This document provides a research proposal that will investigate and compare the transitions of first-year university students in Sweden and the UK. It begins with an introduction that discusses theories of student development and the importance of balancing challenge and support during the first year transition. The proposal then outlines the purpose and anticipated contribution of a study that will examine first-year student participation in support initiatives, reported transitional strain, flexibility to change programs, and retention through the second semester in both countries. Finally, it reviews relevant student development and higher education theories that will provide the framework for the study.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
The document summarizes several theories of leadership, including:
1. Situational Leadership Theory proposed by Hersey and Blanchard which states leaders should adjust their style based on follower readiness. There are four styles - telling, selling, participating, and delegating.
2. Trait Theory which initially sought to identify innate traits that distinguish leaders but studies found traits did not predict leadership. Later research found honesty, competence, and forward-thinking were admired traits.
3. Behavioral Styles Theory identified two dimensions of leader behavior - consideration for people and initiating structure of tasks. There are four leadership styles depending on levels of each behavior.
The document covers the following topics related to human resource management (HRM):
- An introduction to management, organization, and the evolution and history of HRM
- The objective of HRM and important terminology
- A definition of HRM and how it represents the strategic deployment of human resources
- The history and evolution of HRM, from personnel management to its recognition as a profession
- The objectives of HRM from societal, organizational, functional, and personal perspectives
- An overview of the evolution of HR practices in Bangladesh and areas that can be improved
This document discusses human resource management (HRM). It outlines several objectives of HRM, including helping the organization reach its goals, ensuring effective utilization of human resources, and increasing employee job satisfaction and self-actualization. The document also discusses the importance of HRM at national, organizational, and professional levels. Specifically, it notes that HRM plays a vital role in national development and economic growth, helps improve organizational performance and quality of work life, and enhances the dignity of labor.
Master's degree students face significant financial challenges during graduate school. Many students experience unanticipated financial transitions and heightened levels of debt that cause stress and health issues. While a master's degree is typically only 2-3 years, the financial decisions made during this time can impact students' future stability and quality of life. Universities provide little support for students' financial concerns. This study examines the financial experiences of master's students to understand how their transitions are shaped by finances.
A Thesis Promoting Success Practices For Higher Education Student Transitio...Richard Hogue
This document examines literature on student transitions into college and the importance of transition programming. It defines student success in college as involving both academic and social integration. Successful transitions require that students form new relationships, adapt to independence from parents, and develop social and academic patterns. Research shows the first few weeks of college are critical for success, yet many schools do not require attendance at transition programs. The document suggests student affairs departments should provide additional transition programming utilizing information on incoming students to promote diversity, relationships, and preparation for careers. Suggestions include academic and social programming with attention to technology, diversity, and inclusion across campus.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
The document summarizes several theories of leadership, including:
1. Situational Leadership Theory proposed by Hersey and Blanchard which states leaders should adjust their style based on follower readiness. There are four styles - telling, selling, participating, and delegating.
2. Trait Theory which initially sought to identify innate traits that distinguish leaders but studies found traits did not predict leadership. Later research found honesty, competence, and forward-thinking were admired traits.
3. Behavioral Styles Theory identified two dimensions of leader behavior - consideration for people and initiating structure of tasks. There are four leadership styles depending on levels of each behavior.
The document covers the following topics related to human resource management (HRM):
- An introduction to management, organization, and the evolution and history of HRM
- The objective of HRM and important terminology
- A definition of HRM and how it represents the strategic deployment of human resources
- The history and evolution of HRM, from personnel management to its recognition as a profession
- The objectives of HRM from societal, organizational, functional, and personal perspectives
- An overview of the evolution of HR practices in Bangladesh and areas that can be improved
This document discusses human resource management (HRM). It outlines several objectives of HRM, including helping the organization reach its goals, ensuring effective utilization of human resources, and increasing employee job satisfaction and self-actualization. The document also discusses the importance of HRM at national, organizational, and professional levels. Specifically, it notes that HRM plays a vital role in national development and economic growth, helps improve organizational performance and quality of work life, and enhances the dignity of labor.
Master's degree students face significant financial challenges during graduate school. Many students experience unanticipated financial transitions and heightened levels of debt that cause stress and health issues. While a master's degree is typically only 2-3 years, the financial decisions made during this time can impact students' future stability and quality of life. Universities provide little support for students' financial concerns. This study examines the financial experiences of master's students to understand how their transitions are shaped by finances.
A Thesis Promoting Success Practices For Higher Education Student Transitio...Richard Hogue
This document examines literature on student transitions into college and the importance of transition programming. It defines student success in college as involving both academic and social integration. Successful transitions require that students form new relationships, adapt to independence from parents, and develop social and academic patterns. Research shows the first few weeks of college are critical for success, yet many schools do not require attendance at transition programs. The document suggests student affairs departments should provide additional transition programming utilizing information on incoming students to promote diversity, relationships, and preparation for careers. Suggestions include academic and social programming with attention to technology, diversity, and inclusion across campus.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
ArticleConceptualizing internationaleducation From inte.docxdavezstarr61655
Article
Conceptualizing international
education: From international
student to international study
Clare Madge
University of Leicester, UK
Parvati Raghuram
The Open University, UK
Pat Noxolo
The University of Sheffield, UK
Abstract
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international
education. Here we argue for a conceptual relocation from international student to international study as a
means to bridge the diverse literatures on international education. International study also enables recog-
nition of the multiple contributions (and resistances) of international students as agents of knowledge for-
mation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a
means to acknowledge the complex spatialities of international education, in which students and educators
are emotionally and politically networked together through knowledge contributions.
