Showing papers on "Higher education published in 2012"

Unseen Disadvantage: How American Universities' Focus on Independence Undermines the Academic Performance of First-Generation College Students

Abstract: American universities increasingly admit first-generation college students whose parents do not have 4-year degrees. Once admitted, these students tend to struggle academically, compared with continuing-generation students--students who have at least 1 parent with a 4-year degree. We propose a cultural mismatch theory that identifies 1 important source of this social class achievement gap. Four studies test the hypothesis that first-generation students underperform because interdependent norms from their mostly working-class backgrounds constitute a mismatch with middle-class independent norms prevalent in universities. First, assessing university cultural norms, surveys of university administrators revealed that American universities focus primarily on norms of independence. Second, identifying the hypothesized cultural mismatch, a longitudinal survey revealed that universities' focus on independence does not match first-generation students' relatively interdependent motives for attending college and that this cultural mismatch is associated with lower grades. Finally, 2 experiments at both private and public universities created a match or mismatch for first-generation students and examined the performance consequences. Together these studies revealed that representing the university culture in terms of independence (i.e., paving one's own paths) rendered academic tasks difficult and, thereby, undermined first-generation students' performance. Conversely, representing the university culture in terms of interdependence (i.e., being part of a community) reduced this sense of difficulty and eliminated the performance gap without adverse consequences for continuing-generation students. These studies address the urgent need to recognize cultural obstacles that contribute to the social class achievement gap and to develop interventions to address them.

What are Universities For

Abstract: Across the world, universities are more numerous than they have ever been, yet at the same time there is unprecedented confusion about their purpose and skepticism about their value. "What Are Universities For?" offers a spirited and compelling argument for completely rethinking the way we see our universities, and why we need them. Stefan Collini challenges the common claim that universities need to show that they help to make money in order to justify getting more money. Instead, he argues that we must reflect on the different types of institution and the distinctive roles they play. In particular we must recognize that attempting to extend human understanding, which is at the heart of disciplined intellectual enquiry, can never be wholly harnessed to immediate social purposes - particularly in the case of the humanities, which both attract and puzzle many people and are therefore the most difficult subjects to justify. At a time when the future of higher education lies in the balance, "What Are Universities For?" offers all of us a better, deeper and more enlightened understanding of why universities matter, to everyone.

The Death and Life of the Great American School System : How Testing and Choice are Undermining Education

Abstract: A passionate plea to preserve and renew public education, The Death and Life of the Great American School System is a radical change of heart from one of America's best-known education experts. Diane Ravitch-former assistant secretary of education and a leader in the drive to create a national curriculum-examines her career in education reform and repudiates positions that she once staunchly advocated. Drawing on over forty years of research and experience, Ravitch critiques today's most popular ideas for restructuring schools, including privatization, standardized testing, punitive accountability, and the feckless multiplication of charter schools. She shows conclusively why the business model is not an appropriate way to improve schools. Using examples from major cities like New York, Philadelphia, Chicago, Denver, and San Diego, Ravitch makes the case that public education today is in peril. Ravitch includes clear prescriptions for improving America's schools: * leave decisions about schools to educators, not politicians or businessmen * devise a truly national curriculum that sets out what children in every grade should be learning * expect charter schools to educate the kids who need help the most, not to compete with public schools * pay teachers a fair wage for their work, not "merit pay" based on deeply flawed and unreliable test scores * encourage family involvement in education from an early age The Death and Life of the Great American School System is more than just an analysis of the state of play of the American education system. It is a must-read for any stakeholder in the future of American schooling.

Completing College: Rethinking Institutional Action

Abstract: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto's path breaking book "Leaving College" has been recognized as the definitive resource on student retention in higher education. Now, with "Completing College", Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions for enabling students to succeed and continue on within institutions. He shows that, especially during the early years, students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and "Completing College" carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.

Future-Oriented Higher Education: Which Key Competencies Should Be Fostered Through University Teaching and Learning?

Abstract: Universities play an important role in shaping the future of the world society in terms of sustainable development by generating new knowledge as well as contributing to the development of appropriate competencies and raising sustainability awareness. During the last years, many universities have undertaken activities for implementing Higher Education for Sustainable Development (HESD). Many have asked which key competencies are most relevant for sustainable development and hence should be developed in future-oriented higher education. Different approaches for the selection of sustainability key competencies have been developed, but there is little international agreement in the debate around the most important key competencies. Consequently, this paper asks which individual key competencies are crucial for understanding central challenges facing the world society and for facilitating its development towards a more sustainable future, and thus identifies those competencies which should be fostered through university teaching and learning. The empirical design of the study is related to a Delphi study in which ‘sustainability key competencies’ are defined by selected experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador, Mexico). The results show that twelve key competencies crucial for sustainable development can be identified; the most relevant ones are those for systemic thinking, anticipatory thinking and critical thinking.

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering.

