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1 – 10 of 36Elizabeth Lapon and Leslie Buddington
The transition to college presents significant challenges for many students as they navigate new academic and social experiences. In the USA, 30% of first-year students drop out…
Abstract
Purpose
The transition to college presents significant challenges for many students as they navigate new academic and social experiences. In the USA, 30% of first-year students drop out before their second year. Research indicates that mentoring programs help students achieve social integration and likely have a positive effect on their transition to college. This research study was conducted with education students to better understand the potential impacts of peer mentorship.
Design/methodology/approach
Student mentors and mentees were matched by attributes such as their concentration within the education major, gender, sports they played and whether they were first-generation matriculants. Data collection utilized two surveys one before the peer mentoring process and one after the process.
Findings
The findings suggest that peer mentoring improved first-generation students' sense of belonging to both their major and the college. Peer mentors also experienced increased belongingness. The transfer rate among participants of 2% was a significant drop from previous years.
Originality/value
The success of the peer mentoring experience was possibly due to the intentional matching process based on certain attributes. Additionally, taking a leadership role increased a sense of belonging in the peer mentors.
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En Mao, Martin E. Meder and Jing Zhang
This research explores the key factors that contribute to the success of Black students in a predominantly White institution (PWI). Two measures of success are examined…
Abstract
Purpose
This research explores the key factors that contribute to the success of Black students in a predominantly White institution (PWI). Two measures of success are examined: cumulative grade point average (GPA) and graduation status.
Design/methodology/approach
Using student-level data from a southeastern university, this research estimates education production functions using ordinary least squares regression.
Findings
While the negative effect of being Black is significant for both cumulative GPA and graduation status, the effect becomes overshadowed when peer effects are added. The authors also found the critical effect of institutional support on student success.
Research limitations/implications
The student-level data are restricted to a single institution over a relatively short period of time, which limits the authors' ability to analyze institution-level factors.
Practical implications
This research provides a broad view of many significant factors for student success with particular highlights on the importance of encouraging Black students to utilize institutional support.
Originality/value
This study is an extension of the education production function model in the field of student success. The study identified peer effects and institutional support as more powerful determinants of student success than race.
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Jeffrey Ben Matu and Angelica Perez-Johnston
The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting…
Abstract
Purpose
The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).
Design/methodology/approach
A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.
Findings
The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.
Research limitations/implications
The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.
Practical implications
This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.
Social implications
The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.
Originality/value
This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.
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Lisa Bosman, Esteban Soto, Jason Ostanek, Jose Garcia-Bravo, Sunghwan Lee and Walter Leon-Salas
The National Science Foundation (NSF) Research Experience for Undergraduates (REU) programs are traditionally delivered in-person and full-time (40 h per week) for 10 weeks during…
Abstract
Purpose
The National Science Foundation (NSF) Research Experience for Undergraduates (REU) programs are traditionally delivered in-person and full-time (40 h per week) for 10 weeks during the summer. However, this type of format has the potential to limit broader student participation. This study aims to compare learning assessment data between a traditional NSF REU (10 weeks of summer, full-time, in-person) to an alternative NSF REU delivered virtually, part-time and over 10 months as a result of the coronavirus disease 2019 (COVID-19) pandemic.
Design/methodology/approach
A retrospective pre-then-post survey was completed to assess perceived learning gains for each REU program. Three learning gains categories were assessed: entrepreneurial competencies, career goals and research skill development. T-tests were used to evaluate a difference in means between pre and post.
Findings
Findings show the greatest quantity of learning gains within the alternative program delivery. Moreover, a larger quantity of learning gains was perceived within the first semester of the alternative program delivery compared to the second semester.
Practical implications
The authors propose the NSF should be intentional about trying new approaches to REU programs delivery, including duration and format, as a way to broaden participation in engineering.
Originality/value
This study is original in that it is the first of its kind to assess an alternative REU program delivery (allowed only because of the COVID-19 pandemic) in comparison to traditional REU program delivery.
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Eric Urbaniak, Rebecca Uzarski and Salma Haidar
This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and…
Abstract
Purpose
This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU.
Design/methodology/approach
An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU.
Findings
This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior.
Originality/value
While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.
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Jane Skalicky, Harriet Speed, Jacques van der Meer and Dallin George Young
This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher…
Abstract
Purpose
This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher education across different international contexts, namely the USA, Canada (CAN), Australasia (Australia and New Zealand) (ANZ), the United Kingdom (UK) and South Africa (SA).
Design/methodology/approach
Data are summarized and compared across each of the participating countries, providing a more global context and depth of perspective on peer leadership (PL) in higher education than is currently available in the literature.
Findings
The findings highlight some apparent differences between countries in relation to student engagement in peer leader roles and the ways in which PL is supported by higher education institutions, as well as some similarities across the different international contexts, particularly in the way peer leaders view the benefits of their involvement in PL.
Originality/value
These insights provide a valuable addition to the literature on PL and practical information to higher education institutions for supporting student leadership development and involvement.
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Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion…
Abstract
Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion, understanding, cocreation, community, and flexibility. This is especially so for ‘traditional’ university spaces, in essence questioning and resisting the many established dynamics that face-to-face teaching and learning took for granted within many neoliberal and neocolonial higher education contexts. In this chapter, I propose positioning a love ethic as a primary point of departure for all educational engagements, a foundational shift in ontology (way of being) of the university. By focusing on love as liberation and justice, and teaching as an act of love, I draw on critical, engaged, and feminist pedagogies, as well as my experience as a lecturer in a social justice– and global citizenship-oriented program at the University of Cape Town (UCT), South Africa, where I positioned a love ethic as central to my pedagogical approach. I argue that when we begin to view love as more than mere emotion, but as an ideological position that informs values and praxis within higher education (and our university “classrooms” in particular), we may move toward new and exciting ways of envisioning the decolonized university of the 21st century. A love ethic, as defined by bell hooks, offers possibilities for an approach to critical transformation that is not merely motivated by the change of institutional structures, but by the reform of values guiding teaching and learning and ways of being within higher education institutions.
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Emnet Tadesse Woldegiorgis and Otilia Chiramba
This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It…
Abstract
Purpose
This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.
Design/methodology/approach
This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.
Findings
The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.
Originality/value
This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.
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Oscar Espinoza, Luis González, Catalina Miranda, Luis Sandoval, Bruno Corradi, Noel McGinn and Yahira Larrondo
The job satisfaction of university graduates can serve as an indicator of success in their professional development. At the same time, it can be a measure of higher education…
Abstract
Purpose
The job satisfaction of university graduates can serve as an indicator of success in their professional development. At the same time, it can be a measure of higher education systems’ effectiveness. The purpose is to assess the relationship of university graduates’ socio-demographic characteristics, aspects of their degree program, experiences in the labor market and current working conditions and their job satisfaction.
Design/methodology/approach
The data were collected from a survey conducted at 11 Chilean universities with 534 graduates. An ordinal logistic regression model was fit to calculate job satisfaction probabilities for different graduate profiles.
Findings
The results show that sex, field of study, gross salary and horizontal match are related to graduates’ job satisfaction. Men and graduates in education and humanities are more likely to report being satisfied with their current job. Those graduates receiving higher salaries and those who are horizontally well-matched report higher levels of job satisfaction.
Originality/value
This study contributes to expanding knowledge about the job satisfaction of university graduates. Specifically, based on the results obtained, it introduces the idea of aspiration fulfillment as a possible determinant of job satisfaction in different fields of study. This can serve as a starting point for research that delves into differentiated expectations for graduates from different disciplines.
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