Insular/Integration

2021 ◽  
pp. 1-14
Author(s):  
Michael Morsches ◽  
Grant J. Matthews
Keyword(s):  
Higher Education ◽  
At Risk Students ◽  
Academic Progress ◽  
Underprepared Students ◽  
Group Interventions ◽  
Integration Framework ◽  
Student Groups ◽  
Balanced Approach ◽  
Implementing Strategies ◽  
Struggling Student

Higher education often implements tightly controlled group interventions to help support struggling student groups succeed in college. Insulation of underprepared students for “academic benefit” is prevalent and isolates students until they fulfill a defined curriculum. Evidence for invasive, targeted, and culturally relevant interventions in student learning certainly exists. However, colleges need a balanced approach to student academic progress. Insular/Integration outlines the strength in identifying and implementing strategies that support student needs, insulating at-risk students from the shocks and strains of entering college underprepared, while deliberately integrating students into college resources for success and engagement. This chapter focuses on using the insular/integration framework to develop network maps, success contracts, and policy additions/revisions for a purposeful retention configuration that strategically supports students and improves interdependence.

Comparing Intensive English Program (IEP) and Directly-Admitted International Students’ Academic Achievement

2020 ◽  
Author(s):  
Anthony Schmidt
Keyword(s):  
Higher Education ◽  
International Students ◽  
Equivalence Testing ◽  
Intensive English ◽  
Intensive English Program ◽  
Student Groups ◽  
First Semester ◽  
Intensive English Programs ◽  
Statistical Equivalence ◽  
Direct Admission

Intensive English programs (IEPs) exist as an additional pathway into higher education for international students who need additional language support before full matriculation. Despite their long history in higher education, there is little research on the effectiveness of these programs. The current research examines the effectiveness of an IEP by comparing IEP students to directly-admitted international students. Results from regression models on first-semester and first-year GPA indicated no significant differences between these two student groups. Follow-up equivalence testing indicated statistical equivalence in several cases. The findings lead to the conclusion that the IEP is effective in helping students perform on par with directly-admitted international students. These findings imply further support for IEPs and alterative pathways to direct admission.

A necessary evil? The rise of online exam proctoring in Australian universities

2021 ◽  
pp. 1329878X2110058
Author(s):  
Neil Selwyn ◽  
Chris O’Neill ◽  
Gavin Smith ◽  
Mark Andrejevic ◽  
Xin Gu
Keyword(s):  
Higher Education ◽  
First Year ◽  
Automated Systems ◽  
University Staff ◽  
Student Groups ◽  
Surveillance Technology ◽  
Online Examination ◽  
Critical Issues ◽  
Necessary Evil ◽  
Australian Universities

The COVID-19 pandemic has seen the rapid but sometimes controversial take-up of ‘online examination proctoring’ systems by universities keen to maintain their assessment schedules during times of campus closure. Following the theoretical tradition of media ‘domestication’, this article examines the mainstream adoption of different online proctoring systems in Australian higher education during the first year of the pandemic. Through analysis of interviews, documents, news, social media and marketing materials, the article examines the ‘appropriation’, ‘objectification’, incorporation’ and ‘conversion’ of proctoring technology from the perspective of commercial providers, university authorities, university staff and student groups. This raises a number of critical issues underpinning the adoption of this exam surveillance technology – not least the surrender of control to commercial providers, the hidden labour required to sustain ‘automated’ systems and the increased vulnerabilities of ‘remote’ studying.

scholarly journals The profile of vulnerable students using the university psychosocial and medical care services

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Papadakaki ◽  
F Sarakatsianou ◽  
V Tsismeli ◽  
G Lapidakis ◽  
M Karapiperaki
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Psychosocial Support ◽  
Academic Progress ◽  
Health Examination ◽  
The European Union ◽  
Psychosocial Needs ◽  
Development Education ◽  
Medical Unit ◽  
Set Up

Abstract Background Increasing the capacity of higher education institutes to address students' vulnerabilities has been deemed necessary due to the financial crisis. Multilevel interventions have thus been initiated at the Hellenic Mediterranean University of Crete, as part of a project co-financed by Greece and the European Union (European Social Fund-ESF) through the Operational Programme <<Human Resources Development, Education and Lifelong Learning 2014- 2020 >> (MIS 5045937). The project aims to offer support to students with low family income or a certified disability, monitor their bio-psychosocial needs, increase their accessibility to health and psychosocial care, and improve their academic outcomes. Methods As part of the project, a primary health care unit has been set up to offer medical and nursing care (medical unit) as well as psychosocial support (counseling centre) to students in need. An observatory has also been set up to monitor their health and psychosocial needs and their academic progress. Results A total of 228 eligible students used the services in the second half of 2019 (counseling centre 37; medical unit 191). Out of the 37 individuals who used the counseling centre, 30 (81.0%) were female and 16 (43.2%) were at the first 2 years of their studies. A total of 36 (97.3%) requested psychological support, 6 (16.2%) warranted social welfare services and 1 (2.7%) support for learning disabilities. As for the 191 individuals who used the medical services, 101 (52.8%) were male and 88 (46.0%) were at first 2 years of their studies. Most of them had a health examination to receive a health certificate (74.8%) followed by those who received emergency care (e.g. respiratory infection, allergic reaction, injury, etc), chronic disease management and medicine subscription, as well as vaccination. Conclusions Complex bio-psychosocial needs have been identified, recorded and analyzed to explain the academic progress of socially vulnerable students. Key messages The students’ journey through medical and counseling services is being mapped to offer important information for educational policy. Assessment and monitoring of students’ complex needs are important to achieve quality in higher education.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

scholarly journals Experiences of first-generation scholars at a highly selective UK university

