Journal articles on the topic 'Student numbers growth'
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1
Diem, Andrea, and Stefan C. Wolter. "A place too crowded to study: The impact of student cohort growth on the probability of university dropout." Hungarian Educational Research Journal 9, no. 2 (September 2019): 189–212. http://dx.doi.org/10.1556/063.9.2019.1.20.
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Introduction: This study examines the influence of major fluctuations in the number of students enrolling at university on the probability of dropout or a switch to a different course of study. Findings from the US show that a pronounced increase in student numbers leads to more dropouts. Materials and methods: This article provides an analysis of this relationship for the first time outside the US and for an entire university system. We use administrative data for all the students who started studying at Swiss universities between 1980 and 2001. Results: The results suggest a significant relationship between positive cohort growth and the probability of dropout. A reduction in student numbers, on the other hand, does not increase the probability of persistence. Discussion: Despite the negative influence of a big cohort on the probability of persistence, no statistically significant relationship exists, by contrast, between the change in student numbers and the probability of a student switching to a different course of study.
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Kouyoumdjian, Claudia, Bianca L. Guzmán, Nichole M. Garcia, and Valerie Talavera-Bustillos. "A Community Cultural Wealth Examination of Sources of Support and Challenges Among Latino First- and Second-Generation College Students at a Hispanic Serving Institution." Journal of Hispanic Higher Education 16, no. 1 (July 24, 2016): 61–76. http://dx.doi.org/10.1177/1538192715619995.
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Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college completion rates.
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Kemp, Neil. "The International Education Market: Some Emerging Trends." International Higher Education, no. 85 (March 14, 2016): 13–15. http://dx.doi.org/10.6017/ihe.2016.85.9238.
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This article provides a brief overview of recent trends in international student mobility and implications for higher education institutions as they seek to recruit international students. International student mobility has continued to surge, as reflected in recent data from most major destination countries. However changes are occurring, some large and some subtle, and a selection of these trends are briefly discussed below. The major exception to strong enrolment growth in recruitment has been the UK, where tough immigration regulations have impacted directly on international student numbers.
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McQuestion, Maureen, and Robert Abelman. "The Rising Tide of For-Profit Universities: Ebb and Flow Management for Academic Advisors." NACADA Journal 24, no. 1-2 (March 1, 2004): 128–34. http://dx.doi.org/10.12930/0271-9517-24.1-2.128.
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While public universities grapple with sharp budget cuts from state legislatures and private colleges face the ongoing challenges of competitive student recruitment and retention activities, for-profit universities have been growing rapidly. Much of the for-profit growth is attributed to a perspicacious student-as-customer approach, a well-defined target market, and significant legislative influence. Urban and metropolitan universities with significant numbers of nontraditional and minority students are most affected. As enrollment in for-profit universities continues to increase, attention to student advising and other forms of student support services could be a key comparative advantage for traditional postsecondary institutions.
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Barrera, Magdalena L. "“I Love How We Developed a Community Already”: A Graduate Student Orientation Model for Minority-Serving Programs and Institutions." Association of Mexican American Educators Journal 14, no. 3 (December 8, 2020): 47–60. http://dx.doi.org/10.24974/amae.14.3.399.
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In recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor’s degree programs. A greater proportion of this student population is completing bachelor’s degrees and continuing into master’s and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master’s program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.
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SCHWARZ, LEONARD. "PROFESSIONS, ELITES, AND UNIVERSITIES IN ENGLAND, 1870–1970." Historical Journal 47, no. 4 (November 29, 2004): 941–62. http://dx.doi.org/10.1017/s0018246x04004054.
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The relationship between the ‘growth of professional society’ and the growth of new universities in England from the later nineteenth century is more often asserted than examined in detail. This article examines the policies towards graduates of three large professions, those of schoolteachers, solicitors, and accountants. The crucial first stage was the growth of an examining society during the second half of the nineteenth century; exams were necessary for almost everything and middle-class children, girls as well as boys, stayed at school longer to take them. This process provided the students both for women's colleges and for the new universities. However, graduate employment remained a problem: solicitors resisted large-scale graduate entry until well into the 1950s, accountants for a decade longer. Teaching was exceptional as a large profession that accepted graduates in large numbers. As a result, the secondary school system produced teachers, who produced university students, many of whom had little option but to return to teaching. This applied to Science as well as Arts students, male as well as female. Secondary school teaching rapidly became a graduate profession, while interwar elementary school teaching moved quite rapidly in that direction. The restricted occupations available for graduates created a vicious circle that significantly restrained the Redbrick universities' opportunities for expansion from their foundation until after 1945. Thereafter, with their traditional intake now going to university, solicitors and accountants were increasingly compelled to accept graduates in large numbers. The post-war growth in student numbers was bound up with a widening of social access to universities, particularly within the middle classes.
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Bigirimana, Stanislas, Nelson Jagero, and Hatina Murowe. "AN EVALUATION OF AFRICA UNIVERSITY’S STRATEGIC FACILITIES MANAGEMENT." Australian Journal of Business and Management Research 04, no. 09 (January 29, 2015): 01–07. http://dx.doi.org/10.52283/nswrca.ajbmr.20150409a01.
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Facilities Management is an integrated function in which management issues pre-dominate over technical issues. Through examination of documents and participant observation, this study aimed at assessing the strategic direction and specific strategies that Africa University is pursing in managing its facilities. This study concluded that Africa University is pursuing a growth strategy given the ongoing increase of student numbers. Whereas the performance of the Facilities Management function was over-all above average and adequate for the current status of the University, the growth strategy will lead to inevitable need for changes in the facilities management strategies and procedures in order to match the increasing students population.
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Kwasi-Agyeman, Fredua, Patrício Langa, and Patrick Swanzy. "Higher Education Funding and Student Access in the Global South." Journal of Comparative & International Higher Education 12, Fall (September 19, 2020): 83–98. http://dx.doi.org/10.32674/jcihe.v12ifall.1020.
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Globally, the increasing cost of university eduation, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.
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Duke-Williams, Oliver. "The Geographies of Student Migration in the UK." Environment and Planning A: Economy and Space 41, no. 8 (August 2009): 1826–48. http://dx.doi.org/10.1068/a4198.
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Recent research on studentification in the UK has examined the ways in which significant growth in student numbers over the last twenty years or so have led to marked change in the nature of the parts of cities in which clusters of students live. Yet these changes do not happen in isolation: the students are also associated with major migration flows into and out of studentified parts of cities. I examine the migration flows associated with a set of wards selected on the basis of having a high concentration of students. Examination of the age profiles of migrants into and out of these wards supports an argument that assumptions can be made that, for most of the selected wards, in-migrants are predominantly new students entering the system, whilst out-migrants are predominantly recently graduated students leaving the system. The specific origins from which new students arrive, and destinations to which former students depart, are examined and mapped, and the role of higher education as a mechanism through which the South East of England gains qualified workers is considered.
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Semyonov, Aleksey. "In Search of a New Sympoiesis: A Review of Higher Education Admissions in Uzbekistan." FIRE: Forum for International Research in Education 6, no. 3 (October 19, 2020): 1–18. http://dx.doi.org/10.32865/fire202063211.
