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Journal articles on the topic 'University student'
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박노일, 진범섭, and 정지연. "University Organizational Communication, University-Student Relationship, and University Student Satisfaction." Journal of Public Relations 21, no. 6 (December 2017): 131–51. http://dx.doi.org/10.15814/jpr.2017.21.6.131.
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Ninh Nguyen, Hai, Thi Tra Phuong Nguyen, Thi Dieu Phan, Cam Tu Pham, and Thi Truc Tran. "Addressing the interplay amongst university support, student experience, and university brand image at Vietnamese higher education institutions." Problems and Perspectives in Management 20, no. 2 (May 25, 2022): 311–20. http://dx.doi.org/10.21511/ppm.20(2).2022.26.
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During the last three years, the Covid-19 pandemic has made landmark changes in all aspects of the society and higher education is no exception. The current study examines the interrelationships between university support, student experience, and university brand image. The study used partial least square–structural equation modeling (PLS-SEM) and Smart PLS 3.3.7 to conduct the analysis. Research data were collected by structured questionnaire with 300 students from various studying majors of 12 prominent universities across the nation. The findings firstly suggest that university support has a positive and significant impact on students’ perceived support and overall student experience. Second, the student experience has a noticeable impact on the university image. In addition, the current paper also emphasizes the significant role of student experience in mediating the relationship between university brand image and student perceived support. Practically, universities have been suggested to provide more support for students, including both policies and activities, to improve student perceptions of support and experience. An outstanding student experience is critical to develop and enhance the university brand image. As a result, the findings aid higher education institutions in enhancing their competitiveness in today’s dynamic educational environment.
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Akın, Ahmet, Serhat Aslan, Eyüp Çelik, Çınar Kaya, and Nihan Aslan. "STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS." Eurasian Academy of Sciences Social Sciences Journal 2, no. 1 (March 15, 2015): 38–49. http://dx.doi.org/10.17740/eas.soc.2015-v2-04.
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Zuo, Bing, and Eugene W. Ratsoy. "Student Participation in University Governance." Canadian Journal of Higher Education 29, no. 1 (April 30, 1999): 1–26. http://dx.doi.org/10.47678/cjhe.v29i1.183330.
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This study investigated the scope, process, and effects of student participation in university governance, including student government. The study demonstrated that students are capable of administering their own affairs, satisfying various student needs, and protecting the political interests of students. Students were extensively involved in university academic and administrative decision-making at different levels. However, student associations as organized forces had much greater influence than did students at large. Both environmental and personal factors affected the impact of student participation in university governance. Although student participation in university governance is deemed indispensable, student participants must hone their group decision-making skills and demonstrate commitment to the mission of the university and its long-term interests.
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Miller, Patrick. "University Regulation of Student Speech: In Search of a Unified Mode of Analysis." Michigan Law Review, no. 116.7 (2018): 1317. http://dx.doi.org/10.36644/mlr.116.7.university.
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Universities are meant to be open marketplaces of ideas. This requires a commitment to both freedom of expression and inclusivity, two values that may conflict. When public universities seek to promote inclusivity by prohibiting or punishing speech that is protected by the First Amendment, courts must intervene to vindicate students’ rights. Currently, courts are split over the appropriate mode of analysis for reviewing public university regulation of student speech. This Note seeks to aid judicial review by clarifying the three existing approaches—public forum analysis, traditional categorical analysis, and a modified version of the Supreme Court’s education-specific speech doctrine—and proposes a more precise version of education-specific analysis. This Note proposes that when student speech may not be reasonably attributed to the school, any attempt by the university to regulate the content of student speech must be narrowly tailored to target only exclusionary speech and to protect core moral and political speech.
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Chong Teoh, Hee. "Student Approaches to Learning Among University Students." American Journal of Applied Psychology 4, no. 3 (2015): 15. http://dx.doi.org/10.11648/j.ajap.s.2015040301.13.
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Duong, Quang Minh. "University Experiences and Satisfaction of Vietnamese University Students." Journal of Studies in Education 5, no. 4 (September 27, 2015): 90. http://dx.doi.org/10.5296/jse.v5i4.8344.
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<p>Student satisfaction is an important part of the effort to market higher education successfully and learning programs, and an important factor in measuring the quality of learning approach. This study explored the student satisfaction in Vietnamese higher education, and how student satisfaction was affected by personal and university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 departments and faculties at in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The findings of this study show that students were moderately satisfied with their environment on campus. The study also shows that of university experiences had significant positive effects and personal variable had significant negative effects on student satisfaction. </p>
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Sahin, Hande, and Sibel Erkal. "Determination of University Student Attitudes Toward Violence." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 387–93. http://dx.doi.org/10.18844/gjhss.v3i3.1585.
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Dearden, James A., Rajdeep Grewal, and Gary L. Lilien. "Strategic Manipulation of University Rankings, the Prestige Effect, and Student University Choice." Journal of Marketing Research 56, no. 4 (May 30, 2019): 691–707. http://dx.doi.org/10.1177/0022243719831258.
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A multiperiod, theoretical model characterizes the relationship between a publication that ranks universities and prospective students who might use this ranking to decide which university to attend. The published ranking offers information about the universities’ objective quality but also affects their prestige, which may increase student utility. This prestige effect gives the commercial publication incentive to act contrary to the best interest of the students. If a ranking created with the commonly used attribute-and-aggregate methodology creates prestige, then to maximize profit the publication needs to (1) choose attribute score weights that do not match student preferences and (2) alter those attribute score weights over time, even in the absence of changes to student preferences and/or education technology. Without a prestige effect, the publication should choose attribute score weights that match student preferences. This model also defines a student-optimal ranking methodology that maximizes the sum of the students’ utilities. The results offer insights for prospective students who use existing rankings to choose a university, as well as which ranking designs would better align with students’ preferences.
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Talar, Yulianti, and Jimmy Gozaly. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.
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Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.
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Hanssen, Thor-Erik Sandberg, and Gisle Solvoll. "The importance of university facilities for student satisfaction at a Norwegian University." Facilities 33, no. 13/14 (October 5, 2015): 744–59. http://dx.doi.org/10.1108/f-11-2014-0081.
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Purpose – This paper aims to explore the influence of higher education institution (HEI) facilities on overall student satisfaction, and to identify the distinct facilities that most strongly influence student overall satisfaction with HEI facilities. Design/methodology/approach – A tailor-made questionnaire is developed to measure student perception about student life, including their perceptions about the facilities at the HEI they attend. Two econometric models are estimated using OLS regression analysis. Findings – The factor that most strongly influences student satisfaction with university facilities is the quality of its social areas, auditoriums and libraries. Conversely, it is determined that computer access on campus does not influence student satisfaction. Research limitations/implications – The sample includes data only from a single university. Moreover, only Norwegian students at the university participated in the survey. Practical implications – Based on our findings, the most effective strategy to improve student overall satisfaction with the facilities at an HEI is to improve the quality of social areas, auditoriums and libraries. Such a strategy will result in students who are more satisfied with the HEI they are attending and, thereby, increase the HEI’s chances of long-term success. Originality/value – To the best of our knowledge, this is the first study to identify the facilities that most strongly influence the overall satisfaction of students with the facilities at HEIs.
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Cakır, S. Gulfem. "Authoritative Approach and Student Empowerment Among University Students." Procedia - Social and Behavioral Sciences 186 (May 2015): 151–54. http://dx.doi.org/10.1016/j.sbspro.2015.04.078.
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Fahmi Ismail, Mohd, Maslina Abdul Aziz, Fatin Nur Syuhada Mohd Nor, Syaripah Ruzaini Syed Aris, and Suzana Zambri. "Student online marketplace for university community." Indonesian Journal of Electrical Engineering and Computer Science 19, no. 1 (July 1, 2020): 420. http://dx.doi.org/10.11591/ijeecs.v19.i1.pp420-427.
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This research presents student online marketplace for university community. In this study, we identify current issues faced by university students while starting their business. Based on the preliminary investigation, it was found out that there are a number of students doing part-time jobs and doing business to support their living expenses. There are varieties of businesses and services offered among students especially students staying in colleges. However, the main problem faced by students either as the buyer or the seller is there is no business platform to promote their products or services. Al-so, there is a lack of information regarding the business or services since most communications are done through h instant messaging apps such as WhatsApp and social media. By having a student online marketplace, the exchange of goods and services take place by having buyers and sellers being in contact with one another. This student online marketplace also helps small businesses to boost their sales, encourage new business start-up and inspire students who have business idea to help them to kick-start their business. Students are able to perform their business in a safe and secure environment.
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Chervona, Lesya. "Student Participation in University Governance: Experience of Ukraine." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 119–32. http://dx.doi.org/10.31874/2520-6702-2019-8-2-119-132.
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The article analyses the management structures and studying the experience of involving students into governance in Ukraine's universities. The processes of democratization in higher education have led to an increased student voice in university governance. Therefore, student participation is considered as an important and necessary condition (as stated in the official documents of the Bologna Process) of effective governance in higher education. This article considers student participation in university governance in the context of higher education development in Ukraine, namely as one of the mechanisms for improving university governance. In the public consciousness there is a gradual change in the understanding of the role of students in the educational process. The «subject-object» paradigm in the relationship between student and university, in which students are assigned the role of passive «object», is transferring to «subject-subject» relations where students are considered as a full partner in the educational field.
The article conceptually clarifies the key concepts used by European researchers when studying the topic of student participation. First of all, these are such terms as: «student engagement» and «voise student». The official documents posted on the official sites of Ukrainian universities such as: University Development Strategies, Charters, Regulations, Teaching and Teaching Strategies, Student Self-Government Pages, etc., i.e. all those documents that can specify the idea of partnering with students within the university environment and whether student partnership is formulated in the university-level policies. To construct the scheme of the analysed materials on the websites of the universities, we have distinguished directions of student involvement: partnership with students in the university environment and involvement of students in the processes of governance; mechanisms for responding to student voice; the decision-making process at the university (transparency, accessibility, openness); mechanisms and tools aimed at intensifying student participation (information work, education, etc.).
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Steffen, Heather. "Inventing Our University: Student-Faculty Collaboration in Critical University Studies." Radical Teacher 108 (May 31, 2017): 19–27. http://dx.doi.org/10.5195/rt.2017.370.
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In this article, Heather Steffen reflects on her recent participation in a student-faculty collaborative research project, All Worked Up: A Project about Student Labor, and her experience teaching critical university studies. She considers the questions: What does critical university studies offer to students? What can students contribute to critical university studies? And how might such exchanges lead us beyond scholarship, enable us to build solidarity, and empower us to invent a new university, our university, that serves students, scholar-teachers, and its diverse publics rather than the imperatives of neoliberal capital? Because critical university studies has both scholarly and social justice goals, Steffen argues, we must continually look for ways to connect our research and writing to collective action. Research collaborations involving students, faculty, staff, and community members are not only important sites for learning and teaching, but also for creating the personal relationships, networks, knowledge base, and skills required to build solidarity and enact change in higher education.
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Zabolotna, Oksana, and Anna Pidhaietska. "Canadian University of Alberta Student Participation in Higher Education Institution Governance." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 103–7. http://dx.doi.org/10.33310/2518-7813-2019-66-3-103-107.
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The article explores the process of involving Alberta university students in higher education institution governance. The article emphasizes that students are able to manage their affairs independently, satisfy their diverse needs and protect their political rights and interests. It has been proven that Canadian university of Alberta students are actively involved in academic and administrative decision-making process that is significant for university functioning. This article reveals the formal decision making bodies of the University of Alberta, student organizations as a whole and especially two major student organizations – the Students` Union and the Graduate Student Association, which represent the undergraduate and graduate student on campus. The main formal decision making bodies of Alberta University are the Board of Governors and the General Faculties Council. Among other formal bodies of all levels there are the Senate, the Dean`s Council, Dean`s advisory committees, and some department committees. These decision making bodies include members of academic and support staff, administrators, representatives of the general public, undergraduate and graduate students, especially senior ones. The article recalls that two primary functions of each student organization are to protect student interests and to promote the welfare of students. It has been emphasized that student representatives sit on almost all governing bodies of Alberta University, taking part in university policy making and in administering university affairs, including student affairs. This article highlights student involvement in university governing bodies and student motivation for participating in university governance. Among most common student motivation factors are desire to serve other students, social reasons, influence of parents and friends, wish to improve university governance and to gain their own experience. Decision areas from which students are excluded have been noticed. It has been stressed that student roles in decision making on university committees depend on each individual student participant. Some students act as colleagues, some as watchdogs, some as leaders in discussions or debates, but large number of students are only information providers. Informal strategies used by students in order to influence university governance, include their media, a radio station, two student newspapers, caucuses, training programs which have played important roles in helping them to attain their objectives.
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Choi, Young Hoon, and Minjung Sung. "Students' experience of a university and its influence on student-university relationships." Korean Journal of Advertising 26, no. 1 (January 15, 2015): 103–36. http://dx.doi.org/10.14377/kja.2015.1.15.103.
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Pace, Kerry. "Student life - University challenge." Nursing Standard 29, no. 49 (August 5, 2015): 66. http://dx.doi.org/10.7748/ns.29.49.66.s49.
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Farrington, Dennis J. "The University — Student Contract." Journal of Educational Administration and History 24, no. 2 (July 1992): 197–211. http://dx.doi.org/10.1080/0022062920240205.
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Hasan, Mahamudul, and Md Zakir Hosen. "University Service Quality." International Journal of Asian Education 1, no. 3 (December 1, 2020): 135–46. http://dx.doi.org/10.46966/ijae.v1i3.46.
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The present study explores the effect on student satisfaction and student loyalty of higher education service quality dimensions. Ensuring quality improvement and implementation of strategies for the tertiary education sector has become critical. Moreover, the study also tests the mediating impact of university reputation and external prestige between university service quality and satisfaction and loyalty. Data has collected through a structured questionnaire from a sample of 390 graduate and undergraduate students of two public universities in Bangladesh. The study reflects that the performance on service quality dimensions of selected public universities is not satisfactory. The study results have shown that Teaching, Support services, Library and lab facilities, and internationalization significantly influence student satisfaction except for Administrative service and Hostel facilities. Teaching, Administrative Services, Library and lab facilities, and internationalization significantly influence student Loyalty. The mediating analysis has shown that student satisfaction partially mediates between service quality and student loyalty. The study results have also indicated that university reputation and external prestige partially mediate between service quality and student satisfaction and loyalty. The previous studies which measure service quality of Bangladeshi higher educational institutions have applied the SERVQUAL model, which is not suitable for an educational institution. However, this study has applied a higher education service quality model uniquely developed to measure higher educational institutions' service quality.
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Timms, Carolyn, Tracey Fishman, Alexander Godineau, Jamie Granger, and Tariro Sibanda. "Psychological engagement of university students." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 243–55. http://dx.doi.org/10.1108/jarhe-09-2017-0107.
