scholarly journals Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

2020 ◽  
Vol 8 (1) ◽  
pp. 85
Author(s):  
Golaleh Makrooni ◽  
Eero Ropo
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Well Being ◽  
University Education ◽  
Educational Success ◽  
Dynamic Architecture ◽  
Educational Pathways ◽  
Success In Higher Education ◽  
Migrant Family ◽  
Generation Migrant

The increasing migration and internationalization of societies require a new dynamic architecture in higher education. Understanding the educational journey of specific groups of students is, therefore, of great importance. This study describes the educational pathways of first-generation migrant family students (FGMFSs) who have been successful in their university education. For this grounded theory study, fifteen FGMFSs at universities in Finland were interviewed. Three main categories—the academic environment, academic performance, and academic well-being—were identified as critical factors influencing their educational success in higher education. The results of this study can help educators and policymakers better understand the factors that are important for FGMFSs’ sense of belonging and educational success in higher education.

scholarly journals From Challenge to Empowerment: Cross-Cultural Experiences and Perceptions of First-Generation Migrant Family Students

2020 ◽  
Vol 7 (3) ◽  
pp. 112
Author(s):  
Golaleh Makrooni
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Cross Cultural ◽  
Educational Institutions ◽  
Migrant Students ◽  
Cultural Challenges ◽  
Cultural Experiences ◽  
Migrant Family ◽  
Educational Path ◽  
Generation Migrant

Although research on migrant students and their education exists, there is a lack of knowledge in Finland about the experiences and perceptions of successful First-Generation Migrant Family Students (FGMFS) in their educational path and transition from school to higher education. Therefore, this study aims to identify the main factors by which these students can successfully shape their educational pathway. Fifteen FGMFS pursuing higher education in Finland were interviewed, and, with the help of Grounded Theory (GT), three main categories — Individualism and Collectivism, Gender Role, and Critical Thinking — were identified as significant in coping with cross-cultural challenges and continuing their study in higher education successfully. The results of this study can help educational institutions create empowering environments to enhance the learning of FGMFS.

scholarly journals Being a First-Generation Migrant Family Student in Finland: Perceptions and experiences of the Educational Journey to Higher Education

2019 ◽  
Vol 6 (3) ◽  
pp. 157
Author(s):  
Golaleh Makrooni
Keyword(s):  
Higher Education ◽  
Interpersonal Relationships ◽  
First Generation ◽  
Family Values ◽  
Policy Makers ◽  
Institutional Values ◽  
Migrant Families ◽  
Migrant Family ◽  
Support Students ◽  
Generation Migrant

This research aimed to investigate the situation of first-generation migrant family students (FGMFSs) in higher education in Finland and determined how FGMFSs experience and perceive their educational journey to achieve higher education. The study focused on the factors that support students to be successful in their education. Fifteen first generation students in higher education who belong to migrant families in Finland were surveyed utilizing semi-structured in-depth interviews. In this qualitative study, grounded theory (GT) was used to identify emerging latent patterns from data. Three main categories family values, institutional values, and interpersonal relationships were identified to support students to be successful in their education and enter higher education. The results of this study can help educational institutions, educators, and policy makers understand what factors are important in improving educational success for migrant students.

scholarly journals Features of Formation of Russian Legislation on Higher Education of the XVII-XVIII Centuries

2021 ◽  
Vol 18 (4) ◽  
pp. 388-397
Author(s):  
A. G. Bykova ◽  
I. V. Kiselev
Keyword(s):  
Higher Education ◽  
Public Relations ◽  
Social Relations ◽  
18Th Century ◽  
Educational Institution ◽  
Historical Context ◽  
Well Being ◽  
Legal Regulation ◽  
University Education ◽  
Educational Institutions

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

Development Challenges of a Full Integrated App in Higher Education

2016 ◽  
pp. 1-24 ◽  
Author(s):  
Anabela Sousa Pereira ◽  
António A. Moreira ◽  
Paulo Chaló ◽  
Luís Sancho ◽  
Ana Varela ◽  
...  
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Multidisciplinary Approach ◽  
Well Being ◽  
Digital Systems ◽  
Educational Success ◽  
Motivation And Engagement ◽  
Health Promoting ◽  
Potential Tool ◽  
Worthwhile Investment

A recent development in Higher Education reflects a growing use of digital systems and services. Younger students tend to adapt in a quicker manner than their predecessors and app use has not been an exception. This chapter's tried to reflect upon the paradigm shift in the field of HE associated with the introduction of apps like learning and health promoting apps, with particular focus on mHealth and biofeedback. The newer trend of gamification is also considered as a potential tool for increased motivation and engagement. The authors consider that the development of a coherent solution, based on a multidisciplinary approach for the promotion of students' educational success and well-being would be a worthwhile investment, leading to an innovative, integrated multidisciplinary app that might act as a promoter of HE student's adaptation, success and wellbeing.

