Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students

2021 ◽  
Vol 32 (4) ◽  
pp. 627-637
Author(s):  
Mariano Méndez Suárez ◽  
Natividad Crespo Tejero
Keyword(s):  
Continuous Assessment ◽  
Compulsory Attendance ◽  
Assessment Systems ◽  
Attendance Policy ◽  
Recorded Data ◽  
Policy Impacts ◽  
European Higher Education ◽  
High Degree ◽  
Attendance Policies ◽  
European University

Since the implementation of the European Higher Education Area, universities have been obliged to implement continuous assessment systems that require a high degree of attendance by students. Using recorded data, from year 1 to year 5, of 694 students of a European university, where attendance is mandatory, the main objective of this research is to analyse to what extent absenteeism affects performance across the years of degree study. The investigation found a decreasing effect.  In addition, a cluster analysis was done to find out if the compulsory attendance policy impacts all students equally. Three different behavioural styles were found: those who attend regularly, students who manage their number of absences to comply with attendance rules, who are the real targets the policy, and a third group with a high number of absences not affected by the policy. These findings identify the groups of students who benefit most from adequate attendance.

European higher education space: where do we go from here?

2004 ◽  
Vol 49 (8) ◽  
pp. 139-143 ◽  
Author(s):  
J. Iza ◽  
P. García Encina
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
European Countries ◽  
University Education ◽  
Continuous Education ◽  
Future Role ◽  
The Future ◽  
European Higher Education ◽  
European University

The Declaration of Bologna and subsequent documents have drastically changed the European university panorama and the future role of universities as providers of continuous education for a lifelong learning. There will be a convergence not only in academic titles, but also in the way we see university education. The previous EEE symposium gave some clues on the approaches taken by different European countries: organization of EE studies, integration of graduates into the market, and interaction with professional bodies. Bologna's outcomes were sold in Spain as a change into an American (USA) model, which, as any other model, has advantages and drawbacks. This paper deals with an open reflection on the future of university studies in Europe.

scholarly journals Perception of Learning Assessment Methods by Students at the End of Their Initial Training at the Faculty of Dentistry of Casablanca

2019 ◽  
Vol 2019 ◽  
pp. 1-5
Author(s):  
L. Benkirane ◽  
M. Hamza ◽  
W. Sbihi ◽  
El Arabi
Keyword(s):  
Assessment Methods ◽  
Learning Objectives ◽  
Learning Assessment ◽  
Initial Training ◽  
Continuous Assessment ◽  
Final Test ◽  
Timely Manner ◽  
Theoretical Evaluation ◽  
Level Of Satisfaction ◽  
Assessment Systems

Aim. To explore students’ perception of theoretical, preclinical, and clinical assessment methods and to analyze their level of satisfaction, with the final goal of getting out with recommendations to improve the weaknesses identified. Material and Methods. A descriptive and transversal survey was carried out by a doctoral student in the Faculty of Dentistry of Casablanca on the perception of students, at the end of their initial training, of learning assessment methods. Results. 51.8% of surveyed students said they were not informed of the criteria to pass successfully the exams, 35.7% of students felt that integrating continuous assessment in addition to the final test would be beneficial for them, and 45.1% of them proposed a frequency of one assessment per month. According to them, this system will allow them to be up to date, to better manage time and knowledge, and to have feedback allowing them to check and improve their skills. Practical activities assessment systems are considered to be adequate by 92% of the surveyed students. Clinical internship assessment focused for the majority of students on the number of procedures. Conclusion. The assessment methods influence students’ learning. It allows teachers to monitor students’ productivity, their attitude, and their work quality, so the teacher can identify gaps in a timely manner at every level of the learning process. According to the students’ perception, the theoretical evaluation should be adapted to the learning objectives, the practical work is quite satisfactory, and the clinical evaluation is mainly based on quantitative criteria.

scholarly journals Correlation-based characterisation of time-varying dynamical complexity in the Earth's magnetosphere

2013 ◽  
Vol 20 (6) ◽  
pp. 965-975 ◽  
Author(s):  
R. V. Donner ◽  
G. Balasis
Keyword(s):  
Dynamical Behaviour ◽  
Magnetic Storms ◽  
Time Varying ◽  
Temporal Complexity ◽  
Multi Scale ◽  
Dynamical Complexity ◽  
Geophysical Time Series ◽  
Recorded Data ◽  
Different Characteristics ◽  
High Degree

Abstract. The dynamical behaviour of the magnetosphere is known to be a sensitive indicator for the response of the system to solar wind coupling. Since the solar activity commonly displays very interesting non-stationary and multi-scale dynamics, the magnetospheric response also exhibits a high degree of dynamical complexity associated with fundamentally different characteristics during periods of quiescence and magnetic storms. The resulting temporal complexity profile has been explored using several approaches from applied statistics, dynamical systems theory and statistical mechanics. Here, we propose an alternative way of looking at time-varying dynamical complexity of nonlinear geophysical time series utilising subtle but significant changes in the linear autocorrelation structure of the recorded data. Our approach is demonstrated to sensitively trace the dynamic signatures associated with intense magnetic storms, and to display reasonable skills in distinguishing between quiescence and storm periods. The potentials and methodological limitations of this new viewpoint are discussed in some detail.

