scholarly journals University Participation In First Wpi's Experience

2020 ◽  
Author(s):  
William W. Durgin
Keyword(s):  
University Participation

Knowledge, Justice, and Equity

2022 ◽  
pp. 188-214
Author(s):  
Jenny Dean ◽  
Philip Roberts
Keyword(s):  
School Curriculum ◽  
Learning Opportunities ◽  
Equitable Access ◽  
Indigenous Students ◽  
Academic Curriculum ◽  
School Completion ◽  
Epistemic Justice ◽  
Marginalized Learners ◽  
University Participation

This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.

scholarly journals PRACTICE OF COOPERATION OF HIGHER EDUCATIONAL INSTITUTION AND EMPLOYERS` ORGANIZATIONS IN RUSSIA ON THE EXAMPLE OF THE DEPARTMENT OF PERSONNEL MANAGEMENT OF THE “STATE UNIVERSITY OF MANAGEMENT”

2019 ◽  
pp. 189-194
Author(s):  
T. V. Suvalova
Keyword(s):  
Personnel Management ◽  
Professional Education ◽  
Educational Institution ◽  
The State ◽  
Educational Process ◽  
State University ◽  
University Personnel ◽  
Close Cooperation ◽  
University Participation ◽  
The University

The experience of cooperation with organizations of employers of the Department of “Personnel Management” of the State University of Management has been explored. The main areas of interaction have been listed, such as the creation and maintenance of a club of graduates of the department, work with students of the center of additional professional education, holding round tables, master classes by employers on the territory of the university, participation in the career day, organization and holding of the annual All-Russian Inter-University Personnel Forum named after A. Ya. Kibanov. Close cooperation with employers ensures the integration of the educational process into practice and vice versa. As a result of cooperation, according to the data of HeadHunter Сompany, the Department of Personnel Management took honorable third place in the list of winners, releasing the most demanded specialists in the field of training “personnel management” to the labor market.

scholarly journals Una experiencia estudiantil y colectiva de investigación feminista decolonial en la Universitat de València. Trayectorias epistémicas y metodológicas

2017 ◽  
pp. 21
Author(s):  
Salomé Carvajal Ruiz
Keyword(s):  
Option Value ◽  
Student Research ◽  
Situated Knowledges ◽  
Collective Experience ◽  
University Participation ◽  
University Classrooms

