Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

Background In this paper, we investigate the predictors for enrollment and success in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education. We develop a sequential logit model in which students enroll in STEM education, may drop out from STEM higher education, or continue studying until they graduate in an STEM field. We use rich Dutch register data on student characteristics and high school exam grades to explain the differences in enrollment, success, and dropout rates. Results We find that females are less likely to enroll in STEM-related fields, while students with higher high school mathematics grades are more likely to enroll in STEM. Female students have lower first-year dropout rates at university of applied sciences STEM programs. With respect to study success, we find that conditional on enrollment in STEM, women are less likely to graduate than men within the nominal duration or the nominal duration plus one additional year. However, female students do perform equally well as male students in terms of graduation within 10 years. Conclusions We conclude that STEM programs are less popular among female students and that female students are less likely to graduate on time. However, females perform equally well in STEM higher education in the long run. For this reason, policy should be geared at increasing study success in terms of nominal graduation rates among female STEM students.

An Empirical Research on Study Success in Times of COVID-19 Pandemic – a Case Study

The COVID-19 pandemic and measures to contain it pushed many universities to switch to online learning in the spring of 2020. The changes took place very quickly and it became clear that the long-term consequences of such a transformation are uncertain and require more detailed study. This research attempts to analyze the impact of online learning on study success. This research makes use of a triangulation with quantitative and qualitative methods. Quantitatively, it contains path diagram with various factors that have an impact on the study success at a German university, which is based on a quantitative online survey with 1.529 participants. Qualitatively, 49 interviews were analyzed in order to identify reasons for the risk of failing to achieve study success. The relevance of technology becomes evident in the quantitative analysis, as it manifests itself in almost all categories that affect study success. Moreover, a new influencing factor appeared, the “adaption to digital teaching”, which was often considered important qualitatively.

Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students’ background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research.

Association of professional pre-qualifications, study success in medical school and the eligibility for becoming a physician: A scoping review

Background Literature, individual experiences and common considerations suggest that prior professional qualification can be an advantage for later career development. For instance, in Germany, professional pre-qualification has been honored by medical faculties in selection procedures for several years. However, a systematic evaluation of this relationship lacks. This scoping review summarizes existing literature and addresses the role of prior professional pre-qualifications on objective or subjective study success and the choice of a specialization. Methods The scoping review was performed oriented on the PRISMA guidelines. PsycINFO and PubMed databases were searched for relevant studies that included data of medical students with and without professional pre-qualifications. To answer the underlying research questions, this scoping review also includes studies that examine professional pre-qualifications in association with non-cognitive "soft" criteria. Results and further directions 1055 items were identified and reviewed by two independent reviewers with final 11 studies were included for this scoping review. The results of identified studies that report possible effects of prior pre-professional qualifications are inconclusive but suggest that prior professional qualifications tend not to have rather an advantage on study success. Medical school success for students with prior professional qualifications tended to be below average in the preclinical setting, and there were no differences in the clinical setting compared with students without prior professional qualifications. The influence of professional pre-qualifications has not yet been adequately studied without the moderator variable “waiting time” and “A-levels grade”. The scoping review indicates insufficient number of articles stating a co-relation of prior pre-qualifications and subjective data. Again, the results found are not sufficient to state a clear relationship between professional pre-qualifications and the choice of a specific speciality preference. However, professional pre-qualifications, both in medicine and as "practical experience in rural areas", tend to be beneficial for the choice of becoming a rural physician. Large-scale cross-sectional and longitudinal studies are needed to investigate the influence of professional pre-qualifications on different study trajectory parameters.

Self-regulation strategies in blended learning environments in higher education: A systematic review

Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire. Implications for practice and policy: More attention to self-regulation in online and blended learning is essential. Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management. Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.

