Public funding of higher education has declined substantially in recent years (Alexander, 2000; Esposito, 2010; Mortenson, 2012; NACUBO, 2011; Redd, 2014; Serna and Harris, 2014), while operating costs and demand have increased (Desrochers and Kirshstein, 2012; Mortenson, 2012; Mumper and Freeman, 2011; NCSES, 2014; Serna and Harris, 2014; St. John and Parsons, 2004), forcing institutions to look for alternative sources of revenue (NCSL, 2010). One such alternative source of revenue is alumni giving (Monks, 2003; Archibald and Feldman, 2012; CAE, 2014). Research has shown that the factors that influence alumni financial giving include demographic characteristics (Hoyt, 2004; Monks, 2003), academic experiences (Monks, 2003; Pumerantz, 2005), social experiences (Monks, 2005; Thomas and Smart, 2005; Volkwein, 1989), and alumni participation variables (Gaier, 2005; Gallo and Hubschman, 2003). Although there is ample evidence to support the importance of alumni giving, researchers have not examined the factors that influence young alumni giving. This study sought to determine if demographic characteristics, academic experiences and social experiences explain the variance in alumni giving to their alma mater within five years of graduating. I conducted a case study at a single institution and used Volkwein's (1989) model of giving coupled with data from the 2011 National Survey of Student Engagement (NSSE) that captured alumni's demographic characteristics and measured their academic and social experiences while in college. I merged NSSE with data about giving that I retrieved from the Development Office at the selected institution. The variables included five Demographic items, fourteen Academic Experience items with numerous sub-items, and twelve Social Experience items with numerous sub-items. Exploratory factor analysis revealed five academic factors and four social factors. The results of a multiple regression analysis revealed that only one factor, Class Assignments, explained the variance in young alumni giving, but it may have been spurious. It would appear that demographic characteristics and academic and social factors determined from NSSE are not particularly useful in explaining giving by young alumni. Indeed, only 14.5% of participants actually made a donation within five years of graduating. Clearly more research is needed to expand upon the literature about alumni giving. / Ph. D.

