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1.
The internationalisation of higher education has influenced the dramatic rise in the mobility of students, academics and knowledge across borders. There has been growing research interest focusing on international students studying abroad. While the student experience is an area of education that is often researched, most research focuses on experiences of undergraduate students. Also in the context of international students, greater research emphasis has been placed on the academic experiences and support available for undergraduates. While such research is important, less attention has been paid to the non-academic experiences of International Post-Graduate Research Students with Families (IPGRSF). This article seeks to fill this gap by focusing on the social worlds of IPGRSF in the UK, examining students’ nuclear family contexts that are often marginalised in discourse. The article legitimises the IPGRSF subaltern world by focusing on how students negotiate its demands; how they negotiate their roles as research students with their other roles as spouses and parents, and the interrelationships among these roles; and how the university as an institution interacts with the students’ subaltern world. The findings show that language plays a significant role in shaping the process of mobility as well as influencing the students’ and their families’ integration and networking in the host country. Also, the findings suggest that students often had positive experiences at departmental level, but felt let down by the wider university support.  相似文献   

2.
Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.  相似文献   

3.
Many factors influence students’ progress in higher education. However, the students’ own voices are seldom heard. Using a qualitative approach, the study explored students’ own experiences of the factors that have influenced their studying. Research has indicated that students’ experiences are often related to their approaches to learning. Therefore, experiences of enhancing and impeding factors were explored here in relation to different study profiles. Altogether 736 open-ended answers were analysed by qualitative context analysis. After establishing the categories of enhancing and impeding factors and creating the student profiles, the differences between the profiles were examined using chi-square tests. The results revealed that the students had experienced a broad variety of factors that influenced their studying. These experiences varied widely with regard to the students’ study profiles. In particular, those in the Students applying a surface approach and Unorganised students applying a deep approach profiles appeared to experience more obstacles in their studies than the students in other profiles. Characteristic of these two profiles was the students’ low ability to organise their studies, that is, manage their time and effort. The study suggests that at least part of the variation in students’ experiences of the factors influencing their progress is explainable by the students’ learning profiles. Whether it would be useful to identify different student profiles rather than concentrate on asking the students directly about their experiences of enhancing and impeding factors is discussed.  相似文献   

4.
ABSTRACT

This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion.  相似文献   

5.
This paper draws on data from a research project that was funded by the UK's Higher Education Academy. The project focused on the experiences of disabled students in one English higher education institution, and a key feature of the project was to attempt to access the perspectives of ‘non‐declaring’ disabled students. This paper draws on the experiences of one of the ‘non‐declaring’ respondents, Anna, a postgraduate student. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social‐relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.  相似文献   

6.
In 2005, Louisiana implemented the Master Plan for Public Postsecondary Education: 2001 (Board of Regents, State of Louisiana, 2001) to restructure its higher education system in an effort to provide its citizens with high quality postsecondary educational choices. This restructuring forced its two-year and four-year institutions to redesign their developmental education programs. Subsequently, several two-year institutions partnered with four-year institutions to offer developmental courses on the four-year college campuses. However, little is known about the experiences of the two-year students in these settings, especially as they relate to classroom experiences. Thus, this phenomenological study explored the academic-social experiences of 20 students enrolled at the two-year college and taking classes at a four-year institution. The study was done in hopes of garnering a better understanding of factors that impact integration and persistence. This article focuses on how the students developed a sense of belonging in the classroom, and it makes connections as to how these students’ experiences may impact integration and persistence and/or transferability to four-year institutions. Additionally, recommendations for research and practice are presented.  相似文献   

7.
This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students.  相似文献   

8.
How can universities build ongoing, committed relationships with students, able to withstand the financial and emotional challenges of studying in higher education? The research proposes that students’ ongoing attachment to their university, based on positive feelings towards the university, is an important aspect of the student experience. This ongoing attachment is conceptualised here as students’ affective commitment towards their institution. Using an online survey-method and a research sample comprising undergraduate students studying in the UK, this research identifies three factors which drive students’ affective commitment towards their institution. These factors include students’ affective commitment towards academics and students’ calculative commitment towards the institution; factors which draw from the relational literature. A third factor, commitment balance, was developed within this research. Commitment balance occurs when a student’s commitment to their university is perceived to be reciprocated by the university’s commitment to the student. The study found that commitment balance was the most important driver of students’ ongoing attachment to their institution. The paper proposes that commitment balance is a key idea to consider within relational studies generally, but has a particular relevance in the higher education context for understanding the student experience. Commitment balance reflects the pulse of reciprocity which energises relational exchanges between students and institution. The findings of this research reinforce how critically important it is for universities and academics to build relationships with students. The desired outcome is to enhance the student experience, create positive attachment between students and university and ultimately improve student retention.  相似文献   

