The role of students’ employability perceptions on Portuguese higher education choices

In a context where mass higher education has eroded the job security once guaranteed by higher qualifications, students are more likely to view higher education as an ‘investment’ which should yield return in terms of their employability. The aim of this study is to understand whether Portuguese students consider employability as the main reason to choose to enrol in higher education, to choose a specific programme and to choose a specific higher education institution. Data were collected through semi-structured interviews with 60 first-year students, from universities and polytechnics, both public and private, and from three first-cycle study programmes (Arts, Pharmacy and Computer Engineering). The analysis is based on a qualitative study exploring Portuguese students’ perceptions underlying their higher education choices. Findings suggest that the majority of the students interviewed considered employability as the major reason to enrol in higher education, although its importance was largely undervalued in the choice of study programme and of institution.     

The role of social capital in students’ perceptions of progress in higher education

This paper aims to analyse the effects of students’ social relationships at university on students’ success. Specifically, whether a student with heterogeneous relationships obtains better academic results than a student whose relationships are mostly with classmates. Further, the research examines whether students’ social relationships make up for their parents’ lack of human capital. A survey was answered by a sample of 867 students from universities in the metropolitan region of Barcelona. The findings suggest that the effects of social relationships are not always positive. The benefits of social networks at university interact with the type of degree studied, the student’s dedication to studies, and the student’s social class. Perceptions of progress for each category of students is different: It is more positive for those with frequent heterogeneous relations, who do not work or do so for a few hours, and for those who are enrolled in “hard” science courses.     

The role of goal orientations in students’ perceptions of classroom assessment in higher education

Students’ perception of assessment methods plays a significant role in determining their effort towards learning and their assessment tasks. Similar to the role of goal orientation in predicting students’ classroom learning, this study aims to examine how students’ goal orientations influence their perception of classroom assessments. Using a qualitative research design, the data was collected from 41 students enrolled in master’s degree programme at a public university in northern Malaysia, using reflection notes and semi-structured interviews. Data was analysed using a typological approach to inductively develop the categories. The findings demonstrated that perception of mastery goal oriented students considerably contrasted with those with performance goal orientation. The distinctions in perception is discussed under four categories: assessment as a process or product, preferences for modes, reasons for effort and feeling and emotions. The implications of the findings are discussed for higher education practitioners.     

‘That extra sparkle’: students’ experiences of volunteering and the impact on satisfaction and employability in higher education

Research suggests that students entering Higher Education are doing so with greater expectations around their graduate employability. Students’ volunteering activities have been of interest to academics, but the impact of these activities on learning, employability and student satisfaction has been neglected. The current study investigated whether students who volunteered felt it benefited them, whether they felt they were more employable and whether they perceived their course as satisfying in combination with their volunteering. This small-scale qualitative study used a sample of psychology undergraduate students in focus groups (n = 11), and also a number of psychology graduate interviews (n = 6) from one UK university. Thematic analysis produced several key themes including students’ motivations to begin volunteering, which were mainly career-oriented; their motivations to continue, which included rewarding feelings and personal development; the impact of volunteering on their psychology degree, which included situated learning; and their perceptions of their volunteering and its impact on their employability. The findings indicated many reasons for both starting and continuing with volunteering activities with a clear narrative among this sample that volunteering enhanced their employment and postgraduate prospects. Findings are discussed in line with the current context of Higher Education and the implications for both students and Higher Education Institutions.     

Students’ perceptions of the role of assessments at higher education

The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning.     

South African students’ perceptions of the role of a gap year in preparing them for higher education

Abstract

Students often drop out of university because they were not yet ready for higher education studies. This article reports on research done on the perceptions of a group of students of the role that their gap year had played in preparing them for higher education studies. The research approach was qualitative. Data was gathered by means of 34 interviews. The findings revealed that the participants mostly took a gap year because they were uncertain about a field of study or career choice, suffered from burn-out or wanted to earn money to finance their own studies. Their gap year experience played a constructive role in preparing the participants for higher education: it gave them time to get clarity on a career choice which resulted in a higher level of motivation and a more focused approach to their studies; it cured them from burn out; facilitated their adjustment at university; improved their intercultural and interpersonal relationship skills and contributed to their personal development, independence and self-knowledge. The disadvantages of a gap year are also discussed.     

