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1.
In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and success. Twenty-seven students received intensive one-to-one support from a Faculty-embedded ‘academic advisor’, and reflected on this support, their overall student experience, and strategies to enhance student success. Students identified a range of challenges that they experienced across an academic year (personal circumstances, lack of preparedness for university study, timely access to support, course/programme difficulties) and what worked well for them (academic advisor, University support services, growing confidence in self as competent student, peer support). A range of strategies for enhancing student success were identified by students, namely consistency across teaching design and delivery, transparency of delivery modes, mandatory orientation, access to a dedicated academic advisor, and increased peer connectedness. The applicability and viability of the proposed strategies within current higher education settings are explored.  相似文献   

2.
Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based doctoral writing groups. ‘Legitimate peripheral participation’ was used as a conceptual lens to interpret the data collected during the establishment and evaluation of the programme. All student participants in the preparatory training course, which was developed in consultation with postgraduate students and research supervisors, went on to become doctoral writing peer facilitators of peer writing groups. Insights from seven of these showed how a well-structured and supportive programme harnessed the benefits of peer learning by bringing personal rewards to participants and building institutional capacity around doctoral research writing literacies.  相似文献   

3.
Doctoral supervision is a complex process, and a critical success factor is the supervisory relationship. The aim of this article is to share experiences of doctoral supervision from three different perspectives, offering a view from above, below and the middle. The author was inspired by the activities associated with a recent conference. It presents reflections from three researchers at different stages of their research careers.

Key themes to emerge were: the problematic transition from being an undergraduate/postgraduate student on a taught programme (a star performer) to a doctoral candidate (novice researcher, and to some extent ‘peer’), with associated issues of developing independence; the potentially problematic aspect of giving and receiving feedback, where genuine constructive critique can often be perceived as being ‘negative’ or ‘positive’ when it could be argued that all feedback is positive in its attempt to improve performance; and the development of relationships from tutor/student to critical friends and beyond, for example into mentoring roles, although again there are issues of (in)dependence.  相似文献   

4.
Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may be of some interest. This paper reports on an exploratory case study of peer feedback among a small group of postgraduate students in a master’s programme in translation studies in a prestigious Chinese university. The findings offer insights into the role of peer feedback in advancing academic literacy and forming scholarly communities in an emerging discipline. The case study provides an opening into the research area of autonomous peer feedback and suggests avenues for further, more substantial research.  相似文献   

5.
Summative and benchmarking surveys to measure the postgraduate student research experience are well reported in the literature. While useful, we argue that local instruments that provide formative resources with an academic development focus are also required. If higher education institutions are to move beyond the identification of issues and benchmarking practices, the scope of survey results and their reporting need to enable and foster appropriate changes in disciplinary practices. Robust, locally developed instruments can provide detailed, programme-specific information and foster timely changes in practice with direct benefits for postgraduate respondents. Unlike benchmarked surveys, local tools can adapt to explore and examine specific concerns of students, supervisors and academic developers. Coupling high-response rates and follow-on engagement with participant feedback, well-designed local instruments provide clear and irrefutable indicators to programme and university administrators of specific disciplinary strengths and weaknesses in postgraduate pathways. In this paper, we discuss the development of a research student survey specifically designed to support academic development purposes in strengthening and enhancing the postgraduate experience.  相似文献   

6.
This study analyzes mentoring relationships in academic organizations on the basis of the perceptions of prote´ge´s. According to a study that included eighty-nine research assistants who are in postgraduate and PhD programmes, perceptions of mentoring functions were generally positive. The function of career advancement is relatively stronger than that of psychosocial support, particularly as the period of the mentoring relationship lengthens. The relationship becomes increasingly a psychosocial relationship whereby the communication between mentor and prote´ge´ strengthens itself and the relationship becomes increasingly satisfying.  相似文献   

7.
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avoiding some of its disadvantages. Here we describe the Students as Colleagues project, which trained student volunteers as evaluators of teaching. To assess the ability of students to provide useful reviews, we compared their evaluative feedback with that from academic peers, using a paired design and qualitative and quantitative data. Students gave significantly more positive comments, and just as many negative and directive comments, as academic peers. Student colleagues emphasised the positive personal (rather than professional) capacities of their reviewees, encouraged expressed vulnerability and drew on their broad experiences as students rather than from professional perspectives. Participation changed how students saw their abilities and helped ‘humanise’ both the reviewees and the university as a whole. Our results and standpoint theory suggest that students’ evaluative feedback is the most valuable perspective to inform teaching enhancement.  相似文献   

8.
There is a developing interest in mentoring in the educational system in Hong Kong, especially in higher education. Mentoring is looked at as a retention and enhancement strategy for undergraduate education. With the setting up of a mentoring system during the freshmen year, it is hoped that student retention can be increased and academic achievement can be promoted. The study aims to find out the current mentoring practices carried out at the Hong Kong Baptist University. Results are based upon quantitative data collected from 456 students and 79 faculty members engaging in the mentoring programme of the University Life Programme at the university in 1998. The author also conducted insight interviews into the student–mentor relationship and the problems encountered by mentors. The study focuses upon students' perspectives of an ‘effective’ mentor. The implications for resources are discussed as part of a review of the mentoring programme at the university.  相似文献   

