Intercultural development is not an intentional goal or expected outcome for College Success courses. However, since such courses are designed to help students adapt to academic and campus cultures, an overlap and alignment between the development of intercultural skills and competence and the development of college competence might exist. This thesis investigated the degree to which intercultural learning was integrated into College Success courses at the curricular level, in instruction practices, and in the individual learning experiences of students, and it also identified current instructional activities most amenable to further targeting of intercultural learning. The research was guided by the following three questions. 1) What are the ways, if any, in which intercultural skills align with those skills seen as necessary for students' successful adaptation in academic and professional settings? 2) Do College Success instructors intentionally or unintentionally incorporate intercultural competence development into the curriculum and instruction? 3) What, if any, are the ways in which instructional practices in College Success courses contribute to intercultural skill development and help students leverage their current experiences with cultural differences? The research was focused on the study of one College Success class at a community college. Data was collected through multiple methods. Class sessions were observed. Interviews were conducted with students in the course, the instructor and the administrator responsible for the course. Documents, including the course syllabus, student learning outcomes, a selection of assignments and the course textbook were reviewed and analyzed. Research findings suggest that there is significant alignment between the development of college competence, as fostered in the College Success course studied, and the development intercultural competence, though such was unintentional and unrecognized by the instructor. The data also illuminated areas where course learning outcomes, curriculum, and instruction could be modified to further support the development of intercultural competency.

Freshman business administration students were placed into an extended orientation course during their first semester of enrollment at Embry-Riddle Aeronautical University. The 60 course participants met twice a week for fifteen weeks in a 55-minute class spending approximately 20% of class time in each of the following: (a) lecture; (b) skill exercises; (c) group discussion; (d) guest speaker presentations; and (e) a combination of reviews, quizzes, previews, and assignments. The purpose of the course was to provide students with information and the opportunity to acquire skills to help them to be more successful in college. Following the end of their first semester the records of the freshmen participating in the course were compared to two control groups; a random sample of 89 entering freshmen, and the 1985 entering class of 51 business administration students. Analysis of the study data led to the following conclusions: (a) The academic achievement of freshmen, as measured by academic standing, ratio of completed classes to hours for which enrolled, and grade point average was not found to be significantly impacted by attending the orientation course; (b) the retention of freshmen into a second semester was not fostered by course attendance; (c) the faculty members teaching the course were not unanimous in their praise of or continuing the course; and (d) the majority of students enrolled in the course did report the course to be beneficial to their academic and social adjustment and recommended that it continue to be offered to incoming freshmen. Recommendations resulting from the studies findings and conclusions included: (a) to use caution in relying on such courses to improve academic performance and retention; (b) to further explore benefits of such a course to assist in providing a smoother transition to college for freshmen; (c) in offering such courses greater care should be taken with the selection and training of instructors; (d) that benefits or lack of benefits of course participation be tracked over several semesters; and (e) that replication of this or other similar studies be undertaken and that the studies be constructed to limit self-selection into the study groups.

Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In 1994 the Durban College of Education, that used to be an all white Afrikaans-medium institution, changed to a multicultural institution with Afrikaans and English as medium of instruction. The author, other lecturers and teachers of all races have not been educated to teach from a multicultural perspective and due to stereotyping and prejudices which were still dormant, a great need arose to address the cultural diversity of the college. This diversity lead to differences in culture, which lead to conflicts and may even have been responsible for poor academic achievements. As a lecturer at the Durban College of Education, the author became interested in whether selected initiative and cultural activities could foster a positive self-concept and a positive attitude towards other students of the same ethnic group, as well as towards students of other ethnic groups. The author agreed with De Klerk and Labuschagne (1995) that cultural differences have a great impact on the life, personal development and academic achievements of the students at a multicultural institution of higher education. The author also believes that students should be guided (Wasserman, 1997) in how to perceive themselves and other students of all ethnic groups. This will assist them. to achieve a successful academic career (Greyling, 1997) without wrong perceptions, stereotyping and prejudices (Van der Walt, 1991). The subjects for this study (N=127) were all first year students at the Durban College of Education. The group was comprised of black students (n=24); white English speaking students (n=58); white Afrikaans-speaking students (n=34) and Indian students (n=11) (see table 3 page 43). A pre-test was administered to determine the initial status of the subjects. An intervention programme followed and a post-test was administered directly after the intervention programme (see chapter 4). A follow-up test was administered three months later to determine the influence of the daily college routine on the self-concept and attitude towards ethnicity of the subjects. A control group (N=30) also completed the three questionnaires. The control group did not follow the intervention programme. Adolescent Sport Self-concept Scale of Smith (in Paterson 1991) and an ethnic attitude scale, was administered. The ethnic attitude scale was based on the ethnic attitude scales used by Paterson (1991) and Pretorius (1978). This ethnic attitude scale was adapted to adhere to the needs of this study. The data were computerised; at-test statistic and a Duncan's multiple range test were applied to determine if there were significant differences. By comparing the results of the experimental group with that of the control group, it was evident that after the intervention programme, there was a significant positive change (p<O.01) not only in the self-concept of the first year students, but also in the attitude of these students towards students of the same ethnic group, as well as towards students of other ethnic groups. The same results were evident after the three-month period in which no special treatment had been administered. To ensure similar positive effects in the future, a follow-up programme, similar to the intervention programme, would be necessary. The intervention programme accordingly served its purpose as part of the orientation programme well. There are, however, many changes to be made to suit the needs and requirements of other institutions that would wish to use similar programmes. The dynamic interaction of energetic facilitators is essential. If possible, the facilitators should come from the student body to create more interaction within the student community. / AFRIKAANSE OPSOMMING: Die Durbanse Onderwyskollege wat voorheen 'n inrigting vir Afrikaanssprekende blankes was, het in 1994 na 'n multikulturele inrigting verander met beide Afrikaans en Engels as voertale. Die skrywer, baie ander dosente en onderwysers van alle rasse is tans nog nie geskool om vanuit multikulturele perspektiewe te onderrig nie. 'n Groot behoefte het ontstaan om die kulturele diversiteit van die kollege aan te spreek aangesien stereotipering en vooroordele nog steeds onder die studente voorgekom het. As 'n dosent aan die Durbanse Onderwyskollege, het die skrywer gewonder of uitgesoekte inisiatiewe en kulturele aktiwiteite 'n positiewe verandering in die houding van die eerstejaarstudente teenoor die self, teenoor studente van dieselfde etniese groep, sowel as studente van ander etniese groepe sal hê. Die skrywer stem saam met De Klerk en Labuschagne (1995) dat kulturele verskille 'n groot uitwerking op die lewe, persoonlike ontwikkeling en akademiese prestasie van studente het. Hy glo ook dat studente gelei moet word (Wasserman, 1997) in hul beskouing van hulself en studente van alle rasse, sodat hul akademiese loopbaan nie skade moet lei onder verkeerde persepsies, stereotipering en vooroordele nie. Hierdie verskille kan ly tot swak akamiese prestasies (Greyling, 1997) en kulturele konflik (Van der Walt, 1991). 'n Voortoets is afgeneem om die aanvanklike houding van die proefpersone te bepaal. Die proefpersone van die eksperimentele groep het onmiddellik na die voortoets 'n intervensieprogram gevolg. Direk na die intervensieprogram is In natoets afgeneem om die invloed van die intervensieprogram te bepaal. 'n Verdere opvolgtoets is drie maande na die intervensieprogram afgeneem om te bepaal hoe blywend die veranderde houding van die proefpersone was. Die - proefpersone (N=127) was almal eerstejaarstudente aan die Durbanse Onderwyskollege en het bestaan uit; swart studente (n=24), blanke (Engelssprekende) studente (n=58), blanke (Afrikaanssprekende) studente (n=34) en Indiër studente (n=11). 'n Kontrole groep (N=30) het ook die drie toetse afgelê. Hulle het nie die intervensieprogram gevolg nie. Die toetse was in die vorm van 'n vraelys wat gebaseer is op die Selfkonsepskaal van Coopersmith (1967) asook die Adolesente Sport-selfkonsepskaal van Smit (in Paterson, 1991). Die vraelys het ook 'n aangepaste etniese houdingskaal ingesluit wat op die vraelyste van Paterson (1991) en Pretorius (1978) gebaseer is. Hierdie houdingskaal is spesiaal aangepas om aan die spesifieke behoeftes van hierdie studie te voldoen. Die data is deur 'n rekenaar verwerk. 'n T-toets en Duncan se veelvuldige omvangtoets is aangewend om enige beduidende verskille te bepaal. Deur die resultate van die eksperimentele met die resultate van die kontrole groep te vergelyk, het aan die lig gekom dat daar 'n beduidende (p<O.01) positiewe verandering in die selfkonsep, en in die houding teenoor etnisiteit van die proefpersone in die eksperimentele groep was. Die positiewe verandering was na die drie-maandetydperk na die intervensieprogram nog steeds sigbaar. Na aanleiding van die resultate van hierdie studie, het die program sy doel as deel van die oriëntasieprogram van die eerstejaarstudente aan die Durbanse Onderwyserskollege gedien. Daar behoort egter baie veranderinge aangebring te word ten einde die program te verbeter, sou enige ander inrigtings soortgelyke programme wil gebruik. Eie inisiatiewe en kulturele aktiwiteite moet gebruik word om aan hulle spesifieke behoeftes te voldoen. Die sukses van so 'n program sal van die dinamiese en energieke aanbieding van die fasiliteerders afhang. Die fasiliteerders moet verkieslik vanuit die studente leierskorps kom om sodoende die verhouding in die studentegemeenskap te versterk.

