In recent years the development of new marine colleges across the world has seen the growth of overseas collaborative partnerships in marine education. In the UK these partnerships have been mainly between UK and Indian marine colleges. These partnerships have brought a new and different type of overseas learner to the UK FE/HE market. The learners are often much younger than those who previously came to the UK for marine training, have their fees paid by their parents or a sponsoring employer and have little or no experience of working at sea. They therefore bring a different set of requirements, expectations and skills to the UK than have been traditionally encountered in marine education. The academic success of these students is often achieved only after re-sits and remedial work which presents the students and the college with additional stress and expense. The overall aim of this research was to find ways to improve the learning experience of the Indian collaborative students and to produce a strategy which would benefit both the students and the participating colleges. To increase the breadth and depth of this research a multi-method research strategy was adopted. Firstly, an investigation into the preferred ways of learning, (“learning styles”) of the overseas students was undertaken. A questionnaire about learning styles was undertaken with 270 students from 16 groups of marine engineering students from both the UK and India. Learning style theories look at how students prefer to learn and how this knowledge should be used to influence the teaching methods used in the classroom. The use of learning styles questionnaires presented an insight into some significant differences in the preferred methods of learning between overseas and UK students. Secondly, to triangulate the findings from the above survey an investigation into “best practice” in UK-India collaborative programmes was conducted. This was based on a review of personal audit visits undertaken with collaborative partners and a review of published reports by the Quality Assurance Agency for Higher Education (QAA). The summary of best practices derived from this review, in addition to educational matters, included administrative matters such as risk assessment, marketing, visit planning, and visit reports. From the review of educational matters, a model of the key factors in the educational experience of the student in UK- India collaborative education was developed. The model highlighted where the strengths and weaknesses of the current educational experience of the student lay. The knowledge gained from this work on learning styles and “best practice” was combined to produce a strategy for enhancing the learning experience of Indian Marine Engineering Students. This strategy was disseminated at an International Maritime Research Conference in Chennai, India in January 2010. In addition to being published in the Conference papers, it was also published in New Delhi, (Business Archives, Vol.-1, No II) India in November 2010.

<p> First-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto&rsquo;s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.</p>

This study describes a survey which was conducted with 193 students and related particularly to their experience in a physical chemistry laboratory which did not involve pre-laboratory exercises. Pre-laboratory exercises were then developed for this laboratory and a second survey was conducted the following year, with a sample of 211. After the second survey, 60 students were also interviewed in groups in order to gain more information about their perceptions of the pre-laboratory exercises. A third survey was conducted with 229 first year chemistry students at the outset of their university chemistry course to explore their perceptions as they looked back on their school experience. Surveys were then carried out in Pakistan with three different groups: first year BSc. students (229), second year BSc. students (150), and BEd. Trainee Secondary Teachers (118), all these groups being drawn from Allama Iqbal Open University, Islamabad. The aim was to explore student perception in a situation where laboratory work was not well established. In the surveys of Scottish students' views about their school and university laboratory experiences, it is clear that, at both levels, the students have positive attitudes towards their experiences. At school level, this reflects the well organised laboratory work which is strongly integrated with other teaching. At university level, the long established place of laboratory work has led to a well organised system. The overall importance from the results of this survey was that students saw the importance of laboratory work and wished it to be a successful and satisfying experience. In the Pakistan surveys, attitudes towards laboratory work are also positive. However, as there is little laboratory work at school, this can be seen as an indication that more is wanted while, at university, the laboratory work is much less well developed compared to Scotland and there is clear evidence that student views are becoming increasingly polarised with experience, a matter of some concern. Rigorous comparisons between Scotland and Pakistan were not considered appropriate in that the social, educational and professional structures are so very different.

This thesis examines students' perspectives of Foundation Degrees, employment skills and work-based learning. It questions whether the primary remit of higher education should be the development of vocational skills for the workplace. It investigates: firstly, the perceived benefits to individuals undertaking a Foundation Degree in terms of developing appropriate employment related skills; secondly, whether the compulsory work based/related learning element, seen as the cornerstone of Foundation Degrees, provides students with the relevant skills for the workplace; thirdly, the assumption that the government's multiple-agendas of widening participation in education, as a means to improve social inclusion; upskilling the workforce; working collaboratively with employers and further education colleges, can be met through provision of shortened higher education degree programmes. Results from three research studies, indicate that students felt that undertaking a Foundation Degree would improve employment prospects; improve employment promotion prospects and develop employment skills. Students also felt the Foundation Degree prepared them for the third year of an honours degree programme. However, findings relating to whether the compulsory work-based learning element of the Foundation Degree provided students with the relevant skills for the workplace were inconclusive. The studies also found that, despite its compulsory nature, not all of the Foundation Degrees from which respondents were surveyed had a work-based learning element as part of the programme. The implications of this are that the work-based learning element is not being used to promote employer engagement in the manner that the government intended. The research also revealed that employers were not engaging in formal assessment of the Foundation Degree programme, neither were they providing mentoring for employees undertaking this form of study. This represented a missed opportunity for true engagement with employers in a manner that could help to bridge the divide between academic qualification and vocational relevance. A number of recommendations are made.

