scholarly journals Dynamics in higher education choice: weighing one’s multiple interests in light of available programmes

2019 ◽  
Vol 79 (6) ◽  
pp. 1001-1021
Author(s):  
Jonne Pieter Vulperhorst ◽  
Roeland Matthijs van der Rijst ◽  
Sanne Floor Akkerman
Keyword(s):  
Higher Education ◽  
High School ◽  
Thematic Analysis ◽  
Choice Theory ◽  
High School Seniors ◽  
Structured Interviews ◽  
Feed Forward ◽  
Education Choice

Abstract Recent studies have shown that students’ interests are decisive in making a substantiated higher education choice, yet do not indicate how students decide which interests they aim to pursue. This study aimed to find the considerations students have when weighing interests and higher education programmes. Thematic analysis was applied to uncover considerations based on semi-structured interviews with 20 Dutch high-school seniors. Students weighed their interests from an interest-to-programme perspective (contrasting interests and deciding which is most important for their future) and from a programme-to-interest perspective (evaluating how possible programmes reconcile with one’s interests). By applying both perspectives simultaneously, students dynamically considered which programmes and interests they wished to pursue. These findings imply that higher education choice theory and studies should acknowledge that the programmes and interests students consider are dependent on the feed forward of the considered interests on programmes and the feed back of considered programmes on interests.

scholarly journals How does storytelling within higher education contribute to the learning experience of early years students?

2015 ◽  
Vol 13 (2-3) ◽  
pp. 162-184
Author(s):  
Sarah Flanagan
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Thematic Analysis ◽  
Qualitative Methodology ◽  
Social Impact ◽  
Learning Experience ◽  
Professional Group ◽  
Early Years ◽  
Structured Interviews ◽  
Group Culture

Background and rationale. Reading stories telling stories is a familiar practice within primary education; furthermore there is recognition that stories are used within higher education. This study seeks to understand how storytelling within higher education contributes to the learning experience of early years students. It is anticipated that a deeper understanding of stories and storytelling in this context will lead to a greater appreciation of this resource and its enhanced use. Design/methods. A qualitative methodology was used. The participants included 45 early years students. All students involved in the study were employed as early years workers contributing to the care and education of children aged 0–5. Semi structured interviews and non-participant observations were completed to collect the data and thematic analysis was used in its interpretation. Findings. Participants saw multiple contributions of story and storytelling including the facilitation of learning, the enhancement of reflective practice and the reinforcement of professional/group culture. Story and storytelling provided opportunities for relaxation, entertainment and had a significant social impact. Certain activities encouraged storytelling and the most engaging stories were those that the listener could relate to

scholarly journals “Everything is so different...”

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Susana Pinto
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Academic Culture ◽  
Institutional Policy ◽  
Research Culture ◽  
Structured Interviews ◽  
Policy And Practice ◽  
African Countries ◽  
African Students ◽  
Financial Difficulties

In the scope of higher education internationalisation, Portuguese universities have been receiving an increasing number of students from Portuguese-Speaking countries, namely African countries, at the level of PhD studies. As highlighted in research, pursuing a PhD in an overseas context entails critical challenges for students, supervisors and higher education institutions. Against this background, this paper reports on the challenges faced by international African students attending a PhD programme in Education at a Portuguese university. Semi-structured interviews were conducted with seven students and results from thematic analysis show that the main challenges relate to language, integration into a different pedagogical/academic culture, adaptation to a different research culture, loneliness/homesickness and financial difficulties. Implications of findings for institutional policy and practice are put forward.

scholarly journals Rural young in High School: schooling experiences and youth expectations

2021 ◽  
pp. 1-23
Author(s):  
Karla de Freitas Alves Pinto ◽  
Ruth Bernardes de Santana
Keyword(s):  
Higher Education ◽  
High School ◽  
Young People ◽  
Survey Data ◽  
School Experiences ◽  
Research Data ◽  
First Year ◽  
Structured Interviews ◽  
Schooling Experiences ◽  
Schooling Process

