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1 – 10 of over 10000
Book part
Publication date: 5 February 2018

Yusuke Sakurai and Kirsi Pyhältö

Academic engagement is considered to be a hallmark of an optimal studying experience and a key to academic success for all students, including those from abroad. Accordingly…

Abstract

Academic engagement is considered to be a hallmark of an optimal studying experience and a key to academic success for all students, including those from abroad. Accordingly, creating an engaging learning environment for higher education students is among the most pressing issues currently facing universities. This essay first summarises authors’ research perspectives focussing on international students’ engagement in university studies. The authors especially have attempted to understand to what extent international students from different backgrounds engage in their studies and whether the impacts of factors in students’ learning environment on their academic engagement vary between different international student cohorts. Second, we introduce three emerging perspectives: students’ academic engagement in relation to their future self-visions, doctoral education and short-term study abroad programs, which are all closely tied with international education. Third, the essay proposes several gaps in the literature that the authors find important for future investigation to contribute to students’ academic engagement in globalising higher educational institutions.

Details

Annual Review of Comparative and International Education 2017
Type: Book
ISBN: 978-1-78743-765-4

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Book part
Publication date: 18 December 2016

Vetta L. Sanders Thompson and Sula M. Hood

Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other relevant…

Abstract

Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other relevant stakeholders to identify and solve community problems and issues. This chapter will describe the need for academic and community partnerships, how academic institutions can develop priorities, governance and financial structures that facilitate stronger, more effective community relationships and make contributions to the resolution of social ills. The current literature on community engagement, community-based participatory research, community action research, community-engaged scholarship and service-learning are reviewed. The principles and tenets of engaged scholarship are reviewed, barriers to implementation are discussed and examples provided. Academic institutions can play an important role in social change if they are willing to embrace community engagement. A key to success is building trust, sharing power, fostering co-learning, enhancing strengths and resources, building capacity, and addressing community-identified needs. Academic participation requires institutional and faculty commitment to engagement principles, flexible and inclusive governance structures and strategies to educate community members. The development of the relationships and structures required for successful community engagement can be inhibited by imbalances in power and knowledge that often exist among practitioners, researchers, and community members. This review may assist academic institutions to examine implementation of tenure and promotion policies, oversight strategies and structures that assure community development and benefit, as well as opportunities for faculty, staff and student training on principles and best practices of community-engaged research.

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The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

Book part
Publication date: 28 June 2011

Liz Thomas

Purpose – This chapter identifies the reasons why institutions need to undertake transformation to engage a diverse student population: it presents a model of student retention…

Abstract

Purpose – This chapter identifies the reasons why institutions need to undertake transformation to engage a diverse student population: it presents a model of student retention and success, which centres on student engagement pre- and post-entry.

Methodology/approach – The chapter overviews the literature on student retention and success and utilises emerging findings from the meta-analysis of the What works? Student retention and success programme.

Findings – The emerging model puts student engagement at the heart of student retention and success. Institutions should promote engagement by•Provision of a range of opportunities for student engagement of different types, at different levels, across the institution in different sites (academic sphere, social sphere and professional services sphere), throughout the student lifecycle.•Developing students to recognise the importance of engagement and to have the capacity to engage in a range of opportunities.•Developing staff responsibility for and capacity to provide effective engagement opportunities.•Taking responsibility for engagement, including monitoring engagement and acting when there are indicators of lower levels of engagement.•Creating a partnership between students and institutions towards a shared outcome of successful learners and graduates.

Research limitations – This chapter draws on emergent findings from the What works? programme.

Practical implications – This chapter assists institutions to improve student retention and success by focusing on engagement and institutional culture.

Social implications – The model assists institutions to critically consider transformation to engage a diverse student population and improve retention and success.

Originality/value – The chapter pre-views original research about engagement, retention and success, which are international concerns.

Details

Institutional Transformation to Engage a Diverse Student Body
Type: Book
ISBN: 978-0-85724-904-3

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Book part
Publication date: 26 July 2016

Lauren Rogers-Sirin, Selcuk R. Sirin and Taveeshi Gupta

This three-wave longitudinal study explored the relation between discrimination-related stress and behavioral engagement among urban African-American and Latino adolescents, and…

Abstract

Purpose

This three-wave longitudinal study explored the relation between discrimination-related stress and behavioral engagement among urban African-American and Latino adolescents, and the moderating effect of school-based social support.

Design/methodology/approach

A sample of 270 African-American and Hispanic/Latino adolescents attending urban public high schools completed three annual surveys starting with 10th grade.

Findings

Growth curve analysis revealed that discrimination-related stress was associated with decreased behavioral engagement over time.

School-based social support moderated this effect in that discrimination-related stress had less of an impact on behavioral engagement as level of school-based social support increased.

Practical implications

School-based supportive relationships serve as a protective factor for urban African-American and Latino youth, helping them remain engaged in school as they deal with the negative effects of discrimination-related stress.

Originality/value

The findings reveal that the development of positive, supportive relationships in school seems to be a malleable variable that interventionists and educational advocates can focus on in an effort to bolster academic achievement among academically stigmatized youth.

Details

Education and Youth Today
Type: Book
ISBN: 978-1-78635-046-6

Keywords

Book part
Publication date: 22 December 2016

Richard L. Miller

This chapter aims to discuss methods for promoting student engagement to counteract declining academic motivation and achievement in the contemporary setting.

Abstract

Purpose

This chapter aims to discuss methods for promoting student engagement to counteract declining academic motivation and achievement in the contemporary setting.

