Journal articles: 'Student roles'

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&NA;. "Innovative Roles: Doctoral Student." Journal of Addictions Nursing 8, no. 1 (1996): 40–41. http://dx.doi.org/10.3109/10884609609022197.

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Yoder, Marian K., and Coleen Saylor. "Student and Teacher Roles." Nurse Educator 27, no. 5 (September 2002): 201–3. http://dx.doi.org/10.1097/00006223-200209000-00003.

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Kuurme, Tiiu. "Student Interpretations of Student Roles: What About Sustainability?" Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 5–20. http://dx.doi.org/10.2478/v10099-009-0015-4.

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Student Interpretations of Student Roles: What About Sustainability?The goal of this article is to investigate the relationship between the contemporary humanistic ideology and the student roles as perceived by young people themselves. First, the traditional humanist ideas of education as a relational term and its contemporary features are analysed. Theoretically, a good education today offers young persons positive experiences for developing and is dialogical in nature. After this discussion, the interpretations of young people from different school types and age groups on their perceived role at school and their relations attributed to that role are described. These young people see their role in a very traditional way, meaning that the most important goal is to behave in manner that best insures their receiving good grades. This paper shows that there is no congruence between the currently desired image of education and the described role of student

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BIENEFELD, STEFAN, and JOHAN ALMQVIST. "Student Life and the Roles of Students in Europe." European Journal of Education 39, no. 4 (December 2004): 429–41. http://dx.doi.org/10.1111/j.1465-3435.2004.00195.x.

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Anderson, Kristi. "Faculty Roles and Student Projects." Political Science & Politics 34, no. 04 (October 2001): 847–48. http://dx.doi.org/10.1017/s1049096501000828.

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Cotugna, Nancy, and Connie E. Vickery. "Diabetic Diet Compliance: Student Dietitians Reverse Roles." Diabetes Educator 16, no. 2 (April 1990): 123–26. http://dx.doi.org/10.1177/014572179001600209.

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Eleven student dietitians attempted to comply with a calorie-controlled, diabetic diet for 1 week. Pre- and posttest questionnaires, as well as food diaries, were used to assess projected versus actual compliance, obstacles to adherence, and thoughts and feelings about following a prescribed medical regimen. Scores of deviation from the meal plan and food exchanges were calculated to describe dietary compliance. Only one student indicated she was able to adhere to the diet for the entire week. Twenty-seven percent of the students complied with their meal plan 90 % of the time. All students felt they would be more empathetic in their relationships with patients and involve patients to a greater extent in planning their diets.

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Gueci, Nika. "Collegiate Recovery Program (CRP): Student Needs and Employee Roles." Building Healthy Academic Communities Journal 2, no. 2 (November 19, 2018): 33. http://dx.doi.org/10.18061/bhac.v2i2.6393.

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Background: Research on Collegiate Recovery Programs (CRPs) is emerging. There is a need to examine aspects of CRPs to highlight program efficacy and best practices within local settings.Aim: As distinct cycles within a larger action research study, two small inquiries within a local university setting assessed: (1) how student members of the organization "Students for Recovery" defined their needs, and (2) how student employees of the CRP described their roles and success in their work.Methods: Semi-structured interviews examined students in recovery and student CRP employees.Results: Thematic analysis for each group produced two sets of qualitative results. Members of the student organization "Students for Recovery" described their needs as social support and safety, awareness and advocacy. Student employees of the CRP described their role as outreach and one-on-one support as well as strategic program planning. Instances of success were described as the departmental support, and their unique peer perspective.Conclusions: Two queries described needs of students in recovery and role descriptions of student CRP employees within a specific setting. Robust studies are needed to understand the impact of local CRP programs and can provide context to guide informed, responsive programming and best practices.

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Santi, Elena Ancuța, and Gabriel Gorghiu. "University Teachers’ Skills and Roles in Student Centered Education." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 67, no. 2 (December 5, 2022): 163–74. http://dx.doi.org/10.24193/subbpsyped.2022.2.08.

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"In academic education, according to the regulations imposed by the Bologna Process, the student is placed in the center of the educational process, fully considering the trainee interests for deepening the knowledge and taking into account the own personality, as autonomous and responsible citizen. This paradigm attributes to student an active role, becoming in this sense a partner for teacher in the fulfilment of own training and professional development. Based on constructivist theory, student-centered education emphasizes the understanding, building and reconstructing of knowledge experiences, experimentation, reflective approach related to teaching-learning process, involving also the adaptation of the teaching methods to learners’ interests and needs, creativity and innovation. The relationship between teacher and student has multiple values, it is based on respect and trust, in order to achieve common goals. Feedback has an important and relevant role in optimizing the educational process. In the current socio-economic and cultural context, amplified by the effects of the pandemic, the rate of school leaving becomes high, which implies the adoption of effective measures for students to benefit from support, help, counseling and guidance. In addition to their roles required by student-centered education, teachers must express more openness, flexibility, ability to adapt to online constraints and understand the students’ needs. The paper aims to identify the expectations that students have in relation to university teachers and to design a teacher’s skills pattern in the actual context. For this purpose, 245 students from Valahia University of Targoviste, enrolled in the Teacher Training Department programs have been interviewed and asked to express their expectations, attitudes and perceptions about their teachers. Keywords: teacher’s skills; teacher’s roles; student-centered learning; students’ perception. "

