scholarly journals Personal resources conducive to educational success: high achieving students’ perspectives

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Jolise 't Mannetje ◽  
Marjolein Heijne-Penninga ◽  
Nicole Mastenbroek ◽  
Marca Wolfensberger ◽  
Debbie Jaarsma
Keyword(s):  
Higher Education ◽  
Job Demands ◽  
Personal Resources ◽  
Educational Success ◽  
Social Involvement ◽  
Structured Interviews ◽  
High Achieving Students ◽  
Effective Interventions ◽  
High Achieving ◽  
High Educational

This study was explorative and aimed at in-depth understanding of personal resources students use to reach success, in the demanding context of honours education.   Becoming successful in higher education demands a lot from students. Considering the Job Demands-Resources model it is expected that personal resources help students succeed. We explore which personal resources benefit students’ performance in demanding contexts of honours education. Using a questionnaire and semi-structured interviews, we asked thirteen honours students of three institutions which personal resources had helped them to achieve success. Results suggest that honours students use different personal resources. Most frequently mentioned resources could be grouped around five themes: self-directiveness, inquiry-mindedness, perseverance, social involvement and motivation. Especially resources in the themes self-directiveness, inquiry-mindedness and perseverance were perceived as important facilitators for educational success. The outcomes may inform interventions to help students develop personal resources needed to handle high educational demands. Further research is needed to identify the most effective interventions.

scholarly journals Student Emotions Due to Parental Divorce/ Emosi Pelajar Akibat Perceraian Ibubapa

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Nor Syafiqah Mohammad ◽  
Mohd Nasir Masroom
Keyword(s):  
Qualitative Study ◽  
Narrative Analysis ◽  
Positive Emotions ◽  
Psychological Development ◽  
Academic Excellence ◽  
Emotional States ◽  
Structured Interviews ◽  
Academic Difficulties ◽  
High Achieving Students ◽  
High Achieving

Divorce not only affects the husband and wife, but can also interfere with the psychological development of the child and to some extent disrupting their academic performance. Despite this, not all children whose parents are divorced face academic difficulties. This study aims to explore the emotional states of high-achieving students whose parents are divorced, and how they dealt with these emotions. This qualitative study utilised semi-structured interviews conducted to five randomly selected respondents who were high-achieving students whose parents were divorced. Data were analysed using the narrative analysis approach. The results showed that majority of the respondents experience negative emotions such as sadness, anger, depressed and sense of loss. Nonetheless, they also experience positive emotions namely surrender, acceptance and gratitude. They are able to manage their emotions because of their strengths and the accessibility of support from parents and others. In conclusion, high-achieving students with divorced parents are capable of managing their emotions and achieve academic excellence with the support of parents and other people around them.

International backpackers' experiences of precarious visa-contingent farmwork

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chris Kossen ◽  
Nicole McDonald ◽  
Peter McIlveen
Keyword(s):  
Low Cost ◽  
Job Demands ◽  
Job Resources ◽  
Personal Resources ◽  
Work Experiences ◽  
Structured Interviews ◽  
Content Type ◽  
Agricultural Industry ◽  
And Performance ◽  
Emic Perspective

PurposeAustralia's agricultural industry has become highly dependent on young low-cost, overseas “working holiday” visa workers known as “backpackers”, who are notoriously subject to exploitative workplace practices. This study aimed to explore backpackers' experiences in terms of how job demands, job resources and personal resources influence their appraisals of working in agriculture.Design/methodology/approachIn-depth semi-structured interviews were used to explore the work experiences of N = 21 backpackers employed under the Australian Working Holiday visa (subclass 417). Data were analyzed by thematic analysis and organized in terms of job demands and resources.FindingsThis study revealed job demands commonly experienced by agricultural backpacker workers (e.g. precarity, physically strenuous work, low pay), and job resources (e.g. adequate training, feedback) and personal resources (e.g. attitude, language) that buffer the demands. The findings indicate that backpackers' appraisals of their experiences and performance decline when demands outweigh resources.Originality/valueThis study offers an emic perspective on the work of an understudied segment of the agricultural workforce. The findings have implications for improving work practices and policies aimed at attracting and retaining this important labor source in the future.