9.
As schools and HEIs have become partners in initial teacher education, the roles of personnel from both institutions have experienced radical change. Whilst the role of the university tutor as a student support and assessor has diminished, the teacher's role has been extended, to that of the student's subject‐specific mentor. Considering the importance of mentorship in the teacher education process and the lack of evidence on mentoring from the student's perspective, the present study sought to expand on current knowledge and increase understanding of the student's perspective through exploration of postgraduate PE and Dance students’ perceptions of the mentor role and the mentorship relationship at the University of Brighton. This study forms part of a larger, collaborative project between the University of Brighton and Liverpool John Moore's University which is investigating the development and impact of School Based Teacher Education Partnerships. In semi‐structured interviews, 25 students were asked to discuss: ideal qualities for mentoring and the student/mentor relationship; the mentor's role and their influence on the student. Students generally valued a supportive, professional relationship with their mentor which allowed mutual input and a mentor who is approachable and has a depth of subject expertise. These findings indicated the need, in the course of future research, to consider interaction and information exchange in the student/mentor relationship and the perceived and actual role which student and mentor play in this relationship.

Of current interest is the postgraduate student's experience of mentoring, which is highlighted and discussed in the present article. The data discussed here derive from work in the project's early stages at the University of Brighton, and the article is the first in a series which will be presented as the project continues. Future publications will discuss investigations which expand on the present findings and which result from either collaborative inquiry between the two institutions or replication studies to enable cross‐comparison between findings.  相似文献   

10.
The main interest in this article is students’ involvement in assessment as a part of growth towards self‐directedness in learning. In order to enhance students’ development of autonomy in learning, a project involving ‘older’ students as peer examiners for ‘younger’ students was designed and carried out. Students in the sixth semester in a PBL‐based Master’s program of Medical Biology participated, together with faculty, as examiners of fifth‐semester students. The examination and the assessment situation was carefully designed based on learning theories, empirical evidence and experiences underpinning student‐centred learning, especially in the form of PBL used at the faculty. The project was evaluated and analysed in order to understand students’ learning processes related to the responsibility for assessing peers. The situation of the peer examiners was interpreted based on their own experiences with statements from the students assessed and faculty involved in the assessment. Evaluations from six occasions, spring and fall, 2003–2005, were included in the study. The findings suggest that involving students in assessment as equal partners with faculty makes it is possible for students to apprehend the metacognitive competences needed to be responsible and autonomous in learning. The peer examiners experience motivation to learn about learning, they acquire tacit knowledge about assessment and they learn through being involved and trusted. The student‐centred educational context, which requires responsibility throughout the programme, is recognized as very important.  相似文献   

11.
This research explores student voice and student perceptions of teaching excellence in higher education, and authors suggest implications for student engagement and student/staff partnerships in teaching and learning. Edinburgh University Students’ Association facilitates the longest-running student-led teaching awards in the UK, receiving 2000–3000 open-ended student nominations annually which raise the profile of teaching and reward strong teachers. These extensive qualitative data were analysed using aspects of a grounded theory approach to investigate student perceptions of teaching excellence. This research identified four key themes of teaching excellence: (1) concerted, visible effort; (2) commitment to engaging students; (3) breaking down student-teacher barriers; (4) stability of support. This paper explores these themes with respect to theoretical work on teaching excellence and suggests that students’ perceptions of excellence in teaching and student support advance notions of ‘critical excellence’ and ‘moral excellence’.  相似文献   

12.
In this study, I piloted the feasibility, effects, and perceived acceptability of a peer mentoring intervention targeting academic achievement and self-regulated learning (SRL) for three college students with Asperger syndrome. The approach, dubbed Strategies for College Learning (SCL), features individualized assessment of academic performance in target courses and direct instruction of learning and self-regulation strategies under the provision of a peer mentor. The pilot study resulted in successful implementation of SCL and the acquisition of numerous learning strategies among participants. Qualitative data indicated participants felt SCL was both useful and acceptable. As the incidence of autism spectrum disorders increases, so has the need to accommodate students with highly individualized learning needs. The pilot is among the first to explore peer mentoring as an approach at bolstering SRL and academic achievement for college students with Asperger syndrome. The limitations of the study are discussed as well as implications for future research and practice.  相似文献   

13.
This retrospective qualitative study investigated the experiences of 12 international students in a postgraduate counselling programme at a higher education (HE) institution in the UK. Results from an earlier empirical study on these students (Pattison, Counselling and Psychotherapy Research 3: 107–113, 2003) were mapped against concepts derived from a content analysis of Turner and Robson’s (2008) work on the internationalization of HE institutions. The focus is on what can be learned from the perceptions of participants when reframed and reviewed through an internationalization lens. The paper suggests ways in which British universities can enhance the development of academic and intercultural competencies and support the international counselling student to receive an internationalized HE experience.  相似文献   