2021 ◽  
Vol 14 (2) ◽  
pp. 1-31
Author(s):  
Caitlin Hindle ◽  
Vikki Boliver ◽  
Ann Maclarnon ◽  
Cheryl McEwan ◽  
Bob Simpson ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Sense Of Belonging ◽  
First Generation ◽  
Academic Progress ◽  
Social Activities ◽  
Academic Preparedness ◽  
University Culture ◽  
Elite University ◽  
The Uk

Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.

scholarly journals Examining the Relationship between Motivations and Resilience in Different International Student Groups Attending US Universities

2020 ◽  
Vol 10 (2) ◽  
pp. 306-319
Author(s):  
Heba Mostafa ◽  
Yongsun Lim
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Extrinsic Motivation ◽  
Online Survey ◽  
Pearson Correlation ◽  
Student Groups ◽  
Diversity And Inclusion ◽  
The Relationship ◽  
Intrinsic And Extrinsic Motivations

Advancing diversity and inclusion in the U.S. higher education requires a solid understanding of the dynamics of students’ mobility. This study investigated the intrinsic and extrinsic motivations that lead different international student groups to study in American universities, in connection with their resilience in overcoming the inevitable higher education challenges. An online survey was completed by 164 international students at three research universities. Pearson correlation coefficient analyses and independent t tests were conducted to examine the relationships among three variables—intrinsic motivation, extrinsic motivation, and resilience—along with the differences among groups. Results show a medium-sized positive significant relationship between international students’ intrinsic motivations and resilience, and significant differences among groups of students in relation to intrinsic and extrinsic motivations.

scholarly journals Predictive Analysis of Higher Education Graduation and Retention in Saudi Arabia u sing Multinomial Logistic Regression

2021 ◽  
Vol 3 (6) ◽  
pp. 1-8
Author(s):  
Ahmed Bagabir ◽  
◽  
Mohammad Zaino ◽  
Ahmed Abutaleb ◽  
Ahmed Fagehi ◽  
...  
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
Undergraduate Students ◽  
Degree Completion ◽  
Multinomial Logistic Regression ◽  
At Risk Students ◽  
Retention Rates ◽  
First Year ◽  
Important Indicator ◽  
Admissions Policy

It is suggested that this study contributes by establishing a robust methodology for analyzing the longitudinal outcomes of higher education. The current research uses multinomial logistic regression. To the knowledge of the authors, this is the first logistic regression analysis performed at Saudi higher education institutions. The study can help decision-makers take action to improve the academic performance of at-risk students. The analyses are based on enrollment and completion data of 5,203 undergraduate students in the colleges of engineering and medicine. The observation period was extended for ten academic years from 2010 to 2020. Four outcomes were identified for students: (i) degree completion on time, (ii) degree completion with delay, (iii) dropout, and (iv) still enrolled in programs. The objectives are twofold: (i) to study the present situation by measuring graduation and retention rates with benchmarking, and (ii) to determine the effect of twelve continuous and dummy predictors (covariates) on outcomes. The present results show that the pre-admission covariates slightly affect performance in higher education programs. The results indicate that the most important indicator of graduation is the student's achievement in the first year of the program. Finally, it is highly suggested that initiatives be taken to increase graduation and retention rates and to review the admissions policy currently in place.

scholarly journals Effective Assessment of Workplace Problem-Solving in Higher Education

10.28945/4496 ◽  
2020 ◽  
Vol 19 ◽  
pp. 001-016
Author(s):  
Maurice M. Danaher ◽  
Kevin Schoepp
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Discussion Board ◽  
Assessment Instrument ◽  
Asynchronous Discussion ◽  
Future Research ◽  
Problem Solving Skills ◽  
Student Groups ◽  
Asynchronous Discussion Board ◽  
Computing Curriculum

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.

Redesigning Prediction Algorithms for At-Risk Students in Higher Education

2019 ◽  
pp. 232-250 ◽  
Author(s):  
Dennis Foung
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Logistic Regression ◽  
Academic Writing ◽  
Industry 4.0 ◽  
Classification Tree ◽  
At Risk Students ◽  
Higher Education Administrators ◽  
Writing Courses ◽  
Education Administrators

Use of algorithms and data mining approaches are not new to Industry 4.0. However, these may not be common for students and educators in higher education. This chapter compares various classification techniques: classification tree, logistic regression, and artificial neural networks (ANN). The comparison focuses on each method's accuracy, algorithm, and practicality in higher education. This study made use of a dataset from two academic writing courses in a university in Hong Kong with more than 5,000 records. Results suggest that classification trees and logistic regression can be easily used in the higher education context, but ANN may not be applicable in higher educational settings. The research team suggests that higher education administrators take this research forward and design platforms to realize these classification algorithms to predict at-risk students.

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