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Current comprehensive changes in the field of higher education in Uzbekistan have a potential impact on the overall enrollment in higher education. Rigid admission quotas in Uzbekistan are slowly conceding to a more market-based admissions and student recruitment to support reforms implementation. Cursory glance at the reforms fails to explain unprecedented growth of application numbers to higher education in 2019/20 or conjecture about future application patterns. Research presented in this paper aims to investigate the trends in higher education admissions in Uzbekistan through document analysis. It further draws on the effects of the government policy and legislation changes on the admission numbers in Uzbekistan and attempts to shed light on the future dynamics of student recruitment in higher education. The findings suggest that profound all-encompassing reforms in Uzbekistan have, firstly, precipitously increased relevant-age application numbers for 2019/20 academic year, but analysis suggests that this trend is unlikely to continue in the future.
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Latimer, Karen. "SOS (self-help or spoonfeeding): teaching students the art of retrieving architectural information." Art Libraries Journal 27, no. 1 (2002): 5–9. http://dx.doi.org/10.1017/s0307472200019908.
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This paper looks at the way architecture students at Queen’s University are educated in the art of information retrieval from their undergraduate to their postgraduate years. Particular emphasis is paid to the role the librarian plays in the first year project to research, and produce a model of, a seminal building and to the development of PADDI (Planning Architecture Design Database Ireland) as a teaching tool for researching local architecture. The impact on library management is examined in relation to effective deployment of decreasing staff resources in the face of increasing student numbers; the raising of the profile of library staff within the Faculty; the more focused allocation of budgets through involvement with course planning; and the growth of new services, arising from an improved awareness of student needs.
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Brier, Stephen. "Why the History of CUNY Matters: Using the CUNY Digital History Archive to Teach CUNY’s Past." Radical Teacher 108 (May 31, 2017): 28–35. http://dx.doi.org/10.5195/rt.2017.357.
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This article describes the newly launched CUNY Digital History Archive (CDHA), a project of the American Social History Project/Center for Media and Learning at the CUNY Graduate Center. The CDHA is designed to provide open, online access to a rich array of digitized historical sources that detail the important history of the City University of New York (CUNY). The article reviews that history, focusing on the postwar expansion of the city’s tuition free municipal college system and the subsequent birth of the CUNY system in 1961. CUNY’s growth helped launch a student-led fight for open admissions at various CUNY campuses in 1969-70, which resulted in the dramatic expansion of the undergraduate student body, including the admission of large numbers of working-class students of color in the early 1970s. The article ends with a discussion of impact of New York City’s 1976 fiscal crisis, which led to the elimination of free tuition and a cutback in CUNY’s plans for expansion and growth, a consequence that CUNY still has to deal with.
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Rao, Zhenhui, and Chunhua Lei. "Teaching English as a foreign language in Chinese universities: The present and future." English Today 30, no. 4 (November 11, 2014): 40–45. http://dx.doi.org/10.1017/s026607841400039x.
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In the past two decades, there have been two important events in English as a Foreign Language (hereafter, EFL) teaching in Chinese universities throughout the country. The first event was a gradual growth in student enrolment in universities, and the second was the EFL teaching reform that aimed to introduce Communicative Language Teaching (hereafter, CLT) into the English classroom (Rao, 2010). There is an apparent conflict between the increase in student numbers in each class and the use of CLT in the language classroom, thus resulting in a series of problems for current EFL teaching in Chinese universities. On the one hand, frequent contact with foreigners speaking English nowadays makes it necessary for English teachers to develop students’ communicative competence. On the other hand, some problems such as large classes, high demands on English teachers and a lack of financial resources prevent teachers from getting their students involved in the communicative activities in their teaching process (Rao, 1996; Yu, 2001; Hu, 2002).
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Munro, Moira, Ivan Turok, and Mark Livingston. "Students in Cities: A Preliminary Analysis of Their Patterns and Effects." Environment and Planning A: Economy and Space 41, no. 8 (August 2009): 1805–25. http://dx.doi.org/10.1068/a41133.
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This paper adds to a growing literature on the impacts of the growth in student numbers in the UK, by focusing explicitly on their spatial residential patterns and impacts on labour markets in cities. It shows that students are typically highly residentially concentrated and statistically the population of students shows a high degree of segregation from nonstudents. Turnover within student neighbourhoods is argued to be sufficiently high to cause significant neighbourhood and community disruption in many cities. Students are also shown to have very distinct labour-market characteristics, being highly concentrated within particular sectors and types of occupation. Here too they have the potential for wider impacts, including displacement effects in relation to other local young people from entry-level jobs and increasing the flexibilisation of working practices. Students are also distinctive in apparently being able to find work if they wish to, although the evidence suggests that this is probably marginally easier in more buoyant labour markets. There is much unexplained variation between cities, though, which suggests the need for more detailed local work.
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Beard, Chris. "Introducing the CI model for intercultural contact." Transitions: Journal of Transient Migration 4, no. 2 (October 1, 2020): 235–47. http://dx.doi.org/10.1386/tjtm_00024_1.
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International education has become a dynamic export sector and a key source of income for education providers in New Zealand. Its development in the last twenty years has been characterized by steady growth of student numbers, and yet the economic good news has been tempered by a growing awareness of the acculturative stress and anxiety international students’ experience. This concern is exacerbated by news stories that depict international students as a disadvantaged group, and the profound impact of COVID-19 has highlighted international students’ vulnerability to a global pandemic. In the light of these complex challenges, there is a strengthening case for focused work on theory-to-practice models that support international student acculturation in educational contexts. This article introduces the CI model for intercultural contact as a framework that supports education providers’ engagement with international students. It draws on indigenous perspectives embedded in New Zealand’s bicultural heritage and presents three key concepts underpinned by research findings and practitioner experience: cross-disciplinary inquiry, comprehensible input and collaborative intervention.
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Reeves, Todd D., Douglas M. Warner, Larry H. Ludlow, and Clare M. O’Connor. "Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course." CBE—Life Sciences Education 17, no. 1 (March 2018): ar1. http://dx.doi.org/10.1187/cbe.17-01-0012.
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National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students (N = 793) showed statistically significant and sizable growth in content knowledge (d = 1.85) and in self-reported research methods skills (d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings.
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Repeckiene, Ausra, Nida Kvedaraite, Brigita Stanikuniene, and Renata Zvireliene. "The academic mobility of Lithuanian students: trends, experiences and challenges." Global Journal of Sociology: Current Issues 6, no. 1 (April 28, 2016): 14. http://dx.doi.org/10.18844/gjs.v5i1.484.
