This study investigates the gender differences in final year undergraduates’ employment expectations, broken down by salary expectations, occupational expectations and working region expectations, in a university in Central China. It firstly examines whether or not there are gender differences in these employment expectations. It then identifies factors that have actually contributed to the gender differences in employment expectations. The study employs the conceptual framework of ‘choice and constraint’, which means that male and female final year undergraduates are able to make their own choices towards employment expectations; however, their choices are limited by a number of constraints. It adopts a mixed methods sequential explanatory design, using an on-site self-administration questionnaire survey and a follow-up semi-structured interview. The results showed that, overall, male final year undergraduates had higher salary expectations than their female counterparts. In terms of occupational expectations, both males and females preferred jobs in the ‘Education’ and ‘Party Agencies and Social Organizations’ occupations. However, male final year undergraduates were more inclined to expect to work in the ‘Party Agencies and Social Organizations’ occupation and less likely than their female peers to expect to work in the ‘Education’ occupation. With respect to working region expectations, males and females behaved differently. Males tended to put the highly developed area of East China first; whilst females seemed to prefer to stay in Central China. There was also a higher likelihood of females expecting to work near their places of origin than their male peers. Further explorations revealed that firstly, the economic roles being played in the family between the genders and the experienced or perceived sex discrimination in China’s labour market appeared to account for these gender differences in salary expectations. Secondly, gendered job preferences might be related to the gender differences in occupational expectations. That is, males were inclined to highlight pay, job reputation, promotion and even power; whereas females were more concerned with work-life balance, job stability and working environment. Finally, it seemed that parents’ expectations and the gendered orientations (males highlighting work-related issues and females underlining family ties) played a main role in shaping the gender differences in working region expectations.

The purpose of this research study was to ascertain the relative level of adoption of the use of web-based media by undergraduates, the results of which will be considered in the creation of health promotion messages and campaigns that are distributed through electronic means to a campus audience. The primary research conducted was a web-based survey of UVM undergraduates, inquiring about the extent to which they consume web delivered media programming, of both news and entertainment, and how they communicate with their peers. Through the use of descriptive statistics, it was learned that more than half of UVM undergraduates (58.7%) watch between one to five minutes of web-based video on a weekly basis, suggesting that the creation of video-based health promotion programming might indeed prove to be an effective approach to raising awareness and promoting behavior change for this population. Additional data reveals how much time respondents do a variety of media activities, as well as their most used means of communication with peers when not with them in person. The study concludes that there is a high enough adoption of the use of web-based media by undergraduates to warrant creating health promotion messages and campaigns that are distributed through electronic means to a campus audience.

The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using Astin and antonio (2012)’s Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multivariate statistics. The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success. The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

This research was designed to elicit insights from the implausibly-hushed stakeholders of graduate employability - current undergraduates. (Johnston, 2003; Moreau and Leathwood, 2006; Tymon, 2013). It is argued that previous rare attempts to probe students about employability have utilised methods, frameworks and/ or language that reflect dominant discourses of employability, so encouraging capitulation to existing perspectives; and have focussed mainly on alumni rather than current undergraduates. It is hypothesised that graphic elicitation is an apt data capture practice by reflecting the epistemologies and practice of its thirty-seven final-year graphic design undergraduate respondents at eight art and design institutes across the United Kingdom. My version of graphic elicitation was theatricalised through large sign-writing pens on expansive golden 'safety' blankets, emphasising to respondents both the process and the artefacts of production. The analytical framework was phenomenography, selected for its claim to reveal the range of experiences that respondents have of a target phenomenon (Åkerlind, 2012). This contrasts with other qualitative frameworks that focus on finding commonalities of experience. The multi-step, iterative analysis led to several phenomenographic outcome spaces, elaborating the extent of ways that undergraduates experience and perceive the construct of employability within their education and beyond. The outcomes were incorporated to an interactive interface to address a key criticism of phenomenography - that individuals' conceptions are forsaken by its reductive practice (Säljö, 1997). This element of my practice is proof of concept of an interactive phenomenographic outcome space, in which the categories of the outcome space can be drilled-down to associated underlying conceptions. The thesis describes the reason for, and elaborates, my inquisitive graphic practice with students, and discusses the outcomes. The accompanying praxis document supports the telling, from production of graphic artefact, via photographic recording of the artefacts and iterative analysis, to the phenomenographic outcome spaces and interface. The thesis concludes with an elaboration of what has been revealed, and what might be elaborated by subsequent practice.

Campus sexual assault is a prominent social problem that has gained traction within recent years. It is prevalent among college students, with 26.1% women and 6.1% of men reporting experiencing an attempted or completed rape at some point during their college career (Graham et al., 2017). The purpose of this study is to help college students define and understand rape and consent to potentially lower sexual assault incidents. A quantitative research design was utilized with this research study. The study design used an online self-administered survey, with measures from established questionnaires and surveys. Towards the end of the survey, research applied sexual misconduct scenarios, to address student retention of sexual assault prevention knowledge. By making sexual assault an area of focus within social work practice, it would provide social work students with knowledgeable information on sexual assault prevention programs. Which they can use to educate and empower clients whom have been assaulted. Finding suggest, that there is no significant difference between undergraduate students participating in SA prevention program in being able to correctly identify consent and rape.

This study examined the effect of the experience of a loss on alcohol use and drinking motives in a college sample. Participants for this study were drawn from the “Spit for Science” project (Dick et al., 2014). The sample included 3,013 students (31.8% men, 68.2% women; 44.3% White, 21.1% Black, 19.6% Asian, 6.0% Latinx; mean age = 18.96; 16.2% bereaved) from Virginia Commonwealth University. Data were collected from participants’ freshman spring and sophomore spring time points on the Life Events Checklist, Alcohol Consumption items, and Drinking Motives Questionnaire-Revised. Participants who were bereaved between the freshman and sophomore timepoint did not significantly differ in their alcohol consumption, coping drinking motives, or conformity drinking motives compared to their non-bereaved counterparts. Limitations and future directions for research are reviewed.

Thesis (M.A.)--East Carolina University, 2009. / Presented to the faculty of the Department of Psychology. Advisor: Kathleen Row. Title from PDF t.p. (viewed May 21, 2010). Includes bibliographical references.

published_or_final_version / Education / Master / Master of Education

This study examined undergraduate, non-music majors’ familiarity with and preference for Arabic music as compared to other world music. Several factors were examined to assess their effect on music preference including familiarity, musical characteristics, and student characteristics. Study participants included 203 undergraduate, non-music majors enrolled in six sections of music appreciation classes. Participants were divided into Caucasian and non- Caucasian groups ranging from 18 to 42 years of age. Music excerpts from Africa (Congo), Latin America (Mexico), Asia (Japan), and the Middle East (Kuwait) were used as examples of different world music. Arabic music was introduced as a new factor in this study that had not been explored in previous research. Knowing about students’ familiarity and preference for Arabic music may help in understanding the ramifications of its inclusion in music programs, and the proper method of introducing it to the students in the classroom. Participants listened to the 12 musical excerpts and completed the WMFPT questionnaire. Results indicated that participants were not familiar with the world music excerpts, but did like the excerpts to a moderate degree. Significant positive relationships were found between preference and familiarity, within preference ratings, and within familiarity ratings. The most influential musical characteristics in liking world music were rhythm, tempo, and timbre, with rhythm being the most influential. Participants’ background seems to have no significant relationship with either familiarity or preference. Results revealed that playing a musical instrument, musical training, and previous exposure to music of other cultures significantly affected preference and familiarity ratings. / School of Music

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology