students to prepare technology to enter the world of work. The linkage of higher education and employment is the reason why the services provided by educational institutions direct opportunities for students to find work, because the current job market places more emphasis on the educated workforce. Therefore, tertiary institutions must have a good curriculum structure, requiring students to be productive, creative and innovative individuals who aim to form character students with the level of expertise required by the world of work. This study presents a work funded by the European Union, namely the Qualichain research project which aims to test the quality of education with the labor market related to Blockchain technology. The aim of this research is to develop a Qualichain platform that will offer educational qualifications that focus on the potential of Blockchain technology and perform data analysis to support the curriculum optimization process. This Quanlichain platform will prove its implementation that there are four pilot cases that have their respective differences. Therefore the research is focused on optimizing the administration of higher education through data developed with algorithmic and semantic techniques to support decision making that will be applied in tertiary institutions.
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Bojuwoye, M. O., J. A. Ogunmodede, O. A. Ogunlaja, M. M. Fasiku, G. K. Oyeleke, and A. B. Olokoba. "The knowledge and attitude of students of a Nigerian tertiary institution about peptic ulcer disease." Research Journal of Health Sciences 9, no. 2 (April 13, 2021): 142–49. http://dx.doi.org/10.4314/rejhs.v9i2.4.
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Objectives: This study was aimed at assessing the knowledge and attitude of students of a tertiary institution in North-Central Nigeria about peptic ulcer disease (PUD)Methodology: Three hundred students of the Kwara State Polytechnic, Ilorin, were recruited using a multistage sampling method. Asemi-structured questionnaire was used to obtain socio-demographic data and assess their knowledge about and attitude towards PUD.Results: Two hundred and thirty-four (78.0%) of respondents had heard about PUD before. Two hundred and fifty (83.3%) of the respondents thought PUD was a gastrointestinal disease whereas 40 (13.3%) thought it was a disease of the heart. Only one (0.3%) of the respondents knew Helicobacter pylori as a cause of PUD, and only 17.3% believed drugs could treat PUD. Students of Science-based courses were twice as likely as non-Science based students to have had a prior knowledge of PUD (OR: 1.98, CI: 1.054- 3.717, P=0.034).Conclusion: Though majority of respondents had heard about PUD, their knowledge of its aetiology, symptoms and treatment was poor. This reflects the need to strengthen public health education about PUD because of its potential for causing morbidity and mortality.
Key words: Peptic ulcer disease, gastrointestinal disease, Helicobacter pylori, knowledge
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Mohd, Noor Ismawati. "Sources of Information Referred for Higher Education Institution Selection." Journal of Education and Vocational Research 5, no. 4 (December 30, 2014): 165–74. http://dx.doi.org/10.22610/jevr.v5i4.165.
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In response to the increase in demand on tertiary education, number of higher education institution raised dramatically over the past few decades. The scenario creates competition environment leading to the needs for understanding how students’ decision were made. Recent literature on higher education has been acknowledging the role of marketing in attracting potential students. This paper explores the decision process of selecting higher education institution within the framework of marketing communication. From the perception of students who are successfully accepted in a higher education institution, the analysis was done to investigate what was the source of information being referred. Analysis was also done to identify which source perceived by the students as their most influential source of information in deciding which institution to apply for. The finding suggests that traditional marketing tools such as news paper and magazine advertisement or publication is still effective as compared with other interactive marketing approach such as websites and education fair. The influence of their significant others such as parents, siblings and peers is also discussed.
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Rodprayoon, Nachayapat, Chompu Nuangjamnon, and Stanislaw Paul MAJ. "Distance Learning – A Potential Opportunity for Thailand." Modern Applied Science 11, no. 11 (October 21, 2017): 20. http://dx.doi.org/10.5539/mas.v11n11p20.
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Distance learning is a global phenomenon with a wide range of available courses; however concerns exist regarding both course quality and educational standards. Within Australia the further and higher education sectors are highly regulated by the Tertiary Education Quality and Standards Agency and the Australian Skills Quality Authority respectively. All educational providers must meet the appropriate compliance requirements. The Open Universities Australia consortium is a group of eight Australian Universities. This consortium offers 44 undergraduate awards and 127 postgraduate awards; however they are predominantly in disciplines suitable for distance learning. The Engineering Institute of Technology offers a wide range of accredited distance learning courses but to people already in the workforce. Despite the widespread availability of eLearning tools such as mobile learning and well established instructional platforms within Thailand Online Distance Learning (ODL) is not well represented. In order to analyze potential barriers to this mode of learning a group of Thai university students attended a 1.5 hour lecture remotely and feedback was collected. The results clearly demonstrate that within this single cohort there was considerable interest in studying in a distance learning mode.
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Schauber, Holli. "Promoting Academic Vocabulary Learning through Screencast Feedback." Babylonia Journal of Language Education 1 (April 26, 2022): 56–59. http://dx.doi.org/10.55393/babylonia.v1i.157.
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This article makes an instructional proposal for the innovative potential of a relatively new digitalized method of providing feedback using ‘screencasting’. Practical options emerging from its use appear to enhance L2 academic vocabulary learning through explicit, direct, and interactive feedback. The proposal stems from screencast feedback practices undertaken in a Zoom- facilitated tertiary L2 writing context involving undergraduate thesis advising sessions with non-native speaking English for Academic Purposes (EAP) students.
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Hassan, Murnihayati, Zeehaida Mohamed, Nabilah Ismail, Habsah Hasan, and Zakuan Zainy Deris. "High unprotective anti-HBs antibodies level among vaccinated students in a tertiary teaching hospital in north-eastern Malaysia." International Journal of Human and Health Sciences (IJHHS) 3, no. 4 (September 1, 2019): 245. http://dx.doi.org/10.31344/ijhhs.v3i4.111.
Full textAbstract:
Introduction: Universal hepatitis B vaccination to all newborns have been implemented in Malaysia, since 1989, with nationwide coverage of 96.26%. In this study, we aimed to assess the prevalence of anti-HBs and HBsAg among selected undergraduate students who presumably had completed hepatitis B vaccination during their early childhoods.Methods: Results of hepatitis B screening were obtained retrospectively from 239 newly enrolled undergraduate students at Health Campus, UniversitiSains Malaysia, in 2018. Serum samples were previously tested for the presence of anti-HBs and HBsAg using chemiluminescence immunoassay. Epidemiological data, anti-HBs and HBsAg were analysed using a descriptive statistical method.Results: Anti-HBs was undetected in 82.2 % (n = 194/236) of the tested students. None of these students had detectable HBsAg.Conclusion: This study showed anti-HBs level weaned after almost two decades of vaccination. Therefore, an alternative new testing algorithm such as the administration booster dose of hepatitis B vaccination can be considered in order to ensure that the new students are protected against potential exposure to hepatitis B during their clinical practices.International Journal of Human and Health Sciences Vol. 03 No. 04 October’19 Page : 245-248