The student ambassador program is designed as a solution for meeting the needs and demands of a changing population of incoming and current students.

This quantitative study examined relationships of attending a new student orientation program related to student retention and academic success. A research group of 464 students of Tarrant County College Northwest, a community college campus in Fort Worth, Texas, who voluntarily attended a 2-hour pre-semester new student orientation program was compared to a group of 464 students on the same campus who did not attend the program. Comparisons were made with regard to retention and GPA. Ethnic ratios of both groups are 4% Black, 26% Hispanic, 66% White, and 4% other ethnicities. Chi square data analysis was utilized to determine if statistically significant differences relating to student retention existed between the groups. The independent t-test was used to compare means of calculated GPAs between groups. A one-way ANOVA was used to compare the means of GPAs for ethnic sub-groups. The total group and the Black sub-group showed statistically significant higher levels of second-semester retention (total group p = .018; Black sub-group p = .008) and higher calculated GPAs (total group p = .016; Black sub-group p = .019). No statistically significant results were found among Hispanic students.

Approved for public release, distribution is unlimited / It is unknown if the Summer Seminar program, which gives rising high school seniors a six-day look at Naval Academy life, has resulted in a more successful midshipman. While not previously discussed in literature, there are an abundance of studies on civilian recruiting and orientation programs, as well as realistic job previews and expectation-lowering procedures. Based on this literature, it is theorized that Summer Seminar program participation will be positively correlated to increased graduation rates and increased academic cumulative quality point ratings, as well as increased military and physical performance. This hypothesis was tested using multiple hierarchical regressions on population data obtained from the Classes of 1997 through 2003. Success is defined using seven dependent variables organized by academic, military, and physical performance. The key independent variable is participation in the Summer Seminar program, while eleven other independent variables control for demographics, selection criteria, and proven indicators of success. Participation in the Summer Seminar program had a significant relation to increased graduation rates, increased academic cumulative quality point ratings, increased military cumulative quality point ratings, and increased physical readiness test scores. This study concludes that the Summer Seminar program makes a unique contribution to midshipman success at the Naval Academy. / Lieutenant, United States Navy

The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.

D. Tech. Business Administration / The purpose of this study is to increase the depth of understanding of university managers and programme facilitators of the management and process pertaining to students performance and how the process is used to empower first year students in the Faculty of Management Sciences.

Nursing colleges face a high failure rate among first and second year nursing students. Appropriate selection criteria should help to recruit and select the best suitable candidates who will endure the requirements of the comprehensive four-year nursing diploma course and finally graduate. The input should be equal to the throughput. The purpose of this study was to explore and describe the extent to which selection criteria were a determinant or predictive factor of nursing students’ academic performance and success at a nursing colleges in Gauteng Province. A triangulated research design method was used for data collection, presentation, and analysis. The research population consisted of first and second year student nurses registered in public nursing college. Random sampling was opted for at the nursing college selected as research site. During the empirical phase in 2015, 280 questionnaires were distributed. The findings of the study indicated that there is a weak linear relation between academic qualification and academic performance, yet further analysis showed that there is a significant relationship between Bachelor’s degree holders and their academic achievement when admitted at nursing colleges. / Health Studies / M.A. (Health Studies)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished