This thesis explores students’ experiences in higher education in England in the early 21st century. It uses a longitudinal perspective, drawing upon data from semi structured interviews with undergraduates as they progressed from transition to graduation. The thesis argues that students enrol at university with learner identities shaped by different educational and social backgrounds. Once at university, students move through a process of acclimatisation during which they build upon particular capacities that enable them to succeed in higher education. These capacities help students to build robust undergraduate identities which allow them to exercise agency in their learning. However, as they do so, they carry with them varying degrees of risk and have to negotiate the disjuncture between expectation and reality in their undergraduate experiences. An understanding of the impact of risk and disjuncture has important implications in the rapidly changing world of higher education and these, alongside concepts of field, habitus, capital, and academic and social integration, help to explain undergraduate experiences in the rapidly changing political economy of higher education. Focusing on the particulars of individual experiences highlighted the significant investments individuals make in their studies and for whom the world of higher education can be an uncomfortable place.

This research investigates the writing of EFL university students at the English department of a major university in Syria. Using Systemic Functional Linguistics as an analytical framework, the study applies Thematic analysis to students’ exam essays across two disciplines: language and literature, with the aim of exploring the differences in the language choices that students make in meeting the relevant disciplinary requirements. Another aspect of the study is to analyse student writing across different academic level with a view to identifying the nature of students’ developing writing maturity. Based on the assumption of an existing strong connection between the text and the broader context, the research investigates the possible influence of other contextual factors including the essay questions, model essays from the textbooks, and teacher’s views and perceptions. The findings from Thematic analysis point to the importance of interpersonal meaning in understanding this across-disciplinary variation in terms of building the argument and answering the essay question. The research shows potential pedagogical benefits in raising students’ awareness to the important function of different linguistic choices, particularly those with Thematic positions, in achieving the purpose of the text.

Short-term international study tours are increasingly available as an elective academic credit course at Canadian universities and seminaries. My research examined the pedagogy of such study tours to ascertain whether a study tour that encourages critical reflection assists students to synthesise learning to the extent that their pre-existing conceptual framework is modified or transformed. Since all the tours had a spiritual or religious theme, I also investigated the extent to which these study tours encouraged transcendent experiences and spiritual learning. I investigated four study tours, two of which went to Spain and included a pilgrimage along El Camino de Santiago, another to Israel/Palestine exploring both historical sites and contemporary issues, and the fourth to Cyprus, Malta, and Rome, exploring the history and legacy of Paul, the Christian apostle. In addition, I participated in a local Ontario, Canada, pilgrimage and a service learning trip to an orphanage in Mexico as comparatives to the study tours. Adopting an interpretivist methodology, data was gathered from students and professors through questionnaires and interviews, and from my observations as a participant researcher. The data were interpreted to map how learning is occurring using Kolb’s experiential learning cycle and Illeris’ three−dimensional learning model, and to identify what contributes to learning. The research discovered that the student’s localised conceptual framework associated with the home context can be modified or transformed by the experience on-the-ground at the tour destination, resulting in transformative learning or moving students toward transformative learning. To encourage student learning, pre-tour preparatory studies should address the potential gap in student’s background knowledge and their existing meaning schemes, and should prepare the students for experiential learning. Reflective time and space should be provided during the tour to allow students to process their experiences, including emotional responses. And, post-tour assignments should encourage critical reflection that integrates and consolidates learning. To encourage spiritual learning requires accommodating students’ diverse interpretations of spirituality, and allowing students similar space and time, particularly at sacred places, to process spiritual experiences.

