Rozprawy doktorskie: „Student experience”

1

Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.

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Trengove, Matthew James. "The vertical transfer student experience". Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3724393.

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America's postsecondary education system currently supports nearly 11 million people, but only 33-37% of these students will actually graduate with a Baccalaureate degree (Kuh, Kinzie, Schuh, Whitt & Associates, 2005; OECD, 2009). Researchers have been examining various aspects of America's "persistence puzzle" for the past 30 years. The majority of these studies have focused on the academic and social environs of first-year, native students enrolled in large university programs (Braxton, Sullivan, & Johnson, 1997), where America's transfer student populations have been restricted or excluded (Townsend & Wilson, 2009). These restrictions represent a rather significant oversight in the current literature, given that approximately 52% of America's first-year postsecondary students are enrolled in community college programs (Cejda, 1997; Keener, 1994) and that nearly 40% of today's graduates will transfer between several institutions before obtaining a baccalaureate degree (NCES, 2005). Furthermore, the majority of these studies have relied on quantitative methods/data, which address persistence as an outcomes, rather than a series of events/experiences that contribute to a student's decision to withdraw (Tinto, 1993). As a result, we know very little about the psychological and environmental challenges students face as they transition between institutions (Laanan, 2004). Even those studies that have referred to the "transfer shock" students experience during their transition have failed to explore the methods, attributes, stresses (both psychological, social & cultural), or the strategies students employ to relieve these stresses (Holahan, Green, & Kelley, 1983; Laanan, 2001).

This study examined the adjustment process of vertical transfer students who recently transferred to a four-year, Research I, Baccalaureate university in the southeast United States. It applied Adelman's (2006) definition of a vertical transfer student as: someone who began his or her postsecondary education in a community college, earned a at least 10 college credits and then transferred to a Baccalaureate university. This definition was then applied to a specific group of vertical transfer students who recently transferred from a single, local community college, less than three miles from the university, as these students represent approximately 43.3% of the total incoming transfer student population at the Baccalaureate institution (OIR, 2012b). The primary goals of this study were to define the transfer student experience, assist future transfer students with their transitions, and assess the quality/effectiveness of current programs so that staff, faculty and administrators could align and/or improve cooperative persistence programs that exist between these two institutions. After all, the rigors these students face during their adjustment to life as university students will have a significant impact on their persistence and/or success (Astin, 1984, Tinto, 1993, Townsend & Wilson, 2009).

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3

Compton, Kirsten. "Student Ambassadors Gain Leadership Experience". College of Agriculture, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/295856.

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McQuillan, Paul, i res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools". Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.

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5

Price, Suzanne Phillips. "The black student medical school experience /". Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.

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Thesis (Ed.D)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).

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6

Brown, Norman Leslie. "How lecturers experience student-centred teaching". Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/54004/.

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This thesis reports the findings of an essentially phenomenographic research study into nurse teachers’ Conceptions of Student-Centred Teaching and Student-Centred Approaches to Teaching. The focus on the experience of student-centred aspects of teaching is a departure from previous research from this perspective in Higher Education that has focused upon teachers’ experience of teaching. The approach and focus of this study is also a departure from research into student-centred teaching in nurse education. Previous research in Higher Education has identified and reported qualitative variation in conceptions of teaching and qualitative variation in approaches to teaching and these have been categorised as either teacher-centred or student-centred. However, the interpretation and separation of conceptions of teaching and approaches to teaching has been largely as a result of the researchers’ interpretation of what it means to be teacher-centred or student-centred in teaching. This study aimed at identifying the qualitative variation that exists in conceptions of student-centred teaching and student-centred approaches to teaching from the perspectives of those nurse teachers who claimed to adopt student-centred methods in their teaching practice. The findings of this study indicate that there are significant qualitative differences in nurse teachers’ conceptions of student-centred teaching and their approaches to student-centred teaching than has hitherto been identified. In both cases a limited number of qualitatively different categories of description were identified (5 in each case) ranging from approaches to teaching that result in the reproduction of expert knowledge and skills to students developing their professional attitudes and values (affective components), and acquisition of disciplinary concepts and skills to student self-empowerment conceptions of student-centred teaching. This study also reports that the relations between conceptions of student-centred teaching and student-centred approaches to teaching are significantly different from previous research in this area, and suggests that some teachers holding student development conceptions of student- centred teaching adopt a similar sophisticated approach to student-centred teaching despite the existence of qualitative variation in their conceptions of student-centred teaching. This research extends our awareness of the experience of student-centred teaching. Finally, the implications of these findings for teacher development are discussed.