Abstract: Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education

Professional identity development: a review of the higher education literature

Abstract: This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better understand the tensions between personal and professional values, structural and power influences, discipline versus generic education, and the role of workplace learning on professional identities.

World class? An investigation of globalisation, difference and international student mobility

Abstract: This paper explores the motivations and meanings of international student mobility. Central to the discussion are the results of a large questionnaire survey and associated in-depth interviews with UK students enrolled in universities in six countries from around the world. The results suggest, first, that several different dimensions of social and cultural capital are accrued through study abroad. It is argued that the search for ‘world class’ education has taken on new significance. Second, the paper argues that analysis of student mobility should not be confined to a framework that separates study abroad from the wider life-course aspirations of students. It is argued that these insights go beyond existing theorisations of international student mobility to incorporate recognition of diverse approaches to difference within cultures of mobility, including class reproduction of distinction, broader notions of distinction within the life-plans of individual students, and how ‘reputations’ associated with educational destinations are structured by individuals, institutions and states in a global higher education system that produces differentially mediated geographies of international student mobility

Understanding academic performance of international students: The role of ethnicity, academic and social integration

Abstract: More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute. Several researchers argue that studies on adaptation of international students should widen its focus to the underlying mechanisms that leads towards this “misalignment”. In a cross-institutional comparison among 958 students at five business schools in the Netherlands, differences in academic performance between local and international students were identified by focussing on their levels of academic and social integration. Students’ academic integration was measured with the Students’ Adaptation to College Questionnaire (SACQ), while students’ social integration was measured with a newly developed and validated questionnaire. The results indicate that the degree of academic success of international students is multi-faceted. International students with a (mixed) western ethnic background perform well on both academic and social integration, and also attained higher study-performance in comparison to domestic students. In contrast, international students with a non-Western background are less integrated compared to other international students. Nevertheless, they have a similar study-performance. Finally, academic adjustment is the main predictor of study-performance for Dutch, Western and Mixed-Western students. Social adjustment was negatively related to study-performance. The lack of fit for predicting long-term study success of non-Western students indicates that their academic and social integration processes are more complex and non-linear.

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

Abstract: The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.

Building bridges: understanding student transition to university

Abstract: This article explores challenges in ensuring effective student transition from school or college to university. It examines the complex liaison needed for students to progress to appropriate courses, settle into university life and succeed as higher education learners. Secondary data (international literature on transition and the formation of learner identity) are analysed to identify underpinning concepts. Primary data are taken from two studies of student transition in England using student and staff surveys, student focus groups, staff interviews and staff–student conferences that discussed selected project data sets. The article goes on to offer a model of the process of transition and the formation of learner identity. It proposes that the development of higher education learner identity is essential to student achievement and is initially encouraged where schools, colleges and universities adopt integrated systems of transition. This has clear implications for practice for higher education administ...

Implementing Web 2.0 technologies in higher education: A collective case study

Abstract: Web 2.0 technologies are becoming more popular in the everyday lives of students. As a result, teachers and designers have begun to explore their use in formal education. This paper presents evaluation findings from a collective case study of six Web 2.0 implementations in Australian higher education. The research was undertaken as part of a larger study that sought to understand how today's students use information and communication technologies to support their learning. Conducted across three universities, the research included a range of disciplines, class sizes and year levels. A common evaluation strategy was used in order to collect comparable data from which commonalities and differences could be identified. This paper provides an overview of the study, describes the methodology used, summarises the implementation experiences of staff and students involved and presents the key findings. The results suggest that most students had little prior experience with relevant technologies and that many struggled to see the value of using Web 2.0 technologies for learning and teaching, both of which have important implications for the design of appropriate learning tasks. While the argument can be made for improving the design through better task-technology alignment, this study also highlights inherent tensions between Web 2.0 and educational practices.

Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh

Abstract: Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher's role in technologyrich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers' design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers' decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education.

A model for measuring e-learning systems success in universities

Abstract: In the era of internet, universities and higher education institutions are increasingly tend to provide e-learning. For suitable planning and more enjoying the benefits of this educational approach, a model for measuring success of e-learning systems is essential. So in this paper, we try to survey and present a model for measuring success of e-learning systems in universities. For this purpose, at first, according to literature review, a conceptual model was designed. Then, based on opinions of 33 experts, and assessing their suggestions, research indicators were finalized. After that, to examine the relationships between components and finalize the proposed model, a case study was done in 5 universities: Amir Kabir University, Tehran University, Shahid Beheshti University, Iran University of Science & Technology and Khaje Nasir Toosi University of Technology. Finally, by analyzing questionnaires completed by 369 instructors, students and alumni, which were e-learning systems user, the final model (MELSS Model).

iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets

Abstract: The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.

Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach.

Abstract: The increasing use of information and communication technology (ICT) in higher education has been explored largely in relation to student experience of coursework and university life. Students' lives and experience beyond the university have been largely unexplored. Research into student experience of ICT used a validated model—the technology acceptance model—to explore the influence of work and social/leisure contexts as well as course study, on attitudes towards and take up of technology. The results suggest that usefulness and ease of use are key dimensions of students' attitudes towards technology in all three contexts but that ICT is perceived most positively in the context of work and technology use at work is an important driver for technology use in other areas.

