A large-group peer mentoring programme in an under-resourced higher education environment

2020 ◽  
Vol 9 (4) ◽  
pp. 341-356
Author(s):  
Cindy Olivier ◽  
Catherine Burton
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
Qualitative Content Analysis ◽  
Limited Resources ◽  
Group Setting ◽  
Content Type ◽  
Group Mentoring ◽  
Education Environment ◽  
University Life ◽  
Transition To Higher Education

PurposeThe transition from school to higher education is a complex process. Peer mentoring is often used by institutions to facilitate this process. The purpose of this research, which was conducted at a South African university, was to determine whether a peer mentoring programme, which involved a large number of students and a limited number of mentors, could successfully assist students to adapt to the academic and psychosocial demands of university life.Design/methodology/approachA sequential explanatory mixed method design was implemented. In the first phase, a questionnaire was used to collect data to establish participants' experience of the programme. The findings from the questionnaire were used to inform the qualitative phase, in which the participants' perceptions of the benefits of the mentor programme were further explored by means of group interviews. The qualitative data were analysed using inductive qualitative content analysis.FindingsThe results indicate that a structured peer mentoring programme, in which a mentor works with up to 70 mentees in a group setting, can be a useful tool to assist with students' transition to university. The research found that the peer mentoring programme contributed to the students' academic, social and personal integration into the higher education environment.Research limitations/implicationsThe perspectives of mentors and faculty were not included. No comparative study with students who did not participate in the programme was conducted.Practical implicationsThis research illustrates that it is possible to mentor large groups of disadvantaged and vulnerable students notwithstanding limited resources.Originality/valueIn contrast to the existing literature on peer mentoring in higher education, which focuses on one-on-one or small-group mentoring, this research suggests that peer mentoring of larger groups can also play an important role in assisting students to transition to higher education. The description of the programme and the benefits students derived from it offer other institutions with limited resources some ideas about how a peer mentoring programme can be implemented.

scholarly journals Supporting students' transition to higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katarina Perander ◽  
Monica Londen ◽  
Gunilla Holm
Keyword(s):  
Higher Education ◽  
University Students ◽  
Qualitative Content Analysis ◽  
Study Strategies ◽  
First Year ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Transition To Higher Education ◽  
First Year University

PurposeThe purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.Design/methodology/approachA qualitative content analysis was done of 190 reflective journals written by first-year university students.FindingsThe main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.Practical implicationsThis study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.Originality/valueThis study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

scholarly journals Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade

2020 ◽  
Vol 21 (2) ◽  
pp. 315-335 ◽  
Author(s):  
Violeta Orlovic Lovren ◽  
Marija Maruna ◽  
Svetlana Stanarevic
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Qualitative Content Analysis ◽  
Theory And Practice ◽  
Learning Objectives ◽  
Study Program ◽  
Content Type ◽  
The Sustainable Development ◽  
Linking Theory And Practice ◽  
The University

Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.

scholarly journals Excellent prospects for beautiful minds: marketing international education

2015 ◽  
Vol 29 (5) ◽  
pp. 582-595 ◽  
Author(s):  
Johanna Vuori
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
International Education ◽  
Qualitative Content Analysis ◽  
Higher Education Institutions ◽  
Marketing Communication ◽  
Prospective Students ◽  
Market Mechanisms ◽  
Content Type ◽  
Universities Of Applied Sciences

Purpose – The purpose of this paper is to examine how Finnish higher education institutions communicate market differentiation on the admissions webpages of their international business and technology programmes when attempting to appeal to prospective students and distinguish themselves from other institutions. Design/methodology/approach – The sample included admissions webpages of 68 bachelor’s and master’s programmes representing both Finnish universities and universities of applied sciences. The analysis method was a qualitative content analysis. Findings – The international programmes heavily accentuated their labour market relevance in their advertising and generated strong claims regarding the future career prospects of the graduates. In addition, the programmes emphasised their pedagogical methods and international atmosphere. References to non-academic life were not observed. Research limitations/implications – The analysis was only based on text and included two study fields. Practical implications – The results of this study can be used by marketers to critically examine their own marketing differentiation efforts and promises made to students. Social implications – Finnish business and technology programmes send an unequivocal marketing message that education has an instrumental value and students are considered consumers of education. Originality/value – This study is the first comprehensive study of the marketing communication practices of international higher education programmes in Finland. Moreover, this study contributes to the study of global international market mechanisms and research on marketing communication practised by higher education institutions.

scholarly journals Digitalizing Higher Education in Light of Sustainability and Rebound Effects—Surveys in Times of the COVID-19 Pandemic

