A study of student perceptions in a Saudi Arabian university

The focus of this study is on student perceptions in a Saudi Arabian university. Data are presented that indicate that the university studied has major functional limitations. Most students have little academic orientation; college education is viewed as a means to rapid prosperity. They also lack adequate scholastic preparation and hold negative perceptions of faculty and administration, generally viewing the former as corrupt and the latter as insensitive to their needs. Reference is made to cultural constraints on college education and to the unprofessional treatment of expatriate faculty by the university administration.     

Children's perceptions of discrimination: a developmental model

Discrimination affects millions of children in the United States and throughout the world. Although the topic is important for both theoretical and applied reasons, little developmental work has examined children's perceptions of discrimination directed toward themselves and others. A review of past theoretical and empirical work on the perception of discrimination is provided. Next, a developmental model of the perception of discrimination is offered. The model identifies developmental and individual differences expected to influence judgments about discrimination, as well as situational variables that are likely to support attributions to discrimination.     

英国大学的战略定位及其启示

与英国不同类型大学的战略定位和发展实践相比,我国大学战略定位的问题主要表现为大学类型上的同质性和学科上的同构性,目标选择缺乏理性,发展思路缺乏继承性和连续性;政府对大学战略定位的宏观指导和政策引导有待加强。我国大学在战略定位上要发挥政府的指导作用,改革大学评价标准,将战略定位上升为全体人员的行为模式。     

The other voices of international higher education: an empirical study of students' perceptions of British university education in China

Against a backdrop of globalised higher education (HE) – one in which a number of British universities are setting up campuses overseas – China represents a vast and lucrative market. This paper presents data on the perceptions and experiences of 20 Chinese students who are currently studying at a British university's campus located in China. Drawing upon theoretical and empirical linkages between the expansion of British HE into overseas markets and neo-colonial (or imperialist) activities, this paper discovers that sociocultural perceptions and ideological constructs such as ‘creativity’ and ‘value’ form a vital basis for the exchange of knowledge in transnational HE.     

Using British school examinations as a predictor of university performance in a pharmacy course: A correlative study

The investigation reported in this paper studied the relationship between 31 variables from 80 subjects graduated in pharmacy. Variables included in the study were average grades taken from the examination held at age 16 (Ordinary O level), predicted and actual Advanced level scores usually 3 subjects taken at around age 18 and the complete pattern of university examinations. The average of O-level scores was not a useful predictor but the teachers' estimates of performance at A-level were. A-levels themselves correlated particularly well with early parts of the course and the average grade still showed a small but significant correlation through to the end. Undergraduate examinations throughout the 3 years were generally intercorrelated. It is argued that given the appropriate circumstances both teachers' estimates of A-level performance and actual A-level scores remain useful in selection and forecasting.     

Sex and race discrimination among university faculty: A case study showing combined effects

This study predicts faculty salaries using data collected at a large public university on publications, teaching and administrative hours, years of education and experience, department, sex, race, and interaction terms. Female faculty earn 24 percent less than male faculty; 17 or 41 percent of this differential is attributable to discrimination, depending on the particular set of salary determinants used. Unlike previous investigators, this study does not find discrimination in favor of minority faculty members. The choice of variables and form of model appropriate for a study of salary discrimination are discussed.     

Understanding classroom feedback practices: A study of New Zealand student experiences,perceptions, and emotional responses

While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students’ survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience, understand, and respond to feedback. It found that despite New Zealand’s strong commitment to student-centred Assessment for Learning practices, the majority of students still drew, selected, and endorsed teacher-led feedback practices, with pictures dominated by written comments or grades. However, they generally depicted and described this feedback as positive and constructive, suggesting that negative emotional responses to evaluative comments and grades may be lessened if students perceive such feedback will help them improve.     

Exploring student perceptions and experiences of different teaching and learning approaches in architectural history education: a comparative case study

Learning Environments Research - The purpose of the current research was to investigate the perceptions and experiences of university students regarding three different teaching and learning...     

Female computer science students: A qualitative exploration of women’s experiences studying computer science at university in the UK

Education and Information Technologies - The under-representation of w omen in computer science education courses is well documented, and the social and commercial need to address this is widely...     

Financing Higher Education in Kenya: Student perceptions and experiences

Tertiary Education and Management - In response to declining governmental funding, cost-sharing in higher education and dual-track tuition policies were introduced in the 1990s in Kenya. The...     

Diversity and inclusivity at university: a survey of the experiences of lesbian,gay, bisexual and trans (LGBT) students in the UK

The extent to which UK universities are ‘gay friendly’ has received some attention in the press. Whilst there are a number of published studies exploring campus climate for lesbian, gay, bisexual and trans (LGBT) students and/or staff, these are primarily localised studies undertaken in State Universities and Baccalaureate Colleges in the US. The present study is a nationwide UK study of campus climate, based on survey data collected from a sample of 291 LGBT students from 42 universities across the UK. The findings show that despite the increased implementation of an equality agenda (e.g. equal access; widening participation) in UK Higher Education, homophobia on campus is still a significant problem and therefore universities are not perceived nor experienced by LGBT students as ‘safe spaces’ in which to be open about sexual orientation/gender identity. The implications of the findings for university policy and practice in relation to LGBT (and indeed all) students is also explored.     

Maturity and Interculturality: Chinese students' experiences in UK higher education

Increasing global competition for students has witnessed an ever more rapid internationalisation of higher education. In the case of the UK, there has been a major influx of Chinese students to British universities since the launch of the British Government's long-term worldwide educational campaign in 1999. Drawing upon evidence from an extensive review of the literature on the internationalisation of higher education, this article will explore variations in Chinese students' intercultural adaptation to the British higher education environment. Discussion of their experiences will be based upon a synthesis of findings of three studies, led by the author, investigating the pedagogical, sociocultural and psychological challenges that they have encountered when studying in British universities.
Evidence from these studies suggests that despite various challenges and struggles, most students have managed to survive the demands of the learning and the living environment and to adapt and develop. Analysis of their learning experiences suggests that this learning process spans a developmental continuum involving the students in overcoming emotional tensions arising from changes in their cognition, their sense of identity and sociocultural values. A holistic and developmental perspective is thus required to understand changes in students' perceptions and values as part of their wider adaptation to the academic conventions of their host countries. The findings will make an original contribution to understandings of the impact of the internationalisation of higher education on individuals' learning, change and development.     

大学生就业能力培养:英国经验及其启示

英国与我国一样存在较大的毕业生就业压力,而在大学生就业能力培养方面存在对就业能力的认识不一致、相关活动不是高校教育的主要目标等矛盾,近年来高校采取改革教学模式、为学生提供个性化帮助、帮助学生增加工作经验以及加强校企联系等多种措施,提高学生的就业能力,相关做法对我国具有一定的启示和借鉴意义。     

Economic development and the university: A case study of a failed program

This paper summarizes the basis of university attempts in the United States to stimulate economic development. Next, the paper describes the background of a particular university's economic development program. The projects and especially the problems of that university's economic development program are enumerated in detail. The problems include financial losses in particular projects large enough to cause the university to terminate the program, corruption, widespread public criticism of the program and of the university, and criminal convictions of two top officers of the program. Perspectives from the study of university-business relationships as well as from the study of public finance and budgeting and of deviance and white-collar crime help interpret the problems of the program. Possible solutions to such problems are offered. These suggestions include budgeting and reporting requirements, as well as a variety of structural features that need to be part of university economic development programs.     

Evolution of a laptop university: a case study

Technology is integral to carrying out many types of business transactions and has become entwined in the very fabric of everyday life. In the educational environment—particularly higher education—technology is underutilised as a pedagogical tool and in many cases remains largely untapped. Winona State University and its laptop programme learned some valuable lessons from the marriage between the application of the Seven Principles of Good Practice in Undergraduate Education and technology. The transformation into a leading laptop university was neither smooth nor easy, but it is a successful case about principle‐centred technological change and improved student learning outcomes.     

Seeing Web 2.0 in context: A study of academic perceptions

This paper reports on a study at a research intensive University in the North of the UK exploring academics' perceptions of the potential of Web 2.0 for their teaching and any influences shaping those perceptions. It looks at the perceptions of academics ‘on the ground’ as well as those leading teaching and learning strategies at the University. The study identifies a range of perceptions among academics. These are influenced predominantly by academics' beliefs of what constitutes good teaching in their contexts. The paper concludes with an exploration of ways in which the range of perceptions evidenced may inform discussion of Web 2.0, arguing that academics' perceptions are crucial to context-based understandings of its potential.     

Lack of clarity in university teaching: A case study

Correlational studies suggest that clarity in teaching plays a crucial role in student learning and satisfaction from instruction. Other quantitative studies identify low-inference teacher behaviors that are components of clear instruction. The present study used qualitative methods to examine unclarity in teaching of a physics undergraduate course for non-science majors. Teaching clarity was measured both as a high- and low-inference behavior. Evidence of several data sources converge and reveal very low level of understanding of the material presented, strong dissatisfaction with instruction, and a good match between high- and low-inference teacher clarity behaviors. This is explained by the instructor's insufficient pedagogical knowledge, by his inability to apply those pedagogical principles he does know in actual classroom instruction, by his misconceptions regarding teaching and student learning, and by his detachment from his students and the subsequent lack of adjustment of instruction to them.