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COMPLEXITIES OF A HYPOTHETICAL CO-SUPERVISION CASE 假设共同监管案例的复杂性
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-20 DOI: 10.24834/jotl.4.2.882
Lizette Reitsma
This essay reflects on possible complexities that embarking on co-supervising a doctoral candidate might entail. The hypothetical co-supervision case under consideration is one between different disciplines, organisations and countries, and it focuses on how differences in understanding the role of a PhD candidate might surface. Furthermore, the importance of reflecting on the nature of the project, whether it is an open brief or a specified project, is highlighted. This also necessitates consideration of the extent to which the supervisors connect ownership to the project idea, outcome, and process. Lastly, the importance of the role of the supervisor in supporting the PhD candidate towards becoming an independent researcher is raised. As a conclusion, attention is drawn to the need for potential co-supervisors to articulate and discuss their stances and expectations on the above questions prior to embarking on co-supervision; this is in order to prevent or lessen possible tensions at a later stage.
这篇文章反映了可能的复杂性,着手共同指导博士候选人可能需要。正在考虑的假设的共同监督案例是不同学科、组织和国家之间的案例,它关注的是对博士候选人角色的理解差异可能会如何显现。此外,强调了反思项目性质的重要性,无论它是一个开放的简报还是一个特定的项目。这也需要考虑管理者将所有权与项目理念、结果和过程联系起来的程度。最后,提出了导师在支持博士生成为独立研究员方面的重要性。作为结论,值得注意的是,潜在的共同监督者需要在开始共同监督之前阐明和讨论他们对上述问题的立场和期望;这是为了防止或减轻后期可能出现的紧张局势。
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引用次数: 0
PANDEMIC, DOCTORAL STUDENTS’ MOTIVATION AND THE ROLE OF SUPERVISION 流行病、博士生的动机与监督作用
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-20 DOI: 10.24834/jotl.4.2.893
Marwa Dabaieh, Elnaz Sarkheyli
The Ph.D. research and supervision process passes through different momentums of ups and downs, demotivation, and stress. Unexpected situations, such as the COVID-19 pandemic, and its considerable influence on daily life and their working situation and research process, put new pressures on Ph.D. students. This study aims to investigate the COVID-19 pandemic on doctoral motivation, the supervisions' strategies, and the importance of supervisors in helping students tackle demotivation and stress situations. In this study, we conducted an online survey, including open-ended and Likert scale questions, distributed among the doctoral students and interviews with supervisors at Malmö University. According to the survey result, the pandemic has affected the doctoral students' research methodological process, communication frequency and efficiency with their supervisors, access to the office and laboratory, and motivation to write and finish their doctoral thesis. Stress, new life and family priorities, the uncertainty of fieldwork and research methods, isolation, skepticism about the importance of their research, and less connection with supervisors and peers have been mentioned as their reasons for demotivation. In addition, the survey results showed that most respondents emphasized the importance of the supervisors' role in their motivation. The message from this study is that the clarity of feedback, setting realistic goals, time management, mutual understanding, caring and support, flexibility and availability, regular and informal meetings, and positive attitudes are essential factors in doctoral supervision under stressful situations. The findings pinpoint the most efficient supervision strategies during challenging situations like the pandemic, which can be lessons for future similar events. However, the results also addressed the students' different needs and the importance of awareness and attention to the students' differences under supervision and mentoring.