Aims: Empirical evidence demonstrates successful expert nurses appointed as nurse lecturers in higher education find themselves as 'newcomers' to the role and organisation. New nurse lecturers often find their transition to higher education confusing and challenging. Using the conceptual framework of communities of practice, this study aims to provide original research into what induction means for new nurse lecturers, and gain an in-depth understanding of their perceptions and experiences of their induction into working in a multi-sited university. Method: A qualitative research methodology was employed, using the theoretical approach of Interpretive Phenomenological Analysis (IPA) developed by Smith, Flowers, and Larkin (2009). Eight lecturers, with between one to three years' experience as nurse lecturers, were recruited from one university in the North West of England. Purposive sampling was utilised and data was obtained through one-toone semi-structured interviews. Verbatim transcripts were analysed following the principles of IPA. Findings: Three super-ordinate themes emerged (partial transition, dual communities of practice, introduction), along with six sub-ordinate themes (expectations of the nurse educator role, career change, contextual influences, location and culture of sites, tick box exercise, and the limited role of the mentor). New nurse lecturers found transition stressful: key aspects included the culture shock and the career change of adopting their new academic identity. Changing identity from a nurse to an educator, working across the boundaries of both practice and academia, was a struggle, particularly in participants with visiting lecturer experience who had mistakenly perceived this would prepare them for the role. Early role preparation was essential to understanding the different cultures and processes within the university. Formal mentoring supported development of self-confidence, but its value was undermined due to the mentors' workload and lack of understanding of their role, which affected relationship building. Supportive heads of department, and informal mentoring and peer support, were essential in developing new academic identities. Conclusion: This study contributes to practice through the development of an induction framework for new nurse educators. This framework acknowledges the relevance of maintaining a dual community of practice for new nurse educators, in supporting their new identity and their dual continuing professional development. Practical outcomes include: development of an informational resource for new lecturers (including visiting lecturers); development of a community of learning with facilitated workshops and online information resources; development of mentor training and resources for mentors; and mentors being thoughtfully designated by heads of department, with hours attached to their workload for mentoring. A long term online community of practice is needed for new staff to keep in touch and share information. Heads of department need to take ownership of inductions to ensure that their staff feel welcomed and supported in their new environment, with regular evaluation taking place.

<p> <b>Problem Statement:</b> This study compares traditional age female college students (18&ndash;25) diagnosed with celiac disease (CD) to age matched controls on measurements of executive function (EF) and social phobia (SP). Although previous research in this area has been mixed, a preponderance of the evidence from these studies suggests that CD impacts cognitive functioning as a whole; executive functioning in particular. However, most of the literature in this area focuses on age groups outside of the normal traditional college age range. No research to date has examined executive functioning or social phobia among 18&ndash;25-year-old female college students with CD. Bronfenbrenner&rsquo;s Bio-Ecological Systems Theory will be utilized in understanding the relationships among and between the various interacting systems with the developing person with CD. </p><p> <b>Purpose:</b> The purpose of this study is to compare traditional age female college students (18&ndash;25) diagnosed with celiac disease (CD) to age matched controls on measures of executive function and social phobia. </p><p> <b>Research Questions:</b> Do female college students aged 18&ndash;25 with CD differ between age-matched controls on levels of EF? Do female college students aged 18&ndash;25 years old with CD experience different levels of SP than age matched controls? Do female college students aged 18&ndash;25 with CD that are adherent to a gluten-free diet (GFD) differ on their scores on measures of EF than those participants who do not adhere to a GFD? Do female college students aged 18&ndash;25 with CD have lower GPAs than age-matched healthy controls? Do female college students aged 18&ndash;25 years old with CD that are adherent to a GFD have higher GPAs than those female college students aged 18&ndash;25 with CD, who do not adhere to a GFD? </p><p> <b>Methodology:</b> This study employed a quasi-experimental, cross-sectional design. The relationship between the dependent variables (DVs) EF and SP with the independent variables (IVs) participants with CD and age-matched healthy controls and the covariate variables (adherence to a GFD and GPA) will be examined using independent <i>t</i>-tests and between subjects analysis of variance (ANOVA). Predictor variables (IVs/covariate variables) associated with the DVs at a statistically significant level (p &lt; .05) will be entered into the final multivariate analysis of variance (MANOVA). </p><p> <b>Findings:</b> CD significantly affected Working Memory, Planning Organization, and Organization of Materials in measures of EF among participants with CD compared to age-matched healthy controls. CD significantly affected levels of social phobia in CD participants compared to the control group in situations involving interactions with the opposite sex and interaction with strangers. Self-report GPAs among CD participants had a significantly lower mean than the control group. </p><p>