Keberhasilan dan kompatibilitas penyerbukan sendiri dan silang pada hibridisasi interspesifik ciplukan (Physalis spp)

Tanaman ciplukan digunakan untuk menghasilkan buah segar, bahan baku nutraceutical, dan biofarmasi. Kapasitas genetik ciplukan dapat ditingkatkan dengan hibridisasi interspesifik. Ketidakcocokan adalah masalah yang muncul pada persilangan antarspesies. Tujuan penelitian adalah untuk mempelajari keberhasilan dan kompatibilitas penyerbukan sendiri dan penyerbukan silang hibridisasi interspesifik ciplukan. Penelitian dilaksanakan di Seed and Nursery Industry, Agro Techno Park, Universitas Brawijaya pada bulan Januari sampai Juni 2020. Penelitian menggunakan bahan 5 spesies ciplukan, yaitu Physalis P. angulata, P. peruviana, P. pruinosa, P. pubescens, dan P. ixocarpa. Pola perkawinan dialel digunakan serta pengamatan terhadap hasil penyerbukan diamati. Hasil penyerbukan silang interspesifik memiliki derajat kompatibilitas yang berbeda. Kompatibilitas penyerbukan sendiri pada setiap spesies tinggi. Penyerbukan silang interspesifik P. pubescens (PPB-68154-04) x P. angulata (PAN-69281) kompatibel. Inkompatibilitas parsial terdapat pada penyerbukan silang interspesifik P. angulata (PAN-69281) x P. ixocarpa (PIX-4418-2), P. pubescens (PPB-68154-04) x P. ixocarpa (PIX-4418-2) , P. pruinosa (PPN+3101) x P. angulata (PAN-69281), dan P. pruinosa (PPN+3101) x P. ixocarpa (PIX-4418-2). Inkompatibilitas lengkap terjadi pada penyerbukan silang P. angulata (PAN-69281) x P. pubescens (PPB-68154-04), P. angulata (PAN-69281) x P. pruinosa (PPN+3101), P. pubescens (PPB-68154-04) x P. pruinosa (PPN+3101), P. pruinosa (PPN+3101) x P. pubescens (PPB-68154-04), P. pruinosa (PPN+3101) x P. ixocarpa (PIX-4418-2), P. peruviana (PPV-45311-03) dan P. ixocarpa (PIX-4418-2). Penyerbukan sendiri dan penyerbukan silang yang kompatibel menghasilkan perbedaan pada karakteristik buah dan benih. P. pruinosa (PPN+3101), P. angulata (PAN-69281), dan P. pubescens (PPB-68154-04) menghasilkan jumlah benih yang berbeda pada penyerbukan silang interspesifik.AbstractCiplukan is used as a fresh fruit, nutraceutical raw materials, and biopharmaceuticals. Genetic capacity of ciplukan can be increased by interspecific hybridization. Incompatibility is an issue obtained during the interspecific hybridization. Research objective was to study success rate and compatibility of self-pollination and cross-pollination ciplukan interspecific hybridization. Research was conducted at Seed and Nursery Industry, Agro Techno Park, Universitas Brawijaya from January to June 2020. Physalis P. angulata, P. peruviana, P. pruinosa, P. pubescens, and P. ixocarpa were species included in this study. A diallel mating design pattern was used as well as observations of pollination. Interspecific cross pollination was found to have differing degrees of compatibility. Compatibility of self-pollination in each species is high. Interspecific cross-pollination of P. pubescens (PPB-68154-04) x P. angulata (PAN-69281) is compatible. Partial incompatibilities exist in interspecific cross-pollination of P. angulata (PAN-69281) x P. ixocarpa (PIX-4418-2), P. pubescens (PPB-68154-04) x P. ixocarpa (PIX-4418-2), P. pruinosa (PPN+3101) x P. angulata (PAN-69281), and P. pruinosa (PPN+3101) x P. ixocarpa (PIX-4418-2). Complete incompatibility occurred in cross-pollination of P. angulata (PAN-69281) x P. pubescens (PPB-68154-04), P. angulata (PAN-69281) x P. pruinosa (PPN+3101), P. pubescens (PPB-68154-04) x P. pruinosa (PPN+3101), P. pruinosa (PPN+3101) x P. pubescens (PPB-68154-04), P. pruinosa (PPN+3101) x P. ixocarpa (PIX-4418-2), P. peruviana (PPV-45311-03) and P. ixocarpa (PIX-4418-2). Compatible self-pollination and cross-pollination resulted differences in fruit and seed characteristics. P. pruinosa (PPN+3101), P. angulata (PAN-69281), and P. pubescens (PPB-68154-04) developed different numbers of seeds following interspecific cross-pollination.

