scholarly journals Benefit Segments for Full-Time Undergraduate Students

1988 ◽  
Vol 18 (2) ◽  
pp. 55-73
Author(s):  
John H. Church ◽  
David W. Gillingham
Keyword(s):  
Undergraduate Students ◽  
Market Segmentation ◽  
Intellectual Development ◽  
University Education ◽  
Full Time ◽  
Factor Scores ◽  
University Administrators ◽  
Wide Range ◽  
Self Development

The purpose of this article is to present the results of a case analysis conducted at Laurentian University in Sudbury, Ontario. The objective of this case study was to identify the benefits sought by undergraduate students and to form meaningful groups, or segments, based upon these benefits. A sample of 427 full-time at Laurentian University was used for this investigation. A questionnaire to gather information on the student, this included 19 questions using Likert statements to measure the perceived benefits of a university education. Factor analysis was used to identify five underlying benefit dimensions which were subsequently labelled as: personal skill development; personal advancement; social pressure; learning and discovering; and intellectual development. Cluster analysis, based upon the factor scores, was used to form groups of students seeking similar benefits. Six groups, or segments, were formed and named as: self improvement; pressure; learning; self development; career; and continue to study favourite subject. These groups were found to have significantly different scores on a wide range of variables. Whilst this study was limited to the students at Laurentian University nevertheless university administrators should find this study useful as a case study of applying market segmentation to educational markets.

scholarly journals Students' Personal and Academic Attributions of University Withdrawal

1995 ◽  
Vol 25 (2) ◽  
pp. 53-77
Author(s):  
Genevieve M. Johnson ◽  
George H. Buck
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Psychological State ◽  
Full Time ◽  
Apparent Lack ◽  
Canadian Universities ◽  
Student Academic Performance ◽  
Wide Range

A Commission of Inquiry on Canadian University Education recently reported that approximately 42% of full-time undergraduate students who entered Canadian universities in 1985 failed to obtain a degree within five years. While this statistic is startling, perhaps, of greater concern is the apparent lack of interest shown by most Canadian universities in the subject of undergraduate student attrition. As an initial step toward addressing the issue of Canadian university attrition, a conceptual model of undergraduate student withdrawal is proposed. The model is based on the assumption that students are characterized by a wide range of personal and academic variables. Such characteristics interact or co-exist with institutional variables such as campus integration. This interaction results in the quality of student academic performance and the nature of student psychological condition. Poor quality of student academic performance results in institution-initiated undergraduate withdrawal; a variety of psychological variables (e.g., satisfaction, stress) result in student-initiated undergraduate withdrawal. The bases of this model were findings obtained from questioning 498 undergraduate students who had withdrawn from a large Western Canadian university. Personal student characteristics, institutional factors and societal variables frequently emerged as students' attributions of university withdrawal. Student academic performance was validated as the causal factor for institutional-based undergraduate withdrawal and student psychological state appeared critically related to student-based undergraduate withdrawal. From these findings, preadmission counseling, academic and personal student support and an increased commitment to accommodating students are recommended.

scholarly journals Education of conservators-restorers at academies and faculties of art

2021 ◽  
pp. 286-299
Author(s):  
Daniela Korolija-Crkvenjakov ◽  
Dubravka Đukanović
Keyword(s):  
Higher Education ◽  
University Education ◽  
Conservation Education ◽  
Modern World ◽  
Training Models ◽  
Wide Range ◽  
Novi Sad ◽  
Emotional Value ◽  
Applied Arts

Cultural goods are recorded, valorised, processed, preserved, conserved and restored because of the artistic, cultural-historical and documentary values attributed to them. In addition to these, they have other values and functions that must be taken into account. For example, the religious value of a cult object, the emotional value of a certain object in personal ownership, material value and others. A wide range of materials and artistic techniques requires specific knowledge that must be possessed by experts in the field of conservation and restoration. The subject of interest in this paper is education in the field of conservation and restoration of works of fine and applied arts. How are those who will deal with conservation and restoration of such values educated in the modern world? What knowledge and skills do they need and what training models are there? Do conservators of works of art stand out among conservators of different specialisations? What is the tradition of conservation education in Serbia? How can academies and faculties of art be places of quality education for conservators-restorers? The paper analyses different European models of conservation education, as well as the changes that have occurred with the shift of conservation as a craft to a defined profession which requires higher education. It is also discussed how such changes, through university education reforms, have affected the level of skills and knowledge conservators need, as well as whether these changes have led to the recognition of conservation and restoration of cultural heritage as a science. Among the various possibilities for the education of conservators at higher education institutions in Serbia, master academic studies in Conservation and Restoration of Works of Fine and Applied Arts at the Academy of Arts in Novi Sad is analysed as a case study.

scholarly journals Teaching HCI Skills in Higher Education through Game Design: A Study of Students’ Perceptions

Informatics ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 22 ◽  
Author(s):  
Pedro C. Santana-Mancilla ◽  
Miguel A. Rodriguez-Ortiz ◽  
Miguel A. Garcia-Ruiz ◽  
Laura S. Gaytan-Lugo ◽  
Silvia B. Fajardo-Flores ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Computer Games ◽  
Game Design ◽  
Teaching Method ◽  
Positive Perception ◽  
Screen Design ◽  
Wide Range ◽  
Teaching Learning

Human-computer interaction (HCI) is an area with a wide range of concepts and knowledge. Therefore, a need to innovate in the teaching-learning processes to achieve an effective education arises. This article describes a proposal for teaching HCI through the development of projects that allow students to acquire higher education competencies through the design and evaluation of computer games. Finally, an empirical validation (questionnaires and case study) with 40 undergraduate students (studying their fifth semester of software engineering) was applied at the end of the semester. The results indicated that this teaching method provides the students with the HCI skills (psychology of everyday things, involving users, task-centered system design, models of human behavior, creativity and metaphors, and graphical screen design) and, more importantly, they have a positive perception on the efficacy of the use of videogame design in a higher education course.

scholarly journals Developing Co-Curricular Activities And Extra-Curricular Activities For All-Round Development Of The Undergraduate Students: A Study Of A Selected Public University In Bangladesh

2019 ◽  
Vol 10 (1) ◽  
pp. 61-82 ◽  
Author(s):  
Muhammad Roknuzzaman Siddiky
Keyword(s):  
Undergraduate Students ◽  
Personality Development ◽  
Public University ◽  
Quality Education ◽  
Wide Range ◽  
Extra Curricular Activities ◽  
Speaking Skill ◽  
Multiple Case ◽  
The Government

The paper mainly attempts to examine whether co-curricular activities and extra-curricular activities could contribute to the all-round development of the undergraduate students and how these activities may be developed to ensure quality education in a public university in Bangladesh. The study was a qualitative study in which multiple case study and document analysis methods were employed. The study found that the undergraduate students have developed a wide range of personal and social skills including communication skill, organizing skill, presentation skill, public speaking skill and analytical skill by taking part in such activities. The CCAs and ECAs have also facilitated brain development, knowledge acquisition, personality development, and civic development of the students. Hence, the study argued that the CCAs and ECAs have diverse effects to promote allround development of the students. In order to explain how these activities could be developed in a public university, the paper identified several clubs and associations and their key functions. Finally, the paper suggested that the Government and the authority concerned should undertake proper measures for organizing diverse CCAs and ECAs properly and thereby ensure quality education and attain SDGs.

scholarly journals Coaching as support for postgraduate students: A case study

2018 ◽  
Vol 16 ◽  
Author(s):  
Ingrid Le Roux
Keyword(s):  
Higher Education ◽  
Role Conflict ◽  
Undergraduate Students ◽  
Support Function ◽  
Personal Life ◽  
Full Time ◽  
Postgraduate Students ◽  
Coaching Intervention ◽  
Insight Into