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7

Longden, Bernard. "The student departure puzzle : echoes of policy in student experience". Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274982.

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8

McInnes, Gill. "Interpreting the National Student Survey : implications for the student experience". Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686177.

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Guinee, Patricia Ann Lubinski Cheryl Ann. "A student teaching experience that focuses on elementary students' mathematical understanding". Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064532.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 7, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Patricia H. Klass, Sherry L. Meier, Janet Warfield. Includes bibliographical references (leaves 220-230) and abstract. Also available in print.

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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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11

Kramp, Angela. "Depression in College Students: Construct Validity of the Student Experience Inventory". TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2511.

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Research suggests that the population of undergraduate college students may be especially prone to depression. While the prevalence of depression within the general population ranges from 3 to 9 percent (Boyd & Weissman, 1981), it has been shown that between 15 and 46 percent of undergraduate college students suffer the symptoms of mild to severe depression (Beck & Young, 1978; Oliver & Burkham, 1979). Although depression is prevalent among college students, there are no known instruments yielding indices of depression specific to the college population. In fact, depression measures frequently employed in college settings seldom recognize the unique features of depression among college students (e.g., academic anxiety, scholastic difficulties). The purpose of this study was to provide validity evidence for the Student Experience Inventory (SEI), which was specifically designed to assess depression among college students. Validation efforts consisted of: (a) cross validating the internal consistency results yielded by Kirkland and Redfield (1985) and (b) demonstrating the convergent and discriminant properties of the SEI. The SEI, Beck Depression Inventory (BDI), and Psychological Distress Inventory (PDI) were administered to 153 Introduction to Psychology students. Coefficient alpha for the SEI total scale was .90. Coefficient alphas for each of the seven hypothesized subscales ranged from .41 to .72. Stepwise multiple regression, using SEI scores as the criterion and BDI and PDI scores as the predictors, demonstrated that the best predictor model consisted only of the BDI total score. All Pearson product-moment correlation coefficients reflecting pairwise relationships between variables proved statistically significant (p<.01) and ranged from .23 to .61. The correlation of SEI and BDI scores yielded a coefficient of .61. A principle components factor analysis of SEI items produced eight factors, which cumulatively explained 62 percent of the total variance. The results of this study suggest that the SEI may prove a useful tool in the measurement of depression in college students. If the SEI is to be used to discriminate between depressed and nondepressed college students, future research should include investigation of the SEI's ability to detect change in differing populations.

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12

Pluard, Karen. "The impact of technological experience and software experience on student attitudes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30924.pdf.

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LaVeck, Lindsey Michalle. "CAREER DECISION-MAKING DIFFICULTIES AMONG STUDENT VETERANS". Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1537266760667978.

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Ladd, Kathryn L. "A comparison of teacher education programs and graduates' perception of experience /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.

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15

Morrish, Douglas Glenn. "Relationships of important elements of the student teaching experience and methods of student teaching placement to the quality of experience of student teachers". Texas A&M University, 2003. http://hdl.handle.net/1969/476.

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16

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
Full Text

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17

Leary, Riley. "Understanding the Hybrid High School Student Experience". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.

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Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.

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Wright, Toni Elizabeth. "PhD study outcome and the student experience". Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433722.

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Meaux, Lauren N. "The Multiracial Undergraduate and Graduate Student Experience". Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/949.

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Multiracial individuals have been largely overlooked by the government (Nagai, 2016) and in the education sector (Botts, 2016). The lack of social network and community resources (Miville et al., 2005) have contributed to the challenges that Multiracial individuals face when finding a sense of belonging and positive sense of identity. During the transition into college, unique opportunities are presented to Multiracial individuals as they experience detachment from one culture group and have the chance to begin interacting and affiliating with other cultural groups (Houston & Hogan, 2009). Most students have a natural desire to associate themselves with others (Beck & Malley, 1998), but Multiracial individuals struggle to find racially and culturally aligned groups. Campus involvement is important because it leads to higher rates of academic performance and growth, retention, and academic satisfaction (Gardner & Barnes, 2007). This dissertation seeks to examine the phenomenon of the Multiracial student experience on a college campus situated in a diverse Californian city. Using a phenomenological qualitative methodology, this study explored the identity patterns that Multiracial individuals experienced from Renn’s (2000) patterns among Multiracial college students. In addition to the most frequent patterns that individuals experience, resources and networks that provided on campus support were also investigated.

