To see the other types of publications on this topic, follow the link: Student development programmes.
Journal articles on the topic 'Student development programmes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Student development programmes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full text
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Seol, Jinah. "KNOU-UNESCO Cooperative Model for PCPD Region Development." Asian Association of Open Universities Journal 9, no. 1 (September 1, 2014): 65–79. http://dx.doi.org/10.1108/aaouj-09-01-2014-b007.
Full textAbstract:
This study aims to explore KNOU's potential for supporting international education programmes and to propose a cooperative model between KNOU and UNESCO for establishing an open and distance learning (ODL) system in the ‘post conflict, post disaster’ (PCPD) regions. Coupled with UNESCO's expertise in rehabilitation programmes, KNOU will be able to initiate an international ODL programme by transferring its experience and technical and media know-how to the respective developing countries. This study examines pedagogical usage of ICTs and a possible collaborative model among institutions in three phases: an introduction stage, a development stage, and a completion stage. To strategically effect an international cooperative model, four potential action plans by KNOU are suggested. First, KNOU and UNESCO should construct a team that will choose a PCPD country as a case study and consult specific strategiesfor the implementation of the KNOU model. Second, leadership seminars and training programmes should be developed concurrently. Third, networking and cooperative systems should be set up with local universities. And, finally, student exchange programmes and overseas volunteer programmes should be designed and operated. Utilization of its advanced and systematic DE cooperative model will allow KNOU, as one of the leading ODL institutions, to carry out a meaningful international cooperative venture with UNESCO.
12
Mackenzie, Lee. "Evaluation of an English language peer tutoring intervention." International Journal of Educational Management 34, no. 5 (December 23, 2019): 869–80. http://dx.doi.org/10.1108/ijem-04-2019-0129.
Full textAbstract:
PurposeDesertion rates in Colombian universities remain unacceptably high. In the field of foreign languages, academic failure is particularly concerning since English language instruction is compulsory in most universities. To address the issue of poor student performance and high dropout rates, the University of Colombia has set up a peer tutoring scheme (PTS) for English as a foreign language (EFL) students in order to inform programme development. The paper aims to discuss this issue.Design/methodology/approachThe study was informed by realist evaluation principles. Qualitative in-depth interviews were conducted with eight PTS stakeholders supplemented by documentary analysis of the programme’s publicity material on the PTS website. The data were analysed using thematic analysis.FindingsFindings reveal discrepancies between the “espoused theory” about how the programme operates and the “theory-in-use”. In particular, according to stakeholders, the programme does not appear to be used by many of those EFL students who would benefit from it, which suggests that the programme is not as effective as it could be. Student and teacher contextual factors and mechanisms may explain the reasons for issues with programme effectiveness.Research limitations/implicationsFormative evaluations such as the current study can provide rich contextual information, but cannot be generalised to other settings. Also, this study does not explore the perspective of peer tutors and tutees, which means key variables may have been overlooked. Further research into the perspectives of tutors and tutees would therefore be needed to firm up these conclusions.Practical implicationsDue to the scarcity of literature into EFL peer tutoring interventions in higher education (HE), it is hoped that these findings will have relevance for similar contexts. The current evaluation highlights the influence of contextual factors such as willingness to ask for help, student motivation, student priorities, tutor credibility, teacher workload, timetabling and scheduling issues and involvement from teachers on the success of open-access peer tutoring programmes for EFL students in higher educational settings.Originality/valueAs far the researcher is aware, this is the first evaluation of an EFL peer tutoring programme in a private HE context in Colombia, and one of only a handful of studies into EFL peer tutoring programmes. The findings therefore have implications for those working in similar contexts.
13
Meier, Frank, and Brigid Carroll. "Making up leaders: Reconfiguring the executive student through profiling, texts and conversations in a leadership development programme." Human Relations 73, no. 9 (September 4, 2019): 1226–48. http://dx.doi.org/10.1177/0018726719858132.
Full textAbstract:
Are leaders born or made? In this study of contemporary leadership development programmes, we find that leaders are not only made but also – in Ian Hacking’s sense – made up. Such programmes increasingly employ practices like personality profiling, appraisals, feedback and coaching aimed at creating knowledge about individual leaders in order for them to develop. The effects of these practices on participants have been theorized in terms of identity regulation and resistance, yet in our view the situated accomplishments of authority and identity remain inadequately theorized. This study follows a number of such practices as texts and conversations, and shows how a programme participant’s leader identity becomes authorized and acknowledged as participants and instructors ventriloquize texts in conversations. We theorize this as identity reconfiguration, as it entails the continual staging and authorizing of diverse figures. Our findings have implications for the relation between governmentality studies and studies of texts and conversations in leadership development programmes as well as for how we approach agency and context in this realm.
14
Aminian, Gholamreza, and John Mitchell O’Toole. "Undergraduate prosthetics and orthotics programme objectives:a baseline for international comparison and curricular development." Prosthetics and Orthotics International 35, no. 4 (October 31, 2011): 445–50. http://dx.doi.org/10.1177/0309364611425094.
Full textAbstract:
Background: Prosthetics and orthotics is a relatively recent addition to the suite of undergraduate professional preparation programmes. There has been limited publication regarding international patterns of curriculum development, particularly concerning how objectives differ across global regions. Objectives: This paper compares current prosthetics and orthotics curricula from a range of regions and identifies both common and distinctive objectives. Study Design: Mixed method: document analysis followed by modified Delphi process. Methods: Documents were analysed qualitatively to compare various curricula and emergent features were evaluated by a group of expert prosthetics and orthotics instructors. Results: There was substantial agreement that programmes should improve student knowledge and understanding. They should establish and extend student fabrication, communication skills and professional co-operation. However, there appeared to be regional differences in the priority given to critical thinking and clinical reasoning; integration of theory and practice and particular approaches to teaching prosthetics and orthotics. Conclusions: This study revealed substantial consensus regarding the importance of clear programme objectives dealing with student abilities, professional skills and contemporary understanding. However, this study also revealed regional differences that may well reward further investigation.