Keywords
International study, mobile agents, circulations of knowledge, geographies of international education,
emotions
I Introduction: thinking beyond
‘international student’
as a category
Recent decades have seen a considerable
increase in the volume of ‘international’ stu-
dents worldwide;
1
the number of students
enrolled outside their country of citizenship
has seen a five-fold increase from 0.8 million
in 1975 to 4.1 million in 2010 (OECD, 2012).
This is a global phenomenon – UNESCO sta-
tistics suggest that virtually every country in
the world has experienced an expansion in the
number of international students in the first
decade of the 21st century (http://stats.uis.unes-
co.org/unesco). For instance, from 2003 to
2010 the number of international students in
Egypt grew from 27,158 to 49,011; in the
Czech Republic from 10,338 to 34,992; and in
the Republic of Korea from 7,843 to 59,194
Corresponding author:
Clare Madge, Department of Geography, University of
Leicester, University Road, Leicester LE1 7RH, UK.
Email: [email protected]
Progress in Human Geography
2015, Vol. 39(6) 681–701
ª The Author(s) 2014
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0309132514526442
phg.sagepub.com
http://stats.uis.unesco.org/unesco
http://stats.uis.unesco.org/unesco
http://www.sagepub.co.uk/journalsPermissions.nav
http://phg.sagepub.com
(http://stats.uis.unesco.org/unesco, latest statis-
tics). However, it is the growth of international
students in the so-called major receiving coun-
tries (US, UK, Australia, New Zealand and
some European countries) that so far has
spurred most interest from the research commu-
nity – from scholars (Findlay et al., 2012; Waters
and Brooks, 2011), educational institutions (King
et al., 2010), think-tanks (Mulley and Sachrajda,
2011) and educational providers and policy-
makers (British Council, 2012; UKCISA, 2008).
This increase in international student num-
bers is part of a wider ‘transn.
This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...AJHSSR Journal
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
This document discusses several factors that can affect students' academic achievement and experiences in university, including:
1) Teacher-student relationships, with research showing this relationship significantly impacts student success. Effective teaching methods, understanding student perspectives, and providing encouragement and feedback are important.
2) Sleep, as insufficient sleep decreases concentration, attention, and memory retention, hindering academic performance. Many students do not prioritize sleep.
3) Commuting, as long or difficult commutes reduce time available for studying and focus.
4) Working jobs during studies, which mostly impacts non-academic aspects like socializing, according to some research, though it can also strain academic performance.
This is a report drawing upon the research carried out for the 'Student Sense of Belonging' project, a collaboration between researchers in London Universities interested in the first year experience. This report provides interim observations with reference to a three-university study into the implications of students’ sense of belonging in UK tertiary education. The study employs a survey measurement based on the Psychological Sense of School Membership (Goodenow, 1993), which was administered to over 1,300 first-year, first-semester students. To enrich the survey data, descriptions related to the ‘sense of belonging’ phenomenon were recorded via the Biographic Narrative Interpretive Method (Wengraf, 2007) and will be subject to further analysis via this method in later stages of the project. Initial findings include emergent themes and practice-based opportunities to increase students’ sense of belonging. Appendix A (p 10 onwards) will be of interest to those seeking international student views on the induction process.
Exploration of Conceptions of Assessment within High-Stakes U.S. Culture................................................................ 1
Melanie A. DiLoreto, Ph.D., Christie Pellow, M.A., and David L. Stout, Ph.D.
Theoretical and Practical Aspects of Self-Efficacy in Military Cadets ........................................................................... 10
Ole Boe and Hans-Olav Bergstøl
Differentiated Instruction in the High School Science Classroom: Qualitative and Quantitative Analyses ............ 30
Jane Pablico. Moustapha Diack and Albertha Lawson
An Evaluation of using Games in Teaching English Grammar for First Year English-Majored Students at Dong
Nai Technology University.................................................................................................................................................. 55
Lien Cam and Thi Minh Thu Tran
Abolition of Agricultural Science as a Single Subject in Basic Schools in Ghana: Implications for Basic Educational
Reforms .................................................................................................................................................................................. 72
Martin Bosompem and Theophilus Numo
Pre-defined Roles and Team Performance for First-year Students ................................................................................ 84
Jess Everett, Kaitlin Mallouk and Jenahvive Morgan
To What Extent Does the Medicalisation of the English Language Complicate the Teaching of Medical ESP to
Japanese Medical Students Learning English as a Foreign Language? ....................................................................... 102
Abdullah Alami
A growing body of research shows that arts-based teaching and learning has the power to energize and promote student engagement by increasing opportunities for students to articulate their learning in many different ways. It is particularly effective for students who tend to struggle with the fast-paced and highly structured nature of mainstream education, which favours primarily cognitive and verbal forms of teaching and assessment. This study contributes to the scholarship of teaching and learning (SoTL) by reporting on the learning experiences of third-year child and youth care (CYC) students involved in an arts-based self-portrait assignment.
This document discusses a study that investigated the relationship between identity development processes in international students and their motivations for studying abroad. The study surveyed 429 international students from different countries. The findings showed that motivation to study abroad for personal growth was strongly associated with commitment and exploration identity processes. Motivation to study abroad to change lifestyle or career opportunities was associated with reconsidering commitments and exploration. Students who had achieved their identity showed highest motivation to study abroad for personal growth. Motivation to study abroad to change lifestyle was associated with an identity crisis stage called searching-moratorium status. The results provide a basis for future research on the link between identity and motivations for international study.
