scholarly journals Taking Risks With Their Hearts: Risk And Emotion In Innovative Forms Of Assessment

2015 ◽  
Vol 12 (2) ◽  
pp. 33-50
Author(s):  
Tania Leiman ◽  
◽  
Elizabeth Abery ◽  
Eileen M. Willis ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Health Science ◽  
First Year ◽  
Pedagogical Approach ◽  
Science Topic ◽  
First Year University

Research involving student and tutor responses to a ‘pedagogy of the heart’ approach in a first year university health science topic revealed anxiety, insecurity and perceptions of unpredictability in relation to an innovative arts-based assignment designed to elicit and assess experiential or imaginal knowledge. Using the lens of contemporary theories of risk, and explicitly considering the role of emotion in assessment, this paper identifies both the effectiveness of and challenges encountered in this form of assessment. It also explores the relationships between risk and emotion, and between risk and assessment, particularly for young people in the higher education context. By comparing the risks involved with the benefits to be gained, the efficacy of adopting such a pedagogical approach is reviewed.

scholarly journals Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work

2020 ◽  
Vol 688 (1) ◽  
pp. 77-92
Author(s):  
Ingrid Schoon
Keyword(s):  
Higher Education ◽  
Young People ◽  
School To Work ◽  
Occupational Attainment ◽  
Employment Opportunities ◽  
Age Cohorts ◽  
Structure And Agency ◽  
The Uk ◽  
Career Options

This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Young People’s Services in an Age of Neoliberalism

2010 ◽  
Vol 8 (2) ◽  
pp. 189-206
Author(s):  
Graham Brotherton ◽  
Christina Hyland ◽  
Iain Jones ◽  
Terry Potter
Keyword(s):  
Higher Education ◽  
Young People ◽  
Higher Education Policy ◽  
Coalition Government ◽  
Youth Services ◽  
Policy Initiatives ◽  
The United Kingdom ◽  
The Uk ◽  
The Way

Abstract This article brings together four different perspectives which explore the way in which various policy initiatives in recent years have sought to construct young people resident in the United Kingdom within particular policy discourses shaped by neoliberalism. In order to do this it firstly considers the way in which the assumptions of neoliberalism have increasingly been applied by the new Coalition Government to young people and the services provided for them; it then considers the particular role of New Labour in the UK in applying these ideas in practice. Specific examples from the areas of young people’s participation in youth services and higher education policy are then considered.

The Myth of the Digital Native and What It Means for Higher Education

2018 ◽  
pp. 97-114
Author(s):  
Linda Corrin ◽  
Tiffani Apps ◽  
Karley Beckman ◽  
Sue Bennett
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Young People ◽  
Digital Technology ◽  
University Education ◽  
Childhood And Adolescence ◽  
Digital Native ◽  
College And University ◽  
Radical Transformation

The term “digital native” entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth’s persistence signals a need to better understand the role of technology in young people’s lives. The chapter conceptualizes technology “practices,” considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers.

The role of self-regulation in the professional choice of a personality

2021 ◽  
pp. 123-132
Author(s):  
С.А. Лысуенко
Keyword(s):  
Public Education ◽  
Young People ◽  
University Students ◽  
Action Plan ◽  
Self Regulation ◽  
First Year ◽  
Mathematical Methods ◽  
First Year Students ◽  
The University

В статье обсуждаются вопросы, связанные с особенностями профессионального выбора выпускников общеобразовательных организаций. Представлены результаты исследования, позволяющие определить роль осознанной саморегуляции активности молодых людей, оказавшихся в ситуации профессионального выбора (на примере студентов педагогического вуза). В исследовании приняли участие 302 студента первого курса, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование». В качестве инструментария были использованы методика «Мотивация учения студентов педагогического вуза» С. А. Пакулиной и М. В. Овчинникова и опросник «Стиль саморегуляции поведения» В. И. Моросановой. Данные, полученные в процессе исследования, были структурированы, обработаны и проинтерпретированы с применением математических методов. Было установлено, что студенты первого курса, совершившие при поступлении в вуз профессиональный выбор с учетом своих интересов и склонностей, обладают сформировавшейся потребностью продумывать способы своих действий и поведения для достижения намеченных целей, а план их действий отличается детализированностью и развернутостью. Также им свойственны самостоятельность при проектировании способов достижения индивидуальных целей, гибкость в случае возникновения непредвиденных обстоятельств, развитая адекватная оценка себя и полученных результатов. По итогам исследования был сделан вывод о том, что наличие сформированной системы осознанной саморегуляции произвольной активности у индивида, находящегося на этапе выбора профессии, позволяет совершить более правильный профессиональный выбор, что, в свою очередь, является одним из условий актуализации профессионально-личностного потенциала. The article discusses issues related to the peculiarities of the professional choice of graduates of public education organizations. There are results of the study presented, which allow us to determine the role of conscious self-regulation of the activity of young people who find themselves in a situation of having to make a professional choice (on the example of students of a pedagogical university). The research involved 302 first-year students studying in the field of training 44.03.01 «Pedagogical Education». As research tools, the «Motivation of teaching pedagogical university students» methodology by S.А. Pakulina and M.V. Ovchinnikov and the questionnaire «Style of self-regulation of behaviour» by V.I. Morosanova were used. The data obtained during the research were organized, processed and interpreted using mathematical methods. It was found that first-year students who, upon entering the university, made a professional choice more consciously, taking into account their interests and inclinations have a well-developed need to think through their actions and behaviour to achieve their goals and their action plan is detailed. They are also characterized by independence in designing an action plan to achieve individual goals, flexibility in the situation of unforeseen circumstances, an advanced adequate assessment of themselves and the results they achieved. As the main conclusion, the following is formulated: the possession of a developed system of conscious self-regulation of arbitrary activity in an individual who is at the stage of choosing a profession allows him to make an adequate professional choice, which, in turn, is one of the conditions for the actualization of professional and personal potential.

