scholarly journals The Facilitators, Obstacles and Needs of Individuals With Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review

2016 ◽  
Vol 26 (2) ◽  
pp. 166-190 ◽  
Author(s):  
Nicky Toor ◽  
Terry Hanley ◽  
Judith Hebron
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Thematic Analysis ◽  
Social Factors ◽  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
Inclusion Criteria ◽  
College And University ◽  
University Life ◽  
Qualitative Literature

Many young adults diagnosed with autism spectrum conditions (ASC) intend to go to college and/or university, yet research suggests that these individuals find aspects of college and university life challenging. To explore the views of individuals directly affected by these challenges, a systematic review of the existing qualitative literature in this area was conducted. Twelve studies met the inclusion criteria. Thematic analysis of these articles identified six superordinate themes: the involvement of professionals; academic, environmental, and social factors; wellbeing; communication; and understanding. The facilitators, obstacles and needs of students pervaded these themes and are discussed alongside implications for counsellors and psychologists working in schools.

scholarly journals The Academies Project: Widening Access and Smoothing Transitions for Secondary School Pupils to University, College and Employment

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Grace Farhat ◽  
Jennifer Bingham ◽  
Julie Caulfield ◽  
Sandra Grieve
Keyword(s):  
Higher Education ◽  
Informed Choice ◽  
Independent Learning ◽  
Learning Skills ◽  
College And University ◽  
Successful Model ◽  
Widening Access ◽  
University Life ◽  
The University ◽  
Clear Information

Previous research indicates that university students are not bridging the gap between school and university quickly or effectively enough. Therefore, there is a need to build a level of independence and foster a sense of empowerment prior to entering university, and create a supportive climate for successful learner development. Clear information and support on transition from school to employment could also be improved. Furthermore, there is a challenge for widening access and allowing people from different backgrounds to go into further/higher education. This paper will present the South East Scotland Academies Partnership (SESAP) as a successful model of a collaborative and pedagogical approach to the university pre-entry support stage and to employment. Academies students are S5 and S6 school pupils who attend classes at college and university while still at school. The Academies aim to widen access of young people residing in South East Scotland into Further and Higher education. They focus on preparing students for Higher Education while easing the transition between school and university, developing independent learning skills and building confidence. The project aspires to integrate students successfully into the academic and social aspects of university life; helps them gain a sense of belonging to a group and allows them to make a more informed choice about their selected course and institution. Academies also endeavour to provide students with the opportunity to experience work at their industry of choice and to present them with options and clear information to smooth the transition to employment. Results from a survey distributed to students showed that the Academies have been beneficial in developing their communication and independent learning skills, as well as their confidence. The latter aspects are considered important in enhancing transition.

Prevalence and determinants of motor stereotypies in autism spectrum disorder: A systematic review and meta-analysis

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 569-590 ◽  
Author(s):  
Cláudia Melo ◽  
Luís Ruano ◽  
Joana Jorge ◽  
Tiago Pinto Ribeiro ◽  
Guiomar Oliveira ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
High Functioning Autism ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Inclusion Criteria ◽  
High Functioning ◽  
Younger Age ◽  
Lower Intelligence

Stereotypies are frequently reported in people with autism spectrum disorder (ASD) but remain one of the less explained phenomena. We aimed to describe, through a systematic review and a meta-analysis, the prevalence of motor stereotypies in ASD and study the factors that influence this prevalence. Our literature search included MEDLINE, Scopus, and PsycINFO databases. Quality and risk of bias were assessed. Thirty-seven studies were included and the median prevalence of motor stereotypies in ASD was 51.8%, ranging from 21.9% to 97.5%. The most frequent determinants associated with a higher number of stereotypies in ASD were a younger age, lower intelligence quotient, and a greater severity of ASD. Moreover, gender did not seem to influence the prevalence of stereotypies. Meta-analytic analysis showed that lower IQ and autism diagnosis (independent of IQ) are associated with a higher prevalence of motor stereotypies (odds ratio = 2.5 and 4.7, respectively). Limitations of the reviewed literature include the use of convenience samples, with small sizes and heterogeneous inclusion criteria, and the predominance of high-functioning autism individuals.

