scholarly journals Laptop computers and wireless university campus networks: Is flexibility and effectiveness improved?

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Miikka J. Eriksson ◽  
Hanna Vuojärvi ◽  
Heli Ruokamo
Keyword(s):  
University Students ◽  
Student Support ◽  
Traditional Students ◽  
Questionnaire Data ◽  
University Campus ◽  
Laptop Computers ◽  
Campus Networks ◽  
Non Traditional Students ◽  
Support Practices ◽  
The University

<span>This study explores whether university students find that laptop computers and networks increase flexibility and effectiveness of studying. Special attention has been paid to non-traditional students who have extra commitments, such as taking care of children or term-time employment. Questionnaire data was collected from students who had the opportunity to acquire a laptop partly sponsored by the university. The data was analysed quantitatively. Results show that students with children particularly benefited from the support the laptops and networks provided. However, term-time employment did not influence students' experiences of flexibility or effectiveness in studying. Since it is increasingly common for university students to have other commitments along with their studies, this information can be utilised when planning teaching and student support practices.</span>

scholarly journals Views and attitudes of university students in Upper Egypt towards youth health centers

2020 ◽  
Vol 95 (1) ◽  
Author(s):  
Mohamed M. Abd El-Mawgod ◽  
Shimaa A. Elghazally ◽  
Heba M. Mohammed ◽  
Mariam Roshdy Elkayat ◽  
Doaa M. M. Osman
Keyword(s):  
University Students ◽  
Cross Sectional Study ◽  
Health Needs ◽  
University Campus ◽  
Youth Health ◽  
Cross Sectional ◽  
Upper Egypt ◽  
Sexually Transmitted ◽  
Laboratory Services ◽  
The University

Abstract Background A healthy youth is considered the major human resource for any country development. They are suffering from unmet health needs. Considering these needs and their attitude towards the use of youth health center (YHC) services would help to improve both the quality and quantity of these services. Objectives To identify the students’ perceived health needs and their attitude towards use of the YHCs in Assiut University campus, Upper Egypt a cross-sectional study was conducted among 305 randomly selected university students. Data were collected using an interviewer-administered questionnaire. Results The majority of the students (80%) said that youth have special health needs. The most reported needs were psychological support, health education on different topics including reproductive health and sexually transmitted diseases, and nutritional services respectively. There was a high perception among surveyed students (71.5%) that the existing health services are inadequate for meeting their needs. Counseling, laboratory services, and premarital examination were the most frequently reported services mentioned by youth to be offered in YHCs. The majority (78.1%) preferred the health provider to be of the same sex. Despite the prevailing conservative culture in Upper Egypt, the students had positive attitude towards availability of sexual and reproductive information and establishment of a YHC in the university campus. A low awareness rate (15.1%) about the already existing YHC in university campus was revealed. Conclusion University students perceived that there are unmet needs for youth-specialized services, mainly for providing sexual and reproductive information, and establishment of an on-campus YHC. The study provides important information for policymakers about the perspectives of youth which should be taken into consideration when new YHC are planned and implemented.

Examining University Retention Efforts of Non-Traditional Students

2011 ◽  
pp. 228-237
Author(s):  
Valerie McGaha-Garnett
Keyword(s):  
Academic Success ◽  
Financial Stability ◽  
Traditional Students ◽  
State University ◽  
Her Family ◽  
University Retention ◽  
Delivery Services ◽  
Educational Credentials ◽  
Non Traditional Students ◽  
The University

Many non-traditional and first-generation students face multiple limitations to successful academic achievement, like the case of the student referred to in this chapter named Sarah. A primary strength that Sarah identified, related to academic success, was her ability to provide emotional and financial stability for her family. To accommodate her full-time schedule and parenting demands, Sarah expressed a need to learn through distance education from a research-based, state university. Adult learners, like Sarah, are more likely to seek online instructional delivery services. They often do this to as they seek educational credentials and job enhancement for the workplace. Despite the increased usage of web-based course delivery, many students favor traditional learning environments in the university (Adams & Corbett, 2010). Thus, personal, academic, and social factors may determine non-traditional students’ preference in learning methods.

Support Practices to Provide Social Capital in Open Distance Learning: Master’s and Doctoral Students’ Views

2018 ◽  
Vol 39 (1) ◽  
pp. 1-16
Author(s):  
Salome Schulze
Keyword(s):  
South Africa ◽  
Social Capital ◽  
Doctoral Students ◽  
Survey Design ◽  
Institutional Support ◽  
Student Support ◽  
Student Groups ◽  
Males And Females ◽  
Support Practices ◽  
The University

The University of South Africa is challenged by the slow throughput and high dropout rates of its master’s and doctoral students. Thus, the aim of the investigation was to determine these students’ views of the support they received in all aspects of their studies within one particular college of the university. The researcher also investigated if different student groups had different views in this regard. Using a survey design, 77 master’s and doctoral students completed a questionnaire (constructed by the researcher), by means of a five-point Likert scale. There was also an open-ended question, which made provision for students to provide recommendations for how institutional support could be improved. The findings revealed problems with the appointment process of supervisors, the guidance given by some supervisors, as well as the timing of and support provided at seminars with regard to some facets of research. Statistically significant differences were determined between males and females and between master’s and doctoral students respectively in some aspects. Recommendations for improvement of student support were made.

