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51.
Glen McCandless 《About Campus》1996,1(5):21-23
Imagine a time when students will carry one small card that they can use to access reference materials, buy football tickets, and receive financial aid through an ATM. Fantasy? No, says Glen McCandless, this reality is just around the corner. 相似文献
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ABSTRACTRecent research into the mental health of PhD candidates suggests that their high levels of stress could be caused in part or exacerbated by aspects of the doctoral education environment. However, the particulars of this environment have not been explored in consistent enough ways to provide a clear way forward for universities to respond to this issue. This article presents a systematic scoping review of the recent literature on this topic with the aims of collecting and consolidating the heterogeneous range of findings therein and providing a framework to coordinate further research and inform intervention design. Factors shown by the literature to contribute to stress in doctoral settings are presented, including problems in the supervisory relationship, lack of transparency of university processes, workload, role conflict, financial insecurity and uncertain career prospects. Analysis of the review sample indicates four main themes in this body of literature: shifting ideas about the range of environmental stressors and the relationships between them, a paucity of trialled interventions that target the range of known stressors, a lack of standardisation in instruments used for capturing the effects of stressors and evaluating interventions and finally, a need for comprehensive, agreed upon typologies – to integrate what is known about the issue and prioritise interventions. This article proposes guidelines to address these deficiencies, based on an ecological understanding of the doctoral research setting. 相似文献
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This study examined the power of nonshared environment to differentiate the development of adolescent monozygotic twins, and the extent to which this power varied across social structural contexts (e.g., ethnicity, socioeconomic status). Estimation of difference score models on 289 same-sex monozygotic twin pairs from the National Longitudinal Study of Adolescent Health revealed that differences in maternal closeness, teacher bonding, and religious participation differentiated monozygotic twins on emotional distress, with the more distressed twin typically lower on all three. Family income was the strongest structural moderator of these relations, with parental autonomy granting more important in higher income families and religious participation more important in lower income families. Finally, in some groups, one monozygotic twin's emotional distress was also associated with the other twin's familial and extrafamilial relationships. The results of this study demonstrate that interpersonal contexts can shape monozygotic twins' individual experiences within the structure of the larger society. 相似文献
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Directed studies (DS) courses are widely touted for their ability to enhance research skills in undergraduate students—yet little is known about the dynamics, motivations, and perceived outcomes connected to these specific types of undergraduate research experiences. Building on earlier qualitative research, in this paper we report the results of a self-report survey designed to directly compare instructor and student perspectives on DS course dynamics at a small, liberal arts university. Samples of students who completed DS courses and instructors who supervised them completed a survey assessing their motives, perceived outcomes, and barriers encountered in their course work. Parallel wording of items in instructor and student surveys permitted comparison of perceptions of DS course dynamics. Results indicated that there were many similarities in how both groups approached DS courses but that there were also several important differences in motives and perceived outcomes pointing to the need for greater communication between instructors and students about their expectations for the course. 相似文献
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Glen A. Jones 《Higher Education in Europe》2006,31(3):317-325
The objective in this paper is to provide an overview of the key themes that can be identified by looking across the contributions to this special issue, and highlight a number of the important observations that emerged during the seminar in which these papers were originally presented. The seminar, which took place in Berlin in October of 2005, was organized by UNESCO‐CEPES in collaboration with the Observatory of the Magna Charta Universitatum and the German Commission for UNESCO. 相似文献
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