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Dissertations / Theses on the topic 'University student'
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Barnes, Naomi Joy. "Facebook Status Updates about the First Year at University: How Student Experience Informs a Learner Centred Transition Curriculum." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365933.
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A learner centred first year transition curriculum is central to a university adapting to global shifts in higher education. Universities are under pressure to graduate highly skilled workers to cope with the demands of a highly technological society. Over the past fifty years, higher education practitioners have: identified the first year of higher education (FYHE) as being critical to the successful completion of undergraduate degrees; implemented programs for improving the co-curricular and curricular experiences of first year university students; and articulated pedagogical practices that should inform the design of institution-wide transition curricula. While there is a rich tradition of research that concentrates on how the experiences of first year students can be improved, only a small portion of the research centralises student voices.
Political and cultural forces are demanding a shift in the conceptualisation of university in the twenty-first century. Recent research suggests that to address the shift, pedagogy should be the focus of academic professional development. This thesis argues that the shift should not be to pedagogy but to learning, and this study conceptualises ways in which this shift can be achieved. This thesis acknowledges the necessity for creating a transition curriculum that helps a university reach these goals, but argues that while past research is highly valuable, building on ideas that were developed in a different communicative, technological and social context will only provide a partial understanding of the needs of contemporary first year students.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Practice
Arts, Education and Law
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Chagas, José Bernardo Fonseca Pólvora Trindade. "University student gambling consumption." Master's thesis, Instituto Superior de Economia e Gestão, 2007. http://hdl.handle.net/10400.5/12142.
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Mestrado em MarketingThe present research analysed gambling activity of college students from a consumer behaviour perspective in order assess their gambling behaviour. A questionnaire was administered to 216 college students from several courses in different universities in the city of Lisbon (Portugal). No significant differences were found between men and women in gambling activity , both for players and non-players in all the types of games analysed (lottery, bingo and casino). Even tough most students were infrequent gamblers, lottery playing was found to the most played form of gambling (79.6%). Lottery playing was found to be related to parental gambling. This research also examined peer influence and addictive behaviours as gambling influential factors. No significant relationship between peer influence, addictive activities (alcohol drinking and smoking) and university student gambling was found.
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Adams, George Edward. "Student perceptions of university faculty on the length of enrollment of university students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134549/.
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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.
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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education.
BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances.
Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the countrys culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials.
To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.
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Dean, Anne Margaret. "Defining and Achieving University Student Success: Faculty and Student Perceptions." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35584.
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Many different parties are involved in trying to promote student success: faculty, student affairs professionals, parents, mentors, and students themselves. All may speak of their endeavors to work toward the goal of "student success", but if success is defined differently by each party, then each pursues a different goal. With this in mind, this study was designed for three purposes. First, the researcher sought to define student success based on the perspectives of student and faculty populations within the College of Agriculture and Life Sciences at Virginia Tech. Second, the researcher sought to identify the barriers to student success. Finally, the researcher sought to identify strategies that would foster student success.
Qualitative methods were employed to conduct this research within the population of undergraduate students and faculty within the College of Agriculture and Life Sciences at Virginia Tech. Eight focus groups were conducted in the spring of 1997 with a total of 27 students participating and two focus groups were conducted the following spring with 7 faculty participating. Questionnaires and the transcripts of the focus groups were analyzed for this study.
Findings showed that faculty and students have somewhat dissimilar perspectives on student success. Faculty participants were more interested in the academic elements of being successful, while students placed more weight on what they felt were personal indicators of success, such as happiness. In terms of the barriers to student success that were discussed, students were much more likely to discuss barriers that were outside of their control, such as the classroom environment. Faculty, on the other hand, concentrated on the personal characteristics of students, feeling that students ultimately had personal responsibility for their own success. Based on the questionnaires, the groups were fairly well balanced and represented a fairly wide range of collegiate experiences.
Faculty and students have demonstrated through this study that they are quite valuable as a resource to consult when conducting needs assessments or developing student interventions. Many of the solutions that were suggested, interestingly, dealt not with the creation of new programs but with improving communication within the university to ensure the awareness of programs that already exist. Participants also felt that orientation activities for new students should be extended well into their first semester at the university.
From a research perspective, this study provided a great deal of insight into the ways that faculty and student perspectives are both similar and different. It would be interesting to see whether perspectives are similar across colleges within the university, or even similar between universities with similar characteristics. In trying to determine the nature of the collegiate experience, few would deny that no groups are more intimately involved in that experience than the faculty and students. Ultimately, then, the answers concerning the nature of student success must lie with them.
Master of Science
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Stanford-Randle, Greer C. "The Black Student Movement at the Ohio State University." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/aas_theses/18.
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Black/African American alumni from Ohio State University in Columbus, OH are collective subjects in this research. The study has sought to discern and explicate the behaviors, experiences and attitudes of former Black students, now alumni, to effectively privilege their voices and viewpoints, which were previously not included in the scholarship and literature of African American Studies or Higher Education about the historic 1960s and 1970s. Determining how alumni experienced the Black Student Movement at Ohio State during the 1960s and 1970s has been the principal objective.
Black students’ experiences and motivations were very different than popular Black Student Movement discourse suggests. Findings indicate Black students’ organized social activist behavior persisted effectively and sufficiently to be considered an example of modern social movements, worthy of respect like other social movements which have helped improve human conditions not only for themselves, but also for others including non-Black students at traditionally white institutions.
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Marple, Amanda. "Democratizing University Foodscapes? Student Food Cooperatives and the Neoliberal University." Thesis, West Virginia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752427.
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According to a report published in 2015, the National Center for Education estimated that over 20 million students were forecasted to enroll in higher education in the 2016–17 school year, situating American universities as major institutional food retailers. Over the past two decades, corporate food providers have increasingly sought long-term public and private university contracts as a means to expand their reach into lucrative campus food landscapes (foodscapes), replacing in-house services with cheaper, more “efficient, and “productive” dining strategies. Companies such as Sodexo, Aramark, and Bon Appetit control the foodscapes of many university campuses across the United States, creating food environments dominated by corporate interests.
However, at the same time these corporate food service providers have colonized university food terrains, a growing movement of consumers concerned with ethical food sourcing have driven students across the United States to seek alternatives to dominant food sourcing strategies on their campuses. In a context of increased corporate control over their university foodscapes, student across the US have launched campaigns aiming to develop and establish student food cooperatives (SFCs), organizations seeking to assert the availability of sustainable, ethical, and healthy food options on campus in addition to pushing for more student decision-making power within their university food environments (Marsden, 2000).
It is within this context that my thesis aims to explore if and how student food cooperatives are creating new spaces for food sovereignty and if they are democratizing the control over their university food systems through campus based food initiatives.
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Turner, Teresa. "Grade size and student achievement : the relationship between grade size, socioeconomic status, and student achievement of Mississippi public school seventh grade students /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801444051&SrchMode=1&sid=24&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258654225&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2008.Typescript. Vita. Committee chairs: Dr. Susan McClelland and Dr. Lori Wolff Includes bibliographical references (leaves 68-80). Also available online via ProQuest to authorized users.
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Akos, Hosea Dodo. "Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278433/.
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The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and progress of student affairs services.
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Ponomariov, Branco Leonidov. "Student Centrality in University-Industry Interactions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11633.
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This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry.
This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise.
Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.
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Kao, Tzu-Hui. "University student satisfaction: an empirical analysis." Lincoln University, 2007. http://hdl.handle.net/10182/1833.
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New Zealand's tertiary education sector has experienced political reform, social changes, economic changes and globalisation in the last two decades, and the sector has become more internationally competitive. DeShields, Kara, and Kaynak (2005) recommended that management of higher education should apply a market-oriented approach to sustain a competitive advantage. Therefore, understanding and managing students' satisfaction and their perceptions of service quality is important for university management if they are to design and implement a market-oriented approach. The purpose of this research is to gain an empirical understanding of students' overall satisfaction in a university in New Zealand's higher education sector. A hierarchal model is used as a framework for the analysis. Fifteen hypotheses are formulated and tested to identify the dimensions of service quality as perceived by university students, to examine the relationship between students' overall satisfaction with influential factors such as tuition fees (price) and the university's image, and to determine the impact of students' overall satisfaction on favourable future behavioural intentions. In addition, students' perceptions of these constructs are compared using demographic factors such as gender, age, and ethnicity. The findings of the study are based on the analysis of a sample of 223 students studying at Lincoln University. Support is found for the use of a hierarchical model and the primary dimensions; Interaction Quality, Physical Environment Quality, and Outcome Quality, as broad dimensions of service quality. Ten sub-dimensions of service quality, as perceived by students, are identified. These are: Academic Staff, Administration Staff, Academic Staff Availability, Course Content, Library, Physically Appealing, Social Factors, Personal Development, Academic Development, and Career Opportunities. The results indicate that each of the primary dimensions vary in terms of their importance to overall perceived service quality, as do the sub-dimensions to the primary dimensions. In addition, the statistical results support a relationship between service quality and price; service quality, image, and satisfaction; and satisfaction and favourable future behavioural intentions. However, there is no statistical support for a relationship between price and satisfaction. The results also suggest that students' perceptions of the constructs are primarily influenced by their ethnicity and year of study. The results of the analysis contribute to the service marketing theory by providing an empirically based insight into the satisfaction and service quality constructs in the New Zealand higher education sector. The study also provides an analytical framework for understanding the effects of the three primary dimensions on service quality and the effects of service quality on constructs including price, image, satisfaction, and favourable future behavioural intentions. This study will assist management of higher education to develop and implement a market-oriented service strategy in order to achieve a high quality of service, enhance students' level of satisfaction and create favourable future behavioural intentions.
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Inman, Barbara LeSeur. "Addressing student retention at Hampton University." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 133 p, 2008. http://proquest.umi.com/pqdweb?did=1456298061&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Auletta, Jamie Lynn. "Disaster Vulnerability of University Student Populations." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3960.
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Student populations at Gulf Coast universities and colleges are subjected to multiple forces working together making them an especially vulnerable sub-group to hazards. Research has suggested that college students represent a segment of the population that hazards research has frequently overlooked and maybe not fully appreciated in university emergency planning. Most prior research has focused on university disaster experiences, highlighting what went wrong, and what should be done but little research focuses on what is actually taking place. The primary intent of this research was to gain better insight into university emergency planning and identify areas universities have neglected with respect to students' wellness. Interviews were conducted with various representatives from university Emergency Management, Student Affairs and Residence Life Offices at universities in the Florida State University System. Universities were found to have neglected concerns pertaining to student involvement, assessment of hazards perceptions, language barriers, mutual-aid agreements, emergency housing plans and personal emergency plans of key personnel. The results from this study will help fill gaps in hazards and emergency management research and provide useful suggestions for improving university emergency planning and areas for future research.
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Pötschulat, Maike. "Constructing the 'student experience' : placing university students in the entrepreneurial city." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3020856/.
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A better understanding of how groups create a sense of place in the urban environment gives insights into implications of entrepreneurial strategies and divisive cultures there. In this thesis, I study university students who have been conceptualised as a group that is powerful in influencing and shaping their urban surroundings. In particular, I explore how they develop a relationship to the university city via an analysis of the case of Liverpool. By analysing the notion of the 'student experience' as it is employed by the participants of this research, I aim to emphasise the importance of place in learning and practicing what it means to be a student. In this thesis, I adopt a methodological framework from social constructionism and empirical phenomenology building on the understanding that what can be studied about the social world is how it appears to people and how they construct their own realities. In the attempt to get close to the lifeworlds of the students who took part in this research, I employ the methods of autophotography, photo-elicitation and walking interviews to investigate the significance of the urban fabric in which people's practices are embedded in. A frame analysis approach inspired by Erving Goffman is established as a tool to analyse spoken and spatial data in a way that is sensitive to what people do and the layers of meaning in which they make sense of these practices. My analysis suggests that students' relationship to the city is characterised by the enactment of a typification with regard to categorical knowledge of what it means to be a student. The 'student experience' is a social, spatial and aspirational category which students aim to achieve through particular practices and their enactment in specific urban spaces. Students' engagement with the university city is interpreted as a collective practice in which urban space is used as a marker of distinction, not just towards non-student populations but also relative to different cohorts of students. Student culture is characterised by rigid membership criteria contingent on a partial engagement with the university city. Overall, I situate this bounded type of engagement with the city within the context of the university in which different years of study imply changing ways of identifying as students and as such implicate changes in how students use and make sense of urban space.
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Corder, Megan Julia. "Student Perspectives of College and University Presidents." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430690442.
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Benedict, James B. Hines Edward R. "An analysis of reverse transfer students from Illinois State University." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713211.
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Thesis (Ph. D.)--Illinois State University, 1987.Title from title page screen, viewed July 25, 2005. Dissertation Committee: Edward R. Hines (chair), Vernon A. Adams, Richard G. Erzen, Patricia H. Klass, William E. Piland. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.
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Stewart-Hattar, Virginia Kay. "Transfer Student Experiences at a Four-Year University." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/430.
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In recent years attention has been concentrated on the experiences of traditional college students, with very little research or attention on the experiences of transfer students. The purpose of this causal comparative mixed-methods study was to describe the experiences of transfer students who engage in the experiential learning activities of service learning and/or internship activities at a four-year public Hispanic Serving Institution (HSI) in the Inland Empire. Relationships were found between transfer students who participated in service learning and/or internship activities and those transfer students who did not participate in those activities on the following: level of satisfaction with their educational experience, current job/career, and sense of connectedness to the university, and beliefs about how much the university contributed to their acquisition of job- or work-related knowledge and skills. Predominant concepts regarding transfer students' beliefs about what the university could do to help them be successful, were the implementation of a transfer student orientation and creating a transfer student center.
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Kleczyk, Ewa Jadwiga. "Migration of University of Maine 2002 Graduates." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/KleczykEJ2003.pdf.
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Sheppard, Peggy. "The relationship between student activism and change in the University : with particular reference to McGill University in the 1960s." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61810.
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Wilkins, Stephen Joseph Karl. "The antecedents and consequences of student perceptions of university image and student-university identification in transnational higher education." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577737.
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This research aims to identify the process by which students form images of universities, the extent to which students’ favourable evaluations of image attractiveness lead to student-university identification, and the extent to which perceived image attractiveness and student-university identification determine planned behaviour, i.e., supportive intentions, including student choice of institution. Full-service international branch campuses offering complete degree programmes are a fairly new phenomenon on the higher education landscape and potential students have limited knowledge about them and the institutions that own them. It is interesting therefore to discover whether these students do in fact hold images of international branch campuses. The research was conducted in the United Arab Emirates (UAE), the country that hosts more international branch campuses than any other worldwide. The study adopted a deductive, quantitative method, which involved a survey questionnaire completed by potential university students (year 12 and 13 high school students). This research stands out from earlier work on organisational identification, as earlier studies focused on existing consumers or employees while this study considers potential consumers (students). The research included a pilot study that involved individual interviews with members of the target population, which ensured research design validity. Data were analysed using a variety of techniques including exploratory factor analysis, multiple regression and structural equation modelling. The findings of this study provide support for the proposition that individuals can identify with universities in the absence of formal membership – with no or minimal previous interaction between the individual and the university – and that student-university identification can lead to supportive intentions among prospective students. These findings suggest that institutions would benefit from articulating and communicating their identities clearly, coherently and in a persuasive manner, and emphasising those aspects of the university’s identity that prospective students will perceive as prestigious, distinctive and similar to their own identities.
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Isaac, Glen E. "University student records : privacy and research access." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/25705.
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This thesis examines the legal, ethical, and procedural issues faced by Canadian university archivists who seek to develop sound policies for research access to student records. The study begins by reviewing the basic types of student records created by university administrative offices--including academic, personnel, financial, medical, and counselling files—as well as some of the current and potential uses of the records by researchers. The thesis then turns to a study of the "right to privacy" itself, and explores how the privacy concerns of the subjects of personal records have been been addressed in government studies and in Canadian law. The existing records policies of Canadian universities and various ethical statements of both university administrators and researchers are also examined. In this manner, the complex problem of balancing privacy rights with research needs is viewed from the perspective of the subjects, creators, and users of student records.
The study concludes by reviewing the choices open to archivists with regards to the formulation of access policies. Several opposing views of privacy are evaluated in order to identify those views which can be supported by archivists and those which cannot. The argument is made that archivists need to construct a solid theoretical framework for their access policies by analyzing carefully such factors as the ends to be served by the protection of privacy, the types of research access to be provided to student files, and the nature of the university administrative environment. It is contended that such an analysis indicates a need for policies consisting of graduated sets of access restrictions--policies which are sufficiently flexible and sensitive to guard against unwarranted invasions of student privacy while still permitting a broad range of research studies to be conducted.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Arifin, Mohammed. "Student progress in the Indonesia Open University." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/385907/.
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Дорда, Світлана Володимирівна, Светлана Владимировна Дорда, and Svitlana Volodymyrivna Dorda. "University design for student learning and success." Thesis, ФОП Цьома С.П, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67409.
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За останні 20 років університети приділяли більше уваги успіху студентів та результатам їхнього навчання. Як результат, університети змінили своє бачення того як, де та з ким навчаються їхні студенти.За последние 20 лет университеты выбрали приверженность успеху, они принимают все большее количество разнообразных студентов, и все большее внимание уделяют результатам обучения студентов. В результате университеты изменили свое видение того как, где и с кем учатся их студенты.
Over the last twenty years, universities chose commitment to access, they enrolled an increasing number of diverse students, and they began focusing more attentively on student learning results. As a result, universities changed their thinking about how, where, and with whom their students learn.
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Timmons, Caoilfhionn. "Investigating paranoia in a university student population." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5380/.
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A growing body of research demonstrates that paranoia is an experience best understood on a continuum and is common in the general population. Previous research suggests elevated levels of paranoia among student populations, yet subsequent qualitative investigation has been sparse. The aim of this study was to qualitatively explore the experiences of paranoia of students who scored highly on a measure of paranoid ideation. Participant perspectives on the causes of, effects of, and ways of managing paranoia in their daily lives were sought. The study also sought to provide a quantitative contextualisation of the incidence of paranoia in the student sample. A qualitative design was employed and quantitative measures were included to aid recruitment. London university students (n = 174) completed quantitative measures of paranoia via questionnaire. An experience of paranoia that involved a belief that others had intended to harm them was reported by 32.8% of the total sample. Seven individuals that reported comparable levels of paranoia to that of a clinical sample were subsequently interviewed regarding their experiences of paranoia. Interview data were analysed using grounded theory methodology. Two core categories were constructed; ‘The Process of Becoming Paranoid’ and ‘Living with Paranoia’. The first core category captured the factors that participants felt might have shaped their tendency to become paranoid in the present, as well as outlining the contextual aspects of the situations that appear to trigger experiences of paranoia. The second core category, ‘Living with Paranoia’ represents a ‘macro view’ of how participants were negotiating paranoia in their daily lives. It is comprised of two subcategories that captured participant accounts of how their lives were being affected, as well as their attempts to cope with and manage paranoia. Attention was paid to both the intrapersonal and intrapersonal aspects of participant accounts. Implications for future research and practice are outlined.
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Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
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Pottorff, Susan M. (Susan Marie). "A Model of Spring Break Travel among University Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278891/.
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Zhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.
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Chen, Danyan. "Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35735.
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Research shows that there is an increasing number of international students studying in universities and colleges in Canada, with China a top source country of international students. However, Chinese students’ experience studying in Canada has been rarely researched. Taking University of Ottawa as a case, this study explores the experience of Chinese students in terms of their relationships with instructors through a relational communication lens. Semi-structured in-depth interviews were conducted with Chinese first year students studying at the University of Ottawa to explore their experience of student-instructor relationships, to understand their overall experience of the student-instructor relationship, to identify the contributors and hindrances to the development of positive student-instructor relationships, and to explore the impact of such relationship on the students. Findings indicate that Chinese students experience different education and acculturation which influences their overall experience of student-instructor relationships. Teacher immediacy, rapport and classroom justice are factors that affect the development of such relationships, whose impact include both academic and social outcomes.
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Kwong, Kit Ching Emily. "Student university choice : a study of JUPAS entrants to a HKSAR university." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31017.
Full textAbstract:
The rapid expansion of university places in Hong Kong between the late 1980s and the middle of 1990s has brought about a number of changes to the local higher education scene. Primary among these changes is the increased choice of university education for students. Along with the widened choice, new consumer groups and a more competitive market environment are created. Consequently higher educational institutions have to place more emphasis on promoting and marketing their own programmes and courses. It appears that a wide array of student recruitment activities take place without a systematic analysis of the factors affecting student university choice. The lack of local research on university choice suggests that researching into this area to examine students' decision-making process would be worthwhile. This study presents the findings of a questionnaire survey of 1,684 first-year undergraduate entrants to a university in Hong Kong. Two sets of data were collected: first, the importance of twenty-eight identified factors in affecting student university choice; second, the students' rating of the University on these factors. The study aims to identify the influential factors in student university choice, and measure the strengths and weaknesses of the surveyed University against these factors.
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Clauss, Linda. "An analysis of student wellness behaviors at a top ten university." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/90.
Full textAbstract:
This study was designed to analyze student wellness behaviors. The goal was to provide meaningful discussion regarding which behaviors students at a top ten university are engaging in and how that may contribute to their ability to thrive academically. Variables such as gender, year enrolled, and GPA were analyzed to arrive at recommendations on how students personally interested in maximizing their academic performance and ability to thrive on campus could incorporate behaviors that have been successful for their peers into their daily routines. Student development theory was also a component of this study. Undergraduate and graduate student wellness behaviors were comparatively analyzed to better comprehend wellness behaviors throughout the stages of enrollment. The study was designed to analyze what phase of development, through the lens of self-authorship, students were engaging in an effort to articulate how these top ten university students are "making their own ways." This study found that top ten university students are more positioned to thrive academically and perhaps beyond based on their engagement in wellness behaviors. The study also found that there are relationships among the variables gender, year enrolled, and GPA and specific wellness constructs such that different groups of students require different programmatic options. Based upon these findings, recommendations are offered for the incorporation of various wellness programmatic pieces into a university's academic and extracurricular services. Recommendations for other top ten Universities are offered, as well as ways in which non top ten Universities can innovatively adapt programs to support student wellness development with limited human and financial resources.
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Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." University of Western Australia. Graduate School of Management, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0060.
Full textAbstract:
[Truncated abstract] The Australian higher education sector has changed markedly in the last two decades. The size of the sector has swelled in size as new universities have been created from former Colleges of Advanced Education and Institutes of Technology, and succeeding governments have introduced policies that have embedded increasingly corporate and commercial practices into university administration. This has caused the creation of what are becoming known as ‘enterprise universities’. This thesis examines hypotheses arising from two fundamental questions. (i) Given the increasingly market-oriented higher education environment in Australia, will a model developed from the study of services marketing (which has developed since the 1970s as a distinct sub-branch of the Marketing discipline) show itself to be applicable to universities operating in the Australian sector? (ii) If so, are there demonstrable differences in the way in which ‘student customers’ respond in terms of the antecedents of customer satisfaction and customer loyalty within different types of university? . . . The study found that the model tested was highly appropriate for indicating the major antecedents of satisfaction and loyalty in this setting. It showed that the institutional image was a relatively stronger antecedent of perceived value and customer satisfaction than were elements of service quality, and that the model was effective in accounting for a large proportion of the variance found in students’ loyalty to their institution. It also found that there was relatively little difference between students attending different types of university in these matters. It argues that there is an important imperative for Australian universities to take a strategic image management approach to their marketing initiatives, and also issues related to the nature of higher education as a positional and public good.
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Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." Connect to this title, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0060/public/02whole.pdf.
Full textAbstract:
Thesis (Ph. D.)--Graduate School of Management, University of Western Australia.Title taken from title screen (viewed October 5, 2007). Includes bibliographical references (p. 355-383) and appendices.
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Carey, Philip. "Student engagement in university decision-making : policies, processes and the student voice." Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/67667/.
Full textAbstract:
This thesis explores student engagement in university decision-making. Universities are expected to involve their students in a range of governance activities. Yet, the conceptual base for this is under-formed and often draws from learning theories. As a result, the emphasis is on what students should do and how they can be motivated to engage. This thesis proposes an alternative view that examines the issue from a public participation perspective. To support this, it offers a model of engagement that refocuses the debate onto the processes and procedures of the university. These shape the nature of student engagement in an institution. Various modes of engagement exist and each has different expectations on student activity. However, there is little published data to establish whether students actually want to participate. What is available tends to focus on the experiences of highly engaged students, such as course representatives. To redress this, the thesis establishes an evidence-base for mainstream students’ views on engagement. This is based on mixed-methods research that involved over 1,300 students in one university. It used a sequential design, in which information gathered in a qualitative phase was tested in a university-wide survey. The research demonstrates that many students see the value of engagement and want to participate. Yet, this was not universal and an argument is presented that student subjectivities influence engagement. These are shaped by a variety of factors, including the relative power of the student in a university environment. Contemporary literature suggests that this is shifting in favours of students as they assert themselves as customers of the university. However, the research findings dispute this. Students are not overwhelmingly consumerist and, if they are, this has little impact on engagement activity. Instead, the localised connection between students and tutors appears to be crucial for engagement. This tests the new public management approach to university governance that overlook or over-regulate such relationships. This is one of several challenges identified in this thesis for student engagement in university decision-making.
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Bostwick, Richard. "University Student Support Systems, Help-Seeking Behaviour And The Management Of Student Psychological Distress." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1458.
Full textAbstract:
The issue of student management and retention remains one of the most pertinent considerations for any university. In a climate of increasing awareness of mental and physical health issues, university policy development needs to adapt to ensure all students engage with and utilise support services effectively. It would appear that there are various influences on a student’s university experience, including learning abilities and styles, impact of life events and situations, for example, housing and finance, availability of support services and the ability of an individual to seek out appropriate help. Maslow’s Hierarchy of Needs, in combination with the Health Belief Model can provide a strong foundation for universities to begin to understand why a student may not achieve their potential, or may depart prematurely. This theoretical interaction postulates how needs are determined and prioritised subsequently influences help-seeking behaviour. The application of this interaction assists with developing a picture of students who have ongoing issues, for example: housing, finance, and lack of family support, and how these issues can lead to problems with learning, achievement, and ultimately academic performance. The purpose of this thesis is concerned with seeking to understand how and why students access support services within the university setting, and whether the support services have an impact on the levels of psychological distress. This thesis was conducted in two phases, both collecting data through the use of surveys. Phase one, intended to collect information directly from support services concerning students who were accessing them, however, phase one did not achieve its aim due to lack of responses from support services. Phase two profiled the experience of students who have interacted with support services; this profile assisted in a review of relevant services including how the provision of university support services potentially affects student’s psychological distress. Results revealed a lack of data for measuring service outcomes, for example measures of psychological distress, which might impact on students’ ability to succeed at university. Recommendations were generated based on the discussion relating to the lack of phase one data and the phase two student profile, these recommendations aiming to enhance the ability of university systems to identify and promote effective help-seeking behaviour, and the efficacy of those systems in reducing psychological distress. The implications of this research include the potential for enhancing operational policies relating to student management and retention within Australian universities.
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Heyns, Cornelius Muller. "Student travel behaviour : North-West University (Potchefstroom Campus) / C.M. Heyns." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4426.
Full textAbstract:
The student market is a large and growing segment of the tourism industry that
contributes approximately one billion rand annually to the tourism economy
Unfortunately, despite the apparent profitability of this market, students are still
disregarded by the South African tourism industry This may be explained by the
perception and ignorance by the industry and that little is known about the
characteristics, travel motivations and behaviour of this market
The literature review revealed that students have specific characteristics which
influence their travel behaviour such as money, time, social factors, personal
characteristics, motives, special interests and especially cultural or ethnic backgrounds.
Thus it is clear that although the student market seems homogeneous, heterogeneous
differences do exist In order to capitalise on this market and to comprehensively
understand student behaviour, information is needed about the activities which the
students pursue, with whom and where these activities are pursued and even more
importantly , how the students make the decision to purchase the product to go on
holiday
Thus the main purpose of this study was to determine the travel behaviour of students
at the NWU, Potchefstroom Campus. This was achieved firstly by analysing motivation
(Chapter 2) and conceptualising travel behaviour (Chapter 3) by means of extensive
literature reviews. Motivation is understood as the underlying forces that arouse and
direct the behaviours in which students engage, in order to realise certain benefits
Behaviour can be viewed as a process of internal psychological factors (e.g. needs,
wants and goals) which generate tension to some extent Different students have
different needs; their purchase decision may be influenced by individual preference and
social circumstances at the least The aim of conducting a literature review concerning
the total concept of travel behaviour was to analyse the process of travel behaviour and
effecting factors including travel motives, in order to understand and how best to attract
the student market.
In order to determine the travel behaviour of students at the NWU, Potchefstroom
Campus, a survey was conducted between the 5th and 14th of October 2010 The survey
was conducted by means of distributing a Questionnaire among third -year students
during contact sessions in each of the different Faculties. From the data obtained from
the questionnaire; a profile of the third-year students could be compiled and through
factor analyses, the travel behaviour of the students could be determined. ANOVAs and
Chi-square tests were used to determine whether the student travel behaviour in the
different faculties differed from each other as well as to what extent These analyses
were conducted in Chapter 4.
Evidently convenience was considered as the most important factor with regard to the
travelling characteristics of the students, Relaxation and Having fun as the most
important factors influencing the travel motivation of students and Finance was the most
important factor influencing the travel behaviour of the third-year students at the NWU,
Potchefstroom_ Overall it was clear that the students in each faculty differed in their
travel characteristics, activities influencing the holiday experience, motives to go on
holiday and factors influencing the choice of destination as well as holiday preferences
The Faculty of Theology stood out as the faculty which differed the most with regard to
the afore-mentioned, whereas the Faculty of Health Sciences indicated the least
differences
This research therefore revealed that the third-year student market at the NWU,
Potchefstroom Campus cannot be seen as a homogenous market since there are
definite heterogeneous differences with regard to their travel behaviour. This market is
also very complex since the Faculty to which the student belongs, contributes to these
heterogeneous differences Knowledge of the travel behaviour of students can aid in
segmentation of the student market in order to refine the marketing strategies of the
destination as well as the development of target specific marketing messages.Thesis (M.Com. (Tourism))--North-West University, Potchefstroom Campus, 2011.
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Deters, Matthew J. "Preventing Violent Unrest: Student Protest at the University of Toledo, 1965-1972." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1270585177.
Full textAbstract:
Thesis (M.Ed.)--University of Toledo, 2010.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Higher Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 96-109.
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McPherson, Gary Rynell. "Factors Affecting Student Retention At a Midsized Private University." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1465987353.
