scholarly journals IMPROVING ENGINEERING EDUCATION: TWO KEY AREAS TO FOCUS OUR ATTENTION

2021 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Instructional Practices ◽  
Quantitative Study ◽  
Classroom Observations ◽  
Full Time ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Lesson Structure ◽  
Part Time

Engineering remains one of the most traditional and didactic disciplines in higher education.  There is low adoption of research-based instructional practices with many educators believing adherence to tried-and-true methods in undergraduate engineering programs outweigh the benefits any change to more active learning could bring. Surveys of student engagement consistently rank the effectiveness of the undergraduate engineering experience lowest among the disciplines, with classroom observations confirming that engineering educators score significantly lower in delivery, teaching, lesson elements, and diversity. This quantitative study sets out to determine in which, if any, specific areas engineering educators score differently than their colleagues in other disciplines. Using Draeger and his team’s model of academic rigour as a framework, this study examines institutional data collected during three years of mandatory teaching observations of new full-time and randomly selected part time educators.  The analysis shows that four key areas differentiate the teaching practices of engineering educators from their colleagues in other disciplines: (1) welcoming students, (2) explaining the lesson’s agenda, (3) the organization, pace, and planning of classes, and (4) the way material is presented to students.  It is proposed that the undergraduate engineering experience can be improved by making changes to lesson structure, and enhanced by including opportunities for meaningful active learning.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals Psychological Impact of the COVID-19 Pandemic on Licensed Full-Time Practicing Nurses Undertaking Part-Time Studies in Higher Education: A Cross-Sectional Study

2021 ◽  
Vol 18 (16) ◽  
pp. 8569
Author(s):  
Siu-Ling Chan ◽  
Naomi Takemura ◽  
Pui-Hing Chau ◽  
Chia-Chin Lin ◽  
Man-Ping Wang
Keyword(s):  
Higher Education ◽  
Psychological Impact ◽  
Cross Sectional Study ◽  
Full Time ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Brief Cope ◽  
Resilience Scale ◽  
Patient Health ◽  
Part Time

Frontline nurses face an unpreceded situation with the coronavirus disease (COVID-19) pandemic, and many report suffering from physical and psychological stress. This online, cross-sectional survey used questionnaires, such as the Generalized Anxiety Disorder (GAD-7) questionnaire, the Patient Health Questionnaire (PHQ-2), the Connor–Davidson Resilience Scale, stress-related questions, and Brief Coping Orientation to Problems Experienced (Brief-COPE), to determine the psychological impact of COVID-19 on licensed full-time practicing nurses undertaking part-time studies in higher education. Recruitment commenced from August to September 2020; 385 students were approached, and 124 completed the survey (response rate: 32%). Most of the respondents were frontline nurses working in public sectors (89.5%), 29% of whom reported symptoms of depression, and 61.3% reported mild to severe levels of anxiety. The GAD-7 was significantly associated with the resilience score (β = −0.188; p = 0.008) and exhaustion (β = 0.612; p < 0.001). The PHQ-2 was significantly associated with ‘anxiety about infection’ (β = 0.071; p = 0.048). A lower anxiety level was significantly associated with a higher resilience level and a lower level of exhaustion, and a lower depression level was significantly associated with a lower anxiety about infection. Nursing programs incorporating resilience building may mitigate psychological distress of the study population.

Navigating a Pathway to Partnership through Turbulent Seas of Adversity

2011 ◽  
pp. 273-294
Author(s):  
Paul Breen ◽  
Magdalena De Stefani ◽  
Achilleas Kostoulas
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Full Time ◽  
Doctoral Studies ◽  
Research Context ◽  
Part Time

Many adult professionals no longer have the time or finances to engage in full time, on site study, and as a consequence are seeking flexible alternatives. Some institutions have been slow to react to this change. The organisation described herein has been quicker to react but this movement towards change also poses its own unique issues. These issues are discussed and analysed by three students who have participated in a part-time programme of doctoral studies while embedded in their research context. But, one of the drawbacks of conducting a study such as this though is the contemporary lack of statistics on the actual dichotomy of provision between conventional and alternative modes of teaching in the higher education sector. The reason for this is that higher education organisations in Britain operate in a competitive and individualised manner rather than as a cohesive block.