This study explored the experiences and perspectives of 20 child and youth care students who participated in a 12-day international study tour of Ireland and Scotland. The tour was designed to provide experiential learning opportunities for students to learn about the history, culture, and social care systems of these countries. Data was collected through reflective journals, a photo narrative project, and focus groups. The analysis revealed 5 themes related to the impact of the tour on students' confidence, understanding of child and youth care, relationship building, cultural competency, and perspectives on the overall experience. The results provide insights into the value of short-term international study tours from the students' point of view.
Purpose
The paper sets out a theoretical framework that has been developed to help understand the transitional experience of Chinese top up students at university. The framework has been developed from two psychosocial student development theories, Schlossberg’s transition theory (Schlossberg, 2005) and Chickering's identity development theory (Chickering & Reisser, 1993).
Since 2000, Chinese students account for the largest proportion of all international students worldwide. As a result, the transition of Chinese students in Western universities has become a popular research topic in the higher education field. However, most of the published studies consider Chinese students as a single category and do not distinguish between traditional entry and direct entry. This work will look specifically at the transition experience of Chinese top up students.
Nature of Research
The paper outlines the initial stages of a PhD study. It will present the development of the conceptual framework for the study and the literature review.
Methodology
The study is a case study of Chinese students studying at UK universities. It will use the Portrait Methodology (Bottery et al, 2009). Individually written “portraits” will be used to show how each individual participant handles the issues students face in transition. The sample size will be approximately 15 students, they will be interviewed both prior to and after they have commenced studies at a uk university. It is intended to take samples from students at a university in north of England.
Main arguments
The transition process is considered to be a “stress coping” process. In particular, it is a cultural adjustment issue and can be considered to comprise three factors: language anxiety, social anxiety and the academic anxiety (Zhou & Todman, 2008; Liu, & Jackson, 2008).
Work on general student development considers a transition to be a developmental process consisting of moving in, moving through and moving out stages of each individual transition (Schlossberg, 2005). Chickering defines it as consisting of 7 vectors, which are stages of development of identity.
The theoretical framework takes the work on general student development and applies it to the transitional process. It synthesizes the work of existing student identity development theories into a process that looks at both temporal and identity development and applies it to the transitional development of top up Chinese students.
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This document summarizes a study comparing levels of engagement between traditional and non-traditional students at Historically Black Colleges and Universities (HBCUs). It provides background on the increasing numbers of non-traditional students in higher education and how they differ from traditional students. The study uses data from the National Survey of Student Engagement (NSSE) to analyze differences in engagement across three benchmarks: academic challenge, enriching educational experiences, and supportive campus environment. The purpose is to address the lack of research on non-traditional student engagement at HBCUs and better understand how engagement impacts outcomes for these students.
This document summarizes modern developments in science education based on a review of recent research literature. It finds that science education worldwide is facing a crisis, as interest in science is declining and students are not being adequately prepared for careers requiring science and technology skills. The document outlines several promising teaching approaches to improve science learning, such as concept mapping, analogies, inquiry-based learning, and addressing environmental issues. It also reviews research published between 2008-2011 on factors influencing science education, such as teaching methods, students' conceptions, and curriculum and assessment. The overall goal is to identify ways to enhance science learning and improve the quality of science education.
Transformative Education: Towards a Relational, Justice-Oriented Approach to ...Zack Walsh
This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from. Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.
This document discusses facilitation of transformative learning in international service-learning (ISL). It makes 3 key points:
1) ISL aims to provide transformative, experiential learning opportunities through community engagement abroad. Effective facilitation requires guiding student reflection to develop intercultural understanding and perspective transformation.
2) Building strong, equitable partnerships between institutions, students, and community partners is essential for ISL. Relationships should progress from exploitative to transactional to transformational.
3) Reflection is the primary mechanism for generating meaningful learning in ISL. It allows students to integrate experiences, critically examine power dynamics, and develop their "moral imagination" through understanding different lived realities. Facilit
Time perspective, hope, and learning strategy among rural australian universi...James Cook University
Ganzer, J., Caltabiano, N. J., & Hajhashemi, K. (2015). Time Perspective, Hope, and Learning Strategy among Rural Australian University Students. British Journal of Education, Society & Behavioural Science, 10(4). doi: 10.9734/BJESBS/2015/19449
This dissertation investigates the factors that influence the capacity of adult learners to engage in deep learning in part-time master's degree programs in Singapore. The author conducted a qualitative study including nine case studies of adult students and lecturers. The findings showed that the incentive, interaction, and content dimensions of learning identified in Illeris' model are interdependent and impact an adult's ability to learn deeply. Key factors included the challenges of multiple roles distracting from study and deterring deep learning, the need for individual effort and responsibility to engage deeply despite university supports, and the importance of contextual awareness and generating positive emotions in the classroom. The research aims to inform universities on improving educational practices to make deep learning accessible for all adult students
This is an assignment for my University of Bath MA in International Education, based on the tensions in transition from MYP to DP. It revolved around the different schools of through about learning and, most importantly, inquiry. It focuses on the different approaches to inquiry characterised by Dewey and Vygotsky, before moving onto a modern look at evidence-based practices.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
ArticleConceptualizing internationaleducation From inte.docxdavezstarr61655
Article
Conceptualizing international
education: From international
student to international study
Clare Madge
University of Leicester, UK
Parvati Raghuram
The Open University, UK
Pat Noxolo
The University of Sheffield, UK
Abstract
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international
education. Here we argue for a conceptual relocation from international student to international study as a
means to bridge the diverse literatures on international education. International study also enables recog-
nition of the multiple contributions (and resistances) of international students as agents of knowledge for-
mation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a
means to acknowledge the complex spatialities of international education, in which students and educators
are emotionally and politically networked together through knowledge contributions.