15
Stone, Graham J., and Elisabeth Ineson. "Personality and hospitality management development." Tourism and hospitality management 4, no. 2 (December 1998): 373–82. http://dx.doi.org/10.20867/thm.4.2.11.
Full textAbstract:
The research analyses the contribution of personality to the exercise of the management function within the hospitality industry, and demonstrates that the profiles of incumbents can be measured more objectively by the use of self-assessment instruments. On the basis of pilot studies in Hungary and the Czech Republic a the profiles of final year hospitality students were identified and were compared with current job incumbents. Analysis of the findings indicate a mis-match between student and management traits. The conclusions suggest that educational programmes should be modified if the student experience is to be made more realistic and relevant to the needs o f industry. Implementation of the research should result in improved satisfaction of students' career aspirations and on a wider level, it could contribute significantly to management performance across the industry.
16
McCormick, Robert. "The Radio and Television Universities and the Development of Higher Education in China." China Quarterly 105 (March 1986): 72–94. http://dx.doi.org/10.1017/s0305741000036778.
Full textAbstract:
The Radio and Television Universities of China, better known there as dianda, are now well established and growing rapidly. Dianda have been the subject of a number of articles, but, although the amount of comment on their operation has grown over the years, the focus has been on describing this operation. No attempt has been made to relate in detail the developments to the whole of higher education in China. Dianda warrant detailed consideration, not only because of their importance to the development of higher education in China, but also because they form the largest distance education system4 in the world. The size is indicated in the figures for student enrolment in three-year full-time degree programmes (at zhuanke level) since the founding of dianda, shown in Table 1. These programmes are offered in all provinces except Tibet, relying mainly on television lectures, backed up by text-books and face-to-face teaching. It is an extremely decentralized system, largely confined to urban areas, with local centres being responsible for student administration. (The central administration in Beijing has no individual student records.) The degree programme in the first four years was offered only by the science and technology department and included electrical and mechanical majors, and less commonly physics and mathematics. In 1982 over 78,000 students graduated. Social science courses in economic management started in 1983 and in future years it is hoped to introduce a wide variety of courses, shifting the balance away from science and technology.
17
Watkins, Lance Vincent, and Robert Colgate. "Improving healthcare for people with intellectual disabilities: the development of an evidence-based teaching programme." Advances in Mental Health and Intellectual Disabilities 10, no. 6 (November 7, 2016): 333–41. http://dx.doi.org/10.1108/amhid-07-2016-0009.
Full textAbstract:
Purpose To develop and implement an educational programme to improve medical students’ attitudes towards intellectual disabilities. The purpose of this paper is to improve the healthcare outcomes for individuals with intellectual disability. Design/methodology/approach The development of an educational programme involving actors with an intellectual disability as simulated patients. Scenarios were developed involving basic healthcare interactions. The programme was piloted in three sessions with 45 students. A qualitative analysis of student feedback was then used to develop a student attitude questionnaire for completion pre- and post-educational intervention. Findings The student attitude questionnaire was completed by 23 different medical students. Two domains were analysed: affect and understanding domain scores, mean difference (95% CI) 3.17(2.41-3.94) p<0.001, knowledge and skills domain scores, mean difference (95% CI) 4.22(3.3-5.14) p<0.001. Social implications Student feedback reveals significant positive changes in affect and understanding, and an improvement in knowledge and skill levels when interacting with people with an intellectual disability following the educational intervention. Some major institutions now offer comprehensive programmes involving people with intellectual disabilities as tutors, and in the role of simulated patients. However, more needs to be done to encourage the increased participation and good practice for all of tomorrow’s doctors to benefit. Originality/value Following the publication of recent enquiries into the deaths of people with intellectual disabilities. We know that many of these deaths are premature and potentially preventable. The main failing identified repeatedly is that healthcare staff lack of awareness of the needs of people with intellectual disabilities. This emanates from poor quality and limited curricula time dedicated to intellectual disabilities. There is a need to drastically change the approach to teaching about intellectual disabilities to medical students. All the evidence promotes the involvement of people with intellectual disabilities and their careers in designing and delivering this teaching.
18
James, Melissa, and Dongkoo Yun. "Exploring student satisfaction and future employment intentions." Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 117–33. http://dx.doi.org/10.1108/heswbl-03-2017-0019.
Full textAbstract:
Purpose The purpose of this paper is to explore the factors that affect higher education student satisfaction and to understand students’ perceptions of their academic success and future employment expectations at a particular institution. Design/methodology/approach This study analyzes institutional performance related to students’ satisfaction and their preparedness for future employment endeavours. The questionnaire is designed specifically for students who are eligible to graduate, and the survey is implemented over the institutional website via the student portal and a total of 750°-seeking undergraduate students (target population) are invited to participate. Findings The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programmes, there are differences in the perception of career expectations based on chosen academic programme. Most notably, the results also indicate students’ expectations for employment did not have a negative effect on their satisfaction with the higher education institution (HEI). In contrast, they were mostly satisfied with their academic and personal development. In essence, they felt prepared for the workplace and satisfied with the skills and knowledge developed at a university, regardless of job expectations. This paper suggests that institutions may wish to heighten their focus on academic factors in their efforts to retain students and improve their student academic experience. Originality/value This study is conducted at a small-sized (less than 5,000 students) higher institution in Canada that primarily provides undergraduate courses and focusses on students’ employment expectations and their rating of the academic experiences. This study can assist HEIs in developing policies related to student retention and success. HEIs may find this study useful in developing policies and programmes related to transitioning from undergraduate studies to the workplace.
19
Klizaitė, Jūratė, and Renata Arlauskienė. "Students’ Attitude Towards Self-Study: A Case of College Study Programmes in Social Sciences." Applied Research In Health And Social Sciences: Interface And Interaction 12, no. 1 (December 1, 2015): 2–10. http://dx.doi.org/10.1515/arhss-2015-0002.