Full text
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Abdulkadir, Idil. "Somali Stories in Ivory Towers: Narratives of Becoming a University Student." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.
Full textAbstract:
This study employed narrative methods to explore how two Somali-Canadian women formed and understood their identities as first-generation university students. In conceptualizing identity, the study draws on sociological literature that frames identities as a collection of social roles that are performed. Within this framework, university student is a cultural object related to specific kinds of capital. The data are presented in narrative form, based in life history and life story approaches. Within their narratives, participants recounted the ways in which their attempts at developing a university student identity were complicated by their identities as Black, Muslim, economically marginalized individuals from refugee backgrounds. The tension at the heart of each participants’ narrative was not how to perform the university student role, but the cost of that performance on other parts of their identity. These findings reveal the narrow definition university student within the Canadian imagination and its consequence for the lives of marginalized communities.
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Mertová, Monika. "Podnikatelský záměr pro založení agentury SPORT and UNIVERSITY." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2008. http://www.nusl.cz/ntk/nusl-221832.
Full textAbstract:
The subject of the presented thesis is a business plan of agency, which the owner founded in February 2005 after having successfully passed university in United States of America as a student-athlete receiving full athletic scholarship. This is recruiting type of agency working with student-athletes in Czech Republic and US coaches at universities. The agency is trying to find athletic- scholarships for athletes as well as great education and sport opportunities for them. I can divide this business plan into three basic parts; part one focus on introducing the agency, her objectives, mission, and present situation. Another part concentrates in determination of the present position of the agency (position on the market, clients, skills, characteristics) and it consists of a detailed strategic analysis of external factors (STEP, Porter, Market Research) and internal factors. The conclusion of the analytic part is closed by a SWOT analysis. Finally, an essay represents the last part of the thesis where the specific business plan of the agency’s future for next five years is formulated. For further expansion of the agency, specific proposals in the key areas have been made. Lastly I have focused on risk evaluation, recommendation and conclusion.
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Muckert, Tammy Deanne, and T. Muckert@mailbox gu edu au. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Griffith University. School of Applied Psychology, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.171200.
Full textAbstract:
This program of research had two related aims: (1) to explore the problem of student attrition in the context of an Australian higher education institution, and (2) to investigate the efficacy of peer-mentoring as a retention strategy. Participants in this program of research were students commencing first-year studies in the School of Applied Psychology across two cohort years: 1996 and 1997. In 1996, a classic pre-test/post-test experimental design was adopted, with students (N = 118) randomly assigned to either a peer-mentoring treatment group or a control group. In 1997, while a classic pre-test/post-test design was also adopted, all students from this year (N = 162) participated in the peer-mentoring program. Thus, it was intended that the 1996 control group would be utilised for comparison with both the 1996 and 1997 treatment groups. Students were surveyed pre- and post-intervention across a number of personal, demographic, and academic achievement (e.g., tertiary entrance rank, and grade point average) variables. Students academic integration, social integration, institutional commitment, and goal commitment were measured using the Institutional Integration Scales (adapted from Pascarella and Terenzini, 1980). Students participating in the peer-mentoring program also completed a range of measures in order to evaluate its efficacy. The first part of the research program focused on the measurement and prediction of student retention and academic performance. The results of confirmatory factor analyses indicated that a six first-order factor solution provided the most parsimonious explanation of students responses to the Institutional Integration Scales. The six Institutional Integration Scales demonstrated moderate to good levels of reliability, with results being comparable to those achieved in previous studies. The results of structural equations modelling analyses suggested that students peer group interactions influenced their interactions with faculty, and both of these factors, along with their faculty concern for student development and teaching, influenced students academic and intellectual development, which in turn influenced students institutional and goal commitments. These results were taken to indicate the potential value of peer-based processes in aiding students institutional and goal commitment and subsequently reducing levels of student attrition. Given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, investigations regarding significant predictors of students re-enrolment into second year and their first year grade point average were conducted separately for the two cohorts. The results of logistic regression analyses indicated that students first year grade point average was the only consistent and significant predictor of their re-enrolment into the second year of study across the two cohorts. Multiple regression analyses revealed that students tertiary entrance ranks and previous university attendance were consistently significant predictors of their first year grade point average across the two cohorts. Equipped with a better understanding of the factors that affect student attrition and academic performance, as well as the relationship between those factors, the second part of the thesis focused on the efficacy of two formal, group-based peer-mentoring relationships in assisting first year students make a successful transition to university. However, given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, it was not possible to evaluate the efficacy of the 1997 peer-mentoring program relative to either the 1996 peer-mentoring program or control group. Nevertheless, the 1996 treatment and control condition groups were found to be equivalent on pre-test measures and indices, and thus were able to be compared. Overall, the results of a series of one-way ANOVAs revealed that the 1996 peer-mentoring program was found to have a positive effect on enhancing students re-enrolment into second year, persistence intentions, academic performance and self-reported adjustment, which was consistent with the direction of findings in previous studies. However, for a range of reasons, the effect of the 1996 peer-mentoring program on a number of these variables was not strong enough to reach statistical significance. Although there were trends towards significant differences between the 1996 treatment and control groups on a number of variables (i.e., students in the 1996 peer-mentoring program evidenced higher grades in PB11002: Introduction to Cognitive and Biological Psychology; and PB11008: Research Methods and Statistics; as well as higher scores on the Peer Group Interactions scale than students in the control group), the only significant positive difference of the 1996 peer-mentoring program was the improvement of students academic performance in one first year subject (i.e., PB11006, Introduction to Research in the Behavioural Sciences). Finally, exploratory factor analyses and reliability analysis of a mentoring functions scale revealed strong support for the presence of one, highly reliable, general mentoring function. Both the 1996 and 1997 program participants ratings of the performance of this general mentoring function were significantly and positively correlated with their self-reported academic and intellectual development. In addition, the 1997 program participants ratings of the performance of this general mentoring function were significantly and positively correlated to their self-reported peer group interactions, institutional commitments, goal commitments, and persistence intentions.
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Muckert, Tammy. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/367846.