9.
Undergraduate research is widely perceived as a “high-impact practice” that promotes students’ learning, cognition, career planning, and educational attainment. With some exceptions, the existing evidence largely provides support for these beliefs. However, these studies typically examine research experiences that occur later in the undergraduate years, whereas engaging in undergraduate research during the first year is becoming increasingly common. First-year experiences may yield different outcomes than later experiences for a variety of reasons; in addition, previous studies often do not account sufficiently for self-selection into undergraduate research, which may be especially problematic for cross-sectional studies that occur in the junior or senior year. Therefore, this study examines the potential impact of first-year undergraduate research using propensity score analyses within a large, multi-institutional, longitudinal dataset. Research participation is significantly and positively related to first-year university satisfaction and fourth-year undergraduate GPA, but it is unrelated to satisfaction and grades in other years as well as graduate degree intentions, retention at the same institution, and 4-year graduation. Conditional analyses indicate that these effects are largely consistent across student demographics, pre-university achievement, and institutional selectivity.  相似文献   

10.
High Impact Practices (HIPs) have been shown to increase critical thinking skills, student engagement, persistence, and GPA. Examples of HIPs include research experiences, collaborative projects, study abroad, and internships. One of the main characteristics of a HIP is the effort they require. This effort not only applies to the experience, but the development of the experience itself. In the fall of 2014, a HIP was utilized to provide criminal justice students an opportunity to engage in research and data collection. This paper will explore the logistics, best practices, benefits, and pitfalls of developing a high impact practice.  相似文献   

11.
The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the demographic characteristics; campus relationships; and financial, academic and personal experiences that are associated with grade point average (GPA) and intent to return for military-connected students at seven community colleges. Identifying as a Student of Color (any race or ethnicity other than White) and experience meeting professors’ academic expectations were negatively associated with cumulative GPA, and feeling academically prepared to enter the institution was significantly and positively associated with intent to return. The results provide further evidence of the relationships among demographic and academic experiences and academic success. The authors offer recommendations for serving military-connected students at community colleges.  相似文献   

12.
The structural relation of the seven noncognitive dimensions proposed by Sedlacek and Brooks in 1976 and traditional definitions of academic ability, as indicated by Scholastic Aptitude Test (SAT) scores, to first semester grade-point average (GPA) and persistence after three and five semesters was examined in this study. Random samples of entrants at one predominantly white state university were administered the Non-cognitive Questionnaire (NCQ) during summer orientation in 1979 and 1980. The NCQ results and the SAT scores were used to derive structural models (using LISREL) or early academic success for both black and white students. The structural models for the black and white students were found to be very different. For black students, traditional academic ability was related to first semester GPA, but neither GPA nor academic ability was related to persistence. Only the noncognitive dimensions were predictive of black student persistence. For white students, academic ability was the best predictor of first semester grades, and these grades were the major predictor of subsequent persistence. The noncognitive dimensions were not important in white student academic success, whereas they were crucial in black student academic success.  相似文献   

13.
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.  相似文献   

14.
ABSTRACT

Although over the past decades the numbers of studies investigating international student mobility and migration (ISM) increased, methodological challenges in empirical research on the topic have remained mainly unaddressed. This is particularly the case for sampling, which is a crucial but often less considered part of qualitative research designs. In this article, we identify three main challenges in qualitative sampling for research into ISM: time, space and international students’ heterogeneities. In addressing those challenges, we theoretically discuss their implications and give empirical examples drawing on our research experiences. We argue for a more reflexive research procedure in studying educational mobility.  相似文献   

15.
The study used the data from the Beginning Postsecondary Students Longitudinal Study data set to observe the characteristics of international students in their first-year in college and examine the factors that influenced their persistence in U.S. postsecondary institutions. Results from logistic regression analysis revealed that GPA, degree plans, and academic integration were positively related to persistence of international students, while remediation in English and social integration had the negative effects on their persistence outcome. The results of the study signal the importance of encouraging collaboration between offices of international student services and other academic departments or support services on campus. The retention of international students should not be viewed as the responsibility of only international student advisors. Instead, it should become a joint responsibility of faculty, academic advisors, English language program staff, and student affairs professionals on campus.  相似文献   

