Higher Education and Employability: Building Student’s Self-confidence and Efficacy

2017 ◽  
pp. 47-69
Author(s):  
Claude Chammaa
Keyword(s):  
Higher Education ◽  
Self Confidence

scholarly journals Cidadania docente universitária: a perspectiva dos diplomados

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Arménio Rego
Keyword(s):  
Higher Education ◽  
The Self ◽  
Citizenship Behaviors ◽  
Performance Score ◽  
University Teachers ◽  
Self Confidence ◽  
Global Performance ◽  
Participatory Behavior ◽  
The One ◽  
Quality In Higher Education

Dois objetivos nortearam o presente estudo: a) mostrar como os diplomados com um curso superior se sentem influenciados por quatro comportamentos de cidadania (comportamento participativo, orientação prática, conscienciosidade e cortesia) de antigos professores, no que concerne a duas variáveis de impacto (motivação profissional e autoconfiança); b) estudar as concepções desses indivíduos acerca do significado da excelência docente universitária. Foram inquiridos 209 diplomados com curso superior, que foram convidados a descrever os comportamentos de um antigo professor à sua escolha. Os resultados mostram que: a) as quatro categorias comportamentais explicam 79%, 70% e 40% da variância, respectivamente, numa cotação global de desempenho docente atribuída pelos diplomados aos seus antigos professores, na motivação profissional dos mesmos, e na sua autoconfiança; b) os inquiridos consideram que os excelentes professores são os que se orientam fortemente para essas quatro categorias comportamentais. Palavras-chave: cidadania; professores universitários; motivação profissional; autoconfiança; qualidade no ensino superior. Abstract This study aims to show how the citizenship behaviors of university teachers (CBUT) relate with: a) the professional motivation and self-confidence of their students; b) a global performance score given by their students. Four CBUT dimensions were investigated: participatory behavior, practical orientation, conscientiousness and courtesy. A sample of 209 graduates, from several organizations and occupations, was collected. The main results are: a) the four CBUT dimensions explain 79% of the global performance score variance, 70% of the professional motivation variance, and 40% of the self-confidence variance; b) according to the graduates, the excellent teacher is the one who scores well on the four CBUT dimensions. Keywords: citizenship behaviors; university teachers; professional motivation; selfconfidence; quality in higher education.

Reversing the Tyranny of Distance Education

2017 ◽  
pp. 232-255
Author(s):  
Maria Northcote ◽  
Kevin P. Gosselin ◽  
Daniel Reynaud ◽  
Peter Kilgour ◽  
Malcolm Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Education ◽  
Course Design ◽  
Threshold Concepts ◽  
Development Programs ◽  
Self Confidence ◽  
Use Of Technology ◽  
Education Environment ◽  
Professional Development Programs

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

scholarly journals The Emotional Impact of Social Media in Higher Education

2020 ◽  
Vol 9 (2) ◽  
pp. 239
Author(s):  
Darren Iwamoto ◽  
Hans Chun
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Emotional Impact ◽  
Unrealistic Expectation ◽  
College And University ◽  
Self Confidence ◽  
Self Worth ◽  
Negative Effect ◽  
Media Applications ◽  
The Relationship

College and university students have been observed increasing their usage of social media applications as it has become central to everyday life. Students can use different forms of social media to connect, share, and view a myriad of content. When influenced by posts, social media can have a significant impact on their lives. Social media can be a form of social support, but it can also have a negative effect on mental health. With the increase in use, social media can provoke individuals to begin self-comparing or gain an unrealistic expectation of themselves and other individuals. This can lead to lower self-esteem, self-confidence, and self-worth. This exploratory study attempts to determine the relationship between social media use and its impact on depression, anxiety, and stress amongst students in higher education.

The Pegasus programme at Portsmouth Polytechnic

1987 ◽  
Vol 1 (1) ◽  
pp. 67-69 ◽  
Author(s):  
Peter Findlay ◽  
Carole Martin ◽  
Steve Smith
Keyword(s):  
Higher Education ◽  
Study Skills ◽  
Career Education ◽  
Skill Development ◽  
Development Work ◽  
Academic Experience ◽  
Self Confidence ◽  
Sense Of Direction ◽  
Personal Skills ◽  
Personal Skill

Pegasus is an initiative aimed at getting a greater level of career education and personal skill development work into the academic experience of the student in higher education. It is designed for undergraduates in the central and final years of their studies. Building on work already developed and well advanced in some institutions, it aims to respond to the concerns of employers that graduates often lack a sense of direction or identity in terms of their careers, and in selection and interview often fail to demonstrate well developed personal skills or self-confidence. The project therefore draws upon, and overlaps with, such activities as study skills programmes, the fostering of enabling skills within the academic course, and workshops and informational sessions traditionally offered by the Careers Service.

scholarly journals PARTICIPATION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION INTERNATIONALISATION ACTIVITIES/ NEGALIĄ TURINČIŲ STUDENTŲ DALYVAVIMAS AUKŠTOJO MOKSLO TARPTAUTIŠKUMO VEIKLOSE

