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1.
Hubert S. Feild William H. Holley Achilles A. Armenakis 《Journal of Experimental Education》2013,81(2):8-15
Various investigators have proposed that factors intrinsic to a particular situation, i.e., training, education, specific jobs, should have a significantly higher relationship with overall satisfaction than should factors extrinsic to that situation (4, 10). This study was designed to investigate the effects of intrinsic and extrinsic factors on graduate students’ satisfaction with their graduate education. To achieve this purpose, an instrument, the Graduate Education Questionnaire (GEQ), was administered to sixty-two graduate students in business at a large, southeastern university. Essentially, they were asked to rate their degree of satisfaction with a series of variables suggested as being important to their graduate education. Contrary to expectations, the results of this study indicated that a set of variables intrinsic to graduate students’ education did not predict overall satisfaction significantly better than a set of extrinsic variables. Similar results have also been confirmed in other contexts as well (5). From the data collected, implications of the results are discussed. 相似文献
2.
《中学课程辅导(初一版)》2004,(Z1)
一只挪威的猎鹿犬获得了一所大学的学位。这只叫做蒂伯的猎鹿犬不是一般的猎鹿犬。它在挪威的一所有名的学院里完成了环境教育的所有课程。并且它跟这家学院的其他学生共同旅行了321,860公里。 相似文献
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4.
I am a student inGrade2inhighschool.Illgraduateandhaveanen-tranceexaminationnextyear.HowIwishIcouldbesuccessfulintheexamination!AndIhavebeenhopingforthedaywhenIbecomeauniversitystudent.ButIknowImuststudyveryhardnow,andthatistheonlywaytotheuniversity.Iclearlyknowthatitisquitedifficulttostudyallthesubjectswellinsuchashorttime,butIhavetodoallthatIcantodoso.WhenImreadingbooksIalwaysthinkofmyelderbrother.HegraduatedfromthisveryschoollastJuly.Thatyearhepassedtheentranceexamandwasad-mittedbyNa… 相似文献
5.
I am a student in Grade 2 in high school. I‘ll graduate and have an entrance examination next year. How I wish I could be successful in the examination !And I have been hoping for the day when I become a university student. But I know I must study very hard now, and that is the only way to the university. 相似文献
6.
In this article, we examine graduate attributes as a conceptual framework. We theorise these are rooted in the neoliberalisation of the university and the increasing importance of employability as a marker for quality university teaching. Graduate attributes vary across institutions but often include ‘foundational’ as well as ‘non-foundational’ objectives, such as ‘global perspective’. Our theorisation sheds light on how they are operationalised through graduate attributes frameworks, maintaining these are difficult to implement because of a lack of shared understanding of the components and concerns about academic freedom. We argue graduate attributes frameworks should be abandoned and replaced with ‘powerful knowledge’, which more adequately structures the knowledge, skills and attributes universities can confidently equip their graduates with. Powerful knowledge provides an outcome that serves the individual learner, employers, universities and society more broadly. 相似文献
7.
Christabelle Sethna 《Gender and education》1993,5(2):139-155
Interviews with some women graduate students at the Ontario Institute for Studies in Education reveal that the presence of men students in feminist academe is a complex and conflicted issue. Women respondents were concerned about men's personal, political and epistemological appropriation of feminist space in academe. The women's concerns arise out of men's actual behaviour and/or perceived motivation inside and outside the classroom. Such concerns are possibly linked to the women students’ sense of proprietorship over the women's studies enterprise.
8.
The purpose of this qualitative research was to explore (a) how graduate students interpret their experiences with the use of e-books for learning, (b) which reasons influence their preference for e-books or printed books when they learn, (c) how they perceive the impact e-books have on their learning, and (d) how they compare learning experiences between the use of a given printed book and an e-book containing similar content but also offering additional multimedia options. Participants consisted of 20 graduate students from one midsize university in the United States. The major findings of this research were that graduate students generally prefer using e-books to printed texts. When studying and preparing for an exam, however, graduate students will only supersede their familiarity with printed text if a given e-book offers similar content as the printed text and provides additional resources. Research implications and recommendations for future research were also provided. 相似文献
9.
The federally funded Ronald B. McNair Postbaccalaureate Achievement Program (McNair Program) prepares first-generation, low-income, and underrepresented college undergraduates to pursue terminal graduate degrees. This study examines 22 McNair scholars’ transitions into graduate school in an attempt to identify factors that influence alumni persistence and matriculation. The participants in this study were alumni from a mid-sized, Northwestern university's McNair Program. During interviews, participants identified significant “learning curves” experienced in graduate school. Five themes, representing 14 learning curves, emerged: academic readiness, weaving a supportive web, managing the clock, being accepted, and staying financially fit. Researchers incorporated identified learning curves into an on-line survey sent to each participant. 相似文献
10.
Yue Changjun 《Chinese Education & Society》2014,47(6):12-35
Based on data from nationwide surveys of graduates conducted in 2003, 2005, 2007, 2009, and 2011 by the Institute of Economics of Education, Peking University, this article provides a statistical comparative analysis of employment results and the job search process. It examines the characteristics of college graduate employment in China, as well as changing trends since the massification of Chinese higher education. Policy implications are raised on the basis of the empirical results. 相似文献
11.