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Roper, Larry D., and William E. Sedlacek. "Student Affairs Professionals in Academic Roles." NASPA Journal 26, no. 1 (July 1, 1988): 27–32. http://dx.doi.org/10.1080/00220973.1988.11072075.

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Joo, Meeran, Yoo-mi Chae, Man-Sup Lim, and Seok-gun Park. "Analysis and suggestions on medical educators’ roles." Korean Journal of Medical Education 33, no. 4 (December 1, 2021): 411–17. http://dx.doi.org/10.3946/kjme.2021.209.

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Purpose: This study aimed to investigate the differences in the perception between professors and students regarding medical educators’ roles and discuss their desirable roles.Methods: A survey was administered to 116 professors and 379 students of the medical colleges from Dankook University and Hallym University. The subjects were given a self-created questionnaire designed to measure their perception of medical educators’ roles.Results: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.Conclusion: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.

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Cheng, Eddie W. L., Christina W. M. Yu, L. S. Sin, and Carol S. M. Ma. "Stakeholders’ roles in field experience: some empirical evidence." Journal of Applied Research in Higher Education 10, no. 4 (October 8, 2018): 556–69. http://dx.doi.org/10.1108/jarhe-08-2017-0103.

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Purpose Field experience (FE) has long been a crucial component of the process of teacher education. Clearly, a range of stakeholders can affect student-teachers’ achievements in FE. Given the importance of these stakeholders in FE, it may be possible to improve FE practices by clarifying the involvement of different parties in the FE process. Since student-teachers are the major beneficiaries in FE, their voices should not be ignored. Therefore, the purpose of this paper is to explore student-teachers’ perceptions of the roles played by different stakeholders. Design/methodology/approach In a qualitative research design, 18 student-teachers took part in this study. Content analysis was used to classify and compress the large amount of text provided by the informants into a manageable number of categories to track trends, patterns, frameworks and typologies. Findings In addition to those of the five major stakeholders of FE (i.e. student-teachers, cooperating teachers, institute supervisors, schools and institutes), this study identified the roles of three other stakeholders (i.e. students, other student-teachers and parents) that had not been widely focused in previous studies. Originality/value The present research took the first step to investigate the roles played by different parties in FE from the perspective of student-teachers and offered insights for enhancing student-teachers’ performance in FE.

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Trinidad, Jose Eos, and Galvin Radley Ngo. "Technology’s roles in student-centred learning in higher education." International Journal of Action Research 15, no. 1/2019 (April 4, 2019): 81–94. http://dx.doi.org/10.3224/ijar.v15i1.06.

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Given challenges of covering course content, ensuring skills acquisition, and assessing student’s work, higher education faculty often experience difficulties in practicing student-centered learning. The education literature has shown that one way of addressing these concerns is through the use of educational technologies. In this action research, ten faculty members from a Philippine university participated in a coaching programme on using technology for student-centered learning. From interviews and classroom observations, the study finds that when introduced to appropriate tools, higher education faculty use technologies for interactive learning, timely feedback, and better engagement with students. The present research elaborates how faculty from different departments have used these technologies and how the students have responded to their use. The study contributes to the discussion of how technologies can enhance student learning and complement classroom instruction.

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Erlia, Winda. "Roles of the teacher for increasing learning quality of students." ETUDE: Journal of Educational Research 1, no. 3 (March 31, 2021): 77–86. http://dx.doi.org/10.56724/etude.v1i3.35.

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Background: Understanding the role of teachers in improving the quality of student learning and knowing that students even though using e-learning can learn effectively or not and can improve the quality of student learning, even though they do not learn face-to-face or directly but the teacher must be able to know the ability of students to master and understand this learning and students get maximum and effective learning from the teacher because the teacher is an educator. In this education, especially in e-learning, teachers or educators do not provide maximum learning or are less effective in E-learning. Purpose: In order to know the teacher's perspective on improving the quality of student learning in E-learning. Design and methods: This type of research uses the case study method, data sources: documents and interviews using a qualitative approach. The research subjects were 6 elementary school teacher respondents. Data validation used inter-researcher triangulation. Results: the results of this study show that there are various kinds of teacher roles that are very important in improving the quality of student learning, even though e-learning is less effective in improving the quality of student learning.

