National research on the postgraduate student experience: Case presentation on the first year postgraduate student experience (volume 1 of 3)

Also titled: First year postgraduate student experience "This is volume one of three volumes of case studies to enhance the postgraduate student experience. The theme of this case study is: First year postgraduate student experience The other two case studies in this series are: Volume 2 - Postgraduate student diversity Volume 3 - Career development and employability This case presentation on the first year postgraduate student experience is based on experiences derived from student engagement breakfasts, interviews, and focus groups with 366 people across the stakeholder groups of postgraduate students, educators, and university executives from 26 institutions." - from p.

National research on the postgraduate student experiences:Case presentation on career development and employability (Volume 3 of 3)

Also titled: First year postgraduate student experience "This is volume three of three volumes of case studies to enhance the postgraduate student experience. The theme of this case study is: First year postgraduate student experience The other two case studies in this series are: \ud Volume 1 - First year postgraduate student experiences\ud Volume 2 - Postgraduate student diversity\ud This case study presentation on career development and employability is based on student engagement breakfasts, interviews and focus groups with 366 people across the stakeholder groups of postgraduate students, educators and university executives from 26 Australian institutions" - from p.

Independent studies in higher education: Great expectations or hard times?

This chapter presents a case of quality enhancement (QE) focusing on the issue of the independent work students are expected to undertake during their studies in Higher Education. It draws on quantitative and qualitative data gathered as part of a large-scale research exercise involving 113 undergraduate and 128 sixth form students of English. It goes on to explore the changing nature and role of students‘ subjective expectations by presenting data gathered through individual student interviews in which students reflect upon the factors shaping their independent learning experiences. Following the trajectory of expectations illustrated in Figure 1, it sets out a range of pedagogic interventions in this process, assessing outcomes via individual student interviews

Cognitive and Social Help Giving in Online Teaching: An Exploratory Study

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered

Inspiring the Wonderment: Emotional Intelligence in Higher Education

The purpose of this research was to shed insight on the degree to which instructor Emotional Intelligence (EI) may moderate the student/teacher relationship. Interviews were conducted to gather qualitative data on the experience of several students at a private university in the Midwest. The findings suggest that there appears to be a positive relationship between instructor EI and a positive academic experience by the student. Further research on this topic may indicate that institutions may also benefit from incorporating the tracking and evaluating of EI in their faculty body to enhance academic success student

Should WCOB 3016 Business Strategy and Planning be Restructured?

Review of the WCOB 3016 Business Strategy and Planning course and what areas of the course should and/or shouldn\u27t be restructured, based on student surveys, faculty/professor interviews, and benchmarks

The Revolution Will Be Televised But Not Supported: Student Protest at Marquette University

This project examines the factors that affect the presence of student activism and student protest at Marquette University. The current social and political environment of the United States has created an exigence to discuss how students at Marquette critique their surroundings. Data is collected from a variety of sources including the author’s auto-ethnography, a review of historical and scholarly data, institutional data, and student and faculty interviews. Overall, the data shows that student protest and student activism at Marquette University exists amid a series of conflicting influences. The prioritization of donor-based funding and positive publicity, the ambiguity in the meaning of Marquette values, and the prevalence of repressive tolerance create an environment in which meaningful student activism is stifled.https://epublications.marquette.edu/english_3210ur/1036/thumbnail.jp

Performance Pressure and Resource Allocation in Washington

Based on interviews with state, district, and school officials, explores how performance pressures have changed resource allocation decisions. Examines reform goals and how Washington's finance system impedes efforts to link resources to student learning