Relevant bibliographies by topics / Student development programmes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student development programmes'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Student development programmes"

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Bell, Robin. "Concerns and expectations of students participating in study abroad programmes: Blogging to reveal the dynamic student voice." Journal of Research in International Education 15, no. 3 (October 10, 2016): 196–207. http://dx.doi.org/10.1177/1475240916669028.

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Study abroad programmes have become increasingly popular with university students and within academia. They are often seen as an experiential opportunity to expand student learning and development, including increases in global, international and intercultural competences. However, despite the increasing popularity of and participation in study abroad programmes, many student concerns and uncertainties remain. This research investigates initial pre-departure concerns and apprehensions of students undertaking a one-semester study abroad programme, and uses these as context for an examination of violated expectations of students during their programme. The research uses interpretative phenomenological analysis to interpret data collected from regularly updated blogs composed by students throughout their study abroad experience. The process of using blogs to collect data is less formalized than many other approaches of interpretative phenomenological analysis, enabling ‘in-the-moment’ feedback during the study abroad programme and lending greater depth to the understanding of student perceptions.
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Pow, Jacky, and Marina Wong. "Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching." Journal of Education and Training Studies 5, no. 8 (July 12, 2017): 68. http://dx.doi.org/10.11114/jets.v5i8.2441.

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It is commonly believed that small class teaching can greatly enhance student learning because the individual needs of each student can be better addressed, the students can learn more through more innovative and flexible teaching methods and the students have more time to interact with each other and to gain feedback from their teachers. Although studies have shown that students benefit from small class teaching, they have failed to identify the benefits as the natural consequences of a simple reduction in class size. As increasing numbers of researchers argue that professional development in small class teaching is more important than a simple reduction in class size, it is timely to determine the factors that affect teachers’ participation in small class teaching professional development programmes and their use of small class teaching after participation in these programmes. This study explored teachers’ concerns about or obstacles to applying their knowledge from professional development programmes to their teaching. Teachers who had participated in a government-funded professional development programme were invited to complete an end-of-programme questionnaire, and 160 valid questionnaires were collected. The initial findings indicate that workplace factors were the most common factors in the implementation of small class teaching.
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Chalkley, S., S. Pember, C. France, and B. Jones. "A Student-Centred Approach to Postgraduate Development Programmes." Measurement and Control 30, no. 6 (July 1997): 171–73. http://dx.doi.org/10.1177/002029409703000604.

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Pavlina, S. Yu. "Cross-border Education: Students Exchange Programme Participants’ Perspective on ERASMUS." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 4 (May 4, 2021): 146–57. http://dx.doi.org/10.31992/0869-3617-2021-30-4-146-156.

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Modern educational landscape has been undergoing drastic changes due to the processes of internationalization and transnationalization. Internationalization in higher education is manifold, student academic mobility being one of its manifestations. It is often associated with ERASMUS, the programme that has been implemented in European higher education for almost 30 years. It provides short-term student exchange programmes and involves EU member states as well as other European countries, including Russia. The effect of ERASMUS on higher education of EU countries has been thoroughly studied, while its Russian segment remains a white spot. This article reports on the study done among Russian students who participated in ERASMUS students exchange programmes in 2018–2020 as well as the Russian students educated along with their international colleagues in a home university. The employment of qualitative methods revealed that Russian participants of ERASMUS exchange programmes find them very effective. The most significant benefits include the development of cross-cultural competence as well as professional skills and personal growth. Students working with international participants of ERASMUS programme in a home university were very positive about the experience. Such communication makes the classes interesting, helps Russian students develop understanding of cultural issues, increases their motivation and gives impetus to self-development.
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Mitra, Jay. "Consider Velasquez: Reflections on the Development of Entrepreneurship Programmes." Industry and Higher Education 16, no. 3 (June 2002): 191–202. http://dx.doi.org/10.5367/000000002101296289.