Full textAbstract:
Abstract In recent years, the significance of quality in higher education has been emphasised, with special emphasis placed on the opinion of students. The present paper analyses the attitude of college students towards self-study assignments as a factor essential for the development of generic competences, presently related to the widely discussed educational paradigms, such as student-oriented learning, metacognitive study strategies, and holistic personality development. The changes in the educational paradigms and recent fundamental and applied research reveal the importance of student independent work in the study process and the development of abilities necessary for learning, the enhancing of motivation, and the promotion of reflection and critical thinking. A new attitude towards the development of student thinking and the enhancing of their activity has been formed. Students‘ generic abilities necessary for independent work and relevant for the solution of the problems arising in their professional activity in the future (monitoring, organisation, communication, work in a team, etc.), as well as their learning motivation, are different. Student selfstudy activity is a major integral part of college studies, and it has to be appropriately organised, monitored, assessed, and provided with the most important sources of information and technologies. The research aim is to identify the views of college students on self-study assignments in the process of implementation of study programmes in social sciences. The analysis of the outcomes of the student survey and of the research of other authors is expected to lead to the identification of the weaknesses in the organisation of self-study activities and to contribute to the forecasting of the improvement trends and the development of generic competences that integrate individual knowledge, abilities, and attitudes into a whole and and consciously channel them in the chosen direction.
20
Dahl, Thomas. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development." Sustainability 11, no. 7 (April 3, 2019): 1993. http://dx.doi.org/10.3390/su11071993.
Full textAbstract:
The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.
21
Alsop, Sian, and Hilary Nesi. "Issues in the development of the British Academic Written English (BAWE) corpus." Corpora 4, no. 1 (May 2009): 71–83. http://dx.doi.org/10.3366/e1749503209000227.
Full textAbstract:
The British Academic Written English (BAWE) corpus is a collection of texts produced by undergraduate and Master's students in a wide range of disciplines, for assessment as part of taught degree programmes undertaken in the UK. The majority of the contributors to the corpus are mother tongue speakers of English, but, in order to be included in the corpus, each assignment had to be judged proficient by assessors in the contributor's discipline, regardless of the writer's mother tongue. The corpus contains, therefore, only texts that have met departmental requirements for the given level of study. University writing programmes are typically aimed at undergraduate and Master's students, and it would be useful for writing tutors to know more about student assignment genres and the linguistic features of successful writing at undergraduate and Master's level. However, most large-scale descriptive studies of academic writing focus on published or publicly accessible texts, or learner essays on general academic topics, probably because there are practical difficulties associated with collecting large amounts of well-documented student output. This paper charts the experience of collecting data for the BAWE corpus, highlighting the problems we encountered and the solutions we chose, with a view to facilitating the task of future developers of academic student writing corpora.
22
Waters, Jane, and Elaine Sharpling. "Changing the Lens: Mapping the Development of Research Dispositions in Programmes of Initial Teacher Education (ITE)." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 165–83. http://dx.doi.org/10.16922/wje.22.1.8-en.
Full textAbstract:
The vision for ITE in Wales requires that NQTs understand how to conduct 'close-to-practice' research and are able to articulate evidence-informed approaches to pedagogy (Furlong, 2016; Welsh Government 2018). This paper describes the processes by which one HEI-school partnership (the APLP) developed programmes of ITE to respond to this vision, specifically focussing on the journey of the student-teacher through the development of four research dispositions. The programmes seek to ensure that ITE students develop an 'inquiry stance', where this reflects the understandings of Cochran-Smith (2011) who uses the term inquiry to refer to teachers' questioning, and the metaphor of stance to allude orientation and position. In order to support the research skills needed to adopt an inquiry stance, the work of Orchard and Winch (2015) has been adapted and distilled into four dispositions for the student?teacher and progression steps have been identified for differing levels of study. The research dispositions and associated knowledge, skills, understandings and behaviours have been mapped through the content of the modules in each ITE programme on offer. We include a consideration of the tensions apparent in the development of detailed module content and conjecture that these may be an inevitable result of the professional habit of performativity that results from education systems historically driven by structures of accountability.
23
Hayton, John. "“They do treat us as a bit normal now”: Students’ experiences of liminality and communitas whilst volunteering on a sports-based outreach project." International Review for the Sociology of Sport 53, no. 7 (January 17, 2017): 869–89. http://dx.doi.org/10.1177/1012690216687553.
Full textAbstract:
Student volunteering during university has been widely championed for its purported benefits to both students and society alike. Internationally, universities have increasingly coupled student volunteering opportunities or embedded forms of service learning with sport-for-development programmes (SFD) as a means of contributing to strategic institutional objectives. However, there is a paucity of academic research that documents the social processes experienced by students as they converge with hard-to-reach client groups when volunteering on university-led SFD platforms. Therefore, and utilising data captured from semi-structured interviews ( n=40), this article explores the lived experiences of undergraduate students who volunteered on a sports-based community outreach project: the Sport Universities North East England (SUNEE) project. Largely run by student volunteers, the SUNEE project delivers a raft of sports-based and personal development programmes to hard-to-reach groups. This article utilises Victor Turner’s concepts of liminality and communitas to illustrate the processes of initiation and integration that confer both membership upon student volunteers and their legitimacy as leaders, when working with the hard-to-reach clientele on the project.
24
Tso, Simon. "Challenges to student transition through a United Kingdom graduate-entry medicine degree programme." Asia Pacific Scholar 5, no. 2 (May 5, 2020): 5–13. http://dx.doi.org/10.29060/taps.2020-5-2/oa2168.
Full textAbstract:
Background: The transition experience of graduate-entry medicine degree programme students is less well understood as compared to those from undergraduate-entry medicine degree programmes. Aim: This thematic analysis study aimed to explore the transition experience of graduate-entry medicine degree programme students at a United Kingdom medical school. Methods: Twenty-one student volunteers from the University of Warwick 4-year graduate-entry medicine degree programme took part in this study with fourteen participants attended a further follow-up interview. Audio recordings of their semi-structured interviews were transcribed verbatim and analysed thematically. Results: Results revealed three key transition periods within the University of Warwick Medical School’s graduate-entry medicine degree programme. Learning, professional identity development and managing coping strategies were the three key challenging issues dominating their transition experience. Medical students encountered a range of challenging issues throughout their medical school journey that could be categorised under three conceptual themes: challenges associated with the curriculum, challenges associated with their social role and generic life challenges. Conclusions: The findings from this study could be useful to educators and medical schools in enhancing their student support services. It could also be useful to prospective and existing medical students in understanding the realities of undertaking a graduate-entry medicine degree programme.
