Student Success Factors in Two Online Introductory-Level Natural Resource Courses

2015 ◽  
Vol 44 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Melissa. R. Wuellner
Keyword(s):  
Student Success ◽  
Natural Resource ◽  
Success Factors ◽  
Student Success Factors

Student Success Factors: Identifying Key Predictors

2006 ◽  
Vol 81 (6) ◽  
pp. 328-333 ◽  
Author(s):  
Ainin Sulaiman ◽  
Suhana Mohezar
Keyword(s):  
Student Success ◽  
Success Factors ◽  
Student Success Factors

Student Success Factors in a Nurse Practitioner Program

2021 ◽  
Author(s):  
Aijun Anna Li ◽  
Jennie C. De Gagne ◽  
Valerie Howard ◽  
Deirdre Thornlow ◽  
Benjamin S. Smallheer ◽  
...  
Keyword(s):  
Student Success ◽  
Nurse Practitioner ◽  
Success Factors ◽  
Student Success Factors

scholarly journals Improving Higher Education Productivity and Its Measurement: Linking Productivity and Student Success in Australia

2018 ◽  
Vol 7 (1) ◽  
pp. 107-128
Author(s):  
Kenneth Moore
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Qualitative Methods ◽  
Student Outcomes ◽  
Success Factors ◽  
Research Effort ◽  
Leverage Points ◽  
Productivity Estimation ◽  
Student Success Factors ◽  
Institutional Productivity

Abstract The current research explores links between university productivity and student success in Australia. Interviews were conducted with 15 stakeholders and experts on the topic of higher education productivity. The research uses qualitative methods to identify instances when participants discussed institutional productivity in conjunction with student success factors. Four common themes emerged that linked institutional productivity to student success: “Student experience and engagement,” “attrition, retention and progression,” “cross-subsidies,” and “teaching-research effort.” Findings reveal two feasible options for improving productivity estimation for the education function of universities. Findings also reveal leverage points for intervention to improve student success and productivity. The research highlights where mutual interests lie for managing resources and facilitating better student outcomes.

scholarly journals Modeling of student academic achievement in engineering education using cognitive and non-cognitive factors

2019 ◽  
Vol 11 (2) ◽  
pp. 178-198 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
A.M. Hamouda ◽  
Galal M. Abdella
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Success Factors ◽  
Comprehensive Approach ◽  
First Year ◽  
Valuable Insight ◽  
Data Set ◽  
Grade Point ◽  
Content Type ◽  
Second Year

Purpose The retention and success of engineering undergraduates are increasing concern for higher-education institutions. The study of success determinants are initial steps in any remedial initiative targeted to enhance student success and prevent any immature withdrawals. This study provides a comprehensive approach toward the prediction of student academic performance through the lens of the knowledge, attitudes and behavioral skills (KAB) model. The purpose of this paper is to aim to improve the modeling accuracy of students’ performance by introducing two methodologies based on variable selection and dimensionality reduction. Design/methodology/approach The performance of the proposed methodologies was evaluated using a real data set of ten critical-to-success factors on both attitude and skill-related behaviors of 320 first-year students. The study used two models. In the first model, exploratory factor analysis is used. The second model uses regression model selection. Ridge regression is used as a second step in each model. The efficiency of each model is discussed in the Results section of this paper. Findings The two methods were powerful in providing small mean-squared errors and hence, in improving the prediction of student performance. The results show that the quality of both methods is sensitive to the size of the reduced model and to the magnitude of the penalization parameter. Research limitations/implications First, the survey could have been conducted in two parts; students needed more time than expected to complete it. Second, if the study is to be carried out for second-year students, grades of general engineering courses can be included in the model for better estimation of students’ grade point averages. Third, the study only applies to first-year and second-year students because factors covered are those that are essential for students’ survival through the first few years of study. Practical implications The study proposes that vulnerable students could be identified as early as possible in the academic year. These students could be encouraged to engage more in their learning process. Carrying out such measurement at the beginning of the college year can provide professional and college administration with valuable insight on students perception of their own skills and attitudes toward engineering. Originality/value This study employs the KAB model as a comprehensive approach to the study of success predictors. The implementation of two new methodologies to improve the prediction accuracy of student success.

scholarly journals School Effectiveness in Multilingual Education: A Review of Success Factors

2021 ◽  
Vol 11 (5) ◽  
pp. 193
Author(s):  
Laura Kirss ◽  
Ülle Säälik ◽  
Äli Leijen ◽  
Margus Pedaste
Keyword(s):  
Education Research ◽  
Student Success ◽  
Success Factors ◽  
School Effectiveness ◽  
Critical Role ◽  
School Level ◽  
Current Evidence ◽  
Individual Level ◽  
Multilingual Education ◽  
School Effectiveness Research

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term ‘multilingual’ is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.

scholarly journals INTEGRATED NATURAL RESOURCE AND CONSERVATION DEVELOPMENT PROJECT: A REVIEW OF SUCCESS FACTORS FROM A SYSTEMS PERSPECTIVE

2021 ◽  
Vol 1 ◽  
pp. 1867-1876
Author(s):  
Pauline Victoria Rajski ◽  
Panos Y Papalambros
Keyword(s):  
Natural Resource ◽  
Success Factors ◽  
Systems Design ◽  
Developed Countries ◽  
Development Project ◽  
Development Projects ◽  
Optimization Approach ◽  
Community Inclusion ◽  
Natural Resource Conservation ◽  
Integrated Conservation

AbstractIntegrated Natural Resource and Conservation Development (INRCD) Projects is an umbrella term for a variety of Integrated Conservation and Development Projects (ICDPs), a concept first introduced by the World Wide Fund for Nature in the mid 1980s to target practice-oriented efforts in developing countries; and Integrated Natural Resource Management (INRM) research and development projects introduced as adaptive management for fisheries, wildlife, forest, and rangeland to target analysis-oriented efforts in developing and developed countries. Both efforts seek to balance economic development and natural resource conservation. This paper reviews the literature over the past four decades in an attempt to determine which planning and execution methods lead to greater success. A thematic analysis revealed three broad areas of importance: community inclusion and income diversification, inadequate training and management, and inability to properly quantify data. A systems design optimization approach for such projects is advocated to support project decision making in these areas of importance.

The Effective Use of Blended Learning Tools that Promote Success among Low Performing South African Undergraduate Students

2018 ◽  
Vol 39 (1) ◽  
pp. 67-88
Author(s):  
Mari Van Wyk ◽  
Sarique Du Preez ◽  
Janine Christian ◽  
Audrey Legodi ◽  
Minky Seromo ◽  
...  
Keyword(s):  
Student Success ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Success Factors ◽  
Dropout Rate ◽  
Learning Tools ◽  
Practical Applications ◽  
Key Success Factors ◽  
High Dropout Rate ◽  
Effective Use

A major problem in higher education in South Africa is the low success rate and high dropout rate of undergraduate students. The high dropout rate could be the result of socio-economic factors, academic shortcomings or merely the fact that the current way of teaching does not meet the needs of the 21st century student. In this literature review paper, the aim was twofold. First, existing literature was reviewed to identify research conducted on blended learning tools that can promote student success and the relationship between the research conducted and practical applications of these blended learning tools were indicated. Second, five key success factors were selected and the role of blended learning, as well as its tools, were discussed in relation to the key success factors. The result and contribution is a list of proposed blended learning tools, with suggestions on its use, to address the factors that influence students’ success by enhancing the learning process. It is recommended that further research be conducted to determine by means of a pilot approach, the extent to which the use of these blended learning tools is successful in enhancing student success.

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