Keywords
International study, mobile agents, circulations of knowledge, geographies of international education,
emotions
I Introduction: thinking beyond
‘international student’
as a category
Recent decades have seen a considerable
increase in the volume of ‘international’ stu-
dents worldwide;
1
the number of students
enrolled outside their country of citizenship
has seen a five-fold increase from 0.8 million
in 1975 to 4.1 million in 2010 (OECD, 2012).
This is a global phenomenon – UNESCO sta-
tistics suggest that virtually every country in
the world has experienced an expansion in the
number of international students in the first
decade of the 21st century (http://stats.uis.unes-
co.org/unesco). For instance, from 2003 to
2010 the number of international students in
Egypt grew from 27,158 to 49,011; in the
Czech Republic from 10,338 to 34,992; and in
the Republic of Korea from 7,843 to 59,194
Corresponding author:
Clare Madge, Department of Geography, University of
Leicester, University Road, Leicester LE1 7RH, UK.
Email: [email protected]
Progress in Human Geography
2015, Vol. 39(6) 681–701
ª The Author(s) 2014
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0309132514526442
phg.sagepub.com
http://stats.uis.unesco.org/unesco
http://stats.uis.unesco.org/unesco
http://www.sagepub.co.uk/journalsPermissions.nav
http://phg.sagepub.com
(http://stats.uis.unesco.org/unesco, latest statis-
tics). However, it is the growth of international
students in the so-called major receiving coun-
tries (US, UK, Australia, New Zealand and
some European countries) that so far has
spurred most interest from the research commu-
nity – from scholars (Findlay et al., 2012; Waters
and Brooks, 2011), educational institutions (King
et al., 2010), think-tanks (Mulley and Sachrajda,
2011) and educational providers and policy-
makers (British Council, 2012; UKCISA, 2008).
This increase in international student num-
bers is part of a wider ‘transn.
This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...AJHSSR Journal
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
This document discusses several factors that can affect students' academic achievement and experiences in university, including:
1) Teacher-student relationships, with research showing this relationship significantly impacts student success. Effective teaching methods, understanding student perspectives, and providing encouragement and feedback are important.
2) Sleep, as insufficient sleep decreases concentration, attention, and memory retention, hindering academic performance. Many students do not prioritize sleep.
3) Commuting, as long or difficult commutes reduce time available for studying and focus.
4) Working jobs during studies, which mostly impacts non-academic aspects like socializing, according to some research, though it can also strain academic performance.
This is a report drawing upon the research carried out for the 'Student Sense of Belonging' project, a collaboration between researchers in London Universities interested in the first year experience. This report provides interim observations with reference to a three-university study into the implications of students’ sense of belonging in UK tertiary education. The study employs a survey measurement based on the Psychological Sense of School Membership (Goodenow, 1993), which was administered to over 1,300 first-year, first-semester students. To enrich the survey data, descriptions related to the ‘sense of belonging’ phenomenon were recorded via the Biographic Narrative Interpretive Method (Wengraf, 2007) and will be subject to further analysis via this method in later stages of the project. Initial findings include emergent themes and practice-based opportunities to increase students’ sense of belonging. Appendix A (p 10 onwards) will be of interest to those seeking international student views on the induction process.
Exploration of Conceptions of Assessment within High-Stakes U.S. Culture................................................................ 1
Melanie A. DiLoreto, Ph.D., Christie Pellow, M.A., and David L. Stout, Ph.D.
Theoretical and Practical Aspects of Self-Efficacy in Military Cadets ........................................................................... 10
Ole Boe and Hans-Olav Bergstøl
Differentiated Instruction in the High School Science Classroom: Qualitative and Quantitative Analyses ............ 30
Jane Pablico. Moustapha Diack and Albertha Lawson
An Evaluation of using Games in Teaching English Grammar for First Year English-Majored Students at Dong
Nai Technology University.................................................................................................................................................. 55
Lien Cam and Thi Minh Thu Tran
Abolition of Agricultural Science as a Single Subject in Basic Schools in Ghana: Implications for Basic Educational
Reforms .................................................................................................................................................................................. 72
Martin Bosompem and Theophilus Numo
Pre-defined Roles and Team Performance for First-year Students ................................................................................ 84
Jess Everett, Kaitlin Mallouk and Jenahvive Morgan
To What Extent Does the Medicalisation of the English Language Complicate the Teaching of Medical ESP to
Japanese Medical Students Learning English as a Foreign Language? ....................................................................... 102
Abdullah Alami
A growing body of research shows that arts-based teaching and learning has the power to energize and promote student engagement by increasing opportunities for students to articulate their learning in many different ways. It is particularly effective for students who tend to struggle with the fast-paced and highly structured nature of mainstream education, which favours primarily cognitive and verbal forms of teaching and assessment. This study contributes to the scholarship of teaching and learning (SoTL) by reporting on the learning experiences of third-year child and youth care (CYC) students involved in an arts-based self-portrait assignment.
This document discusses a study that investigated the relationship between identity development processes in international students and their motivations for studying abroad. The study surveyed 429 international students from different countries. The findings showed that motivation to study abroad for personal growth was strongly associated with commitment and exploration identity processes. Motivation to study abroad to change lifestyle or career opportunities was associated with reconsidering commitments and exploration. Students who had achieved their identity showed highest motivation to study abroad for personal growth. Motivation to study abroad to change lifestyle was associated with an identity crisis stage called searching-moratorium status. The results provide a basis for future research on the link between identity and motivations for international study.
This study explored the experiences and perspectives of 20 child and youth care students who participated in a 12-day international study tour of Ireland and Scotland. The tour was designed to provide experiential learning opportunities for students to learn about the history, culture, and social care systems of these countries. Data was collected through reflective journals, a photo narrative project, and focus groups. The analysis revealed 5 themes related to the impact of the tour on students' confidence, understanding of child and youth care, relationship building, cultural competency, and perspectives on the overall experience. The results provide insights into the value of short-term international study tours from the students' point of view.
Purpose
The paper sets out a theoretical framework that has been developed to help understand the transitional experience of Chinese top up students at university. The framework has been developed from two psychosocial student development theories, Schlossberg’s transition theory (Schlossberg, 2005) and Chickering's identity development theory (Chickering & Reisser, 1993).
Since 2000, Chinese students account for the largest proportion of all international students worldwide. As a result, the transition of Chinese students in Western universities has become a popular research topic in the higher education field. However, most of the published studies consider Chinese students as a single category and do not distinguish between traditional entry and direct entry. This work will look specifically at the transition experience of Chinese top up students.
Nature of Research
The paper outlines the initial stages of a PhD study. It will present the development of the conceptual framework for the study and the literature review.
Methodology
The study is a case study of Chinese students studying at UK universities. It will use the Portrait Methodology (Bottery et al, 2009). Individually written “portraits” will be used to show how each individual participant handles the issues students face in transition. The sample size will be approximately 15 students, they will be interviewed both prior to and after they have commenced studies at a uk university. It is intended to take samples from students at a university in north of England.
Main arguments
The transition process is considered to be a “stress coping” process. In particular, it is a cultural adjustment issue and can be considered to comprise three factors: language anxiety, social anxiety and the academic anxiety (Zhou & Todman, 2008; Liu, & Jackson, 2008).
Work on general student development considers a transition to be a developmental process consisting of moving in, moving through and moving out stages of each individual transition (Schlossberg, 2005). Chickering defines it as consisting of 7 vectors, which are stages of development of identity.
The theoretical framework takes the work on general student development and applies it to the transitional process. It synthesizes the work of existing student identity development theories into a process that looks at both temporal and identity development and applies it to the transitional development of top up Chinese students.
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Reed T. Curtis Research Proposal for Stockholm University
1. Charting the Course: Investigating the Transitions of First-Year University
Students in Sweden and the United Kingdom
A research proposal submitted to the International and Comparative Education
faculty at Stockholm University
Reed T. Curtis, M. Ed
April 1st, 2015
2. CURTIS, 2015 | 1
Introduction
Almost fifty years ago, American psychologist Nevitt Sanford (1966) theorized that college student development required a
delicate balance between challenge and support. To successfully transition into a complex higher education environment,
first-year students, defined as new full-time higher education students completing their first-year of studies, are challenged
to use appropriate integration strategies, such as exploring study and career options, managing time, studying effectively,
forging new social relationships, engaging inside and outside of the classroom, and developing their identity (Nutt &
Calderon, 2009; Upcraft, Gardner, & Barefoot, 2005). Concurrently, they must be supported, both academically and socially,
by the faculty, staff, and others at the higher education institution they have chosen to attend (Brooman & Darwent, 2013;
Chickering, 1969; Curtis, 2008, 2009, 2010; Curtis & Underwood, 2013; Goodman, Schlossberg, & Anderson, 2006; Nutt &
Calderon, 2009; Pitkethly & Prosser, 2001; Tinto, 1993; Yorke, 2014; Yorke & Longden, 2008; Yorke, Longden, & Society for
Research into Higher Education, 2004).
Sanford’s theory of a delicate balance underlying successful student transition into higher education has served as the
foundation of a rich body of research into college student development. Subsequent research and theory indicate that
students entering higher education undergo a transition that challenges their academic, personal, and professional
identities (Bowles, Fisher, McPhail, Rosenstreich, & Dobson, 2013; Briggs, Clark, & Hall, 2012; Brooman & Darwent, 2013;
de Lourdes Machado, Brites, Magalhães, & Sá, 2011; Dias & Sá, 2014; Engberg & Mayhew, 2007; Evans, 2010; McKay &
Devlin, 2014; Pitkethly & Prosser, 2001; Upcraft et al., 2005). In response, however, researchers have repeatedly found that
by providing adequate levels of student support within the first year of college, institutions can significantly improve long-
term retention rates and other measures of student success (Bowles et al., 2013; Brooman & Darwent, 2013; Cook &
Leckey, 1999; Engberg & Mayhew, 2007; L. Harvey, Drew, & Smith, 2006; Hunter, McCalla-Wriggins, & White, 2007; James,
Krause, & Jennings, 2010; Lairio, Puukari, & Kouvo, 2011; Longden, 2006; Lowe & Cook, 2003; Lumsden, Mcbryde-Wilding,
& Rose, 2010; Nutt & Calderon, 2009; Pitkethly & Prosser, 2001; Scanlon, Rowling, & Weber, 2007; Upcraft et al., 2005;
Wilcox, Winn, & Fyvie‐Gauld, 2005; Yorke & Longden, 2008).
While the above scholarly exploration into the first-year experience may appear extensive, it remains, curiously, quite
limited. Harvey, Drew, and Smith (2006) identify a significant and pressing need for systematic research in this area to be
undertaken beyond the United States. Research into the first-year student experience in Europe is of particular interest
because the structure of higher education in the continent has been rapidly evolving over the past few decades (Sursock &
Smidt, 2010). Higher education policy changes related to the Bologna Process have created a new educational landscape, as
have economic pressures that have led some (but not all) European nations to charge students fees for higher education for
the first time.
This proposed study will be situated in Sweden, where citizens are not subject to higher education fees, and in the United
Kingdom (UK), where citizens have been subject to higher education fees since 1988. Specifically, this study will investigate
the participation of first-year students in Sweden and in the UK in first-year support initiatives, the transitional strain
students report experiencing their first semester, the academic flexibility students have in changing their course of study,
and the relationship(s), if any, that exist between those three variables and the retention of students through their second
semester. The results will also be analyzed to provide a comprehensive comparison of first-year student experiences and
outcomes within the two European countries. It is anticipated that study findings will make a significant and lasting
contribution to both the growing field of higher education in Europe and that of international and comparative education.
The following section details the theoretical underpinnings of this study.
Student Development Theory
The term ‘college student development’ in this proposed study refers to the “ways that a student grows, progresses, or
increases his or her developmental capabilities as a result of enrollment in an institution of higher education” (Rodgers,
1990, p. 27). Several theoretical perspectives influence research into college student development; however, the most
commonly used theoretical perspectives can be categorized as either psychosocial theories or cognitive-structural theories.
3. CURTIS, 2015 | 2
Psychosocial theories “examine the content of development—that is, the important issues people face as their lives
progress” and indicate that a student’s understanding of his or her identity changes throughout time and not necessarily in
any order (Evans, 2010, p. 42). For example, Chickering (1969) theorizes that college students experience seven nonlinear
vectors of development. Thus, throughout their college career, students may have the opportunity to develop competence,
emotional management, interdependence, mature interpersonal relationships, identity, purpose, and integrity.
Transitional student development theories, which are psychosocial in nature, have also informed the exploration of first-
year student experiences. Transitions are “any event or non-event that results in changed relationships, routines,
assumptions and roles” which often require “new patterns of behavior” (Goodman et al., 2006, p. 32). Schlossberg (1984)
developed the adult transition framework to explore the holistic nature of transitions that adults experience. The
framework explains that a transition has three phases: moving in, moving through, and moving out. Within each phase, it is
important to understand the unique situation an adult is experiencing, his or her personal demographics and
characteristics, the support or lack of support to which they have access, and the strategies the individual does or does not
take during the transition (Goodman et al., 2006). Curtis (2009) found the framework to be useful when creating and
evaluating a survey instrument on transitional strain experienced by master’s degree students. As the theory points out,
and Curtis (2009) found, transitions that are anticipated result in less strain, whereas unanticipated or non-event transitions
result in higher levels of transitional strain that can impact a student’s ability to progress in college.
Cognitive-structural student development theories focus on how people “think, reason, and make meaning of their
experiences” (Evans, 2010, p. 43). In comparison to psychosocial and transitional theories, cognitive-structural theories
argue that there is a structure to development that must occur in stages that are ordered; however, “the age at which each
stage occurs and the rate of speed with which the person passes through it are variable” (Evans, 2010, p. 43). For example,
Perry’s theory of intellectual and ethical development indicates that there are nine sequential positions that college
students can progress through during higher education. Students begin college in the basic duality position where they see
the world through a dichotomous lens of good and bad, right and wrong but through the various positions have the
potential to develop critical thinking (Evans, 2010; Perry, 1999). Likewise, recent science on the adolescent brain seems to
support Perry’s idea but ties the development of critical thinking not only to college but to the physiological growth of the
brain. Several studies point to the idea of an emerging adulthood where good decision making and critical thinking is not
completely possible until brains reach the age of twenty five or so (Luciana, 2010; Richards, 2006; Steinberg, 2010; Welsh &
Schmitt-Wilson, 2013). This new brain research and the cognitive-structural theories raise the question as to whether
higher education systems that provide a lack of flexibility in study choice may be expecting solid decision making skills from
individuals who are not cognitively ready for it.
Higher Education in Europe
Similar to the students entering universities, higher education in Europe has been undergoing its own complex transition
where institutions are adapting to the Bologna Process, the Lisbon Strategy, and calls for wider access (J. Harvey, Scott, &
Rayfield, 2005; Kehm, 2015; Osborne, 2003). The Bologna Process, in particular, has reshaped the educational landscape,
leading scholars to argue that Europe has entered into a “brave new world” (Sursock & Smidt, 2010, p. 14) where higher
education stands “at the crossroads” (Curaj, Scott, Vlasceanu, & Wilson, 2012, p. vi).