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This paper is concerned with ‘ways of seeing’ entrepreneurship. The study of entrepreneurship is compared to a painter's study of his or her subject. The detail lies in the values and symbols, which inform the portrait or the landscape in which the entrepreneur evolves. The detail also informs the conceptualization and implementation of the programmes for a variety of audiences. The paper outlines some of the conceptual underpinnings for entrepreneurship programmes across the world, and how such programmes emerge in different contexts, especially within higher education institutions. The pursuit of entrepreneurship education poses certain challenges both for the higher education system and the student, and the author discusses these issues and how they have influenced the development of a postgraduate programme in entrepreneurship in his university.
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Hunte, Andrew, Wasi Z. Khan, and Rohanie Maharaj. "An Evaluation of a Pilot Study of the Personal Tutoring Programme in Improving Skills Development at the University of Trinidad and Tobago." International Journal of Higher Education 9, no. 1 (February 18, 2020): 280. http://dx.doi.org/10.5430/ijhe.v9n1p280.

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Personal tutoring provides professional skills development and support to students as they matriculate through their respective university programmes. Recently, there has been a growing trend of students facing academic difficulties in their first year of undergraduate study at the University of Trinidad and Tobago (UTT) which have impacted on student retention rates. This paper shares the experiences of a pilot study of the Personal Tutoring Programme (PTP) launched in term 2 (January to May) of the 2018 academic year, at the UTT where five hundred and thirty-two (532) students along with forty-eight (48) personal tutors (PTs) engaged in activities that promoted academic and social support. During term 2, PTs met with their assigned tutees at least once per week. The evaluation of the PTP in skills development was based primarily on pass rates of term 2 courses in the Certificate of Applied Engineering (CAE) and Bachelor of Applied Science Common Year I (BASc Common Yr I). These programmes are used as entry requirements to specialized diploma and bachelor level programmes at UTT. Within the BASc Common Yr I, there were marked improvements in the Engineering Thermodynamics course while in the CAE programme, there were marked improvements in the Applied Engineering Mathematics II course with 100% pass rates in two campuses where it was offered. Student feedback was indicative of the positive impact of the PTP which improved students pass rates with engineering courses that traditionally were difficult for them. Overall the PTP contributed to the holistic development of the students.
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Karnjuš, Igor, Mirko Prosen, Boško Krivičić, and Sabina Ličen. "The influence of international mobility programmes on nursing students' personal and professional development." Obzornik zdravstvene nege 54, no. 4 (December 14, 2020): 279–88. http://dx.doi.org/10.14528/snr.2020.54.4.3020.

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Introduction: Student mobility programmes have become a valuable instrument in student education as they enable the acquisition of essential knowledge, skills and attitudes, and equip the individual more effectively to work in the globalised world. The aim of the study was to examine the impact of international exchange programmes on the personal and professional development of undergraduate nursing students.Methods: A quantitative secondary analysis was conducted. The primary data were collected in 2016 as part of the study entitled International Nursing Student Exchange – Comparison Between Slovene and Foreign Students. The sample in the secondary analysis consisted of 73 nursing students from Slovenia and other European countries. The questionnaire included 20 statements which were rated on a 5-point Likert scale (1-strongly disagree to 5-strongly agree). The data were described on the basis of calculated mean values and the Mann-Whitney U test.Results: On the personal level, students stressed that mobility can improve their self-confidence (Z = –2.088, p = 0.037) and acceptance of other cultures (Z = –3.116, p = 0.002). On the professional level, they highlighted the need to upgrade students' professional competencies (Z = –3.116, p = 0.002), particularly in the field of culturally competent nursing care (Z = –2.391, p = 0.017).Discussion and conclusion: The benefits reported by nursing students seem to show that it is sensible to continue to support and promote international student mobility programmes.
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Thomas, Mark, Patrick O'Sullivan, Martin Zahner, and Joelle Silvestre. "Innovation and alliances in international management programmes; redefining and extending the model." Journal of International Education in Business 8, no. 2 (November 2, 2015): 92–108. http://dx.doi.org/10.1108/jieb-01-2015-0001.