2021 ◽  
Vol 13 (22) ◽  
pp. 12912
Author(s):  
Marlen Gabriele Arnold ◽  
Alina Vogel ◽  
Martin Ulber
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Social Issues ◽  
Qualitative Content Analysis ◽  
Digital Transformation ◽  
Advantages And Disadvantages ◽  
University Of Technology ◽  
University Life ◽  
Multiple Challenges ◽  
Digital Formats

The COVID-19 pandemic has focused attention not only on health and social issues, but on the issue of digital transformation as well. Within a very short time, universities had to convert their courses to digital formats and university life was reduced to a minimum. To shed light on how the COVID-19 pandemic has affected universities, we investigated the following questions: How was this transformation accomplished? What advantages and disadvantages did it bring with it? How sustainable was this transformation? and What can the future of higher education look like? This study is based on the responses to two questionnaires for university staff and students conducted at the Chemnitz University of Technology between mid-July and September, 2020 (n = 369), and between February and March, 2021 (n = 252). Both questionnaires were analysed using descriptive statistics and qualitative content analysis. The results show wide variations in response to digital teaching and learning. Digital teaching and working/learning from home have brought both multiple benefits and multiple challenges at the same time. Working and learning from home was perceived as both enriching and overwhelming—even for the same individual. Respondents appreciated the flexibility associated with digital teaching, even though digital teaching was perceived as imposing excessive demands. This study reveals striking gaps in our knowledge and our actions linking digital transformation and sustainability and highlights how digital teaching can be further developed.

Promoting sustainable development implementation in higher education

2017 ◽  
Vol 18 (7) ◽  
pp. 1176-1190 ◽  
Author(s):  
Bankole Awuzie ◽  
Fidelis Emuze
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Sustainable Development ◽  
Qualitative Content Analysis ◽  
Single Case ◽  
Sub Saharan Africa ◽  
Single Case Study ◽  
Structured Interviews ◽  
Content Type

Purpose This study aims to review the zeal exhibited by universities in South Africa towards aligning institutional mandates of teaching, learning, research and community engagement to the sustainable development (SD) agenda. The implementation of the SD agenda across higher education institutions (HEIs) continues to draw attention from the wider society. This is because HEIs are increasingly being looked up to for leadership in this regard. However, although several studies are quick to identify various factors which have driven the adoption of sustainable practices in HEIs, the paucity of studies seeking to identify the drivers for SD implementation remains glaring. This is particularly so in developing countries like South Africa. Design/methodology/approach To confirm the exploratory data from desktop study on public university engagement with sustainability in South Africa, a single case study was conducted in the Central University of Technology (CUT). The single case study design adopted semi-structured interviews and document reviews as data collection techniques. Purposive snowballing sampling technique was strictly adhered to in the selection of interviewees. Interviewees were selected on the basis of their roles in the implementation of the CUT’s sustainability agenda. Findings Data emanating from these interviews were analysed thematically using qualitative content analysis. Although a plethora of drivers were identified, there appeared to be a consensus between most of the interviewees that the quest for cost reduction remained the most significant driver for the viable implementation of the sustainability agenda at CUT. Research limitations/implications It is expected that findings from this study would provide a platform for the development of effective implementation strategies in South African HEIs. Also, the findings contribute to filing the extant gap observed concerning implementation and drivers for engendering SD implementation in HEIs in sub-Saharan Africa (SSA) region. Practical implications By highlighting the drivers for SD implementation, this study contributes to the development of a more receptive social ontology among various stakeholders in an HEI towards the agenda, particularly within the SSA context where there is low level of awareness and buy-in by these stakeholders. Originality/value This study makes an original contribution to the research base of SD in HEIs and implementation.

scholarly journals You can't always get what you want: change management in higher education

2014 ◽  
Vol 31 (4) ◽  
pp. 208-216 ◽  
Author(s):  
Stephen Brown
Keyword(s):  
Higher Education ◽  
Change Management ◽  
Cultural Change ◽  
Curriculum Design ◽  
Large Scale ◽  
Content Type ◽  
Education Environment ◽  
New Information ◽  
Information And Communication ◽  
The Uk

Purpose – The purpose of this paper is to qualitatively describe an attempt to enhance curriculum design and delivery processes in universities through the development and introduction of new information systems and procedures. Design/methodology/approach – The author examines the experiences of five out of the total 27 institutions involved in the UK JISC Curriculum Design and Delivery programme as they attempted to implement campus-wide changes. Findings – Common themes that emerged across all five projects were the interconnectedness of university systems, proliferation of alternative “feral” systems, a tendency for project remits to drift, resistance from other parts of the institution, planning imperatives, staff turnover and dependency failures. Conclusions are that cultural change underpins effective innovation and that cultural change is harder than technical innovation. Practical implications – Change is best achieved through participatory, campus-wide approaches, although a “submarine” strategy may be necessary to deflect opposition. Stakeholders should be kept informed about benefits to them and it is important for projects to be responsive and adaptive and to recognize that participatory approaches may be institutionally risky. The paper concludes with practical recommendations for achieving lasting large-scale change in the higher education environment. Originality/value – The JISC Curriculum Design and Delivery programme was arguably the largest single co-ordinated Information and Communication Technology-based change management programme yet seen in the UK and the findings of this study provide insights into common barriers to effective change in universities and how to overcome them.