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20

Varney, Kevin. "A Multidisciplinary Approach to Student International Experience". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1299.

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This project provides research and insight towards expanding the ETSU at Rome Program into a larger multidisciplinary study abroad program. The program's goal is to evolve from its presummer session with a one-course offering curriculum into a multidisciplinary, multicourse study abroad program for both the presummer session and entire summer session. Research and analysis have been conducted to discover best practices for study abroad programs in surrounding institutions. Additionally, in expansion upon existing efforts, this research helps seek out partnerships and collaborations within the institution and outside the institution. Professors from numerous departments throughout ETSU have been interviewed regarding their position and views of study abroad programs for students within their departments. Data have also been gathered to help better understand the potential and existing funding opportunities in a study abroad program. Additionally, other opportunities for growth and expansion and the challenges associated with these have been studied.

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Bizzotto, Irene <1993&gt. "Wall Street English: The New Student Experience". Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11810.

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Questa tesi nasce per descrivere Wall Street English, una scuola d'inglese ad oggi molto conosciuta. La tesi inizia con la descrizione di come è possibile imparare una lingua straniera, come l'inglese, studiando il ruolo che la mente ha in questo processo e la differenza tra imparare e acquisire una lingua. In seguito studia il ruolo della motivazione, i suoi tipi e i suoi modelli. Alla fine del primo capitolo vengono descritte le tecniche per insegnare una lingua straniera, quindi vengono descritti i metodi e gli approcci per fare ciò. Il secondo capitolo si concentra sulla Wall Street English, descrivendone la storia e le sue idee chiave: la struttura dei centri e la loro distribuzione in Italia e nel mondo, l'origine del nome e del logo e il loro cambiamento nel tempo. Successivamente vengono descritti il metodo, basato sull'approccio comunicativo e non sul classico metodo scolastico grammaticale, e il processo dalla consulenza alle lezioni. Ci sono due gruppi di lezioni: le lezioni a computer che partendo da una storia fanno svolgere allo studente varie attività per rinforzare le abilità linguistiche, e le conversazioni con l'insegnante. Nl terzo capitolo viene descritto il Customer Satisfaction Survey, ovvero un questionario che alcuni alunni Wall Street English hanno compilato parlando della loro esperienza in questo tipo di scuola. E' stato creato anche un questionario per insegnanti, che hanno a loro volta espresso il loro punto di vista su WSE, sul metodo e sull'impatto di questa scuola sugli studenti. Infine, la conclusione si basa sulla descrizione e il commento di questi due tipi di questionario, unita alla diretta esperienza della candidata, impiegata in un centro Wall Street English come Personal Tutor.

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Henry, Melanie. "The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2059.

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Online higher education presents a critical opportunity to extend and diversify the student body. The Online Student Experience (OSE), and online student outcomes, however, remain shrouded in ambiguity. The literature presents conflicting reports of online education (OE) quality, confounded by a lack of appreciation for potential differences between online and on-campus education, and a diversity of interpretations for what constitutes OE. The present research conceptualises OE as representing university courses that require students to interact with instructors and course materials via the internet, with no expectation of attending a university campus. A broad student-centred perspective is notably lacking from the OE literature, with limited consideration of students’ expectations and perceptions, students’ experiences beyond the curriculum, and the role of students’ experiences in online student outcomes. Instead, prior research has relied on assumed benefits and limitations, or researcher-determined measures of online student suitability and online course quality. The first-year transition may be especially challenging for online students, furthermore, yet understanding of the online first-year experience has been limited to extrapolations from on-campus literature. In the absence of a deep, student-centred understanding of first-year online students’ expectations and experiences, combined with clear evidence for what may contribute to a quality OSE; it remains unclear whether OE presents a viable method of education, and how online student outcomes might be enhanced. A deeper understanding of the OSE is critical to ensure universities attract and retain a diverse range of students. The present research contributes to this understanding, offering a rich description of how first-year students at an Australian public university constructed their lived experiences of OE, and attributed meaning to these experiences. Adopting qualitative inquiry and phenomenological case study methodology, online students’ expectations, experiences and outcomes were explored through in-depth online interviews with 43 students; and resultant transcripts analysed using thematic analysis. Six themes were identified to describe students’ lived experiences of OE: learner Motivation, Ability and Circumstances; and institutional Interaction, Curriculum and Environment, forming a Motivation, Ability, Circumstances – Interaction, Curriculum, Environment, or MAC-ICE, thematic structure of the OSE. Discrete expectations and experiences formed sub-themes corresponding to each of these themes. Students’ experiences varied considerably, nonetheless, with no consistent explanation for how all first-year university students might experience OE, corresponding to frequent inaccurate expectations. Each theme was perceived to have informed students’ outcomes, either directly contributing to their learning, performance, satisfaction or retention, or facilitating experiences conducive to these outcomes. In addition, where students’ expectations were met (or exceeded), or they were supported to manage inaccurate expectations, they felt more satisfied with their experience, and vice versa. Online student outcomes were also interconnected, with retention informed by students’ academic performance and satisfaction; satisfaction informed by learning and academic performance; and academic performance informed by students’ learning. A quality OSE, therefore, appears highly complex, dependent on a range of experiences connected to both the learner and their institution. This interconnectedness of the OSE was summarised through a MAC-ICE thematic matrix. The findings bring together a fragmented and piecemeal understanding of OE, presenting a holistic and student-centred depiction of a quality OSE. The present research combines and builds upon Constructivist Learning Theory (Lesgold, 2004; Richardson, 2003), Expectation-Confirmation Theory (Bhattacherjee, 2001), and Kember’s Longitudinal-process Model of Drop-out from Distance Education (1989), to form a holistic and student-centred understanding of the OSE, enabling propositions that may clarify and enhance OE theory, and contribute to improved online student outcomes. The resultant MAC-ICE thematic structure and matrix furthermore, offer means through which prior research may be further scrutinised, and the OSE thoroughly examined, enabling researchers, policy-makers and universities alike, to identify, investigate and implement strategies that may ensure a quality OSE.

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23

Findik, Nur. "Design Of Experience Sampling Tools For Reporting Student Experience In Design Education". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614957/index.pdf.

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Considering the continuous design activities that are performed throughout the design projects, design students go through several stages of decision makings, and sometimes they experience problematic situations in between consecutive supervisory meetings. Revealing all experiences during the discussions with supervisors, thus communicating the ideas could be sometimes difficult. In order to provide a better guidance, it is also important for supervisors to understand students&rsquo
process in between these meetings. There are available tools used in the fields like education or health in order to monitor an individual&rsquo
s daily life in relation to the context (e.g. time, place, activity) and personal circumstances (e.g. emotions, feelings, ideas). These tools are developed based on experience sampling method (ESM), a research method focus on collecting self-reported data from participants in order to measure their daily life experiences, especially during a long period of time. Since the target group and experience has different characteristics for each context, design of experience sampling tools are also gaining importance to address these specific experience according to individuals&rsquo
needs and expectations. Aiming at assisting design students to do regular self-reporting on their experiences, this study presents a background research for designing experience sampling tools that would be used by students and supervisors to keep track of students&rsquo
experiences throughout design projects. In this sense, this study intends assisting students self-reporting activities, translate the main design requirements of experience sampling tools into the context of design projects, as well as revealing guidelines for the future implications of ESM tools in design education

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24

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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Trotter, Eileen. "The early student experience and its relationaship with retention : the student voice". Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444864.

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26

Tu, Ching-Hsin. "Student teaching overseas: Outcomes and persistence of the student teaching abroad experience". Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366368890.

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Stoeckel, Helen, i n/a. "An investigation of the readjustment experience for secondary exchange students : a family perspective". University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061109.093814.

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This study of the process of readjustment for secondary students returning home after twelve months abroad was investigated from a family perspective. Although researchers suggest that interactions between the student and others in the home environment facilitate smooth readjustment, little is known about how the family relates during this transition period. In this study, the interactional dynamics within the family during the student's readjustment were explored. Theoretical concepts from systems theory and family developmental theory were used to further understanding of the interactional processes within the family system. A multiple single-case study research design was employed, where eight families were interviewed at three points in time: one month before the student's return; one month after the student's return: and at four to five months after return. All family members were interviewed at each stage, using a semi-structured interview guide designed to gather data about family relationships during this period. Changes in family dynamics between siblings, the returnee student, and parents, were a significant finding of this study, although these changes varied across families. A family perspective of the readjustment process was collated from descriptive accounts from family members, where four phases of the family experience could generally be described: excitement, uncertainty, rediscovery and reorganisation of the family system. It was concluded that the study showed evidence that the readjustment process was influenced by the interactions and interrelationships within the family, where not only the student had changed but also the family.

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Schumacher, Lisa Polakowski. "The lived experience of student caregivers: a phenomenological study". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5626.

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The purpose of this dissertation study was to describe how students who provide care for a person with a disability or chronic illness cope with the demands of both roles. The way students cope with stress has a direct impact on overall health, which has an impact on learning, development, and retention. Student caregivers are considered nontraditional students; nontraditional students are more likely to drop out of higher education because of obstacles in their non-academic life. Historically, student affairs professionals have developed programs and services to meet the challenges of underrepresented students in higher education. More than half of family caregivers are between the ages of 18-49, due to the aging population. The number of student caregivers enrolled in higher education will continue to increase and they are not adequately represented in student affairs literature. Data for this qualitative study was collected through a combination of individual interviews and a focus group to understand: who student caregivers were caring for, how they coped with their dual roles, and how the institution they attended supported them. While each student caregiving experience is unique, the fundamentals of student caregiving are consistent; student caregivers must often choose between completing academic tasks and caring for a human being. The participants represented a variety of disciplines, which highlights the need for student affairs professionals, faculty, and administrators across the academy to understand the specific challenges they face.

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Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.

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Hunt, Turonne Kalada. "Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104055.

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This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. Data analysis included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).
Doctor of Education
This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).

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31

Weaver, M. "Language proficiency and the international postgraduate student experience". Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28325/.

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In an increasingly competitive environment, with reduced government funding, full fee-paying international students are an important source of revenue for higher education institutions (HEIs). Although many previous studies have focused on the role of English language proficiency on academic success, there is little known about the extent to which levels of English language proficiency affect these non-native English speaking students’ overall course experience. There have been a wealth of studies considering the importance of adaptation to these students' academic success, but few studies on the relationship between adaptation and course satisfaction. Student satisfaction and loyalty behaviours have also been established as the main consequences of students' study experiences, with important strategic implications for HEIs as students become ever more discerning in their choice of institution. Although some higher education research has focused on the antecedents to student satisfaction and loyalty, this is an under-researched area, particularly in relation to international students. These gaps in the research were addressed through the development of a structural path model to test the influence of English language proficiency on desired institutional outcomes of satisfaction and loyalty, and the extent to which international students’ successful adaptation to their academic, social and cultural environments affects those desired outcomes. The moderating influence of a number of pre-entry attributes were also considered on the path relationships. Nine hypotheses were posited and tested with data collected from a survey conducted on 135 Masters students in one UK business school. Results were first subjected to factor analysis before the hypothesised model was tested with a structural equation modelling approach using AMOS software. The findings support five of the hypotheses, providing empirical evidence that English language proficiency plays a significant role in international students’ satisfaction with their course experience, as mediated by academic and social adaptation. Loyalty intentions are also indirectly affected by English language proficiency through satisfaction. In addition, results confirm that there are differences in the relational paths between international students who complete a pre-sessional course compared to direct entrants, and between collectivist and individualist cultural groups. This study gives important insights into the influence of English language proficiency on student satisfaction and loyalty. Gaining a more comprehensive knowledge of the dimensions which are important to postgraduates, both international and from the UK, is important for HEIs to continue to pursue a competitive advantage. In particular, by understanding the drivers of international students’ satisfaction and loyalty, HEIs will be in a much better position to develop strategies which promote and foster loyalty behaviours, which are so important in generating future revenue opportunities.

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Hall, Nicholas Ron. "Autonomy and the Student Experience in Introductory Physics". Thesis, University of California, Davis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602079.