The changing role of students’ unions within contemporary higher education

Despite profound changes to the higher education sector in the UK over recent years, which have tended to emphasise the role of prospective students as active choosers within a marketplace and encourage higher education institutions (HEIs) to place more emphasis on student engagement and representation as a means of improving the quality of the learning experience, the role of students’ unions has remained largely unexplored. To start to redress this gap, this paper draws on a UK-wide survey of students’ union officers and a series of focus groups with 86 students and higher education staff in 10 case study institutions. It outlines the ways in which students’ unions are believed, by those closely involved with them, to have changed over recent years, focusing on: the shift towards a much greater emphasis on representation in the role and function of the students’ union; the increasing importance of non-elected officers; and the emergence of more cooperative relationships between the students’ union and senior institutional management. The article then discusses the implications of these findings for both our understanding of the political engagement of students, and theorising student involvement in the governance of HEIs.     

‘Time is not enough.’ Workload in higher education: a student perspective

Students' workload has been recognised as a major factor in the teaching and learning environment. This paper starts by structuring the different conceptualisations of workload described in the scientific literature. Besides the traditional distinction between objective and subjective or perceived workload, a distinction between conceptualisations focusing on the perception of quantitative and qualitative aspects of workload comes to the fore. This qualitative study investigates what workload means for students in higher education. Forty Civil Engineering and Educational Sciences Master's students were interviewed. The results show that ‘having time’ is a precondition for experiencing a manageable workload. When this precondition is fulfilled, the interest of a student and the ability to plan and set priorities play an important role in the perception of workload. Finally, the results show that several aspects of the learning environment can influence this interest and the perception of workload.     

Staying the distance: students’ perceptions of enablers of transition to higher education

Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n?=?771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education.     

Assessing collaborative work in a higher education blended learning context: strategies and students’ perceptions

This study examines students' views on a blended learning module developed and offered at the University of Aveiro. The paper presents the module and the strategies, tools, activities and assessment. In order to examine the effectiveness of the module, data were collected from reflections, postings and questionnaires. Findings document students’ opinions concerning the module, the activities and their learning. Students valued the module but expressed concerns in using the wiki tool, assessing collaborative work and in engaging in peer assessment activities. The results have practical implications for the design of collaborative activities and innovative assessment in blended learning environments.

Bewertung kollaborativer Arbeit in einem gemischten Hochschulbildungs‐Lernkontext: Strategien und Wahrnehmungen der Studenten

Diese Studie untersucht die Ansichten von Studenten auf einem gemischten Lern‐Modul, entwickelt und angeboten von der Universität Aveiro. Das Papier stellt das Modul und die Strategien, Tools, Aktivitäten und Bewertung vor. Um die Wirksamkeit des Moduls zu untersuchen, wurden die Daten von Reflexionen, Notizen und Fragebögen gesammelt. Die Ergebnisse dokumentieren die Meinungen über das Modul, ihre Aktivitäten und ihr Lernen. Studenten schätzten das Modul hatten aber Bedenken beim Wiki‐Tool, bezüglich des kooperativen Arbeitens, Bewertungen und Peer‐Bewertungs‐Aktivitäten. Die Ergebnisse haben praktische Folgen für das Design gemeinsamer Aktivitäten und innovative Bewertungen ?gemischter Lernumgebungen”.

L’évaluation du travail collaboratif dans un contexte d’enseignement universitaire mixte: le strategies et les perceptions des étudiants

La présente étude examine les opinions des étudiants sur un module d’apprentissage mixte (blended) mis au point et assuré à l’Université d’Aveiro. Cet article présente le module et les stratégies, les outils, les activités et l’évaluation. Pour déterminer l’efficacité de ce module, on a rassemblé des données à partir des réflexions, des envois et des questionnaires. Les éléments recueillis illustrent les opinions des étudiants à propos du module, des activités et de ce qu’ils ont appris. Les étudiants ont apprécié le module mais exprimé leur inquiétude quant à l’usage de l’outil wiki, de l’évaluation du travail collaboratif et de l’engagement dans des activités d’évaluation de leurs camarades. Ces résultats ont des retombées pratiques pour la conception des activités collaboratives et d’un mode d’évaluation innovant dans des environnements d’apprentissage mixte.