Graduate students differ in their conceptualizations of mentoring. This study examined the relationship between students demographic and academic characteristics (age, gender, citizenship, academic discipline, and stage of persistence) and their preferences for three styles of mentoring assessed by the Ideal Mentor Scale (IMS): Integrity, Guidance, and Relationship. Students enrolled in Ph.D. programs at one of two Midwestern Research I Universities (n = 537) completed the IMS, rating the importance of each of 34 mentor attributes on a 5-point likert type scale. MANCOVA yielded significant differences for demographic but not academic variables: women scored higher than men on Integrity, international students scored higher than domestic on Relationship, and age was inversely related to Relationship scores. No group differences were found on the Guidance scale. These findings indicate that graduate students perceptions of the ideal mentor are influenced somewhat by major socio-cultural factors, but also suggest that individual differences may play a larger role. 相似文献
12.
Yuzhuo Cai 《Higher Education》2013,65(4):457-469
This study provides a conceptual framework for understanding what employers think about the value of graduates with similar educational credentials in the workplace (their employability), using insights from the new institutionalism. In this framework, the development of employers’ beliefs about graduates’ employability is broken into a number of factors and mechanisms, including exogenous factors, initial signalling effects and the processes of both private and public learning. With such conceptualisation, this article discusses the implications for international higher education providers on how to improve their graduates’ employment by influencing employers’ beliefs. 相似文献
13.
Matter and Interactions (M&I) has recently been adopted as a novel introductory physics course that focuses on the application
of a small number of fundamental physical principles to the atomic and molecular nature of matter. This study investigated
how five physics teaching assistants (TAs) developed professional knowledge for teaching from their teaching experiences.
Specifically, we explored what experiences influenced their knowledge development for teaching the innovative introductory
physics course, M&I. Through a qualitative, multiple case study research design, data was collected from multiple sources:
non-participant observations, digitally recorded video, semistructured interviews, TAs’ written reflections, and researchers’
field notes. As TA’s progressed through the semester, two experiences emerged as having a significant role in their development
of knowledge for teaching M&I: (1) setting teaching, learning, and curriculum goals for their classes; and (2) encountering
dilemmas of teaching and learning. The results of this study will contribute to future preparation of the innovative introductory
physics course as well as other college level science courses. 相似文献
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15.
Paul Greenbank 《Tertiary Education and Management》2013,19(4):365-376
This article reviews the literature on the experiences of working‐class students at different stages of the student life cycle. It examines the factors influencing their participation rates in higher education (HE), their ability to adapt to university life, and their success in the graduate labour market. The article argues that without radical policies that fundamentally change the relationship between social class and pre‐HE qualifications, significant progress in widening participation is unlikely. 相似文献
16.
《Journal of Further & Higher Education》2012,36(3):60-67
AbstractThis paper contends that the growth of Quality Management (QM) has been fuelled by the government's concern for greater accountability and the rise in managerialism in higher education institutions. It also notes that some members of the academic community have perceived certain aspects of QM to be a challenge to traditional academic autonomy. The differing QM roles of the Higher Education Funding Council for England and the Higher Education Quality Council are examined and various stakeholders’ initial concerns with early QM structures and systems are explored. Harvey and Green's (1993) typology is used as an analytical framework to uncover the rationale for the blend of QM that is developing. There has been the tendency to utilise more mechanistic systems such as ISO 9000 and Total Quality Management because of the problems of measurement with more qualitative approaches. The paper concludes by warning that there needs to be far greater agreement amongst stakeholders on the nature of quality and the QM structures and systems if the objective of an effective, consumer‐orientated form of higher education is to be achieved. 相似文献
17.
The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory
of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections
of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The courses were taught by three different
instructors. Data were obtained from 88 doctoral students before and after the course using four questions pertaining to the
meaning of effective teaching, effective learning, role of the teacher, and role of the learner. Using an open coding procedure,
four conceptions were identified. These were transmitting knowledge, preparing context/managing instruction, promoting course
learning, and promoting life-long learning. The generalized linear model procedure was used to conduct within and between
group pre and post course comparisons. Overall, there was a significant change in response frequency ratios in all four categories
across all courses, indicating a decrease in the responses in the first two categories and an increase in the frequency of
responses in the last two categories. No significant differences were attributed to course type or instructor. 相似文献
18.
Fadia Nasser-Abu Alhija Barbara Fresko 《Assessment & Evaluation in Higher Education》2018,43(6):943-954
Graduate teaching assistants (GTAs) constitute a valuable and economical teaching force in many higher education undergraduate programmes. However, student satisfaction with their teaching has attracted little attention in the research literature. This study aimed at examining students’ evaluation of teaching of GTAs in discussion groups, as well as exploring the effects of group and GTA variables on these ratings. Data were collected using a questionnaire administered online and completed by 7078 undergraduate students. Participants were enrolled in classes taught by 278 GTAs from four faculties in a major Israeli university. Results indicated that ratings assigned to clarity of instruction were the most salient predictor of students’ overall evaluation. Generally, findings were consistent with those reported in the literature for other categories of instructors. Groups taught by GTAs in exact sciences and engineering were rated higher than those in social sciences and business management. Group size and the percentage of men students were inversely correlated with student ratings, while student attendance rate was positively correlated. Women GTAs and GTAs who taught more than one group tended to receive higher ratings. Overall student attendance rate was the most prominent predictor of student ratings. The implications of the findings are discussed. 相似文献
19.
Cheryl Wei-yu Chen 《Asia Pacific Education Review》2010,11(2):151-158
This study reported how ten Taiwanese Master’s students perceived their experiences of receiving feedback given by their peers
and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester,
data included students’ writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1)
The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related
peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness
of the consultants’ feedback varied with individual consultants and (3) the two types of comments served different functions
for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions.
Possible future research directions as well as pedagogical implication are outlined to conclude the paper. 相似文献
20.
Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs. 相似文献