14.
Abstract

This issue of the Journal of Further and Higher Education includes selected papers from the First Postgraduate Experience Conference ‘97, which was held in Cape Town in December 1997. This article seeks to contextualise these papers by offering a summary of the key themes that were threaded through the conference sessions. The paper is structured according to the subtitle of the conference into three sections: Approach; Access; and Management. ‘Approach’ considers the student approach to postgraduate study, and in particular focuses on the student experience and the student‐supervisor relationships. ‘Access’ is concerned with approaches to widening access to postgraduate study and the embedding of a research culture in academic institutions on which such a culture has not been previously valued or encouraged. ‘Management’ deals with broader institutional and strategic issues, that might support the creation of quality research capacity.  相似文献   

15.
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   

16.
This paper reports on a first year project in a South African engineering foundation programme which attempted to bring a cultural studies perspective to teaching academic literacy. Students identify and investigate everyday objects that have symbolic meanings in their communities. Objects are seen as catalysts for enabling student narratives to emerge, and are a way of exploring the tensions between convention and change in cultural practices. A project such as this breaks disciplinary frames, working across diverse contexts such as engineering and cultural studies. The aim is to begin to explore some of the complexities around ‘development’ in contexts of diversity and change, globalization and relocalization.  相似文献   

17.
Despite its imperfections, academic peer review has been accepted as a satisfactory process by which assessment panels comprised of different disciplinary representatives arrive at agreement through a system of shared rules and language that respects disciplinary plurality. Artistic researchers, whose output is required to meet both scholarly research criteria and the aesthetic standards expected by their peers in the art world, express concern that university peer review processes disadvantage their disciplines due to differences between artistic research and more science-informed research expectations. As research created with the artistic ‘white cube’ in mind intersects with this ‘black box’ of scholarly peer review, do the shared protocols adopted by peer-review panels extend to research expressed not in scholarly text but in artistic artefact? Are there features inherent in artistic research that impinge upon equitable consideration within these settings? This paper draws upon face-to-face interviews with visual and performing artists in three Australian universities to explore how these researchers experience university peer review. It contributes a distinctive disciplinary perspective to understanding university assessment and evaluation processes for the benefit of both academic staff and postgraduate students.  相似文献   

18.
Various frameworks that acknowledge the importance of assessment as a core aspect of the learning process have been proposed to enhance life-long learning and promote participative strategies. In this context, learning-oriented e-assessment was developed to enhance learning through assessment in a technology-mediated context. Using a quantitative–qualitative mixed research method, the current study aimed to analyse the effects of a learning-oriented e-assessment training and guidance programme on university lecturers’ perceptions of the importance of assessment, their competence in assessment and their actual use of assessment, and to consider lecturers’ experience and perception when implementing learning-oriented e-assessment in one of their courses. The results of the quantitative research showed a significant difference between the pre-test and post-test measures in the competence and use criteria for the following four categories: ‘assessment planning and design’, ‘monitoring of student learning’, ‘participation of students in the assessment process’ and ‘improvement and changes to the assessment process’. The qualitative results support the quantitative outcomes, providing some insight into lecturers’ perception of the experience.  相似文献   

19.
A postgraduate training programme in the areas of student learning and supervision is presented. An experiential method of training is employed which involves laboratory and pilot plant supervisions in the Chemical Engineering Department of Imperial College. A series of workshops is used to facilitate discussion on teaching theory and practice, as well as on student counselling and communication issues. Log-book entries are used for the documentation of specific events arising from the supervision sessions, which provide a good basis for peer discussion, as well as an opportunity for self-reflection. A number of examples arising from the workshops are used to demonstrate the mutual benefits of the training programme to academic staff and students. In addition to training in teaching skills, the programme is shown to provide a mechanism for the quality control of demonstrators involved in undergraduate teaching, as well as a regular feedback mechanism to staff on the efficacy of the laboratory-based courses. Through teaching and a structured staff support scheme, the programme is believed to address some of the current concerns on the non-technical (soft) training, and on the further development of the broad science and engineering knowledge of UK postgraduate students.  相似文献   

20.
The emergence of academic development in Anglophone higher education was linked to post Second World War massification and concerns about student failure. These concerns were driven by increasing statistical investigations into student attrition and degree times to completion, particularly in Australia and Aotearoa, New Zealand. There was a dominant discourse about student ‘wastage’ (the deviant student). However, if we fast-forward to the late 2000s, we can see that these discourses have been replaced by discourses about university responsibility and teaching quality. Drawing on Foucauldian discourse analysis, this paper aims to trace the historical roots of contemporary teaching and learning dilemmas and to show how the responsibility for student failure was gradually shifted from perceptions of deviant students to perceptions of teacher ‘deviance’, which academic development units were designed to ameliorate.  相似文献   

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