This study explores a variety of variables with the intent of identifying specific student groups that may struggle with performance in a large general education course. The ultimate objective of this study is to facilitate the success of acknowledged at-risk students. Drawing in part on the theory of social capital, this study examines established, pre-college predictors such as high school grade point averages and ACT scores, other demographic characteristics and stressors, and an optional study group course to parse out information related to course performance. Methods used included t-tests and multiple regression analysis using five statistical models. A portion of the Student-Life Stress Inventory (Gadzella, 1994) was sent to students to gather primary data. A total of 1,626 students completed the survey: 957 female and 669 male. Demographic information was obtained from the university. After controlling for factors such race, sex, estimated household income, parent educational level, and self-reported stress, findings identified differences in course performance based on specific student characteristics. The findings of this study highlight the importance of pre-college predictors and course related features in individual student performance, while acknowledging the implications of race, first-generation status, and other demographic factors. These findings may help inform universities as they identify and implement supports for academically at- risk student populations in large university courses.

Doctor of Philosophy(PhD) / This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]

Doctor of Philosophy(PhD) / This research develops a theory to explain the pathways taken by students through higher education in Australia. From a socio-ecological perspective, pathways are conceptualised as a diverse series of choices within learning contexts. In relation to Australian higher education, the model of pathways through undergraduate courses emphasises contexts in which personal and social factors contribute to the choices students make over time. A new method identifies and documents longitudinal pathways of progression through university degree courses. Higher education population data was examined over time to test the Pathways Theory of student progression. This unique detailed longitudinal approach documented all the pathway choices made by a cohort of students as they progressed in and out of their courses over time. Pathways were documented to the point of departure from a course and beyond, to include the extended pathways of students who returned to their courses following stop-outs and transfers. The results highlight the importance of a longitudinal approach in explaining pathways through specific course contexts. This research underlines the importance of considering context and diversity in student behaviours when using indicators of performance, retention and completion. Understanding the relationship between the personal and social characteristics of students and their specific learning contexts contributed to an understanding of the choice behaviour of students as they negotiated pathways through courses within the broader context of higher education. [Information on pages 271-275 has been removed from the digital version of this thesis for copyright reasons. The full print version of this thesis is available in The University of Sydney Library: Robinson, R. A. (2006). Pathways in Context: Background Characteristics and Demographics in Student Progression through Higher Education. PhD Thesis. The University of Sydney, Sydney.]

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The aim of this research was to determine the factors that influence the participation of students from Sub-Saharan Africa at the undergraduate level of study in United States. A literature study was undertaken which defined the various aspects involved in pursuing undergraduate study in the United States as applied to international students at three types of institutions, namely: two-year community colleges, four year private colleges and four-year public colleges. Quantitative research was also undertaken, the results of which evolved from two surveys, one sent to a combined group of two-year, four-year private and public U.S. institutions and one sent out to Educational Advising Centers within Sub-Saharan Africa. The findings indicated that the primary constraints Sub-Saharan African students face are a lack of funding as well as an inability to access information. A comparison of the results of the two surveys was undertaken as well as recommendations for further research. / Educational Studies / M. Ed (Comparative Education)

Study-abroad in the United States traces its roots back to early colonial times. The concept of spending a semester or year abroad during the undergraduate degree programme is not a new one; however increasing emphasis has been placed upon the need for acquiring a global education to cope with the demands of an ever increasing internationalised world. The traditional locations for American undergraduates who chose to study-abroad have always been and continue to be Western Europe. Yet, with a culture similar to that of the United States, the question of what intercultural learning takes place is an apt one. Emphasis on non-traditional locations is increasing, yet few studies have been undertaken which examine the experience of American undergraduates who do choose non-traditional destinations for their study-abroad experience. This research examines, through a qualitative study, using in-depth, semi-structured descriptive interviews, the experience of six American undergraduates who chose to spend a semester in South Africa from January to June 2004. A focus group of professionals within the American university study-abroad setting was also interviewed in May of 2003 to determine factors of interest to professionals within the field. The major findings included: The traditional barriers to study-abroad were not applicable to the students studied, however, barriers dealing with lack of information or inaccurate information regarding South Africa and non-promotion of South Africa as a first world country were found to be relevant as deterrents to students choosing South Africa as a destination for study-abroad. The most relevant factors that influenced students to study-abroad in South Africa were found to be: prior academic coursework in African studies at the home institution, the perception that it was a destination that offered opportunities for personal enjoyment and learning prospects in a unique cultural setting in addition to the fact that the host institution's language of instruction was English. Based on these findings, relevant recommendations for further research in this field were suggested. / Educational Studies / DED (COMP EDUCATION)

Study-abroad in the United States traces its roots back to early colonial times. The concept of spending a semester or year abroad during the undergraduate degree programme is not a new one; however increasing emphasis has been placed upon the need for acquiring a global education to cope with the demands of an ever increasing internationalised world. The traditional locations for American undergraduates who chose to study-abroad have always been and continue to be Western Europe. Yet, with a culture similar to that of the United States, the question of what intercultural learning takes place is an apt one. Emphasis on non-traditional locations is increasing, yet few studies have been undertaken which examine the experience of American undergraduates who do choose non-traditional destinations for their study-abroad experience. This research examines, through a qualitative study, using in-depth, semi-structured descriptive interviews, the experience of six American undergraduates who chose to spend a semester in South Africa from January to June 2004. A focus group of professionals within the American university study-abroad setting was also interviewed in May of 2003 to determine factors of interest to professionals within the field. The major findings included: The traditional barriers to study-abroad were not applicable to the students studied, however, barriers dealing with lack of information or inaccurate information regarding South Africa and non-promotion of South Africa as a first world country were found to be relevant as deterrents to students choosing South Africa as a destination for study-abroad. The most relevant factors that influenced students to study-abroad in South Africa were found to be: prior academic coursework in African studies at the home institution, the perception that it was a destination that offered opportunities for personal enjoyment and learning prospects in a unique cultural setting in addition to the fact that the host institution's language of instruction was English. Based on these findings, relevant recommendations for further research in this field were suggested. / Educational Studies / DED (COMP EDUCATION)

The aim of this research was to determine the factors that influence the participation of students from Sub-Saharan Africa at the undergraduate level of study in United States. A literature study was undertaken which defined the various aspects involved in pursuing undergraduate study in the United States as applied to international students at three types of institutions, namely: two-year community colleges, four year private colleges and four-year public colleges. Quantitative research was also undertaken, the results of which evolved from two surveys, one sent to a combined group of two-year, four-year private and public U.S. institutions and one sent out to Educational Advising Centers within Sub-Saharan Africa. The findings indicated that the primary constraints Sub-Saharan African students face are a lack of funding as well as an inability to access information. A comparison of the results of the two surveys was undertaken as well as recommendations for further research. / Educational Studies / M. Ed (Comparative Education)