A central tenet of this study is the notion that a reader's metacognition affects understanding. Identifying the organisational structure of text is a valuable tool for comprehending and recalling the writer's message. In this study, participants learned to identify text structure and to direct use of that knowledge toward facilitating their academic work. The research is about students acquiring a new strategy and adjusting it to meet the academic requirements of authentic tasks in their real life context. Theoretical bases for this research included metacognition, strategy acquisition, and top-level structure strategy. A review of the literature was conducted into teacher education, lifelong literacy, and top-level structure strategy. It uncovered limited data on strategic behaviour involving the target strategy in authentic contexts. Using case study method I examined if and how student teachers developed learning behaviour using top-level structure strategy (TLS) as the target strategy. This provided a theorization of the process by which each participant became a strategist. The theory describes and predicts that some learners adopt a strategy and find it useful, some adopt a strategy and then adapt it to suit perceived needs and complement existing strategies, and others try the target strategy, decide it is not effective, and reject it. The theory, while attractive, needs to be tested beyond limitations of the method used here, and warrants replication studies, particularly broader research using quantitative methods. A qualitative, case study design was used to examine and describe the effects of strategic instructional intervention. The study was conducted in the school of early childhood teacher education in which the researcher works as lecturer and Year 1 Dean. Ethical consideration was given to the recruitment process to ensure participants' well-being and volunteers were sought from among Year 2 students. Four women participated in the study, three enrolled full-time, and one enrolled part-time. Data were gathered from pre- and post-intervention tasks and questionnaires, semi-structured interviews, focus groups, and written journals. They were analysed using thematic methods of analysis. A final member-check with participants was conducted eight months after the end of intervention and data collection. Study findings provided insights into students' academic experiences. Prior to an instructional intervention, participants used a range of study strategies in academic work with limited metacognitive awareness. Instruction about top-level strategy benefited them in direct ways by providing a top-level structuring technique for completing academic tasks, and in indirect ways by providing a metalanguage for thinking about strategic behaviour, evaluating it, and customizing their technique. Comparison of task performance and questionnaire responses demonstrated qualitative changes in participants' approaches to reading text after instruction. Findings provided the basis for theorizing about participants' metacognitive development across the intervention. Interviews and focus groups provided additional information regarding participants' cognitive self-awareness, active engagement in learning, and application and adaptation of target strategy. Journal entries exemplified participants' authentic applications of the strategy and provided descriptions of their strategic behaviour. The instructional intervention affected participants' perceptions of the academic experience. They became more overtly reflective about how they read and wrote, particularly in relation to assessment items, and more expressive about the nature of their own learning. Study findings based on four participants in one particular context are sufficiently robust as case study research to warrant a broader quantitative study to test their generalization. Such an extension would provide guidance for teacher educators with decisions of policy and practice that might influence explicit attention to how student teachers in early childhood education learn about learning as part of their preparation for the profession.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-09-19T12:50:10Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Emily Gaião e Albuquerque (versão definitiva).pdf: 1172460 bytes, checksum: 2b33070317d41a389f5f546fe0519701 (MD5) / Made available in DSpace on 2016-09-19T12:50:10Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Emily Gaião e Albuquerque (versão definitiva).pdf: 1172460 bytes, checksum: 2b33070317d41a389f5f546fe0519701 (MD5) Previous issue date: 2016-02-22 / CNPq / O presente estudo objetivou investigar a relação entre processos cognitivos (inteligência e funções executivas) e a resiliência e se essas variáveis podem ser consideradas preditoras significavas da adaptação às vivências acadêmicas, por parte de estudantes (i)migrantes. Essa exploração foi realizada de duas formas, tendo como objetivos específicos: averiguar a relação entre medidas ligadas à resiliência e processos cognitivos e verificar a validade preditiva de medidas de resiliência e de processos cognitivos na predição da adaptação ao ambiente universitário, em estudantes intercambistas ou migrantes. Participaram dessa investigação 64 estudantes universitários, vinculados a alguma IES da cidade de Porto Alegre – RS, provenientes de outros estados brasileiros ou de outros países. Eles apresentaram média de idade 23,75 anos (DP = 2,9), sendo majoritariamente mulheres (52,3%), estudantes de graduação (75%) e vindos de outros países (79,7%). Os participantes responderam a cinco instrumentos: questionário sociodemográfico, Escala de Resiliência para Adultos (RSA), Questionário de Vivências Acadêmicas, versão reduzida (QVA-r), Prova de Raciocínio Abstrato da Bateria de Provas de Raciocínio (BPR-5) e a versão eletrônica do Teste Wisconsin de Classificação de Cartas (E-WCST). Para alcançar os objetivos propostos, foram realizados os seguintes procedimentos de análise de dados: estatísticas descritivas, Teste T, análises de variância (ANOVA), análises correlacionais bivariadas exploratórias, análise fatorial exploratória e regressões lineares múltiplas. Os resultados apresentaram relação direta entre alguns fatores da resiliência com os aspectos das vivências acadêmicas. Foi encontrada também uma relação indireta e frágil da cognição com o QVA-r. Tais achados apontam para a possibilidade de a cognição não apresentar um papel preponderante processo adaptativo dessa população, diferentemente da resiliência. / This study aimed to investigate the relation between cognitive processes (intelligence and executive functions) and resilience ad if these variables can be considered significant predictors of adjustments in academic experiences, lived by (im)migrant college students. This investigation was carried out in two ways, with specific goals: verify the relation between resilience related and cognitive processes measures and the predictive validity of these measures to predict the academic adaptation in this population. The sample consisted of 64 college students, enrolled in any institution of higher education in Porto Alegre-RS. They were from other Brazil’s states or countries. The average age was 23.75 years old (SD=2.9), mostly women (52.3%), undergraduate students (75%) and from other countries. They answered five instruments: sociodemographic questionnaire, Resilience Scale for Adults (RSA), Questionnaire Academic Experiences, short version (QVA-r), Abstract Reasoning test of Reasoning Tests Battery (BPR-5) and the electronic version of the Wisconsin Card Sorting Test (E-WCST). To achieve the goals the following analysis were performed: descriptive statistics, T-test, analysis of variance (ANOVA), correlational exploratory bivariate analyzes, exploratory factorial analysis and multiple linear regressions. The results showed direct relation between some resilience’s factors with academic experiences’ aspects. It was also found an undirected and fragile relation between cognition and the QVA-r. These findings point to the possibility that cognition doesn’t have a preponderant role on this population’s adaptation process, differently of resilience.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-09-19T12:59:13Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Emily Gaião e Albuquerque (versão definitiva).pdf: 1172460 bytes, checksum: 2b33070317d41a389f5f546fe0519701 (MD5) / Made available in DSpace on 2016-09-19T12:59:14Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Emily Gaião e Albuquerque (versão definitiva).pdf: 1172460 bytes, checksum: 2b33070317d41a389f5f546fe0519701 (MD5) Previous issue date: 2016-02-22 / CNPq / O presente estudo objetivou investigar a relação entre processos cognitivos (inteligência e funções executivas) e a resiliência e se essas variáveis podem ser consideradas preditoras significavas da adaptação às vivências acadêmicas, por parte de estudantes (i)migrantes. Essa exploração foi realizada de duas formas, tendo como objetivos específicos: averiguar a relação entre medidas ligadas à resiliência e processos cognitivos e verificar a validade preditiva de medidas de resiliência e de processos cognitivos na predição da adaptação ao ambiente universitário, em estudantes intercambistas ou migrantes. Participaram dessa investigação 64 estudantes universitários, vinculados a alguma IES da cidade de Porto Alegre – RS, provenientes de outros estados brasileiros ou de outros países. Eles apresentaram média de idade 23,75 anos (DP = 2,9), sendo majoritariamente mulheres (52,3%), estudantes de graduação (75%) e vindos de outros países (79,7%). Os participantes responderam a cinco instrumentos: questionário sociodemográfico, Escala de Resiliência para Adultos (RSA), Questionário de Vivências Acadêmicas, versão reduzida (QVA-r), Prova de Raciocínio Abstrato da Bateria de Provas de Raciocínio (BPR-5) e a versão eletrônica do Teste Wisconsin de Classificação de Cartas (E-WCST). Para alcançar os objetivos propostos, foram realizados os seguintes procedimentos de análise de dados: estatísticas descritivas, Teste T, análises de variância (ANOVA), análises correlacionais bivariadas exploratórias, análise fatorial exploratória e regressões lineares múltiplas. Os resultados apresentaram relação direta entre alguns fatores da resiliência com os aspectos das vivências acadêmicas. Foi encontrada também uma relação indireta e frágil da cognição com o QVA-r. Tais achados apontam para a possibilidade de a cognição não apresentar um papel preponderante processo adaptativo dessa população, diferentemente da resiliência. / This study aimed to investigate the relation between cognitive processes (intelligence and executive functions) and resilience ad if these variables can be considered significant predictors of adjustments in academic experiences, lived by (im)migrant college students. This investigation was carried out in two ways, with specific goals: verify the relation between resilience related and cognitive processes measures and the predictive validity of these measures to predict the academic adaptation in this population. The sample consisted of 64 college students, enrolled in any institution of higher education in Porto Alegre-RS. They were from other Brazil’s states or countries. The average age was 23.75 years old (SD=2.9), mostly women (52.3%), undergraduate students (75%) and from other countries. They answered five instruments: sociodemographic questionnaire, Resilience Scale for Adults (RSA), Questionnaire Academic Experiences, short version (QVA-r), Abstract Reasoning test of Reasoning Tests Battery (BPR-5) and the electronic version of the Wisconsin Card Sorting Test (E-WCST). To achieve the goals the following analysis were performed: descriptive statistics, T-test, analysis of variance (ANOVA), correlational exploratory bivariate analyzes, exploratory factorial analysis and multiple linear regressions. The results showed direct relation between some resilience’s factors with academic experiences’ aspects. It was also found an undirected and fragile relation between cognition and the QVA-r. These findings point to the possibility that cognition doesn’t have a preponderant role on this population’s adaptation process, differently of resilience.