<p> Mixed Reality is a technology quickly advancing and becoming more readily available to the average consumer. The continually improving availability of Mixed Reality technology is due to advancements with software platforms and integration of miniaturized hardware for mobile devices. Mixed Reality is becoming more available for use within higher education but limited data is available supporting the relevance and effectiveness of this technology for helping students to learn. </p><p> The intent of this study was purposed to explore how Mixed Reality influences learning within a Science, Technology, Engineering, and Mathematics (STEM) higher education program when learning within a Mixed Reality Learning Environment (MRLE). Mixed Reality Self-efficacy, student engagement, and student motivation were used as part of the Mixed Reality Self-efficacy, Engagement, and Motivation (MRSEM) survey. The MRSEM survey captured demographic information but primarily focused on the variables of self-efficacy, engagement, and motivation of post-secondary STEM students within a MRLE. </p><p> The results from this study provided data indicating how gender influences student acceptance of Mixed Reality, significant relationships among student engagement and student motivation when using Mixed Reality along with observed mobile device usage. These findings can provide administrators with useful information needed to target specific population groups to effectively integrate this new technology. Incorporating Mixed Reality as a learning resource is an approach if done correctly can reap benefits for all stakeholders involved. </p><p> The final outcome originating from the findings and observations resulted in the development of a best practices guide and recommendations for administrators and practitioners considering Mixed Reality. The guide and recommendations are intended for stakeholders within STEM areas of concentration considering this technology as a resource to improve instructional methods by engaging, motivating, retaining and ultimately improving a student&rsquo;s Mixed Reality Self-efficacy (MRSe).</p><p>

<p> Internet-based technologies have been the downfall of incumbents across numerous industries. This has not been the case in higher education, though unaccredited organizations that offer free- and low-cost online courses have the potential to disrupt low- and mid-tier colleges and universities that lack strong branding or regional advantages. This qualitative content analysis examined 410 articles from the academic trade press to describe the qualities of three companies that offer free and inexpensive online courses, StraighterLine, Udacity, and Coursera, to better understand their potential to disrupt for-profit colleges and universities. The four descriptive themes that emerged were: (a) credentialing issues, (b) the unbundling of higher education, (c) the development of online learning, and (d) single-course providers. Although distinct, the themes are interrelated and the growth of single-course providers, the unbundling of higher education, and the continued development of online learning will be affected by how credentialing issues are addressed by the regional accreditors. Employers are increasingly accepting micro-credentials from unaccredited, single-course providers that have significantly lower costs and a focused mission. The slow process of accrediting alternative providers, which some have argued is to protect incumbents, may actually speed up disruption. </p><p>

<p> Little is known about what attracts men to the counseling profession and what their experiences are in counseling programs and the profession post-graduation. This qualitative case study examines what attracts men to the counseling profession, recruitment strategies, and proposed recruitment strategies that could affect prospective male students. It also reveals the experiences of males in counseling programs and the counseling profession, after graduation. Findings indicated men are attracted to the field for various reasons. Most participants did not notice any specific recruitment strategies directed toward males. The participants shared ideas for future male recruitment. Findings also indicated there are benefits and challenges associated with being a gender minority in counseling programs and the profession. Implications for counselor preparation programs are presented.</p><p>

<p> Social networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown. </p><p> This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study. </p><p> Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.</p><p>

<p> There has been a decline in public good will toward institutions of higher education for nearly four decades. Resultantly, the public, media, and politicians call for greater transparency. It would be beneficial for institutions of higher education to utilize strategic means to communicate their stories, successes and brand directly to various publics. A critical, albeit often an overlooked public, are the employees of the university. They can serve as ambassadors for the university interacting with outside publics. In this capacity, not only do employees need to know information about their organization to function well at their positions, they also need to understand the strategic direction of the organization. Strategic communication of this nature can be accomplished with them via internal communication, and that falls under the domain of the public relations entity on campus.</p><p> This study seeks to examine how senior level public relations practitioners in higher education develop and carry out their internal communication responsibilities to employees. Understanding was sought regarding the practitioners&rsquo; beliefs and practices regarding: (a) public relations as a strategic management function; (b) the role of relationship management within public relations; and (c) whether symmetrical communication is used for cultivating relationships while maintaining a feedback mechanism to adjust public relations strategies based on publics and environment.</p><p> This study also looked at common and unique elements of practice, how higher education public relations practitioners define best practices, and whether they coordinate internal communication with other entities within their college or university and analyzes some demographic data regarding the career paths and education of the practitioners. It concludes that, while the participants in the study were operating with direct reporting to the president of their respective universities, and that all participants demonstrated working in a strategic capacity, none had documented communication processes with respect to internal audiences, and few had formal methods in place to evaluate the success of their efforts. In addition, none had well-formulated and strategic processes in place with respect to whether symmetrical communication is used for cultivating relationships while maintaining a feedback mechanism to adjust public relations strategies based on publics and environment.</p><p>