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Lewandowski, Adam M., Debbie G. DePalma, Rebecca S. Englund, and Melissa M. Cartwright. "Operationalizing the Roles of Experiential Learning." Experiential Learning and Teaching in Higher Education 1, no. 2 (September 1, 2022): 18. http://dx.doi.org/10.46787/elthe.v1i2.3373.

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This article focuses on the partnership between Discovery Charter School of Rochester, New York, founded in 2011, and Nazareth College Partners for Learning. The Partners for Learning program engages Nazareth College students in partnerships with the children, teachers, and staff of eight urban sites. The authors examine the four critical roles that work to foster program success: (1) Associate Director for the Center for Civic Engagement, (2) Student Site Coordinator, (3) Site Representative, and (4) Classroom Teacher. We describe each of the four roles, how the roles support experiential learning, and, most importantly, how we consistently collaborate to ensure success for all parties. We have gathered multiple forms of reflection, and we share data focusing on the impact of student learning for both personal and professional growth. Finally, Discovery Charter School students describe what having a Partner in their classroom means to them, how the Partners have improvedtheir learning, and how the relationships that have formed over the semester/ year(s) have had an impact on them.

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Shalka, Tricia R., Chloe S. Corcoran, and Brian T. Magee. "Mentors that Matter: International Student Leadership Development and Mentor Roles." Journal of International Students 9, no. 1 (January 11, 2019): 97–110. http://dx.doi.org/10.32674/jis.v9i1.261.

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Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.

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Cassidy, Corey Herd. "The Relationship Between Perceived Supervisory Roles, Working Alliances, and Students’ Self-Efficacy in Speech-Language Pathology Practicum Experiences." Perspectives on Administration and Supervision 23, no. 3 (October 2013): 92–109. http://dx.doi.org/10.1044/ass23.3.92.

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Purpose: To examine Anderson’s Continuum Model of Supervision with respect to the field of speech-language pathology, clinical supervision, and the inter-relationships between the Model and perceived supervisory roles, working alliances, and change in students’ self-efficacy (SE). Methods: Graduate students enrolled in initial practicum (N = 117) completed pre-post semester sets of the Generalized Self-Efficacy Scale, Student Profile, Supervisor Rating Form, and Supervisor Working Alliance Inventory. Descriptive demographic information was derived from the Student Profile. Data were analyzed by utilizing a series of parametric statistics for assessing the relationships between variables. Results: Significant positive change in student reports of SE occurred between the beginning and end of the semester (effect size d = 1.547). Relationships were established between change in student SE and supervisor roles (F[5,11]= 8.13, p < 01) and between working alliances and supervisor roles (F[10,220]= 2.56, p <.01). A structural equation model revealed that student demographics had an effect (18.8%) on the relationship between change in students’ SE and independent study constructs. Conclusion: 48% of students perceived supervisors to emphasize the Consultant role of clinical supervision; these students also demonstrated greatest perceived change in SE. Although supervision roles within Anderson’s Model relate to effective training of speech-language pathology students, the order in which these roles are presented should not be assumed based on practicum level, but should instead match each student’s individual needs.

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Manwa, Lokadhia. "Diverse Roles and Academic Performance of Tertiary Students in Masvingo, Zimbabwe." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 356. http://dx.doi.org/10.26737/jetl.v5i2.1670.

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<p>Tertiary student roles are a critical aspect of student life during their academic career as they significantly contribute to the success of the whole learning process and the accomplishment of the entire course. This study contributes to debates on the influence of student multiple roles on academic engagement given the limited research on this phenomenon in Africa and Zimbabwe in particular. By investigating the factors influencing the nature of students’ roles, the findings may influence researchers to investigate other aspects of students’ life situations. The study sought to explore from the students’ perspectives, how they juggle their roles and from lecturers how these students perform. A qualitative approach that employed convenient sampling used twenty-one students and six lecturers from the three tertiary institutions in the city. Open-ended questionnaires and in-depth face-to-face interviews were used to generate data from the participants. Thematic analysis was used to process data, whereby common ideas and patterns that came up repeatedly were coded leading to key issues. Factors such as family background, family life cycle stage and economic status were found to be influencing the nature of students’ roles. Students indicated that they occupy many social roles which they could not ignore. They also reported negative effects of these roles on academic engagement. Lecturers also indicated that most students were not performing to their best. The study, therefore, recommends serious consideration of the various interplay underpinning factors that may impact negatively on student role behaviour. The incorporation of time-management and ingenuity into the university curriculum may benefit all students.</p>

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XU, WEILI, YUCHEN ZHANG, CHENG SU, ZHUANG CUI, and XIUYING QI. "ROLES OF TECHNOLOGY IN STUDENT LEARNING OF UNIVERSITY LEVEL BIOSTATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 1 (May 30, 2014): 66–76. http://dx.doi.org/10.52041/serj.v13i1.299.

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This study explored threshold concepts and areas of troublesome knowledge among students enrolled in a basic biostatistics course at the university level. The main area of troublesome knowledge among students was targeted by using technology to improve student learning. A total of 102 undergraduate students who responded to structured questionnaires were included in this study. The results suggest that threshold concepts regarding “statistics” and “random sample” need to be better understood. “Confidence interval” and “hypothesis testing” were the two most frequent troublesome areas among the participants.The pedagogical role of technology in teaching and learning statistics, and the mechanisms whereby technology may improve student learning were discussed. First published May 2014 at Statistics Education Research Journal Archives

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Brown, Hazel N., and Jeanne M. Sorrell. "Student/Faculty Roles in Writing Research Papers." Western Journal of Nursing Research 13, no. 4 (August 1991): 543–46. http://dx.doi.org/10.1177/019394599101300412.

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Solbjørg, Aud. "Competing roles: student teachers using asynchronous forums." International Journal of Applied Linguistics 15, no. 3 (November 1, 2005): 346–63. http://dx.doi.org/10.1111/j.1473-4192.2005.00095.x.

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Wang, Qiyun. "Student-facilitators' roles in moderating online discussions." British Journal of Educational Technology 39, no. 5 (September 2008): 859–74. http://dx.doi.org/10.1111/j.1467-8535.2007.00781.x.

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Wright, Jean. "Student Services in Further Education: Specialist Roles." Pastoral Care in Education 10, no. 3 (September 1992): 10–12. http://dx.doi.org/10.1080/02643949209470801.

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Malik, Bassit, Utkarsh Ojha, Hassan Khan, Farzana Begum, Harun Khan, and Qasim Malik. "Medical student involvement in health policy roles." Advances in Medical Education and Practice Volume 8 (November 2017): 735–43. http://dx.doi.org/10.2147/amep.s147212.

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Dalton, Jon C., and Diana Imanuel Gardner. "Managing change in student affairs leadership roles." New Directions for Student Services 2002, no. 98 (2002): 37–48. http://dx.doi.org/10.1002/ss.48.

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Hastie, Peter A. "Student Role Involvement during a Unit of Sport Education." Journal of Teaching in Physical Education 16, no. 1 (October 1996): 88–103. http://dx.doi.org/10.1123/jtpe.16.1.88.

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This study examined a sixth-grade physical education class during participation in a speedball unit using the “sport education” model (Siedentop, 1994). In this unit, students took varying roles, including player, coach, referee, scorer, and statistician. The unit was examined using systematic observation and qualitative techniques. Particular attention was placed on the tasks students were expected to complete and the degree of congruence between their actions and the stated task. Also under investigation were the students’ reactions to their differing roles. Quantitative results indicated high levels of student engagement in game play and scrimmage contexts, and particularly high levels of congruent behaviors in the nonplaying roles. Levels of off-task behaviors were minimal throughout. Students reported through questionnaires and interviews that they enjoyed taking administrative roles, and they showed distinct preference for remaining in the same team for the entire season. A strong preference for student coaches over teacher instruction was also reported.

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Tikoko, Betty Jeruto, and Leslie Kimame. "influence of disciplinary roles played by student councils in curbing the frequency of student unrests in public boys boarding secondary schools in Elgon sub-county, Kenya." Journal of Education Management and Leadership (JEML) 1, no. 1 (July 6, 2022): 1–7. http://dx.doi.org/10.51317/jeml.v3i1.67.

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This study sought to address the influence of disciplinary roles played by student councils in curbing the frequency of student unrests in public boy’s boarding schools in Elgon Sub-county, Kenya. This study was based on a survey research design where the researcher interacts naturally with respondents and records observations without undue influence. The study was conducted in Elgon Sub-county, Bungoma County, Kenya. It also used a multistage sampling technique as well as purposive sampling. In conclusion, it was found out that student councils play important roles in disciplining other students, which could in turn, help in curbing the frequency of student unrest in schools. Such roles are: reporting offenders, punishing and supervising students who are being punished, and ensuring that students adhere to school rules and regulations. This study recommends that students should be given more powers to assist teachers in supervising other students and, more so, the ones who have high tendencies to flout school rules. Through proper policy formulation, capacity building and sensitisation of both teachers and students should be undertaken by stakeholders so that students and teachers could support student leadership.

