55381668
The Influence of Biographical Factors on Adult Learner Self-Directedness in an Open Distance Learning Environment
This study investigated the relationship between self-directedness (as measured by the Adult Learner Self-Directedness Scale) and biographical factors such as age, race, and gender of adult learners enrolled at a South African open distance learning (ODL) higher education institution. Correlational and inferential statistical analyses were used. A stratified random sample of 1,102 mainly black and female learners participated in the study. The Adult Learner Self-Directedness Scale (ALSDS) identified four constructs of adult learner self-directedness in an Open Distance Learning Higher Education (ODLHE) milieu, namely the strategic utilisation of officially provided resources, engaged academic activity, success orientation for ODLHE, and academically motivated behaviour. The research indicated that significant differences exist between the gender, race and age groups with regard to self-directedness. With regard to gender, males scored significantly higher than females on success orientation for ODLHE and engaged academic activity. With regard to race, Indian participants scored significantly higher than the other race groups on strategic utilisation of officially provided resources and engaged academic activity. The white participants scored significantly higher than the other race groups on success orientation for ODLHE. In terms of age, the age group >50 scored significantly higher than the other age groups on success orientation for ODLHE and self-efficacy. In terms of success orientation, the means for the age groups seem to increase as the ages of participants increase. The age group 18-25 scored significantly higher than the other age groups on engaged academic activity.
145482821
Serving the System: A critical history of distance education
When analysed through the critical lens, distance education has a long history of serving the system at the expense of the lifeworld. Using Jürgen Habermas's Theory of Communicative Action as a powerful learning paradigm to diagnose problems and envision cures, this paper looks at the history of distance education in terms of its ability to foster communicative action. It concludes that most forms of distance education have served the system. However, computer conferencing carries the potential for the interactivity that enables communicative action, but does not guarantee it. Only the value choices of distance educators willing to stand up against the system in this era of corporate globalisation can ensure that they make the 'learning turn' and serve the lifeworld.
144320270
Globalisation: The role of new information and communication technologies in distance education
Abstract The rapid changes and convergence of new information and communication technologies over the past decade have changed the way distance education is employed. The new information and communication technology revolution has enabled academic institutions to provide a flexible and more open learning environment to students and has brought distant sites into an electronic web of information. As a result, the gist of this paper is to examine the promise of new information and communication technologies and public service broadcasting (particularly television broadcast-based distance education) in Africa in the face of globalisation.
14963140
What have we learnt about mobile LifeLong Learning (mLLL)?
Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues.
55721317
Exploring Employees' Personality Attributes in Relation to Their Employability Attributes in the Business Management Field
This study explored early career employee's personality preferences in a South African work setting. Participants were a non-probability sample business management employees (N = 304; female = 64%, ethnicity = 81% Black, supervisory = 53%, age range = 25 and 40 years). The participants completed measures of personality type, self-esteem and emotional intelligence as a composite set of their personality attributes, in relation to their employability attributes. A canonical analysis indicated that the participants' personality attributes were significantly and positively related to their employability attributes. Structural equation modeling indicated a moderate fit between the personality and employability canonical variate constructs. The findings provided thus evidence that a person's personality attributes are related to their employability attributes and should their personality attributes be developed, their employability attributes would be enhanced.
155062062
‘i-learn’: developing a new approach in higher education for lifelong learning
Abstract Demand is growing worldwide for access to high quality, diverse, and up-to-date higher education. In Germany, the universities of Rhineland Palatinate have developed an initiative to create a model of exchange to potentiate students' competencies according to Bologna reform and to use university resources in an optimal way. In addition to the b-learning methodologies of this experience, this article suggests to add new elements related to the biography of learners and their emotional management skills rather than to the learning methodology, in order to develop a new model of learning for lifelong learning, the ‘i-learn.’ The article moves from the narrative of the previous experiences through an analysis of the context, trends and gaps, to the proposed approach with its strategy and impacts. It is not yet a complete model; it is a sharing of an ongoing experience, which seeks to develop a new approach.
145194499
Self-regulated learning in higher education: identifying key component processes
The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulated learning as a relevant and valuable concept in higher education. The second is to promote the study of those constituent elements considered most likely to develop our understanding beyond a mere description of those processes thought to be involved in self-regulated learning. A case is presented for learning style, academic control beliefs and student self-evaluation as key constructs which contribute to an increased understanding of student self-regulated learning, and which facilitate the application of self-regulated learning in pedagogy by enhancing its tangibility and utility.
