A psychological model of student persistence

The present study examines the validity of the Eccles model of achievement behaviors (model of academic choice) for its predictive validity when the outcome (behavior) is student persistence in the postsecondary educational system to completion of at least the baccalaureate degree. Patterns of effects hypothesized by the theoretical model were only partially supported by the results forthcoming from the estimation of the model. Of the two constructs hypothesized to directly influence persistence—the value placed on college attendance and expectations for success in college—only value had significant influence. Two measures of goal orientations—business/financial and humanitarian/social—exerted indirect influence as hypothesized, but level of degree aspirations had as strong a direct influence on persistence as did value. Prior achievement had the strongest total effects of any of the variables in the model.     

A new indicator for higher education student performance

The debate on academic achievement is a heated issue that involves all the higher education contexts. This paper attempts to provide an indicator that can make the measurement of university student performance easier and that can be easily applied to different systems, making comparisons more fair. The Italian University System is used as a starting point to make several considerations on the current measures and to build up a new performance indicator. Then, a generalization for other marking systems is shown and finally a quantile regression is performed to investigate some determinants of the new performance indicator, also with respect to the current one.     

The resilience of the MBA in emerging economies: student motivations for wanting an MBA in China and the United Arab Emirates

In recent years, domestic demand for MBAs has fallen in most major Western markets but has increased or remained stable in emerging economies such as China and the United Arab Emirates (UAE), which are the two countries globally that host the largest numbers of international branch campuses. Thus, this research aimed to discover why students in China and the UAE still want an MBA. A survey questionnaire was completed by a total of 354 MBA students, at two universities in China and two universities in the UAE. Some of the results were surprising and unexpected. For example, recognition, prestige and networking – all key features in Chinese and Emirati societies – were found not to be key motivators for wanting an MBA. Instead, the desire to acquire knowledge and skills was the strongest motivator among respondents, accounting for 32.4 per cent of variance. This was followed by reasons associated with intrinsic benefits. The findings have implications for institutional strategy, curriculum design, program delivery and the marketing of programs.     

A model for exploring student understandings of plagiarism

A clear understanding of how students view plagiarism is needed if the extensive efforts devoted to helping them engage in high-quality scholarship are to be worthwhile. There are a variety of views on this topic, but theoretical models to integrate the literature, take account of international differences and guide practitioners are limited. Using a large, international student sample, this paper presents just such a model. More than 2500 university students in the UK and Australia completed a questionnaire rating the perceived ‘seriousness' of various plagiarism-related actions in an individual assignment. Factor analysis identified three underlying themes: dishonest acts, poor referencing, and group work. Group comparisons indicated statistically significant differences in student understanding dependent on previous region of study, current faculty/school and level of study, with the former two emerging as more influential than the latter. This three-factor model provides practitioners with a methodology for integrating the many different studies in the area and gaining a broader overview of student understanding of plagiarism. In particular, it highlights how students consider plagiarism related to group work to be far less serious than other types. Given the increasing emphasis on group work in higher education, the implications of this for policy and practice are discussed. Importantly, the study also notes that effect sizes were small, suggesting that findings in this study, as in other studies, may not represent substantive differences in student perceptions. A single, universal approach to educating students about plagiarism may be as effective as approaches tailored to the individual's background.     

从MBA的生源变化看培养方面改革的需要

MBA education meet social demand and the expectation of student aspect should study following problems: 1 .How to be organized teaching, so as make the student of different condition get necessary knowledge and train, so to reach the training goal of MBA; 2.How to train student face reality and meet ability raising from psychology; 3.Training student have the competitive consciousness and the ideological of Patriotism.     

In search of a consistency model for evaluation of student performance in nontraditional education

In nontraditional education we believe that learning how to learn should be the major objective. Helping students learn how to learn should be a major teaching objective and a major teaching skill. This skill involves helping a student recognize that learning involves personal change and that no one is so knowledgeable and so skilled that he or she need not learn. One of the major problems in learning how to learn for educators is being able to play a concurrent role—that of an evaluator and that of an academic advisor. Inherent in this double role is the concept that an evaluator should provide a learning experience that is planned as an integral and continuous part of a student's education. Evaluation processes, both in planning and implementation, should be consistent with knowledge, values, and goals of nontraditional education. Their basis should be a theory of adult learning.     

