The Journal of Continuing Higher Education最新文献

{"title":"Skilling in the Informal Economy in India: Identifying and Addressing Inequities in Designing and Delivering Lifelong Learning Opportunities","authors":"Padmini Ram, Tanya Toshali, Sidharth Santhosh","doi":"10.1080/07377363.2024.2322768","DOIUrl":"https://doi.org/10.1080/07377363.2024.2322768","url":null,"abstract":"","PeriodicalId":246090,"journal":{"name":"The Journal of Continuing Higher Education","volume":"10 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141004643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Doctoral Student Parents During the COVID-19 Pandemic: How Did They Fare?","authors":"Stephanie P. Wladkowski, Rebecca G. Mirick","doi":"10.1080/07377363.2024.2317586","DOIUrl":"https://doi.org/10.1080/07377363.2024.2317586","url":null,"abstract":"","PeriodicalId":246090,"journal":{"name":"The Journal of Continuing Higher Education","volume":"6 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140654176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Contribution of Student Engagement Factors to Mature-Aged Students’ Persistence and Academic Achievement During the First Year of University","authors":"Emeline Jerez","doi":"10.1080/07377363.2023.2279797","DOIUrl":"https://doi.org/10.1080/07377363.2023.2279797","url":null,"abstract":"","PeriodicalId":246090,"journal":{"name":"The Journal of Continuing Higher Education","volume":"3 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Support of Veterans in STEM Degree Programs to Promote a Diverse and Skilled Workforce","authors":"Phillip Morris, Kylie J. Swanson, Kimberly Mastropietro, Lisa M. Hines","doi":"10.1080/07377363.2023.2253610","DOIUrl":"https://doi.org/10.1080/07377363.2023.2253610","url":null,"abstract":"AbstractMore Americans are needed in STEM (Science, Technology, Engineering, Math) careers to advance the nation’s competitiveness in the global economy. Given the extensive training of military service members, this population is well-poised to transition into STEM careers. While many veterans pursue STEM degrees, they often face hardships that impact their ability to attain STEM credentials. The goal of this mixed methods study was to identify factors that contributed to attaining a STEM degree among students in the Military STEM Scholarship Program (MSSP), a grant-funded program implemented at a university in the United States to assist veterans pursuing STEM degrees. By targeting veterans, this program supported a highly diverse group of students. Based on surveys, focus groups, and interviews, the participants credited their academic and professional success to activities promoted by the MSSP program, such as peer interaction, faculty mentorship, utilization of student support services, and internships. As a result, 80% of MSSP participants obtained a STEM degree, approximately 24 percentage points higher than the institution’s average six-year graduation rate for all students. Through these findings, a model is offered for institutions to better serve a growing student veteran population.Keywords: Higher educationpostmilitary transitionSTEMstudent veterans Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsPhillip MorrisPhillip Morris is an Assistant Professor in the Leadership, Research, and Foundations Department. His research focuses on veteran and military student success, access to higher education, and advancing instructional outcomes.Kylie J. SwansonKylie J. Swanson is an Assistant Professor and Elementary Education Program Coordinator in the Department of Teaching and Learning in the College of Education at the University of Colorado Colorado Springs. Her research interests focus on informal STEM education, Elementary and Middle school teacher STEM professional development, and pre-service Elementary teacher self-efficacy and confidence in teaching science.Kimberly MastropietroKimberly Mastropietro is a registered nurse with UCHealth. At the time of this research, she was a student veteran who was pursuing her degree in biology at the University of Colorado Colorado Springs.Lisa M. HinesLisa M. Hines is a Professor in the Department of Biology and Co-Director for the UCCSTeach Program at the University of Colorado Colorado Springs. Her research interests focus on secondary and post-secondary STEM education and ethnic and racial disparities on cancer incidence and outcomes.","PeriodicalId":246090,"journal":{"name":"The Journal of Continuing Higher Education","volume":"4 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflecting on Experiences of Learning among Adult Learners with Multiple Responsibilities: A Case of Evening Programmes at a University in Tanzania","authors":"Philipo Lonati Sanga, Gennes Hendry Shirima","doi":"10.1080/07377363.2023.2242954","DOIUrl":"https://doi.org/10.1080/07377363.2023.2242954","url":null,"abstract":"AbstractThe focus of this paper is to report the findings of a qualitative study whose purpose was to analyse the experiences of adult learners pursuing evening postgraduate degree programmes at the university level in Tanzania. Using ethnographic research combined with multiple case research design, together with in-depth interviews and documentary review, data were generated from 20 postgraduate students from one school within a university in Tanzania. The resulting qualitative data were subjected to thematic analysis. The study found that university adult learners in these evening programmes combined learning with their full-time employment, family, and social responsibilities as well as extra income-generating activities. Inevitably, these multiple responsibilities, as the study established, adversely affected their academic performance and duration for programme completion. In fact, completion on a part-time basis depended on dispositional factors such as individual learner’s efforts and strategies adopted to cope with the situation, with many others either delaying completion or dropping out altogether. This scenario invites rethinking the modus operandi of programmes to facilitate postgraduate students’ completion rates amid widening participation in higher education.Keywords: Multiple responsibilitiesprogramme completionuniversity adult learnerswidening participation Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsPhilipo Lonati SangaPhilipo Lonati Sanga is a Senior Lecturer of Adult and Distance Education. Sanga's research interests include adult and distance education, higher education, alternative assessment for learning, research methods in education, and lifelong learning.Gennes Hendry ShirimaGennes Hendry Shirima is a lecturer of adult and non-formal education. Shirima's research interests include management of adult and non-formal education, policy issues in adult and non-formal education, and community-based research.","PeriodicalId":246090,"journal":{"name":"The Journal of Continuing Higher Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notes and Trends","authors":"Mary S. Bonhomme","doi":"10.1080/07377363.2023.2250689","DOIUrl":"https://doi.org/10.1080/07377363.2023.2250689","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsMary S. BonhommeMary S. Bonhomme, PhD, is Professor Emerita at Florida Institute of Technology, Melbourne, Florida.","PeriodicalId":246090,"journal":{"name":"The Journal of Continuing Higher Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134971287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"This and That","authors":"B. Hoskins","doi":"10.1080/07377363.2011.616809","DOIUrl":"https://doi.org/10.1080/07377363.2011.616809","url":null,"abstract":"Songbirds Phonics combines real phonic stories with interactive whiteboard software to deliver the requirements for high-quality phonics teaching resources. Written by award-winning Julia Donaldson, these stories provide fun, fully decodable texts with built-in progression help your pupils achieve immediate reading success. They are fully in line with the 2006 Framework and the simple view of reading. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk. This book is also available as part of a mixed pack of 6 different books or a class pack of 36 books of the same ORT level. The books are complemented by eSongbirds interactive whiteboard software which offers a systematic, quality phonics teaching through a multi-sensory approach.","PeriodicalId":246090,"journal":{"name":"The Journal of Continuing Higher Education","volume":"632 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123348456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}