Three trends in higher education and their potential impact on information agencies

2015 ◽  
Vol 31 (1) ◽  
pp. 7-10 ◽  
Author(s):  
H Frank Cervone
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Active Role ◽  
Future Directions ◽  
Content Type ◽  
Call To Action ◽  
Education Environment ◽  
Number Of Factors ◽  
Relevant Role ◽  
Technology Trends

Purpose – In this paper three technological trends are explored. While these trends are not directly related to each other, the author posits that they are all manifestations of areas where libraries and librarians could play a more active role in using the technology to further the mission of the library. Taken together, the author discusses how these trends become a call to action for libraries and librarians to more directly engage in areas of responsibility outside their traditional domain if they wish to maintain a relevant role in the academy. Design/methodology/approach – In this paper, an analysis of three of the trends discussed in the “NMC Horizon Project short list: 2013 higher education edition” report is undertaken. From this analysis, the author evaluates the relevance, in both the short- and long-terms, of these trends to academic libraries. Findings – These three trends represent areas where libraries and librarians should attempt to become more directly involved in either using or exploiting technology. While two of these trends involve technology that is outside the traditional boundaries of librarianship, each of these technology trends will be increasingly critical to the higher education environment and it would behoove librarians to be at the forefront of thought leadership in these areas. Originality/value – In this article, the author takes what seem to be unrelated trends and finds a common thread among them. Part of understanding how the needs of a library’s user community may evolve over time is through identifying how a number of factors, many apparently unrelated, come together to change the overall focus and direction of patron needs. By looking at technology trends that are seemingly unrelated to libraries directly, the author develops a picture of what future directions academic libraries may take if they desire to maintain relevancy in a rapidly evolving technological landscape.

scholarly journals Participatory processes in sustainable universities – what to assess?

2015 ◽  
Vol 16 (5) ◽  
pp. 748-771 ◽  
Author(s):  
Antje Disterheft ◽  
Ulisses M Azeiteiro ◽  
Walter Leal Filho ◽  
Sandra Caeiro
Keyword(s):  
Higher Education ◽  
Sustainability Assessment ◽  
Qualitative Content Analysis ◽  
Knowledge Generation ◽  
Learning Theories ◽  
Institutional Governance ◽  
Content Type ◽  
Participatory Processes ◽  
Sustainable Universities

Purpose – This paper aims to connect participatory sustainability implementation with sustainability assessment, exploring learning theories, the principles of Higher Education for Sustainable Development (HESD) and respective indicators applied in the university context. Even though participation is partly considered in existing assessment practices, it is still unclear what and how to measure participatory processes that envision implementing sustainability principles in higher education institutions. Holistic approaches are often proclaimed, but reductionist assessment methods are frequently followed. Design/methodology/approach – The study followed a qualitative approach, inspired by the Delphi method, and includes semi-structured expert interviews (N = 15) and two focus group discussions (N = 23), with participants coming from a total of 17 different countries. Data were analysed and compared according to qualitative content analysis and systemized according to the underlying theoretical strands. Findings – The findings suggest that participatory processes can be better assessed from a social learning and organisational learning perspective, emphasizing non-linear criteria for the quality of the process in terms of depth and meaningfulness as well as criteria for the quality of the outcome in terms of knowledge generation and innovation. The findings also point implicitly to the need of considering double- and triple-loop learning, if a culture of participation towards sustainability is to be pursued, and underline the high impact of institutional governance. Originality/value – Although a great volume of literature about sustainability implementation in higher education exists, studies focusing on participatory processes in this context are rather scarce. This research pays attention to sustainability experts working in universities rarely heard in a more systemic manner and also applies a reflective participatory approach itself by using qualitative methods.

scholarly journals Encouraging student independence

2019 ◽  
Vol 12 (3) ◽  
pp. 495-505
Author(s):  
Maria Zackariasson
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Qualitative Content Analysis ◽  
Extended Period ◽  
Research Field ◽  
Independent Learning ◽  
Content Type ◽  
Asking Questions ◽  
Relevant Context ◽  
Student Independence

Purpose The purpose of this paper is to examine if and how supervisors’ use of two kinds of potential scaffolding means – asking questions and giving instructions – could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education. Design/methodology/approach The paper is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the paper is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence. Findings The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility. Originality/value This paper contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.

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