<p class="Cuerpodetexto"><strong>Resumen</strong></p><p class="Cuerpodetexto">Necesitábamos producir conocimientos situados y llevar a cabo prácticas feministas al margen de las epistemes eurocéntricas y metodologías positivistas aprendidas en las aulas universitarias en favor de <em>querer-hacer-vivir</em> feminismos no hegemónicos. Nos propusimos crear y dinamizar una Colectiva como estrategia de participación universitaria sociocultural que sostuviera una complementariedad dinámica tanto epistemológica como metodológica. El presente texto narra parte de la trayectoria de la Colectiva como <em>locus </em>propicio para llevar a cabo una experiencia colectiva de investigación estudiantil liderada por mujeres-migrantes-racializadas-estudiantes de la Universitat de València, compartiendo y conviviendo trayectorias feministas que devinieron inexcusablemente decoloniales.</p><p class="Cuerpodetexto"> </p><p class="Cuerpodetexto"><strong>Abstract</strong></p><p class="Cuerpodetexto">We needed to produce situated knowledges and undertake feminist practices, apart from the eurocentric episthemes and positivist methodologies learned in university classrooms, with the aim to <em>want-do-live</em> non-hegemonic feminisms. We intended to create and energize a Collective as a strategy for sociocultural university participation which could support a dynamic complementarity both episthemological and methodological. The present paper narrates part of the trajectory of the Collective as a favorable <em>locus </em>to bring about a collective experience of student research lead by migrant-racialized-student-women from University of Valencia, sharing and living altogether feminist trajectories which became inexcusably decolonial.</p><p class="Cuerpodetexto"> </p><div id="SLG_balloon_obj" style="display: block;"><div id="SLG_button" class="SLG_ImTranslatorLogo" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/imtranslator-s.png'); display: none; opacity: 1;"> </div><div id="SLG_shadow_translation_result2" style="display: none;"> </div><div id="SLG_shadow_translator" style="display: none;"><div id="SLG_planshet" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/bg2.png') #f4f5f5;"><div id="SLG_arrow_up" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/up.png');"> </div><div id="SLG_providers" style="visibility: hidden;"><div id="SLG_P0" class="SLG_BL_LABLE_ON" title="Google">G</div><div id="SLG_P1" class="SLG_BL_LABLE_ON" title="Microsoft">M</div><div id="SLG_P2" class="SLG_BL_LABLE_ON" title="Translator">T</div></div><div id="SLG_alert_bbl"> </div><div id="SLG_TB"><div id="SLG_bubblelogo" class="SLG_ImTranslatorLogo" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/imtranslator-s.png');"> </div><table id="SLG_tables" cellspacing="1"><tr><td class="SLG_td" align="right" width="10%"><input id="SLG_locer" title="Fijar idioma" type="checkbox" /></td><td class="SLG_td" align="left" width="20%"><select id="SLG_lng_from"><option value="auto">Detectar idioma</option><option value="">undefined</option></select></td><td class="SLG_td" align="center" width="3"> </td><td class="SLG_td" align="left" width="20%"><select id="SLG_lng_to"><option value="">undefined</option></select></td><td class="SLG_td" align="center" width="21%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" align="center" width="6%"> </td><td class="SLG_td" width="10%"> </td><td class="SLG_td" align="right" width="8%"> </td></tr></table></div></div><div id="SLG_shadow_translation_result" style="visibility: visible;"> </div><div id="SLG_loading" class="SLG_loading" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/loading.gif');"> </div><div id="SLG_player2"> </div><div id="SLG_alert100">La función de sonido está limitada a 200 caracteres</div><div id="SLG_Balloon_options" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/bg3.png') #ffffff;"><div id="SLG_arrow_down" style="background: url('chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/img/util/down.png');"> </div><table width="100%"><tr><td align="left" width="18%" height="16"> </td><td align="center" width="68%"><a class="SLG_options" title="Mostrar opciones" href="chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/html/options/options.html?bbl" target="_blank">Opciones</a> : <a class="SLG_options" title="Historial de traducciones" href="chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/html/options/options.html?hist" target="_blank">Historia</a> : <a class="SLG_options" title="ImTranslator Ayuda" href="http://about.imtranslator.net/tutorials/presentations/google-translate-for-opera/opera-popup-bubble/" target="_blank">Ayuda</a> : <a class="SLG_options" title="ImTranslator Feedback" href="chrome-extension://mchdgimobfnilobnllpdnompfjkkfdmi/content/html/options/options.html?feed" target="_blank">Feedback</a></td><td align="right" width="15%"><span id="SLG_Balloon_Close" title="Cerrar">Cerrar</span></td></tr></table></div></div></div>

scholarly journals How Jordanian Students Learn about Americans? A Case Study at Yarmouk University in Irbid, Jordan

2017 ◽  
Vol 11 (4) ◽  
pp. 718
Author(s):  
Irene Gibson ◽  
Mohammed S. Banihani
Keyword(s):  
Cultural Exchange ◽  
Educational Programs ◽  
American Music ◽  
Positive Opinion ◽  
Exchange Programs ◽  
Exchange Program ◽  
Average Confidence ◽  
Yarmouk University ◽  
University Participation ◽  
The U.S