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The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students perceived their instructors to be. An autonomy supportive instructor acknowledges students' perspectives, feelings, and perceptions and provides students with information and opportunities for choice, while minimizing external pressures. It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (beta=0.31***) and negatively correlated with student anxiety about taking physics (beta=-0.23**). It was also positively correlated with how autonomous (vs. controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to vs. had to; beta=0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (beta=0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (beta=0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable experience in the course. If greater autonomy support was in fact the cause of a more favorable student experience, as suggested by Self-determination Theory and experimental studies in other contexts, these results would have implications for instruction and instructor professional development in similar contexts. I discuss these implications. Study II, an experimental study, investigated the effect, on the student experience, of the number of opportunities for choice built into the course format. This was done by comparing two sets of classes. In one set of classes, students spent each class period working through a required series of activities. In the other set of classes, with additional choice, students were free to choose what to work on during nearly half of each class. It was found that the effect of additional choice on student interest and enjoyment in learning physics was significantly different for men vs. women, with a Cohen's d of 0.62 (0.16-1.08; 95% CI). Men became somewhat more interested with additional choice and women became less interested. This gender difference in interest and enjoyment as a result of additional choice could not be accounted for by differences in performance. It was also found that only in classes with additional choice did performance in the course correlate with the degree to which students reasons for studying physics became more autonomous during the quarter (beta=0.30*). I discuss the implications that these effects of additional choice have for instruction and course design in similar contexts.

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Sharp, Margaret. "Changing identities : the student experience of higher education". Thesis, University of Brighton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343607.

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Al-Zaidi, Maram S. "A micro note taking approach : the student experience". Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/97281/.

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Note taking is one of the most widely-practised and commonly used activities among students in the classroom. However, despite the massive advancement of technology in education, pen and paper still seem to be the (most) favoured note taking approach among students. This, however, could be the result of not having note taking technology that provides students with relative advantages and substantial value in comparison to pen and paper. On the other hand, social media has been growing in popularity. Short messages can be easily conveyed via microblogging applications, such as Twitter. Therefore, the research aims to investigate the effect of using the short content creation feature of microblogging (140 characters) as a note capturing approach in the classroom. This research adopted a design science research methodology consisting of three phases. The first phase, investigation, reviewed the literature and conducted an exploratory study. The literature review showed that there is an increased interest in using technology for learning activities. However, the existent technological support for note taking, in particular, is not popular. In addition, an exploratory study was conducted with 254 undergraduate students at the University of Warwick. The study showed that students had a lack of interest in taking notes using current note taking application on their mobile devices. Hence, to tackle this issue, the development phase proposed a micro note taking mobile application to support students’ note taking at university-level. In addition, this phase included the development and implementation of the mobile micro note taking application (M2NT) based on microblogging technology for data collection purposes. Finally, the evaluation phase included a main experiment conducted with 42 students using three types of note taking approach (i.e. pen and paper, word processor, and the micro note taking application). This was followed up with questionnaires distributed to students after experiencing each note taking approach. In addition, the experiment ended with a final comparison questionnaire and focus group discussions. Furthermore, the students’ micro notes and their feedback were analysed to investigate the implications of mobile micro note taking. Analysis of the data provided insight into issues related to students’ note taking activity, as well as an evaluation of students’ experiences and the perceived usefulness of note taking using a micro note taking mobile application. Additionally, the research findings showed that using the developed mobile micro note taking positively supported the students’ experience and perceived usefulness of the practice of note taking. Future research directions and recommendations are discussed at the end of this research.

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35

Chang, Pei-Fen. "Factors affecting student teachers' capacity for flow experience". Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39168.

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Lusk, Christine Isabel. "The social construction of the mature student experience". Thesis, St Andrews, 2008. http://hdl.handle.net/10023/553.

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Orme, Jacqueline EsmeÌ. "Agenda, learning and student experience : a study of postgraduate secondary mathematics student teachers". Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411502.

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Holman, David John. "The experience of skill development in undergraduates". Thesis, Manchester Metropolitan University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296149.

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Bullard, Roland N. "The preparation, search, and acceptance experiences of college presidents with Chief Student Affairs Officer experience". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331293.

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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education and Student Affairs, 2008.
Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4258. Adviser: Nancy V. Chism.

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Boateng, Agyeman Siriboe. "A Case Study of Equity and Student Experience in a California Community College". Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/934.

