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1.
Fara Azmat Angela Osborne Karen Le Rossignol Uma Jogulu Ruth Rentschler Ian Robottom 《Asia Pacific Journal of Education》2013,33(1):97-111
The aspirations and expectations of the growing international student cohort in Australia are implicitly incorporated into recruitment and internationalization strategies but have received little academic analysis. To address this gap in the literature, this paper develops a conceptual model built upon earlier research by Tim Mazzarol and Geoffrey Soutar, which focuses on the push and pull factors relating to home country and country of destination, respectively, in relation to students' decisions to seek international study. Focusing predominantly on Chinese and Indian students, we conceptualise, extend and place the push and pull factors within a social psychological framework in relation to students' aspirations and expectations of international education, indicating factors that can be influenced by higher education (HE) institutions and their programmes, and those which cannot. We then interrogate the model and its applicability in Australian HE through the case study of an Indian international Study Tour conducted in our Australian HE institution in 2009. In the present context of decreased international student enrolments in Australia in 2010, where we seek to better understand our international students, the proposed model provides a basis for identifying international students' expectations and aspirations and developing prospective international relations. 相似文献
2.
Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility. 相似文献
3.
Jeannie Daniels 《Teaching in Higher Education》2013,18(3):236-248
Internationalisation of higher education is big business in Australia, yet, despite the growing body of literature informing learning and teaching of international students, challenges remain. While language and pedagogical differences are well documented from the students' perspective, less known are the challenges to educators and their practices in responding to these named issues. This article explores some implications for educators and their practices, when international students come to study in an English-language university in Australia. A small research project focusing on educators' perspectives reveals the pedagogical challenges, difficulties and differences in approaches to teaching large numbers of international students. Implications for educators are discussed, focusing on the need to respond to policy and institutional demands to participate in these international collaborations, and to engage in building sound and equitable educational provision. 相似文献
4.
《Africa Education Review》2013,10(2):201-218
AbstractThe balance between the cost and value of access programmes is a concern in higher education. The function of access programmes is to provide support and additional time for under-prepared students to cope with the academic workload during the first year. This article aims to indicate the value students place on participation in an access programme. In this qualitative study, group interviews were conducted and the findings indicate that Engineering students attribute their success in the mainstream to the way in which participation in an access programme had integrated them academically into the university and exposed them to discipline related experiences in a non-threatening environment. The findings of this study indicate what aspects of the access programme students considered helpful for perseverance in mainstream studies. It is recommended that institutions that offer access programmes should not only be aware of the reciprocal influence of the cognitive and non-cognitive factors that affect students' success, but also purposefully combine these factors in the design of their access programmes. 相似文献
5.
Liang-Hsuan Chen 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):1-33
This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada. 相似文献
6.
Ibrahim Akduman Lerzan Özkale Ekrem Ekinci 《European Journal of Engineering Education》2001,26(3):231-239
In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed. 相似文献
7.
Geoff Munns Phil Nanlohy Margaret Thomas 《Asia-Pacific Journal of Teacher Education》2000,28(2):165-177
This paper reports on a study into the educational experiences of a group of students who are accessing tertiary education through alternative entry programmes. There were three purposes for the study. The first was to identify why the students either did not finish school or go to university after school. The second was to explore the students' stated reasons for returning to university later in their lives. The third was to share the students' secondchance experiences in their first semester as university students. The study drew on theoretical ideas surrounding how students who reject school, or who have been rejected by school, may come to view education as unfinished business in their lives. Reconnection with education coincides with wider processes of individuals defining and redefining educational identities. 相似文献
8.
Becoming a doctor can be viewed as a highly personal and unique experience, which is why many factors influence the completion or non-completion of the doctoral degree. The attention in previous research has been on the students' characteristics, and the university faculty role in promoting degree progress. Therefore, more research is needed on the alternative routes that doctoral students take as part of a flexible doctoral education. The purpose of this study is to increase understanding of the different types of doctoral students in industrial engineering and management, and their different study processes. We explore the study processes of 25 doctoral students using a narrative analysis approach. Doctoral students' processes are categorized into three groups according to the strategies that students take in their progress: the Project Manager, the Wanderer, and the Hobbyist. We report clear differences across the different study processes in the students' working methods, use of supervisory and peer support, problems and risks of delay, and degree success. The results indicate clear opportunities of influence for the faculty in the form of offering clear pre-defined research objectives for students, allocating funds for full-time doctoral studies, developing alternative peer-support strategies, and proactive risk management. 相似文献
9.
基于中等职业教育基础性转向的政策背景,通过对全国10660位中职生的问卷调查,研究了影响我国中职生升学的若干因素。研究发现：中职生具有很高的升学意愿,且以本科为主要期望学历;毕业班和学习自我效能感强的中职生更可能选择升学;学生干部身份和学校生涯教育质量会影响中职生升学意愿;家庭对中职生升学与否的影响主要体现在经济、文化和社会资本,但影响方式和程度与普高生存在差异;对省域中职升学政策的了解和认同会促进学生升学,而对就业市场和本科招生政策的了解和认同会削弱中职生升学意愿。基于此,未来应从职教本科办学规模、高等职业教育招考机制、央地项目设置、公共财政兜底、生涯教育和升学指导等方面优化中职升学环境。 相似文献
10.
Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
11.
12.
Postgraduate students' choice of university, and related mobility issues, have been of interest to Australian university researchers, supervisors and administrators for some time. However, with the release of the Commonwealth Government's 1999 Green Paper on research and research training, which proposes greater portability of research student funding, a sense of urgency regarding these issues has developed. This paper reports on students' choice of a particular university for postgraduate research and on what information they made those decisions. A survey was conducted in 1997 of 938 applicants for Postgraduate Research Scholarships to Flinders University, Macquarie University and the Universities of Western Australia, Adelaide and Melbourne. The survey sought to identify respondents' choices and possible movement to undertake research awards. Questions dealt with a wide range of issues with a particular focus on sources used to access information on higher degrees, preference(s) for where they wished to study, factors leading to their preferred choice, and influences on the decision to move or not move to another institution. Approximately 50% of respondents were younger than 25 years and only 27% were living with their parents. An Honour's degree was the most common prior qualification for students (73%), but only 61% were enrolling directly from their previous degree. Thirty-six per cent reported that they regularly read their main local paper for information related to postgraduate research opportunities and 39% of respondents did not regularly access any source of media for postgraduate information. Forty-two per cent of students did not explore any opportunities at other universities prior to making their decision about enrolment. Almost all students who were planning to enrol at the same university were remaining in the same department. Commensurate with this, 73% reported that their Honour's supervisor or academic staff in their original university were their major source of information on study destinations. These results provide baseline data, which can be used to approach the issue of postgraduate mobility more strategically. 相似文献
13.
Päivi Tynjälä Risto T. Salminen Tuula Sutela Anita Nuutinen Seppo Pitkänen 《European Journal of Engineering Education》2005,30(2):221-231
Recent studies on student learning in higher education have paid attention to the relationships between characteristics of the learning environment and students' study orientations and study success. The purpose of the present paper is to examine these relationships in university level engineering education. The data were collected from Lappeenranta University of Technology, Finland, by means of an Internet survey (n=394). Grade point average, credits per semester and students' qualitative evaluation of their learning outcomes were used as indicators of study success. The findings of the study indicate that students' perceptions of their learning environment were related to their study orientations which, in turn, were related to study success. Having a deep study strategy was the most important predictor of study success. Having a surface strategy, doubt about one's abilities and lack of regulation were factors negatively related to study success. Meaning-oriented and self-regulated students using a deep strategy showed the best success in their studies and externally regulated students using a surface strategy the worst. The findings of the study suggest that the learning environments in Lappeenranta University of Technology encourage deep learning. 相似文献
14.
Velda McCune Jenny Hounsell Hazel Christie Viviene E. Cree Lyn Tett 《Teaching in Higher Education》2013,18(6):691-702
This paper reviews findings from a longitudinal study of students making the transition from FE to an ancient university. This paper compares the younger and older students' reasons for higher education study. Our analysis of the quantitative data suggests that the older students had different reasons for entering university. We use the qualitative data to investigate the meanings participants attributed to higher education study in order to make sense of the patterns in the quantitative data, drawing on Wenger's perspectives on identity development as encompassing participants' trajectories in relation to communities of practice. The findings show a positive picture of the motivations of the whole cohort but the mature students seemed to have a particularly rich understanding of the meaning and relevance of their studies. The study therefore has implications for policy-makers and teachers as they seek to make use of the positive aspects of greater diversity. 相似文献
15.
As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals. 相似文献
16.
Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics, student ability, motivation, academic performance and academic pressure were collected from 168 first-year students six months after the start of their studies. Analysis of the effects of degree programme characteristics and students' initial motivation on study progress shows that study progress mainly depends on ability, timely completion goals and transparency of assessments. The study also shows that transparency of assessment procedures considerably lowers fear of failure and academic pressure. 相似文献
17.
Although numerous studies have explored international students' experiences, there is a dearth of research exploring the perspectives of professionals who have contact with international students. The present study addresses this gap in the literature by providing an analysis of higher educational professionals' (n=11) perspectives of international students' experiences and analysing the challenges which arise when working with international students. In this study, semi-structured interviews were conducted with staff from a large Irish Higher Education Institution. Participants described a range of difficulties experienced by international students, including sociocultural and psychological difficulties, and outlined a number of challenges which exist when dealing with international students, most of which relate to cultural differences and lack of interest in internationalisation. The findings have important policy and practical implications for higher education service provision and point to the need to consider internationalisation as a process which can be enriching for international students, host students and staff members alike. 相似文献
18.
In a globalising world, international mobility in higher education is an important phenomenon for students and higher education institutions. It is therefore essential to understand the factors that determine international students' satisfaction with higher education institutions that serve as hosts. Through research of an exploratory, quantitative nature, this study presents results from a survey among 289 incoming international students in two universities in Germany and Portugal. Our findings show that the factor we define as educational experience was an important determinant of student satisfaction. Furthermore, the appraisal of academic reputation is dependent on the university. We conclude that satisfaction with academic factors is more important for international students than satisfaction with non-academic aspects. 相似文献
19.
Sara Cotterall 《Teaching in Higher Education》2013,18(4):413-425
Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's ‘communities of practice’ framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate. 相似文献
20.
Lien Pham 《Globalisation, Societies & Education》2013,11(1):39-60
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship. 相似文献