An investigation into the plurilingual profile of the newly arrived students at the Melilla Campus of the University of Granada

2018 ◽  
Vol 31 (1) ◽  
pp. 32-63
Author(s):  
Beatriz Cortina-Pérez ◽  
Miguel Ángel Gallardo-Vigil ◽  
M. Ángeles Jiménez-Jiménez ◽  
M. Ángeles López-Vallejo ◽  
M. José Molina-García ◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Communicative Competence ◽  
First Year ◽  
Linguistic Variables ◽  
First Year Students ◽  
Transmission Of Knowledge ◽  
The University ◽  
The City

Abstract University students need to have ability in more than one language in order to foster the transmission of knowledge and research, and so consolidating a multilingual Higher Education. In the context of Melilla (University of Granada), this requirement is added to the plurilingualism in the city (a large majority of the population is bilingual in Spanish and Tamazight). This investigation aims at describing the plurilingual reality of first-year students, as well as the different socio-linguistic variables that could account for results. Data obtained in several tests and questionnaires, with 206 subjects, determine that a clearly plurilingual profile exists among the participants, although the great challenge is centred on reaching communicative competence in a foreign language sufficient to become independent users.

The role of self-regulation in the professional choice of a personality

2021 ◽  
pp. 123-132
Author(s):  
С.А. Лысуенко
Keyword(s):  
Public Education ◽  
Young People ◽  
University Students ◽  
Action Plan ◽  
Self Regulation ◽  
First Year ◽  
Mathematical Methods ◽  
First Year Students ◽  
The University

В статье обсуждаются вопросы, связанные с особенностями профессионального выбора выпускников общеобразовательных организаций. Представлены результаты исследования, позволяющие определить роль осознанной саморегуляции активности молодых людей, оказавшихся в ситуации профессионального выбора (на примере студентов педагогического вуза). В исследовании приняли участие 302 студента первого курса, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование». В качестве инструментария были использованы методика «Мотивация учения студентов педагогического вуза» С. А. Пакулиной и М. В. Овчинникова и опросник «Стиль саморегуляции поведения» В. И. Моросановой. Данные, полученные в процессе исследования, были структурированы, обработаны и проинтерпретированы с применением математических методов. Было установлено, что студенты первого курса, совершившие при поступлении в вуз профессиональный выбор с учетом своих интересов и склонностей, обладают сформировавшейся потребностью продумывать способы своих действий и поведения для достижения намеченных целей, а план их действий отличается детализированностью и развернутостью. Также им свойственны самостоятельность при проектировании способов достижения индивидуальных целей, гибкость в случае возникновения непредвиденных обстоятельств, развитая адекватная оценка себя и полученных результатов. По итогам исследования был сделан вывод о том, что наличие сформированной системы осознанной саморегуляции произвольной активности у индивида, находящегося на этапе выбора профессии, позволяет совершить более правильный профессиональный выбор, что, в свою очередь, является одним из условий актуализации профессионально-личностного потенциала. The article discusses issues related to the peculiarities of the professional choice of graduates of public education organizations. There are results of the study presented, which allow us to determine the role of conscious self-regulation of the activity of young people who find themselves in a situation of having to make a professional choice (on the example of students of a pedagogical university). The research involved 302 first-year students studying in the field of training 44.03.01 «Pedagogical Education». As research tools, the «Motivation of teaching pedagogical university students» methodology by S.А. Pakulina and M.V. Ovchinnikov and the questionnaire «Style of self-regulation of behaviour» by V.I. Morosanova were used. The data obtained during the research were organized, processed and interpreted using mathematical methods. It was found that first-year students who, upon entering the university, made a professional choice more consciously, taking into account their interests and inclinations have a well-developed need to think through their actions and behaviour to achieve their goals and their action plan is detailed. They are also characterized by independence in designing an action plan to achieve individual goals, flexibility in the situation of unforeseen circumstances, an advanced adequate assessment of themselves and the results they achieved. As the main conclusion, the following is formulated: the possession of a developed system of conscious self-regulation of arbitrary activity in an individual who is at the stage of choosing a profession allows him to make an adequate professional choice, which, in turn, is one of the conditions for the actualization of professional and personal potential.