25
Ohnishi, Satomi, and Judith Helen Ford. "Student seminar program for improving academic presentation skills for PhD students in science." International Journal for Researcher Development 6, no. 1 (May 11, 2015): 57–76. http://dx.doi.org/10.1108/ijrd-09-2014-0027.
Full textAbstract:
Purpose – The study aims to reveal how the students improved their academic presentation skills and the limitations to improvement with or without influences of students’ language backgrounds. Since the career paths of postgraduates have become more diverse in recent years, generic skills training is increasingly included in postgraduate programmes in addition to specific research training. However, PhD education generally adopts a traditional style, often relying on an individual supervisor without the inclusion of specific programmes to improve students’ generic skills. As academic presentation skills are crucial to research and are a generic skill that PhD students in science must acquire, we propose that existing student seminar programmes can be used effectively as an active training programme to improve these skills. Design/methodology/approach – To design effective student seminars, we investigated how PhD students improved their academic presentation skills when opportunities to give regular seminars were provided and students were given detailed scores that measured performance in specific areas of presentation competency. We outline an extensive case study of 95 PhD students who presented at student seminars over a period of six years (2006-2011). Valid data of 73 students were collected, and data of 58 students were used for detailed analysis. Performance in three major factors important to presentation skills: structure, visuals and delivery, were scored for each seminar, and the scores underwent detailed statistical analysis. Findings – Our key findings are that international students obtained better scores than Australian students for their first presentations while Australian students obtained a better score than international in for their second and the later presentations. The improvement of international students is slower than Australian students but occurs at a steadier pace. International students showed difficulty in improving answering questions. Originality/value – This is the first time that a longitudinal study on PhD students’ development of academic presentation skills has been undertaken. Our results revealed how the students improved academic presentation skills and that the limitations to improvement depended on their language backgrounds. We discuss our findings from the viewpoint of student language backgrounds and the process of adaptation to academic culture.
26
Dealey, Jill. "Active learning in criminal justice." Learning and Teaching 13, no. 2 (June 1, 2020): 85–101. http://dx.doi.org/10.3167/latiss.2020.130206.
Full textAbstract:
Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.
27
Ghimire, Nani Babu. "Teachers’ professional development in community campuses of TU: Expectation and responsibility." Siddhajyoti Interdisciplinary Journal 1 (January 30, 2020): 63–73. http://dx.doi.org/10.3126/sij.v1i0.34921.
Full textAbstract:
Teachers' professional development programme enables teachers to develop the knowledge and skills they need to address the students' learning. It assists the teachers to improve their instruction for the improvement of student learning achievement and better performance of community campuses. The purpose of this study was to explore the significance of Teachers’ Professional Development (TPD) to the teachers of community campus with their expectation, and responsibility. Qualitative case study design was adopted and three teachers were purposively selected from three distinct community campuses of Sindhuli district. Data were collected through semi-structured open-ended interview guidelines. Collected raw data were analysed using thematic analysis. The finding exposed that only teaching in the classroom is not enough for teachers' professional development. Besides, the teachers should participate in training, research work, writing journal article, teachers discussion programmes, learning from media, self/further study, attending in seminars/work-shops/conferences. TPD helps the teacher to develop professional knowledge, skills, new techniques and technology of teaching. The teachers are themselves supposed to be conscious and initiative for their professional developments.
28
Ypsilandis, George. "Impact and reactions to a blended MA course on Language Education and Technology." EuroCALL Review 27, no. 2 (September 30, 2019): 53. http://dx.doi.org/10.4995/eurocall.2019.11149.
Full textAbstract:
<p>The subject of computers in language learning was not covered at a postgraduate level in Greece independently but as an add-on module in more broad programmes, such as <em>applied linguistics</em> or <em>TEFL</em>. In such programmes, this module was merely scratching the surface of the subject, leaving students with the impression that there was no more to it than learning to run a software programme or an application. The MA programme on <em>Language Education and Technology</em> (LET) was the first in the country that aimed to offer a specialised course with all its modules directly related to the area. Furthermore, the programme attempted to incorporate a number of novelties in the personnel involved (experts from six different countries), methods of teaching (blended, through face-to-face, and synchronous web teleconferencing), transparency (as to the use and allocation of the fees and student selection), systems of examination, modes of collaboration, and modules and seminars offered, all directly linked to its title.</p><p>The study described here aimed to shed light and estimate the impact of the course on the professional life of its participants through several open and closed questions included in a questionnaire, constructed to register student status before and after the programme, and their opinions on several other programme features. Students scored very positively a) module development, b) the instructors that were involved, c) the modules offered, and d) the knowledge they gained. Some of the students presented their final papers at international conferences, four were accepted in PhD studies in Spain, the UK and Austria, with scholarships from the host institution, while others increased their salaries, or found a new better paid job.</p>
29
Urdziņa-Deruma, Māra, and Lolita Šelvaha. "Crafts and Home Economics Studies Abroad." International Journal of Smart Education and Urban Society 9, no. 4 (October 2018): 77–89. http://dx.doi.org/10.4018/ijseus.2018100107.
Full textAbstract:
The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.
30
Lasauskiene, Jolanta. "(RE)CONSTRUCTION OF STUDENT MUSIC TEACHER IDENTITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 306–16. http://dx.doi.org/10.17770/sie2018vol1.3180.
Full textAbstract:
The professional identity of music teacher represents the essence of this profession. Improving the programmes of music teacher education and deciding how to (re)construct the professional identity of prospective music teachers, it is important to discuss what contextual factors can have an impact on the development of music teacher identity and what possibilities of its (self-) development are available at university. A better understanding of the role-identity of teachers at various stages of their careers could enhance the conceptions of study programmes in music teacher education. The article analyses and discusses the conception of music teacher identities, substantiates its peculiarities during pre-service training, points out the most important characteristics for the successful professional activity of the music teacher. The research presented in the article focuses on professional identity development of 30 university music students (15 Lithuanian and 15 foreign) at Lithuanian University of Educational Sciences (Music Education). The method of focus group interview was used in this study.The research results show that the student music teachers have developed a distinctive attitude towards the professional education in universities and their own expectations. Suggestions for practice and further research are also provided.