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Purpose The purpose of this paper is to investigate the relationship of undergraduate university students’ course experience (learning community (LC), clear goals and standards, student support, study-family affect (SF affect) and autonomy) to their well-being, as measured by psychological engagement (dedication, absorption and vigour) and burnout (exhaustion and disengagement/cynicism). Design/methodology/approach First-year psychology students (n=128) were surveyed using previously validated measures of their well-being and experiences at university. Findings Belonging to a LC (where students were encouraged to develop fluidity with the subject matter and share insights) was positively related to students’ psychological engagement. By contrast, the provision of ready access to course materials did not predict student engagement. Knowledge of goals and standards predicted that students would find course work energising (vigour). Respondents reported that SF affect (where participation at university enhances family life) was related to their engagement at university. In addition, mature age students (over the age of 25 years) reported higher levels of engagement in their study than did younger students. Research limitations/implications The dominant predictor of student well-being (LC) was redolent of two important psychological human needs (affiliation and mastery). The central nature of this variable to student well-being is therefore currently undifferentiated and calls for the application of more finely tuned instruments to predict student well-being. Originality/value The current research applied measures from the widely validated Course Experience Questionnaire (Ramsden, 1991) as predictors of students’ psychological engagement and burnout. It highlights the value of personal relationships and community in university students’ mastery of difficult course material.
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Mohd Yusof, Norlaili, Soaib Asimiran, and Suhaida Abdul Kadir. "Tahap Kepuasan Pelajar Terhadap Kualiti Perkhidmatan Universiti: Satu Tinjauan." ‘Abqari Journal 26, no. 1 (April 28, 2022): 127–37. http://dx.doi.org/10.33102/abqari.vol26no1.386.
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Student satisfaction is an important aspect in a university where it is one of the main objectives of a university. Service quality and student satisfaction were also found to have a close relationship in ensuring that the university's objectives were achieved. Therefore, this study makes a review on the level of student satisfaction with the quality of university services based on past literature. This finding found that there are various factors that provide satisfaction to students and it affects the quality of university services. Therefore, the university management system needs implemented to be improved by integrating of Naqli and Aqli to create a balanced and syariah management based as well as provide a good service quality (syumul). This study should be able to help various parties to provide satisfaction to students through quality services. ABSTRAK Kepuasan pelajar adalah aspek penting dalam sesebuah universiti dimana ia merupakan salah satu objektif utama bagi sesebuah universiti. Kualiti perkhidmatan dan kepuasan pelajar juga didapati mempunyai hubungan yang rapat dalam memastikan objektif universiti tercapai. Kualiti perkhidmatan merupakan salah satu strategi persaingan untuk memberikan kepuasan kepada pelajar. Kepuasan pelajar merupakan suatu perkara penting yang perlu diberi perhatian dan ditekankan oleh pihak universiti. Ini kerana, setiap penerimaan perkhidmatan yang ditawarkan kepada pelajar adalah penanda aras dalam penilaian kepuasan pelajar. Apabila kepuasan pelajar terbina, ia akan melahirkan kesetiaan pelajar terhadap universiti. Oleh itu kajian ini membuat satu tinjaun tentang tahap kepuasan pelajar terhadap kualiti perkhidmatan universiti.
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Ponomariov, Branco. "Student Centrality in University–Industry Interactions." Industry and Higher Education 23, no. 1 (February 2009): 50–62. http://dx.doi.org/10.5367/000000009787641369.
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This paper proposes a model of interactions between university scientists and the private sector in which graduate students feature as important enablers. This conceptualization proposes that students represent a dimension of scientists' research capacity which improves their ability to identify and act on industry-related opportunities, and which also makes them more feasible research partners from the standpoint of industry. The results show that university scientists' student-related behaviour, such as grant support of students and research collaboration with them, and their student-related attitudes, such as their mentoring orientation, positively affect both the probability that scientists will engage in interaction with industry and the intensity of that interaction. The implications for policy and theory are discussed.
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Han, Songie, Sungbum Cho, and Eunju Kwak. "An Exploratory Study of ‘Student Success’ with Local University Students: The Case Study of “A” University." Korea Association of Yeolin Education 30, no. 5 (September 30, 2022): 143–62. http://dx.doi.org/10.18230/tjye.2022.30.5.143.
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The purpose of this study is to define the concept of ‘student success’ from a contextual approach by exploring the aspects and components of successful university life in the context of local university students. For this purpose, this study analyzed the reflective papers written by 51 students of “A” university in Chung-Cheong Province. The study found six themes of the concept of 'student success': 1) participating actively in college experiences, 2) development of self-concept and setting their direction of life, 3) wide and deep relationships in college, 4) strengthening subject-matter knowledge, 5) career development for the future, and 6) attitude of self-directed life. Based on this, this study contributes to expanding the concept of student success by examining the concept of ‘student success’ in the context of local university students. In addition, it suggests the need for supportive strategies for student success.
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Blessinger, Patrick. "Reaching hard to reach students through student learning communities." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 259. http://dx.doi.org/10.21100/jeipc.v3i1.684.
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Because of the many hurdles and adjustments that students face during their first year at university, it is, typically, during this crucial time period that students decide to continue with their studies, transfer to another university or quit attending university altogether. Student learning communities attempt to mitigate those factors that may lead to student dissatisfaction and non-engagement. To this end, student learning communities attempt to improve student satisfaction and engagement, and concomitantly, to improve student retention and graduation rates.
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Khongouan, Waralak, and Satida Sakulrattanakulchai. "Guidelines to Promote Cycling on University Campus: Case Study of Kasetsart University, Mahidol University and Thammasat University." Journal of Architectural/Planning Research and Studies (JARS) 11, no. 1 (October 30, 2014): 59–72. http://dx.doi.org/10.56261/jars.v11i1.24158.