Background: Undergraduate students as a group are well researched, with focus on enhancing student engagement and improving learning and teaching methods. However, working postgraduate students have become a growing trend in the higher education sector, with little known about their experience. The purpose of this research is to better understand and to gain insight into the inter-role conflict experienced by postgraduate students owing to managing the multiple roles of work, personal life and studies. This article reports the case study of a coaching intervention administered to a group of postgraduate students over a 5-month period. The study concludes that the inclusion of a coaching intervention to assist postgraduate students in dealing with inter-role stress can no longer be ignored. Coaching support is an authentic way to support these students, with benefits reaching beyond the classroom.Research purpose: The purpose of this research is to better understand the inter-role conflict emanating from managing work, personal life and studies, and to gain insight into the role of coaching as a support function.Motivation for the study: There is limited research focusing on the experiences of postgraduate students, who are often working either part-time or full-time while pursuing their studies, and navigating three overlapping role domains simultaneously. Furthermore, even less is known about coaching as a support function to strike a balance between these three demanding roles.Research design, approach and method: This study is qualitative in nature. A coaching intervention over a 5-month period was used to assist postgraduate students in managing inter-role conflict.Main findings: The study suggests that coaching can be used as a method to address the interface between work, personal life and study demands for the working postgraduate student. To ensure successful throughput rates in the allocated time, a new support framework is required to complement the often insufficient academic interventions.Contribution: The contribution of the research is twofold: Firstly, it focuses on working postgraduate students to gain insight into and a better understanding of the potential of coaching. Secondly, it highlights coaching as a potential support function. Very little research exists in the general literature on how to support working postgraduate students in higher education. The research also shows the potential of coaching as a support function to help postgraduate students navigate the three demanding role domains.

The Social Effects of Travel to Learn Patterns - A Case Study of 16-19 Year Olds in London

2009 ◽  
Vol 24 (5) ◽  
pp. 389-414 ◽  
Author(s):  
Judith Watson ◽  
Andrew Church
Keyword(s):  
Further Education ◽  
University Education ◽  
World City ◽  
Individual Student ◽  
Student Records ◽  
Original Analysis ◽  
The Social ◽  
Wide Range ◽  
College Managers

Previous research into education and student geographies has usually focussed on either compulsory schooling or university education. This paper, using London as a case study, is an innovative attempt to understand the geographies of non-compulsory, non-university education (‘further education’, FE) which plays a crucial role in a world city labour market that requires a wide range of skills. Original analysis is provided using findings from a questionnaire, interviews with students and senior college managers and the analysis of individual student records, the Individualised Student Record (ISR) and Pupil-Level School Census (PLASC). The education geography of 16-19 year olds in FE involves selection by institutions alongside choice by learners resulting in complex patterns of social segregation and travel to learn. The division between post 16 colleges and sixth forms attached to schools is crucial with the latter, wherever they are located, taking a less deprived section of the cohort.

scholarly journals Undergraduate Students’ Infractions and the Administration of Social Justice in Nigerian Universities

2016 ◽  
Vol 5 (4) ◽  
pp. 181
Author(s):  
V. O. Igbineweka ◽  
W. A. Iguodala ◽  
Blessing Osuigwe Anukaenyi
Keyword(s):  
Social Justice ◽  
Undergraduate Students ◽  
Public Funding ◽  
Total Sample ◽  
University Education ◽  
University Administrators ◽  
Tertiary Institutions ◽  
Disciplinary Problems ◽  
Cyber Crimes ◽  
The University