Full-Time Students With Part-Time Benefits: How Being Denied On-Campus Housing Affects College Students With Criminal Records

2020 ◽  
pp. 152102512096066
Author(s):  
Terrence S. McTier ◽  
Chelsea T. Smith ◽  
Gabrielle Smith ◽  
Ariel Hodges ◽  
Samba Bah
Keyword(s):  
Higher Education ◽  
College Students ◽  
Future Research ◽  
Criminal Record ◽  
Full Time ◽  
Prospective Students ◽  
Criminal Records ◽  
Housing Policies ◽  
Campus Housing ◽  
Part Time

There are major assumptions that housing opportunities in higher education are equally accessible and available to all students. However, these accessible housing opportunities are not available to current and prospective students who possess a criminal record. Many college students with criminal records are deemed ineligible for adequate housing opportunities even before their applications are submitted. This study uses a qualitative layered analysis approach to explore how denials from on-campus housing affect college students with criminal records. Using the perspectives of this marginalized and invisible student population, we draw the reader’s attention to how students with criminal records are affected as a result of being denied on-campus housing, and we provide tangible recommendations for future research, housing practices, and housing policies in higher education.

scholarly journals Understanding self-efficacy and the dynamics of part-time work and career aspiration

2019 ◽  
Vol 9 (3) ◽  
pp. 468-484
Author(s):  
Gbolahan Gbadamosi ◽  
Carl Evans ◽  
Mark Richardson ◽  
Yos Chanthana
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Self Efficacy ◽  
Career Aspirations ◽  
East Asian Country ◽  
Full Time ◽  
Content Type ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

PurposeBuilding on the self-efficacy theory and self-theories, the purpose of this paper is to investigate students working part-time whilst pursuing full-time higher education in Cambodia. It explores individuals’ part-time working activities, career aspirations and self-efficacy.Design/methodology/approachData were collected in a cross-sectional survey of 850 business and social sciences degree students, with 199 (23.4 per cent) usable responses, of which 129 (65.2 per cent of the sample) indicated they currently have a job.FindingsMultiple regression analysis confirmed part-time work as a significant predictor of self-efficacy. There was a positive recognition of the value of part-time work, particularly in informing career aspirations. Female students were significantly more positive about part-time work, demonstrating significantly higher career aspirations than males. Results also suggest that students recognise the value that work experience hold in identifying future career directions and securing the first graduate position.Practical implicationsThere are potential implications for approaches to curriculum design and learning, teaching and assessment for universities. There are also clear opportunities to integrate work-based and work-related learning experience into the curriculum and facilitate greater collaboration between higher education institutions and employers in Cambodia.Social implicationsThere are implications for recruitment practices amongst organisations seeking to maximise the benefits derived from an increasingly highly educated workforce, including skills acquisition and development, and self-efficacy.Originality/valueIt investigates the importance of income derived from part-time working to full-time university students in a developing South-East Asian country (Cambodia), where poverty levels and the need to contribute to family income potentially predominate the decision to work while studying.

scholarly journals Rethinking the Classroom

2018 ◽  
Vol 140 (03) ◽  
pp. 42-45
Author(s):  
John Kosowatz
Keyword(s):  
New York ◽  
Active Learning ◽  
Technical Skills ◽  
Assistant Professor ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Entrepreneurial Skills ◽  
Technical Students ◽  
Innovative Solutions ◽  
Critical Components

This article discusses that to better engage students, professors are integrating active learning methods into their biomedical classes. The goal is for students to develop entrepreneurial skills to aid students in thinking outside the box, using their developing technical skills to develop innovative solutions. Engineering programs are bringing the entrepreneurial mindset to younger students, often based on the definition used by the Kern Entrepreneurial Engineering Network. Sponsored by the Kern Family Foundation, KEEN is a collaboration of 31 U.S. universities with the goal of supporting entrepreneurial skills in undergraduate engineering and technical students. KEEN says the entrepreneurial mindset has three critical components: curiosity, connections, and creating value. At Clarkson University in Potsdam, New York, mechanical engineering assistant professor Laurel Kuxhaus is working with a KEEN grant to integrate active learning into sophomore-level studies.

scholarly journals Felnőtt tanulók diplomaszerzési törekvései

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ágnes Engler
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Academic Life ◽  
Sociological Research ◽  
Full Time ◽  
Mature Students ◽  
Part Time Students ◽  
Part Time ◽  
Asking Questions

A tanulmányban a felsőoktatás ritkán vizsgált hallgatói csoportjának, a munka és (vagy) család mellett, részidős képzésben tanuló felnőtt hallgatók tanulmányi beruházásait vizsgáltuk. A részidős képzésben tanulókat érintő tudományos jellegű megkeresések leginkább a diplomaszerzést követően történnek a diplomás utánkövetéses vizsgálatok keretében. Ennek során a felsőoktatásban végzettek szakmai életútját munkaerő-piaci szemszögből kísérik figyelemmel, érdeklődve a diploma megszerzését követő karrierállomásokról, a diploma beválthatóságáról, munkaerő-piaci pozicionálásról, a tanulmányokba történő befektetések megtérüléséről és hozamairól. A felnőttoktatás felől közelítve ugyancsak elmondható, hogy a kutatási kérdések szintén szűk körben keresnek választ a felnőttek tanulási aspirációjára vagy eredményességére. Vizsgálatunkban a tanulási döntéseket, tanulási motivációkat és az eredményességet kísérjük figyelemmel, mégpedig a tanulmányi életút függvényében.***In this peaper we wish to deal with a group of students in higher education who usually receive little attention: the students pursuing their studies while they have a full-time job and a family. Sociological research dealing with people earning a degree as part-time students usually reaches the students after graduation, in the form of follow-up examinations. These projects follow the career of graduates from the aspects of the labour market, asking questions about the stations in the career of the individuals after graduation, the return of the investment made into education, the value of the degree in the labour market. Even the research projects approaching the issue from the aspects of higher education usually do not seek an answer to questions regarding the aspirations of the students for learning, or the success of their learning process. In our examination we research the learning decision, motivation and efficiency of mature students in the light of the academic life.

Relationship between education level and holding a full-time or part-time employment (Portugal 2006-2016)

2021 ◽  
Vol 39 (2) ◽  
Author(s):  
Beatriz López Bermúdez ◽  
Carla Sofia Oliveira Silva ◽  
María Jesús Freire-Seoane
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
High Probability ◽  
Maximum Level ◽  
Developed Countries ◽  
Education Level ◽  
Full Time ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

The 2008 economic crisis produced significant setbacks in economic growth in developed countries, and countries like Portugal, in particular,were seriously harmed. Human capital is a factor of production which provides benefits to both individuals and society and, as such, it is crucial when analysing countries’ economic revivals. This article’s goal is to carry out a study of the likelihood of being employed in Portugal between 2006 and 2016, differentiating between full-time and part-time work, according to the maximum level of study attained. The results show that individuals with higher education have a high probability of having full-time work.

New Roles for the University: The British Experience

1976 ◽  
Vol 159 (2) ◽  
pp. 43-54
Author(s):  
Michael Pinto-Duschinsky
Keyword(s):  
Higher Education ◽  
Open University ◽  
Full Time ◽  
University System ◽  
Success Stories ◽  
Part Time ◽  
Robbins Report ◽  
Time Courses ◽  
The University

To survey the expansion of British higher education during the last twenty years is to conduct an inquest into an almost unmitigated disaster. The greatly enlarged university system and the new polytechnics have yielded few of the advantages originally claimed by the proponents of rapid growth. The main reason for this failure is that “expansion” has generally been seen as “more of the same.” Since the 1950s, and particularly since the authoritative Robbins Report of 1963, the new universities and polytechnics have too easily become replicas of the old. Higher education has remained geared to the traditional Oxbridge function — the provision of full time, non-vocational, residential, degree courses for 18 – 22 year olds. Significantly, one of the most notable success stories has been the Open University. Unlike conventional institutions, this has introduced a fresh concept of higher education. It offers part time courses catering mainly for adults. The courses are based on correspondence materials and television lectures. The Open University has shown how it is possible to extend the role of the university.

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