The European University Association (EUA), the largest organization representing European universities, has chosen to
direct extensive resources into researching the trends associated with the Bologna Process. In 2010, the EUA published a
trends report that included results from a survey of over 820 European universities and from focus groups of faculty, staff,
and students across Europe. Of the 46 countries participating in the Bologna Process, the EUA found that 95% had
implemented the new degree structures by 2010; however, the EUA also found that the changed degree structures did not
lead to “meaningful curricular renewal, but rather to compressed Bachelor degrees that leave little flexibility for students”
(Sursock & Smidt, 2010, p. 7). This was echoed by the students who spoke with EUA officials; these students raised concerns
about the lack of flexibility within the bachelor programmes. In particular, the EUA expressed concern that the curricula
4. CURTIS, 2015 | 3
may be becoming more rigid and compressed, thus decreasing students’ abilities to be academically creative, study abroad,
take on internships, and become otherwise engaged in student life (Sursock & Smidt, 2010).
Sjur Bergan, head of the Education Department for the Council of Europe, argues that there are four main purposes of
education: career preparation, creating active citizenry in democratic societies, personal development, and increasing
knowledge (Sursock & Smidt, 2010). The personal development of students, according to the EUA and Bergan, has been
largely “ignored in the Bologna discussions” (Sursock & Smidt, 2010, p. 31). The EUA does indicate in the 2010 trends report
that Europe has begun to embrace student-centered learning in which the focus of higher education shifts from “the
teacher and what is taught, to the learner and what is learned” (Sursock & Smidt, 2010, p. 31).
According to the EUA,
“the importance of student services in European HEIs has been relatively ignored by policy makers throughout the
Bologna decade even although it is essential for communicating the benefits of the reforms to potential and
current students, guiding them in constructing more flexible study paths, succeeding in attaining their learning
goals and supporting their entry into the workplace.” (Sursock & Smidt, 2010, p. 82)
This shift to student-centered learning cannot be successful if it is only supported inside the classroom. The EUA argues that
student services and staff development must be priorities moving forward if it will succeed. Although there was marginal
growth in student services between 2005 and 2010, a focus group with the European Forum for Student Guidance
(FEDORA) resulted in the EUA concluding that institutions do not fully recognize the importance of student guidance and
counseling services. In addition, EUA finds that the Bologna Process has encouraged “personalised study paths and
diversification of the student body” but the “issue of student services that is so crucial to student success has been
relatively neglected” (Sursock & Smidt, 2010, p. 83).
The focus group with FEDORA also indicated that the common European model of student guidance may be changing.
Whereas, in the past, institutions have primarily emphasized giving guidance to students prior to admission to the
institution, the focus seems to be shifting to “improving student retention and preparing students for employment”
(Sursock & Smidt, 2010, p. 84). This coincides with an increased interest in providing stronger student support for first-year
students in European higher education (Bowles et al., 2013; Brooman & Darwent, 2013; L. Harvey et al., 2006; Lumsden et
al., 2010; Nutt & Calderon, 2009; Scanlon et al., 2007; Wilcox et al., 2005; Yorke & Longden, 2008).
Academic Exploration and Flexibility
As the EUA indicates, one unintended consequence of the Bologna Process seems to be the compression of academic
programmes into a shorter time frame which reduces the ability of some students to fully engage in the college experience
(Sursock & Smidt, 2010). It also seems that because most European bachelor programmes require three years compared to
the United States’ four years, most European efforts to support first-year students have not been curricular in nature. In the
United States, first-year seminars are common where students build or strengthen many skills necessary for college
success. In Europe, however, efforts have mostly been limited to programming outside of the classroom (Nutt & Calderon,
2009).
Further, it is common for students in the United States to change their course of study several times (Gordon, Habley,
Grites, & National Academic Advising Association (U.S.), 2008; Hunter et al., 2007). In contrast, however, in Europe, the
ability for students to change academic programmes after starting is limited (de Lourdes Machado et al., 2011; Yorke &
Longden, 2008), and may contribute to attrition rates. The Higher Education Academy, a leading British higher education
research entity, investigated the reasons first-year students did not return during the second year and found the top reason
was “poor choice of programme” (Yorke & Longden, 2008, p. 2). The report goes on to quote first-year British students
stating: “I had no idea what I wanted to do…I didn’t want to make a career out of what I was studying” and indicated that
5. CURTIS, 2015 | 4
many students felt they had to make a rushed choice and were unable to change programmes, so they left higher education
altogether (Yorke & Longden, 2008, pp. 30-32).
Interestingly, however, the Higher Education Academy report identified a “substantial number of students who expressed
satisfaction with their second enrolment in higher education…a basis from which to reorient their thinking about their
participation in higher education” (Yorke & Longden, 2008, p. 32). It seems that students left because the system did not
allow a flexible path by which they could change their course of study, lost the money they had spent on the fees which are
now required in the UK, and returned later to enter the field they wanted to pursue. This proposed study intends to
investigate this phenomenon further, especially in light of the fact that students are paying higher education fees in Britain.
First-Year Student Support in Sweden and the United Kingdom
In general, studies indicate a need for greater support both inside and outside of the classroom for first-year students in
Europe. Findings from studies exploring the experiences of college students in the UK indicate that students often have
unrealistic academic expectations about their preparedness, the amount of workload higher education requires, and the
size of classes they will attend, leading researchers to argue for greater academic support both prior to and after the
transition to higher education (Cook & Leckey, 1999; Lowe & Cook, 2003). In Sweden, Max Scheja, a professor of higher
education pedagogy at Stockholm University, found that some first-year students in Sweden are not fully equipped to
handle studies at the University level and struggle with time management. Scheja (2006) argues that first-year students in
Sweden need more time for reflection and that the “understanding of a particular course material necessitates certain
latitude for thinking through and grasping the essential aspects” (p. 442). Similarly, Hultgren (2009) found that many first-
year students in Sweden lack the information literacy skills needed to make informed study and career decisions, even
though they receive career guidance prior to higher education.