205708307
Learner control and personal learning environment: a challenge for instructional design
In an increasingly networked and technologically mediated world, people need to continuously update their knowledge and skill base, so as to be able to self-direct their intentional learning projects. In addition to teaching domain-specific knowledge and skills, the role of higher education should be reorganizing current teaching and studying practices in a way that allows students to take control over their projects and environments. Contemporary models of instructional design consider a learning environment as a predefined element in instruction created and controlled by an educational authority. On the other hand an emerging personal learning environment (PLE) discourse emphasizes learner control over an environment. However, current interpretations of PLEs leave other instructional functions unattended. The article proposes an elaborated understanding of PLE, one which integrates important instructional functions of learner control. The theoretical framework presented in this article is inspired by conceptual ideas developed within the iCamp ( www.icamp.eu) project. The article illustrates the line of argumentation with students experiences gathered from a pilot course taught at Tallinn University, Estonia.
144984157
New-to-College “Academic Transformation” Distance Learning: A Paradox
At an urban Dallas community college, first-time-in-college (FTIC) distance learning students enrolled in a three-credit academic transformation class were compared with FTIC students enrolled in the same course in on-campus classes. The distance-learning students were more at risk as measured by final semester grades and retention compared to on-campus students. Distance learning FTIC students may be at a disadvantage with regards to programs that are typically leveraged within an on-campus class such as supplemental instruction and mentoring. FTIC distance learning of a new-to-college class may need to be reexamined so that the success of FTIC distance learning students can increase to comparative levels with on-campus students.
144754418
Student performance in Introductory Microeconomics at an African open and distance learning institution
Abstract Introductory Microeconomics as offered by the University of South Africa (Unisa) is a compulsory module for a Bachelor of Commerce, a Bachelor of Accountancy or a Bachelor of Administration degree. Success or failure in Introductory Microeconomics directly impacts on the number of years students take to complete their degrees, and eventually also on the throughput subsidy to Unisa. A number of exceptional institutional rules and regulations impact on the teaching of Introductory Microeconomics at Unisa, as an open and distance learning (ODL) institution. Unlike many residential institutions, Unisa does not require Mathematics at school level for registration for Introductory Microeconomics. This article reports on research done at Unisa to determine how student success in Introductory Microeconomics is influenced by variables such as race, home language, whether the students passed mathematics at matriculation level, matriculation exemption1, gender and the passing of assignments. Although this research confirms previous research that home language and age do impact on student success, it finds that the successful passing of assignments has the greatest impact on student success. 1. Matriculation (“matric”): In South Africa, the final school exit certificate, which is awarded with or without university exemption (“endorsement”).
62668995
Avoiding the goulash: closing gaps and bridging distances
Not many universities provide both distance and on-campus study options for study. Massey University has been delivering both for more than 50 years. In this time there has been a significant change from paper-based to increasingly online delivery (both on-campus and at a distance). Services provided to students have also changed and adapted to meet the needs of an increasingly diverse student population. The paper outlines changes in service delivery to on-campus and distance students, the development of an online toolset of self-help services and also provides an overview of the underpinning student success framework. This framework informs current and future service delivery and allows evaluation of the usefulness of services for on-campus and distance students.
167649296
Institutional commitment of traditional and non-traditional-aged students: a potential brand measurement?
Currently, 18–21-year-olds account for 60% of university students; mature students represent 40%. Attrition (dropping out) can be related to discordance between a student's perception of the university created through branding and marketing of the institution and the university's actual environment and offerings delivery. This study adds to this research by indicating: (1) retention factors do vary for first-year students, depending on age and (2) academic environment is key to institutional commitment among non-traditional (22–55+ years of age) students whereas university and organizational support features contribute more to traditional (17–21 years of age) students' campus integration.
55667179
Undergraduate students' self-directedness in relation to their examination preparation styles in Open Distance Learning
This article investigated the relationship between undergraduate students' self-directedness and their exam preparation styles as well as the implications these have for teaching practice in the open and distance learning (ODL) context. A quantitative cross-sectional survey design was used, involving a stratified proportional random sample of 1102 predominantly early career black and female undergraduate ODL adult students in the field of economic and management sciences. Canonical correlation results indicated that the students' level of active engagement in their academic studies was significantly influenced by factual-practical and abstract-theoretical study strategies. Multiple regression analyses revealed the examination preparation styles to be significant predictors of the participants' self-directedness. The findings suggest that balancing factual-practical and abstract-theoretical learning strategies may be most important in enhancing students' engagement with their academic activities, the amount of time they actively devote to their studies and their use of ODL-related study materials (study guides, tutorial letters, textbooks and assignment feedback) in preparing for their examinations. Recommendations are made for future research and teaching practice in the ODL context. Overall, it is concluded that teaching practices should aim at enhancing ODL students' levels of self-directedness in line with their preferred examination preparation styles in order to increase their chances of success in an ODL environment.
56211884
Revisiting the five generations of distance education : Quo vadis?
The history of distance education (DE) has been documented and researched by many scholars in the past. Different scholars have attempted to categorise different phases of the development of DE, as it responded to changes in technology and learning theory. These genealogical models propose a number of generations, ranging between three and six. All of these models propose the advent of DE to be based in correspondence education in the early 1900s. According to the majority of DE genealogical models, the invention of the printing press is the definitive moment in the history of DE. Since then, the evolution of different technologies has shaped DE and our understanding of DE's development and future. In this article we attempt to provide a richer picture of the development of DE. We describe not only how, through the ages, DE has responded to distance and the Medusian gaze of technology, but also how pedagogy, the ownership of 'content', the understanding of the curriculum and the broader context of higher education have shaped (and still shape) DE. In this article we reflect on the generational models and ponder on the role of content, communication and context in the development of DE. We question the claim of technology as the only driver of development in DE. An understanding of the development of DE, responding to developments in pedagogy, context, technology and the broader educational project, provides DE practitioners with a better basis to understand current challenges and plan accordingly.
110690053
Reorienting self‐directed learning for the creative digital era
Purpose – The purpose of this paper is to identify the new role that human resource developers play in the globally connected workplace. Towards that end, this paper explores the changing landscape of self‐directed learning (SDL) within the digital ecosystem based on the concept of World 2.0.Design/methodology/approach – This paper reviews and builds on the literatures of self‐directed learning and Web 2.0 technologies to explore how self‐directed learning is being transformed in the creative digital era.Findings – The paper outlines five transformations that change the landscape of workplace learning in the creative digital era: virtual collaboration, technological convergence, global connectivity, online communities, and digital creativity.Practical implications – This paper gives extensive guidance on how HRD specialists and practitioners can transform their strategies to adapt to the training needs of employees in the creative digital era. The paper provides new ideas and vision for industrial trainer...
70625966
Andragogy in action
Provides over thirty case examples from a variety of settings illustrating andragogy (principles of adult learning) in practice.
143391518
Self-Directed Learning: Toward a Comprehensive Model
Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.
142622511
The adult learner may really be a neglected species
When we separate the process of learning that is experienced by adults and children from the methods, systems and settings that are used, a clear case can be made for a very distinct, andragogical model. This concept exists separately from the notion that there is undoubtedly a common pedagogy or 'art of teaching' that is shared by the best educators, regardless of whether their audience comprises children or adults. The key to improving the adult learning experience is to acknowledge that adults do have very different needs, expectations and limitations in what they want and need to know, and how they are prepared to experience it.
143959538
Playing with heutagogy: exploring strategies to empower mature learners in higher education
Mature learners often invest a great deal of emotional energy in starting a higher education qualification. They have complex needs which are often less to do with their ability to learn and more to do with aspects of confidence and levels of self‐belief about achieving or feeling ‘good enough’ to participate. This article explores the relationship between the learner, the opportunities they have to engage with others and how learning and teaching strategies can be utilised to empower self‐determined learning and development. An emerging paradigm of heutagogy or self‐directed learning will be examined in the context of mature learners entering higher education for the first time. Supporting students in the process of reflective practice is ongoing, and this research provides a snapshot to determine whether students are on their way to taking control of their own learning and meaning‐making about early childhood concepts and their implementation into practice.