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Purpose – The purpose of this paper is to describe an innovative international management programme that has been developed across four countries for Master-level students. It first analyses the advantages and disadvantages of two of the most common forms of internationalisation in higher education; the student exchange and full-scale offshore campus model. It then shows how one programme at Grenoble Ecole de Management (GEM) has been designed to capture the best parts of both models in the creation of a hybrid, transcontinental programme. This has resulted in the creation of high quality international education for a large number of students whilst further developing a stronger alliance network between faculties and the business community. Design/methodology/approach – The paper analyses the advantages and disadvantages of two forms of internationalisation. From there, it draws upon a case study of a hybrid programme based on discussions with faculty and students from four internationally accredited business schools in Vancouver, New York, Grenoble and Beijing. It is supplemented with research on the development of international higher education. Findings – International exchange programmes and offshore international campuses can enrich the learning experience for students. However, there are limitations to both models. A hybrid model, though more complex to develop may have a much deeper impact on student learning and faculty development while also offering graduates a greater number of international employment opportunities. The paper outlines some best practices and preliminary learning outcomes. Research limitations/implications – The transcontinental project is relatively new being in its third year. Initial results are very positive, but the full implications will be understood in the coming years. Practical implications – The paper outlines a framework for joint academic programmes overseas. It demonstrates that by assessing the pros and cons of different forms of international development, a third way can be designed to ensure a richer experience for students, faculty and the business community. Originality/value – The programmes are designed to include a greater number of stakeholders and involve teaching, research and corporate participation. This contrasts with many international ventures in higher education institutions that may deal with only one aspect. The paper gives a clear framework for the creation of such programmes. It will be of value to academics, administrators and directors wishing to innovate in their international development for the benefit of their students and faculty.
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Davies, Rosey, Amanda Pocklington, and Simon Allington. "One size does not fit all: Tailoring Peer Support Programmes for optimal student engagement." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 274. http://dx.doi.org/10.21100/jeipc.v3i1.688.

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Peer Support Programmes (PSPs) have long been a feature of student engagement activity at the University of Exeter. Peer Support at Exeter started over eight years ago, with just two discipline-specific programmes. Since then, the number of programmes has increased significantly, but throughout this period of growth the bespoke nature of the programmes has been retained. All PSPs are student-led and, crucially, they are tailored to meet the specific needs of the student group involved. We, the authors, are firmly of the opinion that ‘one size does not fit all’ and that tailoring every programme to the specific needs of each student group is vital if it is to be successful. It is now recognised that engagement in interventions such as PSPs can play an important role in improving student retention and success (Thomas, 2012) and that an understanding of ‘local contexts’ can enhance the efficacy of such programmes (Thomas et al, 2017). However, this was not as well understood when PSPs were first introduced at Exeter. This short paper seeks to present an overview of the evolution of PSPs at the University of Exeter, which may provide others with a useful insight into the development of tailored PSPs for optimal student engagement.
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Mills, Anne, Julie Ryden, and Anneyce Knight. "Juggling to find balance: hearing the voices of undergraduate student nurses." British Journal of Nursing 29, no. 15 (August 13, 2020): 897–903. http://dx.doi.org/10.12968/bjon.2020.29.15.897.

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Background: Accounts of stress are common among students on nursing programmes. Prolonged high levels of stress can contribute to poor learning, the development of detrimental health behaviours, attrition and burnout. Aims: To examine the health and wellbeing implications of undertaking a BSc nursing degree in the UK for first-year students. Methods: Qualitative narrative analysis of 100 written student reflections on the influences on their health and wellbeing was undertaken. Findings: Nursing students must juggle multiple competing demands on their physical capabilities, personal resources, income and time. Students are constantly seeking to achieve balance and personal equilibrium through the use of a variety of coping strategies. Conclusion: This work calls upon the profession, the nursing regulator, nursing programmes within higher education institutions and health Trusts to review the framework and content of undergraduate BSc nurse education. Programme requirements should enhance the health and wellbeing of students while simultaneously delivering education and practice opportunities necessary to meet professional requirements.
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Dissertations / Theses on the topic "Student development programmes"

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Goodwin, Maryna, and n/a. "Identifying and overcoming barriers to the implementation of student development programmes in ACT high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050801.165422.

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My study is of the provision of career education, health education, personal development and student development programmes for students from Years 7 to 10 in ACT high schools. My purpose was to identify why these programmes are not available to all students and what can be done to make them available. The methods I used were an examination of a longitudinal case study of "Bellbird" High School in parallel with a survey of the current system perspective. Although the study focuses on the ACT in Australia, reference is made to the international literature, as well as local, regarding the attitudes of students, parents and teachers to career education, health education, personal development and student development programmes; data collection and interpretation; and the implementation of change. I have used data from three different survey instruments administered at "Bellbird" High School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument at system level twice, in two consecutive years, in 1988 and 1989. Each of the instruments was developed for a specific purpose and not for gathering data for this study. All three surveys at "Bellbird" High School were designed to determine the attitudes of students, parents and teachers to aspects of the curriculum. They provided both quantitative and qualitative data. Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material for confirmation of significant issues. In addition to using qualitative data from these three instruments, I have also used comments from curriculum committee and School Board documents and evaluation reports from the Living Skills Programme. At system level, a questionnaire was designed to gather data about the provision of career education and health education in high schools in the ACT. This instrument, included questions about barriers to these programmes and strategies for overcoming the barriers. The findings were distributed to the schools. The procedure was based on the 'Research, Development and Diffusion' model. People associated with the successful implementation of the programmes under investigation were interviewed to find out what barriers they had faced, how they overcame them and what suggestions they had for overcoming other baniers to these programmes. Using the data CO-jointly with the literature and my own knowledge of cumculum implementation, I have proposed an action plan for "Bellbird" High School to extend the provision of its student development programme to all students. In conclusion, the suitability of the proposed action plan for use in other ACT high schools is appraised and general principles for the system are drawn out.
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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Matshotyana, Ntombiyakhe Victoria. "Optimising the teaching-learning environment of first-year nursing students at a public nursing college." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1018274.

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Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
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Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.

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Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.

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Bowers, Carla J. "The freshman transition process /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620451&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Van, Heerden Maria Susanna. "Providing and managing student development and support in higher education in a developing country." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-144105.

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Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Books on the topic "Student development programmes"

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Ann, Keating Lou, ed. Developing effective student services programs. San Francisco: Jossey-Bass Publishers, 1985.

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Coombe, Carol. International development programmes in higher education: A report to the Commonwealth Standing Committee on Student Mobility andHigher Education Co-operation. London: Commonwealth Secretariat, 1989.

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Coombe, Carol. International development programmes in higher education: A report to the Commonwealth Standing Committee on Student Mobility and Higher Education Co-operation. London: Commonwealth Secretariat Education Programme, 1989.

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Hood, Albert B. Key resources on student services: A guide to the field and its literature. San Francisco: Jossey-Bass, 1990.

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1947-, Forney Deanna S., and Guido-DiBrito Florence 1952-, eds. Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass Publishers, 1998.

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Student development in college: Theory, research, and practice. 2nd ed. San Francisco: Jossey-Bass, 2010.

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Polytechnic, Wolverhampton. Post-graduate development programme in education: Student guide. Wolverhampton: Wolverhampton Polytechnic, 1990.

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Caul, Brian. Value-added: The personal development of students in higher education. Belfast: December Publications, 1993.

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1943-, Worsham Dode, ed. Student guidance and development. Larchmont, N.Y: Eye On Education, 1998.

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Komives, Susan R. The handbook for student leadership development. 2nd ed. San Francisco: Jossey-Bass, 2011.

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Book chapters on the topic "Student development programmes"

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Sivapalan, Subarna. "Engineering Education for Sustainable Development in Malaysia: Student Stakeholders Perspectives on the Integration of Holistic Sustainability Competences Within Undergraduate Engineering Programmes." In Engaging Stakeholders in Education for Sustainable Development at University Level, 263–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26734-0_17.

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Archer, Melenie, Dawn A. Morley, and Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment." In Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.

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Abstract Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formative feedback, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.
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Trelfa, Jo. "‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice." In Applied Pedagogies for Higher Education, 299–322. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_13.

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Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).
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Magyar, Caroline I., and Vincent Pandolfi. "Case Example: Inclusion Program Development." In Developing and Evaluating Educational Programs for Students with Autism, 235–45. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6303-1_12.

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Magyar, Caroline I. "ASD Program Development Action Planning." In Developing and Evaluating Educational Programs for Students with Autism, 99–110. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6303-1_5.

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Magyar, Caroline I. "ASD Classroom Development System: Designing an ASD Classroom." In Developing and Evaluating Educational Programs for Students with Autism, 131–57. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6303-1_7.

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Al Khalili, Tamara. "Marginalized Students and Linguistic Challenges at Intensive English Programs in Lebanon." In Policy Development in TESOL and Multilingualism, 149–59. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3603-5_12.

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"Personal growth and professional development of student teachers through teacher education programmes." In Educational Change in South Africa, 93–111. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087906603_007.

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Vasmatzoglou, Areti, and Neasa Ní Chiaráin. "The development of an online game-based simulation for the training of English language teachers in virtual environments." In CALL for widening participation: short papers from EUROCALL 2020, 334–41. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1210.

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Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.
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Baporikar, Neeta. "Holistic Perspective on Student Retention." In Critical Assessment and Strategies for Increased Student Retention, 172–94. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch011.

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Student retention is becoming critical as the budgets for higher education are shrinking and the economies are becoming more and more knowledge driven. Student retention if not addressed in a holistic manner would mean loss not only to the institution but also to the development of human resources and equitable economic development. This chapter intends to review the causes of student dropout, the current approaches adopted for retaining students with focus on master level programmes in management discipline at a Namibian University. In doing so it also addresses the socio-cultural aspects of student retention and intends to provide a holistic framework for enhancing the rate of student retention.
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Conference papers on the topic "Student development programmes"

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Shakirova, Alina, Rimma Sagitova, and Nargis Bagmanova. "FINANCIAL ASPECT OF STUDENT MOBILITY PROGRAMMES: FOREIGN EXPERIENCE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2571.

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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.

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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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Phewa, Nombulelo Molly Cynthia. "The Unisa KZN Students’ Perspectives of Student Success." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4878.

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This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.
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Ramraj, Upaasna. "ENHANCING STUDENT KNOWLEDGE, THROUGH THE INTRODUCTION OF GENERAL EDUCATION IN UNDERGRADUATE PROGRAMMES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1105.

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González-Geraldo, José Luis, and Fuensanta Monroy. "Impact of a teacher development programme on approaches to teaching in higher education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5052.

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The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.
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I Wright, Carole, Catherine RH Aicken, Mary C Laurenson, and Kathleen T Galvin. "P4 The caring values of student nurses, and their development during educational programmes." In Crafting the future of qualitative health research in a changing world abstracts. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjopen-2019-qhrn.39.

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Pickard, Luke, James McKenna, Julie A. Brunton, and Andrea Utley. "Personal development, resilience theory and transition to university for 1st year students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5172.

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Aim The study aimed to determine whether an outdoor orientation programme (OOP) could increase personal development, develop resilience and aid transition and adaptation in 1st year university students. OOPs are thought to aid transition through adventure experience. Based on student development theory, outdoor orientation programmes accelerate psychological growth (Vlamis et al., 2011). Method Semi structured interviews were conducted with 14 students who attended an outdoor orientation programme to investigate the experience of attending an OOP and transition to university. The data was analysed following Braun and Clarke (2006) Six phase approach to thematic analysis. Results Thematic areas discovered included ‘Personal development – Building more than a raft’. This theme described the way in which students developed self-worth and self-efficacy through the OOP experience. ‘The fine line between challenge and fear’ describes how delivery of an intervention such as an OOP needs to be carefully delivered to enhance the benefits and limit any possible detrimental experiences. Discussion These first year students developed in terms of self-worth and self-efficacy through overcoming challenge. This development was also linked to the students surprising themselves about their capacities for handling adversity. Keywords: Adaptation; transition; 1st year students; outdoor orientation program; resilience; personal development.
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Zeidmane, Anda, and Tatjana Rubina. "Student - related factor for dropping out in the first year of studies at LLU engineering programmes." In 16th International Scientific Conference Engineering for Rural Development. Latvia University of Agriculture, 2017. http://dx.doi.org/10.22616/erdev2017.16.n122.

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Singh, Harprit, Samira Hachemi, and Antonio Peña-Fernández. "STUDENT FACILITATED WALK-IN WORKSHOPS TO SUPPORT PEER-LEARNING OF HUMAN ANATOMY AND PHYSIOLOGY ON HEALTH SCIENCE PROGRAMMES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0431.

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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
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Reports on the topic "Student development programmes"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Alzahrani, Sarah G., and Joy M. Kozar. Fostering the Professional Development of Saudi Female Students: Implications for Educators in Apparel and Textiles Programs in Saudi Arabia. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-57.

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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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