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The objectives of this research are to study means of transportation on university campuses and student opinions on bicycle use on university campuses. This research will also analyze difficulties and problems of cycling in order to offer practical guidelines to promote cycling on university campuses to meet student needs. The campuses where this research was performed are Kasetsart University (Bangkhen Campus), Mahidol University (Salaya Campus), and Thammasat University (Rangsit Center). In this research, data was gathered by surveying the areas, and using questionnaires to collect 600 undergraduate student opinions about cycling on campus by using the quota sampling method (200 students per 1 university; 100 bicycle users and 100 non-users). According to the study, all 3 campuses have similar types of transportations: bicycle, cars, on foot and university public buses. In the past, a lot of students at Kasetsart University chose riding as their primary mode of transportation on campus, but the number has been decreasing. At present, Mahidol University succeeds in promoting greater cycling participation among students and in creating an environment suitable for cycling, while Thammasat University has just started its campaign on bicycle use. The main problems and difficulties of riding bicycles on campuses have been found to be the danger of the use of bicycles and unawareness of the benefits of riding bicycles. Thus, the guidelines to encourage the use of bicycles on campus are to provide a network of bicycle lanes and to improve existing parking space and presented bicycle lanes. Moreover, it would be helpful to have a campaign to encourage the use of bicycles, and to develope services for using public bicycles.
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Johnson, Genevieve M., and George H. Buck. "Students' Personal and Academic Attributions of University Withdrawal." Canadian Journal of Higher Education 25, no. 2 (August 31, 1995): 53–77. http://dx.doi.org/10.47678/cjhe.v25i2.183215.
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A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.
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Lau, Patricia Yin Yin, Christina Kwai Choi Lee, and ChyeKok Ho. "University student engagement in learning." Education + Training 61, no. 3 (March 11, 2019): 342–58. http://dx.doi.org/10.1108/et-02-2018-0045.
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Purpose The purpose of this paper is to explore how university fieldtrips progressively deepen student engagement, and explain that stage-by-stage using the organismic integration theory. Design/methodology/approach Using reflective logs, follow-up focus groups after two years and facilitator observations, this Malaysian qualitative study followed 12 business students across two three-day rainforest fieldtrips. Findings Students progressed toward greater – and enduring – engagement, and transferable socio-cognitive skills, via three thematic stages. Voice and self-reflection – motivated by protecting group harmony – were key, enabled by facilitator and peer encouragement. Research limitations/implications This exploratory study invites research in specified education cultures. Further, a longitudinal, quantitative study could be designed to examine the conceptual framework developed in Figure 1. Practical implications University curricula, especially in collectivist high power distance cultures, should include fieldtrips as a particularly powerful form of experiential learning. Benefits of deeper engagement extend beyond present to future courses and the workplace. Higher student attraction/retention and employability may follow. Intrinsic motivation grows through the student–instructor interaction, watching theoretical principles in action, and having eureka moments through reflection, expression and exchange of ideas. Originality/value The research fills a gap by mapping student engagement progressively from extrinsic to intrinsic motivation along with socio-cognitive competencies. The authors reveal the centrality of voice and reflection to promote group harmony, explain the roles of facilitators and peers and show long-lasting transferable benefits to learning. Novelly, the authors provide empirical support for existing conceptual frameworks but also extend these.
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Bilokonnyy, S. P. "REFLECTIVE SKILLS AS A COMPONENT OF PROFESSIONAL PREPARATION OF STUDENT STUDENT STUDENTS." Educational Dimension 14 (May 26, 2022): 35–38. http://dx.doi.org/10.31812/educdim.5672.
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In the article the essential of the specialists training modernization in the conditions of the contemporary university is substantiated. The meaning of the concept “reflective skills ” as an important factor in the student”s training to their further professional activity in defened.
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Keating, Patricia A. "IPA Student Awards granted in 2014." Journal of the International Phonetic Association 45, no. 1 (March 30, 2015): 109. http://dx.doi.org/10.1017/s0025100314000450.
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During 2014, the Association granted three IPA Student Awards to student members participating in phonetics conferences. The recipients of the Awards were Martin Kohlberger of Leiden University for participation in Sound Change in Interacting Human Systems (University of California, Berkeley, USA), Caroline Sigouin of Université Laval (Québec, Canada) for participation in 30es Journées d’études sur la parole (Le Mans, France), and Valerie Freeman of the University of Washington for participation in NWAV 43 (New Ways of Analyzing Variation) in Chicago. Congratulations to these student members.
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Chervona, Lesya. "Analysis of the experience of student participation in the implementation of effective governance based on the example of UK universities." International Scientific Journal of Universities and Leadership, no. 1(7) (October 21, 2019): 51–64. http://dx.doi.org/10.31874/2520-6702-2019-7-1-51-64.
