|
Showing 1 - 6 of
6 matches in All Departments
In the current era where lifelong learning is brought to the fore,
higher education can no longer be regarded as an isolated
trajectory within one's educational career as many students face
substantial challenges in crafting their professional future. More
specifically, the transition from school to higher education and
continuing to the labour market are often a difficult hurdles for
many students. Almost half of students do not succeed in the first
year and often withdraw from education, students are faced with a
variety of contexts and may choose to study in a different
(international) context, and they are then confronted with
structural barriers in finding a (high-quality) job, as evidenced
by increasing levels of youth unemployment and underemployment.
Higher Education Transitions aims to deepen our understanding of
the transitions taking place when students enter, progress and
leave higher education to enter the labour market. Drawing on an
international team of contributors, this guide includes three
conceptual and fifteen empirical studies which include a range of
quantitative, qualitative, cross-sectional and longitudinal
studies. Divided into three sections to reflect each important
transition phase, topics include: transitions from secondary to
higher education; transitions within higher education; transitions
from higher education to the labour market. By considering
transitions across different phases as a broad and interrelated
process, this guide will be essential reading for higher education
researchers, policy stakeholders and all those interested in the
transitions into higher education and the labour market.
In the current era where lifelong learning is brought to the fore,
higher education can no longer be regarded as an isolated
trajectory within one's educational career as many students face
substantial challenges in crafting their professional future. More
specifically, the transition from school to higher education and
continuing to the labour market are often a difficult hurdles for
many students. Almost half of students do not succeed in the first
year and often withdraw from education, students are faced with a
variety of contexts and may choose to study in a different
(international) context, and they are then confronted with
structural barriers in finding a (high-quality) job, as evidenced
by increasing levels of youth unemployment and underemployment.
Higher Education Transitions aims to deepen our understanding of
the transitions taking place when students enter, progress and
leave higher education to enter the labour market. Drawing on an
international team of contributors, this guide includes three
conceptual and fifteen empirical studies which include a range of
quantitative, qualitative, cross-sectional and longitudinal
studies. Divided into three sections to reflect each important
transition phase, topics include: transitions from secondary to
higher education; transitions within higher education; transitions
from higher education to the labour market. By considering
transitions across different phases as a broad and interrelated
process, this guide will be essential reading for higher education
researchers, policy stakeholders and all those interested in the
transitions into higher education and the labour market.
Learning Patterns in Higher Education brings together a cutting
edge international team of contributors to critically review our
current understanding of how students and adults learn, how
differences and changes in the way students learn can be measured
in a valid and reliable way, and how the quality of student
learning may be enhanced. There is substantial evidence that
students in higher education have a characteristic way of learning,
sometimes called their learning orientation (Biggs 1988), learning
style (Evans et al. 2010) or learning pattern (Vermunt and
Vermetten 2004). However, recent research in the field of student
learning has resulted in multi-faceted and sometimes contradictory
results which may reflect conceptual differences and differences in
measurement of student learning in each of the studies. This book
deals with the need for further clarification of how students learn
in higher education in the 21st century and to what extent the
measurements often used in learning pattern studies are still up to
date or can be advanced with present methodological and statistical
insights to capture the most important differences and changes in
student learning. The contributions in the book are organized in
two parts: a first conceptual and psychological part in which the
dimensions of student learning in the 21st century are discussed
and a second empirical part in which questions related to how
students' learning can be measured and how it develops are
considered. Areas covered include: Cultural influences on learning
patterns Predicting learning outcomes Student centred learning
environments and self-directed learning Mathematics learning This
indispensable book covers multiple conceptual perspectives on how
learning patterns can be described and effects and developments can
be measured, and will not only be helpful for 'learning
researchers' as such but also for educational researchers from the
broad domain of educational psychology, motivation psychology and
instructional sciences, who are interested in student motivation,
self-regulated learning, effectiveness of innovative learning
environments, as well as assessment and evaluation of student
characteristics and learning process variables.
This volume brings together both political and educational
scientists. While educational research literature has so far not
systematically addressed the tool of simulations of
decision-making, political scientists have hardly used insights
from research on assessment or on motivation and interest of
students. Almost all political science publications on simulations
merely discuss how to implement the tool in class and fall short of
providing evidence of the effects on student outcomes such as
increased interest and performance. Combining the two disciplines
is mutually enriching. Political science benefits from state of the
art educational science measuring and testing of the claims made by
the proponents of simulations, while educational sciences adds the
systematic analysis of simulations of decision-making to their list
of empirical objects, which also adds insights to the theories on
the affective component of student learning. It is the explicit aim
of the volume to address how simulating decision-making
environments fosters learning. Implications for research and
practice regarding student learning are addressed in all chapters.
Learning Patterns in Higher Education brings together a cutting
edge international team of contributors to critically review our
current understanding of how students and adults learn, how
differences and changes in the way students learn can be measured
in a valid and reliable way, and how the quality of student
learning may be enhanced. There is substantial evidence that
students in higher education have a characteristic way of learning,
sometimes called their learning orientation (Biggs 1988), learning
style (Evans et al. 2010) or learning pattern (Vermunt and
Vermetten 2004). However, recent research in the field of student
learning has resulted in multi-faceted and sometimes contradictory
results which may reflect conceptual differences and differences in
measurement of student learning in each of the studies. This book
deals with the need for further clarification of how students learn
in higher education in the 21st century and to what extent the
measurements often used in learning pattern studies are still up to
date or can be advanced with present methodological and statistical
insights to capture the most important differences and changes in
student learning. The contributions in the book are organized in
two parts: a first conceptual and psychological part in which the
dimensions of student learning in the 21st century are discussed
and a second empirical part in which questions related to how
students' learning can be measured and how it develops are
considered. Areas covered include: Cultural influences on learning
patterns Predicting learning outcomes Student centred learning
environments and self-directed learning Mathematics learning This
indispensable book covers multiple conceptual perspectives on how
learning patterns can be described and effects and developments can
be measured, and will not only be helpful for 'learning
researchers' as such but also for educational researchers from the
broad domain of educational psychology, motivation psychology and
instructional sciences, who are interested in student motivation,
self-regulated learning, effectiveness of innovative learning
environments, as well as assessment and evaluation of student
characteristics and learning process variables.
This volume brings together both political and educational
scientists. While educational research literature has so far not
systematically addressed the tool of simulations of
decision-making, political scientists have hardly used insights
from research on assessment or on motivation and interest of
students. Almost all political science publications on simulations
merely discuss how to implement the tool in class and fall short of
providing evidence of the effects on student outcomes such as
increased interest and performance. Combining the two disciplines
is mutually enriching. Political science benefits from state of the
art educational science measuring and testing of the claims made by
the proponents of simulations, while educational sciences adds the
systematic analysis of simulations of decision-making to their list
of empirical objects, which also adds insights to the theories on
the affective component of student learning. It is the explicit aim
of the volume to address how simulating decision-making
environments fosters learning. Implications for research and
practice regarding student learning are addressed in all chapters.
|
|