Future employment & Learning expectations: Profiles of university students' attitudes
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C&ISharing@HKUST Sustainability workshop Date: 25 January 2019 Sub-theme: Sustainability and Employability in Hong Kong Topic: Future employment & Learning expectations: Profiles of university students' attitudes
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Transforming Teaching and Learning Towards Sustainable Development
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OER Assessment @ CUNY
Mari Watanabe-Rose
Director of Undergraduate Education
Initiatives and Research,
Office of Academic Affairs
The City University of New York
5TH year progress critique
Encouraging STEM Engagement among young people is important as demand for STEM skills grows. However, schools face shortages of STEM teachers, limiting their ability to provide STEM education. To promote STEM participation, an educational kit is needed for extra-curricular use by youth organizations for 14-19 year olds. Research found current products have problems and many youth do not engage in STEM activities. The proposed kit aims to address these issues.
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The document discusses designing feedback experiences to be more productive for students. It argues that shared feedback literacy, where both teachers and students understand feedback, is important. Teachers should focus on designing learning environments where students generate their own feedback rather than just receiving comments. Challenges include mismatched views between teachers and students on feedback and high teacher workload from feedback. Addressing these requires a shared understanding of feedback through feedback literacy.
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Schooling has become one of the major global endeavors aimed at developing character, advancing society, and boosting economies. Ensuring high quality education is a top priority for schools, but quality is difficult to define and measure as perceptions of it can vary. Researchers have studied educational effectiveness through inputs, processes, and outcomes for students, teachers, and communities, often using process-product approaches. However, alternative methodologies may be needed to better understand teacher effectiveness and account for teachers' goals and contexts. While excellent teachers can be identified, precisely determining the characteristics that contribute to student achievement has proved difficult.
1877-0428 © 2010 Published by Elsevier Ltd.doi10.1016j.sbs.docx
1877-0428 © 2010 Published by Elsevier Ltd.
doi:10.1016/j.sbspro.2010.03.888
Procedia Social and Behavioral Sciences 2 (2010) 5446–5450
Available online at www.sciencedirect.com
WCES-2010
A study examining the students satisfaction in higher education
Babar Zaheer Butta *, Kashif ur Rehmanb
aPh D Scholr, Foundation University, Rawalpindi, Pakistan
bAssociate Professor Iqra University, Islamabad, Pakistan
Received November 11, 2009; revised December 1, 2009; accepted January 22, 2010
Abstract
This study examines the students’ satisfaction in higher education in Pakistan. The study focuses on the factors like teachers’
expertise, courses offered, learning environment and classroom facilities. Students’ response measured through an adapted
questionnaire on a 5-point likert scale. The sample size of the study consisted of 350 students belong to different private and
public sector universities. The results of regression analysis reveal that all attributes have significant and positive impact on
students’ satisfaction in higher education though with varying degree of strength. However, teachers’ expertise is the most
influential factor among all the variables, therefore it requires special attention of the policymakers and institutes.
Keywords: Higher education; student satisfaction; learning environment.
1. Introduction
Education sector is expanding very rapidly all over the world in recent years. Globalization and digital revolution
has created a demand for new and varied disciplines in education. The cost of providing education has gone up
manifold due to better teaching methodologies and learning instruments with rising inflation worldwide. The brisk
increase in the number of institutions in higher education has led to an intense competition. Number of new
institutions has been established and enrolment is also on the rise (Isani & Virk, 2005). Students can get information
easily and instantly due to advancement in technology and globalization. In this competitive environment only those
institutions can excel which are providing quality education and constructive environment to their students, since
these factors can influence their choice of admission. Such factors can satisfy students to their institutions and can
affect their decisions to attend.
Extensive research has been carried out studying the factors which can effect the satisfaction and retention of
students. Aldridge and Rowley (1998) articulate that according to students’ point of view, good quality education
provides better learning opportunities and suggest that the levels of satisfaction or dissatisfaction strongly affect the
student’s success or failure of learning. Deshields et al (2005) state that higher education institutions are focusing on
identifying and satisfying the needs and expectations of their students. Such factors include student academic
achievement, faculty performance, classroom environment, learning facilities and in ...