Full textAbstract:
This program of research had two related aims: (1) to explore the problem of student attrition in the context of an Australian higher education institution, and (2) to investigate the efficacy of peer-mentoring as a retention strategy. Participants in this program of research were students commencing first-year studies in the School of Applied Psychology across two cohort years: 1996 and 1997. In 1996, a classic pre-test/post-test experimental design was adopted, with students (N = 118) randomly assigned to either a peer-mentoring treatment group or a control group. In 1997, while a classic pre-test/post-test design was also adopted, all students from this year (N = 162) participated in the peer-mentoring program. Thus, it was intended that the 1996 control group would be utilised for comparison with both the 1996 and 1997 treatment groups. Students were surveyed pre- and post-intervention across a number of personal, demographic, and academic achievement (e.g., tertiary entrance rank, and grade point average) variables. Students’ academic integration, social integration, institutional commitment, and goal commitment were measured using the Institutional Integration Scales (adapted from Pascarella and Terenzini, 1980). Students participating in the peer-mentoring program also completed a range of measures in order to evaluate its efficacy. The first part of the research program focused on the measurement and prediction of student retention and academic performance. The results of confirmatory factor analyses indicated that a six first-order factor solution provided the most parsimonious explanation of students’ responses to the Institutional Integration Scales. The six Institutional Integration Scales demonstrated moderate to good levels of reliability, with results being comparable to those achieved in previous studies. The results of structural equations modelling analyses suggested that students’ peer group interactions influenced their interactions with faculty, and both of these factors, along with their faculty concern for student development and teaching, influenced students’ academic and intellectual development, which in turn influenced students’ institutional and goal commitments. These results were taken to indicate the potential value of peer-based processes in aiding students’ institutional and goal commitment and subsequently reducing levels of student attrition. Given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, investigations regarding significant predictors of students’ re-enrolment into second year and their first year grade point average were conducted separately for the two cohorts. The results of logistic regression analyses indicated that students’ first year grade point average was the only consistent and significant predictor of their re-enrolment into the second year of study across the two cohorts. Multiple regression analyses revealed that students’ tertiary entrance ranks and previous university attendance were consistently significant predictors of their first year grade point average across the two cohorts. Equipped with a better understanding of the factors that affect student attrition and academic performance, as well as the relationship between those factors, the second part of the thesis focused on the efficacy of two formal, group-based peer-mentoring relationships in assisting first year students make a successful transition to university. However, given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, it was not possible to evaluate the efficacy of the 1997 peer-mentoring program relative to either the 1996 peer-mentoring program or control group. Nevertheless, the 1996 treatment and control condition groups were found to be equivalent on pre-test measures and indices, and thus were able to be compared. Overall, the results of a series of one-way ANOVAs revealed that the 1996 peer-mentoring program was found to have a positive effect on enhancing students’ re-enrolment into second year, persistence intentions, academic performance and self-reported adjustment, which was consistent with the direction of findings in previous studies. However, for a range of reasons, the effect of the 1996 peer-mentoring program on a number of these variables was not strong enough to reach statistical significance. Although there were trends towards significant differences between the 1996 treatment and control groups on a number of variables (i.e., students in the 1996 peer-mentoring program evidenced higher grades in PB11002: Introduction to Cognitive and Biological Psychology; and PB11008: Research Methods and Statistics; as well as higher scores on the Peer Group Interactions scale than students in the control group), the only significant positive difference of the 1996 peer-mentoring program was the improvement of students’ academic performance in one first year subject (i.e., PB11006, Introduction to Research in the Behavioural Sciences). Finally, exploratory factor analyses and reliability analysis of a mentoring functions scale revealed strong support for the presence of one, highly reliable, general mentoring function. Both the 1996 and 1997 program participants’ ratings of the performance of this general mentoring function were significantly and positively correlated with their self-reported academic and intellectual development. In addition, the 1997 program participants’ ratings of the performance of this general mentoring function were significantly and positively correlated to their self-reported peer group interactions, institutional commitments, goal commitments, and persistence intentions.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
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Day, Chantelle. "The YACU Project: Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.
Full textAbstract:
The lived experiences of Australian Young Adult Carers (YACs) are underresearched, particularly in relation to the educational implications of caregiving on their university experiences. As a consequence of this gap, student-YACs remain largely unrecognised and unsupported in both carer recognition and student equity support policy and practice. In response to these problems—together with my own experiences as a YAC while attending university—the aim of this research was to explore the educational
experiences and support needs of university student-YACs, from their perspective as well as those of wider stakeholders, including carer associations and universities.
To achieve this research aim, I designed the YACU-Student Experience Framework (YACU-SEF). The YACU-SEF, informed by my analysis and subsequent synthesis of pertinent theoretical notions and structures, provides a holistic conceptualisation of YACs’ university student experiences. Comprising two parts, a base model and an outer structure, the YACU-SEF draws upon three individual student
development frameworks and two social theories to provide a conceptual, operational and analytical framework that can be used to investigate student-young adult caregiving.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Futrell, Alvin L. "Relative importance of characteristics required to become an effective university supervisor of student teachers as perceived by university supervisors, cooperating teachers, student teachers, and building principals." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483473.
Full textAbstract:
The primary purpose of the study was to determine whether there was a significant relationship among perceptions of university supervisors, cooperating teachers, student teachers, and building principals regarding characteristics required to become an effective university supervisor of student teachers.In order to examine the research questions, data were collected from each of the four population groups with a questionnaire consisting of twenty-three supervisory characteristics. Twenty-three null hypotheses were tested by using the Chi square test of independence. The .05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. There was a statistically significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding nineteen of the supervisory characteristics.2. There was no significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding four of the supervisory characteristics.3. The average number of years teaching experience was 18.4 for university supervisors, 13.5 for cooperating teachers, and 17.6 for building principals.4. The average number of years of supervising student teachers was 9.9 for university supervisors, 5.2 for cooperating teachers, and 8.1 for building principals.5. There were 46.4 percent of university supervisors, 7.8 percent of cooperating teachers, and 22.2 percent of building principals who possessed supervisory training.6. Reflecting a positive professional attitude and a real liking and respect for teaching are the most important characteristics needed by university supervisors.7. There was an observable difference in the perceptions of practitioners regarding characteristics required to be an effective university supervisor of student teachers, when compared to reports in related literature.Conclusions1. Subjects tend to agree in their perceptions regarding the importance of personal qualities and professional skills.2. Subjects tend not to agree in their perceptions regarding the importance of managerial skills and general qualities.3. Cooperating teachers tend to have fewer years of teaching experience.4. Cooperating teachers have considerably less supervisory experience.5. A high percentage of the subjects was not properly trained in student teaching supervision.