scholarly journals Job Demands and Job Resources of Academics in Higher Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Mineshree Naidoo-Chetty ◽  
Marieta du Plessis
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Job Demands ◽  
Meaningful Work ◽  
Well Being ◽  
Phenomenological Approach ◽  
Job Resources ◽  
Limited Information ◽  
Structured Interviews ◽  
Personal Support

Too many job demands and not enough job resources can negatively influence the well-being of employees. Currently, limited information exists surrounding the job demands and resources as experienced by academic employees in the higher education sector. Therefore, the aim of this study was to identify the job demands and job resources experienced by academic employees using qualitative methods. Semi-structured interviews were conducted with 23 academic employees, using an Interpretative Phenomenological Approach. Thematic analysis, specifically template analysis was used to categorize the themes. Job demands were divided into three categories: quantitative (publication pressure, overburdened with the load, and competing time demands), qualitative (work/home balance, complexity of student support, organizational politics, and lack of mental health support) and organizational demands (using technology-mediated learning and lack of structural resources). Job resources were organized into two categories: organizational (social support) and personal resources (autonomy, meaningful work, and personal support). Participant experiences are highlighted to provide a better understanding of the job demands and job resources encountered. The framework of job demands and job resources gleaned from the study could be used for further research to manage and monitor motivational processes for academic staff, and to reduce strain due to high job demands.

scholarly journals Rising Out of the Gap: Early Adolescent Black Males and Academic Success

2018 ◽  
Author(s):  
Eartha Hackett ◽  
Joseph Ponterotto ◽  
Akane Zusho ◽  
Margo Jackson
Keyword(s):  
Academic Success ◽  
Inner City ◽  
Black Males ◽  
Qualitative Inquiry ◽  
Early Adolescent ◽  
Structured Interviews ◽  
High Achieving Students ◽  
Participant Selection ◽  
State Test ◽  
High Achieving

This qualitative inquiry examined the lived experiences of 14 high-achieving, eighth-grade, Black males in three inner city middle schools. Anchored in a social constructivist paradigm, this study focused on factors that influence the educational experiences of early adolescent Black males. Participant selection was based on state test scores, GPA, and SES; data were collected by classroom observation and semi-structured interviews. Six themes and twenty-two subthemes related to factors which promote achievement and the meaning of achievement were found. Results show that high achieving students were motivated to excel, in part, by striving to counter negative assumptions about Black males. Participants faced many personal and contextual challenges, but they were able to identify individual and environmental resources that they used to fuel their drive for academic success.

Forme di capitale, identitŕ etnica e percorsi formativi

2012 ◽  
pp. 31-52
Author(s):  
Tariq Modood
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
South Asian ◽  
Educational Success ◽  
Disadvantaged Groups ◽  
Economic Profile ◽  
Sociological Studies ◽  
Second Generation Migrants ◽  
High Educational ◽  
Better Than

Cultural capital analysis, or class analysis more generally, exacerbates rather than resolves the anomaly of why non-white ethnic minorities in Britain are over-represented in higher education. Some of these groups have a disproportionate lower, socio-economic profile and yet at least some of these groups are more likely to pursue and achieve entry into higher education than whites, especially, their white working-class peers. They also suffer additional disadvantages such as racism and cultural marginality. Bourdieu's concept of cultural capital is designed to explain why members of a disadvantaged class achieve less educational success than an advantaged class. It is not helpful in explaining why some disadvantaged groups do better than one would have predicted on the basis of a class (and/or racism) analysis. On the other hand, US sociological studies which deploy the concept of social capital in combination with ethnicity to explain the trajectories of ‘second generation' migrants seem promising. This conclusion is offered on the basis of a brief literature review and a suggestion that the "motor" of the British South Asian and Chinese overcoming of disadvantage lies in migrant parents getting their children to internalize high educational ambitions and to enforce appropriate behaviour.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

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