Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Resena de la obra de Don A. Dillman, Jolene D. Smyth y Leah Melani Christian: Internet, Phone, Mail and Mixed-Mode Surveys. The Tailored Design Method. New Jersey: John Wiley and Sons

https://dialnet.unirioja.es/descarga/articulo/7287796.pdf

Internet, phone, mail and mixed-mode surveys: the tailored design method: reseña

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

For almost 50 years field experiments have been used to study ethnic and racial discrimination in hiring decisions, consistently reporting high rates of discrimination against minority applicants - including immigrants -, irrespective of time, location, or minority groups tested. While Riach and Rich (2002) and Rich (2014) provide systematic reviews of existing field experiments, no study has undertaken a meta-analysis to examine the findings in the studies reported. In this article we present a meta-analysis of 730 correspondence tests in 42 separate studies conducted in OECD countries between 1990 and 2015. In addition to summarizing research findings, we focus on subgroups to ascertain the robustness of findings, emphasizing differences across countries, gender, and economic contexts. Moreover we test hypotheses with regard to taste-based and statistical discrimination. To this end, we draw on the fact that the groups considered in correspondence tests and the contexts of testing vary to some extent. We focus on first- and second generation immigrants, differences between specific minority groups, the implementation of EU directives, and the length of job application packs. There are many indications that ethnic discrimination in hiring decisions reflects taste-based discrimination, although in some cases statistical discrimination seems to occur.

Ethnic discrimination in hiring decisions: A meta-analysis of correspondence tests 1990–2015

Universities in Western countries host a substantial number of international students. These students bring a range of benefits to the host country and in return the students gain higher education. However, the choice to study overseas in Western countries may present many challenges for the international student including the experience of acculturative stress and difficulties with adjustment to the environment of the host country. The present paper provides a review of current acculturation models as applied to international students. Given that these models have typically been empirically tested on migrant and refugee populations only, the review aims to determine the extent to which these models characterise the acculturation experience of international students. Literature pertaining to salient variables from acculturation models was explored including acculturative stressors encountered frequently by international students (e.g., language barriers, educational difficulties, loneliness, discrimination, and practical problems associated with changing environments). Further discussed was the subsequent impact of social support and coping strategies on acculturative stress experienced by international students, and the psychological and sociocultural adaptation of this student group. This review found that the international student literature provides support for some aspects of the acculturation models discussed, however, further investigation of these models is needed to determine their accuracy in describing the acculturation of international students. Additionally, prominent acculturation models portray the host society as an important factor influencing international students’ acculturation, which suggests the need for future intervention.

A review of the acculturation experiences of international students

Over the last decades, there has been increasing interest in the topic of international student mobility (ISM). However, there is surprisingly little analysis of the ways in which different characteristics and types of short-term ISM or the importance of host education systems and labour markets may affect early career outcomes of formerly mobile graduates. Therefore, in this study we explore, first, the relationship between participation in ISM at the Bachelor and Master level and graduates’ wages and the duration of education-to-work transitions. Second, we investigate variations in ISM’s labour market outcomes according to the type of mobility: study, internships, or combinations of both. Third, we examine the relationship between labour market outcomes of formerly mobile students and the country of destination’s position in higher education international prestige hierarchies and labour market competitiveness. We use the Dutch National Alumni Survey 2015, a representative survey of higher education graduates in the Netherlands, conducted 1.5 years after graduation. Before controlling for selection into ISM, the results suggest the existence of labour market returns to ISM and that the heterogeneity of ISM experiences matters, as labour market outcomes vary according to the level of study, the type of mobility and the positioning of the country of destination in international prestige hierarchies. However, after controlling for selection into ISM through propensity score matching, the differences in early career outcomes between formerly mobile and non-mobile graduates disappear, suggesting that they cannot be causally attributed to their ISM-experience. We explain these results with reference to the characteristics of the Dutch education system and labour market, where restricted possibilities for upward vertical mobility limit returns to ISM in the local labour market.

https://link.springer.com/content/pdf/10.1007/s10734-020-00532-3.pdf

International student mobility and labour market outcomes: an investigation of the role of level of study, type of mobility, and international prestige hierarchies