Psychological Well-Being, Self-Concept, and Couple Relations in University Students

2018 ◽  
pp. 174-194 ◽  
Author(s):  
Lucía Herrera Torres ◽  
Laila Mohamed Mohand ◽  
Sergio Cepero Espinosa
Keyword(s):  
University Students ◽  
Well Being ◽  
Self Concept ◽  
Couple Relationships ◽  
Cultural Group ◽  
University Campus ◽  
Psychological Well Being ◽  
Professional Self ◽  
The University ◽  
The Relationship

The aim of this chapter is to analyze the psychological well-being of university students, their self-concept and certain behaviours and attitudes of violence in couple relationships by gender and cultural group (European vs. Amazigh) as well as to determine the relationship amongst the three constructs evaluated. For it, 100 university students of the University Campus of Melilla, Spain, participated in the research. The Psychological Well-Being Scale (PWBS), the Test of Self-Concept Form 5 (AF-5), and the Dating Violence Questionnaire (DVQ) were the instruments used for the data collection. Main results showed differences by gender on the Degree of distress experienced by the presence of violent behaviours and attitudes in couple relationships, the Academic/Professional Self-concept and Self-Esteem. Regarding cultural group, differences were showed on the Couple Relationships Scale of PWBS. In addition, different correlations were found. Finally, the need to address the elements analyzed at the university context is discussed.

‘Go Boldly, Dream Large!’: The Challenges Confronting Non-Traditional Students at University

2011 ◽  
Vol 55 (2) ◽  
pp. 115-131 ◽  
Author(s):  
Lyle Munro
Keyword(s):  
University Students ◽  
Financial Incentives ◽  
Traditional Students ◽  
University Student ◽  
University Education ◽  
Widening Participation ◽  
Full Time ◽  
Inclusive Curriculum ◽  
Part Time ◽  
Non Traditional Students

This article examines the challenges facing non-traditional university students—and to a lesser extent their lecturers in ‘the stretched academy’—who are increasingly enrolling in university courses in Australia and elsewhere. The article looks at this issue from the perspective of non-traditional students at a regional campus in Victoria. These students include many from disadvantaged backgrounds and those who do not conform to the conventional idea of the Australian university student. Typically, for most of the postwar period, the traditional university student was a recent graduate from high school with good grades and enrolled full-time. Most importantly, such students came predominantly from high socio-economic backgrounds that equipped them with the kind of cultural capital that provides a head start in the academic environment. By contrast, non-traditional university students of the last two decades or so are a much more diverse cohort consisting of large numbers of full-fee-paying international students, older, mature-age students studying mainly on a part-time basis by distance education, and increasing numbers of domestic students who only in recent times have aspired to a university education. Many of these latter students are ostensibly full-time but in reality spend more time in paid part-time jobs than they do on campus. These ‘student-workers’ are the main focus of this article because it is the dual role of the undergraduate as worker and scholar that is of concern to university personnel especially in the context of the widening participation agenda of the federal government. Such students are compelled to support themselves in term-time employment, which inevitably affects their commitment to study and consequently their academic prospects. The article concludes with the suggestion that slogans such as those in the title are misleading if they are not accompanied by financial incentives and a more inclusive curriculum that acknowledges the study-work challenges facing non-traditional university students.

scholarly journals Carpooling as an Immediate Strategy to Post-Lockdown Mobility: A Case Study in University Campuses

2021 ◽  
Vol 13 (10) ◽  
pp. 5512
Author(s):  
Ricardo Tomás ◽  
Paulo Fernandes ◽  
Joaquim Macedo ◽  
Margarida Cabrita Coelho
Keyword(s):  
Public Transportation ◽  
Road Traffic ◽  
Pollutant Emissions ◽  
University Campus ◽  
Microscopic Traffic Simulation ◽  
University Campuses ◽  
The Road ◽  
Traffic Performance ◽  
Campus Networks ◽  
The University

Carpooling is a mobility concept that has been showing promising results in reducing single occupancy use of private cars, which prompted many institutions, namely universities, to implement carpooling platforms to improve their networks sustainability. Nowadays, currently under a pandemic crisis, public transportation must be used with limitations regarding the number of occupants to prevent the spread of the virus and commuters are turning even more to private cars to perform their daily trips. Carpooling under a set of precaution rules is a potential solution to help commuters perform their daily trips while respecting COVID-19 safety recommendations. This research aimed to develop an analysis of the road traffic and emission impacts of implementing carpooling, with social distancing measures, in three university campus networks through microscopic traffic simulation modeling and microscopic vehicular exhaust emissions estimation. Results indicate that employing carpooling for groups of up to three people to safely commute from their residence area to the university campus has the potential to significantly reduce pollutant emissions (reductions of 5% and 7% in carbon dioxide and nitrogen oxides can be obtained, respectively) within the network while significantly improving road traffic performance (average speed increased by 7% and travel time reduced by 8%).

scholarly journals What’s Your Cap? The Highlights and Lowlights of Developing a Research and Theory-Driven Binge Drinking Prevention Initiative on a Canadian University Campus

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Elisabeth Bartlett ◽  
Dani Robertson-Boersma ◽  
Colleen Anne Dell ◽  
David Mykota
Keyword(s):  
High Risk ◽  
University Students ◽  
Binge Drinking ◽  
Action Theory ◽  
Research Literature ◽  
Health Concern ◽  
University Campus ◽  
University Campuses ◽  
High Risk Drinking ◽  
The University

Binge drinking is a serious health concern on university campuses across North America. This article examines the development of the University of Saskatchewan Student Binge Drinking Prevention Initiative (BDPI) and its grounding within the theoretical and research literature. We begin the article by establishing the rates and patterns of high-­‐risk drinking among university students. Next, we review the BDPI’s formation, and its commitment to drawing upon the latest empirical evidence on prevention campaigns. We also look at the guidance that Community Coalition Action Theory provided to the BDPI’s development. Together, these approaches enabled the BDPI to be student-­‐run, proactive, and account for gender and other forms of diversity. Last, the central highlights and lowlights for students involved in the BDPI’s development are shared. This paper helps fill a gap in the literature on developing coalition prevention efforts aimed at reducing high-­‐risk alcohol consumption by university students. 

Habitus conflicts and experiences of symbolic violence as obstacles for non-traditional students

2017 ◽  
Vol 16 (1) ◽  
pp. 12-29 ◽  
Author(s):  
Erna Nairz-Wirth ◽  
Klaus Feldmann ◽  
Judith Spiegl
Keyword(s):  
Higher Education ◽  
Social Inequality ◽  
Methodological Approach ◽  
Traditional Students ◽  
Traditional Student ◽  
Working Class Students ◽  
Non Traditional Students ◽  
Underlying Mechanisms ◽  
Institutional Habitus ◽  
The University

Despite an expansion of educational opportunities throughout the EU, access to university is still distributed based on social inequality. This tendency can be observed in all EU countries, with Germany, Austria and Slovakia showing particularly low levels of upward mobility. Many working-class students or other non-traditional students never even contemplate entering the field of higher education; others achieve university entry, but fail to overcome the obstacles faced in this field. Drawing on Bourdieu’s theoretical-methodological approach and based on 12 narrative, problem-centred interviews, this study presents a general habitus-oriented analysis of non-traditional university drop outs. We then focus on one case study to describe how the habitus of a non-traditional student is preformed through his family and school background and conflicts with the university field and its institutional habitus requirements. We show that students with a strong sense of their social position and ‘place’ (Bourdieu, 1990; Goffman, 1951) are particularly at risk of feeling like ‘cultural outsiders’ in the higher education field, a situation that leads to increased fears of failure. We conclude with a reflection on the relevance of Bourdieu’s relational thinking for understanding and addressing the underlying mechanisms of social inequality and a discussion of measures necessary to improve graduation rates for non-traditional students in Europe.

The impact of TRIO Student Support Services on academic performance of non-traditional students at a public state college in Georgia

2020 ◽  
pp. 147797142091593
Author(s):  
Christopher A Bennett ◽  
E-Ling Hsiao ◽  
Dianne C Dees ◽  
Daesang Kim ◽  
Michael J Bochenko
Keyword(s):  
Graduation Rates ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Traditional Students ◽  
Retention Rates ◽  
Trio Student Support Services ◽  
State College ◽  
Non Traditional Students ◽  
The Impact

The purpose of this study was to investigate the impact of TRIO Student Support Services (SSS) on academic performance of non-traditional students and perceived experiences of its recent graduates at a public state college in Georgia. A mixed-methods design was employed for data collection including (1) year-to-year retention rates of 480 SSS and non-SSS students, (2) three-year graduation rates and cumulative grade point averages of 2010–2013 and 2013–2016 cohorts and (3) two focus group interviews with eight 2016 SSS graduates. Significant differences were found in year-to-year retention rates and three-year graduation rates between SSS and non-SSS students. The graduates also reported that TRIO SSS assisted them in degree completion by offering (1) academic advisement, (2) degree planning, (3) development of self-confidence through motivation and mentorship, (4) academic resources and (5) a family-oriented environment. The results proved that TRIO SSS-assisted non-traditional students interacting with academic and social components of the institution, which helped to increase student retention and graduation rates.

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