31
Biemans, Harm J. A., Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers. "Students’ experiences with different learning pathways to higher professional bachelor programmes." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 1–20. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.1.
Full textAbstract:
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.
32
Biemans, Harm J. A., Hans Mariën, Erik Fleur, Tanya Beliaeva, and Jan Harbers. "Students’ experiences with different learning pathways to higher professional bachelor programmes." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 1–20. http://dx.doi.org/10.13152/ijrvet.7.1.1.
Full textAbstract:
Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.
33
Jordan, Glen, and Graham R. Powell. "One hundred years of forestry education at UNB (1908–2008)." Forestry Chronicle 84, no. 4 (August 1, 2008): 478–80. http://dx.doi.org/10.5558/tfc84478-4.
Full textAbstract:
Some key events that have shaped forestry instruction at the University of New Brunswick (UNB) following introduction of a BScF degree programme in 1908 are recounted. These include building of the Forestry and Geology Building in 1931, creation of the Faculty of Forestry in 1947, the large influx of students following WWII, extension of the BScF programme to five years in 1952, introduction of options in 1963, addition of a BScFE degree programme in 1968 and subsequently creation of Forest Resources and Forest Engineering Departments within the Faculty, addition of the New Forestry Building in 1976, early adoption and subsequent emphasis on computer technology from 1971 onward, graduation of its first PhD student in 1985, development in 1988 of the Faculty's Tweeddale Centre in the Hugh John Flemming Forestry Complex adjacent the UNB Woodlot, a massive increase in enrolments throughout the late 1980s and 1990s followed by a significant decline, significant curriculum changes in 1993, disbanding of Departments and renaming of the Faculty in 1994 to the Faculty of Forestry and Environmental Management, the move in 2007 back to four-year degree programmes, and in 2008, introduction of a third bachelor's degree programme, Environment and Natural resources (BScENR). Key words: University of New Brunswick, Forestry Faculty, history, degrees, facilities, personnel, departments, programmes, Fredericton
34
Guzmán Rincón, Alfredo, Sandra Barragán, and Favio Cala Vitery. "Rurality and Dropout in Virtual Higher Education Programmes in Colombia." Sustainability 13, no. 9 (April 28, 2021): 4953. http://dx.doi.org/10.3390/su13094953.
Full textAbstract:
As part of the 2030 Agenda, higher education has been conceptualised as one of the ways to overcome the social disparities experienced in rural areas in Colombia. Thus, in concordance with the benefits of this level of education, the state has been designing public policies during the last few years, in order to facilitate access to undergraduate programmes to these populations, focusing mainly on the implementation of the virtual modality. In this context, it is recognised that access itself is not enough, but that continuance and timely graduation are required to materialise the benefits obtained along with a higher education degree; hence, dropout is a subject of interest for study, especially due to the high rates existing in the rural student population. Therefore, the event of dropout becomes an obstacle to social change and transformation in rural areas. Thus, this article aimed to identify which individual, institutional, academic and socio-economic characteristics influence rural student dropout in virtual undergraduate programmes in Colombia. For this purpose, an exploratory, quantitative and cross-sectional study was proposed, with a sample of 291 students to whom a student characterisation instrument and a classroom evaluation instrument were applied. With these data, it was proceeded to establish which of them had deserted, constituting the extraction of the sample of the study, which were 168. With the information, an exploratory factor analysis, hierarchical cluster analysis and descriptive statistics were used to establish which explanatory variables are involved in the dropout of this type of student. The results showed that the academic variables analysed do not have an impact on the event, while marital status (associated with family obligations), age, social stratum, work obligations, parents’ level of education and type of work, income and type of employment relationship of the student, and, finally, the number of people who depend on the family’s income do.
35
Dos Santos, Luis M. "Female Mechanical Engineering Students’ Career Decisions and Development: A Case Study of University Undergraduate Students." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 1. http://dx.doi.org/10.36941/jesr-2021-0046.
Full textAbstract:
Mechanical engineering is one of the popular university majors for engineering students, particularly female students. However, due to the social stereotypes and social stigma, female mechanical engineering students and professionals may face difficulties and discriminations due to their gender. Although women are always encouraged to apply for mechanical engineering programmes, only approximately 20% of the mechanical engineering student populations are women. There is a need to increase the student population, particularly for women students. Based on the Social Cognitive Career Theory, this study sought to understand why women would decide to join the mechanical engineering study and join the field for long-term development. The results indicated that the personal, academic, and career interests in engineering and science always drive their decision-making process. This study’s results enable engineering school leaders and department heads to reform their curricula and instructions for female students and their internship directions for students, from multiple perspectives.
Received: 9 February 2021 / Accepted: 30 March 2021 / Published: 10 May 2021
36
Chow, Susan Ka Yee, and Keith Hin Kee Fung. "Do student demographics and country location affect the international learning experience of nursing students?" Journal of Nursing Education and Practice 8, no. 11 (June 7, 2018): 16. http://dx.doi.org/10.5430/jnep.v8n11p16.
Full textAbstract:
Objective: Nursing students who participate in overseas placements are considered to have excellent opportunities to broaden their horizons and promote their personal and professional development. This study examines and compares nursing students’ learning outcomes from their international experience in various countries.Methods: This is a cross-sectional descriptive study. The study was conducted in a university that arranges overseas clinical placements for nursing students in pre-registration programmes. The participants were students in different years of study from a variety of nursing programmes. A questionnaire developed by the researchers, the International Education Survey was used to collect data.Results: One hundred and forty-five valid questionnaires were collected. The students spent their summer overseas placement in a variety of countries, including the United Kingdom, United States, Japan, and mainland China. On a macro level, students benefitted from the experiences. For international perspective, the students who visited Japan gave the highest rating of 5.30 (SD = 0.51), while the score for China was among the lowest at 5.02 (SD = 0.51). For personal development, the mean score was 4.58 (SD = 0.84) for students who visited China, while the highest mean score was 5.16 (SD = 0.54) for students who visited the US. For intellectual development, the lowest mean score was 4.45 (SD = 0.97) for students who visited China, while those who visited the US gave the highest rating of 5.14 (SD = 0.62). There was a significant difference in the scores for personal development between students who travelled to different countries, at p < .05. A chi-square test showed a significant association in international perspective between junior and senior students.Conclusions: Demographics and country location influenced the students’ overseas learning experience. Nurse educators are encouraged to use a reflective approach to help students to identity what they have gained from their placement, to maximize the value of their overseas experiences.