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The international academic cooperation between higher education institutions and the encouragement of academic mobility have become one of the priorities of Lithuania’s higher education policy, consistently with the European Bologna process and the Lithuania Progress Strategy 2030 approved by Lithuanian Government in 2012. Lithuanian higher education institutions encounter the challenge to promote student mobility with the aim to develop students’ cultural awareness, transferable competences and, most importantly, to strengthen students’ employability. The student mobility strategies, accordingly, have to emphasize the study quality as defined in the document Standards and Guidelines for Quality Assurance in the European Higher Education Area. As the official statistical data reveals quite steady growth in outgoing student numbers in Lithuania, the mobility rate is still insufficient. The paper aims to explore the empirical findings on the experiences of outgoing students with the focus on their intentions for educational mobility, their expectations, and the factors influencing their satisfaction with study quality. Methods: statistical analysis, descriptive and factor analysis using SPSS 19.0 version. The empirical findings highlighted that the majority of respondents are satisfied with their academic mobility in foreign countries. Teaching quality, career prospects, increased employability possibilities, learning – oriented environment and the organization of study process were listed as the main elements that effect students’ satisfaction on studies and internship. The analysis of statistical data and empirical study results implied the discussion on the challenges for Lithuanian higher education for promoting high quality student mobility. Keywords: mobility ; academic mobility ; students ; higher education institutions ; Lithuania.
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East, Martin, John Bitchener, and Helen Basturkmen. "What constitutes effective feedback to postgraduate research students? The students’ perspective." Journal of University Teaching and Learning Practice 9, no. 2 (April 1, 2012): 103–19. http://dx.doi.org/10.53761/1.9.2.7.
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Many Western universities are experiencing considerable growth in the numbers of postgraduate research students, both local and international. This increase and diversification bring with them challenges for how to make these students’ research studies successful. In particular, what students may wish to receive by way of supervisor-student relationships, and feedback within those relationships, may differ from what supervisors give, thereby creating potential tensions in the relationship and hindering effective learning. This article looks at what research students report they receive by way of feedback from supervisors, and what they say they find most effective. Evidence from questionnaires (n = 53) and interviews (n = 22) is used to draw some conclusions about how effective feedback is conceptualised from the students’ perspective. Analysis includes similarities and differences in response for students who speak English as a first or additional language.
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Hakala, Juha T., and Marjaana Leivo. "Tensions in the New Millennium: Inclusion Ideology and Education Policy in the Finnish Comprehensive School." Journal of Education and Learning 6, no. 3 (May 9, 2017): 287. http://dx.doi.org/10.5539/jel.v6n3p287.
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This article examines the discrepancy between the ideology of inclusive education and the national education policy in the Finnish comprehensive school education. The study covers twenty years and is based on observations that indicate that the change in comprehensive school education, grounded in inclusive education ideals, has been slow. This has been the case, even though Finnish education policy has, on principle, committed to many international statements that promote inclusion ideology. The data consists primarily of statistics indicating the number of students in special education and national and international research on the subject. It confirms our supposition, but also the fact that statistics are not merely challenging but also capable of distorting reality. While examining the changes in student quantities over the last twenty years, we came to the conclusion that the fluctuation does not result from any real growth in student numbers. Changes in statistical methods, terminology in the field of study, norms, education systems or even social phenomena can also cause distortion.
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Smith, Lisa, and Brian Evans. "Changing petroleum engineering education to meet industry demands." APPEA Journal 50, no. 1 (2010): 309. http://dx.doi.org/10.1071/aj09018.
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The Department of Petroleum Engineering at Curtin University had its inception in 1998. For the last 10 years, it lectured the Masters in petroleum engineering course to local Australian and international students, graduating more than 200 students. The rapid increase in the price of oil during 2006/7 saw a sudden and substantial growth in industry employment opportunities, which resulted in the department losing over half of its staff to industry. At the same time, the supply of local students reduced to less than 10% of those taking the course. This loss in both student numbers and staff at the same time threatened the department’s future, and resulted in the need for a new focus to return the department to stability. A number of new initiatives were introduced, which included: bringing industry into the decision-making processes; introducing a new two-year Masters program to assist high quality migrant students obtain Australian permanent residency; increasing the advertising of petroleum engineering as a career option to schools and industry; linking with UNSW, UWA and Adelaide universities to establish a joint Masters program; introducing a new Bachelor’s degree in petroleum engineering; changing the block form of teaching to a semester-based form; and having the Commonwealth recognise the new Masters program for Commonwealth funding of Australian students as a priority pathway to a career as a petroleum engineer while the Bachelors program gathered momentum. This paper maps the positive changes made during 2008/9, which led to a 100% increase in student numbers, a 50% increase in staff to stabilise teaching, a 400% increase in active PhD students, and industry projects to deliver an increasing stream of high quality, industry-ready, graduate petroleum engineers over the next 10–20 years into the current ageing population where the average age of a petroleum engineer is 51.
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Apatov, Eyal, and Arthur Grimes. "Impacts of Higher Education Institutions on Local Population and Employment Growth." International Regional Science Review 42, no. 1 (March 22, 2017): 31–64. http://dx.doi.org/10.1177/0160017617698742.
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We examine the relationship between higher education institutions (HEIs) and local population and employment growth, using a sample of fifty-seven New Zealand territorial local authorities between 1986 and 2013. We account for HEI endogeneity by estimating with difference generalized method of moments; by including lagged growth plus a large set of other controls; and by including official demographic projections to account for growth-related factors, including university student numbers, which were projected by official statisticians but are otherwise unobservable to the econometrician. Holding all else equal, we find that a greater share of university equivalent full-time students (EFTS) to working-age population raises population and employment growth. At the means, a one percentage point increase in the university EFTS share is associated with a 0.19 (0.14) percentage point increase in the annual average population (employment) growth rate. This (significant) relationship holds under virtually all alternative specifications, including different HEI activity definitions, samples, and specifications. Growth related to polytechnic activity is much weaker and is estimated far less precisely. Consistent with urbanization (but not localization) externalities, we find no evidence for complementarities between HEI activity and several innovation-related area characteristics, possibly reflecting the primary industry base of New Zealand.
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Yeo, Sing Chen, Clin K. Y. Lai, Jacinda Tan, and Joshua J. Gooley. "A targeted e-learning approach for keeping universities open during the COVID-19 pandemic while reducing student physical interactions." PLOS ONE 16, no. 4 (April 8, 2021): e0249839. http://dx.doi.org/10.1371/journal.pone.0249839.
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The COVID-19 pandemic led to widespread closure of universities. Many universities turned to e-learning to provide educational continuity, but they now face the challenge of how to reopen safely and resume in-class learning. This is difficult to achieve without methods for measuring the impact of school policies on student physical interactions. Here, we show that selectively deploying e-learning for larger classes is highly effective at decreasing campus-wide opportunities for student-to-student contact, while allowing most in-class learning to continue uninterrupted. We conducted a natural experiment at a large university that implemented a series of e-learning interventions during the COVID-19 outbreak. The numbers and locations of 24,000 students on campus were measured over a 17-week period by analysing >24 million student connections to the university Wi-Fi network. We show that daily population size can be manipulated by e-learning in a targeted manner according to class size characteristics. Student mixing showed accelerated growth with population size according to a power law distribution. Therefore, a small e-learning dependent decrease in population size resulted in a large reduction in student clustering behaviour. Our results suggest that converting a small number of classes to e-learning can decrease potential for disease transmission while minimising disruption to university operations. Universities should consider targeted e-learning a viable strategy for providing educational continuity during periods of low community disease transmission.