scholarly journals Faculty Perceptions Of Attendance Policy In An AACSB School

2019 ◽  
Vol 12 (2) ◽  
pp. 33-48
Author(s):  
Jo Ann M. Pinto ◽  
Peter L. Lohrey
Keyword(s):  
Business School ◽  
Online Survey ◽  
Faculty Perceptions ◽  
Academic Rank ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Attendance Policy ◽  
Early Fall ◽  
Student Grades ◽  
Attendance Policies

The issue of attendance policies has been studied by higher education professionals for nearly a century. Prior research has shown a strong statistical link between class attendance and student grades. The aim of our research project is to gauge the attitudes and policies of business school professors in an AACSB accredited school on this topic. An online survey was conducted during the early Fall 2018 semester. Results suggest the vast majority of respondents institute an attendance policy in their classes. Respondents taught courses at both the graduate and undergraduate levels and are a diverse set of faculty as indicated by academic rank, age, gender and level of education.

scholarly journals University Autonomy, Agenda Setting and the Construction of Agency: The Case of the European University Association in the European Higher Education Area

2014 ◽  
Vol 13 (6) ◽  
pp. 699-714 ◽  
Author(s):  
Terhi Nokkala ◽  
Jana Bacevic
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Agenda Setting ◽  
Higher Education Policy ◽  
Critical Perspective ◽  
European Higher Education Area ◽  
Policy Actor ◽  
Political Actors ◽  
European Higher Education ◽  
European University

This article analyses the ways in which a policy actor constructs its agency through the production of knowledge. Taking the example of the concept of ‘autonomy’ as constructed in the discourse of the European University Association (EUA), the article draws on the theory of discursive framing and agenda setting, as well as on Meyer and Jepperson's heuristic of agentic actors, to show how the practice of knowledge production can shape the European higher education policy. The article offers a contribution to the debate aiming to develop a more critical perspective on the development of the European Higher Education Area, which sees the process as constituted through the activities of, and the negotiations between, different political actors.

scholarly journals EURECA-PRO: The European University on Responsible Consumption and Production

2021 ◽  
Author(s):  
Lisa Pichler ◽  
Jasmin Egger ◽  
Susanne Feiel ◽  
Volkmar Kircher ◽  
Agnieszka Kosciuszko
Keyword(s):  
Research Area ◽  
European Research Area ◽  
European Research ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Responsible Consumption ◽  
The World ◽  
European Higher Education ◽  
Montanuniversität Leoben ◽  
European University

AbstractThe European Commission (EC) called for proposals to form European University Alliances (EUA) in 2019 and 2020 to promote Europe’s universities competitiveness in the world and strengthen the European Higher Education Area (EHEA) and European Research Area (ERA). With the objective to create a global educational core hub on Sustainable Development Goal (SDG) 12 “responsible consumption and production”, a consortium of seven universities, led by Montanuniversität Leoben, received a three-year funding in 2020 for the development of a European University on REsponsible Consumption And PROduction (EURECA-PRO).

scholarly journals Repensando la universidad europea

2017 ◽  
pp. 75
Author(s):  
María Gómez y Patiño
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Academic Mobility ◽  
Academic Challenge ◽  
Professional Mobility ◽  
European Higher Education ◽  
European University ◽  
Innovación Docente

ResumenEste texto pretende exponer la génesis, la evolución y el estado actual de la universidad europea, tras haber creado el Espacio Europeo de Educación Superior (EEES) que sigue su andadura evolutiva hasta conseguir los estándares de excelencia unificados para toda la universidad europea. Esta convergencia permitirá un intercambio académico y profesional, primero en la comunidad académica con la movilidad de estudiantes y profesores, y posteriormente la movilidad profesional de todos los estudiantes que hayan obtenido su grado, máster o doctorado en cualquier universidad europea. El proceso tiene beneficios muy notables, así como algunos inconvenientes, lo que supone un reto académico cuyos efectos empiezan a poder percibirse ya en la comunidad académica internacional y hasta mundial. Las conclusiones y sus interpretaciones permitirán adentrarse en las herramientas pedagógicas y en las actitudes personales.Palabras clave: Convergencia europea, Innovación docente, EEES, Movilidad académica y excelencia.AbstractThis essay attempts to describe the genesis, evolution and present situation of the European university after the European Higher Education Area (EHEA) was created and that is still in evolution to get the standard criteria of excellence for the whole European university. This convergence will allow an academic and professional interchange, at the academic community first, with the mobility and interchange of students and professors, and with the professional mobility of all the postgraduates which have got their degree, master or doctorate in any European university. This process has considerable benefits as well as some inconveniences, that is an academic challenge whose effects are now becoming visible either at the international or at the world university community. The conclusions and their interpretations will allow creating the pedagogic instruments and the personal attitudes.Key words: European convergence, Teaching Innovation, European Higher Education Area (EHEA), Academic Mobility and excellence.

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