Predicting first-time-in-college students’ degree completion outcomes

Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at...     

Gender division in sociology degree programmes – causes and effects?

In spite of engagement and efforts to bring about gender equality in Swedish universities, gender division paradoxically appears in both old and new degree programs and academic disciplines. In recent years there has been a tendency for higher education students to enrol in degree programmes rather than in single subject courses. Due to the decreasing number of students taking subjects like sociology, Halmstad University College has constructed a degree programme, Sociologi och socialt utvecklingsarbete [Sociology and social development], focused on community development and social action; sociology is the main specific subject here. In the autumn of 2007, 95% of the 61 students were female, compared to the 75% of female students in sociology degree courses that Sweden has had in the past seven years. The problem of skewed gender representation in sociology is discussed here, and its consequences for educational practices in sociology as well as for the contents and status of the discipline in the future.     

Prediction of malignancy selective neural networks degree in brain glioma using ensemble

A clustering algorithm based selective neural networks ensemble （CLUSEN） is proposed to predict the degree of malignancy in brain glioma. Since the degree prediction of malignancy is critical before brain surgery, many learning methods are used like rule induction algorithm, single neural networks, support vector machines, etc. Ensemble learning methods can improve the generalization of single learning machine, and are becoming popular in the machine learning and medical data processing communities. The procedure of CLUSEN can efficiently remove redundancy learning individuals and help improve the diversity of ensemble methods. CLUSEN is used to predict the degree of malignancy in brain glioma. Experimental results on a set of brain glioma data show that, compared to support vector machines, rule induction and single neural networks, the classification accuracy of CLUSEN is higher.     

360‐degree feedback: Going around in circles?

Multisource feedback (often called 360‐degree feedback) is, in itself, an excellent idea. In practice, though, multisource feedback is often implemented in a way that can do more harm than good. Many commercially available 360‐degree feedback programs seem to be poorly designed. They may provide reasonably accurate assessments but are inadequate in their delivery of those assessments. The problem lies primarily in the way they deliver the feedback. In this article, we discuss the problems and offer some remedies.     

Ghanaian mature students’ motivation to pursue degree programmes through distance education

Mature distance education students in Ghana, like part-time students all over the world, need to be motivated in order to enjoy their studies and succeed in what they do. In order to come up with incentives for such learners to join and complete a course, universities have to be aware of the characteristics and the socio-economic background of this group of learners and use an approach that best suits their needs at any given time. Based on Richard M. Ryan and Edward L. Deci’s self-determination theory, the authors of this article investigate the factors that motivate mature students to engage in distance education and how their motivation is sustained throughout their studies. Using a survey questionnaire, the authors collected data from 210 mature distance education students (106 males and 104 females; aged 30+) of the University of Ghana. Interestingly, some of the authors’ findings depart from the norm in terms of adult learners’ motivations and what extant literature holds as typified in the work of Ryan and Deci. Adult learners more generally are described in the literature as being mainly intrinsically motivated (e.g. by the desire to learn for its own sake, for the enjoyment it provides, or the feelings of accomplishment it evokes). Interestingly, this survey reveals that mature distance education students who were enrolled in a higher education programme offered by the University of Ghana were mainly extrinsically motivated, giving career development as their top reason for course selection.     

Investigating teachers’ professional learning in an advanced Master’s degree programme

This study examined how multiple measures can be used to study experienced teachers’ learning. The study was conducted in an advanced Master’s degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and connected to the multiple measures used to investigate teachers’ professional learning. Results of the study indicated that multiple measures can be used to examine a programme’s effects on teacher learning; prompted reflections can provide evidence of a programme’s influence on teacher thinking; and programme structure and content are important elements to consider when designing and assessing programmes for experienced teachers. This study also addresses how building a programme around measurable outcomes and then examining the results through multiple measures is an important link in understanding teacher learning.     

Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses

We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development.     

3 Course extension in the B.Ed,degree ‐ a case study

The paper discusses the connection between the structuring of pre‐service teacher education courses and the students’ understanding of the working relationship between educational theory and the practice of teaching. It describes the introduction of an inquiry‐based framework into a one‐year (honours) extension of an already functioning three‐year B.Ed, course which did not employ this approach. It lays stress upon recent work in psychopedagogy for the attainment of a working solution of problems related to the relevance of compulsory core courses for students concerned with teaching widely different age‐ranges and subject areas. The paper concludes with comment on the operation of the extension course during the past two years. It suggests that the students’ working understanding of an inquiry orientation in teaching depends not only on their ability to analyse and appraise teaching, but also on the ability to analyse the institutional qualities of school life. The possibilities of extending an inquiry‐oriented approach into the early stages of pre‐service teaching are also discussed.     

Factors predicting vertical transfer students’ GPA and degree attainment in an Asian educational context

Vertical transfer has been an increasingly prominent pathway to baccalaureate studies. However, few studies have investigated factors that predict academic performance and degree attainment of vertical transfer students in an Asian educational context. This study gathered data from the institutional dataset of 4133 records of vertical transfer students admitted between 2014 and 2017 in Hong Kong. Logistic regression analyses yielded that being female, first-semester GPA, number of courses per normal semester, and number of courses per summer semester were significant predictors of baccalaureate degree attainment. Linear regression analyses showed that gender (being female), pre-transfer GPA, post-transfer GPA difference, articulating within the same institution, proportion of credits for non- specialized courses, and number of courses per summer semester were associated positively with final GPA of those attaining a degree, while the presence of transfer shock and the number of credits required per year of study were negative predictors. Discussion and implications are presented.     

A quadratic programming method for optimal degree reduction of Bezier curves with G^1-continuity

This paper presents a quadratic programming method for optimal multi-degree reduction of Bézier curves with G1-continuity. The L2 and l2 measures of distances between the two curves are used as the objective functions. The two additional parameters, available from the coincidence of the oriented tangents, are constrained to be positive so as to satisfy the solvability condition. Finally, degree reduction is changed to solve a quadratic problem of two parameters with linear constraints. Applica     

The transitional stages in the PhD degree in mathematics in terms of students’ motivation

This paper presents results of a longitudinal study in the transition to independent graduate studies in mathematics. The analysis of the data collected from 24 students doing a PhD in mathematics revealed the existence of three transitional stages within the PhD degree, namely Adjustment, Expertise and Articulation. The focus is on the first two transitional stages, since the data collection focused mainly on these. Based on the first two transitional stages and the students’ ways of dealing with them, which were called ‘survival strategies’, three types of students were identified. The importance of motivation for each transitional stage and the successful transition overall are considered as well.     

Delivering the DEAL: implementation of a work‐based learning programme at degree level

Abstract

This paper offers a strategy for the development of successful work‐based learning programmes within higher education. It identifies and addresses the key challenges facing such development. Firstly, whether it is possible to develop a work‐based learning programme which provides an effective learning experience at higher education level and which draws upon opportunities within the workplace. Secondly, whether work‐based learning programmes are an appropriate vehicle for structuring and accrediting the continuing development of the workforce. In addressing these challenges, we examine the design and quality assurance of a work‐based learning programme for qualified social workers, placing particular emphasis on the development of an appropriate learning model. We consider some of the criticisms levelled at competence‐based education and argue that work‐based learning programmes composed of learning outcomes achieved entirely through practice can be compatible with the aims of higher education.     

The effect of articulation agreements on community college transfers and bachelor’s degree attainment

For more than a century, community colleges have provided a postsecondary education alternative to the traditional, 4-year university. Enrolling disproportionate numbers of both disadvantaged and nontraditional students, the community college sector has seen unparalleled gains in enrollment over the past few decades. Along with these increases in enrollment, there has been a shift in focus toward transfer to 4-year institutions, as well as the development of articulation agreements. Established in order to ease the transfer process from community colleges to 4-year colleges/universities—for those students interested in obtaining a bachelor’s degree—these agreements currently exist in more than 30 states. Via two-level, hierarchical linear modeling, this article examines the student and school level characteristics of community colleges that affect transfer and bachelor’s degree attainment rates. Also examined is the impact of articulation agreements. Ultimately, while articulation agreements are not found to yield a significant effect on transfer rates, they are found to have significant, positive effects on bachelor’s degree attainment rates.     