No description available.

This study focuses on the stress perception, stressful academic situations, andstress management strategies in studies of Swedish and Peruvian students from ateacher-training program. The research design that is applied for this purpose iscomparative. The sample includes Swedish and Peruvian second year students andadministrative staff from a teacher-training program. The research instruments arequestionnaires and interviews.Percepción de estrés, experiencias académicasestresantes y afrontamiento en los estudiosUna investigación comparativa entre estudiantesde educación de Perú y SueciaMaría del PilarGonzález VigilEducación Vol. XVII, N° 32, marzo 2008, pp. 49-66 / ISSN 1019-940350Educación Vol. XVII, N° 32, 2008 / ISSN 1019-9403María del Pilar González VigilThe main findings of this study indicate that in spite of the cultural differences,both groups of students present as many similarities as differences. On theone hand, Swedish and Peruvian students present some similarities consideringspecific stressful academic situations; their perception of stress as negative intheir academic performance, emotional state and health; their variable competenceto manage stress in studies; and their desire for having a course on stressmanagement. On the other hand, both groups manifest a particular profile in theway they perceive stress, experience specific stress effects, and manage stressfulacademic situations. These findings show the importance of education in stressmanagement strategies, taking cultural differences into account. This will allowstudents to handle stressful academic situations and deliver performance accordingto their capacities. / La investigación a continuación se enfoca en describir la experiencia de estrés académicode estudiantes peruanos y suecos que cursan el segundo año de la carrerade Educación. La investigación es de tipo comparativo y analiza cualitativamentela información recolectada mediante un cuestionario de preguntas abiertas, creadopara esta investigación, además de entrevistas realizadas al personal administrativode las universidades de la muestra.Los resultados indican que los estudiantes peruanos y suecos coinciden en lassituaciones académicas que consideran estresantes, en su percepción negativa delos efectos del estrés en su desempeño, salud y estado de ánimo, y en su interés enun curso sobre afrontamiento. En cambio, los estudiantes difieren considerablementeen su forma de definir el estrés, en algunos efectos negativos específicos yen sus estilos de afrontamiento.Finalmente, esta investigación señala la importancia de formar a los estudiantesen el tema de estrategias de afrontamiento teniendo en cuenta sus característicasculturales, porque de esta manera podrán manejar adecuadamente las situacionesacadémicas estresantes y sus desempeños reflejarán sus capacidades.

No description available.

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)