The overrepresentation of female students in study abroad programmes across the Western world represents one of the major gaps in scientific research on study abroad. In this paper, I explore possible theoretical and empirical explanations, drawing on Personal Investment Theory and investigating study abroad motivations and decisions of a nationally representative sample of higher education students in the Netherlands between 2006 and 2015. The analyses specifically focus on the role of parents, academic self-concept and perceived goals in female and male students decision-making process to participate in study abroad programmes. The results reveal that maternal educational attainment level potentially plays a crucial role in explaining the decision-making process of both male and female students, as well as in explaining the overrepresentation of female students. The findings indicate that female students whose mothers have a medium educational attainment level are more likely to study abroad for exploration motives, whereas female students with lower educated mothers are more motivated by professional development purposes. As such, the results suggest mothers might motivate their daughters to study abroad in order to achieve intergenerational social mobility. Together, the presented findings offer fresh theoretical and empirical explanations of the gender gap in study abroad. Furthermore, the generated insights open up new directions for future research, indicating particularly the potential of social reproduction theories for explaining the gender gap in study abroad.

/pdf/exploring-explanations-for-the-gender-gap-in-study-abroad-a-3chwcrce25.pdf

Exploring explanations for the gender gap in study abroad: a case study of the Netherlands

One of the main aims of the Erasmus programme is to promote a sense of European identity. Whereas several empirical studies have already investigated this relationship, few studies investigate what students actually mean when they refer to ‘Europe’. Therefore, in this paper I investigate the different latent dimensions of the concept Europe, as well as which of these dimensions are particularly associated with an exchange period abroad. The analyses are based on an online survey conducted with higher education students in Austria, Belgium, Italy, Poland and Sweden in 2011 (n = 4278). The presented models reveal four latent dimensions, namely a ‘cultural’, ‘political’, ‘rights’ and ‘experiential’ dimension. Furthermore, the analyses suggest that exchange students are largely a self-selected group, being a priori more likely to identify with Europe and score higher on the four dimensions.

https://journals.sagepub.com/doi/pdf/10.1177/0001699319833135

Intra-European student mobility and the different meanings of ‘Europe’

Recent decades have seen unprecedented growth in the number of students travelling abroad for the purpose of short-term academic study. As such, attention is turning to the role that education abroad can have in enhancing student learning and producing global-ready graduates. This volume provides a succinct and accessible analysis of the existing research and scholarship around the world on a range of important areas related to contemporary education abroad, providing practitioners with important implications for programming and practice. Focusing on fourteen key topics relating to education abroad, this accessible desktop compendium not only synthesizes what is already known, but also indicates which topics need further research and how the existing literature can be applied to daily programming and practice. Extending beyond student learning outcomes to look at essential topics such as institutional outcomes, program models, and host community outcomes, this volume covers major trends in contemporary research as well as an assessment of the methodological and design challenges that are common to education abroad research. The fourteen distinct topics address the broad themes of participation, programming, student outcomes, institutional outcomes and societal outcomes, and include chapters from a broad range of widely acknowledged and respected international experts. Bridging the gap between scholarship and practice, this accessible guide is essential reading for anyone working in higher education today and involved in shaping and managing education abroad programs. It is useful for all who want to understand and leverage existing research to inform education abroad programming and practice.

Education abroad : Bridging scholarship and practice

Over the past decade, the study of international student mobility and migration in higher education has become increasingly popular among scientists from different disciplines (see e.g. Pisarevskaya et al. 2019). As a consequence, studies from a range of different scientific fields have now covered a wide array of aspects related to the decision to go abroad, international students’ experiences abroad as well as the outcomes of students’ mobility experiences. This special issue particularly aims to contribute to our knowledge on the experiences of international students abroad, and more specifically their academic and social integration at the host institution and in the surrounding community.

Christof Van Mol

Papers

International student mobility and labour market outcomes: an investigation of the role of level of study, type of mobility, and international prestige hierarchies

Exploring explanations for the gender gap in study abroad: a case study of the Netherlands

Intra-European student mobility and the different meanings of ‘Europe’

Education abroad : Bridging scholarship and practice

Introduction to the Winter 2019 special issue Integrating international students in local (student) communities: A theory-to-practice perspective