This article presents the results of a research that sought to analyze the schooling process of young students in their first year of Higher Education from a rural school. We try to highlight the most significant facts of the school experiences brought by students and their expectations for the future with the aim of understanding the meaning they attribute to the experiences in a school located in countryside. The research procedures were establishment observations, individual semi-structured interviews, questionnaire and documentary study The survey data suggest that young people are able to express their opinions about classes, content and school. From the research data, we can say that young people are able to express their opinions about classes, content and school. From the interviews, we realized that the meanings attributed to the school in the schooling process are positive, since young people feel confident in this institution.

scholarly journals Educators’ Perceptions of Performance-Based Approaches in Teaching Difference With Youth

2020 ◽  
Vol 13 (1) ◽  
pp. 137-150
Author(s):  
Madison E. Gaudry-Routledge ◽  
Marni J. Binder
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Critical Pedagogy ◽  
Thematic Analysis ◽  
Education System ◽  
Structured Interviews ◽  
Marginalized Groups ◽  
Systemic Oppression

Recent research into critical pedagogy supports the implementation of performance-based practices into the classroom. This qualitative research explored the pragmatic ways in which youth, ages 8-17, are  taught in Canada’s, specifically Ontario’s, education system on topics of difference and power. Through semi-structured interviews, four elementary and high school educators described their experiences using performance-based teaching in the classroom. A thematic analysis revealed that teachers found including such practices empowered students and influenced their understanding of their own identities as well as the systemic oppression of marginalized groups.

scholarly journals Exploring the Experience of Anxiety Among Final Year Students at University: A Thematic Analysis

2021 ◽  
Author(s):  
Catroina Keane ◽  
Daniel Waldeck ◽  
Andrew Holliman ◽  
Simon Goodman ◽  
Kubra Choudhry
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Thematic Analysis ◽  
Qualitative Methodology ◽  
Female Undergraduate ◽  
Structured Interviews ◽  
Shared Experience ◽  
Undergraduate Study ◽  
Perceived Pressure

The transition from undergraduate study to a postgraduate career can be an anxiety provoking experience for many students. In this study, we explore the shared experience of five “anxious” undergraduate students as they transition from higher education towards their postgraduate careers. Using a qualitative methodology, semi-structured interviews were conducted with five female undergraduate students from different courses at a UK university. A thematic analysis revealed two overarching themes: perceived pressure without sufficient support, and concerns about next steps. The findings suggested the final year is emotionally demanding, and students felt as though there was a lack of provision to manage their transition to postgraduate work or study. Possible implications for policymakers are detailed and areas for research are discussed.

Strategies for Developing Soft Skills Among Higher Engineering Courses

2021 ◽  
pp. 002205742110164
Author(s):  
Fernando Almeida ◽  
José Morais
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Thematic Analysis ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Future Perspectives ◽  
Structured Interviews ◽  
Good Practices ◽  
Mixed Methods Approach ◽  
Evaluation Methodologies

This study aims to explore how higher education institutions respond to the challenge of incorporating soft skills into their curricula. It employs a mixed-methods approach in which the quantitative analysis of the disciplines addressing this issue is complemented by a thematic analysis of semi-structured interviews conducted with four higher education institutions in Portugal. The findings indicate that although the number of subjects specifically addressing soft skills is small, there is a growing concern to incorporate soft skills in pedagogical and evaluation methodologies in each course. Several challenges, good practices, and future perspectives are also explored in this work.

scholarly journals Autism in Higher Education: Dissonance between educators’ perceived knowledge and reported teaching behaviour

2021 ◽  
Author(s):  
Rhoda von Below ◽  
El Spaeth ◽  
Chiara Horlin
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Future Study ◽  
Structured Interviews ◽  
Perceived Knowledge ◽  
Teaching Behaviour ◽  
Positive Attitudes ◽  
Autism Knowledge