<p> The purpose of this directed project is to develop nutrition resources aimed at optimizing energy status in male and female elite collegiate endurance runners. Specifically, this project includes personalized meal plans and a post-workout meal suggestion matrix that will be featured within a goal-based smartphone app called &ldquo;Run Fueled.&rdquo; A Formative Evaluation Survey was conducted. An expert panel of three Registered Dietitians completed the survey, and their opinions were determined using a 5-point Likert scale. Overall, the expert panel tended to agree with the specific evaluation items, indicating that the nutrition resources were appropriate and useful for the intended audience. In the future, a research project or qualitative assessment may be conducted on the endurance runners using &ldquo;Run Fueled&rdquo; to determine the effectiveness of the nutrition resources.</p>

<p> This dissertation investigated the demise of Illinois State University (ISU), a small antebellum Lutheran denominational college that existed from 1852 to 1867 in Springfield, Illinois. The professional higher education historiography has described the phenomenon of antebellum college demise, but a traditionalist theory of causality by unrestrained competition among religious denominations to found colleges, proposed in the early 20th century, was by the end of the century largely debunked by revisionist higher education historians as based on ahistorical concepts and inaccurate data. The study utilized the historical narrative method consisting of document review and content analysis. Using Clark&rsquo;s (1972) concept of &ldquo;organizational saga,&rdquo; the study found that while ISU was in many ways indistinguishable from other denominational colleges in the United States of the era, ISU accumulated unsustainable debt on its edifice and failed despite determined founders. Durnford&rsquo;s (2002) model of institutional sponsorship revealed that despite growth during the antebellum era, the Lutheran Church was riven by doctrinal, linguistic, national and personal rivalries that undermined its ability to sustain ISU. Five of the seven factors in Latta&rsquo;s (2008) unique model of antebellum denominational college survival helped identify ISU&rsquo;s strengths and weaknesses, and revealed that an unresolved crisis in leadership contributed to the school&rsquo;s demise. This study provided data useful in furthering the development of a comprehensive revisionist narrative to explain antebellum college founding, demise and survival.</p>

<p> Institutions of Higher Education (IHEs) play a central role in global efforts toward environmental sustainability. With 23 campuses, the California State University (CSU) is the largest higher education system in the world. The CSU graduates over 100,000 students annually and significantly contributes to developing the workforce of the state and the country, which underlines the vast opportunity for the CSU system to influence culture change toward sustainability within California and beyond. This qualitative research study focused on CSU campus presidents because previous research has demonstrated the important role IHE leaders play on their campuses by setting a vision, establishing priorities, and allocating funding. This study aimed to investigate the 23 CSU campus presidents&rsquo; perspectives on sustainability in higher education. The semi-structured interview protocol explored how the presidents understood environmental sustainability, how they viewed the role of IHEs generally and the CSU system in particular in efforts toward sustainability, how they viewed their role as president, and what they perceived as barriers and enhancers to sustainability efforts on campus.</p>

No description available.

This study investigated the beliefs about teaching and learning English of nine non-native novice teachers at a private university in Northern Cyprus, and the extent to which these beliefs changed in their first year of teaching. Data was collected over an academic year of nine months by means of semi-structured interviews, credos, classroom observations, post-lesson reflection forms, stimulated-recall interviews, diaries and a metaphor-elicitation task. The study found that novice teachers’ prior learning experiences were influential in shaping their initial beliefs. By the end of the year, change in the content of the teachers’ beliefs was limited. However, the findings also showed that the majority of the teachers’ beliefs were re-structured and strengthened, suggesting that beliefs are dynamic. Analysis of the findings indicated that several factors stimulated change in beliefs; differences in individual experiences; contextual factors i.e. the syllabus, dissatisfaction with student behaviour, and students’ expectations; and becoming aware of their beliefs and practices. Moreover, the study found that novice teachers’ beliefs were not always reflected in their teaching. The analysis showed that inconsistency between beliefs and practices resulted mainly from differences in individual experiences and the restriction of the syllabus. Thus, teachers were not always able to do what they believed would be effective in their classes. Based on the findings, the study argues that novice teachers are involved in a learning period in their first year of teaching and that their beliefs are susceptible to change. Implications of the findings are discussed in relation to teacher education programmes and recommendations are made for further research.

A Bakhtinian theoretical framework throws fresh light on higher education assessment, dialogue and classroom dynamics, demonstrating that assessed, student-led seminars can have a powerfully positive effect on student learning. The case study comprised of a well-established programme of seminars in a university history department. These seminars, which are regarded as innovative, have three distinctive features: they are assessed; they contain dialogic interaction; and they are student-led. This qualitative study investigating the effects of the seminars on student learning employed interviews with tutors and students, and observations of seminars. A holistic picture has been created which takes account of the socio-ideological context of the seminars, the socio-linguistic structures which constituted the actual interaction and the participants’ perspectives. A Bakhtinian analysis was applied to empirical data and revealed that it is when three conditions are in place that the potential for dialogic learning is enhanced. Firstly, assessment directs students’ activity amplifying their learning experience. Secondly, the use of different types of dialogue enables students to assimilate new ideas. Thirdly, through peer facilitation and leadership of the seminars, along with other structuring devices, the power dynamics of the classes remain open and fluid and the tutor is prevented from unwittingly suppressing active student involvement. In these conditions, it is argued, students are able to engage actively with the material in-hand resulting in a richer learning experience.