JOURNAL OF FURTHER AND HIGHER EDUCATION最新文献_第8页

Positive effect of COVID pandemic on the depression, stress and insomnia among first-year university students 新冠肺炎疫情对一年级大学生抑郁、压力和失眠的积极影响

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-11-21 DOI: 10.1080/0309877X.2022.2143258

Nóra Simon, E. Kiss-Tóth, B. Fodor

{"title":"Positive effect of COVID pandemic on the depression, stress and insomnia among first-year university students","authors":"Nóra Simon, E. Kiss-Tóth, B. Fodor","doi":"10.1080/0309877X.2022.2143258","DOIUrl":"https://doi.org/10.1080/0309877X.2022.2143258","url":null,"abstract":"ABSTRACT Literature data show that acute, severe, and also chronic stress play an important role in the development of somatic and mental disorders. It is well documented in the literature that starting university studies results in anxiety in many ways for individuals. In this present work, we examined how perceived stress affects the appearance of depression and sleep disorders among a special group: the first-year undergraduates. In February 2020, 134 students completed a 14-question Perceived Stress Scale questionarre. In addition, the 13-question Beck Depression Scale and the 8-question Athens Insomnia Scale were used as measures to assess their current mental health status. Following the outbreak of the COVID-19 pandemic, the extent to which anxiety and depressive symptoms changed had become a major issue worldwide. In June 2020, we repeated our previous measures in the given population with the same methods. Our research clearly proved higher perceived stress values among undergraduate students, which were associated with high depressive symptom parameters and insomnia. However, unexpectedly, questionnaires completed during the quarantine period of the COVID pandemic showed lower perceived stress, which was accompanied by a decrease in depressive symptoms and insomnia.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"528 - 539"},"PeriodicalIF":2.3,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49430182","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}

引用次数: 0

Vygotskian scaffolding techniques as motivational pedagogy for gifted mathematicians in further education: a diary-interview study 维果茨基脚手架技术作为天才数学家继续教育的动机教育学：日记访谈研究

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-11-15 DOI: 10.1080/0309877X.2022.2142103

Niall Thompson

引用次数: 0

Patterns of talk in Foundation Year small group interaction: making the case for educational dialogue 基础年小组互动中的谈话模式:为教育对话做准备

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-11-14 DOI: 10.1080/0309877X.2022.2138286

M. Heron, H. Tenenbaum, R. Hatch

{"title":"Patterns of talk in Foundation Year small group interaction: making the case for educational dialogue","authors":"M. Heron, H. Tenenbaum, R. Hatch","doi":"10.1080/0309877X.2022.2138286","DOIUrl":"https://doi.org/10.1080/0309877X.2022.2138286","url":null,"abstract":"ABSTRACT The aim of the Foundation Year of university is to prepare students for their undergraduate study. Part of this preparation is enculturation into ways of speaking. Undergraduate study involves small group interaction in which students are expected to use educational dialogue to co-construct conceptual understanding and engage in critical thinking. In this study, we were interested in whether and to what extent Foundation Year Bioscience students used educational dialogue in problem-solving tasks. Seven groups were audio recorded during online group discussions at three points during the semester. Transcripts were analysed according to a framework of educational dialogue codes. While some groups engaged in educational dialogue, there was variability amongst group members, within the session and across sessions. Based on this small case study, we argue that Foundation Year teachers can support the development of students’ educational dialogue by raising metacognitive awareness of language and providing opportunities through task design. We conclude the paper with specific suggestions for classroom practice which are not restricted to Biosciences Foundation Year and relevant to all stages of university study and across disciplines.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"450 - 464"},"PeriodicalIF":2.3,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42677864","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}

引用次数: 0

Playful learning and boundary-crossing collaboration in higher education: a narrative and synthesising review 高等教育中的游戏学习与跨界合作：叙事与综合综述

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-11-02 DOI: 10.1080/0309877X.2022.2142101

Kim Holflod

引用次数: 1

Does well-being matter? Exploring the reasons for learner withdrawal from further education in Wales 幸福感重要吗？威尔士学习者退出继续教育的原因探析

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-10-31 DOI: 10.1080/0309877X.2022.2138285

H. Wixcey, B. Cropley, D. Shearer, L. Evans, K. Kingston

{"title":"Does well-being matter? Exploring the reasons for learner withdrawal from further education in Wales","authors":"H. Wixcey, B. Cropley, D. Shearer, L. Evans, K. Kingston","doi":"10.1080/0309877X.2022.2138285","DOIUrl":"https://doi.org/10.1080/0309877X.2022.2138285","url":null,"abstract":"ABSTRACT Supporting individuals’ progression into, and completion of post-compulsory education is a key strategic policy of the UK government. However, the number of learners withdrawing from Further Education (FE) prior to qualification completion has been highlighted as an area of concern within the UK. Consequently, we aimed to explore why learners withdraw from FE. We conducted semi-structured interviews with 85 learners who had withdrawn from a FE programme in Wales in the previous 24 months. Utilising thematic analysis through an abductive approach, we identified 318 individual meaning units that were categorised into three main themes for withdrawal: (a) personal; (b) course; and (c) institutional. Personal factors (e.g. social issues; physical health) were reported to be the most prevalent, with issues relating to mental health and well-being considered as the most influential cause for learner withdrawal (n= 57 participants highlighting this as a significant contributing reason). Linked to this, we highlighted the importance of learners being able to cope with the demands they experience and institutions satisfying learners’ basic psychological needs as ways of promoting mental well-being and improving retention. Collectively, our findings offer insights into learner retention in FE and support the need for greater emphasis to be placed on facilitating successful learner transition into FE, the importance of improving perceptions of institutional belonging, and the need to promote mental health and well-being in learners as well as the characteristics that might support their abilities to cope.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"435 - 449"},"PeriodicalIF":2.3,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49085896","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}