Group work experiences: Domestic MBA student experiences and outcomes when working with international students

This article forms part of an exploration into the results of a single-case, embedded study that was conducted to explore how domestic part-time graduate business students in the United States experience group work for summative assessment. Multiple information collection methods were utilised, including open-ended and semi-structured interviews, case study documents and student journals. The aim of this larger study was to understand the unique experiential factors that contribute to a student's perceptions of positive group work outcomes within a graduate-level context. However, this article will detail only one of the more unexpected findings of this study, which involves how international students affect the perception of positive group work for domestic part-time students. Since key informants of this study included only domestic part-time MBA students, the limitations and ethical implications surrounding this finding will also be addressed. This article suggests noteworthy implications in the area of professional and organisational development for faculty and administrators in higher education with regard to the use of group work in the graduate classroom. This includes the importance of utilising existing institutional resources and structures to prepare and develop administrators, faculty and staff to make more informed decisions regarding group work within a graduate context.     

Modeling student performance in diagnostic tasks: A decade of evolution

Since 1976 the authors have been involved in an evolving research and development program focusing on the application of computer-based simulation to diagnostic training in technical environments. Eight simulation-oriented training systems are used to describe the authors' understanding of and approach to student diagnosis. Each of the systems described capitalized on experimental and/or empirical findings from previous experiences. The article describes how design decisions were driven first by research findings and then by the reality of building effective computer-based training systems within the constraints of operational environments. The paper on which this article is based was presented at the Cognitive Skill Acquisition Workshop, Air Force Armstrong Laboratory Human Resources Directorate, Brooks Air Force Base, Texas, in July 1990. It is also published in Regian, W. J., & Shute, V. J. (Eds). (1992).Cognitive approaches to automated instruction. Hillsdale, NJ: Lawrence Erlbaum.     

MBA职业发展工作探讨

阐述了MBA职业发展的由来,认为MBA职业发展工作是MBA教育的重要组成部分,在促进学员就业、提升学员职业发展水平、推动MBA教育改革等方面发挥了具有不可替代的作用。     

“剩女”的MBA征程

GMAT考试 2012年世界末日的前一天,35岁的我走进了北京的GMAT考场.我把它定义为人生的最后一次折腾.老师在宣布考场纪律的时候,说道:"每一部分考试结束后,大家可以出去呼吸一下新……"她看了一眼窗外,把话咽了回去,因为那天是重度霾加阴天,据说晚上有雪.我也在暗自嘀咕,栗子呀,你为什么找个世界末日来找死呢. 这个考试我准备了两个月,这次我对自己说只给自己两次机会,考不到分数我就断了这个念头.最终取得了730分的成绩.GMAT满分为800分,一般中国学生考分在700分以上可以申请到不错的学校.于是我顺利进入申请环节.     

An investigation of teacher impact on student inquiry science performance using a hierarchical linear model

Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two‐level hierarchical linear model, we analyze year‐end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010     

Lecturing style teaching and student performance

Teachers in the Netherlands tend to spend less time in front of the class, and often adopt a more personal approach. This allows them to better adjust their lecturing style to the needs of the individual student with the aim of increasing student performance. However, a more personal approach is also more time consuming and potentially reduces the complementary and scale effects of the more traditional lecture style teaching.This study examines whether the proportion of time that teachers lecture in front of the class influences the cognitive performance of students in the Netherlands. In this study we find no relationship between the proportion of time spent lecturing in front of the class and student performance.     

Relations between academic performance,student engagement and student burnout: A cross-lagged analysis of a two-wave study

Academic performance and student well-being are two desired outcomes of any learning and instruction process. The purpose of the present study was to test the temporal order of the relationships between academic performance and two forms of student well-being (i.e., student engagement and burnout) in a specific context. 142 psychology undergraduate students completed self-reported measures of student engagement and student burnout in two waves, during a semester. Also, we included their grades from two intermediate evaluations. Path analysis models suggested that academic grades could be considered antecedents of student engagement and student burnout, while the well-being measures cannot be considered antecedents of the academic performance. These findings provide additional knowledge regarding the relationships between academic well-being and academic performance.