148836777
A Portrait of Distance Learners in Higher Education
Since the dynamic nature of distance education students precludes that of a typical student, this study examined the characteristics of students enrolled in five randomly selected Business, Career, and Technical Education courses at a large doctoral II university in eastern North Carolina. A survey was completed to assess a variety of single-item demographic measures, including age, class standing, ethnicity, location, outside responsibility; as well as attitudes and overall satisfaction with web-based courses. The Canfield Learning Styles Inventory was used to determine students’ preferred learning styles. Results indicate that the majority of the participants prefer working alone toward individual goals and on materials that are highly and conceptually organized. The majority had completed at least five web-based courses, preferred web-based instruction, were female, Caucasian, older than 25 years of age, lived in rural areas, had prior college experience, and had job responsibilities. They had high self-efficacy beliefs and were also satisfied with the following: the instructor, perceived amount learned, and overall web-based training. There was a high correlation between satisfaction between web-based training and the perceived quantity learned; and between satisfaction with the instructor, perceived quantity learned, and web-based training.
41476453
Teacher- Learner Interactions in Distance Education: A Case of Two Malaysian Universities
One of the more noticeable developments in Malaysia over the last 30 years is the ability to deliver higher education programs and courses via distance mode. The development and evolution in Open and Distance Education (ODE) and innovations in information and communication technologies (ICT) have made access to knowledge and educational services in Malaysia more flexible as the delivery of distance programs now ranges from print to tutorial via video conferencing. Although ICT are affording distance teachers (DTs) extraordinary options and opportunities in the delivery of distance courses, realizing effective correspondence or communication and meaningful interactions appear a challenge to distance educators and learners alike. Effective distance learning dictates a shift towards a more “learner centered approach” to the teaching and learning transaction via the delivery mechanisms. This paper presents distance learners’ perspective on their learning by looking at teacher-learner linteractions at two institutions in Malaysia, namely Universiti Sains Malaysia (USM) and Universiti Utara Malaysia (UUM). Specifically, this paper examines the support mechanisms for participatory interaction, vis-a-vis the “learner centered approach” in an effort to enhance the educational transaction in ODE. This paper first reports on the findings of a qualitative research on a small group of DLs as they progress through their courses at UUM. 12 research respondents were interviewed as part of a close case study of their distance learning careers over a period of time at UUM. The preliminary findings provide evident that the learning support services provided by UUM as a DE provider was not fully facilitating learning interactions for DLs at the institution. Persistent UUM DLs frustrations and learning setbacks were observed due to the learners’ level of unpreparedness, attitude and learning strategies. Such evident, call this paper to look seriously at interaction, the use of technology and learning support in distance learning. The analysis and findings of the UUM study is then compared to the case of Universiti Sains Malaysia based on what has been published in the literature. A rigorous analysis and understanding of support services provided by USM to her DLs are made to further analyse and understand distance learning at UUM. The findings of the UUM case are compared with the support mechanism for participatory interactions between the DTs-DLs and the School of Distance Education (SDE) as well as the structure in place for a comprehensive communication (and voicing) channel in the distance education programs in USM. Finally, this paper identifies and explores several issues in anticipated systemic transition of learners, moving from the dichotomy of campus based face to face delivery to the emerging and popular ODE.
144110111
Developing Employability Skills: Peer Assessment in Higher Education.
Purpose – Reports examining graduate employment issues suggest that employers are concerned by the lack of employability skills exhibited by entry‐level job applications. It is also suggested that employers consider it the responsibility of educational institutions to develop such skills. The current study seeks to identify peer assessment as a potential strategy for developing employability skills and aims to examine – from a students' perspective – the process of introducing peer assessment into higher education teaching programmes.Design/methodology/approach – The focus of the study was on the assessment of students' attitudes towards both being assessed by and assessing other students' work. Data were gathered from a sample of undergraduate students following a structured peer assessment exercise.Findings – In line with previous work, the study found that students expressed a positive attitude towards peer assessment but had concerns relating to their capability to assess peers and to the responsibili...
110246542
A review of literature on employability skill needs in engineering
Encouraging skills development is a key part of the UK Government’s strategy. This emphasis on skills has led to changes in Higher Education, where there is an increasing recognition of the need to enhance students’ employability. This paper reviews the data on the type of employer skill needs available in the existing literature with a particular emphasis on those skills required by engineering and manufacturing employers. Statistical data related to skill gaps in engineering and manufacturing in the UK and London/Thames Gateway are presented with the intention to determine whether and how these relate to the employability skills and competences listed by various organisations. The paper arrives at a number of conclusions. In summary, for the ‘engineering and manufacturing workforce skills development’ ethos to become widespread in London (and the UK in general), a lot more needs to be done to understand the needs of industry to be able to develop provision that supports Londoners (and the UK citizens in general) in gaining appropriate skills in engineering. This can only be achieved through cooperative, inclusive, transparent and centrally coordinated approaches to skills assessment, monitoring and development.