37
Kaçaniku, Fjolla. "Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo." Center for Educational Policy Studies Journal 10, no. 3 (September 29, 2020): 53–76. http://dx.doi.org/10.26529/cepsj.865.
Full textAbstract:
The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.
38
Jones, Paul, Amanda Jones, Heather Skinner, and Gary Packham. "Embedding Enterprise: A Business School Undergraduate Course with an Enterprise Focus." Industry and Higher Education 27, no. 3 (June 2013): 205–15. http://dx.doi.org/10.5367/ihe.2013.0153.
Full textAbstract:
This study profiles, through a case study of an undergraduate business programme, how a business school has embedded the theme of enterprise in its core undergraduate programme. Key participants in the development of the strategy and programme tutors and students were interviewed, to provide information for an analysis of the principle objectives and the impact of the course. The findings confirm the need to adopt a top-down strategy to identify underpinning themes that support all programme activities: the programme curriculum should focus on key themes and use innovative assessment and teaching and learning strategies, as well as added-value activities that enhance its effectiveness. The authors offer recommendations for best practice, including specific modules of study, use of guest speakers, added-value activities for developing student skills and innovative assessment strategies. It is argued that the paper will help university policy makers to construct valid programmes in which themes of enterprise and self-employment are integrated in order to enhance experiential and added-value activities.
39
Evans, Melissa, Leanne Lester, Richard Midford, Helen Walker Cahill, David Foxcroft, Robyn Waghorne, and Lynne Venning. "The impact of gender, socioeconomic status and locality on the development of student patterns of alcohol consumption and harm." Health Education 119, no. 4 (June 3, 2019): 309–18. http://dx.doi.org/10.1108/he-08-2018-0037.
Full textAbstract:
Purpose The consequences of problematic alcohol consumption fall heavily on Australian adolescents, with this population at increased risk of death, serious injury and other harm. Research regarding whether gender, socioeconomic status (SES) or locality play a role in young people’s alcohol consumption and related harm is limited in Australia. The purpose of this paper is to determine whether Victorian students’ patterns of alcohol uptake, consumption and related harm differed between gender, SES and locality. Design/methodology/approach The study involved secondary analysis of student data from the Drug Education in Victorian Schools harm minimisation drug education programme, undertaken in 21 Victorian government schools over three years The initial cohort of 1,752 students was followed during Years 8, 9 and 10, when their average age would have, respectively, been 13, 14 and 15 years. Findings There were no gender differences in drinking uptake, consumption or harm. Students with low SES were more likely to have consumed a full drink of alcohol and also experienced more alcohol-related harm. Students living in a regional/rural area were more likely to have engaged in high alcohol consumption. Originality/value The findings of this study highlighted that different student demographics have an impact on patterns of alcohol consumption, vulnerability and harm. Students with low SES, living in a regional/rural area, are more at risk than students with higher SES living in a fringe metro/major regional or metro area. Future school harm minimisation drug education programmes should consider the needs of students with demographics that make them more susceptible to higher consumption and harm.
40
Heggart, Keith, James Arvanitakis, and Ingrid Matthews. "Civics and citizenship education: What have we learned and what does it mean for the future of Australian democracy?" Education, Citizenship and Social Justice 14, no. 2 (March 25, 2018): 101–17. http://dx.doi.org/10.1177/1746197918763459.
Full textAbstract:
The ambitious project to nationalise the Australian Curriculum has prompted great interest among policymakers, academics and civics teachers in Australian schools. The government-led citizenship education initiative Discovering Democracy (1997–2007) comprehensively failed to meet its objectives, most prominently the stated goal of developing active citizens. This article has twin objectives: to explore the ways in which government-directed civics education programmes have fallen short; and to argue for a shift in our approaches to civics education, in terms of both content and delivery, drawing on the surplus model, which credits students with unique ideas, knowledge and experiences. We draw upon Justice Citizens, an alternative approach to Civics Education that foregrounds students’ own interests and abilities as central to their development into active citizens as an example of the educational practices that can promote and strengthen active citizenship among school students. From this programme and other research, we discuss four student-centred themes that should inform further civics education curriculum development.
41
Kolbe, Lloyd J., Gerald N. Tirozzi, Eva Marx, Mary Bobbitt-Cooke, Sara Riedel, Jack Jones, and Michael Schmoyer. "Health programmes for school employees: improving quality of life, health and productivity." Promotion & Education 12, no. 3-4 (September 2005): 157–61. http://dx.doi.org/10.1177/10253823050120030115.
Full textAbstract:
School health programmes in the 21 century could include eight components: 1) health services; 2) health education; 3) healthy physical and psychosocial environments; 4) psychological, counselling, and social services; 5) physical education and other physical activities; 6) healthy food services; and 7) integrated efforts of schools, families, and communities to improve the health of school students and employees. The eighth component of modern school health programmes, health programmes for school employees, is the focus of this article. Health programmes for school employees could be designed to increase the recruitment, retention, and productivity of school employees by partially focusing each of the preceding seven components of the school health programme on improving the health and quality of life of school employees as well as students. Thus, efforts to improve the quality of life, health, and productivity of school employees may be distinct from, but integrated with, efforts to improve the quality of life, health, and education of students. School employee health programmes can improve employee: 1) recruitment; 2) morale; 3) retention; and 4) productivity. They can reduce employee: 5) risk behaviours (e.g., physical inactivity); 6) risk factors (e.g., stress, obesity, high blood pressure); (7) illnesses; 8) work-related injuries; 9) absentee days; 10) worker compensation and disability claims; and 11) health care and health insurance costs. Further, if we hope to improve our schools' performance and raise student achievement levels, developing effective school employee health programmes can increase the likelihood that employees will: 12) serve as healthy role models for students; 13) implement effective school health programmes for students; and 14) present a positive image of the school to the community. If we are to improve the quality of life, health, and productivity of school employees in the 21st Century: school administrators, employees, and policymakers must be informed about the need and the means to do so; school employee health programmes must become part of the culture of education and the expectation of educators; and colleges that prepare school administrators and other school employees must provide the pre-service and in-service training, research, development, and leadership to make it happen. This article outlines ten actions that can be taken by school districts to build or improve school employee health programmes, and a list of websites that provides more detailed information about such programmes.
42
Irish, Madeleine, Stefanie Kuso, Monika Simek, Michael Zeiler, Rachel Potterton, Peter Musiat, Martina Nitsch, et al. "Online prevention programmes for university students: stakeholder perspectives from six European countries." European Journal of Public Health 31, Supplement_1 (July 1, 2021): i64—i70. http://dx.doi.org/10.1093/eurpub/ckab040.
Full textAbstract:
Abstract Background Students beginning university are at a heightened risk for developing mental health disorders. Online prevention and early intervention programmes targeting mental health have the potential to reduce this risk, however, previous research has shown uptake to be rather poor. Understanding university stakeholders’ (e.g. governing level and delivery staff [DS] and students) views and attitudes towards such online prevention programmes could help with their development, implementation and dissemination within university settings. Methods Semi-structured interviews, focus groups and online surveys were completed with staff at a governing level, university students and DS (i.e. student health or teaching staff) from six European countries. They were asked about their experiences with, and needs and attitudes towards, online prevention programmes, as well as the factors that influence the translation of these programmes into real-world settings. Results were analyzed using thematic analysis. Results Participating stakeholders knew little about online prevention programmes for university settings; however, they viewed them as acceptable. The main themes to emerge were the basic conditions and content of the programmes, the awareness and engagement, the resources needed, the usability and the responsibility and ongoing efforts to increase reach. Conclusions Overall, although these stakeholders had little knowledge about online prevention programmes, they were open to the idea of introducing them. They could see the potential benefits that these programmes might bring to a university setting as a whole and the individual students and staff members.
43
Diack, Lesley, Kathrine Gibson, Kim Munro, and Alison Strath. "Experiences of Supervision at Practice Placement Sites." Education Research International 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/764519.
Full textAbstract:
Background. Whilst placement supervision and clinical education programmes are of significant value in shaping the behaviours of undergraduate healthcare students, appropriate provisions which are efficacious to the learner are somewhat lacking, particularly for students studying on UK MPharm programmes.Objectives. To explore and explain the value of placement supervision to the personal development and employability of undergraduate pharmacy students.Methods. Students participated in a week long community pharmacy pilot programme, a result of a collaborative effort between the School of Pharmacy and Life Sciences and a small consortium of community pharmacies. Students and stakeholders were asked to evaluate their experiences via separate questionnaires which had been developed to elicit views and attitudes.Key Findings. Feedback from students and stakeholders towards the experience was overwhelmingly positive with multiple benefits being reported. Of particular prominence was the emphasis in student feedback on the value of placement supervision to their professional and personal development. Findings were indicative of a development in clinical practice proficiencies, core skills, and improvement in decision-making practice.Conclusions. The benefits of clinical supervision to the professional and personal development of MPharm students are well documented, although attracting professional pharmacy supervisors is proving a problematic task for educational providers in the UK.
44
Biasutti, Michele, and Alessio Surian. "The Students’ Survey of Education for Sustainable Development Competencies: A Comparison Among Faculties." Discourse and Communication for Sustainable Education 3, no. 1 (January 1, 2012): 75–82. http://dx.doi.org/10.2478/v10230-012-0005-y.
Full textAbstract:
Abstract The paper reports research employing a quantitative approach to investigating the competences of university students about educating for sustainable development (ESD). Participants were 467 bachelor students of the following five areas: social sciences, educational sciences, applied sciences, engineering and health sciences. The Student Survey of Education for Sustainable Development Competencies was employed. Internal consistency and factor structure of this questionnaire were investigated by assessing Cronbach’s alphas and by performing exploratory factor analysis. Data were subjected to ANOVA for comparing the students of the five faculties. The relevance of factors and the differences between students of different areas were discussed considering also how to infuse ESD principles in university curricula. The aim is reorienting university study programmes in various faculties to prepare students about sustainable development issues.
45
Wyness, Lynne, and Stephen Sterling. "Reviewing the incidence and status of sustainability in degree programmes at Plymouth University." International Journal of Sustainability in Higher Education 16, no. 2 (March 2, 2015): 237–50. http://dx.doi.org/10.1108/ijshe-09-2013-0112.
Full textAbstract:
Purpose – This paper aims to present an overview of the design and implementation of a curriculum review undertaken at Plymouth University, UK, to gauge the incidence and status of sustainability in degree programmes across the curriculum. The paper outlines the methodological approach taken, reviews findings and summarises the effects and limitations of the exercise. Design/methodology/approach – Rather than creating a criteria-based auditing tool, which might have been interpreted by academics as top-down evaluation of practice, emphasis was placed on self-evaluation of how the degree programmes were implementing sustainability in a number of broad areas, such as curriculum content, pedagogical approaches and student engagement. A review tool was created and distributed to all undergraduate and postgraduate degree programmes in the four campus-based faculties in the university. In particular, the review was designed to contribute the institutional annual submissions to the Learning in Future Environments index. Findings – The paper discusses findings in some key areas relating to curriculum content, pedagogical approaches, partnerships and student engagement. Some of the obstacles and limitations identified by programme leaders in implementing education for sustainable development are discussed and areas of future consideration are included. Originality/value – The review contributes to the limited national and international examples available of institution-wide curriculum reviews in the arena of education for sustainable development. The discussion of the problems, benefits and implications will be of value to other higher education institutions considering undertaking their own curriculum review.
