Costs and Benefits of the EU Enlargement: The Impact on the EU and SEE Countries

The south-eastern enlargement of the European Union will be the sixth enlargement since the establishment of the European Community in 1957. This research uses the gravity model to analyze the factors that have an influence on trade flows between the EU and South-east European Countries. The Gravity model explains patterns of trade with GDP, geographical distance and several dummy variables. Using the data from 2010, the gravity model analyzes trade flows between 23 countries from both the EU and South-eastern European Countries. Taking into consideration the costs of enlargement, this paper examines the possible effects of enlargement on trade flows, and its impact on the development of SEEC’s. Moreover, it offers a solution for the South-east European Countries which is the possibility to create the Balkan Union.

First Year Occupational Therapy Students’ Engagement in Learning Activities: A Qualitative Study

When students enter a bachelor program in occupational therapy, they engage in a variety of learning activities. To explore students’ perceptions of learning activities, this qualitative study investigated the experiences of six first year students participating in an occupational therapy study program at a Norwegian university. The students took part in two focus group interviews. The interview analysis focused on meaning and ended up with three main themes: 1) Getting to know each other through collaborative learning activities, 2) Engaging in classroom learning activities, and 3) Approaching the syllabus and doing assignments. The study concludes that early engagement in social and collaborative learning activities can be a meaningful prerequisite to future learning focused on meaning and feeling safe in the learning environment. Teaching styles also influence students’ engagement in the occupation of studying, with the change from one teaching style to another being particularly challenging for the students

First year occupational therapy students’ engagement in learning activities - a qualitative study

When students enter a bachelor program in occupational therapy, they engage in a variety of learning activities. To explore students’ perceptions of learning activities, this qualitative study investigated the experiences of six first year students participating in an occupational therapy study program at a Norwegian university. The students took part in two focus group interviews. The interview analysis focused on meaning and ended up with three main themes: 1. Getting to know each other through collaborative learning activities, 2. Engaging in classroom learning activities, and 3. Approaching the syllabus and doing assignments. The study concludes that early engagement in social and collaborative learning activities can be a meaningful prerequisite to future learning focused on meaning and feeling safe in the learning environment. Teaching styles also influence students’ engagement in the occupation of studying, with the change from one teaching style to another being particularly challenging for the students.publishedVersio

Perceptions of assessment in Norwegian occupational therapy students

In addition to securing minimum standards of learning among students, assessment is increasingly used as a tool to improve students’ learning. Assessment quality is measured as part of the Course Experience Questionnaire; however, the original ‘appropriate assessment’ scale has demonstrated ambiguous psychometric properties. The current study aimed to gain knowledge about occupational therapy students’ perceptions of assessment, and this was achieved by examining the factor structure and internal consistency of the six items on the ‘appropriate assessment’ scale. Students from six Norwegian universities (n= 187, response rate 61.3 %) completed the scale and reported demographic information. The factor structure of the scale was assessed with Principal Components Analysis and Parallel Analysis, and internal consistency was assessed with Cronbach’sαand mean inter-item correlations. Three factors were extracted from the data: Factor 1 (three items,α= 0.51) is concerned with the content of assessment. Factor 2 (two items,α= 0.62) is concerned with the context of assessment. Finally, Factor 3 (one item) is concerned with the feedback to students following assessment. In view of the item mean scores, feedback in particular appears to be an area of improvement for the occupational therapy programs, as well as a venue for further research.publishedVersio

Perceptions of Assessment in Norwegian Occupational Therapy Students

In addition to securing minimum standards of learning among students, assessment is increasingly used as a tool to improve students’ learning. Assessment quality is measured as part of the Course Experience Questionnaire; however, the original ‘appropriate assessment’ scale has demonstrated ambiguous psychometric properties. The current study aimed to gain knowledge about occupational therapy students’ perceptions of assessment, and this was achieved by examining the factor structure and internal consistency of the six items on the ‘appropriate assessment’ scale. Students from six Norwegian universities (n = 187, response rate 61.3 %) completed the scale and reported demographic information. The factor structure of the scale was assessed with Principal Components Analysis and Parallel Analysis, and internal consistency was assessed with Cronbach’s α and mean inter-item correlations. Three factors were extracted from the data: Factor 1 (three items, α = 0.51) is concerned with the content of assessment. Factor 2 (two items, α = 0.62) is concerned with the context of assessment. Finally, Factor 3 (one item) is concerned with the feedback to students following assessment. In view of the item mean scores, feedback in particular appears to be an area of improvement for the occupational therapy programs, as well as a venue for further research

Approaches to Studying: A Cross-Sectional Comparison of Occupational Therapy Students in Six Education Programs in Norway