scholarly journals What moderates the attainment gap? The effects of social identity incompatibility and practical incompatibility on the performance of students who are or are not Black, Asian or Minority Ethnic

2019 ◽  
Vol 23 (1) ◽  
pp. 171-188 ◽  
Author(s):  
Daniel Frings ◽  
Ilka H. Gleibs ◽  
Anne M. Ridley
Keyword(s):  
Higher Education ◽  
Ethnic Identity ◽  
Social Identity ◽  
Demographic Data ◽  
First Year ◽  
Registry System ◽  
Attainment Gap ◽  
Academic Year ◽  
Minority Ethnic

Abstract A successful journey through higher education is, for many, a once in a lifetime opportunity for social mobility. Unfortunately, one notable feature of higher education systems is that students from some backgrounds do not achieve the same academic attainments as do others. The current study tests the role of one particular set of processes: social identity (in)compatibility on academic performance. Participants were recruited at two time points from a pool of first year undergraduates at a modern London University (N = 215) of which 40.1% were classed as Black, Asian or Minority Ethnic (BAME), 57.1% as non-BAME and 2.8% did not provide this information. A prospective design was employed: Alongside demographic data, measures at the start of the academic year consisted of measures of student and ethnic identity, and both practical and identity incompatibility. At the end of the academic year, average marks achieved were gained for each student from the university’s registry system. Results indicate that BAME students had equal levels of student identity to non-BAME students, but higher levels of ethnic identity. They also typically experienced higher levels of both practical and identity incompatibility. Finally, BAME students had lower attainment than did non-BAME students. Both practical and identity incompatibility appeared to moderate this effect. However, contrary to predictions, it was only under conditions of low and medium levels of incompatibility that BAME students attained lower marks than their non-BAME peers. The theoretical and practical implications of these findings are discussed.

scholarly journals Socrative in Higher Education: Game vs. Other Uses

2019 ◽  
Vol 3 (3) ◽  
pp. 49 ◽  
Author(s):  
Fátima Faya Cerqueiro ◽  
Ana Martín-Macho Harrison
Keyword(s):  
Higher Education ◽  
Mobile Application ◽  
Ad Hoc ◽  
Effective Means ◽  
First Year ◽  
Perceived Satisfaction ◽  
And Performance ◽  
Faculty Of Education ◽  
Reading Activity ◽  
First Year University

The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.

scholarly journals Mental toughness in higher education: Relationships with achievement and progression in first-year university sports students

2014 ◽  
Vol 69 ◽  
pp. 87-91 ◽  
Author(s):  
Lee Crust ◽  
Keith Earle ◽  
John Perry ◽  
Fiona Earle ◽  
Angela Clough ◽  
...  
Keyword(s):  
Higher Education ◽  
Mental Toughness ◽  
First Year ◽  
First Year University

scholarly journals SELF-DEVELOPMENT COMPETENCE OF FIRST-YEAR UNIVERSITY STUDENTS AS AN INTERDISCIPLINARY PROBLEM

2020 ◽  
Vol 54 (4) ◽  
pp. 74-79
Author(s):  
E.V. SYSOEVA ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Psychological Adaptation ◽  
Federal State ◽  
First Year ◽  
Structural Components ◽  
Existential Approach ◽  
Self Development ◽  
Definition Of ◽  
First Year University

Statement of the problem. The article analyzes the philosophical-sociological and psychological-pedagogical literature on the problem of forming a universal self-development competence in the preparation of university students. The problem is the universal nature of the competence and the ambiguity of its interpretation and allocation of structural components. The purpose of the article is to clarify the definition of self-development competence among first-year university students from the standpoint of the existential approach (M.I. Rozhkov). The research methodology consists in the analysis and synthesis of normative legal acts, program documents in higher education, works of Russian and foreign researchers on the problem of students’ self-development. The result of the study is a more accurate definition of “self-development competence” among first-year university students within the framework of the existential approach, taking into account the identified age characteristics, the specifics of educational motivation and socio-psychological adaptation of students at the stage of transition from secondary to higher school. The revised concept interpretation of “self-development competence of first-year university students” and the identified structural components allow the teacher to timely determine the level and develop the ability of students to predict, according to the motivational-target, cognitive-prognostic, activity-reflexive components of the self-development competence with the modern requirements of the Federal State Educational Standard of Higher Education 3++, developed on the basis of professional standards and approved in 2017.

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