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Clark, Gerald F. "Health science student satisfaction and expectation with non-instructional student services within the University of Mississippi system /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1609001661&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245354962&clientId=22256.
Full textAbstract:
Thesis (Ph.D.)--University of Mississippi, 2007.Typescript. Vita. Committee Chair: Dr. Tim Letzring. "November 27, 2007." Includes bibliographical references (leaves 75-89). Also available online via ProQuest to authorized users.
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Carnahan, Christina. "Teaching students with Autism in group settings increasing teacher efficiency and student learning /." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179420087.
Full textAbstract:
Thesis (Dr. of Education)--University of Cincinnati, 2007.Title from electronic thesis title page (viewed July 21, 2007). Includes abstract. Keywords: autism; instructional context Includes bibliographical references.
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Droege, Kelly Marie. "Nontraditional students' perceptions of student support services at the University of Wisconsin-Stout." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007droegek.pdf.
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Jackson, Susan. "Student nurse professionalism : repertoires and discourses used by university students and their lecturers." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36284/.
Full textAbstract:
Professionalism can be a complex concept to define (McLachlan et al. 2002; Finn et al. 2009). Within nursing, the majority of studies have explored professionalism within the clinical environment, and very few examine how student nurses construct their talk regarding professionalism while they study at university, highlighting this as a distinct gap in the knowledge and understanding. The aim of this study was to uncover the discourses used by student nurses and lecturers, and offer insight into the influences on student professional language from within and outside of the nursing profession and offer an appreciation of the processes of language (discourse) adoption. The theoretical position adopted was social constructionism, where it is assumed we jointly construct our world on shared assumptions and that language is central to this process (Potter and Wetherell 2009). The methodological approach employed was Discourse and Social Psychology (DASP) (Potter and Wetherell 1987). Seventeen (17) interviews were conducted. Eight (8) of which were one-off interviews with lecturers. Seven (7) students from adult, child and mental health nursing were interviewed multiple times over the three years of their nursing programme. FIGURE 1 presents an overview of the research process. The analysis suggested that participants drew upon a number of interpretative repertoires and memes. These led to the identification of discursive threads, which were proposed as entangled within discursive knots, serving to position students and lecturers within a dynamic process of professional discourse development. The theoretical perspectives of Foucault, Goffman, Bourdieu and Harre informed the interpretation of the talk. Initially, students were positioned in a place of high surveillance through authoritative language used by lecturers. This position informed the discursive know of 'separation' which serves to maintain student nurses as 'different' and ‘special’, and to distance them from other university students. Clinical practice experience was seen as influencing students’ talk when back in University, emphasising differences. The discursive knot of 'maintaining quality and credibility' questions the 'real' place of nursing and the credibility of lecturers, and brings about a positioning of students that influences agency. The final discursive know of 'permission' is located in the talk of lecturers and final-year student nurses only. This knot illustrates students adopting the discourses of the registered nurse, including the surveillance talk used by lecturers to first-year students. This suggests that final-year students 'become' enforcers and protectors of 'difference'. This study highlights the intricacies and complexities of the 'professionalism discourses' woven into the talk of lecturers and nursing students, and their spread via both the overt and hidden curricula. Indeed, the adoption of the 'permission' discourse by third-year students suggests the perpetuation of a discourse via a socialisation process. The discursive 'knots' seem to function to instill, maintain and perpetuate wider discourses. The 'separation' and 'permission' knots may be viewed as serving to 'other' to maintain the 'specialness' of the profession, while the 'maintaining quality and credibility' knot may indicate tensions related to academic and clinical professional sub-groups and sites of knowledge development.
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Menefee, Morgan. "Agrarian student acculturation to the university: the case of secondary agricultural education students." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20522.
Full textAbstract:
Doctor of PhilosophyCurriculum and Instruction
Lotta C. Larson
The transition to college offers students the chance to explore, experiment with, and eventually begin to solidify their identities (Boyd, Hunt, Kandell, & Lucas, 2003), but for students from agricultural backgrounds, leaving home to head to a more urban area for college constitutes a threat to identity (Breakwell, 1986; Cicognani, Menezes, & Nata, 2011; Proshanksy, 1978). Although education research concerning rural students is plentiful (e.g., Antos, 1999; Donehower, Hogg, & Schell, 2012; Durham & Smith, 2006; Lester, 2012), research specific to agrarian students is sparse (e.g., Dees, 2006). The purpose of this qualitative instrumental case study was to explore and describe the experiences of students from agricultural backgrounds as they transitioned to college and how the transition impacted self-perceived identity. In particular, this study inquired into the difficulties and successes faced by study participants, as well as strategies used for coping with the transition from their agrarian homes to their more urban university setting. Four male and four female participants attended a university situated in the Midwest and majored in agricultural education. These university participants were invited to complete two qualitative interviews, submit photographs they felt represented their home and school lives, invite the researcher to observe any facet of their university experience, and submit the most meaningful assignment completed in college. Additionally, three male and two female high school students anticipating the transition to college were interviewed about their perceptions of the upcoming transition. Analysis of research data revealed that participant identities were impacted by the transition to college, their agrarian backgrounds, and their university experiences. Twenty-three distinct codes emerged from the data and were further categorized into six patterns: merging worlds, differences and tensions, “it’s in my blood,” continuing educational legacy/impact, finding self-identity, and can I go home? This study’s results highlighted, first and foremost, the need for universities to keep statistics on rural student enrollment. Additionally, this study emphasized the need for teachers, advisors, and counselors to be mindful of students’ backgrounds and future plans. Finally, this study demonstrated the importance of exposure to more urban areas and educational opportunities for easing the transition to college in students from agricultural backgrounds.
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Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/109.
Full textAbstract:
This thesis reports the findings of a study of the influence of the classroom learning environment on students cognitive and affective outcomes among 2,498 third-year computing students in 50 university-level classes in Indonesia. Students perceptions of the classroom environment were measured using a modified Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students perceptions of the actual and preferred classroom learning environment, (b) the perceptions of male and female of the actual and preferred classroom environment and (c) students' perceptions of the actual learning environment in linear algebra and statistics courses. The results of this study make important contributions towards explaining why Indonesian students are achieving at less than desirable levels in their computing courses.