Analysis of Tinto’s student integration theory in first year undergraduate computing students of a UK Higher Education Institution

Purpose- Retention is one of the key performance indicators in university quality assurance processes. This study identifies causes leading to low retention rates for first year undergraduate computing students in a UK Higher Education Institution. Design/methodology/approach- The study applies Tinto’s Student Integration Theory, and connects it with be- havioural patterns of students. Data was collected from 901 students using Pascarella and Terenzini’s question- naire (integration scales). This data was combined with student enrolment information and analysed using the Structural Equation Modelling (SEM) technique. Findings- The study results indicate that Tinto’s Student Integration Theory is useful in analysing student reten- tion, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new ap- proach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institu- tional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefit, appropriate services or programmes, such as student support systems, can have their maximum benefit. Originality/value- The authors mapped behavioural related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK Higher Education insti- tution by employing Tinto’s model. This is the first time the model has been tested in this context

Higher Education Research in Scotland: Report of a Survey Undertaken by Universities Scotland Educational Development Sub-Committee

The aim of this study was to gain an insight into a range of higher educational research taking place across Scotland with a particular focus on the nature, expertise, support and dissemination of this research. For the purposes of this study, we used the term ‘research into higher education’ to refer to a range of higher educational research activity that included: research into higher education policies and practice, pedagogical research, research into learning and teaching taking place in higher education and research about transition from further education or school into higher education. The findings point to the underground nature of pedagogic research taking place in Scotland. Many researchers are based within disciplines and their pedagogic research is disseminated in a variety of settings that do not always make it easily accessible within generic higher education research discourse. Pedagogic research is also apparently undervalued, with many academic staff experiencing pressure to prioritise publishing within their main discipline over and above pedagogic research. In addition there appears to be a lack of capacity within Scottish institutions to maximise the profile of higher educational research in the forthcoming UK Research Excellence Framework (REF) exercise

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Fixing Advising: A Model for Faculty Advising

This paper addresses mandates to fix the advising process with a focus on faculty advising systems. Measures of student success and satisfaction, administrative issues, and faculty concerns are among the many factors discussed. Regression analysis is used to explore long-voiced faculty complaints that students do not follow advice. A case study is used to illustrate changes in one department’s advising process and measures of student satisfaction are reported. A model of advising components is offered to illustrate practices suggested to realize the full potential of the advising process

Inclusion and the relevance of culturally responsive teaching in U.K. Business schools

Inequality, lack of learning, and poor academic achievement are firmly linked (Nieto 1999). Our research explores the British Muslim experience in the context of inclusive pedagogy practice in Business Schools. It is the aim of this paper to explore the relevance of culturally responsive teaching (Gay 2000) in supporting individual student learning differences in increasingly international Business Schools. Law (2004) argues that Universities are expected to be the interrogators of complex ethical problems, as servant and preserver of deeper democratic practices. To fulfil this role effectively universities need to shift away from what (Allen 1998) describes a ‘White Syllabus’. The need to demand from students the ability to adapt to the approach of the institution without the institution making an effort to adapt to the student is an outdated concept which puts many universities at a disadvantage when trying to attract International students to UK business Schools. This paper will look at the relevance of 'culturally responsive teaching' and how this pedagogical method utilises student’s cultural knowledge, prior experiences, and cultural differences to make learning more appropriate and effective for them. Such an approach teaches through the strengths of the students (Gay 2000) and the responsiveness of the educators. Our research adopts a culturally responsive framework (Villegas and Lucas, 2002) that looks at 5 salient characteristics and how they can be used to bridge the gap between learner and tutor and organisation. It will be analysed and argued that culturally responsive teaching can be used to develop inclusion and minimise prejudice within UK Business Schools for minority groups and for this study British Muslims