Students’ approaches to studying have been associated with their academic performance. Although previous research suggests that the cultural and educational context may influence approaches to studying, few studies have investigated differences in study approaches across education programs. The aim of this study was to examine whether approaches to studying differed among occupational therapy students enrolled in six different educational programs in Norway. From a population of 308 students, 187 first-year occupational therapy students in six educational programs in Norway were recruited. The students provided their sociodemographic information and completed the Approaches and Study Skills Inventory for Students (ASSIST), and group differences were analyzed with Chi-square tests and one-way analyses of variance. Scores on the deep and surface approach scales did not differ significantly among the students in the six educational programs, while there was an overall difference in scores on the strategic approach scale. Group differences regarding the subscales were minor, and only a few of the pairwise differences reached statistical significance. Differences at the education program level appear not to be important for the interpretation of differences in study approaches among students

Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of Norwegian occupational therapy students

Relationships between learning environment variables and students’ approaches to studying have been investigated from many points of view over the last decades. However, few studies have explored whether such relationships are stable over time. In the two consecutive cross-sectional analyses performed in this study, Norwegian occupational therapy students’ perceptions of their learning environment and their approaches to studying were assessed in the second (162 students) and third (193 students) year of their study program. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students, with the aim of exploring whether associations between learning environment variables and study approaches were stable across time. The data were analyzed with hierarchical linear regression analyses. Relatively stable associations with students’ study approaches were found for the learning environment variables of ‘generic skills’ and ‘appropriate workload’. The learning environment variables of ‘clear goals and standards’ and ‘student autonomy’ were directly associated with study approaches in both study years, but the nature of the associations shifted during the study period. Thus, knowledge of stability and change in these relationships could assist faculty in promoting a well-functioning learning environment throughout the study program

Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of Norwegian occupational therapy students

Relationships between learning environment variables and students' approaches to studying have been investigated from many points of view over the last decades. However, few studies have explored whether such relationships are stable over time. In the two consecutive cross-sectional analyses performed in this study, Norwegian occupational therapy students' perceptions of their learning environment and their approaches to studying were assessed in the second (162 students) and third (193 students) year of their study program. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students, with the aim of exploring whether associations between learning environment variables and study approaches were stable across time. The data were analyzed with hierarchical linear regression analyses. Relatively stable associations with students' study approaches were found for the learning environment variables of 'generic skills' and 'appropriate workload'. The learning environment variables of 'clear goals and standards' and 'student autonomy' were directly associated with study approaches in both study years, but the nature of the associations shifted during the study period. Thus, knowledge of stability and change in these relationships could assist faculty in promoting a well-functioning learning environment throughout the study programpublishedVersio

Stable or unstable associations between learning environment factors, study approaches and exam grades: cross-sectional analyses across two consecutive program years

Studies into the relationships between learning environment perceptions, approaches to studying, and academic outcomes have largely followed cross-sectional designs. As a result, knowledge is sparse with regards to whether, or to what degree, the established associations are consistent across years of study. This study aimed to (i) examine associations between occupational therapy students’ academic performance, their approaches to studying and perceptions of the learning environment, while in their second and third years of study, and (ii) evaluate the consistency of the results across years of study. Occupational therapy students in Norway were assessed annually with regards to their perceptions of the learning environment, study approaches, and academic performance. Associations between variables, measured within each study year, were analyzed with linear regression analyses, and then compared year-overyear. In the second study year (n=162), better academic performance was associated with lower student autonomy, and higher scores on strategic approach. In the third study year (n=189), better academic performance was associated with being female and lower scores on surface approach. Having occupational therapy as the preferred line of education at enrollment was associated with better grades in both study years. Associations between grades and gender, perceptions of student autonomy, and study approaches were somewhat different between the two years. Implications for educational practice is discussed and various contents and emphasis in educational programs are proposed.publishedVersio

Stable or Unstable Associations Between Learning Environment Factors, Study Approaches and Exam Grades: Cross-Sectional Analyses Across Two Consecutive Program Years

Studies into the relationships between learning environment perceptions, approaches to studying, and academic outcomes have largely followed cross-sectional designs. As a result, knowledge is sparse with regards to whether, or to what degree, the established associations are consistent across years of study. This study aimed to (i) examine associations between occupational therapy students’ academic performance, their approaches to studying and perceptions of the learning environment, while in their second and third years of study, and (ii) evaluate the consistency of the results across years of study. Occupational therapy students in Norway were assessed annually with regards to their perceptions of the learning environment, study approaches, and academic performance. Associations between variables, measured within each study year, were analyzed with linear regression analyses, and then compared year-over-year. In the second study year (n=162), better academic performance was associated with lower student autonomy, and higher scores on strategic approach. In the third study year (n=189), better academic performance was associated with being female and lower scores on surface approach. Having occupational therapy as the preferred line of education at enrollment was associated with better grades in both study years. Associations between grades and gender, perceptions of student autonomy, and study approaches were somewhat different between the two years. Implications for educational practice is discussed and various contents and emphasis in educational programs are proposed