Teacher feedback literacy & feedback designs for student learning
- Effective feedback processes need to be designed with an emphasis on what the student does to uptake feedback, including self-evaluation, peer feedback, and developing action plans.
- Teacher feedback literacy involves capacities in designing feedback, building relationships with students, and pragmatically managing feedback processes.
- Interviews with award-winning teachers showed they focus on making feedback student-centered, timing feedback appropriately, and viewing feedback as an interactive process.
Towards productive teacher-student partnerships in feedback processes
The document discusses moving towards teacher-student partnerships in feedback processes. It argues that feedback should become more of a dialogue between teachers and students. Effective peer feedback models involve students reviewing multiple drafts, providing feedback, and having opportunities to revise based on the feedback. New technologies can also facilitate digital peer feedback and dialogue. Moving forward, feedback should consider student needs and position students as active users of feedback. Both teachers and students should develop feedback literacy skills. The goal is to design satisfying feedback experiences for both parties through shared responsibility and partnership approaches.
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This document summarizes a research study that explored perceptions of quality in higher education from the perspectives of undergraduate students, academic staff, and employers at Kingston University. 340 students, 32 staff members, and 17 employers completed questionnaires about their views. Key findings were that employers valued graduate personal qualities the most, while students and staff rated the quality of teaching, learning, feedback and staff-student relationships highly. Students were generally positive about teaching methods but uncertain if they were receiving a high-quality education. The study aims to help universities better understand different stakeholder views of quality to improve student experience and employability.
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Ijmet 10 02_004
This study aims to describe: (1) The values of academic culture possessed by
students, (2) The efforts made by students in producing scientific work; and (3) The
efforts made by the teacher in developing the academic culture of students in order to
develop positively. This research was conducted using a phenomenological qualitative
approach, with locations at the Jetis 3 Junior High School (SMP), Bantul, Indonesia.
The research subjects were selected purposively including a principal, 20 teachers, and
30 students who were administrators of the Intra-School Organization. Data collection
techniques used Focus group discussions, observations, and document studies. All
collected data is then analyzed by the steps of phenomenological qualitative analysis as
stated by John W. Creswell. The results of this study are: (1) That the academic culture
possessed by Jetis Middle School 3 students always processes the dynamics of everyday
life. It is reflected in various observable things called artifacts. Portrait of the academic
culture of Jetis 3 Junior High School students is formed from the results of their
discoveries which are then used as a guide in daily activities in school. There are 10
basic cultural values that guide the academic life of students at school. Three of them
which are considered most important are the values of honesty, discipline, and courtesy.
According to him, these three cultural values are undervalued by students but have an
important role that can lead their owners to success. (2) Efforts to produce scientific
works, Jetis 3 junior high school students have basic capital in each class namely wall
magazine. But they have not optimized the wall magazine; (3) the teacher's efforts in
fostering the academic cultural activities of students have been determined as school
policies, namely: (a) Additional lesson guidance programs for accessing national
examinations, (b) Youth Scientific Work group assistance programs, (c) Remedial
programs for children who have achieving learning completeness, (d) Assistance
program for Student Council activities, (e) Smile, greetings, greetings, (f) Personality
and academic mental counseling programs, (g) Class wall magazine development
programs, and (h) Bulletin and magazine piloting programs students.
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This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
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#دحاتم_البيطار
#timodentist
Dr Hatem ElBitar
د حاتم البيطار
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The document discusses improving feedback processes to make them more satisfying for teachers and useful for students. It suggests reducing individual summative written feedback and replacing it with increased guidance during the course. This aims to achieve positive student evaluations, reduce workload, and provide actionable feedback. Alternative guidance methods are proposed, like co-constructing rubrics, analyzing exemplars, and developing student and teacher feedback literacy. The goal is to appreciate the student perspective and support learning with guidance rather than belated commentary.