引用次数: 0

Governing in the time of Covid-19: how board meetings went online and the implications of this for considering the role of the governing board 2019冠状病毒病时期的治理:理事会会议如何在线举行，以及这对考虑理事会作用的影响

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-10-19 DOI: 10.1080/0309877X.2022.2131380

Cate Watson, Aileen Ireland

引用次数: 1

An analysis of university academic integrity policies in New Zealand 新西兰大学学术诚信政策分析

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-10-12 DOI: 10.1080/0309877X.2022.2130195

Ami Möller

引用次数: 3

‘You can be taken more seriously’: Finnish business graduates’ perceptions of the employability and social prestige of their degrees “你可以被更认真地对待”:芬兰商学院毕业生对其学位的就业能力和社会声望的看法

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-10-10 DOI: 10.1080/0309877X.2022.2130196

Ulpukka Isopahkala-Bouret, Kristiina Ojala

{"title":"‘You can be taken more seriously’: Finnish business graduates’ perceptions of the employability and social prestige of their degrees","authors":"Ulpukka Isopahkala-Bouret, Kristiina Ojala","doi":"10.1080/0309877X.2022.2130196","DOIUrl":"https://doi.org/10.1080/0309877X.2022.2130196","url":null,"abstract":"ABSTRACT This article focuses on the university graduates’ perceptions of their employability, and particularly how the social prestige of degrees relates to such perceptions. It defines employability in terms of positional conflict and makes an argument that perceptions of the employability and prestige are socially mediated and require social recognition; therefore, this study is drawing on current theories on social valuing and the social construction of prestige, which is a novel approach in the field of employability research. Based on 48 graduate interviews, this study aims to investigate how recent graduates themselves interpret rank differences and the social standing of their own degrees. The focus is on business degrees from Finnish universities and universities of applied sciences. Our findings demonstrate how graduates mobilise various valuation criteria, such as (1) the formal level of a degree (bachelor’s or master’s level), (2) selectivity of degree programmes, (3) orientation of studies, and (4) work-readiness. Moreover, graduates assign commonly shared values and beliefs within these criteria. The results contribute to a growing scholarly interest not only in studying established rank orders but also in focussing on the social aspects of valuation which create stratification. Overall, the theory and findings of this study suggest a need to focus on the meaning patterns and social valuation in the future research on employability. It is important for universities, employers and policymakers to understand how the processes of prestige accumulation enhance graduate employability and (re)produce societal and occupational inequalities.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"351 - 363"},"PeriodicalIF":2.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44255962","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}

引用次数: 1

An ideal university: A Student Growth Incubator 理想的大学:学生成长孵化器

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-10-07 DOI: 10.1080/0309877X.2022.2131379

Małgorzata Dzimińska

{"title":"An ideal university: A Student Growth Incubator","authors":"Małgorzata Dzimińska","doi":"10.1080/0309877X.2022.2131379","DOIUrl":"https://doi.org/10.1080/0309877X.2022.2131379","url":null,"abstract":"ABSTRACT Too often, the student voice on their needs and expectations from a higher education experience is underrepresented. In response to that, by applying a Weberian ideal-type methodological procedure, this work synthesises the students’ vision of an ideal university (IU). The model was constructed inductively through a qualitative study using focus groups with Polish bachelor students at a public university. The findings from the IU study reveal up-to-date insights expressed by the students in the third decade of the 21st century, which has been marked by the COVID-19 pandemic and increased digitalisation. According to students the ideal university is characterised by human-centredness, student agency, active teaching and learning methods, flexible studying pathways, and a supportive learning environment. The findings reveal that students’ key expectation from an ideal university is that it professionally incubates their growth. They wish to be offered a rich and individualised university experience that positively transforms them. They appreciate the role of teachers in this process and turn to them for guidance, support, inspiration, transformational leadership, expert knowledge, and they look up to them as role models. The results of the study enrich the body of knowledge, especially in the search for ideal types in higher education and provide a reference point for comparisons with reality.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"378 - 390"},"PeriodicalIF":2.3,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42665874","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}

引用次数: 0

Teachers’ personal epistemologies and professional development 教师的个人认识论与专业发展

IF 2.3

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2022-09-16 DOI: 10.1080/0309877X.2022.2124366

P. Erixon, K. Hansson

{"title":"Teachers’ personal epistemologies and professional development","authors":"P. Erixon, K. Hansson","doi":"10.1080/0309877X.2022.2124366","DOIUrl":"https://doi.org/10.1080/0309877X.2022.2124366","url":null,"abstract":"ABSTRACT This article deals with the personal epistemologies developed by teachers who undergo academic continuing education on an advanced level at a time when conflicting discourses form the basis of teaching in today’s school, i.e. academisation on one hand and measurability and accountability in the name of New Public Management on the other. To give the interviewed teachers in this study an opportunity to clarify and become more aware of their epistemologies and to assist in getting started, we initially presented concepts developed in an academic discourse: Hofer’s account of different, interrelated dimensions of ‘personal epistemologies’, clustered in two areas: the nature of knowledge, and the nature or process of knowing. As a result, we interpret the students’ epistemological beliefs through a professional perspective, i.e. as justification of the profession’s academisation. In their unhesitating confident trust in practitioners’ knowledge, as mainly acquired from experience in the field, they express a vocational habitus. One may thus assume that practitioners possess proven experiences, i.e. experience-based knowledge that they have acquired and that should be recognised and added to the knowledge base of the field in an academic and vertical discourse.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"311 - 323"},"PeriodicalIF":2.3,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47053318","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}

引用次数: 0