143688276
The academic engagement of White and ethnic minority students in distance education
At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained statistically significant even when any effects of differences in academic engagement had been controlled. This is consistent with previous findings that quantitative variations in the attainment of students from different ethnic groups are not reflected in concomitant qualitative variations in their experience of higher education. The explanation for the attainment gap in ethnic minority students must be sought elsewhere than in the nature of their experience of higher education.
144781457
Influences of developmental contexts and gender differences on school performance of children and adolescents
This study investigated children and adolescents’ school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (Mage = 11.13, SD = 1.8), 51% of them female, from grade one to eight, living either with family (n = 474) or in care institutions (n = 153). Participants answered individually the Teste de Desempenho Escolar (School Performance Test) and the Structured PRONEX Interview. Findings indicated a main effect of time on school performance (i.e., writing, reading and arithmetic). Furthermore this main effect was further qualified by a time and developmental context interaction and by a time and gender interaction. Interactions revealed that the participants from care institutions attained more significant increases in writing and reading than participants living within a family context; and that girls attained more significant increases in writing than boys. Therefore, school performance progress appears as affected by developmental contexts and gender. The findings reveal how school performance needs to be observed as a multidimensional variable, affected by individual characteristics but also by external ones.
143714636
Gender, self‐efficacy and achievement among South African Technology teacher trainees
This article considers the relationship between gender and self‐efficacy in teacher trainees engaged in an electricity‐related design and construction task. Quantitative data (examination scores, task assessment, and questionnaire) and qualitative data (interviews and written student reflections) were collected. There is a gender bias in student teachers entering the University with more male than female students having done Science to grade 12 level. In addition, the continuing differential in standards of education in South African schools necessitated distinguishing those who had attended educationally advantaged from those who had attended educationally disadvantaged schools. In the examination, a test of theoretical knowledge, male students in each group outperformed female students. This we explain in terms of school background, gender responses from family members who regarded Science as a male domain, and the resulting lower self‐efficacy of female students. However, female students achieved as well as male students in the design and construction task. We argue that although males had better self‐efficacy levels than females at the outset, the hands‐on, individual nature of a task in a domain usually constructed as male led to female students developing increased levels of self‐efficacy, which ensured task performance matching that of the more knowledgeable male students.
145271227
Determining the profile of the successful first-year accounting student
A concern about the pass rate in first-year accounting courses in higher education 
has resulted in a number of national and international research projects on the 
subject. Researchers have looked at the possible effect of factors such as the 
student's proficiency in English, prior experience in accounting and mathematics, 
gender, motivation and personality type on the pass rate at first-year accounting. 
The outcomes of the research have been varied and often contradictory. This may 
be attributed to the different research strategies in the different contexts. This article 
maps the journey towards establishing an appropriate analysis strategy to profile 
the successful Accounting101 student. The context of this journey is the teaching of 
first-year accounting studies at the University of South Africa (Unisa), which is an 
open and distance learning (ODL) institution.
145585548
Widening access and student non‐completion: an inevitable link? Evaluating the effects of the Top‐Up Programme on student completion
This paper explores the links between socio‐economic disadvantage, non‐completion in higher education and preparation initiatives. It does this through investigating the effectiveness of the Top‐Up Programme, a preparation course for 17 and 18 year olds from schools that have low participation rates in higher education. The University of Glasgow, on behalf of the West of Scotland Wider Access Forum, has responsibility for running the Top‐Up Programme. It is part of the Scottish Higher Education Funding Council and local education authority funded GOALS (Greater Opportunity of Access and Learning with Schools) Project. The paper examines the hypothesis that students who undertake programmes such as the Top‐Up Programme can counteract the effects of disadvantage through being prepared academically. The investigation is undertaken within the contexts of widening access research and theoretical models of student non‐completion. This study reviewed the available data for the 44 schools involved in the Top‐Up Programme, their levels of disadvantage as defined by their participation rates in higher education, and levels of non‐completion at the University of Glasgow. This revealed that groupings of schools with extremely low participation levels have higher non‐completion rates than less disadvantaged schools. At the same time, the authors attempted to investigate this finding further through examining a group of 44 similar comparative schools. The students' perceptions of the effectiveness, in terms of preparation for higher education, of undertaking the Top‐Up Programme were also assessed by conducting interviews and administering questionnaires to the Top‐Up students and other groups of students. The Top‐Up students perceived that it had provided highly relevant preparation and had eased the transition from school to higher education. The effectiveness of the Top‐Up Programme was also quantified by reviewing the pass/fail rates of the first‐year students who had undertaken Top‐Up in comparison to those who had come from the comparative groups. The results indicated that the Top‐Up students were progressing at better rates than the other groups despite many more having come from the extremely low participation schools, known to be ‘at risk’. The main outcome determined was that there is a link between attending an extremely low participation rate school and non‐completion, despite similar pre‐entry qualifications to other students. This indicates that disadvantage continues to impact on students' achievements throughout their educational careers. We argue that the result has implications for both wider access policies and non‐completion research.