Book Review - Multiculturalism and "The Politics of Recognition"

NASPA Journal ◽  
1997 ◽  
Vol 34 (2) ◽  
Author(s):  
Kathleen Manning ◽  
Charles Taylor
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Higher Education Administrators ◽  
University Administrators ◽  
Politics Of Recognition ◽  
College And University ◽  
National Debate ◽  
University Life ◽  
Education Administrators

A diverse cultural presence on campus, political rankling among liberals and conservative, and media reprots of campus activism prevent higher education administrators from ignoring the current national debate concerning multiculturalism. College and university administrators, particularly in the area of student affairs, have taken the lead to bring the issue front and center in university life.

A SYSTEMATIC REVIEW OF THESES ON “CALL CENTER” IN TURKEY BASED ON CALL CENTER COMPONENTS: 2003-2020

2021 ◽  
Vol 6 (15) ◽  
pp. 246-260
Author(s):  
Selin AYGEN ZETTER ◽  
Yasemin BİLİŞLİ
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Systematic Review ◽  
Call Center ◽  
Human Factor ◽  
Inclusion Criteria ◽  
Research Topics ◽  
Strategy Process ◽  
The Social ◽  
The Subject

In this study, it is aimed to systematically examine the theses on the call center. On the subject the thesis archive of the Council of Higher Education was searched using the keyword "Call Center". As a result of the search, 224 studies were reached, however, a total of 206 studies that met the inclusion criteria were reviewed. It was determined that 120 of the scanned articles were written by the Social Sciences Institute, 28 were written by Marmara University, and 180 were postgraduate theses. When the subjects of the examined studies were classi-fied in terms of call center components, it was observed that 114 postgraduate theses were related to the human factor. In addition, it was found that strategy, process and technology-related subjects were among the research topics in the call center components. As a result, other disciplines as well as social sciences should show interest equally in the subject of call center, which should be addressed by many disciplines, in terms of contributing to the development of call centers. It is thought that it is possible to improve the system by focusing on the studies that examine the "strategy" and "technology" factor, as well as the employee and customer-oriented studies investigating the "human" factor from the call center components.

scholarly journals Measurement properties of tools used to assess depression in adults with and without autism spectrum conditions: A systematic review

2018 ◽  
Vol 11 (5) ◽  
pp. 738-754 ◽  
Author(s):  
S. A. Cassidy ◽  
L. Bradley ◽  
E. Bowen ◽  
S. Wigham ◽  
J. Rodgers
Keyword(s):  
Systematic Review ◽  
Autism Spectrum ◽  
Measurement Properties ◽  
Autism Spectrum Conditions

scholarly journals A Systematic Review of the Application of Maturity Models in Universities

Information ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 466
Author(s):  
Esteban Tocto-Cano ◽  
Sandro Paz Collado ◽  
Javier Linkolk López-Gonzales ◽  
Josué E. Turpo-Chaparro
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Continuous Improvement ◽  
Business Processes ◽  
Maturity Model ◽  
Inclusion Criteria ◽  
Maturity Models ◽  
Doing Business ◽  
Novel Approach

A maturity model is a widely used tool in software engineering and has mostly been extended to domains such as education, health, energy, finance, government, and general use. It is valuable for evaluations and continuous improvement of business processes or certain aspects of organizations, as it represents a more organized and systematic way of doing business. In this paper, we only focus on college higher education. For this reason, we present a novel approach that allows detecting some gaps in the existing maturity models for universities, as they are not models that address the dimensions in their entirety. To identify these models and their validities, as well as a classification of models that were identified in universities, we carried out a systematic literature review on 27,289 articles retrieved with respect to maturity models and published in peer-reviewed journals between 2007 and 2020. We found 23 articles that find maturity models applied in universities, through exclusion and inclusion criteria. We then grouped these items into nine categories with specific purposes. We concluded that maturity models used in Universities move towards agility, which is supported by the semantic web.

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