2017 ◽  
Vol 1 (35) ◽  
pp. 109
Author(s):  
Regina Karvelienė
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Added Value ◽  
Descriptive Research ◽  
Self Confidence ◽  
Study Programme ◽  
Main Factors ◽  
Research Students ◽  
Participation In Higher Education ◽  
The University

<p>The article analyses participation of students with disabilities in higher education internationalisation activities. In the course of research we tried to disclose theoretical links between higher education internationalisation concept and globalisation process, to analyse the experience of students with disabilities participating in internationalisation activities: the main factors that stimulate or restrict students from participation in international activities in higher education institutions. In order to implement the aim of the research, the theories of social participation and empowerment were referred to. Descriptive research method was applied to collect and analyse the data. The participants of the research – students with disabilities studying at Lithuanian state universities (N = 145). While analysing research data, the main factors that determined students’ decision to get involved in internationalisation activities at the university were indicated: the ambition to acquire deeper knowledge at international level in a particular study programme; the desire to ensure added value to future career; the pursuit to improve the knowledge of a foreign language. The main indicated factors that prevent students from participation in higher education internationalisation activities are as follows: the disability itself or special needs, low self-confidence and health problems.</p><p> </p><p>Straipsnyje nagrinėjamas negalią turinčių studentų  dalyvavimas aukštojo mokslo tarptautiškumo veiklose.  Tyrimu buvo siekta atskleisi teorines aukštojo mokslo tarptautiškumo koncepto ir globalizacijos proceso sąsajas, išanalizuoti negalią turinčių studentų patirtis dalyvaujant tarptautiškumo veiklose:  pagrindinius veiksnius, kurie skatina ir riboja juos įsitraukti į tarptautines veiklas aukštojoje mokykloje. Siekiant tyrimo tikslo buvo remtasi socialinio dalyvavimo ir įgalinimo teorijomis. Duomenims rinkti ir analizuoti taikytas deskriptyvinis tyrimo metodas. Tyrimo dalyviai – negalią turintys studentai, studijuojantys Lietuvos valstybiniuose universitetuose (N = 145). Analizuojant tyrimo duomenis nustatyti pagrindiniai veiksniai, kurie lėmė studentų apsisprendimą įsitraukti į tarptautiškumo veiklas universitete: siekimas įgyti platesnių tarptautinio lygio žinių studijuojamoje programoje; siekimas užsitikrinti savo profesinei karjerai pridėtinę vertę; siekimas geriau išmokti užsienio kalbą. Pagrindiniai veiksniai, ribojantys studentus dalyvauti aukštojo mokslo veiklose buvo nurodyti tokie, kaip pati negalia ar specialieji poreikiai, nepasitikėjimas savimi ir sveikatos problemos.</p>

scholarly journals Barriers and Challenges of Female Adult Students Enrolled in Higher Education: A Literature Review

2016 ◽  
Vol 6 (2) ◽  
pp. 119 ◽  
Author(s):  
Xi Lin
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Adult Students ◽  
The United States ◽  
Multiple Roles ◽  
Review Of The Literature ◽  
Student Group ◽  
Female Adult ◽  
Self Confidence ◽  
Barriers And Challenges

<p>The present study is a review of the literature concerning the barriers and challenges of female adult students enrolled in colleges and universities in the United States. Findings indicated that the commitments of multiple roles, lower level of self-confidence, and insufficient family and social support were the most significant variables related to the barriers and challenges of this population. Suggestions and implications of assisting this student group are discussed. The purpose of the current study is to raise people’s awareness and to understand the difficulties female adult students endure. It is also expected that family, peers, schools, and communities will offer more help to this special student group.</p>

scholarly journals When Students Design University: a Case Study of Creative Interdisciplinarity between Design Thinking and Humanities

2019 ◽  
Vol 1 (1) ◽  
pp. 24-52
Author(s):  
Alessandra Molinari ◽  
Andrea Alessandro Gasparini
Keyword(s):  
Higher Education ◽  
Design Thinking ◽  
Research Process ◽  
Educational Policies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence ◽  
Experimental Workshop ◽  
Principles Of Design

AbstractThis paper addresses the issue of how to enhance student participation in university governance. This issue is approached by taking into account the growing pressures of the European Commission’s modernization agenda on the educational policies of the European Higher Education Area, and by focusing on the way these pressures affect students’ conceptions of themselves and of the mission of higher education. The thesis presented in this paper is that design thinking and the humanities share a common epistemological core that enables them, if applied in educational settings, to play a major role in fostering students’ trust in their governance skills and in their ability to influence educational policies through a creative mindset and a deeper comprehension of the stakes in present-day higher education. An experimental workshop combining design thinking with the humanities and with the constructivist approach of student-centered learning was held within a course in a humanities bachelor program on the basis of a heuristic framework developed through an interdisciplinary research process. This process was conducted according to the principles of design and hermeneutics. The outcomes of the workshop in terms of the participants’ enhanced self-confidence and decisional skills validate the thesis of this study.

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