COMmunity PARticipation through Education (COMPARE): effectiveness of supported education for students with mental health problems, a mixed methods study – study protocol for a randomized controlled trial

Background The onset of mental health problems generally occurs between the ages of 16 and 23 – the years in which young people follow post-secondary education, which is a major channel in our society to prepare for a career and enhance life goals. Several studies have shown that students with mental health problems have a higher chance of early school leaving. Supported Education services have been developed to support students with mental health problems to remain at school. The current project aims to study the effect of an individually tailored Supported Education intervention on remaining at school, study success, and satisfaction of students with mental health problems studying at an institute for intermediate vocational education and a university of applied sciences in the Netherlands. Methods/design The design combines quantitative research (Randomized Controlled Trial; RCT) with qualitative research (monitoring, interviews, focus groups). One hundred students with mental health problems recruited from the two educational institutes will be randomly allocated to either the intervention or control condition. The students in the intervention condition receive the Supported Education intervention given by a Supported Education specialist, the students in the active control condition receive support as usual plus advice from a trained staff member on potential supportive resources regarding studying with mental health problems. The primary outcome ‘remaining at school’, and the secondary outcome ‘study success’ will be determined using data from the school’s administration. The secondary outcome ‘student satisfaction’ and other variables that will be studied in a more exploratory way, such as self-efficacy and study skills, will be determined through online questionnaires at baseline, at 6 and at 12 months follow-up. Focus groups and interviews with the students and Supported Education specialists will be carried out to complement the trial. Discussion This RCT is the first to assess the effect of Supported Education on remaining at school, next to study success and student satisfaction among students with mental health problems. The use of a mixed-methods design will result in a thorough evaluation of the effect of the intervention. Issues regarding the influx and possible attrition of students in the follow-up are discussed. Trial registration The study was registered with Trialregister.nl, no. NL8349, date registered: February 4th 2020. Register name: Community participation through education. Effectiveness of Supported Education for youth with mental health problems, a mixed methods study – Study protocol for a Randomized Controlled Trial. Protocol Version: 3, date: May 28th, 2021.

Advancing higher-education practice by analyzing and training students' vocal charisma: Evidence from a Danish field study

Charismatic speaking skills, particularly those of the voice, are known to be an important asset of managers, politicians, and even teachers. Students have so far been less in the limelight in this regard, although modern collaborative-learning and oral-examination concepts suggest that vocal charisma can already be a decisive factor for study success as well. The present paper examines this question based on 82 electrical-engineering students. Their initial self-introductions in front of the other fellow students were analyzed using a new acoustic technology that translates 16 voice features into a total vocal charisma (PASCAL) score. Results show that these PASCAL scores are overall low (i.e. improvable) and positively correlated with the oral exam grades of both individual students and student teams. Moreover, the teams' PASCAL scores positively correlate with the per-formance in the "Marshmallow Challenge", i.e. a creative teamwork task. Additional in-depth analyses show that teams without any above-average charismatic student performed worst, but that teams with more than one above-average charismatic student struggled with leadership conflicts and solo actions. We interpret our findings as a strong plea for (vocal) charisma analysis to be integrated in higher-education practice both for managing team dynamics and performance and for increasing individual study success.