La evaluación del trabajo colaborativo dentro de un entorno de aprendizaje mixto (Blended Learning) en la enseñanza superior: estrategias y percepciones de los estudiantes

El presente estudio examina las opiniones de los estudiantes acerca de un módulo de aprendizaje mixto desarrollado y propuesto por la Universidad de Aveiro. El artículo presenta el módulo y las estrategías, herramientas, actividades y evaluación. Para determinar la eficacia del módulo se hizo una recogida de datos, basandose en reflexiones, mensajes y cuestionarios. Los resultados ilustran las opinones de los estudiantes acerca del módulo, de las actividades y de lo que han aprendido.Los estudiantes valoran el módulo pero expresaron su preocupación acerca del uso de la herramienta wiki, de la evaluación del trabajo cooperativo y de la dedicación a actividades de evaluación mutual. Esos resultados conllevan consecuencias prácticas para el diseño de actividades cooperativas y la evaluación innovadora en entornos de aprendizaje mixto.     

Employing discourse: universities and graduate ‘employability’

What constitutes graduate employability is discursively framed. In this paper we argue that whilst universities in the UK have long had an involvement in producing useful and productive citizens, the ongoing neoliberalisation of higher education has engendered a discursive shift in definitions of employability. Traditionally, universities regarded graduate employment as an aspect of institutions’ relationship with the labour market, and one where they enjoyed a significant degree of discretion. Now, employability is a performative function of universities, shaped and directed by the state, which is seeking to supplant labour markets. We argue that this has three profound implications. First, state intervention in labour markets adjusts power balances in favour of employers. Second, contrary to the legitimising rationale of enhancing social justice, pursuit of employability agendas may well be creating two tiers of universities – those that produce docile employees and those that produce employers/leaders. And third, employability discourses may be adversely affecting pedagogies and curricula, to the disbenefit of students, institutions, employers, social justice and civil society.     

‘This education is not for our students’: responses of Mexican educators to globalising education policies and practices

This article explores the relationship between travelling education policies and a 2008 Mexican high-school reform from the perspective of Mexican educators. Using an ethnographic approach, consisting of interviews, classroom and community observations, and document analysis, study findings show that the educators participating in this study contest the notion that education policies and practices can be seamlessly transferred from one locale to another. They also suggest that when they are transferred, locally responsive practices may be threatened.     

‘Empty signifiers’ and ‘dreamy ideals’: perceptions of the ‘international university’ among higher education students and staff at a British university

This paper reports on a mixed-methods case study investigating how higher education staff and students understand, experience and envision the ‘international university’. As it is becoming clear that international student mobility is not in itself a panacea for universities seeking to internationalise, ‘internationalisation at home’ and ‘global citizenship’ are increasingly permeating university policy documents and mission statements. However, little is known about how students and staff on the ground perceive and experience these concepts. Quantitative and qualitative data were collected at one British university through focus groups (N = 19) and through an online survey (n = 148). Findings revealed a conventional mobility-focused understanding of the international university among students and staff, and a great deal of cynicism as regards ‘internationalisation at home’ and ‘global citizenship’. We discuss implications for practice and a research agenda.     

