What Can We Learn from Theoretical Considerations and Empirical Evidence on Learning in Higher Education? Implications for an Interdisciplinary Research Framework

2019 ◽  
pp. 287-309
Author(s):  
Olga Zlatkin-Troitschanskaia ◽  
Sebastian Brückner ◽  
Dimitri Molerov ◽  
Walter Bisang
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Interdisciplinary Research ◽  
Research Framework ◽  
Theoretical Considerations

AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 33-57
Author(s):  
Marry Mdakane ◽  
Christo J. Els ◽  
A. Seugnet Blignaut
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Specific Aspect ◽  
Written Narratives ◽  
Research Framework ◽  
Main Research ◽  
Language Groups ◽  
Education Environment

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

scholarly journals Does Eco-labeling of Services Matter? Evidence from Higher Education

2016 ◽  
Vol 16 (4) ◽  
Author(s):  
Daniel C. Hickman ◽  
Andrew G. Meyer
Keyword(s):  
Higher Education ◽  
Time Series ◽  
Empirical Evidence ◽  
University Presidents ◽  
Interrupted Time Series ◽  
Department Of Education ◽  
Considerable Heterogeneity ◽  
College And University ◽  
The Us ◽  
The Impact

Abstract: Eco-labeling of services has become increasingly common, yet little empirical evidence exists concerning its effectiveness. We address this gap in the literature by analyzing a highly visible eco-label, the American College and University Presidents’ Climate Commitment (ACUPCC), in the sector of higher education. We match information about the ACUPCC to the US Department of Education IPEDS database to examine the impact of signing on student applications, admissions, and enrollment. We mainly utilize a difference-in-difference approach to identify the effects of interest but confirm results with an interrupted time series model. We find that signing the ACUPCC increases applications and admitted students by 2.5–3.5 %. However, the evidence regarding enrollment is weaker with only some specifications finding increases of around 1–2 %. Overall, there is considerable heterogeneity across sectors and selectivity of the institutions. These results show that, at the minimum, voluntary and information-based approaches (VIBAs) for services can be effective in generating visibility and influencing less-costly consumer behavior.

The Aftermath of Suicide: A Review of Empirical Evidence

1990 ◽  
Vol 20 (2) ◽  
pp. 149-171 ◽  
Author(s):  
Jan van der Wal
Keyword(s):  
Empirical Evidence ◽  
Causes Of Death ◽  
Empirical Studies ◽  
Prolonged Grief ◽  
Unnatural Death ◽  
Survivors Of Suicide ◽  
Self Image ◽  
Grief Process ◽  
Starting Point ◽  
Theoretical Considerations

The empirical studies on mourning after suicide were evaluated systematically with the aid of a descriptive model of grief. The starting point in the formulation of this model is the assumption that the bereaved are active in their processing of the loss. The current stages and component theories are rejected on the grounds of empirical contra-evidence and theoretical considerations. Instead, a framework of tasks of bereavement is presented in which the essential tasks confronting survivors in their adaption to the loss are formulated: detachment of the deceased, preserving a satisfactory self-image, and keeping in contact with people who can be of support during the grief process. An examination is made of what is known about the situation of survivors of suicide in this respect. Grief after suicide appears to differ on a number of qualitative aspects from grief after other causes of death. These differences probably do not, however, lead to an atypical mourning process. Generally speaking, the grief process seems to show the same course and main features as those occurring after other types of death, especially after sudden unnatural death. It can be concluded from the literature reviewed that there is no empirical evidence to support the popular notion that survivors of suicide show more pathological reactions, a more complicated and prolonged grief process, than other survivor groups.

scholarly journals Differences in Entrepreneurial Skills of College Students in the Mexican Intercultural Context

2016 ◽  
Vol 11 (7) ◽  
pp. 120
Author(s):  
Marco Alberto Nunez Ramirez ◽  
Teodoro Rafael Wendlandt Amezaga ◽  
Maria Trinidad Alvarez Medina ◽  
Jorge Ortega Arreola
Keyword(s):  
Higher Education ◽  
College Students ◽  
Data Analysis ◽  
Empirical Evidence ◽  
Sampling Method ◽  
Educational Programs ◽  
Sustainable Rural Development ◽  
Indigenous Students ◽  
Entrepreneurial Skills ◽  
The One

The purpose of this study is to describe the development of entrepreneurial skills of college students in the intercultural context of Mexico. By a non-probability sampling method, a sample of 120 students from an intercultural institution of higher education in the Southeastern Mexico was selected, from which two groups (<em>Indigenous</em> and <em>Mestizos</em>) were obtained to perform the corresponding statistical analyses. The first group was integrated by indigenous students (<em>n </em>= 55) and the second group by mestizos (<em>n </em>= 65). For data analysis, the Student <em>t </em>test and one-way analysis of variance (ANOVA) were used. The results showed no significant differences in the entrepreneurial skills between both groups. However, significant differences were obtained when considering the educational programs offered by the intercultural institution, where the program in sustainable rural development was the one that obtained a higher level regarding the development of entrepreneurial skills. This research contributes with empirical evidence to the knowledge on interculturality in this country.

scholarly journals Studentification in the postsocialist context: The case of Cracow and the Tri-City (Gdansk, Gdynia and Sopot)

Geografie ◽  
2015 ◽  
Vol 120 (2) ◽  
pp. 188-209 ◽  
Author(s):  
Monika Murzyn-Kupisz ◽  
Magdalena Szmytkowska
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Case Studies ◽  
Western Europe ◽  
Metropolitan Areas ◽  
Anglo Saxon ◽  
Research Results ◽  
Geographic Scope ◽  
Western European

For over a decade, the term studentification has been used to denote the process of urban changes linked with the presence of student populations in urban centres. This text broadens the geographic scope of research into studentification using two Polish metropolitan areas as case studies, analysing and comparing research results to existing findings referring to Western European and Anglo-Saxon settings. Using the example of Cracow and the Tri-City (Trójmiasto), two significant centres of higher education in Poland, the paper presents empirical evidence indicating that while some aspects of students’ impact on Polish cities are similar to trends observed in Western Europe and non-European Anglo-Saxon countries, the colonisation of Polish cities by students nonetheless displays some unique features strongly influenced by the post-socialist context in which such cities and their student populations function.

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