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Hunter, Maxwell W., Malcolm D. Hill, and Alexander N. Chen. "The Effect of Multiple Roles on Women Majoring in Education." NACADA Journal 12, no. 1 (March 1, 1992): 9–14. http://dx.doi.org/10.12930/0271-9517-12.1.9.

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Traditional- and nontraditional-age undergraduate women majoring in education were surveyed to determine whether multiple-role incumbency is associated with student role strain and with affective well-being. Traditional-age students reported significantly more student role strain even though they occupied fewer life roles and reported the perception of less time pressure. Multiple-role incumbency was not related to student role strain for either group but was related positively to well-being in the nontraditional-age group. Findings are discussed in terms of theory and apparent significance for advisors.

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Sloan, DeVillo, and Martha Baer Wilmes. "ADVISING ADULTS FROM THE COMMUTER PERSPECTIVE." NACADA Journal 9, no. 2 (September 1, 1989): 67–75. http://dx.doi.org/10.12930/0271-9517-9.2.67.

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This article redefines adult learners as part of the broader commuter student population and identifies four areas of concern common to students who commute: mobility, integrating support systems, multiple life roles, and involvement in campus life. Implications of these con-in the advising setting are discussed, and four roles for advisors working with adult learners are proposed: (1) dealing with issues of transition, (2) translating the institution to the student, (3) assisting the student in forming campus connections, and (4) advocating on behalf of the student. Three case studies based on interviews with adult students are provided which illustrate practical applications of concepts developed in the article.

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Knott, Gillian J., Martina F. Mylrea, and Beverley D. Glass. "Pharmacy Student Perceptions of the Roles and Attributes of Pharmacist Preceptors in Australia." Pharmacy 10, no. 6 (December 4, 2022): 169. http://dx.doi.org/10.3390/pharmacy10060169.

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The pharmacist preceptor is key to the success of pharmacy student experiential placements with a recent focus being placed on the quality of preceptors. This study sought to investigate student perceptions of the ideal roles and attributes of pharmacist preceptors to inform the development of a preceptor training program. This was a mixed methods study using an online survey of pharmacy students from levels two to four of an undergraduate pharmacy honours program at a regional Australian university followed by qualitative, semi-structured focus group interviews. Surveys were analysed using descriptive statistics and content analysis while interviews were thematically analysed. Thirty-seven complete survey responses were received, and three student focus groups were conducted. Students identified the key role of preceptors in linking theory to practice and felt that the role of the preceptor in student assessment should focus on practical skills, such as communication and professionalism. There was overall strong agreement between the quantitative and qualitative findings on the ideal preceptor attributes with good communication, enthusiasm for the profession and the provision of clear and honest student feedback thought to be most important. Students regarded these attributes as essential for a good preceptor–student relationship to promote learning in the practice environment.

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Yu, Zhonggen. "Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic." Sustainability 14, no. 8 (April 7, 2022): 4388. http://dx.doi.org/10.3390/su14084388.

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The sudden COVID-19 pandemic has forced many educational institutes to shut down and many students to stay home receiving online learning. This study aims to identify the changes in student roles and digital literacy and the strategies to improve motivation and learning achievement in online learning environments during the COVID-19 pandemic. Through a rapid evidence assessment review study based on the protocol of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA), it is concluded that student roles have experienced great changes, that students have assumed multiple roles and that they are socially and cognitively engaged in their roles, roles that can be promoted by information technologies. Their digital literacy, individually varying, needs to be improved although it has undergone improvements. Digital technologies and social regulation can improve online learning achievements. Teaching strategies, teacher–student cooperation, gamification, and computer applications can improve online learning achievements. Future research could focus on inter-disciplinary research into the models to sustain online learning during or after the pandemic.

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Gonzalo, Jed D., Deanna Graaf, Bobbie Johannes, Barbara Blatt, and Daniel R. Wolpaw. "Adding Value to the Health Care System: Identifying Value-Added Systems Roles for Medical Students." American Journal of Medical Quality 32, no. 3 (April 26, 2016): 261–70. http://dx.doi.org/10.1177/1062860616645401.

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To catalyze learning in Health Systems Science and add value to health systems, education programs are seeking to incorporate students into systems roles, which are not well described. The authors sought to identify authentic roles for students within a range of clinical sites and explore site leaders’ perceptions of the value of students performing these roles. From 2013 to 2015, site visits and interviews with leadership from an array of clinical sites (n = 30) were conducted. Thematic analysis was used to identify tasks and benefits of integrating students into interprofessional care teams. Types of systems roles included direct patient benefit activities, including monitoring patient progress with care plans and facilitating access to resources, and clinic benefit activities, including facilitating coordination and improving clinical processes. Perceived benefits included improved value of the clinical mission and enhanced student education. These results elucidate a framework for student roles that enhance learning and add value to health systems.

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Bricknell, L., and E. J. S. Hovenga. "Changing Academic Roles." Methods of Information in Medicine 45, no. 03 (2006): 288–93. http://dx.doi.org/10.1055/s-0038-1634074.

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Summary Objectives: A primary objective of this study was to identify a valid method for academic workload allocation. This required the identification of significant variables that may be used to indicate and measure academic workload. A supporting objective was to illustrate how the adoption of a flexible learning mode and supporting technologies across one university with multiple campuses and an international student cohort has impacted upon academic roles and teaching delivery methods. Methods: An extensive literature review focusing primarily on the teaching aspects of academic roles was undertaken. These roles were defined as teaching, including curriculum development, undertaking research, provide professional and community services and undertake some administrative work. This review was followed by the documentation of a case study. Results: Significant changes to the roles and responsibilities of academics working in higher education are now discernable. The adoption of Web-based applications and other communication technologies have made it possible to not only extend traditional distance education offerings but also to teach large multicultural classes across multiple campuses simultaneously. This in turn necessitates a review of teaching strategies and of organization-wide student and staff support infrastructures to ensure that the teaching quality is maintained or improved whilst meeting individual student learning needs. Conclusions: Changes to academics’ roles are occurring due to the globalisation of higher education as well as the adoption of new educational delivery methods and the use of new technologies. The resulting complexity of academic workload measurement and the need to equitably allocate this workload to individual academics has become more challenging than ever. More traditional universities can learn from such experiences to better prepare for these inevitable changes.

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Saputra, Adif Jawadi, Prayitno Prayitno, and Yahya Jaya. "Student Absence Following Classical Learning Activities and Roles of Information Services." Journal of Educational and Learning Studies 2, no. 2 (August 13, 2019): 58. http://dx.doi.org/10.32698/0592.

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Many problems the absence of students is one of the things that causes the learning process is not optimal and this becomes an important role of guidance and counseling services through information services. The purpose of this study was to reveal the forms of student absence and the quality of the implementation of information services about absenteeism. This type of research is quantitative descriptive research, the sample used was 123 students using porous sampling technique. Data collected using questionnaire absenteeism and the scale of the implementation of information services about student absence (33 items valid, α = 0.851). Data analysis using percentage analysis and also t-test. The results showed that the most absent form of the students did was not entering school without permission 35 (28.4%) times and the least was days not going to school ie 2 (1.6%) times. The results showed that there was no significant difference in the implementation of information services about student absenteeism both conducted by state high school and private high school teachers with a good category of 71.67%.

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Johnson, James E., Ashlee N. Kaiser, and Robert J. Bell. "An Examination of Variables Related to Student Employment in Campus Recreation Programs." Recreational Sports Journal 36, no. 2 (October 2012): 78–90. http://dx.doi.org/10.1123/rsj.36.2.78.

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Previous literature on student employment within campus recreation departments has focused on a variety of work-related factors, but has been limited by examining single institutions. The current study extended this area of research by examining 290 recreation student employees at 11 institutions located throughout the United States to determine how important five work-related variables were to student employment. Results indicated all variables were rated high in importance, but ability to work around class schedules was most important. Results also indicated that females believe pay rate is more important than males, first year employees do not desire supervisory roles as much as students with more work experience, and students who have supervisory responsibilities find these roles more important than students without such roles. These results can be used by recreation administrators to better understand the priorities of their employees, which ultimately could impact quality of work.

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Zerquera, Desiree D., Mary Ziskin, and Vasti Torres. "Faculty Views of “Nontraditional” Students: Aligning Perspectives for Student Success." Journal of College Student Retention: Research, Theory & Practice 20, no. 1 (April 26, 2016): 29–46. http://dx.doi.org/10.1177/1521025116645109.

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Faculty serve as a primary point of contact for students in college, playing vital roles in students’ retention and attainment. The perceptions and beliefs held by these institutional actors are important for understanding the context that shapes students’ experiences while they are in college and potentially, long after they leave. The purpose of this work is to examine faculty members’ perceptions of nontraditional student experiences. Findings highlight faculty members’ awareness of students’ multiple roles and obligations; perceptions of student academic success, including barriers to succeeding; and the ways faculty connect with students and the types of connections they forge. The findings from this work highlight the need to consider more research on how the experiences of students who do not fit a traditional model are interpreted by those in positions of power at higher education institutions. As such, we add to calls for more work that considers these institutional actors explicitly and how they shape student success.

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Opuni, Frank Frimpong, Michael Snowden, Ernest Christian Winful, Denis Hyams-Ssekasi, Jamie P. Halsall, Josiah Nii Adu Quaye, Emelia Ohene Afriyie, Elikem Chosniel Ocloo, and Kofi Opoku-Asante. "The Nexus between Entrepreneurial Education and Entrepreneurial Self-Competencies: A Social Enterprise Perspective." Sustainability 14, no. 19 (October 6, 2022): 12725. http://dx.doi.org/10.3390/su141912725.

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The purpose of the study was to examine the mediation roles of student satisfaction and entrepreneurial self-efficacy in the nexus between entrepreneurial education and entrepreneurial self-competencies within a social enterprise context. The study used a cross-sectional survey design, with a sampled population of 185 business students from three universities (Accra Technical University, Cape Coast Technical University and the University of Ghana) in Ghana. A PLS-SEM approach was used to examine the relationships among the independent–dependent constructs in the study. Entrepreneurial education had positive and significant relationships to student satisfaction and entrepreneurial self-efficacy, but it showed an insignificant relationship to entrepreneurial self-competencies. Student satisfaction was also found to relate positively and significantly to entrepreneurial self-efficacy and entrepreneurial self-competencies. Furthermore, both student satisfaction and entrepreneurial self-efficacy were found to fully mediate the nexus between entrepreneurial education and entrepreneurial self-competencies. The study highlights the crucial roles of student satisfaction and self-efficacy in the implementation of entrepreneurial education in higher education institutions. In a discipline that is characterised by paucity, this study provides a unique and original assessment of the important roles of student satisfaction and student self-confidence in building entrepreneurial competencies among students.

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Pugalia, Sancheeta, L. Prakash Sai, and Dilek Kozanoglu Cetindamar. "Personal Networks’ Influence on Student Entrepreneurs: A Qualitative Study." International Journal of Innovation and Technology Management 17, no. 05 (August 2020): 2050037. http://dx.doi.org/10.1142/s0219877020500376.

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This study focuses on students who have conceptualized the business idea during their academic studies and created the business venture during or within two years after graduation. The extant literature identifies social networks as a key factor not only for opportunity recognition but also for start-up survival. This study expands the knowledge about the roles of personal networks within the context of student entrepreneurs. By conducting focus group, interviews, and a survey at a top-ranked technological institute of higher learning in India, this study analyzed the role played by the personal networks in facilitating and enabling the creation of a venture by student entrepreneurs. Our study findings indicate that (1) student entrepreneurs expect ten potential roles from their personal networks, (2) the hierarchy of these roles indicates the triggering impact of business networking with a final outcome of motivational support, and (3) business networking, venture financing and the founding team formation are the most important roles in the actual start-up phase.

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Tamoliūnė, Giedrė, and Margarita Teresevičienė. "Supervisor Roles for the Doctoral Student’s Development into Independent Researcher." Pedagogika 125, no. 1 (April 13, 2017): 5–20. http://dx.doi.org/10.15823/p.2017.01.

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Doctoral education is one of the primary resources for the development and implementation of new knowledge and innovation across the Europe. Therefore, the implementation of doctoral studies and preparation and training of junior academics and researchers are seen as one of the main aims and missions of the University. Doctoral studies differ from other study levels in principle as they accentuate students’ distinguished autonomy and independency when the scientific supervisor is mentor and assistant more than a knowledge provider and student is taking more responsibility to become an independent researcher. This article presents short theoretical overview of different roles of scientific supervisor and results of in-depth interviews with doctoral students that reveal experiences of collaboration with supervisors as well as their roles that appear during the doctoral study process. Research results revealed that when collaborating with doctoral students, supervisors get involved mainly in activities that are directly related to preparation of doctoral thesis, i.e. provide consultations on research topic development, encourage students to be critical about their own work and search for new insights or perspectives, and generate new ideas together with doctoral student. However, according to the research results, supervisor’s roles in other organisational issues are less relevant, especially when talking about enculturation, where supervisor is expected to help doctoral student to integrate into local and public academic society, join international associations or research groups or have consultations with experts from the research field.

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Glazer, Courtney. "Emotions and Student Roles in an Online Course." E-Learning and Digital Media 5, no. 1 (January 2008): 51–63. http://dx.doi.org/10.2304/elea.2008.5.1.51.

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Houze, Shea Kidd. "Social class barriers to traditional student leader roles." New Directions for Student Leadership 2021, no. 169 (March 2021): 77–84. http://dx.doi.org/10.1002/yd.20423.

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Dyk, Patricia A. H. "Graduate Student Management of Family and Academic Roles." Family Relations 36, no. 3 (July 1987): 329. http://dx.doi.org/10.2307/583549.

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Hamilton, Jill. "Encouraging Student Writers: Reversing Roles in Senior Composition." English Journal 86, no. 1 (January 1997): 51. http://dx.doi.org/10.2307/820781.

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King, Elaine C. "The roles of student musicians in quartet rehearsals." Psychology of Music 34, no. 2 (April 2006): 262–82. http://dx.doi.org/10.1177/0305735606061855.

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Ihde, Thomas W. "Teacher and student roles in multimedia language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 20 (October 8, 2020): 67–85. http://dx.doi.org/10.35903/teanga.v20i.505.

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This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experiences

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Hicks, Anna T. "Centralizing and Focusing Roles: The Student Services Committee." NASSP Bulletin 79, no. 568 (February 1995): 90–92. http://dx.doi.org/10.1177/019263659507956814.

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Walker, Barbara M. "The Missing Person: Student Roles in Home-School Interviews." European Educational Research Journal 1, no. 3 (September 2002): 468–79. http://dx.doi.org/10.2304/eerj.2002.1.3.5.

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In British secondary schools the ‘Parents' Evening’ is held annually for each year group to allow parents and subject teachers to meet and discuss a child's progress. This article draws from two qualitative studies of Parents' Evenings and focusses on the difficulties faced by parents, teachers and students in trying to integrate the young person into this type of home-school liaison. Much of the data consisted of tape-recordings of Parents' Evening interviews made by teachers or parents. Key analytical concepts include the parent-teacher-student interview characterised as ‘institutional talk’, where the participants struggle over control of personal information, definition of problems and follow-up action. Even though it is becoming more common for students to attend these events, the article brings out their relative powerlessness and concludes that, while parents and teachers contest authority within the interview, the role, power and identity of the young person is even more problematic.

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Quynh, Ngo Hai, Nguyen Thanh Hoai, and Nguyenthingoc Thu. "The roles of student engagement motivations in learning and managing." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 223–34. http://dx.doi.org/10.31686/ijier.vol9.iss4.3043.

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The purpose of this study is to explore how the combined influence of intrinsic motivation and extrinsic one on the engagement about behavioral, emotional, and cognitive of university students to bring academic achievements. To do this, an experimental questionnaire is designed to collect data from Vietnamese students in Danang and employed Structural Equation Modeling (SEM) to estimate the relationships among proposed variables. The results from 393 samples indicated that intrinsic motivation is the crucial element stimulating their efforts and engagement to obtain learning success. In contrast, extrinsic motivation is found to not bring a positive influence on the cognitive engagement of students. Therefore, this is an important research result that contributes to the theoretical foundation of student engagement as well as makes sense for the management of higher education

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Hamilton, Rashea, D. Betsy McCoach, M. Shane Tutwiler, Del Siegle, E. Jean Gubbins, Carolyn M. Callahan, Annalissa V. Brodersen, and Rachel U. Mun. "Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students." Gifted Child Quarterly 62, no. 1 (October 30, 2017): 6–24. http://dx.doi.org/10.1177/0016986217738053.

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Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

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Vozzola, Elizabeth C. "We Dream, you do: “Great” Grandmothers Teach a Lesson in Women's Changing Roles." Teaching of Psychology 25, no. 4 (October 1998): 289–91. http://dx.doi.org/10.1080/00986289809709719.

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A student-designed life history interview project on women's changing roles and expectations provided a powerful learning experience linking textbook material on gender bias and cohort effects to the lives of actual women. Psychology of Women students invited 7 grandmothers to talk about their lives, perceptions of changing roles, and expectations for their daughters and granddaughters. In this article, I discuss and evaluate student responses to the activity.

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Sharma, Uma Nath. "The Role of Supervisor and Student for Completing a Thesis." Tribhuvan University Journal 31, no. 1-2 (December 31, 2017): 223–38. http://dx.doi.org/10.3126/tuj.v31i1-2.25358.

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Master’s degree students are required to write a thesis as a course alternative to a written examination of a paper. The purpose of this article is to understand and discuss the students’ perception on their own roles as a thesis candidate and the role of a supervisor in accomplishing a work of master’s thesis. For this, the candidates of master’s thesis were asked to respond a multiple choice item like questionnaire consisting of 12 sets of statements on the student-supervisor roles or responsibilities in three major aspects of thesis writing, namely topic/area of study, contact/involvement and the thesis/dissertation. The responses were analyzed descriptively using the software package – SPSS (Statistical Package for the Social Sciences). Analysis showed that the average students wanted to build a bridge (plan and manage the thesis writing) together with the supervisor so that they could cross it (accomplish the work of thesis writing). The students expected joint role of a supervisor. The supervisor and the student are recommended to share their expectations from each other, and build a mutual understanding of supervisor-student roles in advance and do accordingly for the successful completion of the thesis in reasonable time.

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Journal articles on the topic 'Student roles'

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