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The article focuses on the analysis of governance structures and the experience of student involvement in the university governance processes of two leading UK universities, the University of Cambridge and the University of Oxford. The purpose and practice of involving students in governance processes, as decision-makers, as equal partners, is now an important task in the development of the EHEA. To research the practices of leading European universities in this aspect can be useful for Ukrainian higher education institutions. To this end, the governance structures of the University of Cambridge and the University of Oxford are considered, as well as the basic mechanisms for involving students in governance processes. Both universities are self-governing communities with management mechanisms that respond to their missions and core values. University management systems are based on rules and principles and they are accountable and transparent to all stakeholders, including students. As for engaging students in the processes of university governance, two main mechanisms are identified: student representation in various university structures and feedback from students. Student representatives are an integral part of the university's governance structure. They are elected so that each level of representation is consistent with the next. In order for student representatives to be able to effectively perform their representative functions, an extensive network of necessary information and support is posted on student union sites. An important mechanism for student involvement in governance processes is student feedback. Universities promote this cooperation via various ways: focus groups on urgent issues; nationwide student survey; Inter-University Student survey ‘Student Barometer’; the opportunity to submit students’ initiative (for example, "I have an idea"); student advisory groups and others.
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Sin Soo, Hooi, and Yenwan Chong. "Evaluation of First-Year University Students’ Engagement to enhance Student Development." Asian Journal of University Education 17, no. 2 (June 6, 2021): 113. http://dx.doi.org/10.24191/ajue.v17i2.13388.
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Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation.
Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university
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Westefeld, John S., Kimberly A. Whitchard, and Lillian M. Range. "College and University Student Suicide." Counseling Psychologist 18, no. 3 (July 1990): 464–76. http://dx.doi.org/10.1177/0011000090183008.
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Suicide among college and university students is unquestionably an important issue on the nation's college campuses. This is true not only because of the frequency of suicidal attempts/completions, but also because of the severe trauma often precipitated by suicide. Although there are numerous writings discussing the general phenomenon of suicide -and in particular child and adolescent suicide -less has been written concerning suicidal trends specifically among college students. Thus the purpose of this article will be to summarize the prominent literature in the area of college student suicide, provide a critical review, identify relevant themes, and discuss future directions.
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Church, H. John, and David W. Gillingham. "Situational Position and Student Choice Criteria." Canadian Journal of Higher Education 15, no. 2 (August 31, 1985): 31–51. http://dx.doi.org/10.47678/cjhe.v15i2.182963.
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The student in choosing a particular university to attend does so within a particular university-student situational context. This paper demonstrates that the situational context significantly influences the evaluative criteria used by students in deciding which university to attend. Using a Canadian university as a case study, the authors develop an analytical framework for understanding the relationship between the particular university-student situational context and the student choice of university decision criteria.
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Zip, Stacey. "International Students and the Canadian University." Emerging Library & Information Perspectives 2, no. 1 (May 31, 2019): 54–80. http://dx.doi.org/10.5206/elip.v2i1.6205.
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This paper explores the dynamic international student populations within Canadian academic institutions and their relationship with the academic library. The international student body has evolving needs that must be adequately addressed by the library and institution if growing numbers are to continue being supported. Plagiarism, language barriers, and an unawareness of library services are well-known barriers to success, while more current issues such as changing technologies are equally problematic. Through such efforts as hiring an international student librarian, academic libraries may discover the specific issues facing their institution’s international students and begin the process of addressing them in a tailored manner. Data collection would be a priority for better understanding the international students, as would partnering with professors and student organizations to market library services and promote information literacy in a Canadian context. The international student librarian may also provide continued outreach to this demographic that is inclusive, proactive, and collaborative, which would in turn create an atmosphere that fosters international student success and is able to support rising numbers.
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Hashim, Sharizal, Norjaya Mohd Yasin, and Siti Aisyah Ya’kob. "What constitutes student–university brand relationship? Malaysian students’ perspective." Journal of Marketing for Higher Education 30, no. 2 (January 21, 2020): 180–202. http://dx.doi.org/10.1080/08841241.2020.1713278.
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Olwage, Danél, and Karina Mostert. "Predictors of student burnout and engagement among university students." Journal of Psychology in Africa 24, no. 4 (July 4, 2014): 342–50. http://dx.doi.org/10.1080/14330237.2014.978087.
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Suoranta, Juha, and Robert FitzSimmons. "The Silenced Students: Student Resistance in a Corporatized University." Cultural Studies ↔ Critical Methodologies 17, no. 3 (April 27, 2017): 277–85. http://dx.doi.org/10.1177/1532708617706119.
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A silenced student merely receives pedagogical messages, consumes educational goods, and is supposed to obey taken-for-granted orders of the university. In this article, we illustrate how silencing happens as a consequence of a structural change in the balance of power between the Finnish government and the universities. The universities try to play safe due to the increased directive power of the government. This has had effects on how universities define the roles of students: In the changed conditions, the universities see students as clients whose purpose is to study and graduate, but not to revolt or act as political beings.
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Efek, Engin, and Hakan Eryigit. "PSYCHOLOGICAL RESILIENCE IN STUDENT ATHLETES AND COMPETITIVE UNIVERSITY STUDENTS." Kinesiologia Slovenica 28, no. 3 (November 20, 2022): 102–16. http://dx.doi.org/10.52165/kinsi.23.3.102-116.
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This research aims to analyze the relationship between sports age and psychological resilience level in gender, biological age, sports age, branch, and gender of student-athletes and competitive university students. "Personal Information Form" was used to determine the various demographic characteristics of the participants, and the "Short Resilience Scale" was used to determine the levels of resilience. According to the study's findings, there is a significant difference between psychological resilience and the sports age of male athletes in terms of sports age and gender. There is no significant difference between psychological resilience and sports age of female athletes in terms of biological age, branch, and gender. According to the research results, sports age is more effective than biological age on psychological resilience. As the duration of doing sports increases in males, psychological resilience develops, but the same is not valid for females. In addition, male students are more psychologically resilient than female students, and those who do individual sports are psychologically more resilient than those who do team sports. According to the results of the research, it can be concluded that psychological endurance level may differ depending on various circumstances.