Both Sweden and the UK have made previous efforts to address the needs of first-year students, which reflect the overall
sense that the first-year experience is becoming an international priority (Nutt & Calderon, 2009). While it seems that the
UK has made more systematic efforts at investigating the retention of first-year students (Yorke et al., 2004), it may be a
result of the growing voice students have in the UK as they now are paying for higher education. Sweden, in comparison,
does not seem to focus as much on retention, despite finding that under half of their first-year students complete a degree
within seven years (Swedish Higher Education Authority, 2014). Retention may not be as culturally relevant in Sweden;
education may be seen more as a right than a privilege and that for “many students the award of a qualification is
important, while the main objective for others is to acquire knowledge, not to collect credits” (Swedish Higher Education
Authority, 2014, p. 32). Below are a few examples of specific efforts institutions in Sweden and the UK have taken to
support first-year students.
Sweden United Kingdom
Gothenburg University: first-year seminar offered to
science students to teach skills related to successful
transitions (study skills, career exploration, social
integration) and guidance in a small class setting during
first-semester. Instructors of the seminar receive support
and coaching while they teach (Hultberg, Plos, Hendry, &
Kjellgren, 2008; Kjellgren et al., 2008).
Teesside University: Retention Support Officers (RSOs)
initiative where members of academic staff across all
programs of study provide nonacademic drop-in support for
first-year students. The priority is the holistic success of each
student “rather than the retention rates or the concerns of a
school or a particular course or program” (Nutt & Calderon,
2009, p. 40).
Uppsala University: SciTech Model for first-year student
success involves support for students prior to admission,
during induction, and throughout their studies via
academic coaching, study skills components, career
counseling, and peer mentoring (Nutt & Calderon, 2009).
University of Manchester: Mentoring and Peer-Assisted Study
Sessions (PASS) initiative focuses on the benefits peer
mentoring and study assistance can have on first-year student
success. Peer mentors provide non-academic support during
the transition and PASS provides supplemental academic
support (Nutt & Calderon, 2009).
6. CURTIS, 2015 | 5
Research Question
1. What relationship(s), if any, is (are) there between the participation of first-year students in Sweden and the
United Kingdom in first-year support initiatives, the transitional strain students report experiencing during their
first semester, the academic flexibility students have in changing their course of study, and the retention of
students through their second semester? How do these relationships, if any, compare and contrast in Sweden and
the United Kingdom?
Methods
The researcher will create a survey instrument utilizing a variety of tools already validated and utilized in higher education
research. Some items will be drawn from the transitional strain scales previously utilized by Curtis (2009) and other survey
tools related to academic exploration, first-year experience, student engagement, and retention. Related open-ended
questions will also be included in the survey to allow for qualitative analyses. Prior to deployment, statistical analyses and
other appropriate steps will be taken to ensure the reliability and validity of the survey. Further, feedback on the draft
survey will be acquired from experts in educational research and a pilot survey will be administered.
Ideally, data will be collected from two institutions in each country. The researcher will work closely with institutional
representatives and the appropriate research review boards to determine the best method for deploying the survey. In
addition, institutions will be selected based on several factors related to the research question and the availability and
willingness of institutions to share internal retention data. Ideally, the conditions at each of the four institutions will enable
the researcher to obtain a random sample of first-year students and an appropriate manner in which to reach the invited
participants. Once determined, the survey will be deployed to a random sample of first-year students during their first
semester.
Results of the survey will be analyzed utilizing appropriate statistical software and the qualitative responses will be analyzed
using a coding system to highlight themes inherent within the comments. A useful approach to extend interpretation of the
quantitative data collected might be to analyze survey results with multiple regressions. This approach would allow for
statements of confidence in magnitude and directional impacts of the causative factors as they influence retention.
Significance
Research on higher education in Europe is particularly important now as institutions across Europe are placing greater
emphasis on student learning experiences and key outcomes such as retention and time-to-degree completion (Sursock &
Smidt, 2010). Kehm (2015) argues that research into higher education must be a pressing priority and points to the need for
European countries to fund and develop research-oriented master’s and doctoral programs of higher education. During the
past few decades, Europe has shifted much of its focus towards building “knowledge economies and knowledge societies”
and the result has been greater “interest and need of policy makers and practitioners for better and more evidence-based
knowledge about higher education institutions” (Kehm, 2015, p. 60). Despite increased demand and third-party funding for
European higher education research, higher education is not a robust field of study in Europe (Kehm, 2015; Teichler, 1996,
2005).
This study will fill a significant gap in the European higher education research literature and is both highly relevant and
critical to further discourse related to the future of the Bologna Process and Europe in general. This study will be a unique
exploration into both the transitions of first-year students in Europe and the transitions of higher education institutions in
Sweden and the UK. The study is warranted for a number of reasons, perhaps the most important of which is clearly
indicated within the 2010 EUA report:
“The paradigm shift to student-centered learning is probably the ultimate measure of the Bologna
reforms but, so far, no study has been able to assess and measure this aspect of the Process, at least not
at European level” (Sursock & Smidt, 2010, p. 32).
7. CURTIS, 2015 | 6
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