Methodology/approach

In this chapter, two studies are presented that describe ways to promote student engagement in and out of the classroom. The in-class study was conducted with psychology students at the University of Nebraska at Kearney (UNK). The Student Course Engagement Questionnaire (SCEQ) developed by Handelsman, Briggs, Sullivan, and Towler (2005) was used to measure student engagement. Study 2 examined the extent to which four high-impact educational practices promoted student engagement. Undergraduate UNK students who had participated in undergraduate research, learning communities, service learning, or internships were surveyed.

Findings

The results of the first study indicated that instructors can promote engagement by how the structure of the classroom (discussion classes), individuation (knowing student names and keeping class sizes small), and teacher support in the form of being responsive to student questions, encouraging students to seek assistance, and assigning effective aids to learning. The second study indicated that undergraduate research and internships were more engaging than service learning or learning communities.

Originality/value

These results suggest practical methods for meeting a variety of student needs, including their need for relatedness — by encouraging them to seek assistance and knowing their names, competence — by assigning effective learning aids and autonomy — by encouraging intrinsically motivating activities.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

Keywords

Book part
Publication date: 26 July 2021

Jose W. Lalas and Heidi Luv Strikwerda

In this introductory chapter, we articulate learning as the creative process of intentionally providing opportunities for growth in the learners’ cognitive, social, affective, and…

Abstract

In this introductory chapter, we articulate learning as the creative process of intentionally providing opportunities for growth in the learners’ cognitive, social, affective, and academic development and achievement facilitated and nurtured by true equity. The authors’ true equity framework entails providing the historically marginalized groups of students hope and justice, recognition and redistribution of resources needed to achieve their career and academic interests, motivation and engagement, consideration of the ways race and language matter in addressing inequities, and the critical consciousness required in interpreting, conceptualizing, analyzing, and interacting with the world in order to reach their career and academic achievement. The chapter recognizes and attempts to cover the social and cultural identities and needs of students who may be on the margins based on their race, ethnicity, religion, language, ability/disability, gender, sexual orientation, social class, and citizenship status. The authors believe that if we are truly committed to improving education for all children, we have to “mind the margins and it is imperative that we move the discussion about the impact of education from celebrating the academic gain of a few, to equity through inclusion of all, by attending to the needs of the many marginalized students who are often discounted.

Details

Minding the Marginalized Students Through Inclusion, Justice, and Hope
Type: Book
ISBN: 978-1-83982-795-2

Keywords

Book part
Publication date: 4 June 2019

Jose W. Lalas, Brian Charest, Heidi Strikwerda and Maria Ordaz

This chapter discusses the notions of equity, hope and sense of belonging and their vital roles in enhancing student engagement. The main focus is to present how hope, sense of…

Abstract

This chapter discusses the notions of equity, hope and sense of belonging and their vital roles in enhancing student engagement. The main focus is to present how hope, sense of belonging and engagement can be nurtured by putting equity in the centre of what we do in facilitating student learning. In paying careful attention to these concepts, especially in implementing equity as a transformative solution to various educational challenges, educators are warned to be prepared to recognize student diversity and redistribute resources and services to all students who need them, experience anxiety and discomfort as they engage in difficult conversations, value and honour the unique backgrounds of each student, expect cultural mismatches in working with diverse students, use data consistently to inform and differentiate instruction and expect that the work in promoting equity is an ongoing and long-lasting advocacy.

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Promoting Social Inclusion
Type: Book
ISBN: 978-1-78769-524-5

Keywords

Book part
Publication date: 12 November 2018

Melissa M. Yang

Guided by Bronfenbrenner’s Ecological System’s model, this study documented acculturation and parental involvement in low-income Chinese immigrant homes that serve as predictors…

Abstract

Guided by Bronfenbrenner’s Ecological System’s model, this study documented acculturation and parental involvement in low-income Chinese immigrant homes that serve as predictors of parental mediation. By surveying 165 parents of 3–13-year-old immigrant children, this study found that low-income Chinese parents enacted restrictive mediation the most and exhibited a slow acculturation process even after an average of seven years of emigration. Higher parental acculturation was related to a higher use of active and restrictive mediation. Additionally, different aspects of parental involvement also served as predictors of the three mediation strategies. Chinese cultural emphasis on academic excellence and success was used to help interpret the findings. Future research should consider implementing research-based adult media literacy programs for immigrant parents to help them practice their parental mediation skills in the host culture.

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Media and Power in International Contexts: Perspectives on Agency and Identity
Type: Book
ISBN: 978-1-78769-455-2

Keywords

Book part
Publication date: 22 November 2017

Robert T. Palmer and Jameel Scott

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes…

Abstract

Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this current study largely indicate that there are no significant disadvantages for Black graduate of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.

Details

Black Colleges Across the Diaspora: Global Perspectives on Race and Stratification in Postsecondary Education
Type: Book
ISBN: 978-1-78635-522-5

Keywords

Open Access
Book part
Publication date: 29 March 2022

Sascha Friesike, Leonhard Dobusch and Maximilian Heimstädt

Many early-career researchers (ECR) are motivated by the prospect of creating knowledge that is useful, not just within but also beyond the academic community. Although research

Abstract

Many early-career researchers (ECR) are motivated by the prospect of creating knowledge that is useful, not just within but also beyond the academic community. Although research facilities, funders and academic journals praise this eagerness for societal impact, the path toward such contributions is by no means straightforward. In this essay, we address five common concerns faced by ECRs when they strive for societal impact. We discuss the opportunity costs associated with impact work, the fuzziness of current impact measurement, the challenge of incremental results, the actionability of research findings, and the risk of saying something wrong in public. We reflect on these concerns in light of our own experience with impact work and conclude by suggesting a “post-heroic” perspective on impact, whereby seemingly mundane activities are linked in a meaningful way.

Details

Organizing for Societal Grand Challenges
Type: Book
ISBN: 978-1-83909-829-1

Keywords

1 – 10 of over 10000