博士的研究和指导过程经历了起起落落、失去动力和压力等不同的动力。新冠肺炎疫情等突发事件对博士生的日常生活、工作和研究产生了巨大影响,给博士生带来了新的压力。本研究旨在探讨COVID-19大流行对博士生动机的影响,导师的策略,以及导师在帮助学生应对动力不足和压力情况下的重要性。在这项研究中,我们进行了一项在线调查,包括开放式和李克特量表的问题,分布在博士生中,并与Malmö大学的导师进行了访谈。根据调查结果,疫情影响了博士生的研究方法过程,与导师的沟通频率和效率,进入办公室和实验室,以及撰写和完成博士论文的动机。压力、新的生活和家庭优先事项、实地工作和研究方法的不确定性、孤立、对研究重要性的怀疑以及与导师和同龄人的联系较少被认为是他们失去动力的原因。此外,调查结果显示,大多数受访者强调主管在他们的激励作用的重要性。本研究的信息是,反馈的清晰度,设定现实的目标,时间管理,相互理解,关心和支持,灵活性和可用性,定期和非正式会议,以及积极的态度是压力情况下博士生监督的必要因素。研究结果指出了在大流行等具有挑战性的情况下最有效的监管策略,可以为未来类似事件提供经验教训。然而,研究结果也指出了学生的不同需求,以及在监督和指导下对学生差异的认识和关注的重要性。
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引用次数: 1
Seeking STEM: The Causal Impact of Need-Based Grant Aid on Undergraduates’ Field of Study 寻求STEM:基于需求的助学金对本科生学习领域的因果影响
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-15 DOI: 10.1080/00221546.2023.2209003
Drew M. Anderson, Katharine M. Broton, David B. Monaghan
ABSTRACT Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a national priority and one way to promote the socioeconomic mobility of students from low-income families. Prior research examining why students do not complete STEM majors often points to students’ lack of academic preparation, preferences for non-STEM majors, or lack of information about the value of STEM. This paper uses a randomized experiment to investigate an alternative explanation, that some students lack the financial resources to succeed in demanding majors. In a control group of university students from low-income families, 18.6% of students had declared a STEM major by their third year of college. In a treatment group who were offered additional need-based grant aid upon entering college, 26.5% of students declared a STEM major. Among students who had graduated within six years after entering college, 12.2% of control group graduates had earned a STEM degree compared to 20.2% of treatment group students. Need-based grants thus appear to have the potential to increase the share of low-income students studying and earning degrees in STEM.
增加科学、技术、工程和数学(STEM)学位的数量是国家的优先事项,也是促进低收入家庭学生社会经济流动性的一种方式。之前的研究调查了学生为什么不完成STEM专业,通常指出学生缺乏学术准备,偏爱非STEM专业,或者缺乏关于STEM价值的信息。本文使用随机实验来调查另一种解释,即一些学生缺乏经济资源,无法在要求高的专业取得成功。在一组来自低收入家庭的大学生中,18.6%的学生在大学三年级时宣布主修STEM专业。在进入大学时获得额外助学金的治疗组中,26.5%的学生选择了STEM专业。在进入大学六年内毕业的学生中,对照组毕业生中有12.2%获得了STEM学位,而实验组学生中这一比例为20.2%。因此,基于需求的助学金似乎有可能增加低收入学生在STEM专业学习和获得学位的比例。
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引用次数: 1
Students Approaches to Learning: Towards a Context-specific Learning Approaches Instrument 学生的学习方法:针对特定情境的学习方法工具
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-14 DOI: 10.5430/ijhe.v12n3p68
Kapinga-Mutatayi Madeleine, Mukendi waMpoyi Pierre, J. Elen
Students' Approaches to Learning (SAL) are a critical determinant of learning outcomes and have been assessed around the world, from Asia to Africa, using the traditional questionnaires developed in the Western context. However, studies in Asia have challenged the traditional dichotomous view of SAL by supporting the presence of intermediate approaches, suggesting that the current view of SAL may not be universal. In response to the need for a broader understanding of SAL, a new instrument, the Approaches to Learning Questionnaire (ALQ), was developed during a pilot study. This instrument captures both memorization and understanding in an African context, which makes it distinct from traditional instruments. Additionally, the ALQ challenges the current individualistic view of SAL by including a group dimension. Given the high psychometric quality of this new instrument, it is crucial to validate it with a large sample. Therefore, this paper discusses the validation processes and recommends the use of the ALQ for comparative purposes in the Congolese context. Further research will explore the extension of this context-specific instrument to other cultural settings and the assessment of cross-cultural validity.
学生的学习方法(SAL)是学习成果的关键决定因素,在世界各地,从亚洲到非洲,使用在西方背景下开发的传统问卷进行了评估。然而,亚洲的研究通过支持中间方法的存在,对SAL的传统二分观点提出了挑战,这表明目前的SAL观点可能不是普遍的。为了更广泛地了解学习方法,在一项试点研究中开发了一种新的工具——学习方法问卷。这种乐器在非洲的背景下既能记忆又能理解,这使它与传统乐器截然不同。此外,ALQ通过包含群体维度挑战了当前SAL的个人主义观点。鉴于这种新仪器的高心理测量质量,用大样本验证它是至关重要的。因此,本文讨论了验证过程,并建议在刚果背景下使用ALQ进行比较。进一步的研究将探索将这种特定情境的工具扩展到其他文化环境和跨文化有效性的评估。
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引用次数: 0
Analysis of Learning Obstacles for High-Performance Student Athletes in Chinese Universities During the COVID-19 Pandemic 新冠肺炎疫情期间我国高校优秀学生运动员学习障碍分析
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-14 DOI: 10.5430/ijhe.v12n3p80
Zhou Wei
Efforts to control the spread of the coronavirus pandemic have led to the suspension of mass gatherings, including in universities, which have strong population flows and high aggregation. Consequently, universities have faced significant challenges in operational mechanisms. Against this background, students’ learning situation has attracted widespread attention. However, relatively little discussion has occurred on high-performance student athletes (HPSAs) who excel in sports but underperform in academic courses. A country’s sports strength is equal to its citizens’ overall physical fitness level; the higher the national physical fitness level, the stronger the sports strength, and the more developed the economy. Based on attribution theory and using a snowball sampling method, this study selected 15 HPSAs from Chinese universities for semi-structured interviews . The initial survey subjects were artificially selected, and then qualified survey subjects were provided by sports talents. Then, these people provided the third batch of survey objects, and so on, and the sample gradually increased, just like a snowball, and the respondents were all representative sports students. Material from the initial 12-person interviews was first individually coded, analysed, conceptualized and reviewed, followed by analysis of 3 material from the second round of interviews. No new concepts were developed in the analysis of the second round of interviews, thus achieving theoretical saturation and allowing the construction of a coherent explanatory profile (Corbin & Strauss, 2008).From the interviews, we extracted themes related to the learning obstacles student-athletes have faced during the pandemic and analyzed the factors at play during the pandemic. Four types of factors were revealed: pandemic, personal, school, and career development factors. Among them, epidemic factors and personal factors are relatively high.To help student-athletes overcome learning obstacles and balance their learning and training, it is necessary to increase emphasis on academic courses, consolidate knowledge and skills training, reasonably arrange study and training time, enhance interpersonal communication skills, and effectively plan for career development, To discover the various troublesome factors faced by HPSAs in learning.
为控制新冠肺炎疫情的传播,包括在人口流动大、聚集性高的大学在内的大型集会活动暂停。因此,大学在运作机制方面面临着重大挑战。在此背景下,学生的学习状况引起了广泛关注。然而,相对较少的讨论发生在高性能学生运动员(hpsa),他们擅长运动,但在学术课程中表现不佳。一个国家的体育实力等于其国民的整体身体素质水平;国民体质水平越高,体育实力越强,经济越发达。本研究以归因理论为基础,采用滚雪球抽样法,选取了15名中国高校的高水平公共服务人员进行半结构化访谈。最初的调查对象是人为选择的,然后由体育人才提供合格的调查对象。然后,这些人提供了第三批调查对象,以此类推,样本逐渐增加,就像滚雪球一样,被调查者都是有代表性的体育学生。首先对最初12人访谈的材料进行单独编码、分析、概念化和审查,然后对第二轮访谈中的3份材料进行分析。在第二轮访谈的分析中没有开发新的概念,从而实现了理论饱和,并允许构建连贯的解释概况(Corbin & Strauss, 2008)。从访谈中,我们提取了与学生运动员在大流行期间面临的学习障碍相关的主题,并分析了在大流行期间起作用的因素。调查揭示了四种因素:流行病、个人因素、学校因素和职业发展因素。其中,疫情因素和个人因素相对较高。要帮助学生运动员克服学习障碍,实现学习与训练的平衡,需要加大对学术课程的重视,加强知识技能训练,合理安排学习训练时间,提高人际交往能力,有效规划职业发展。
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引用次数: 0
Development of Indicators and Approach for Enhancing Chinese Language Teacher Leadership of Secondary Schools in the Northeast 东北地区中学语文教师领导能力提升指标与方法研究
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-12 DOI: 10.5430/ijhe.v12n3p60
Ouyang Youming, P. Chusorn, Chalad Chantarasombat
The leadership of Chinese language teachers holds great importance, as teachers play a crucial role in shaping the future of students and society as a whole. Currently, China recognizes the significance of education management, and as the center of economic and social development in Asia, teacher leadership becomes a vital factor in ensuring quality learning outcomes. This research aims to achieve the following objectives: 1) Explore the components and leading indicators of Chinese language teachers in secondary schools in the northeast region of Thailand; 2) Test the concordance of the measurement model for Chinese teacher leadership; 3) Study the approach for enhancing Chinese language teacher leadership; and 4) Investigate the results of implementing the approach at the secondary school. The research employed a mixed methods approach, consisting of four phases. Descriptive statistics and statistical packages were utilized for data analysis. The results revealed that the leadership of Chinese language teachers at the secondary level comprises four main components and twelve indicators. The measurement model for Chinese teacher leadership demonstrated consistency with empirical data, displaying statistical significance with a P-value of 0.30, RMSEA of 0.033, SRMR of 0.04, CFI of 0.99, and TLI of 0.99. Based on these findings, the approach for enhancing Chinese language teacher leadership, including the following aspects: Change leader: Teachers should possess a systematic operational plan that aims towards desired goals and be adaptable to adjust according to the situation. Self-development: Teachers need to formulate development plans for future goals, acquire knowledge, skills, and academic leadership, and exhibit creative thinking and innovative approaches. Teaching role model: Teachers should foster an environment that encourages freedom of thought, assertiveness, and strong teacher-student relationships. Participation in development: Teachers should collaboratively plan curriculum development, ensuring that teaching and learning meet international standards of academic excellence. They should also encourage multilingual communication and the production of creative work. Finally, the implementation of the guidelines yielded positive results, proving their appropriateness, feasibility, and usefulness across all aspects at a high level.
语文教师的领导非常重要,因为教师在塑造学生和整个社会的未来方面起着至关重要的作用。目前,中国认识到教育管理的重要性,作为亚洲经济和社会发展的中心,教师领导成为确保优质学习成果的重要因素。本研究旨在达到以下目的:1)探索泰国东北地区中学汉语教师的构成和领先指标;2)检验中国教师领导能力测量模型的一致性;3)研究提高语文教师领导能力的途径;4)调查在中学实施该方法的结果。本研究采用混合方法,分为四个阶段。采用描述性统计和统计软件包进行数据分析。结果表明,中学语文教师的领导能力包括四个主要组成部分和十二个指标。中国教师领导力的测量模型与实证数据一致,p值为0.30,RMSEA为0.033,SRMR为0.04,CFI为0.99,TLI为0.99,具有统计学显著性。在此基础上,提出了提高语文教师领导力的途径,包括以下几个方面:变革型领导者:教师应具有系统的行动计划,以达到预期目标,并具有适应能力,根据情况进行调整。自我发展:教师需要制定未来目标的发展规划,获得知识、技能和学术领导能力,表现出创造性思维和创新方法。教学榜样:教师应该营造一个鼓励思想自由、自信和牢固师生关系的环境。参与发展:教师应共同规划课程发展,确保教与学符合国际学术卓越标准。它们还应鼓励多语言交流和创作作品。最后,准则的实施产生了积极的结果,在高水平上证明了它们在所有方面的适当性、可行性和有用性。
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引用次数: 0
These Students Can’t Write: An Examination of Cohesion and Coherence in Essays Written by the University of Botswana ESL Undergraduate Students 这些学生不会写:博茨瓦纳大学ESL本科生作文的衔接和连贯测试
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-12 DOI: 10.5430/ijhe.v12n3p52
J. M. Magogwe, E. Mokibelo, Lillian Sethunya Karabo
University lecturers in English as a Second Language (ESL) contexts are generally concerned about their students’ writing incompetence. Similarly, at the University of Botswana (UB) lecturers are usually heard saying that “these students cannot write”. Previous research attributes problems of writing to, among others, students’ lack of mastery of academic writing conventions, inability to analyse topics, and poor sentence skills. These problems undoubtedly contribute to the lack of cohesion and coherence in the students’ written essays. The focus of this study, therefore, was to investigate the cohesion and coherence of the essays written by the UB first year undergraduate Social Sciences students by specifically: a) Investigating the type of cohesive devices used in the essays. b) Identifying the problems of cohesion in the essays. c) Examining the coherence problems in the essays. d) Identifying other writing problems in the students’ essays. The terms cohesion and coherence in the context of this study briefly refer to the linguistic, organizational and semantic connectedness, readability, meaningfulness and relevance of a text or essay as perceived by the authors of this study who are experts in this field. A mixed research design of analyzing the essays and orally interviewing the students was adopted in this study to identify the cohesive devices used in them. The findings of this study were informed by Halliday and Hassan’s (1976) taxonomy of cohesive devices and their framework. The findings revealed that conjunctions and reference were used more frequently than substitution, vocabulary, and ellipsis. Other writing problems identified in the essays include the use of informal language, overlong sentences, redundancy, run-on sentences, fused sentences, comma splices, sentence fragments, awkward and/or meaningless sentences, and use of wrong words.
英语作为第二语言(ESL)的大学讲师通常关心学生的写作能力。同样,在博茨瓦纳大学(UB),老师们经常会说“这些学生不会写字”。以往的研究将写作问题归结为学生缺乏对学术写作惯例的掌握,无法分析主题,以及糟糕的句子技巧。这些问题无疑会导致学生作文缺乏衔接和连贯。因此,本研究的重点是调查UB一年级社会科学本科生所写文章的衔接和连贯性,具体方法是:a)调查文章中使用的衔接手段的类型。b)找出文章中的衔接问题。c)检查文章中的连贯问题。d)找出学生作文中的其他写作问题。在本研究的语境中,术语衔接和连贯是指本研究的作者是该领域的专家,他们认为文本或文章的语言、组织和语义上的连通性、可读性、意义和相关性。本研究采用分析论文和口头访谈学生的混合研究设计,以确定他们使用的衔接手段。本研究的发现受到了韩礼德和哈桑(1976)的衔接手段分类及其框架的启发。结果表明,连词和指称的使用频率高于替代、词汇和省略。文章中发现的其他写作问题包括使用非正式语言,过长句子,冗余,连句,融合句子,逗号拼接,句子片段,尴尬和/或无意义的句子,以及使用错误的单词。
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引用次数: 1
Latina Faculty at a Catholic Hispanic-Serving Institution: Critical Counter-Stories About Racialized & Gendered Experiences and Servingness 天主教西班牙裔服务机构的拉丁裔教师:关于种族化和性别化经验和服务的批判性反故事
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-08 DOI: 10.1080/00221546.2023.2217740
Marialexia Zaragoza, Gina A. Garcia
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引用次数: 0
The Cost of Public Higher Education and College Enrollment 公立高等教育成本与大学招生
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-05 DOI: 10.1080/00221546.2023.2216610
Taylo M. Delaney, D. Marcotte
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引用次数: 0
The Effect of E-Learning on Academic Achievement among Students of the Accounting Program in Public Universities in the Kingdom of Saudi Arabia 电子学习对沙特阿拉伯王国公立大学会计专业学生学业成绩的影响
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-02 DOI: 10.5430/ijhe.v12n3p42
Rahaf Mohammed Alzolaibani, Elzain Omer Elzain
This research aimed to understand the impact of e-accounting education on the academic achievement of students of the Bachelor of Accounting Program at The College of Business and Economics at Qassim University. The importance of this research lies in the need to understand the effects of e-learning, its contribution to accounting education, and its effect on the academic achievement of accounting students. This research was conducted by analyzing the academic data of the students for the period from 2019 to 2020. In addition, the research used the academic reports to evaluate the electronic teaching process in accounting department, to understand the impact of e-learning on the educational process. A descriptive analytical approach was employed through the review of previous studies in the fields of e-learning and accounting education. Moreover, a comparison was conducted between the students' achievement in traditional learning in 2019 and in e-learning in 2020 using the analysis obtained from Statistical Package for Social Sciences (SPSS). The results of the research proved that e-learning has positive effect on the academic achievement of students of the Bachelor of Accounting Program at Qassim University. The research recommends to include the e-learning system in the accounting department at Qassim University, and to integrate it with traditional education in order to develop the accounting education.
本研究旨在了解电子会计教育对卡西姆大学经济与商业学院会计学学士课程学生学业成绩的影响。本研究的重要性在于需要了解电子学习的影响,它对会计教育的贡献,以及它对会计学生学业成绩的影响。本研究是通过分析2019年至2020年学生的学业数据进行的。此外,本研究亦采用学术报告评估会计学系的电子化教学过程,以了解电子化学习对教学过程的影响。通过回顾以往在电子学习和会计教育领域的研究,采用了描述性分析方法。此外,利用SPSS (Statistical Package for Social Sciences)的分析结果,对2019年传统学习和2020年电子学习的学生成绩进行了比较。研究结果证明,电子学习对卡西姆大学会计学学士课程学生的学业成绩有积极的影响。本研究建议在卡西姆大学会计系引入电子学习系统,并与传统教育相结合,以发展会计教育。
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引用次数: 0
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Learning and Teaching-The International Journal of Higher Education in the Social Sciences
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