Okta mahendra (1608042030) the analysis of 6 journal articles
1. This document summarizes 6 journal articles on the relationship between school facilities and student outcomes such as academic achievement. The articles used qualitative and quantitative methodologies such as surveys and statistical analyses. Overall, the research consistently found that school facility conditions like building quality, classroom size, noise levels, and overcrowding influence student and teacher performance. Students in better facility conditions tended to outperform those in substandard buildings.
Life Science Students’ Expectations on the Importance and Impact of Education...
This study examined life science students' expectations of education's impact on career development and employment opportunities. Questionnaires were administered to master's students and teachers at a biology faculty to assess perceptions. For students, statistically significant decreases were found after graduation in expectations of job ease, pay, knowledge need, and research involvement. Teachers perceived education as having a small role in employment prospects. Both groups expressed somewhat negative views of education's socioeconomic impact, suggesting curriculum improvements are needed to better develop students' innovation and career skills.
Technology-enabled learning-oriented assessment
The document discusses technology-enabled learning-oriented assessment. It describes how assessment can be designed to promote student learning through iterative tasks that mirror real-world applications, developing student evaluative expertise and feedback literacy. Large classes can utilize peer assessment and technology like online quizzes and audience response systems. Learning analytics and dashboards can provide personalized feedback at scale. Developing student feedback literacy and involving students actively is important. Technology should enhance pedagogy by empowering students and adding value to learning.
Designing satisfying feedback experiences
The document discusses designing satisfying feedback experiences for students and teachers. It outlines some key challenges with feedback such as it often coming too late for students to act on. It proposes shifting priorities to provide more guidance within the curriculum rather than just end-of-course feedback. Some suggestions include designing learning environments for students to generate feedback, adopting a role as orchestrator rather than just provider of comments, and implementing means to inject more dialogue into feedback interactions. The goal is to design feedback that is useful for student learning and also workload-friendly for teachers.
targeted orientiaton paper
- The document summarizes a study that examined the effects of a targeted orientation program on first-year engineering students' expectations of university learning and teaching.
- In 2013, following a targeted orientation program, a survey was administered to 173 first-year engineering students about their expectations. The results were compared to a 2010 survey of 161 students who did not receive the targeted orientation.
- The results indicated that the targeted orientation in 2013 had little effect on students' perceptions. Students in both 2013 and 2010 reported difficulty taking notes during lectures and using those notes to study successfully.
Partnership with students in designing feedback processes for large classes
The document discusses designing effective feedback processes that involve partnership with students. It proposes conceptualizing feedback as a social, situated process where students are active partners. An example from a large psychology class is described where students provided video reflections and received audio and written feedback. The summary emphasizes designing feedback that students can uptake and taking a learning-focused approach to developing teacher and student feedback literacy.
Exploring teaching efficacy
1) The study examined teaching efficacy among 340 primary and 520 secondary teachers in Hong Kong. It found primary teachers had lower overall and personal teaching efficacy than secondary teachers.
2) Teaching efficacy was negatively correlated with number of teaching staff and positively correlated with years of teaching experience and job ranking. Younger schools and schools with more staff had lower teaching efficacy scores.
3) The study concluded teaching efficacy varied according to school and teacher characteristics and implications included developing teachers' confidence, supporting professional communities, and considering school history in development plans.
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Shared feedback literacy: Designing for productive feedback experiences
The document discusses designing feedback experiences to be more productive for students. It argues that shared feedback literacy, where both teachers and students understand feedback, is important. Teachers should focus on designing learning environments where students generate their own feedback rather than just receiving comments. Challenges include mismatched views between teachers and students on feedback and high teacher workload from feedback. Addressing these requires a shared understanding of feedback through feedback literacy.
Eeefetiveness
Schooling has become one of the major global endeavors aimed at developing character, advancing society, and boosting economies. Ensuring high quality education is a top priority for schools, but quality is difficult to define and measure as perceptions of it can vary. Researchers have studied educational effectiveness through inputs, processes, and outcomes for students, teachers, and communities, often using process-product approaches. However, alternative methodologies may be needed to better understand teacher effectiveness and account for teachers' goals and contexts. While excellent teachers can be identified, precisely determining the characteristics that contribute to student achievement has proved difficult.