A Model for Diverse Learning Environments

Abstract: Drawing from converging areas of scholarship in higher education on the diversity dynamics of an institution and its surrounding contexts, this chapter explores how different aspects of the institution—all of which are influenced by and contribute to the campus climate for diversity—play important roles in achieving student outcomes that also enhance social transformation for a just society. The authors present a model to guide research and practice in creating the conditions for student success in diverse learning environments.

Academic Staff Development as a Catalyst of Curriculum Change Towards Education for Sustainable Development: An Output Perspective

Abstract: Implementing education for sustainable development (ESD) in university curricula poses a new challenge to the academic system. In recent years many universities have undertaken activities towards its implementation and numerous case studies of such processes have been documented. However, it remains a great challenge to change university curricula in such a way that they are transformed into ‘built-in’ sustainability. How then can deep-rooted implementation be facilitated? It has been argued that learning processes which can enable transformative changes largely depend on academic staff and their capabilities and willingness to support such processes. Although there are only few examples that focus on academic staff in higher education as a starting point to bring about change, research indicates promising opportunities to do so. In this context this article describes the case of an academic staff development programme which was implemented at the Universidad Tecnica del Norte (Ecuador) and analyses the extent to which such a programme has positive effects on transformative changes towards a sustainable university. The analysis of the programme shows that it not only facilitated the personal competence development of the participating academic staff and changed their teaching practice, but also that it influenced the general organizational development of the university. The results of this case study thus highlight the potential benefits of ESD academic staff development programmes in terms of their relevance for initiating individual learning processes as well as for facilitating social learning and, in this respect, confirm the idea that the competence development of academic staff is an essential prerequisite for a sustainability paradigm shift in higher education.

First-generation students' academic engagement and retention

Abstract: This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1864 first-year students at a large, public research university located in the United States, this study finds that first-generation students have lower academic engagement (as measured by the frequency with which students interacted with faculty, contributed to class discussions, brought up ideas from different courses during class discussions, and asked insightful questions in class) and lower retention as compared to non-first-generation students. Recommendations that higher education faculty can follow to promote the academic engagement and retention of first-generation students are addressed.

Assessment for Learning in Higher Education

Abstract: Part 1 Assessment and learning - principles, policy and pointers to practice: Current assessment issues in Higher Education Assessment for learning What has assessment done for us, or what has it done to us? A tale of two parties - using and experiencing assessment Making assessment a positive experience Staff and educational development for assessment reform Part 2 Assessment in action: Embedding innovative approaches in assessment Learning contracts - related assessment issues Improving feedback to and from students Peer assessment and seminars Problem-solving - a fusion of student learning and evaluation? The NCVQ model of assessment at higher levels The challenge of assessment-briefing and training for part-time tutors Conclusion: ways ahead

How should the higher education workforce adapt to advancements in technology for teaching and learning

Abstract: In a time of change, higher education is in the position of having to adapt to external conditions created by widespread adoption of popular technologies such as social media, social networking services and mobile devices. For faculty members, there must be opportunities for concrete experiences capable of generating a personal conviction that a given technology is worth using and an understanding of the contexts in which it is best used. The paper examines approaches to educational professional development at The Open University, including recent initiatives related to faculty development in relation to mobile learning. The paper reflects on what can be learnt from these experiences and proposes a lifelong learning perspective which can help the higher education workforce to adapt. Faculty members have to commit to lifelong learning, remembering that ‘professional role model’ to students is one of the main roles of the teacher.

Are We Asking the Right Questions?: A Conceptual Review of the Educational Development Literature in Higher Education

Abstract: This is a conceptual review of the literature variously referred to as faculty development, educational development, instructional development, and academic development in higher education. Previous empirical reviews covering more than 30 years of published literature could draw only tentative and weak conclusions about the effectiveness of educational development practices. The authors used different questions that queried the nature of educational development practice and the thinking underlying practice. Their conceptual review yielded a framework with six foci of practice (skill, method, reflection, disciplinary, institutional, and action research or inquiry) that was drawn from an analysis of the design elements of the educational development practices in the research they reviewed and from an analysis of the conceptual, theoretical, and empirical literature cited by those articles. This six-cluster framework provides a new way of thinking about the design of practice and a more meaningful basis for ...

Measuring Learning Outcomes in Higher Education: Motivation Matters

Abstract: With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students’ motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students’ self-report motivation was also collected. Motivation significantly predicted test scores. A substantial performance gap emerged between students in different motivational conditions (effect size as large as .68). Depending on the test format and condition, conclusions about college learning gain (i.e., value added) varied dramatically from substantial gain (d = 0.72) to negative gain (d = −0.23). The findings have significant implications for higher education stakeholders at many levels.