The role of academic electronic books in undergraduate students' achievement in higher education

In 2019, a diverse, post-92, Midlands university implemented a new, hybrid third space role called the ‘academic coach’ (AC) to support its mission towards to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success of all its students. Since a sense of belonging to their institution is such a powerful influence on students’ sense of wellbeing, their development of an academic identity and their resilience in the higher education context, with consequent positive impact upon their retention and success, this role is devoted to the pastoral care and personal tutoring of levels three and four students. This case study considers the journey of the AC in defining and shaping this new role and offers the ACs’ perceptions of their influence on the experience of students at levels three and four by enhancing collaborative and learning relationships within the wider university.

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Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

Frontiers in Psychology ◽

10.3389/fpsyg.2021.647180 ◽

2021 ◽

Vol 12 ◽

Author(s):

Ortal Slobodin ◽

Tamar Icekson ◽

Lee Herman ◽

Ofri Vaknin

Keyword(s):

Higher Education ◽

Ethnic Identity ◽

Undergraduate Students ◽

Academic Motivation ◽

Perceived Discrimination ◽

Self Report ◽

Career Motivation ◽

Personal Career ◽

The Relationship

Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.

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Authentic experiential work in the socialisation of undergraduate students: an EHEA-framed epistemological consideration

Proceedings of the 3rd International Conference on Higher Education Advances ◽

10.4995/head17.2017.4979 ◽

2017 ◽

Author(s):

Robert Martínez Carrasco

Keyword(s):

Higher Education ◽

Curriculum Development ◽

Communities Of Practice ◽

Labour Market ◽

Undergraduate Students ◽

Social Growth ◽

Epistemological Foundation ◽

European Higher Education ◽

Education Process

The European Higher Education Area (EHEA) is adamant about the role of employability in curriculum development and the overall education process of undergraduate students. This responds not only to the current emerging models of economic and social growth but also to an underlying epistemological shift regarding the very nature and characteristics of Education. This article provides the epistemological foundation of the said shift, arguing, from a post-positivist perspective, how authentic experiential work in the classroom may contribute to the progressive socialisation of students into their respective communities of practice, thus bridging the gap between the labour market and the education institutions.

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Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom

10.31235/osf.io/jdprf ◽

2021 ◽

Author(s):

Kevin Fuchs

Keyword(s):

Higher Education ◽

Active Learning ◽

Undergraduate Students ◽

Teaching And Learning ◽

Learning Systems ◽

Information Communication ◽

E Learning ◽

Changing World

Information communication and technologies (ICT) as a facilitator of active learning (AL) in higher education is becoming an increasingly important tool. One of the most significant developments with the use of ICT in higher education over the last decade has been the integration and application of e-learning systems to support the processes of teaching and learning. The implementation of ICT into the classroom should not be seen as merely an add-on, but should be included with purpose: meaningfully implemented based on pedagogy. Despite the suggested power of ICT in educating students for a modern future, the implementation of these technologies into the classroom is not as widespread as expected; debate still abounds as to what role ICT should play in the classroom. This research examined a variety of dependable attributes that assessed the engagement of undergraduate students (n1=87) through virtual whiteboards. This quantitative inquiry revealed that students perceived virtual whiteboards as beneficial for their learning and improved their engagement level in the classroom. Furthermore, a correlation between the level of engagement and the year of study was revealed as the primary implication of this research.

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The Role of Quality in Higher Education and Lifelong Learning in Entrepreneurship Competencies of Undergraduate Students

Pedagogika ◽

10.15823/p.2019.135.13 ◽

2019 ◽

Vol 135 (3) ◽

pp. 240-256

Author(s):

Ali Asgari ◽

Hossein Shokouhi Fard ◽

Fatemeh Tirgoo

Keyword(s):

Higher Education ◽

Lifelong Learning ◽

Undergraduate Students ◽

Academic Quality ◽

Statistical Population ◽

Life Long Learning ◽

Correlational Research ◽

Learning Competencies ◽

Quality In Higher Education

The main objective of this research is to investigate the role of quality in higher education and lifelong learning competencies in entrepreneurship competencies of undergraduate students. The statistical population of this study was all undergraduate students. The descriptive correlational research method was used. For collecting data these questionnaires were used: the Liberal Entrepreneurship Competency Questionnaire (2007), Mantz Academic Quality in Higher Education (1995) and the Life-Long Learning of Wielkiewicz and Meuwissen (2014). The results showed that the entrepreneurial and lifelong learning competencies are at a good level. There is also a positive and significant relationship between lifelong learning and entrepreneurship competencies.

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Antecedents of Student Satisfaction: The Role of Student Perceived Service Quality

ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL ◽

10.24191/abrij.v7i2.13317 ◽

2021 ◽

Vol 7 (2) ◽

pp. 216

Author(s):

Peter Sin Howe Tan ◽

Yuen Onn Choong ◽

I-Chi Chen

Keyword(s):

Higher Education ◽

Service Quality ◽

Student Satisfaction ◽

Undergraduate Students ◽

Private Universities ◽

Past Experience ◽

The Body ◽

Reliable Information ◽

Perceived Service Quality

There is a lack of attention from past studies on the role of antecedents in the private higher education in Malaysia. Thus, this paper aim to examine the roles of reliable information and past experience on student’s perceived service quality and satisfaction among the undergraduate students of private universities in Malaysia. A self-administered questionnaire was adopted and collected 388 valid data from the 9 private universities in Malaysia. The SERVPERF instrument was adopted to evaluate the perceived service quality among the undergraduate students. The PLS-SEM was applied to analyze the students’ responses in determining the role of antecedents in improving student satisfaction by providing quality tertiary education in the private universities. The findings depicted that reliable information is significantly related with student perceived service quality. However, there is no relationships between past experience and student perceived service quality. Student perceived service quality is found significantly related to student satisfaction. This paper provides a valuable contribution in the body of knowledge of the antecedent and consequence of perceived service quality. The findings of the study help the management of the universities to improve the student satisfaction through the focus on the role of antecedents, particularly reliable information. Several implications are offered which would benefits Malaysia private universities and Ministry of Higher Education.

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Capital access and its mobilization for academic achievement: A case of Indian higher education system

Research in Education ◽

10.1177/0034523721989386 ◽

2021 ◽

pp. 003452372198938

Author(s):

Saurabh Maheshwari ◽

Purnima Singh

Keyword(s):

Higher Education ◽

Academic Achievement ◽

Undergraduate Students ◽

Education System ◽

Psychological Resources ◽

Higher Education System ◽

Mediating Role ◽

Indian Higher Education ◽

The Individual

Previous research has demonstrated a strong relationship between access to capital and academic achievement. The present study explores the mediating role of the individual mindset and class perception in the capital–achievement relation. A survey-based study is conducted on 314 Delhi based undergraduate students. Different measures/proxies of various forms of capital and achievement are used. To see the role of the individual mindset, psychological resources of individual are considered and operationalized in terms of self-motivation and self-confidence. Results show that economic, social, and cultural capital have a significant influence on academic achievement. However, class perception and involvement in highbrow activities do not show any role in academic achievement. Results further reveal a significant mediating role of psychological resources in the capital–achievement relation. Results demonstrate that in the Indian higher education system, various forms of capital largely shape academic achievement and psychological resources significantly facilitate this relationship. Though the individual mindset can help in breaking this capital–achievement nexus, mostly it seems to be facilitating the relation. The results and implications of the study are discussed.

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ROLE OF FINANCIAL AID AS A MODERATOR TOWARDS STUDENTS’ DECISIONS MAKING TO ENROLL AT PRIVATE HIGHER EDUCATION INSTITUTION

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2019.7115 ◽

2019 ◽

Vol 7 (1) ◽

pp. 121-125

Author(s):

Mohd Farid Shamsudin ◽

Aeshah Mohd Ali ◽

Rosni Ab Wahid ◽

Firdaus Hilmi Nadzri

Keyword(s):

Higher Education ◽

Decision Making ◽

Financial Aid ◽

Undergraduate Students ◽

Selection Criteria ◽

Education Institution ◽

Private Higher Education ◽

Kuala Lumpur ◽

Applied Model

Purpose: The purpose of this research is to determine either financial aid moderates the factors influence among undergraduate students’ decision making to enroll at private HEI. Methodology: The survey consists of a questionnaire responded by 500 undergraduate students in private HEI located at Selangor and Kuala Lumpur. Data were analyzed by SPSS applied model 1 moderating analysis with the usage of the macro PROCESS by Hayes and Matthes (2009). Results: The results of this research shows that Competition among private HEI is becoming tougher as students have many options and set of selection criteria. The high numbers of private HEI indirectly given ample choice to students to choose based on their requirements. Private HEI at the same time competes with each other to increase the number of students in order to survive. As resulted, four hypotheses (H8a, H8b, H8c, and H8e) were moderated by financial aid and two hypotheses (H8d and H8f) rejected in this study. Implications: Therefore, the existence of financial aid was important and slightly influential students’ decision to enroll in private HEI for four hypotheses (H8a, H8b, H8c, H8e), while for two hypotheses (H4 and H6) students consider financial aid not at all influential their decision to enroll in private HEI in this study.

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Re-thinking aspirations through habitus and capital: The experiences of British-born Bangladeshi women in higher education

Ethnicities ◽

10.1177/1468796818777541 ◽

2018 ◽

Vol 18 (4) ◽

pp. 518-540 ◽

Cited By ~ 7

Author(s):

Berenice Scandone

Keyword(s):

Higher Education ◽

Undergraduate Students ◽

Turn Of The Century ◽

Female Undergraduate ◽

Policy And Practice ◽

Social And Cultural Capital ◽

Minority Ethnic ◽

Capacity To Aspire ◽

Ethnic Origins

Since the turn of the century, young people’s aspirations have featured prominently in UK education policy and practice. Governments of all sides have espoused a rhetoric and enacted initiatives which have tended to focus on somehow ‘correcting’ the aspirations of students of working-class and minority ethnic origins. This paper applies a Bourdieusian framework to the analysis of the education and career aspirations of British-born young women of Bangladeshi heritage in higher education. In doing so, it advances a theoretically informed understanding of aspirations, which accounts for the multiple factors that contribute to shape them as well as for the relative implications in terms of future pathways. Drawing on interviews with 21 female undergraduate students, and building on Bourdieu’s notions of habitus and capital, I conceptualise aspirations as an aspect of habitus. I argue that this conceptualisation allows light to be shed on the ways in which multiple, intersecting dimensions of social identity and social structures play out in the shaping, re-shaping and possibly fading of aspirations. Additionally, it enables us to examine the mutually informing influences of aspirations and capital on practice. Findings indicate that the valuing of education and social mobility expressed by those of Bangladeshi and other minority ethnic origins are integral to collective constructions of ‘what people like us do’, which are grounded in diasporic discourses. They also illuminate the significance of social and cultural capital for young people’s capacity to aspire and actualise aspirations, as these contribute to delineate their ‘horizons for action’. This suggests that by failing to adequately recognise how structural inequalities inform differential access to valued capital, prevailing policy and practitioners’ approaches attribute excessive responsibility to students and their parents. The notion of ‘known routes’ is in this respect put forward as a way to make sense of aspirations, expectations and pathways, and the role of institutions in forging possible futures is highlighted.

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