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Mansur, Nurdin. "PENCAPAIAN HASIL BELAJAR DITINJAU DARI SIKAP BELAJAR MAHASISWA." Lantanida Journal 3, no. 2 (September 15, 2017): 107. http://dx.doi.org/10.22373/lj.v3i2.1652.
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Learning is a change in the ability and disposition of someone who can be maintained within a certain time and not caused by the growth process, and the kind of growth that is referred to in the study are include changes in behavior after someone got a wide range of experience in a variety of learning situations, and based on those experiences will lead the process of change that occurs in a person. Then learn also as a process of a person in acquiring the skills, skills and attitudes. The learning result is a whole skill and the results achieved through the learning process in schools defined by the numbers measured by tests of learning success. In the case to know the extent to which learners have been successful in learning, it is necessary first terbelih measurement, as a function of the measurement is to apply the measuring instrument to a particular object. The magnitude of the figures obtained, then gained significance when compared between the measurement results to a specific benchmark. Each implementation of learning programs conducted teaching staff, the students will give a good assessment of the ability of the lecturers in the use of instructional media on learning activities, because they increasingly high student assessment of the ability of the lecturers in the higher learning learning results. Conversely the lower assessment of the ability of faculty to student learning, the lower the student results in learning.
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Stacey, Kaye, and Mollie MacGregor. "Building Foundations for Algebra." Mathematics Teaching in the Middle School 2, no. 4 (February 1997): 252–60. http://dx.doi.org/10.5951/mtms.2.4.0252.
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Learning algebra is an important milestone in a student's mathematical development. It opens the door to organized abstract thinking and supplies a tool for logical reasoning. It gives a student the satisfaction of finding simplicity in what appears to be complex and finding generality in a collection of particulars. For example, phenomena as diverse as the growth of algae in a pond and the accumulation of bank debt manifest the same mathematical behavior; in each situation, a small rate of change accumulates over time to produce substantial changes in the totals. Even a tiny change in percentage growth can produce unexpected and extreme effects. This behavior is captured algebraically in the exponential function, but it is hard to describe clearly in words, as our foregoing attempt shows. For this reason, the language of algebra is the standard medium for precise communication about numbers and functions and is essential for higher mathematics. It is important that students learn to master this new language.
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McBride, Liza-Jane, Cate Fitzgerald, Claire Costello, and Kristy Perkins. "Allied health pre-entry student clinical placement capacity: can it be sustained?" Australian Health Review 44, no. 1 (2020): 39. http://dx.doi.org/10.1071/ah18088.
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Objective Meeting the demand for clinical placements in an environment of increasing university cohort growth and changes in health service delivery models is challenging. This paper describes the outcomes of a quality review activity designed to gain key stakeholder perspectives on the enablers and barriers to sustaining effort to placement provision and reports on: (1) measures used to determine the effect of a jurisdiction-wide initiative in clinical education for five allied health professions; (2) outcomes of data related to key factors affecting placement supply and demand; and (3) qualitative perspectives from management, workforce and university stakeholders on placement sustainability. Methods This study reviewed clinical placement, staff full-time equivalent numbers, university program and student cohort data for five allied health professions from 2013 to 2016. In addition, qualitative response data from key stakeholder surveys was analysed thematically. Results In the study period, the rate of growth in placement offers did not match that of university program student numbers and full-time equivalent staff numbers. All stakeholders agreed that sustaining placement provision is enabled by collaboration, continuation of management support for dedicated clinical education staff, a focus on clinical education capacity building activities, outcome data reporting and statewide profession-specific governance, including leadership positions. Collaborations and networks across health and education sectors were reported to enhance efficiency, minimise duplication, streamline communication and support information and resource sharing within and across professions and stakeholders, ultimately sustaining placement provision. Identified barriers to sustainability centred on resourcing and the continued increasing demand for placements. Conclusion Sustaining pre-entry student placements requires stakeholder flexibility and responsiveness and is underpinned by collaboration, information and resource sharing. Dedicated clinical education positions were highly valued and seen as a key contributor to placement sustainability. What is known about the topic? The increasing demand for student placements and strategies used to enhance placement capacity are well known. To date, there have been limited studies investigating cross-sectoral trends and health service enablers and barriers to sustaining responses to placement demand. What does this paper add? This paper describes outcomes of a clinical placement capacity building initiative within public health services, developed from a unique opportunity to provide funding through an industrial agreement. It presents key allied health staff and university partner perspectives on enablers to sustaining placement supply in an environment of increasing placement demand. What are the implications for practitioners? This paper demonstrates that key enablers for the sustainability of placement provision are collaboration between university and health sectors, continuation of management support for dedicated clinical education staff, outcome data reporting and statewide profession-specific governance and leadership. It supports current practices of profession-specific and interprofessional clinical education resource and strategy development and the sharing of expertise for sustained placement provision.
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Rusmila, Tiara Dewi, Bambang Wibisono, and Edy Hariyadi. "TINDAK TUTUR DIREKTIF GURU DALAM PROSES BELAJAR MENGAJAR DI TAMAN KANAK-KANAK BUNDA NINIK S. ANANDA DI DESA LECES KABUPATEN PROBOLINGGO." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 20, no. 1 (February 27, 2019): 58. http://dx.doi.org/10.19184/semiotika.v20i1.10591.
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Kindergarten Education emphasizes the provision of educational stimuli to help the growth and development of children. The teacher is a teacher or educator in charge of educating, teaching, guiding, directing, training, evaluating, and evaluating students. Based on this, the teacher is obliged to teach in a way and in good media. One of them is a good way of speaking, especially when the teacher gives orders, invitations, suggestions, explanations, requests, statements, praise and advice to his students. In kindergarten is an introduction, namely the introduction of numbers and letters. In addition, teachers are required to be able to stimulate and facilitate the development of the language of their students. Therefore, the teacher must be creative in acting speech. That is, the teacher must be clever in processing a speech so that learning can run effectively. Teacher's speech in Kindergarten must be interesting and in accordance with the psychological level of the student. Attractive speeches will be absorbed well by students so that targeted learning is achieved.
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Coombes, Rachel. "Supporting international students with careers provision: A review of UK higher education careers service provision and a case study based on the University of Exeter." Journal of the National Institute for Career Education and Counselling 32, no. 1 (April 1, 2014): 43–48. http://dx.doi.org/10.20856/jnicec.3207.
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As part of my role as a Careers Consultant at the University of Exeter I decided to undertake some research in to the careers provision offered to international students. I wanted to review provision across the UK higher education sector and then focus on the University of Exeter, my employer, which has a growing international student body of over 4000 students and ambitious growth plans. With growing numbers of international students, from a variety of different countries, come different needs and expectations along with increasing pressure on University support services as a whole. Through surveying a number of universities, this report explores how UK universities have been dealing with this challenge and looks at the expectations international students have of careers services. Itbecame clear that this was a topic high on the agenda of a number of institutions, and whilst this report focuses in detail on Exeter, the information obtained and recommendations made may provide useful insights for other universities.
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McCann, Laura, Norman Hutchison, and Alastair Adair. "Student residences: time for a partnership approach?" Journal of Property Investment & Finance 38, no. 2 (March 16, 2020): 128–46. http://dx.doi.org/10.1108/jpif-11-2019-0140.