In search of the feeling of ‘belonging’ in higher education: undergraduate students transition into higher education

ABSTRACT

Previous research that evaluated first year students’ transition into university found that the values of ‘being, belonging and becoming’ were important in particular within the first few months and within the first year of university. From our previous work, we reported that three things matter to students: the academic staff they work with, the nature of their academic study and the feeling of belonging. This paper provides a further illumination to our work by reporting on the qualitative data collected in the same study. The study included 530 students from five cohorts over a five-year period. As part of the Student Experience Evaluation instrument, open-ended questions probed students about their early experiences of belonging and transition into university. This original research uses rich data to illuminate the scales and items from previous quantitative data analysis to explore ‘belonging’, triangulated with research from the field. This paper is timely due to increased emphasis placed on learning and teaching with the introduction of the Teaching Excellence Framework. Student satisfaction is not a simplistic measure and this study articulates the complexity of student belonging in Higher Education.     

The ‘art’ of creative teaching: implications for higher education

Richard Florida's The rise of the creative class (2002) delivered a strong wake-up call to higher education institutions worldwide. By linking creativity to technological innovation and economic prosperity, Florida argued that universities and colleges should nurture creativity in their students. But for many years, the higher education enterprise has been criticised for dampening creativity rather than fostering it. This paper explores the subversive nature of creativity, the value of creative teaching and proposes a number of strategies higher education should consider if they hope to graduate the future leaders of twenty-first century society.     

Routes through higher education: BME students and the development of a ‘specialisation of consciousness’

With changing demographics and the advent of mass higher education, there has been a significant impact on graduate transitions which has led to greater inequalities in access to social support during the transitionary period between undergraduate study and entrance into the labour market. This article explores the experiences of students in their final year of undergraduate study by drawing on 43 interviews with Black and Minority Ethnic (BME) students. Using Bourdieu, we argue that BME students preparing to enter the labour market display a ‘specialisation of consciousness’: a set of practices framed by their prior background and experience, choice of university and the support derived from attending university. ‘Specialisation of consciousness’ is an ongoing process in which BME students identify and understand racial inequalities in higher education and accept the limiting consequences these have on transitions into the labour market or further study.     

Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance,studying and employability

This paper explores how the various pressures of finance, employability and part-time work are experienced by undergraduates studying in an English Red Brick University. Drawing on the results of a 3-year qualitative study that followed 40 students throughout their 3 years of studies (n? = 40, n? = 40, n? = 38, n_total = 118), the paper details three dimensions by which students understood their part-time employment experiences: the characteristics of employment types; motivations for employment and the challenges of shaping their employment experiences around their studies. It is argued that the current shortfalls in the student budget and the pressures of the employability agenda may actually serve to further disadvantage the lower income groups in the form of a ‘double deficit’. Not only are discrepancies between income and expenditure likely to mean that additional monies are necessary to study for a degree, the resulting need for part-time employment is also likely to constrain both degree outcome and capacity to enhance skills necessary for ‘employability’.     

Student perceptions of themselves as ‘consumers’ of higher education

This article first offers a survey of what has become an area of increasing interest in higher education: the rise of the so-called ‘student-consumer’. This has been linked in part to the marketisation of higher education and the increased personal financial contributions individual students make towards their higher education. Drawing upon a qualitative study with students across seven different UK higher education institutions, the article shows that while there is evidence of growing identification with a consumer-orientated approach, this does not fundamentally capture their perspectives and relationships to higher education. The article shows the degree of variability in attitude and approaches towards consumerism of higher education and how students still perceive higher education in ways that do not conform to the ideal student-consumer approach. The implications for university relations and how policy-makers and institutions themselves approach the issue are discussed.     

University students’ perceptions of summative assessment: The role of context

We report on a mixed-method study that compared students’ perceptions of summative assessment across two distinct disciplines – education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing positions in Biglan’s classification of academic disciplines, as well as having very different assessment practices. Results suggest that these education students prefer to be assessed by methods they perceive to discriminate on the basis of academic abilities. Moreover, they perceive the traditional closed-book examination as inadequate to assess the capabilities which are key to being successful in their subject, which fits some but not all of the general findings in the literature. However, comparing these results with those of an identical study with mathematics students, we find that the perceptions of summative assessment are very different. We account for that difference by suggesting that students’ epistemic beliefs play a role in shaping these perceptions and conclude that, in designing summative assessment in higher education, generalised and centralised forces for change need to be tempered by contextual and disciplinary factors.