Assembling the Global University

2013 ◽  
pp. 366-377 ◽  
Author(s):  
Gray Kochhar-Lindgren
Keyword(s):  
Higher Education ◽  
Core Curriculum ◽  
Cultural Practices ◽  
Entrepreneurial University ◽  
First Year ◽  
Human Beings ◽  
First Year Students ◽  
Global University ◽  
National Boundaries ◽  
The University

This chapter examines the emergence of the global artistic-entrepreneurial university, the increasing importance of interdisciplinary and innovative pedagogies, and how these new emphases are shaping institutional change. The first section analyzes the global university as an “assemblage,” a process that gathers ideas, materialities, digitized platforms, and human beings into a new form of higher education. Because of the impacts on higher education of the flows of capital, technology, people, and cultural practices in both the “East” and the “West,” this form of the university transcends regional and national boundaries as it builds networks of learning around the world. The second section of the chapter focuses on the increasing importance of interdisciplinarity and developing active and integrative pedagogies organized around fundamental skills and questions. In order to ground the discussion in particular sites, the authors use examples from the University of Hong Kong’s new Core Curriculum and from the University of Washington Bothell’s Discovery Core for first-year students. In the final section, the chapter addresses what the next steps might look like as institutions change themselves to fit a globalized context. This section returns to the idea of the global university as a “hub of an ecology of studio-labs” (Parks, 2005, p. 57) and suggest that the “managerial” university is transitioning into a more flexible model of the “artistic-entrepreneurial” university in order to prosper in an extremely competitive and generative global environment.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

Motivational Priorities Analysis of Consumers

2015 ◽  
Vol 4 (3) ◽  
pp. 61-66
Author(s):  
Булгакова ◽  
V. Bulgakova
Keyword(s):  
Higher Education ◽  
High School ◽  
Academic Progress ◽  
First Year ◽  
First Year Students ◽  
Technological Institute ◽  
Profile Changes ◽  
Motivational Profile ◽  
The University ◽  
Graduating Students

The article discloses logic and accumulates key findings of the research of motivational priorities of first-year students of Biysk technological Institute (branch) and potential applicants (graduating students of high school of Biysk town). The research was conducted in the autumn 2014. This research shows how much seriously respondents take higher education and choice of the University and what an important thing of their future university is. Also the research let us determine if respondents’ motivational profile changes because of parametric characterization such as sex, academic progress, specialisation, etc, and if there are some differences in motives of getting higher education and choice of the university of potential and real applicants.

scholarly journals Measuring Student’s Adjustment to University: A Study at Nong Lam University, Viet Nam

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Vo Van Viet
Keyword(s):  
Higher Education ◽  
Educational Psychology ◽  
Student Attrition ◽  
First Year ◽  
University Of Chicago ◽  
First Year Students ◽  
Student Adaptation ◽  
The University ◽  
Adaptation To College ◽  
University Of Chicago Press

This study armed to assess the degree of adjustaptability of freshmen to the university environment. Quantitative approach was employed. Data were collected by using survey method from a random sample of 801 first-year students studying at Nong Lam University. The results of this study showed that the first-year students had a moderate level of adjustment despite some difficulties. Keywords First-year student, adjustment, university, school environment References V. Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition., Chicago: The University of Chicago Press, 1987. [2] Christie, N. G. & Dinham, S. M., “Institutional and External Influences on Social Integration in the Freshman Year,” Journal of Higher Education, tập 62, số 4, pp. 412-436, 1991. [3] Credé, M. & Niehorster, S., “Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences,” Educational Psychology Review, tập 24, pp. 133-165, 2012. [4] W. Spady, “Dropouts from higher education: An interdisciplinary review and synthesis,” Interchange, tập 1, pp. 64-65, 1970. [5] Bryant, B., & Trower, P. E, “Social difficulty in a student sample,” British Journal of Educational Psychology, tập 44, pp. 13-21, 1974. [6] Martin, W. E., Swartz-Kulstad, J. L. and Madson, M. , “ Psychosocial Factors That Predict the College Adjustment of First-Year Undergraduate Students: Implications for College Counselors,” Journal of College Counseling, tập 2, p. 121–133, 1999. [7] Wintre, M.G., & Yaffe, M, “First-year Students’ Adjustment to University Life as a Function of Relationships with Parents,” Journal of Adolescent Research, tập 15, pp. 9-37, 2000. [8] Baker, R. W., & Siryk B, SACQ: Student adaptation to college questionnaire manual (2nd. ed.), Los Angeles: Western Psychological Services, 1999. [9] Hoàng Trọng - Chu Nguyễn Mộng Ngọc, Phân tích dữ liệu nghiên cứu với SPSS, Tp. Hồ Chí Minh: Nhà xuất bản Thống kê, 2005. [10] Abdullah M. C., Elias H., Uli J., Mahyuddin R., “Relationship between Coping and University Adjustment and Academic Achievement amongst First Year Undergraduates in a Malaysian Public University,” International Journal of Arts and Sciences, tập 3(11), pp. 379 - 392, 2010. [11] Pascarella, E. T., & Terenzini, P, “ Predicting freshman persistence and voluntary dropout decisions from a theoretical model,” Journal of Higher Education, tập 51, số 1, pp. 60-75, 1980. [12] Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S., “Emotional intelligence and academic success: Examining the transition from high school to university,” Personality and Individual Differences, tập 36, p. 163–172, 2004. [13] V. Tinto, Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.), Chicago: University of Chicago Press, 1993. [14] A. C. Jones, “ The effects of out-of-class support on student satisfaction and motivation to learn,” Communication Education, tập 57, số 4, pp. 373-388, 2008.

scholarly journals Substantiation of the Impact of Fitball Gymnastics and Fitness Yoga Activities on the Health Level of University Students

2020 ◽  
pp. 206-213
Author(s):  
E.K. Gilfanova ◽  
T.B. Gorbatenko ◽  
O.Yu. Sharova
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Educational Process ◽  
First Year ◽  
Recreational Facilities ◽  
First Year Students ◽  
Health Level ◽  
Pedagogical Research ◽  
The University ◽  
The Impact

The article considers the possibility of using non-traditional recreational facilities in the educational process with university students. The purpose of the study is to assess the impact of the developed methodology for fitball gymnastics and fitness yoga on the health level of students. To achieve the goal, the following tasks were set: theoretically substantiate the proposed methodology of classes; identify and conduct a comparative analysis of adaptive potential according to the method of R.M. Baevsky and the level of the functional state of first-year students during an experimental study. Scientific novelty lies in the expansion of theoretical and practical approaches to physical education at the university. The positive impact of the proposed teaching methods on the level of functional readiness of first-year students is substantiated and experimentally proved. To improve the methodology, a set of methods was used: analysis of scientific and methodological literature, the method of pedagogical research, pedagogical experiment, methods of mathematical statistics.

scholarly journals Peculiarities of formation of foreign language communicative competence of university students in conditions of distance learning

2021 ◽  
Author(s):  
Я.Ю. Горгарова
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Foreign Language ◽  
University Students ◽  
Information And Communication Technologies ◽  
Communicative Competence ◽  
Learning Technologies ◽  
Educational Process ◽  
Technical Problems

Данная статья посвящена особенностям формирования иноязычной коммуникативной компетентности студентов вуза в условиях дистанционного обучения. Актуальность проводимого исследования заключается в попытке разрешения противоречия между необходимостью использования информационно-коммуникационных технологий, в том числе и дистанционного обучения, в образовательном процессе высших учебных заведений и недостаточностью условий для реализации их инновационного потенциала. В этой связи автором была уточнена сущность понятий «дистанционное образование», «дистанционное обучение», «дистанционные образовательные технологии», «онлайн-обучение», определена их роль в контексте новой образовательной парадигмы современности, проанализирован практический опыт применения онлайн-обучения в целях формирования иноязычной коммуникативной компетентности студентов вуза, а также даны рекомендации по использованию цифровых ресурсов на занятиях по практическому курсу французского языка. В ходе наблюдения за учебным процессом в дистанционном формате и беседы со студентами 4 курса Института лингвистики и мировых языков Калужского государственного университета им. К.Э. Циолковского, автор приходит к выводу, что при условии решения ряда проблем организационного и технического характера дистанционное обучение представляет большие перспективы в развитии высшего образования в России. Статья предназначена для работников системы образования, исследователей и педагогов-практиков. This article is devoted to the peculiarities of formation of foreign-language communicative competence of university students in the conditions of distance learning. The relevance of the research is an attempt to resolve the contradiction between the need to use information and communication technologies, including distance learning, in the educational process of higher education institutions and the lack of conditions for the realization of their innovative potential. In this regard, the author clarified the essence of the concepts of «distance education», «distance learning», «distance learning technologies», «online learning», defined their role in the context of the new educational paradigm, analyzed the practical experience of using online learning in order to form the foreign language communicative competence of university students and gave recommendations for the application of digital resources in the practical French course. During the observation of the learning process in a distance format and conversation with fourth-year students of the Institute of Linguistics and World Languages of K.E. Tsiolkovsky Kaluga State University, the author concludes that if a number of organizational and technical problems are solved, distance learning is very promising for the development of higher education in Russia. The article is intended for employees of the education system, researchers and teachers-practitioners.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals Med tvivlen som følgesvend: En analyse af omfang af og kilder til studietvivl blandt studerende

2016 ◽  
Vol 10 (19) ◽  
Author(s):  
Kim Jesper Herrmann ◽  
Rie Troelsen ◽  
Anna Bager-Elsborg
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Quantitative Analysis ◽  
Student Development ◽  
Education System ◽  
First Year ◽  
Course Selection ◽  
First Year Students ◽  
Study Programme ◽  
The University

De senere års uddannelsespolitiske initiativer har belønnet studerende, der er hurtige til at vælge en videregående uddannelse, og som holder fast i den uddannelse, de nu engang har valgt. At vælge uddannelse er imidlertid ledsaget af tvivl, og nyere dansk forskning har vist, at studerende vedvarende forhandler deres position på uddannelsen. I dette studie undersøgte vi, hvor stor en andel af aktive universitetsstuderende, der stadig var i tvivl om deres valg af studie, og vi undersøgte baggrunden for denne tvivl. På baggrund af en kvantitativ analyse af svar fra 4.339 studerende på Aarhus School of Business and Social Sciences, Aarhus Universitet, fandt vi, at en tredjedel af de studerende, selv efter optagelse på deres uddannelse, stadig var i tvivl om, hvorvidt de havde valgt det rigtige studie, og at dette gjaldt for førsteårsstuderende såvel som for studerende på femte år. Analysen viste yderligere, at studietvivl var mere udbredt blandt studerende, som havde (i) svært ved at se det interessante og relevante i fagene; (ii) lav tiltro til egne akademisk evner; (iii) opnået lave karakterer ved forudgående eksamener på universitetet. I artiklens perspektivering diskuterer vi, hvorvidt studietvivl må betragtes som et almindeligt og uproblematisk studie- og livsvilkår eller, om studietvivl må antages at være problematisk. Recent reforms of the Danish education system tend to favour those students who are quick to decide what higher education course they want to study and then stick to their decision. However, research has shown that the process of course selection and completion is not always linear and that students continuously negotiate their position in their study programme. In this study we examined how current university students experienced doubt about their choice of programme, and we examined the context surrounding this doubt. Based on a quantitative analysis of answers from 4339 students at the Aarhus School of Business and Social Sciences, we found that one third of students, even after enrolment in the university, had doubts about their choice of study programme. This was true for first-year students as well as students in their fifth year. Furthermore, the analysis showed that those students who (i) had difficulties finding interest and relevance in their study programme, (ii) had low confidence in their own academic abilities or (iii) had achieved low marks in previous exams at the university, were the most likely to be uncertain about their choice of course. We discuss whether having doubts about a chosen area of study once the programme has started can be considered a normal and unproblematic process in student development, or whether it should be considered problematic.

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