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1 – 10 of over 13000Brandon Ash, Ivory Berry, Tyron Slack, Le Shorn Benjamin and Jerrod A. Henderson
It is well-known and documented that despite a plethora of efforts by institutions to broaden participation in engineering, the representation, retention, and degree completion of…
Abstract
It is well-known and documented that despite a plethora of efforts by institutions to broaden participation in engineering, the representation, retention, and degree completion of Black males in engineering continues to lag. Coupled with a lack of representation, there is also a dearth of research that has sought to understand the experiences of Black males in engineering. In this chapter, through the lens of Hildegard Peplau's (1991) interpersonal relations theory, we sought to explore the experiences of nine undergraduate Black male engineering majors with academic advisors. Academic advisors are strategically positioned in higher education settings as guides to help students navigate college culture, policies, and procedures. Using thematic analysis, three salient themes emerged: “spots are limited,” building their own “advising team,” and prescriptive perceptions. As institutions imagine routes for broadening participation in engineering, they might also consider how they support advisors and encourage relationship development between students and advisors.
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Khalfan Al-Asmi and Venkat Ram Raj Thumiki
Advising systems play an important role not only in the student development process but also in student retention. Academic scholars across the world have been emphasising the…
Abstract
Advising systems play an important role not only in the student development process but also in student retention. Academic scholars across the world have been emphasising the presence of an effective student advising system as one of the requirements of a standard educational set up. To ensure student satisfaction with the advising system, institutions conduct satisfaction studies to monitor the effectiveness of their system and to understand key issues such as influencing factors and the association between demographic and influencing variables. The current paper addresses these key issues. A survey was conducted during Fall 2012 with students from across the GCC at three colleges in Muscat, Oman, to identify the factors influencing student satisfaction with advising system. In our study twenty-six variables were formed into five factors. The results show that student satisfaction with the advising systems is highly influenced by ‘feel good’, ‘critical situations’ and ‘IT’ factors. It was also found that satisfaction is independent of gender but not of the education level: lower level students were found to be more satisfied with advising systems than the students at the higher level. Student satisfaction has a significant positive correlation with training/orientation on advising and perceived quickness in solving students’ problems.
Jeffery S. Smith, Gavin L. Fox, Sung‐Hee “Sunny” Park and Lorraine Lee
The purpose of this paper is to examine the institutional factors that affect the productivity of individuals in the field of operations.
Abstract
Purpose
The purpose of this paper is to examine the institutional factors that affect the productivity of individuals in the field of operations.
Design/methodology/approach
This study identifies a sample of graduates from PhD programs in operations and utilizes a partial least squares analysis to examine the effect of academic origin, academic affiliation, and advisor productivity on each individual's research productivity.
Findings
The results of the analysis indicate that the productivity of an individual is directly influenced by the aggregate prestige of the institutions where the individual was employed during article publication and indirectly influenced by the prestige of the institution where the individual received the terminal degree. Additionally, differences were found between groups when the sample was divided by focus (operations management (OM) versus operations research (OR). The OM model held the same relationships as the combined model, while the OR model included significant direct effects of academic origin and indirect effects of the advisor's productivity on the individual's productivity.
Originality/value
This research is the first to fully evaluate the institutional antecedents to research productivity of individuals in operations. In doing so, valuable insights are gained as to how to facilitate the success of researchers in operations. Additionally, factors are highlighted that should be considered by institutions looking at hiring freshly minted PhDs. Finally, these results can benefit practitioners when considering working with academics as a source of emerging information or consulting.
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Alicia Sepulveda and Matthew Birnbaum
Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider…
Abstract
Purpose
Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.
Design/methodology/approach
Our study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.
Findings
Our findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.
Practical implications
Without a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.
Originality/value
No studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.
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The purpose of this paper is to study gender differentials in scientific productivity while looking at academic discipline and advisor practices. The natural sciences and the…
Abstract
Purpose
The purpose of this paper is to study gender differentials in scientific productivity while looking at academic discipline and advisor practices. The natural sciences and the liberal arts are shown to constitute two organisational cultures which affect the ability of women to attain excellence on a par with men.