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PurposeRecent years have witnessed significant increases in the number of undergraduate students entering UK higher education. This increase is a result of the removal of the sector-wide cap on student numbers in England and Wales, along with a growth in overseas students attracted by the reputation of UK universities and the weakening of the value of Sterling. Adopting a corporate real estate perspective, the aim of this paper is to understand how the UK student residence market is structured and financed, and to identify the motivations that are driving the strategies adopted by the universities, private sector providers and investors in this market. In doing so, this research seeks to test the appropriateness of the Gibler and Lindholm (2012) model of corporate real estate strategy in the UK higher education sector.Design/methodology/approachData was gathered from a survey of UK university secretaries, combined with interviews of private sector providers, bank lenders and the analysis of secondary data on investment flows into purpose built residential accommodation (PBSA).FindingsUK university real estate strategy is mainly one of outsourcing student accommodation to reduce costs as well as employing modern purpose-built student housing as a marketing tool and brand enhancer. This strategy is also used as a risk mitigatory tool enabling universities to adjust to changing student demands. Revisions to the Gibler and Lindholm (2012) model are proposed to reflect the reality of the real estate strategy adopted by the universities. Private sector providers view the sector favourably and are set to be the main providers of new supply over the next decade, entering into strong partnerships with the universities. While there is evidence of some oversupply of bed spaces in certain cities, well-located developments are viewed as an attractive lending opportunity. Since 2013 there has been significant growth in institutional investment into UK student accommodation, albeit sentiment is currently tempered by political uncertainty.Practical implicationsThe role of PBSA designed to meet modern student requirements is playing a critical role not only in attracting, recruiting and retaining students but also enhancing the overall higher education experience promoting student welfare and well-being.Originality/valueThe corporate real estate strategy adopted by the UK higher education sector is an under researched area. This paper focuses on the strategy surrounding student accommodation provision and reports on the findings of an extensive survey of the key players in this sector. The results are of value to all stakeholders including government and regulators, at a time when higher education is facing substantial challenges. The evidence of a growing partnership between universities and the private sector is viewed as a logical solution, both for the present and the foreseeable future.
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Jakubowicz, Andrew, and Devaki Monani. "Mapping Progress : Human Rights and International Students in Australia." Cosmopolitan Civil Societies: An Interdisciplinary Journal 7, no. 3 (December 1, 2015): 61–80. http://dx.doi.org/10.5130/ccs.v7i3.4473.
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The rapid growth in international student numbers in Australia in the first decade of the 2000s was accompanied by a series of public crises. The most important of these was the outbreak in Melbourne Victoria and elsewhere of physical attacks on the students. Investigations at the time also pointed to cases of gross exploitation, an array of threats that severely compromised their human rights. This paper reviews and pursues the outcomes of a report prepared by the authors in 2010 for Universities Australia and the Human Rights Commission. The report reviewed social science research and proposed a series of priorities for human rights interventions that were part of the Human Rights Commission’s considerations. New activity, following the innovation of having international students specifically considered by the Human Rights Commission, points to initiatives that have not fully addressed the wide range of questions at state.
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Burke, E. K., D. G. Elliman, and R. F. Weare. "The Automation of the Timetabling Process in Higher Education." Journal of Educational Technology Systems 23, no. 4 (June 1995): 353–62. http://dx.doi.org/10.2190/ngyr-exlb-rk79-k6nu.
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The task of creating a university timetable has always been a difficult one. In the United Kingdom, the recent growth in student numbers and the adoption of modular degree structures by many institutions has made the scheduling of university courses and exams an even bigger problem than it used to be. In this article we will discuss automatic timetable generation. We will consider the use of traditional methods such as graph coloring and of advanced modern methods such as the application of genetic algorithms.
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Hooper, Rose Ann, Mohamad AlMekkawi, Gerald Williams, Belinda Thompson, and Marlize Zeeman. "Nursing Students’ Perceptions of the Dedicated Education Unit Model in 2 UAE Hospitals." Dubai Medical Journal 3, no. 2 (July 7, 2020): 61–69. http://dx.doi.org/10.1159/000508714.
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Background: Initially developed in Australia, Dedicated Education Unit (DEU) is an innovative approach to support the growth and development of nursing students while on clinical placement in the hospital setting. With the increasing number of nursing students requiring clinical placement, nursing needed to explore further ways to support students and preceptors in the clinical area. Methods: The study followed a sequential explanatory mixed-methods design to investigate participants’ perceptions of the effectiveness of the DEU model in improving nursing students’ learning experiences. The DEU model was implemented in 2 Abu Dhabi Health Services Company (SEHA) hospitals in Al Ain City, and feedback was obtained from both students and their preceptors via survey and focus group sessions. Results: The study showed positive results with students feeling supported to learn new knowledge and skills by their preceptors. Preceptors reported that they were better able to facilitate student placements in an environment that supported learning. Conclusion: The introduction of the DEU model has supported increasing numbers of students in the clinical area and provided an improved environment for learning.
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Astaiza A, Luis Gerardo. "A practical approach to scheduling examinations." Ingeniería e Investigación 25, no. 3 (September 1, 2005): 92–100. http://dx.doi.org/10.15446/ing.investig.v25n3.14667.
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The scheduling of exams is a well-studied combinatorial optimisation problem. However, the growth in student numbers and the advent of modularity in many institutions of higher education has resulted in a significant increase in its complexity, imposing even more difficulties on university administrators who must resolve situations, often without having recourse to any computerised aid. This paper presents a practical approach towards timetabling examinations, consisting of several phases. Such phases would include constructing a conflict matrix, selecting suitable rooms for use when scheduling exams, establishing groups of courses which can be timetabled at the same time so that clashes are not incurred, imposing restrictions for joint exams for all groups from any particular course or specifying an exam in particular, fixing the times and allocating rooms and making the timetable available to students, teachers and administrators.
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Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy." Harvard Educational Review 71, no. 1 (April 1, 2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.
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Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.
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Hariyani, Reni, and Tio Prasetio. "Persepsi Mahasiswa Mengenai Manajemen Keuangan Pribadi Dalam Menghadapi Ancaman Resesi Ekonomi Di Indonesia." Jurnal Perspektif 21, no. 1 (March 15, 2023): 53–59. http://dx.doi.org/10.31294/jp.v21i1.15406.
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The COVID-19 pandemic has triggered the threat economic recession in Indonesia. This condition was strengthened by the increasing number unemployed and soaring prices basic goods and fuel oil. Economic growth in Indonesia is expected to show positive numbers periodically every quarter. However, people still have to be vigilant and prepare to face the threat economic recession. Including one of them, namely students in managing finances wisely and efficiently. The purpose of this research was to determine student perceptions of personal financial management in facing the threat economic recession in Indonesia. This research method is descriptive qualitative which focuses on three indicators, namely budget preparation, emergency fund preparation, and savings measures. The population in this study were students Faculty of Economics and Business, Universitas Budi Luhur with sample 265 respondents who were taken using a purposive sampling technique. Analysis the data used in this study to measure student perceptions using score interpretation categories. The results of the study show that the budget preparation indicator is in the low category. The emergency fund preparation indicator is in the medium category. And for the indicator for saving action, it is in the low category. So that there is a low perception of students in preparing a budget, and they understand enough about the importance of emergency funds, but have not been able to take savings measures in the face threat of an economic recession in Indonesia. Suggestion the students as millennial generation can improve their financial literacy by getting used to making budgets and routines saving to achieve personal financial well-being. Keywords: Perception Student, Personal Financial Management, Recession Threat.
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Surur, Agus Miftakus, Fitri Khoirun Nikmah, Dewi Rizqi Ilyana Nuzula, Lu’lu’im Mansyuroh, and Choirum Minatun Hasanah. "The Effect of the Gadgets Use on Motivation and Learning Outcomes of Class VI Students in Al-Quran Hadith Lessons at MI Al-Muwazanah Kediri." EDUCARE: Journal of Primary Education 3, no. 2 (December 24, 2022): 197–218. http://dx.doi.org/10.35719/educare.v3i2.107.
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Today's school-age children are also affected by technological developments that target other groups. The natural growth process of school-age children can be disrupted due to the use of gadgets. For this reason, it is necessary to have a motivation to learn so they can still carry out learning activities well. This study attempts to explain the relationship between student learning motivation and the intensity of using gadgets and student learning outcomes to explain the effect of using gadgets on student motivation and learning outcomes. This study uses a quantitative approach involving data in the form of numbers. The instruments used are questionnaires and documentation. Through a questionnaire, data will be obtained in the form of numbers which are then analyzed using an application. At the same time, documentation is used to support processes related to research. This study obtained the results that there was a significant relationship between the use of gadgets and students' learning motivation. This motivation is evidenced by a questionnaire or questionnaire submitted to students, namely as respondents, after being tested for correlation. With the results shown from the results of this study, it is hoped that the use of gadgets is more directed and guided so that the motivation given can increase student enthusiasm in participating in learning. Anak usia sekolah masa kini ikut terkena imbas perkembangan teknologi, yang juga menyasar kalangan lain. Proses tumbuh kembang alami anak usia sekolah dapat terganggu akibat penggunaan gadget. Untuk itu, perlu adanya motivasi belajar sehingga mereka tetap dapat melakukan aktivitas pembelajaran dengan baik. Penelitian ini berusaha menjelaskan keterkaitan motivasi belajar siswa dengan intensitas penggunaan gadget dan hasil belajar siswa, menjelaskan pengaruh pengaruh penggunaan gadget terhadap motivasi dan hasil belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif yang melibatkan data berupa angka-angka. Instrumen yang digunakan berupa angket dan dokumentasi. Melalui angket, akan diperoleh data berupa angka-angka yang kemudian dianalisis dengan menggunakan aplikasi, sedangkan untuk dokumentasi digunakan untuk mendukung proses yang terkait dengan penelitian. Penelitian ini memperoleh hasil bahwa terdapat hubungan yang signifikan antara penggunaan gadget dengan motivasi belajar siswa. Hal ini dibuktikan dengan angket atau kuesioner yang diajukan kepada siswa yakni sebagai responden setelah di uji berkorelasi. Dengan hasil yang ditunjukkan dari hasil penelitian ini, diharapkan penggunaan gadget lebih diarahkan dan dibimbing, sehingga motivasi yang diberikan dapat meningkatkan antusias siswa dalam mengikuti pembelajaran.
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Thompson, James, and Donald Houston. "Programmatic assessment condensed: Introducing progress testing approaches to a single semester paramedic subject." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 195–211. http://dx.doi.org/10.53761/1.17.3.14.
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The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for paramedics has implications for the university programs tasked with their pre-employment training. The certification of paramedic student knowledge typically occurs incrementally across degree programs with aggregate results used to determine student qualification. There are concerns regarding learning sustainability of this approach. The narrowed focus of assessment practices within siloed subjects often neglects the more holistic and integrated paramedic knowledge requirements. Programmatic assessment is becoming increasingly common within medical education, offering more comprehensive, longitudinal information about student knowledge, ability and progress, obtained across an entire program of study. A common instrument of programmatic assessment is the progress test, which evaluates student understanding in line with the full broad expectations of the discipline, and is administered frequently across an entire curriculum, regardless of student year level. Our project explores the development, implementation and evaluation of modified progress testing approaches within a single semester capstone undergraduate paramedic topic. We describe the first reported approaches to interpret the breadth of knowledge requirements for the discipline and prepare and validate this as a multiple-choice test instrument. We examined students at three points across the semester, twice with an identical MCQ test spaced 10 weeks apart, and finally with an oral assessment informed by student’s individual results on the second test. The changes in student performance between two MCQ tests were evaluated, as were the results of the final oral assessment. We also analysed student feedback relating to their perceptions and experiences. Mean student correct response increased by 65 percent between test 1 and 2, with substantial declines in numbers of incorrect and don’t know responses. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.
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Soyer, Kemal, Hale Ozgit, and Husam Rjoub. "Applying an Evolutionary Growth Theory for Sustainable Economic Development: The Effect of International Students as Tourists." Sustainability 12, no. 1 (January 6, 2020): 418. http://dx.doi.org/10.3390/su12010418.
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In this globalized era of strict competition, all actors in countries must focus on their strengths for continuous growth, which would presumably lead to sustainable economic development. Amongst the three components of sustainable development, this paper focuses on the economic and social aspects. Many countries are becoming service-oriented for economic growth. Education is a form of human capital investment which significantly contributes to countries’ national income via students, particularly international cross-border students in higher education institutions. While endogenous growth models dismiss the importance of governments in the growth process, in this paper, the Keynesian and new growth theories are combined to form an evolutionary growth theory. This research aims to analyze the short and long-term relationships between macroeconomic variables, international students, and their impact on the gross domestic product (GDP) of a small island with the intention of policy implications for stakeholders to reach or maintain sustainable economic development. Using an evolutionary growth theory with 34 years of time-series data on quarterly base, the vector autocorrection (VAR) model helps reveal the short and long-run relationships as well as impacts on the economy for sustainable economic growth. The results confirmed a long-run relationship via cointegration. Moreover, they approved bidirectional causality between student numbers, general secondary school enrolment, and GDP. Findings suggest significant implications for all stakeholders, particularly for higher education institutions, the government, and local citizens due to the importance of micro and macro-economic variables’ effect on GDP. The results prove that educated human capital contributes to economic growth. Governments should continue their existing strategy regarding secondary school enrolment rates as it is found to be the most effective variable in the long-run. As education, knowledge, and information transfer rises, it contributes to sustainable development through promoting social stability. Limitation of the unavailability of the total yearly population, GDP was opted instead of GDP per capita.
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Lee, Taedong, and Jeroen van der Heijden. "Does the knowledge economy advance the green economy? An evaluation of green jobs in the 100 largest metropolitan regions in the United States." Energy & Environment 30, no. 1 (August 1, 2018): 141–55. http://dx.doi.org/10.1177/0958305x18787300.
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Institutions of higher education are significant economic engines and innovative places in local economies: they directly employ large numbers of people, often with well-paying jobs; they are magnets for businesses that service the student population; they educate and often assist students in securing first jobs; and they partner with local organizations and businesses to provide students with hands-on experiences while “giving-back” to the community. In this article, we examine the impact that institutions of higher education have as an engine of growth for the green economy and, specifically, assess their impact on the development of green jobs. Green jobs have been touted as an important strategy to simultaneously address both the economic downturn and environmental degradation. This article empirically assesses the impact that the knowledge economy has on the presence of green jobs in the 100 largest metropolitan regions in the United States. Our findings suggest that enhanced higher education and sustainability-oriented departments and centers have a positive impact on green job development in urban regions.
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Fraser, Kym. "Is Indonesia Producing Enough Business Graduates to Assist its Development Aspirations?" Industry and Higher Education 27, no. 2 (April 2013): 85–88. http://dx.doi.org/10.5367/ihe.2013.0148.
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Business plays an important role in most economies around the world, but businesses rely on the higher education system to supply an adequate number of qualified business graduates. In nations such as the USA, the UK and Australia, business degrees are the most popular university qualification; and the growth in the number of Chinese students undertaking business degrees in universities outside their home country over the past decade has been astronomical. In contrast, for Indonesia there has been a decline in the number of business degrees being undertaken abroad and at home. Indonesia has set a number of ambitious development goals and if these are to be achieved, there will need to be increasing activity from the business sector. Therefore, it is argued, questions should be raised about the current declining rate of student numbers in higher education business degree courses, and about whether the trend will have a detrimental impact on the future development aspirations of this highly populated country.
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Robertson, Jeandri, Caitlin Candice Ferreira, Sherese Duncan, and Atanu Nath. "Red & Yellow: the business of education." Emerald Emerging Markets Case Studies 10, no. 2 (April 30, 2020): 1–20. http://dx.doi.org/10.1108/eemcs-01-2019-0010.
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Learning outcomes Students learn to evaluate a firm’s growth strategies with the aim of establishing long-term business sustainability. Students will examine the impact of external macro-environmental factors that influence firm growth in an emerging market context. Using this case, students will learn how to apply a resource-based view to a firm’s offering by comparing and identifying the competitive advantage of the internal resources of the firm. Using this case, students can apply the principle of strategic fit by strategically analyzing the opportunities and threats in the external environment, while taking into account the firm’s internal strengths and weaknesses. Case overview/synopsis This case outlines the strategic, macro-environmental and marketing challenges that the Cape Town-based private higher education institution, Red & Yellow Creative School of Business, faced as it entered its 25th year of existence. In 2019, Red & Yellow had its roots in industry and had done well historically to cement that bond through the creation of successful alumni and the constant innovation of its higher education offering. Two weeks before having to present a detailed five-year growth strategy plan to the board of directors, Rob Stokes, the Director and Chairman of Red & Yellow, was faced with a multitude of decisions pertaining to the sustainable growth of the school. Recent growth patterns showed that programs with lower profit margins, such as classroom-based full-time programs, had experienced double-digit growth while student numbers for higher gross profit offerings, such as online and executive education programs had started to decline. Another challenge that the school faced was the need for its students to future-proof their careers in a world where artificial intelligence and machine learning threatened their careers and jobs. As such, Red & Yellow was confronted with one central strategic problem: How to grow strategically in the short term while developing a sustainable and scalable growth strategy for the school in the long term. Complexity academic level This case could work well as part of an executive education course, as well as a strategic management course for master’s degree or Master of Business Administration students. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Strategy.
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Vasconcellos, Isabella Moreira Pereira de, Diogo Tavares Robaina, and Carole Bonanni. "Factors Influencing Students’ Decision to Drop Out of Online Courses in Brazil." Journal of Education and Learning 9, no. 5 (September 30, 2020): 284. http://dx.doi.org/10.5539/jel.v9n5p284.
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In recent years, e-learning has been the fastest growing educational form in students' numbers, and this industry's market revenue (Lee, Choi, &Kim, 2013).
Despite this growth, concern about the significantly higher student dropout rate of students in online courses as compared with conventional learning environments has increased. Brazil has also registered a significant increase in the number of students interested in this type of education, but the dropout rate is a considerable concern to institutions.
This study’s objective was to identify the relevant variables behind online students’ dropout decision in Brazil. After a literature review that determined the ten most recurrent and relevant variables, we heard professional e-learning experts. They indicated, from their standpoint, what the most pertinent variables influencing dropout would be. Based on this, we conducted a quantitative survey with e-learning students, considering the factors indicated in the literature on this subject and educational professionals’ indications.
This study's contribution was to verify that the quality support is extraordinarily relevant and has a high correlation with students' perception of Usefulness, the quality of Course Content, and ease of System Use.
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Čajka, Peter, Anna Rybakova, Liudmila Alieva, and Aleksandra Shcheglova. "Regional concentration of higher education." E3S Web of Conferences 301 (2021): 03009. http://dx.doi.org/10.1051/e3sconf/202130103009.
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This research article focuses on the regional concentration of higher education. The purpose of the research is to examine the effects of this concentration and to devise some possible outcomes and implications for the regional economic growth and development. We discuss the endogeneity of higher education and evaluate the differences such as the official demographic projections or the growth-related factors, including student numbers predicted by official statisticians. Our article contributes to ongoing research on the role of higher education in promoting regional economic development and emerging inequalities in the regions around the world. In addition, it focuses on the existence of the multiple channels of activity through which tertiary education institutions (TEIs) benefit their regional economies. In addition, the paper tackles the issue of regional concentration of TEIs within and across regions and clearly demonstrates how the geography of higher education has evolved and developed in the recent years.
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Phillips, Matthew W., and Charles W. Stahl. "International Trade in Higher Education Services in the Asia Pacific Region: Trends and Issues." Asian and Pacific Migration Journal 10, no. 2 (June 2001): 273–301. http://dx.doi.org/10.1177/011719680101000203.
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The expansion of trade and investment in the global economy since the 1980s has been accompanied by an associated growth in the international trade in education services, particularly higher education. In this paper we provide a detailed analysis of the expansion of higher educational mobility, measured by the burgeoning numbers of tertiary students going abroad to study. In particular, this paper investigates the increasing mobility of students from the Asia Pacific region undertaking study in Western Europe, North America and Australia. The paper argues that increasing international trade in education services in the Asia Pacific region reflects the strategic importance of these services to develop and maintain the long-term economic and social viability of these nations. Increasingly governments throughout the world now recognize the crucial role of education in fostering economic growth (especially in new knowledge-based sectors), personal and social development, as well as reducing inequality. Nations with well-established and prestigious higher education systems such as the United States, the United Kingdom and Australia have been the main beneficiaries of this growing trade in education services. These countries have been at the forefront of educational exports as they have led aggressive marketing campaigns to recruit new students as well as develop new methods of higher education provision and delivery. Further, this paper explores the positive and negative effects of student mobility, and the linkages between the internationalization of higher education and the professions. Finally, this study makes some suggestions for further research.
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Elzalitni, Saad. "The Higher Education system in Libya: trends and issues." Libyan Studies 39 (2008): 131–44. http://dx.doi.org/10.1017/s0263718900010037.