59657948
Handbook of Statistical Analysis and Data Mining Applications
The Handbook of Statistical Analysis and Data Mining Applications is a comprehensive professional reference book that guides business analysts, scientists, engineers and researchers (both academic and industrial) through all stages of data analysis, model building and implementation. The Handbook helps one discern the technical and business problem, understand the strengths and weaknesses of modern data mining algorithms, and employ the right statistical methods for practical application. Use this book to address massive and complex datasets with novel statistical approaches and be able to objectively evaluate analyses and solutions. It has clear, intuitive explanations of the principles and tools for solving problems using modern analytic techniques, and discusses their application to real problems, in ways accessible and beneficial to practitioners across industries - from science and engineering, to medicine, academia and commerce. This handbook brings together, in a single resource, all the information a beginner will need to understand the tools and issues in data mining to build successful data mining solutions. Written "By Practitioners for Practitioners" Non-technical explanations build understanding without jargon and equations Tutorials in numerous fields of study provide step-by-step instruction on how to use supplied tools to build models using Statistica, SAS and SPSS software Practical advice from successful real-world implementations Includes extensive case studies, examples, MS PowerPoint slides and datasets CD-DVD with valuable fully-working 90-day software included: "Complete Data Miner - QC-Miner - Text Miner" bound with book
144692684
Can higher education compensate for society? Modelling the determinants of academic success at university
This paper examines the role that social characteristics play in determining the academic success of students who begin university with roughly similar entry grades. The data used were drawn from the administrative records of over 38,000 UK-domiciled undergraduate students from one British university between 1998 and 2009. Results show that the characteristics of entrants have varied only slightly over this period and intake is still largely in favour of ‘traditional’ entrants: namely those from professional occupational backgrounds, the privately educated and those of traditional age. The relationship between background characteristics and eventual academic success also reflects patterns seen at earlier education stages. However, when prior attainment was taken into account, the link between degree outcome and many social characteristics does diminish – notably for students who were privately educated and who came from professional occupational groups. This suggests that once students have overcome barriers to admission, it is entry grades rather than social characteristics that may most strongly influence eventual academic success.
54868872
Psychological career resources and organisational commitment : exploring sociodemographic differences
The aim of the study was to explore the way in which people from various gender, age, ethnic, marital and job level groups differ in terms of their psychological career resources (as measured by the Psychological Career Resources Inventory) and organisational commitment (as measured by the Organisational Commitment Scale). Participants comprising a convenience sample of 358 employed adults at both managerial and staff levels in the field of economic and management services participated in the study. The results of non-parametric tests indicated that there were significant differences between the various sociodemographic groups in terms of the measured variables. The results contribute new knowledge that can be used to inform career development practices directed to retaining valuable staff (especially those from historically disadvantaged groups) in the South African work context.
144207090
Attracting mature students into higher education: The impact of approaches to learning and social identity
This paper reports on data collected during an evaluation of two higher education courses designed to attract mature entrants aged between 21 and 60 to undergraduate degree programmes. Employing an evaluation design informed by a critical realist approach, the study utilised a mix of quantitative and qualitative methods to investigate the outcomes of the two courses through the participants' constructed experiences. Two factors were inferred as being important in determining whether participants on these courses proceeded to higher education: whether participants adopted a deep or surface approach to learning, and the extent to which the experience of being on the courses had generated a shared social identity. Our analysis draws attention to interactions between (psychological) explanations of variation in learning and (social) explanations of participation.