This study investigated how educational programs affect Jordanian students‟ perceptions of Americans. Students were from Yarmouk University in Jordan. The focus was twofold: first, to document opinions about Americans and American-related topics. Second, to determine if various educational programs relating to Americans impact opinions about Americans. The focus of the study compared students involved in cultural exchange programs to students not involved in exchange programs. This study was based on a questionnaire distributed to a purposeful sample of undergraduate and graduate students at Yarmouk University. Participation in a cultural exchange program was found to not have a significant effect on opinion of Americans. Program participants reported a greater proportion of “very positive” opinions of Americans, and did not hold “very negative” opinions of Americans, but these differences were not statistically significant. When comparing average opinions on Americans and related questions, exchange participants reported on average more positive opinions in cultural categories, but more negative opinions in governmental categories. The average confidence in knowledge about Americans was higher in exchange participants than the confidence of non-participants. Having a more positive opinion of the U.S., American ideas about democracy, American music, movies, and television, and desire to travel to the U.S. all were significantly associated with a more positive opinion about Americans.

The validity of Transtheoretical Model through different psychological variables / La validez del modelo transteórico a través de diferentes variables psicológicas

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Zaira Morales ◽  
Luis Miguel Pascual ◽  
José Carmona
Keyword(s):  
Behavior Change ◽  
Transtheoretical Model ◽  
Change Model ◽  
Addictive Behaviors ◽  
Health Attitudes ◽  
Health Habits ◽  
Psychological Variables ◽  
Intentional Behavior ◽  
University Participation ◽  
Sobre Todo

El Modelo Transteórico es un modelo ampliamente utilizado para la explicación del cambio intencional, sobre todo cuando el cambio se refiere a conductas adictivas. A pesar de ello, también ha sido un modelo muy criticado, entre otros motivos por falta de validez. En este trabajo nos propusimos valorar la validez del propio modelo evaluando diferentesvariables psicológicas distintas a los propios constructos del modelo: amplificación somatosensorial, hábitos de salud, actitudes y opiniones.La muestra estuvo compuesta por 347 estudiantes de la Universidad de Huelva. La participación fue voluntaria. Los sujetos fumadores se distribuyeron según las etapas del Modelo Transteórico de la siguiente manera: 40.0% precontempladores, 18.3% contempladores, 9,7% preparadores, 9.0% acción y 23.0% mantenedores. Los resultados obtenidos apoyan la validez del modelo. AbstractThe Transtheoretical Model is widely used for explaining intentional behavior change, especially in addictive behaviors. Nevertheless, it is a much criticized model, due to its lack of validity. The aim of this study is to evaluate the model’s legitimacy assessing several psychological variables which differ from the its constructs: somatosensorial amplification, health habits, concern for health, attitudes and opinions. For it we use a students’ sample within the Huelva University. Participation was voluntary. The smokers were distributed according to the stages of the model Transtheoretical Change Model of the following way: 40.0% precontemplators, 18.3% contemplators, 9.7% preparers, 9.0% active, and 23.0% in maintenance. The results support the validity of the Transtheoretical Model.

Understanding white working-class female experiences of progression into a UK Russell Group Institution

2021 ◽  
Vol 23 (1) ◽  
pp. 31-53
Author(s):  
Vanessa Todman
Keyword(s):  
Qualitative Research ◽  
Working Class ◽  
Social Mobility ◽  
Support Groups ◽  
Barriers And Enablers ◽  
White Working Class ◽  
University Participation ◽  
Barriers And Motivators ◽  
At Home

When looking at barriers to social mobility, the experience of white working-class females and the choices they make when applying to university is under-researched, though it is touched upon through intersections of gender, ethnicity and class. This paper presents findings from qualitative research with students who identified as white, working-class and female, studying at a London-based Russell Group university. It explores the barriers and enablers they experienced in making the decision to go to university. The analysis highlighted three factors: (1) Circumstances at home often influenced their decision, representing both barriers and motivators. (2) They experienced a lack of support from schools and support but minimal resources within their family. (3) Lack of self-belief merged with a desire to prove themselves influenced their actions. The findings of this research suggest that this group has needs and barriers which practitioners should consider when trying to encourage university participation. These include: strengthening support groups, articulating both the unusual journeys this group may take to university and the benefits of different journeys and courses in a salient way, helping them to feel like they belong at university before they start and encouraging them to ask for help.

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