A Study on the University Education Experience of Students of Low-Income Households at Prestigious Universities

2019 ◽  
Vol 57 (4) ◽  
pp. 247-277
Author(s):  
Hae-Joung Lee ◽  
Jiyeon Lee ◽  
Heewon Lee
Keyword(s):  
Low Income ◽  
University Education ◽  
Education Experience ◽  
The University ◽  
Low Income Households

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

Acercamientos a la comprensión de la vocación pedagógica en la experiencia de cursar el primer año de estudio en educación superior

2014 ◽  
pp. 31
Author(s):  
Antonio Freire Hermosilla ◽  
Nelson Rodríguez Arratia ◽  
Pablo Solórzano Marchant
Keyword(s):  
Focus Group ◽  
Social Representations ◽  
Personal Narratives ◽  
Teaching Profession ◽  
University Education ◽  
First Year ◽  
Education Experience ◽  
Palabras Clave ◽  
University Experience ◽  
The University

Resumen El artículo trata sobre la articulación de sentido en los estudiantes de las carreras de pedagogía que cursan su primer año. El propósito fue conocer cómo ellos fueron otorgando significados y sentidos en la interacción, asumiendo sus interpretaciones y pre-comprensión social sobre la profesión docente. Los fundamentos teóricos nacen desde el análisis actancial (A. Greimas) y el análisis segundo hermenéutico (P. Ricoeur). Estudio de tipo cualitativo, exploratorio, su recolección de datos fue producto de Entrevistas en profundidad y Focus Group. Pese de emerger 5 ejes relevantes, uno de éstos, la ‘vocación’ arrojó una serie de resultados, distinguiéndose como una actitud interpretativa de disposición personal para enfrentarse a cualquier dificultad en la profesión, salvando las dificultades y oportunidades en las  narrativas personales. Palabras clave: Representaciones sociales, narrativas, experiencia universitaria, vocación, profesión docente. APPROACHES TO UNDERSTAND THE TEACHING VOCATION IN THE FIRST YEAR COURSE OF STUDY IN the university EDUCATION EXPERIENCE Abstract This article is about the articulation of sense in students of pedagogic programs who are in their first year. The purpose was to know how they were giving meanings and senses in the interaction, incorporating their interpretations and social pre-understanding about the Teaching profession. The theoretical foundations grow from the actantial analysis (A. Greimas) and the hermeneutic second analysis (P. Ricoeur). Study of a qualitative and exploratory kind; its data collection was product of deep interviews and focus group. Even though 5 relevant cores emerge, one of them, the “vocation” showed several results, distinguishing as an interpretative attitude of personal disposition to face any difficulty in the profession, wading the complexities and opportunities in the personal narratives. Key Words: Social representations, narratives, university experience, vocation, teaching profession.

A Strategy to Expand the University Education Paradigm

2011 ◽  
pp. 235-252 ◽  
Author(s):  
Richard Ryan
Keyword(s):  
Faculty Members ◽  
University Education ◽  
The Internet ◽  
Internet Education ◽  
Online Portal ◽  
Education Experience ◽  
Faculty Developer ◽  
The University ◽  
Traditional Class ◽  
Delivery Approach

To date most online content and experiences have been packaged in a traditional “class” format and delivered using a web site posted on a provider’s server. This chapter suggests a slight deviation from this approach for packaging and delivering Internet education. It suggests a look beyond the “class” delivery approach. The premise for this strategy is the belief that the greatest strength of the Internet for education may lie in delivery of class “components,” not classes, themselves. These online components can be used to supplement and add value to the traditional class experience, not replace it. The strategy proposes that the university provide, sponsor, administer and maintain an automated online portal to post and sell faculty-created material. An “e-store” selling products developed by the university’s faculty members. It is hoped that universities will explore this idea to develop new ways of packaging and delivering education that better reward the faculty developer, help pay for the service and also add “value” to the education experience.

A Strategy to Expand the University Education Paradigm

2011 ◽  
pp. 2840-2851
Author(s):  
Richard Ryan
Keyword(s):  
Faculty Members ◽  
University Education ◽  
The Internet ◽  
Internet Education ◽  
Online Portal ◽  
Education Experience ◽  
Faculty Developer ◽  
The University ◽  
Traditional Class ◽  
Delivery Approach

To date most online content and experiences have been packaged in a traditional “class” format and delivered using a web site posted on a provider’s server. This chapter suggests a slight deviation from this approach for packaging and delivering Internet education. It suggests a look beyond the “class” delivery approach. The premise for this strategy is the belief that the greatest strength of the Internet for education may lie in delivery of class “components,” not classes, themselves. These online components can be used to supplement and add value to the traditional class experience, not replace it. The strategy proposes that the university provide, sponsor, administer and maintain an automated online portal to post and sell faculty-created material. An “e-store” selling products developed by the university’s faculty members. It is hoped that universities will explore this idea to develop new ways of packaging and delivering education that better reward the faculty developer, help pay for the service and also add “value” to the education experience.

Building research capacity and capabilities in Fiji: are we there yet?

2020 ◽  
Vol 21 (5) ◽  
pp. 265-271
Author(s):  
Jyotishna Mudaliar ◽  
Bridget Kool ◽  
Janice Natasha ◽  
Judith McCool
Keyword(s):  
Low Income ◽  
Research Capacity ◽  
Research Knowledge ◽  
Research Skills ◽  
Research Findings ◽  
Access And Quality ◽  
The University ◽  
Local Investigator ◽  
Research Capacity Development

Introduction: A barrier to local investigator-led research in low income settings, is the limited availability of personnel with appropriate research skills or qualifications to conduct the type of research required for evidence-informed policy making to improve access and quality of health care. In response to this, Fiji National University’s College of Medicine, Nursing and Health Sciences in Fiji, collaborated with academics based at the University of Auckland, New Zealand to deliver a series of research capacity development workshops in Fiji. Methods: Participants who attended any of the nine workshops (n=123) were contacted via email to take part in a brief survey regarding their perceptions of the effectiveness of the research capacity building workshops. Of the possible 123 participants, 80% (n=76) completed the questionnaire.  Results: Findings demonstrate that the majority of participants reported that they had gained research skills from the workshops (75%) including proposal development skills (68%) and knowledge of appropriate research methods (59%). Furthermore, 70% agreed that the workshops built their research confidence.  Since attending a workshop, 18% of respondents had successfully applied and received funding for research grants and/or fellowships.  Barriers to conduct research included workload (75%), lack of research knowledge, experience or skills (51%), and lack of institutional support (41%). Suggestions for future workshops included: more focus on data analysis, regular courses rather than ‘one offs’, and preparation of research findings (e.g. publications). Conclusion: Our findings indicate that research workshops of this nature may increase individual research capabilities but sustained, locally led initiatives, backed by institutional and supplementary technical support are essential.

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