Can a doctoral degree be completed faster overseas than domestically? Evidence from Taiwanese doctorates

This paper investigates the role that studying overseas or domestically plays in Taiwanese students obtaining a doctoral degree and, in particular, whether doctorates can be completed faster overseas than domestically. This feature is quite different from the literature in the sense that previous studies focus mainly on students with different countries of origin earning their doctoral degrees in a host program/institution/country and could provide a professional reference for main source countries with a great number of students studying abroad. By taking advantage of a large data set compiled by the National Profiles of Human Resources in Science and Technology in Taiwan, we find that Taiwanese students studying in foreign schools (and who will come back to Taiwan) on average take 9.61 months (reflecting approximately a $60,000 opportunity cost) less than those earning PhD degrees domestically after netting out other controls. Other factors such as males, starting a PhD when older, younger cohorts, holding a master’s degree, school types matching, and studying in non-top tier universities, are associated with a shorter elapsed time to a doctoral degree.     

Troops to Teaching: lessons from English teaching assistants’ experiences of foundation degree study

This article explores the suggestion that the UK should follow the lead of the United States and establish Troops to Teaching programmes. In particular, it examines the worth of the suggestion that non-graduate qualifications similar to those that have been designed for teaching assistants might be usefully employed to achieve this. In England, foundation degree study has typically been the route followed by teaching assistants who have decided that they would like to become qualified teachers. The value of adopting such an approach, in relation to the UK coalition government’s desire to establish a viable Troops to Teaching programme, is specifically explored. Research which has investigated English school-based teaching assistants’ experiences of participating in foundation degree study is drawn upon to interrogate this theme.     

Effects of subject-area degree and classroom experience on new chemistry teachers’ subject matter knowledge

Science teachers need to understand the subject matter they teach. While subject matter knowledge (SMK) can improve with classroom teaching experience, it is problematic that many secondary science teachers leave the profession before garnering extensive classroom experience. Furthermore, many new science teachers are assigned to teach science subjects for which they do not hold a degree. This study investigates the SMK of new secondary science teachers assigned to teach chemistry in their first three years of teaching. These new teachers do not have the advantage of years of experience to develop their SMK and half hold a degree in biology rather than chemistry. This qualitative study explores the effects of holding a degree in the subject area one teaches as well as classroom teaching experience on teachers’ SMK for two chemistry topics, conservation of mass and chemical equilibrium. Qualitative analysis of semi-structured interviews indicated that the SMK of teachers who had a chemistry degree and more extensive classroom experience was more coherent, chemistry-focused, and sophisticated than that of teachers who lacked this preparation and experience. This study provides evidence that new science teachers’ SMK is influenced by both holding a degree in the subject area and having classroom experience.     

Prior degree and student assessment performance: how can evidence guide decisions on assessment policy?

This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds.     

Transnational higher education for capacity development? An analysis of British degree programmes in Hong Kong

Drawing upon a project on British transnational education (TNE) programmes offered in Hong Kong, this paper interrogates the capacity development impact of TNE on the students, the Hong Kong Government and the programme providers. It addresses the questions: ‘What capacity is being developed in TNE operations?’ and ‘For whom?’ Our findings reveal multiple capacities at play. As TNE has been traded between British and Hong Kong universities and facilitated by the Hong Kong Government's laissez-faire doctrine, as a commodity in the neoliberal trade-in-education regime, students' interests are often sidelined. This paper calls for a critical reflection on this TNE model.     

Students’ perceptions of undertaking workplace tasks within a foundation degree – health and social care

Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student’s workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students’ perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self‐esteem, however, some groups need specialist skills training where workplace competence is required.