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In California community colleges, students of color reach educational milestones and culminating outcomes disproportionately less often than their peers. In the past decade, the state has committed renewed energy to refining student equity plan regulations requiring individual colleges to identify and develop strategies to close such gaps. This dissertation sought to focus on the intended beneficiaries of these efforts, asking how students themselves define and experience equity. Using semistructured, narrative interviews to explore the experiences of nine students of color at a California community college, this qualitative case was supported by institutional documents, participant observation, and interviews with college personnel. This inquiry was conceptually framed by Dowd and Bensimon’s (2015) insights on equity’s meaning as a standard of justice, California student equity plan success indicators, and Yosso’s (2005) community cultural wealth. Students’ stories wove tapestries of struggles and triumphs. Their engagement with the college and coursework was often mediated by the external circumstances and internal tumult of their lived experiences and hurdles that derived from college’s personnel or processes. Alternately, students found informational, material, social, and motivational resources in their home networks, college programs, relationships with personnel, and their own recognition of personal growth. Students’ experiences with the college denoted equity by its presence and its absence. While affirmatively identifying instances of caring, validation, and growth, less positive experiences revealed the extent to which equity remains aspirational. These findings give voice to the asymmetries between policy/regulatory efforts to redress entrenched educational inequities and the realities of students’ lived experience.

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Roberts, Wendy. "Perceptions on the importance of prior teaching experience for school counselor candidates". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009robertsw.pdf.

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Davies, G. F. "Student intentions and institutional experience : An evaluation of different psychological explanations of student behaviour". Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373392.

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Hardy, Julie. "The student psychological contract : a critical analysis of EVLN in managing the student experience". Thesis, University of Central Lancashire, 2018. http://clok.uclan.ac.uk/24031/.

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UK higher education has seen unprecedented fluctuations, particularly within the last decade. Policy developments and government strategies are dramatically altering the sector and irreversibly changing the student-university relationship. Of particular note, a consumerist ethos has become the prevalent mind-set amongst the student body and, consequently, students have developed clear expectations about what they want from their university experience. In order to begin to explore these perceptions and needs, semi-structured interviews were conducted with a purposive sample of first year undergraduate students from across three programmes of study at the University of Central Lancashire: Business Administration, Business and Management, and Business Studies. The structure and content of the interview questions were derived from the results of an earlier focus group meeting held with students from a local 'feeder institution' who were studying Business and who were considering entering university in 2017-2018 (although not necessarily UCLan). The findings from these interviews, along with those from a set of follow up meetings, are in line with the results of other, earlier studies described within the literature which suggest that students enter university with a specific set of expectations, that are, in many cases, unfulfilled. However, the empirical research presented here makes a distinctive contribution to the field in several respects: first, that psychological contract theory is employed as a useful lens through which to investigate the student-university relationship; second, the behavioural responses to dissatisfaction are examined using the Exit-Voice-Loyalty-Neglect (EVLN) framework as a mechanism for exploring these reactions; and third, previous studies employing the EVLN framework in the context of higher education have all taken place overseas and largely used quantitative methods of investigation. Therefore, this research is distinctive in that it takes place in a UK setting and employs qualitative methods. The use of qualitative methods has added to our understanding of the student experience by highlighting some of the underlying causes of dissatisfaction and the ways in which students might respond to the breach of perceived promises. The EVLN framework has demonstrated its value as a conceptual tool in exploring students' reactions and reveals that the expectation-reality mismatch can lead to feelings of entrapment and hopelessness amongst the student body. The outcomes uncovered in this thesis have real-world implications for management practice, not only at UCLan, but for other universities that may be facing similar issues.

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Whitinger, Jamie H. "K-12 Virtual Students: Relationships Between Student Demographics, Virtual Learning Experience, and Academic Achievement". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1196.

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The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socio-economic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis. Two of the independent variables in Phase I of the study were found to be significant. Students identified as being economically disadvantaged tended to perform better academically in virtual courses than students identified as non-economically disadvantaged, as determined by final virtual course grade. A statistical significance was also found between existing student GPA and academic achievement in virtual environments. Students with a higher GPA prior to taking a virtual course tended to receive higher grades than those with lower existing GPAs. Using bivariate regression, existing GPA accounted for 25% of the variance in student academic achievement in virtual courses. All three of the independent variables in Phase II of the study were found to have a significant relationship with student academic achievement as determined by final virtual course grade. Students who reported high levels of instructional dialogue (frequency of teacher-student interactions, teaching presence, content interactions) tended to perform significantly higher than those reporting lower levels of instructional dialogue. Students who reported high levels of structure (instructional support, navigation, course design) tended to perform significantly higher than those reporting lower levels of structure in the course. Students who reported higher levels of autonomy (student ability to determine goals, learning experiences, and evaluation decisions) tended to perform significantly better academically than those who reported lower levels of autonomy.