1877-0428 © 2010 Published by Elsevier Ltd.doi10.1016j.sbs.docx
1877-0428 © 2010 Published by Elsevier Ltd.
doi:10.1016/j.sbspro.2010.03.888
Procedia Social and Behavioral Sciences 2 (2010) 5446–5450
Available online at www.sciencedirect.com
WCES-2010
A study examining the students satisfaction in higher education
Babar Zaheer Butta *, Kashif ur Rehmanb
aPh D Scholr, Foundation University, Rawalpindi, Pakistan
bAssociate Professor Iqra University, Islamabad, Pakistan
Received November 11, 2009; revised December 1, 2009; accepted January 22, 2010
Abstract
This study examines the students’ satisfaction in higher education in Pakistan. The study focuses on the factors like teachers’
expertise, courses offered, learning environment and classroom facilities. Students’ response measured through an adapted
questionnaire on a 5-point likert scale. The sample size of the study consisted of 350 students belong to different private and
public sector universities. The results of regression analysis reveal that all attributes have significant and positive impact on
students’ satisfaction in higher education though with varying degree of strength. However, teachers’ expertise is the most
influential factor among all the variables, therefore it requires special attention of the policymakers and institutes.
Keywords: Higher education; student satisfaction; learning environment.
1. Introduction
Education sector is expanding very rapidly all over the world in recent years. Globalization and digital revolution
has created a demand for new and varied disciplines in education. The cost of providing education has gone up
manifold due to better teaching methodologies and learning instruments with rising inflation worldwide. The brisk
increase in the number of institutions in higher education has led to an intense competition. Number of new
institutions has been established and enrolment is also on the rise (Isani & Virk, 2005). Students can get information
easily and instantly due to advancement in technology and globalization. In this competitive environment only those
institutions can excel which are providing quality education and constructive environment to their students, since
these factors can influence their choice of admission. Such factors can satisfy students to their institutions and can
affect their decisions to attend.
Extensive research has been carried out studying the factors which can effect the satisfaction and retention of
students. Aldridge and Rowley (1998) articulate that according to students’ point of view, good quality education
provides better learning opportunities and suggest that the levels of satisfaction or dissatisfaction strongly affect the
student’s success or failure of learning. Deshields et al (2005) state that higher education institutions are focusing on
identifying and satisfying the needs and expectations of their students. Such factors include student academic
achievement, faculty performance, classroom environment, learning facilities and in ...
Teacher feedback literacy & feedback designs for student learning
- Effective feedback processes need to be designed with an emphasis on what the student does to uptake feedback, including self-evaluation, peer feedback, and developing action plans.
- Teacher feedback literacy involves capacities in designing feedback, building relationships with students, and pragmatically managing feedback processes.
- Interviews with award-winning teachers showed they focus on making feedback student-centered, timing feedback appropriately, and viewing feedback as an interactive process.
Towards productive teacher-student partnerships in feedback processes
The document discusses moving towards teacher-student partnerships in feedback processes. It argues that feedback should become more of a dialogue between teachers and students. Effective peer feedback models involve students reviewing multiple drafts, providing feedback, and having opportunities to revise based on the feedback. New technologies can also facilitate digital peer feedback and dialogue. Moving forward, feedback should consider student needs and position students as active users of feedback. Both teachers and students should develop feedback literacy skills. The goal is to design satisfying feedback experiences for both parties through shared responsibility and partnership approaches.
Learners seeking, generating and using feedback inputs: The role of student a...
Learners seeking, generating and using feedback inputs: The role of student and teacher feedback literacies
Teacher feedback literacy, designing learning environments & prospects for ch...
The document discusses feedback literacy and designing learning environments for feedback. It provides an overview of feedback principles and practice, teacher feedback literacy, and interview data on feedback. Key concepts discussed include feedback as a design element in curriculum, productive learning through comparing work, and three peer feedback designs: student peer review, learners as feedback producers, and noticing new ways of doing tasks through peer feedback. The document also examines teacher feedback literacy and interviews with teachers on their feedback practices. It discusses feedback as a contested term and prospects for change, including small adjustments teachers can make to spark positive change in feedback.