46
van Dijk, Gerda HG, Brenda A. Vivian, and Lianne P. Malan. "Creating epistemic access through a scaffold approach: Academic literacy skills development for South African first-year public administration students." Teaching Public Administration 37, no. 2 (January 7, 2019): 156–74. http://dx.doi.org/10.1177/0144739418822133.
Full textAbstract:
For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.
47
Sabtu, Helminiry Had, Wan Shakizah Wan Mohd Noor, and Mohd Faizal Mohd Isa. "Student Attrition at Technical and Vocational Educational Training (TVET) Institutions: The Case of XCel Technical College in Malaysia." Asian Social Science 12, no. 12 (October 28, 2016): 197. http://dx.doi.org/10.5539/ass.v12n12p197.
Full textAbstract:
Student attrition is a challenging issue for tertiary education institutions, especially Technical and Vocational Education Training (TVET) institutions. There are a lot of explanations why students withdraw from college level programmes and the causes may be unique for students who sign up in a course that suits their interest areas. Small student retention rates reflect negatively on the reputation of the institution and even more, its academic status. This would, in turn, influence institution enrolment, finances, and future plans for development. Thus, this research effort was designed to investigate the influences of students’ withdrawal from these institutions before completion of their studies. As this research took the qualitative approach, data collection was performed through interviews and focus group discussions involving two groups of students (i.e., those who dropped out and those who continued with their studies) from XCel Technical College. The findings showed that the students’ reasons for dropping out from the TVET institutions programme are varied, all which were classified into two categories, namely institutional factors (e.g., training facilities, learning materials, and scheduling) and student characteristics (e.g., parental/family influence and urgency of getting employment). This findings support the results of earlier studies which highlighted that student characteristics, institutional factor, educational and occupational goals and commitments, financial status and other personal factors, are important to their retention in higher education programs (Bafatoom, 2010; Bean, 1980; Braxton, 2005; Pascarella & Terenzini, 1983; Spady, 1970, 1971; Tinto, 1975, 1993).
48
du Plessis, Colleen. "Massification and diversification in tertiary language education: evaluating the parameters for a successful outcome." Sociolinguistica 34, no. 1 (November 25, 2020): 195–215. http://dx.doi.org/10.1515/soci-2020-0012.
Full textAbstract:
AbstractIn response to trends such as internationalization, migration and the knowledge economy, universities globally are under pressure to open their doors to as many students as possible. In South Africa, massification of higher education has two additional dimensions to the above. Firstly, it has to provide a forum for creating a socially inclusive society. Further to this, it has to compensate for the inferior standard of basic education. Together these factors compound the number of diversity variables that require management, particularly as far as language and academic literacy imperatives are concerned. This chapter examines how massification is unfolding at one institution of higher learning in the country and how it fuels systemic problems in a particular teacher training programme. What distinguishes the students in this undergraduate course from those in other programmes is that they constitute the future educators responsible for literacy development in the first years of schooling, precisely where literacy levels are deplorable and of critical concern. The study considers relevant policies, institutional support and curricula, before scrutinizing student performance. Two main findings emerge: Successful massification of higher education is highly dependent on quality basic education in which language instruction and the development of academic literacies are foregrounded at school level. This in turn requires comprehensive teacher training programmes that are attentive to sociolinguistic realities and theoretical underpinnings of language learning.
49
Crisp, Philippe. "Developing Expertise in Sport Coaching Through Engagement with Disability Programmes." Acta Facultatis Educationis Physicae Universitatis Comenianae 59, no. 1 (May 1, 2019): 21–32. http://dx.doi.org/10.2478/afepuc-2019-0003.
Full textAbstract:
Summary Numerous academic and practitioner research has examined the role of Higher Education Institutions (HEI) in the development of sport coaches in the UK (e.g. Crisp 2018; Stoszkowski and Collins 2018). However, whilst most fields related to coach development have significant bodies of work underpinning them, there is a dearth of information related to best practice within the context of disability sport coaching. Given that both coach learning in the HEI context and disability sports coaching are significant areas worthy of further exploration, this work investigates how learning can be developed through disability sport coaching in the HEI context. The aims of this study were to gather the perceptions, thoughts, and experiences of ten student-coaches enrolled on an HEI coaching programme who were completing a year long placement module that included sessions for participants with disabilities. Data were collected through two focus group meetings with the student-coaches and the submission of learning journals. Inductive analysis showed that coaching disability groups facilitated learning through generating knowledge from practice through a process of reflection, higher order thinking, and meta-cognition. This suggests that using disability coaching can be a useful tool for HEIs to use in terms of challenging student-coach practice and education.
50
Theodorakopoulou, Evgenia, Ioannis Goutos, Katrina Mason, Ali M. Ghanem, and Simon Myers. "London calling Gaza: The role of international collaborations in the globalisation of postgraduate burn care education." Scars, Burns & Healing 5 (January 2019): 205951311983051. http://dx.doi.org/10.1177/2059513119830519.
Full textAbstract:
Burn injuries represent a significant epidemiological problem, with the vast majority occurring in low- to middle-income countries. These regions also represent areas where lack of socioeconomic growth and geopolitical instability pose additional barriers not only to healthcare provision but also to the acquisition of continuing professional development. Long-distance, web-based learning programmes (‘tele-education’) have been identified as a successful and powerful means of propagating up-to-date medical education and training in poor-resource, isolated or conflict-ridden regions. This report evaluates the role of tele-education in delivering a distance-learning Master’s degree in Burn Care to a group of 11 healthcare professionals working in the occupied Palestinian territories (OPT), which was funded as part of a collaboration between Queen Mary University of London and IMET-Pal (International Medical Education Trust – Palestine). We present our experience in delivering the programme in a conflict-ridden part of the world, which includes the specific adaptations to tailor the programme to regional needs as well the unique challenges faced by students and faculty in enhancing the educational value of this unique initiative. The academic achievements of this group of healthcare professionals were found to be comparable to historical student cohorts from privileged socioeconomic backgrounds and the majority of students felt that participation in the programme contributed to a direct improvement to their daily burn care practices. The successful outcomes achieved by our students support the constantly emerging evidence that targeted, well-delivered, long-distance learning programmes can become powerful tools in combating inequalities in global healthcare and health education.