This study explores the autism knowledge and awareness of educators in Higher Education (HE) as well as their attitudes towards accommodating autistic students within their teaching. Semi-structured interviews were used to allow for in-depth investigation of this topic. Thematic analysis uncovered a striking dissonance between educators’ positive attitudes towards accommodating autistic students and their actions in the classroom. A range of additional themes and subthemes interacted with the concept of dissonance. Even though autism awareness was high in the sample, an attitude-behaviour gap was evident. Impact on inclusivity for autistic students is discussed, alongside recommended directions for future study and practice.

scholarly journals Nursing knowledge patterns: nurses’ image and role in society perceived by students

2020 ◽  
Vol 73 (4) ◽  
Author(s):  
Vanessa Weingartner Pierrotti ◽  
Edinêis de Brito Guirardello ◽  
Vanessa Pellegrino Toledo
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Essential Role ◽  
Medical Knowledge ◽  
Public University ◽  
Structured Interviews ◽  
School Students ◽  
Nursing Knowledge ◽  
Nurses Role

ABSTRACT Objectives: to understand high school students’ perception about the nurse’s image and role in society, from nursing knowledge patterns. Methods: phenomenographic qualitative study, developed between October 2017 and January 2018, in a public university in the countryside of the state of São Paulo, with eight Interdisciplinary Higher Education Program (Programa de Formação Interdisciplinar Superior) students. The findings were collected through semi-structured interviews and analyzed by the phenomenography framework, supported by rereading nursing knowledge patterns. Results: two categories emerged: Perception of nurses’ image, which contemplates their positive and negative characteristics, attributes and place where they operate; and Nurses’ role in society, in which their work is compared with physicians’. Final Considerations: despite their essential role in care, subordination to medical knowledge and lack of knowledge of nurses’ functions still reflect their image.

scholarly journals Accreditation Challenges in Saudi Universities

2019 ◽  
Vol 2 (4) ◽  
pp. p273
Author(s):  
Saud Albaqami
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Thematic Analysis ◽  
Document Analysis ◽  
Structured Interviews ◽  
Leadership And Management ◽  
Stakeholder Perspectives ◽  
Capital Constraints ◽  
Study Support ◽  
Evaluative Processes

Quality assurance in higher education remains to be one of the most prominent fields of research at the present. In the Saudi Arabian Higher Education Institutions (HEIs), quality assurance is a relatively new concept and Saudi universities seem not to effectively implement quality assurance caused by the certain obstacles. As such, there are two objectives to be addressed; first, to explore the challenging of accreditation. A case studies involving Prince Sultan University and King Abdul-Aziz University was used to examine these questions. Data was collected using semi-structured interviews with both meso and micro levels, as well as document analysis and observation. A thematic analysis approach was taken to analysis the data. The findings of this study support the perceived use of many different standards based evaluative processes, which provide feedback from the various stakeholder perspectives. The findings also demonstrate perceived supportive factors of the commitment/support of leadership and management, awareness and orientation of employees/faculty. In addition, the findings also report that/faculty resistance and infrastructure limitations focused on financial and human capital constraints were perceived as inhibitive factors to QA.

scholarly journals Exploring the Value of Doctoral Study in College-based Higher Education: A Practitioner Perspective

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Jane Davis
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Structured Interviews ◽  
Research Activity ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Analysis Of Narratives ◽  
The Way

This paper takes the form of an ‘on the horizon’ piece, presenting the outcomes of a small pilot research activity that sought to explore the value of doctoral research undertaken by four practitioners employed in College-based Higher Education. (CBHE) The paper reflects on the thematic analysis of narratives provided through loosely structured interviews that sought the participants’ perceptions of the value of their doctoral journey from aspiration to actualisation. The outcomes of the research activity are considered in the context of a range of literature that explores the value and impact of doctoral study. The discussion is widened by the consideration of references made by participants as to the way in which their experience could have been further enhanced through different forms of organisational engagement. The paper concludes by drawing together themes from the research that could be supported by a wider study of doctoral researchers in CBHE.

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