Design/methodology/approach
The empirical study is based on a sample of 660 doctoral students in two universities in Israel. Regression procedures were employed to predict productivity.
Findings
There is a slight gender gap in scientific productivity, but only in single‐authored papers. This suggests that publishing together with an advisor – which is the common practice in the natural sciences – is more conducive to gender parity. Students' reports suggest that their advisors evince little differential treatment of men versus women, thereby ruling out the possibility of overt advisor bias against women. Overall, the natural sciences appear to be more supportive of students' success while the liberal arts seem to challenge students to struggle on their own, putting women in greater jeopardy of suffering family‐work tensions.
Practical implications
Universities need to appreciate the disciplinary differences within them and help students to get greater support in the “natural selection” mechanisms that are often unconsciously employed in higher education.
Originality/value
This paper adds an important angle in appreciating currently dominant approaches to work‐family balances while focusing on unintended exclusionary mechanisms embedded in the standards and culture of different scientific disciplines.
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Guiding college and university students through the process of becoming globally aware citizens has increasingly become a part of the higher education landscape in the United…
Abstract
Guiding college and university students through the process of becoming globally aware citizens has increasingly become a part of the higher education landscape in the United States. Student affairs administrators, alongside faculty, are charged to assist students in their journey toward global citizenry. Each is encouraged to do so without prescribed methods or plans imposed upon them. Written from the perspective of a student affairs administrator within an academic unit, this chapter affirms the importance of global citizenry and how concepts of global citizenry can be incorporated into student-centered academic advising. The literature presented is drawn from foundational research on academic advising and student development coupled with references to the leading entity regarding global citizenry – Oxfam International. In addition to the aforementioned scholarship, the author also includes narrative examples from her own professional experiences within higher education. This chapter concludes with concrete recommendations for ways to incorporate concepts of global citizenry into academic advising.
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Rony Setiawan, Ariesya Aprillia and Nonie Magdalena
Student achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations…
Abstract
Purpose
Student achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations regarding the quality of students and graduates, which are set by BAN-PT, an institution that guarantees the quality of National Education Service delivery at every university in Indonesia. The purpose of this paper is analyzing the internal and external factors that contribute to academic achievement and student retention.
Design/methodology/approach
This paper is a causal explanatory-based study, using multiple regression analysis among five independent variables and two dependent variables separately. Several sequential tests are conducted to maintain the proper research results, such as reliability, normality, multi-collinearity and heteroscedasticity.
Findings
This paper provides empirical facts that student motivation has a significant positive impact on the level of student academic achievement, and the quality of lecturers has a significant positive impact both on student academic achievement and retention rates.
Research limitations/implications
This study is conducted within the context of a university. The generalization in the study is low. Researchers are encouraged to explore further.
Practical implications
This paper is expected to provide constructive feedback to university management in setting policies that are oriented toward strategic actions to optimize academic achievement and maintain their students.
Originality/value
This paper provides insights of good university governance concerning in higher education management.
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Călin Gurău, Leo‐Paul Dana and Frank Lasch
The purpose of this study is to attempt to provide an insight into the individual aspects of academic entrepreneurship, defining a series of entrepreneurial profiles and…
Abstract
Purpose
The purpose of this study is to attempt to provide an insight into the individual aspects of academic entrepreneurship, defining a series of entrepreneurial profiles and investigating the challenges associated with each specific role as well as their impact on firm's performance.
Design/methodology/approach
The presented findings are based on the analysis of secondary and primary data. First, a series of articles and reports regarding academic entrepreneurship have been accessed in order to define the research framework. Second, primary data were collected through semi‐structured interviews conducted with 26 academic entrepreneurs working in UK biotech firms.
Findings
The analysis of data revealed that academics choose mainly three forms of academic entrepreneurship: founder‐manager of an entrepreneurial firm; project manager in an existing firm; or scientific advisor to the board of directors of one or several firms. In each of these three situations, the personal responsibilities, the level of implication and the performance impact of the academic entrepreneur are different.
Research implications/limitations
Findings demonstrate a direct relation between the specific responsibilities associated with the three types of academic entrepreneurship and the scientific/research performance of the investigated firms. Unfortunately, the small sample does not permit generalizations at industry or national level. Future studies should, on one hand, increase the field of investigation, in order to develop reliable measurements of academic entrepreneurship performance; and, on the other hand, collect additional qualitative information using a case study approach.
Practical implications
The findings may provide useful information for academic entrepreneurs working in the biotech sector, regarding the specific challenges and positioning of each entrepreneurial role, allowing them to take better professional decisions.
Originality/value
The study enriches the existing literature on academic entrepreneurship, expanding the definition and the profile of entrepreneurial roles to include also intrapreneurship activities in medium‐size or larger organizations.
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Arif Husein Lubis and Miftahul Huda
The selection of the research topic and design crucially determines the success of conducting a research. Thus, the purpose of this paper is to explore the process by which…
Abstract
Purpose
The selection of the research topic and design crucially determines the success of conducting a research. Thus, the purpose of this paper is to explore the process by which undergraduate students select their research topic and design, as viewed from the lens of motivation theory proposed by Ryan and Deci (2000), which focuses on motivational propensity and consistency.
Design/methodology/approach
A longitudinal narrative inquiry was employed to address the gap. In total, 10 Indonesian graduates from different educational backgrounds were purposively selected. The interview focused on their longitudinal experiences from the freshman period to skripsi (undergraduate thesis) supervision period. Data analysis included inductive thematic analysis, member checking by the researchers, and cross-checking by the participants.
Findings
The motivational propensity and consistency in selecting research topic and design are highly dynamic. Specifically, autonomy, high curiosity, self-reflection of past interest and perceived competence, and library research become the major factors toward the manifestation of intrinsic motivation in the selected topics and designs. Meanwhile, friends’ preferences, lecturer’s expertise and suggestion, and unclear input from the relevant previous courses result in the manifestation of various types of external motivation.
Practical implications
Therefore, the implementation of dialogic discussion might be more effective when tensions prevail between the department, academic advisor or skripsi supervisors, and students with respect to the selected topics and designs. Moreover, the provision of constructive tasks like case studies, group discussion, and/or research proposal writing can be applied in research methodology course to enhance their repertoire about research topic and design. Autonomy and self-reflection should become the driving objectives.
Originality/value
The exploration of the issue has to be intensively oriented toward prescriptive handbook development in selecting research topic and design. This study sheds light on the explanation of the actual cyclical process of the undergraduate students’ motivational propensity and consistency generated from internal and external regulations, as viewed from the lens of motivation theory.
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Elizabeth A. Jach and Anthony P. Rinaldi
The purpose of this paper is to highlight suicide risk factors experienced by graduate students and postdoctoral scholars, and then outline suicide prevention strategies for these…
Abstract
Purpose
The purpose of this paper is to highlight suicide risk factors experienced by graduate students and postdoctoral scholars, and then outline suicide prevention strategies for these populations.
Design/methodology/approach
Through analysis of literature and application of theory, the authors use the diathesis-stress model and Joiner’s (2005) interpersonal theory of suicidality to outline suicide prevention strategies specific to graduate students and postdoctoral scholars.
Findings
The authors’ review of the literature and application of theory suggest that both individuals and groups can engage in suicide prevention strategies, specifically pertaining to reducing stressors unique to graduate students and postdoctoral scholars, as well as addressing feelings of thwarted belongingness and perceived burdensomeness that can lead to the development of suicidality within these populations.
Practical implications
Engaging in suicide prevention strategies can save lives and address the mental health conditions exhibited among graduate student and postdoctoral scholars.
Originality/value
The authors offer a synthesis of good practices addressing suicide risk factors and prevention with attention to the stress-diathesis model and Joiner’s (2005) interpersonal theory of suicidality toward reducing suicidality among graduate students and postdoctoral scholars.
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