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Open accessJournal ArticleDOI: 10.1080/03075079.2019.1643302

Exploring the concept of ‘ideal’ university student

04 Mar 2021-Studies in Higher Education (Routledge)-Vol. 46, Iss: 3, pp 497-508
Abstract: This paper contributes to our understanding of the ‘ideal’ university student – a working concept that promotes a more transparent conversation about the explicit, implicit and idealistic e...

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Topics: Ideal (set theory) (63%), Conversation (51%)

11 results found

Journal ArticleDOI: 10.1089/JPM.2010.0122

392 Citations

Book ChapterDOI: 10.4324/9781315129983-9
29 Sep 2017-
Topics: Pupil (58%), Social class (54%)

15 Citations

Open accessJournal ArticleDOI: 10.14786/FLR.V9I2.667
12 Mar 2021-
Abstract: In the light of growing university entry rates, higher education institutions not only serve larger numbers of students, but also seek to meet first-year students’ ever more diverse needs. Yet to inform universities how to support the transition to higher education, research only offers limited insights. Current studies tend to either focus on the individual factors that affect student success or they highlight students’ social background and their educational biography in order to examine the achievement of selected, non-traditional groups of students. Both lines of research appear to lack integration and often fail to take organisational diversity into account, such as different types of higher education institutions or degree programmes. For a more comprehensive understanding of student diversity, the present study includes individual, social and organisational factors. To gain insights into their role for the transition to higher education, we examine how the different factors affect the students’ perception of the formal and informal requirements of the first year as more or less difficult to cope with. As the perceived requirements result from both the characteristics of the students and the institutional context, they allow to investigate transition at the interface of the micro and the meso level of higher education. Latent profile analyses revealed that there are no profiles with complex patterns of perception of the first-year requirements, but the identified groups rather differ in the overall level of perceived challenges. Moreover, SEM indicates that the differences in the perception largely depend on the individual factors self-efficacy and volition.

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Topics: Higher education (55%), Diversity (business) (51%)

3 Citations

Open accessJournal ArticleDOI: 10.1080/07294360.2021.1882405
Abstract: The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: self-awareness & lifelong learning, employability & professional development, global citizenship & engagement and academic & research literacy. These discourses are discussed in relation to the concept of the ‘ideal graduate’ as we highlight what can be expected from students who complete a UK higher education.

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Topics: Higher education (57%), Lifelong learning (56%), Employability (53%) ... show more

3 Citations

Open accessJournal ArticleDOI: 10.32855/FCAPITAL.202002.002
Katie Ellis1, Kai-Ti Kao1, Tim Pitman1Institutions (1)
01 Sep 2020-
Abstract: As COVID-19 was declared a pandemic, universities acted quickly to move their core business of teaching and research online. Classes shifted to platforms such as Zoom, Webex, Collaborate and Microsoft Teams and teachers and students alike were expected to adapt. And they did. While there has been much discussion of the unpaid labour involved in making this shift and the difficulties inherent in merging work, study and domestic life, there has been little acknowledgement or analysis of inherent notions of the preferred user in this rapid shift to technology. This paper draws on critical disability studies to offer a conceptual and theoretical analysis of a deeply problematic aspect of the rapid move to online education in response to COVID-19: the reliance of notions of the preferred user. The preferred user is simply the type of person technology creators or institutions envision using their product or service. Within critical disability studies the preferred user is often recognised as white, male and able bodied (see Ellcessor, 2017). In other words, the preferred user often excludes people with disability and other forms of disadvantage. Accordingly, in this paper we offer a preliminary overview, conceptualisation, and reflection on students with disability (and by extension other non-preferred users), their experiences and perspectives in relation to what might be described as disabling approaches to online learning, for example synchronous learning, video conferencing. Firstly, we introduce the concept of disability, as it has been redefined in the past two decades, as social, political, cultural, and rights-based – rather than some kind of biomedical condition or charity topic. We also give an overview of universal design for learning to reflect on the importance of adapting learning environments for all students. Secondly, we discuss the disconnect between students, teachers and support staff. From these cases, there are some significant challenges to key questions, such as how we understand students with disability, whose responsibility is it to provide access and support, and is mainstreaming accessible technology always the most appropriate answer? Thirdly, we chart the ways these already existing issues have been exacerbated by the COVID-19 pandemic and the opportunities that have also arisen. For example, accessibility features such as captioning for people with disabilities, or non-preferred users, are actually beneficial to everyone. Finally, while the forced shift to online learning during this pandemic has the ideal potential to accommodate “non-preferred” users, the actual roll out and delivery of online learning is still defaulting to modes that are both difficult and challenging, and in many cases exacerbates existing issues and inequalities. We conclude with suggestions about how a consideration of the non-preferred user might actually be the preferred approach for all.

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Topics: Disability studies (59%), Synchronous learning (59%), Universal Design for Learning (54%) ... show more

2 Citations


38 results found

Open accessJournal Article
Topics: Applied research (58%)

11,984 Citations

Open accessBook
Vincent Tinto1Institutions (1)
01 Jan 1987-
Abstract: As enrollments continue to decline, student retention is increasingly vital to the survival of most colleges and universities. In the second edition of this text, Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. This revised and expanded edition incorporates the explosion of recent research and policy reports on why students leave higher education. Incorporating current data, Tinto applies his theory of student departure to the experiences of minority, adult and graduage students, and to the situation facing commuting institutions and two-year colleges. He has revised his theory, giving new emphasis to the central importance of the classroom experience and to the role of multiple college communities.

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9,484 Citations

Open accessBook
01 Jan 1946-
Abstract: Max Weber (1864-1920) was one of the most prolific and influential sociologists of the twentieth century. This classic collection draws together his key papers. This edition contains a new preface by Professor Bryan S. Turner.

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Topics: Sociological imagination (58%)

5,536 Citations

Journal ArticleDOI: 10.1257/0002828041302244
Jonah E. Rockoff1Institutions (1)
Abstract: Teacher quality is widely believed to be important for education, despite little evidence that teachers' credentials matter for student achievement. To accurately measure variation in achievement due to teachers' characteristics-both observable and unobservable-it is essential to identify teacher fixed effects. Unlike previous studies, I use panel data to estimate teacher fixed effects while controlling for fixed student characteristics and classroom specific variables. I find large and statistically significant differences among teachers: a one standard deviation increase in teacher quality raises reading and math test scores by approximately .20 and .24 standard deviations, respectively, on a nationally standardized scale. In addition, teaching experience has statistically significant positive effects on reading test scores, controlling for fixed teacher quality.

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Topics: Academic achievement (57%)

2,343 Citations

Journal ArticleDOI: 10.1037/0033-2909.130.2.261
Steven B. Robbins, Kristy J. Lauver1, Huy Le2, Daniel A. Davis2  +2 moreInstitutions (3)
Abstract: This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps = .340, .359, and .366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps = .496 and .303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.

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Topics: Academic achievement (62%), Psychosocial (51%), Self-concept (50%) ... show more

2,000 Citations

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