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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support". Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.

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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.

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Broszczak, Amanda. "Music listening for student engagement: Teacher and student perspectives". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/133823/1/Amanda_Broszczak_Thesis.pdf.

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This study explored teacher and student perspectives on music listening for student engagement through semi-structured interviews. Two major findings are reported: music may be used to focus and motivate students during individual and non-challenging tasks; and, individual music listening can reduce classroom distractions.

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Pang, Lan-Sze. "International Student College Experience Scale : development and preliminary findings /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684111&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Parker, Jeanne D. "The African-American student experience in the independent school /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).

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Bamber, Philip Michael. "Transformative Learning through International Service-Learning : the student experience". Thesis, University of Leeds, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581451.

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This thesis seeks to highlight the transformative dimension of learning through analysis of the student experience of International Service-Learning (ISL). ISL is a pedagogical approach that seeks to blend student learning with community engagement overseas and the development of a more just society. It presents a useful strategy for Universities as they respond to reforms in Higher Education and seek to enhance both the student learning experience and graduate employability. However, ISL remains under-theorised. This study investigates the transformative nature of ISL as experienced by students at Liverpool Hope University (LHU), a British University with a rich tradition of ISL. Through interpreting student descriptions of their experience of ISL it seeks to analyse features of the transformative learning process in this context and understand the potential for transformative learning outcomes from ISL. A holistic conceptualisation of transformative learning is proposed that looks beyond an epistemological process that involves shifts in worldview and habits of mind to an ontological process that accounts for changes to the student's ways of being in the world. This study is conceptually. driven and empirically grounded. A framework emerges to think about the development of the authentic self as an ongoing process of becoming oneself, becoming persons-in-relation and becoming other-wise. Groups of conditions, processes and resultant dispositions are identified as being particularly useful for interpreting the experience of ISL for 27 students across a range of international locations. This thesis argues that transformative learning in this context is a form of engagement that has a distinctly moral dimension. Although ISL has the potential to be ethical in character, evidence is presented of a number of factors that tend to militate against this. The implications of this thesis for educators and researchers are elicited at the levels of practice, institutional ethos and partnership.

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Crick, Paula Jane. "Exploring student nurses' first assessment experience : an illuminative evaluation". Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14972/.

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This illuminative evaluation utilises a mixed-method design to explore the first assessment experience of first year student nurses and consider how aspects of this experience impact on their self-beliefs regarding academic ability. The study investigates the experience of a cohort of student nurses as they go through their first summative assessment of theory on their Nursing diploma course at a post-1992 University in the West Midlands of the United Kingdom. It aims to elicit, from their perspective, aspects of the assessment process that enhance their confidence and self-belief about ability, and those that serve to undermine it. The study considers whether the assessment experience differs for students with different levels of pre-entry academic qualifications, age, or history of family experience of higher education, and will examine students' conceptualisations of intelligence to ascertain if these beliefs relate to their learning behaviours or achievement. Most students believed that their intelligence could be improved with effort, utilised tutorial and peer support and believed that learning and understanding were more important than assessment. Following this assessment experience, however, there was a shift in these beliefs, with more students seeing the assessment as most important. The assessment grade received by students, peer support and tutorial support had the greatest positive, and negative, impact on student self-beliefs, with formative feedback having less impact. This cohort of students experienced a good level of achievement and a significant improvement in confidence to undergo their next assessment. Achievement was not related to pre-course academic qualifications, or to family experience of higher education, but mature students achieved better grades when compared with younger peers. This finding supports the inclusion of mature students with weaker academic backgrounds, raising questions about how to continue to include them in the nursing profession as it progresses to all graduate registration. This study highlights the need to create a learning milieu that has learning and understanding at its core, fosters effective peer support and includes students far more in the assessment process, supporting development of the positive self-beliefs, confidence and self· reliance essential to their academic and professional development.

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