What_does_quality_in_higher_education_mean_Perce.pdf
This document summarizes a research study that explored perceptions of quality in higher education from the perspectives of undergraduate students, academic staff, and employers at Kingston University. 340 students, 32 staff members, and 17 employers completed questionnaires about their views. Key findings were that employers valued graduate personal qualities the most, while students and staff rated the quality of teaching, learning, feedback and staff-student relationships highly. Students were generally positive about teaching methods but uncertain if they were receiving a high-quality education. The study aims to help universities better understand different stakeholder views of quality to improve student experience and employability.
A370111.pdf
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Ijmet 10 02_004
This study aims to describe: (1) The values of academic culture possessed by
students, (2) The efforts made by students in producing scientific work; and (3) The
efforts made by the teacher in developing the academic culture of students in order to
develop positively. This research was conducted using a phenomenological qualitative
approach, with locations at the Jetis 3 Junior High School (SMP), Bantul, Indonesia.
The research subjects were selected purposively including a principal, 20 teachers, and
30 students who were administrators of the Intra-School Organization. Data collection
techniques used Focus group discussions, observations, and document studies. All
collected data is then analyzed by the steps of phenomenological qualitative analysis as
stated by John W. Creswell. The results of this study are: (1) That the academic culture
possessed by Jetis Middle School 3 students always processes the dynamics of everyday
life. It is reflected in various observable things called artifacts. Portrait of the academic
culture of Jetis 3 Junior High School students is formed from the results of their
discoveries which are then used as a guide in daily activities in school. There are 10
basic cultural values that guide the academic life of students at school. Three of them
which are considered most important are the values of honesty, discipline, and courtesy.
According to him, these three cultural values are undervalued by students but have an
important role that can lead their owners to success. (2) Efforts to produce scientific
works, Jetis 3 junior high school students have basic capital in each class namely wall
magazine. But they have not optimized the wall magazine; (3) the teacher's efforts in
fostering the academic cultural activities of students have been determined as school
policies, namely: (a) Additional lesson guidance programs for accessing national
examinations, (b) Youth Scientific Work group assistance programs, (c) Remedial
programs for children who have achieving learning completeness, (d) Assistance
program for Student Council activities, (e) Smile, greetings, greetings, (f) Personality
and academic mental counseling programs, (g) Class wall magazine development
programs, and (h) Bulletin and magazine piloting programs students.
The effectiveness of experience and nature-based learning activities in enhan...
This study investigated the effectiveness of experience and nature-based learning activities in enhancing college students’ environmental attitude. It employed pre-test-post-test experimental research design. The participants were the class of fifty-three college students of a higher education institution in Region 2, Philippines. Seven learning activities were employed by the researcher namely pamphlets making, environmental-themed movie poster making, collage making, miniature plant exhibit, vegetable gardening, community clean-up service, recycled art crafts making, and tree planting drive. In like manner, the pre-attitude score and post-attitude scores in the standardize environmental attitude inventory test were compared and the significant differences were determined using paired sample t-test. Results of the study revealed that the different experience-based learning activities were generally rated interesting. Moreover, it was also revealed that the different learning activities significantly increased the environmental attitude of the students towards nature enjoyment, support for interventions and conservation policies environmental movement activism, conservation motivated by anthropocentric concern, confidence in science and technology, environmental threat, altering nature, personal conservation behavior, human dominance over nature, human utilization of nature, and ecocentric concern. This implies that allowing students to be exposed to the different environmental learning activities where direct learning experience is involved significantly increased students environmental construct.
625-1153-1-SM.pdf
#دكتور_حاتم_البيطار
#دحاتم_البيطار
#timodentist
Dr Hatem ElBitar
د حاتم البيطار
أستشاري وجراح أسنان
زميل الزمالة المصرية
محاضر ادارة المستشفيات ومكافحة العدوى
01005684344
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http://bit.ly/2xzMIlo
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Towards making feedback processes satisfying for teachers and useful for stud...