16.
ABSTRACT

Historically, higher education research has focused on traditional students (i.e., recent high school graduates at a residential, 4-year institutions), but community college students are quickly becoming the new traditional student (Jenkins, 2012). In the fall of 2011, more than one third (36%) of all students enrolled in postsecondary education and almost half (46.7%) of all students enrolled in a public postsecondary institution were enrolled at a community college (Knapp, Kelly-Reid, & Ginder, 2012). However, community colleges have struggled to match the persistence rates at other institutional types. The 2011 2-year public community college national 3-year persistence-to-degree rate was 26.9% (American College Testing [ACT], 2011). The purpose of this paper is to review the literature regarding the most prominent theoretical frameworks for community college student persistence and suggest a new theoretical construct. The resultant framework is termed the Collective Affiliation Model because it views the student’s sense of belonging with the college as only one of many senses of belonging in the student’s life (e.g., family, work). The Collective Affiliation Model does not view student dropout as the student’s inability to integrate into the life of the institution; rather, it views it as the institution’s inability to collectively affiliate with the student. This model’s strength is that it does not work from a student deficit model. Instead, it provides a new framework for researchers and practitioners to better understand and address student drop-out at community colleges.  相似文献   

17.
Both students and advisers often assume that a lighter academic load during the first year of college will result in greater student success. This article examines that assumption. Academic load is measured in terms of credit load and course difficulty; success is measured in terms of GPA and retention. The experiences of a sample of first-year students at a comprehensive regional university are examined. While the credit loads for which students register are related to academic ability and prior academic success, the difficulty level of courses for which these students register is not. Variation in student credit loads is reduced because weaker students are required to take developmental courses but do not drop a corresponding number of college-credit courses. Contrary to common assumptions, students who register for more credits tend to earn higher GPAs and have greater retention even after controlling for academic ability, prior academic success, on-campus employment hours, and other background characteristics. Students who register for more difficult courses, however, tend to earn lower GPAs and experience lower retention. Any effect of credit load on retention appears to work through GPA. While much of the effect of course difficulty on retention also works through GPA, course difficulty does have a separate negative effect on one-year retention. While the possibilities that weaker students might be more successful with lighter credit loads or that stronger students might be more successful with more difficult courses were investigated, no significant interactions between prior academic success, academic load, and success were found.  相似文献   

18.
This study focuses on 11 African American undergraduate seniors in a biology degree program at a predominantly white research institution in the southeastern United States. These 11 respondents shared their journeys throughout the high school and college science pipeline. Participants described similar precollege factors and experiences that contributed to their academic success and persistence at a predominantly white institution. One of the most critical factors in their academic persistence was participation in advanced science and mathematics courses as part of their high school college preparatory program. Additional factors that had a significant impact on their persistence and academic success were family support, teacher encouragement, intrinsic motivation, and perseverance. © 2005 Wiley Periodicals, Inc.  相似文献   

19.
This paper focuses on academic and welfare support for students in higher education, and specifically what makes that support effective. It draws on data from a research project which aimed to explore networks of support for disabled and non‐disabled students. Part of the research focused on the nature and sources of support that were identified as important by students, as well as the kinds of support that were available within the higher education institution (HEI). What emerged as of particular interest was the question, ‘What do we mean by support?’ Drawing mainly on the voices and experiences of the students, perceptions of support were explored and the effects of support on the students’ experience of higher education were considered. Through a focus on more generic support structures as well as support which was specific to individual (disabled) students, the research aimed to understand ‘support’ and its importance from the student perspective.  相似文献   

20.
This research examines the impact of lecturer-student exchange (student-LMX) on engagement, course satisfaction, achievement, and intention to leave university prematurely for 363 students in one Australian university. Survey and grade point average (GPA) data were collected from domestic undergraduate first- and second-year students and analysed using structural equation modelling. The results indicated that student’s levels of engagement and course satisfaction fully mediated the relationship between student-LMX and intention to leave university, when demographic and socio-economic factors were controlled for. In an era when low student engagement and attrition is often attributed to individual demographic factors, and lecturers are under increasing threat of being replaced by technology, this research offers compelling evidence regarding the role of lecturer-student relationships in enhancing tertiary student outcomes.  相似文献   

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