(Dis)Integration

2020 ◽  
pp. 152-166
Author(s):  
Micere Keels
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Well Being ◽  
Colleges And Universities ◽  
Revolving Door ◽  
Educational Success ◽  
Student Debt ◽  
Personal Cost ◽  
College Going ◽  
Institutional Action

This concluding chapter takes a step back to examine the bigger picture and suggests ways that colleges and universities could achieve greater integration by attending to difference. Latinx and Black students' college-going identity challenges are often created through institutional action and inaction, and can be resolved through institutional action. Higher education has shown itself to be a revolving door that puts too many Latinx and Black students right back outside their walls, with student debt and without a degree that would lead to the wages needed to service that debt. Although the persistence problem has been foregrounded throughout this work, the chapter shows that the broader goal of campus counterspaces is fostering persistence coupled with psychological, emotional, and cultural well-being. Too many studies show that for historically marginalized students, educational success comes at a high personal cost.

scholarly journals Adverse Childhood Experiences and Resilience Factors Associated with Higher Education Success

2019 ◽  
Author(s):  
Ritika Bhawal ◽  
Tyler Smith ◽  
Besa Smith
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Academic Success ◽  
Adverse Childhood Experiences ◽  
College Success ◽  
Well Being ◽  
Educational Success ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Health And Well Being

Abstract Introduction: Student success in institutions of higher education is of mounting importance as the link between education, health, and well-being grows. This study investigates adverse childhood experiences (ACE) that may confer resilience or may negatively impact a student’s educational success independent of other known factors for educational achievement. Methods: A cross-sectional survey-based study was conducted using the 2012 Behavioral Risk Factor Surveillance System (BRFSS) data to investigate a large representative US Population of 25-35-year-olds (n=2,543) that were surveyed on ACE measures. Univariate and weighted multivariable logistic regression models focused on educational success in those with and without ACE factors are presented. All data management and analyses were conducted using SAS® 9.4. Results: Each single level increase of ACE reporting indicated an unadjusted 5% decrease in odds for obtaining some college or a college degree. Adjusting for other ACEs, demographic, socioeconomic, behavioral, and health factors, parental depression and mental illness in childhood was associated with college success, while those who experienced parental drug use, prison time, divorce, and being physically hurt at home as a child had statistically significantly lower odds of college success. Other significant predictors of academic success included being female, normal weight, never smoking, never being married, reporting good/excellent health, and exercising with a c-statistic of .88 indicating a strong prediction model. Conclusions: Higher education success and the myriad of associated public health benefit requires significant student and institutional interaction to be flexible enough to engage traditional as well as adult, non-traditional, and underserved student populations. Understanding the modifiable and non-modifiable constellation of health and well-being factors will better allow a more population-based student-centered approach to higher education. Keywords: education; public health; learning; Resilience

scholarly journals Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?

2019 ◽  
Vol 3 (2) ◽  
pp. 37-54 ◽  
Author(s):  
Artem Ingmar Benediktsson ◽  
Anna Katarzyna Wozniczka ◽  
Anh Dao Katrín Tran ◽  
Hanna Ragnarsdóttir
Keyword(s):  
Higher Education ◽  
Multicultural Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Immigrant Students ◽  
Teaching Method ◽  
Well Being ◽  
University Education ◽  
Responsive Teaching ◽  
Positive Effects

The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.

scholarly journals The Multidimensional Phenomenon of Study Success in Higher Education—A Head Start to Success at Work?

2016 ◽  
Vol 6 (3) ◽  
pp. 1 ◽  
Author(s):  
Satu Uusiautti ◽  
Kaarina Määttä
Keyword(s):  
Head Start ◽  
Well Being ◽  
University Education ◽  
Success Factor ◽  
Study Success ◽  
Quality Outcomes ◽  
Success In Higher Education ◽  
Research Questions ◽  
Students Satisfaction ◽  
Changing World

<p>Universities are worried about students’ satisfaction and well-being. These elements are important when pursuing to enhance efficient graduation and quality outcomes in studies. The changing world, indeed, has changed the elements of success in education and in work, too, which is the area of life students enter from universities. The purpose of this article is, first, to discuss the prerequisites of study success in universities, and second, to establish a connection between the phenomena of success in studies and success at work. The viewpoint leans of positive psychology. Students themselves were asked to describe success in their studies. How do students themselves perceive their study processes and what do they think about the factors that promote their success in studies. The research questions were: (1) what have been the most pleasing study experiences the students have encountered in university studies?; and (2) what factors have enhanced their study progress and success according to their own perceptions? Students (N=186) answered to an internet-based open-ended questionnaire. The data were analyzed in a data-based manner which resulted in eight most frequently mentioned success factor in the questionnaire data.   The findings showed that there are some similarities between the phenomenon of success in studies and at work. The phenomenon is illustrated as the conclusion, and the finding can be used when developing university education to better meet the demands of the modern, changing world of work. </p>

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