<p>Nigeria, situated in the West African sub-region of the African continent has an estimated population of over 170 million people with 146 universities. The demand for these universities in the recent past has been unprecedented with an average of 1.5 million applicants for placement annually, the highest anywhere in the world. Regrettably, public funding of the university is grossly inadequate with public expenditure per students as low as N168,000.00 or $1000 (given an exchange rate of N282 to $1). The consequences of the seeming inadequate funding manifest in overcrowded classrooms, inadequate facilities and unfriendly school climate with the attendant restiveness characterizing the behavior of students in the universities. It is the concern expressed by stakeholders about fairness in the administration of social justice that provides the motivation for studies. Three research questions were raised to guide the study perceived to be significant to university administrators, students’ union governments, security agencies and the society at large. The survey research design was chosen to observe and describe the situation of students’ disciplinary problems and the ability of university authorities to fairly administer justice to sanctioning infractions. A questionnaire titled: Students’ Infractions and Administration of Social Justice Questionnaire (SISAQUE) was designed and administered on 454 students and 146 members of Students’ Disciplinary Committees (SDCs) in the sampled schools bringing the total sample size for the study to 600. Data collected were analyzed with percentages, means and standard deviation. The result of data analysis showed that stealing, fighting, involvement in examination mal-practices, battery, intimidation, bullying, cyber crimes and involvement in cultism were the commonly reported infractions in the universities. It was also found among others that students have concerns about fairness in the administration of social justice in the universities. Based on the findings, it was recommended that other tertiary institutions such as polytechnics and colleges be fully developed to attract students with the belief that the unprecedented demand for university education in Nigeria will reduce drastically. It was also recommended that the culture of the rule of law be institutionalized in the process of administering social justice in the universities.</p>

scholarly journals High risk students on track to graduation: a qualitative case study of student success

2020 ◽  
Author(s):  
◽  
Drew Burkeybile
Keyword(s):  
Student Success ◽  
Undergraduate Students ◽  
Qualitative Case Study ◽  
Academic Program ◽  
Academic Probation ◽  
Full Time ◽  
First Semester ◽  
Academic Standing ◽  
First Time

This qualitative case study was designed to investigate how first-time, full-time undergraduate students who met standard admissions requirements ended up on academic probation after their first semester. Furthermore, this study explores how these students were able to overcome the academic adversity, return to good academic standing, and be on track to graduation. The theoretical framework of grit was used to during the research, since the research participants were able to overcome academic adversity. A high percentage of the regularly admitted first-time, full-time freshman at UCM who struggle academically during their first semester and are subsequently placed on academic probation, end up leaving the university with no degree. This study focuses on the minority of students in this population who stay enrolled, persisted, are in good academic standing, and are on track to complete a degree. Data collection for this research included individual interviews with students and document analysis. Findings indicate three major themes that impact student success: "fit" in an academic program, student mental health, and utilization of student resources. The research can provide university leadership with insight on how to improve student success, retain students on probation, and improve graduation rates for this population of students.

Leveraging student expertise for niche services

2020 ◽  
Vol 48 (2) ◽  
pp. 287-306
Author(s):  
Tara Radniecki ◽  
Mitch Winterman
Keyword(s):  
Undergraduate Students ◽  
Employee Satisfaction ◽  
Design Methodology ◽  
Academic Library ◽  
Limited Resources ◽  
Library Services ◽  
Full Time ◽  
Content Type ◽  
Student Employees

Purpose The purpose of this paper is to investigate using student employees with expertise in niche areas to provide library services outside the traditional scope of full-time library employees. It examines a case study where an academic library employed undergraduate students to assist users in makerspace-related work and, more recently, graduate students to assist users in data analysis. This paper will determine whether such students can provide satisfactory service to users. Design/methodology/approach This paper includes a background of the services, including hiring, training and assessment. The methodology for assessment includes analyzing user-created booking data, student employee consultation data and user feedback surveys to determine user and student employee satisfaction with the services. Findings The findings report high usage numbers and overall high user and student employee satisfaction with the two services, suggesting that student employees can be used effectively in such a way. Originality/value Although libraries often use student employees for lower-level library tasks, these results suggest libraries with limited resources and full-time staff should consider using student employees to provide specialized consultations, especially pertaining to software and other technologies.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

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