The document discusses improving feedback processes to make them more satisfying for teachers and useful for students. It suggests reducing individual summative written feedback and replacing it with increased guidance during the course. This aims to achieve positive student evaluations, reduce workload, and provide actionable feedback. Alternative guidance methods are proposed, like co-constructing rubrics, analyzing exemplars, and developing student and teacher feedback literacy. The goal is to appreciate the student perspective and support learning with guidance rather than belated commentary.
Okta mahendra (1608042030) the analysis of 6 journal articles
1. This document summarizes 6 journal articles on the relationship between school facilities and student outcomes such as academic achievement. The articles used qualitative and quantitative methodologies such as surveys and statistical analyses. Overall, the research consistently found that school facility conditions like building quality, classroom size, noise levels, and overcrowding influence student and teacher performance. Students in better facility conditions tended to outperform those in substandard buildings.
Life Science Students’ Expectations on the Importance and Impact of Education...
This study examined life science students' expectations of education's impact on career development and employment opportunities. Questionnaires were administered to master's students and teachers at a biology faculty to assess perceptions. For students, statistically significant decreases were found after graduation in expectations of job ease, pay, knowledge need, and research involvement. Teachers perceived education as having a small role in employment prospects. Both groups expressed somewhat negative views of education's socioeconomic impact, suggesting curriculum improvements are needed to better develop students' innovation and career skills.
Technology-enabled learning-oriented assessment
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- 1. Future employment & learning expectations: Profiles of university students’ attitudes Sally Wan Department of Curriculum and Instruction, CUHK Sustainability & Employability in Hong Kong Date: 25 January, 2019 (Friday) Time: 9:00AM - 5:00PM Venue: HKUST Business School Central Rm 1501- 02, 15/F Hong Kong Club Building, 3A Chater Road, Central
- 2. Aims of the Study 1. To present the profiles of university students’ attitudes towards sustainability and their perceptions about employment in sustainability markets, as well as their learning expectations in sustainability education 2. To explore if there are any relationships between university students’ attitudes towards sustainability and their perceptions of sustainability labour markets as well as learning expectations about sustainability
- 3. Method Data collection 1. Participants: 101 university students (undergraduates) 2. Online survey: a. New Ecological Paradigm (NEP) Scale (Dunlap et al., 2000): i. measure the ‘pro-ecological’ world views ii. 6-point Likert scale [Strongly disagree (1) -- Strongly agree (6)] b. NUS University Skills Survey (HEA, 2012) i. examine university students’ learning expectations towards sustainability education and job employment needs in sustainable job markets ii. rank interesting topics regarding sustainability Data analysis 1. Reliability analysis 2. Exploratory factor analysis 3. Cluster analysis 4. MANOVA test 5. Chi-square test
- 5. Findings ● Tended to be positive ● Anthropocentrism> Environmental concerns > Balance of nature
- 6. Findings ● NO significant differences: relationships between perceptions of sustainability labour market & clusters ● lack of info about sustainability labour markets (Lozano, 2011) ● a gap of ‘holistic integration between environment and development’ (Pavlova, 2017) → needs for reviewing the current market needs (Frankham, 2017) → exploration of how to ‘fit in the transition from higher education’ to labour market (Grosemans, Coertjens, & Kyndt, 2017)
- 7. Findings ● NO significant differences: students’ learning expectations about sustainability and clusters ● Pro-environmentalist students tended to have higher commitment and ‘intrinsic’ drive for sustainability education ● External benefits about “proud to be part of a green university” …. such as brand and fame (Uzzell, Pol, & Badenas, 2002; Karlsson & Luttropp, 2006) ● Further considerations: psychological factors (i.e. commitment, motivation) in designing sustainability education
- 8. Findings Most interesting… 1. Reuse/ vintage/ upcycling (13.66%) 2. Habitat & wildlife (11.80%) 3. Water (12,11%) ● NO significant differences: students’ most interesting topics and clusters ● growing trends in consumption markets & more attention to the concepts of social responsibilities & business ethics (Park, 2015; Popescu, 2017) ● ‘over’ familiar with topics like climate change & renewable energy due to social media influence (Sampei & Aoyagi-Usui, 2009) & existence of compulsory learning topic in secondary education in HK
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