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AbstractOver the past few decades the Higher Education system in Libya has witnessed a rapid growth in student numbers and a massive expansion in its programmes and services. Despite the contribution of Higher Education provision in the development and progress of Libyan society, the large increase in the number of Higher Education institutions has considerably exceeded the actual needs and demands of the country. Past and present studies highlight several shortcomings and limitations that significantly impede the overall performance and operation of the Higher Education system in Libya. This study supports the need for a comprehensive and critical evaluation of Higher Education provision in order to understand better its current status and role in modern Libyan society.
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Cheng, Ranis, Fernando Lourenço, and Sheilagh Resnick. "Educating graduates for marketing in SMEs." Journal of Small Business and Enterprise Development 23, no. 2 (May 16, 2016): 495–513. http://dx.doi.org/10.1108/jsbed-09-2014-0153.
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Purpose – Despite rising graduate unemployment in the UK, there are insufficient numbers of graduates employed in small and medium sized-enterprises (SMEs). The literature suggests that a teaching emphasis on large organisational business models in higher education institutions, particularly in the teaching of marketing theory, renders the SME sector unattractive to graduate employment and conversely, it is perceived that graduates lack additional “soft skills” vital for SME development and growth. The purpose of this paper is to provide an analysis of how SMEs define marketing and to compare student perspective on marketing within a SME context. This paper also examines the need to improve the conventional marketing curriculum with additional teaching solutions that consider the reality of UK SME ownership and student employment prospects. Design/methodology/approach – A qualitative research approach was adopted using in-depth interviews amongst ten SME owners and 20 undergraduate marketing students of a UK university. Findings – Findings revealed that the marketing practices used in SMEs were not present in the marketing curriculum in the case university. The employment of marketing graduates was not positively perceived by SME owners and equally, marketing undergraduates did not view SMEs as the career organisation of choice. Originality/value – The study re-evaluates the HE marketing curriculum and suggests an update of the curriculum in order to move the university-industry-government relationship away from the traditional knowledge transfer perspective.
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Probst, Carole, Alexander Buhmann, Diana Ingenhoff, and Benedetto Lepori. "Evolution of a field: Swiss media and communication studies." Studies in Communication Sciences 19, no. 1 (December 3, 2019): 7–23. http://dx.doi.org/10.24434/j.scoms.2019.01.002.
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In this paper, we present the evolution of Swiss Media and Communication Studies over the last decade by summarizing the main results from a project funded by the Swiss University Conference (2008–2017). We give an overall picture of the growth in the field (in terms of student numbers, resources and activities), look at diversity in terms of topics (two clusters are identified and presented with respect to various indicators), present changes at the level of individual research units (where we find variance in terms of evolution), give insights into publication patterns (two different publication cultures are found) and describe mobility and career pathways in the field. We observe limited mobility within Switzerland, internal pathways at the level of doctoral students and post-docs, and international mobility, mainly within the same linguistic region, at the professorial level. We conclude that the field has reached a consolidation phase and achieved a rather stable situation, but faces new challenges, with digitalization and the pressure towards homogenization in publication output among the most important.
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Bosetti, Lynn, Deani Van Pelt, and Derek Allison. "The changing landscape of school choice in Canada: From pluralism to parental preference?" education policy analysis archives 25 (April 24, 2017): 38. http://dx.doi.org/10.14507/epaa.25.2685.
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This paper provides a descriptive account of the growing landscape of school choice in Canada through a comparative analysis of funding and student enrolment in the public, independent and home-based education sectors in each province. Given that the provinces have responsibility for K-12 education, the mixture of public, independent and home school education varies rather widely by province, as does the level of funding and regulation. Delivery and funding of public education in Canada has long prioritized limited linguistic and religious pluralism, providing various options for English or French, and Catholic or Protestant alternatives to qualified parents. More recently growing numbers of parents have been seeking more options for their children’s education. This has fueled slow but steady growth in independent schools and home schooling.
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Marsden, Ben. "Engineering science in Glasgow: economy, efficiency and measurement as prime movers in the differentiation of an academic discipline." British Journal for the History of Science 25, no. 3 (September 1992): 319–46. http://dx.doi.org/10.1017/s0007087400029149.
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In what follows I use the term ‘academic engineering’ to describe the teaching of engineering within a university or college of higher education: specifically, this differentiates an institutional teaching framework from the broader assimilation of engineering working practices in nineteenth-century Britain by the then standard method of apprenticeship or pupillage, and from the practice of engineering as a profession. The growth of academic engineering, both in terms of student numbers and the variety of courses, profoundly influenced the structure of what we might call ‘practical engineering’, the status of engineering as a profession searching for recognition within society, and the corporate relationship between engineers and places of higher education. These are issues which I will only touch on here.
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MacKewn, Angelina S., and Brian W. Donavant. "Thinking About Your Thinking: Metacognition and the Adolescentizing of Online Higher Education." International Education Studies and Sustainability 1, no. 2 (June 18, 2021): p22. http://dx.doi.org/10.22158/iess.v1n2p22.
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Online education is considered a modern landmark in Self-Directed Learning (SDL), but current trends place that characterization and the effectiveness of the delivery method in jeopardy. U.S. growth trends indicate increasing numbers and percentages of younger students entering virtual classrooms, compounded by wholesale shifts to online delivery in the wake of COVID-19. As the online arena transitions from working adults seeking educational access to entire undergraduate populations, online education appears to be evolving from an alternative delivery method into a ubiquitous form of higher education, thereby losing its identity as SDL and with all the pedagogical consequences such an evolution implies. Amid calls for increased student access and the continuing clamor for accountability, we examine differences in metacognitive awareness and regulation strategies in the multigenerational melting pot that has become undergraduate online education. While our findings indicate that younger students possess lower metacognitive capacity for maximizing online success and lead us to caution against wholesale implementation and its overuse for younger participants, we also offer considerations to help both faculty and institutions leverage the benefits of effective online delivery and encourage them to move beyond the stale methodologies that all too often separate motivated students from truly meaningful education.
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Ghimire, Shurendra. "Effective School Leaders in Nepal." BMC Journal of Scientific Research 5, no. 1 (December 31, 2022): 137–53. http://dx.doi.org/10.3126/bmcjsr.v5i1.50685.
Full textAbstract:
This paper contributes knowledge of the reasons behind a few public schools achieving good results in students' learning and attracting many students despite almost all public schools suffering from falling education quality and student numbers. The cases of two schools-one from city-located affluent and another sub-urban poor schools were taken to conduct an ethnographic study and cross-validate the findings. The study suggests that the role of the chairperson is more dominant than the head teacher in selected schools. Visionary commitment, devotion, and repeated tenure of chairpersons of the school management committee are the source of school effectiveness, the gradual progress in education quality, and the incremental growth of students. Chairpersons’ performances are boost by their motivation of fulfilling their needs of 'social recognition' and 'experimenting quality education' through school leadership or bringing changes in school; they have already fully filled their physiological needs (Maslow, 1943). Meanwhile, these chairpersons are influenced by the socioeconomic ideology of 'quality education in public schools is the state's accountability for promoting equality and access to the marginalized group'. It also suggests that chairmanship is a process thanthe traits, anyone can lead a school regardless of academic and work experience if guided by an ideology and motivated to fulfill higher level needs.