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Kaushal, Vikrant, and Nurmahmud Ali. "A Structural Evaluation of University Brand Equity Dimensions: Evidence from Private Indian University." International Journal of Customer Relationship Marketing and Management 10, no. 2 (April 2019): 1–20. http://dx.doi.org/10.4018/ijcrmm.2019040101.
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The purpose of this article is to employ brand equity concepts to higher education. In doing so, the effects of certain dimensions, namely: university image, perceived quality, perceived value, and student satisfaction, on student loyalty are examined. A survey of 438 students enrolled in various programs was conducted on a large private university in north Indian state of Punjab. To arrive at an acceptable model, structural equation modelling was used and various hypotheses were tested. In the sampled data it was found that unlike theoretical indications, perceived quality was not found to be influencing student loyalty, moreover satisfaction only showed diminutive impact. However, perceived value emerged as the most important dimension in affecting students' loyalty behaviour. The study also highlights vital implications, limitations and scope of further studies.
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Elsharnouby, Tamer H. "Student Participation Behaviour outside the Classroom." International Journal of Customer Relationship Marketing and Management 7, no. 1 (January 2016): 27–41. http://dx.doi.org/10.4018/ijcrmm.2016010102.
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Drawing on literature pertaining to services marketing, branding and higher education, this study empirically identifies the antecedents of student attitude towards university brand and examines the influence of brand attitude on student participation behaviour in the university services provision. With data collected from 379 students from a leading university in the Gulf region and using structural equation modeling, the study identifies three key antecedents of students' attitude — namely, perceived faculty competency, quality of interactions among students and quality of student–administrative/IT staff interaction. The study results also suggest that a favourable evaluation of university brand in students' minds will enhance their propensity to participate actively in university services provision. The paper concludes by discussing the managerial implications of the findings, and some directions for future research are suggested.
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Khalil-Ur-Rehman, Faisal, Muhammad Farooq, and Waqar Younas. "Investigating the Factors Impacting the Student Satisfaction with the Universities In the Era of Artificial Intelligence: A Comparative Study of Malaysia and Pakistan." Asia Proceedings of Social Sciences 2, no. 3 (December 2, 2018): 5–9. http://dx.doi.org/10.31580/apss.v2i3.221.
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It has been highlighted from the results of independent sample t-Test that the university facilities have a high impact on student satisfaction in Malaysia (mean=4.1788) and Pakistan (mean=3.7212). The research model is based on five hypotheses, and university facilities have a positive relationship with student expectation. While results of t-Test indicate that the students in Malaysia have high expectation on university facilities, compared to students in Pakistan.
This research has evaluated the variables (university image, facilities, quality of academic staff, university location, student expectation and overall student satisfaction), In the era of artificial inteligence. Furthermore, the results also indicate that the impact of university location and university image have very less impact on student satisfacton.
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Sarkam, Saida Farhanah, Nurul Syafika Mohd Nasir, and Shatina Saad. "The Relationship of Brand Image and Service Quality on Student Loyalty of A University Shop." Jurnal Intelek 14, no. 2 (November 27, 2019): 68–79. http://dx.doi.org/10.24191/ji.v14i2.219.
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The study aimed is to examine the relationship of brand image and service quality towards student loyaltyin purchasing at a university shop, namely UniShop, in the southern state of Malaysia. By understandingstudent loyalty, the university management might encourage students to shop at the UniShop and generaterevenues within the campus. The decreasing sales of UniShop are affected by a hypermarket located withinwalking distance to the university in August 2017. From the literature, the entrance of multinationalcompanies might affect the small companies surrounding them, including UniShop which is a smallenterprise. Thus, the research examined student loyalty in purchasing at UniShop by distributingquestionnaires to the students of the university. The researchers used proportionate stratified randomsampling to generalize the finding across all semester students in the university. The findings showed thatbrand image and service quality played an important role in student loyalty. Students were the maincustomers of a university shop, contributed most of the shop’s business sustainability, and generate indirectincome to the university. In order to maintain student loyalty, UniShop has to take some initiatives includingto increase the scale of products, focuses on student-centered services, improve the shop layout, and sellexclusive university merchandise to increase the student's self-belonging to the university products.
Keywords: brand image, service quality, student loyalty, university shop
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Vighnarajah, S., and Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation." International Journal of Teacher Education and Professional Development 1, no. 2 (July 2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.
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As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.
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Oates, Jennifer, Timothy Worth, and Sam Coster. "You’re not a normal student. The meaning of wellbeing for student nurses." Journal of Mental Health Training, Education and Practice 16, no. 5 (August 11, 2021): 353–63. http://dx.doi.org/10.1108/jmhtep-01-2021-0002.
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Purpose This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being. Design/methodology/approach Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach. Findings Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.
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Joyami, Ehsan Namdar, and Davod Salmani. "Value creation for students using the communication marketing approach at Tehran University." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 88–100. http://dx.doi.org/10.18844/prosoc.v6i7.4517.
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The overall purpose of this study is to assess the value creation for students using the communication marketing approach at University of Tehran. This research is a case study and a surveying study. The reliability of all the research questionnaires has been confirmed. Similarly, the validity of the questionnaires has been confirmed by experts. The statistical population of the students is the University of Tehran students; a sample of 109 people has been participated in the study. In this study, descriptive statistics and inferential statistics were used to analyse the data. Five hypotheses have been developed, which include the effect of students’ trust in the university, the university's commitment to the student, the relationship between the university and the students on the perceived value, the perceived value by student on satisfaction and the students’ satisfaction on loyalty. Based on the results of testing the five hypotheses, all research hypotheses are confirmed at a significant level of 0.05. In other words, students' trust in the university with a coefficient of regression (beta) of 0.327, university commitment to students with a regression coefficient of 0.541 and student and university relationship with a coefficient of regression of 0.664 have a significant effect on perceived value of students. Also, the perceived value of the student with a coefficient of regression of 0.654 has a significant effect on student satisfaction. Student satisfaction with a relatively high regression coefficient of 0.832 has a significant effect on student loyalty. All of the calculated coefficients are positive.
Keywords: Satisfaction, loyalty, perceived value, commitment, trust, University of Tehran.
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Sun, Lizhi, Danhui Chen, and Qingping Yang. "Key Influencing Factors Affecting the Student Academic Performance and Student Satisfactions Ratings: Evidence from Undergraduate Students in China." Global Research in Higher Education 5, no. 3 (September 5, 2022): p19. http://dx.doi.org/10.22158/grhe.v5n3p19.
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This paper has developed a sound and practical method to evaluate the key teaching quality including the student academic performance and student satisfaction ratings. The method makes use of the existing data already readily available in a Chinese university, focusing on the identification of key influencing factors affecting the student academic performance and student satisfactions ratings. The data analyses have shown the university student academic performance is significantly affected student gender, age, previous academic performance, settlements and occupations of parents. There is significant difference in the student ratings for different genders and academic positions of teaching staff. The student performance and satisfaction ratings also significantly vary in different years of intakes and different Schools/programs. The student’s university academic performance can be accurately predicted using artificial neural networks with a prediction error of about 7%. This approach can help the university to improve the student academic performance and student satisfactions.
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Nguyen, Lien Thi Kim, Tom M. Y. Lin, and Hoang Phuong Lam. "The Role of Co-Creating Value and Its Outcomes in Higher Education Marketing." Sustainability 13, no. 12 (June 14, 2021): 6724. http://dx.doi.org/10.3390/su13126724.
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This study examines the role of student co-creation behavior in contributing to student satisfaction, perceived university image, and student positive word of mouth (WOM). Using a sample of 513 students from a Taiwanese university and conducting partial least squares structural equation modeling, the findings indicate that co-creating value is critical to student satisfaction, university image, and positive WOM. The results also show the effect of student satisfaction and university image on student positive WOM. This study confirms the pivotal role of student participation in co-creating value in enhancing satisfaction with the university experience, creating and sustaining a positive image, and building the credibility of the university. This research is particularly important to higher education institutions because it has practical implications for decision-makers, brand managers, and HE marketers who wish to improve understanding of the relationship between the university and students in the process of co-creating value and its outcomes.
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Pangastuti, Sinta Septi, Tri Murniati, Alhassan Sessay, and Heri Kuswanto. "Partial Least Square Analysis for University Student Satisfaction." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 653–60. http://dx.doi.org/10.14421/icse.v3.581.
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A university needs to identify and analyse their students’ satisfaction to be able to compete with others. There are five dimensions to identify students’ satisfaction, such as reliability, assurance, empathy, responsiveness, and tangibles. Related to randomness of the data, primary data collected from stratified sampling tend to violate multivariate normality test. Therefore, partial least square (PLS) might be one alternative solution since it ignores multivariate normal and multicollinearity assumptions. As a result, tangible, assurance and empathy affect student satisfaction and student satisfaction significantly affect student achievement. Therefore, we recommend to university to improve service quality especially on tangible, assurance and empathy aspect to improve student satisfaction and student achievement.
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Johnston, Timothy C. "Who And What Influences Choice Of University? Student And University Perceptions." American Journal of Business Education (AJBE) 3, no. 10 (October 1, 2010): 15–24. http://dx.doi.org/10.19030/ajbe.v3i10.484.
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Emerging peer-to-peer communication via social media, and the role of influential peers, is changing the way that marketers communicate with prospects. The model is changing from a sender-receiver model to one that includes influential peer-to-peer and receiver-to-sender communication. This research examines this phenomenon in the context of student choice of a university. What is the relative influence that various sources of information have on students’ choice of university? How does the influence of friends and family members compare to the influence of non-personal media? How do high-touch tools like campus visits compare to high-tech tools such as social media sites? Results of a survey of students showed that parents, along with other family and friends, were the most influential sources of information. Outside of personal contacts, a student’s visit to campus was highly influential. Surprisingly, social media was not rated as highly influential compared to traditional media. Results of a second survey of university employees generally predicted student responses well, although employees underestimated the influence of university representatives (faculty members, staff, and coaches) and underestimated the impact of a visit to campus as sources of information for prospective students.