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Publikation pub-Kyndt.2017$

Higher Education Transitions

Details

Autor:innen:
Kyndt, Eva; Donche, Vincent; Trigwell, Keith; Lindblom-Ylänne, Sari
Erscheinungsjahr:
2017
Quellenangabe:
Kyndt, E., Donche, V., Trigwell, K. & Lindblom-Ylänne, S. (Eds.). (2017). Higher Education Transitions: Theory and Research. Routledge. https://doi.org/10.4324/9781315617367
DOI:

Abstract

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of contributors -- Preface -- Section I: Transitions from secondary to higher education -- Chapter 1: Transitions to higher education: moving beyond quantity -- Introduction -- Four decades of research -- Introduction to Section I -- References -- Chapter 2: Fear of academic failure as a self-fulfilling prophecy -- Introduction -- Predictors of academic success: literature review -- Methodology and sample -- Procedure -- Measures -- Findings -- Discussion -- Theoretical significance -- Educational significance and implications -- References -- Appendix -- Chapter 3: Different transitions towards learning at university: exploring the heterogeneity of motivational processes -- Introduction -- Transition from a motivational perspective -- Regulation processes from the perspective of the Integrated Model of Learning and Action -- Motivation phase -- Motivation phase and transition -- Intention phase -- Intention phase and transition -- Volition phase -- Volition phase and transition -- Research question -- Methods -- Statistical analysis -- Findings -- Patterns of motivational regulation -- Discussion -- Consequences for transition processes -- Further research -- References -- Chapter 4: Transition to an international degree programme: preparedness, first-year experiences and success of students of different nationalities -- Introduction -- Preparedness and expectations -- Course experiences -- Research questions -- Design -- Context -- Methodology -- Study 1: readiness and expectations at the start of the study -- Sample -- Instruments -- Data analysis -- Results -- Study 2: students' course experiences and first-year performance -- Participants and procedure -- Data and instruments -- Data analysis -- Results -- Study performance and study progress Investigation of the impact of course experiences and study behaviour on first-year performance -- Explanations for differences between foreign and domestic students in examination performance and study progress -- Conclusion and discussion -- Limitations and directions for further research -- References -- Chapter 5: Study success in science bachelor programmes: predictive value of secondary school grades -- Introduction -- The context of Dutch higher education -- Cognitive aspects of study success -- The Dutch secondary school system -- The B.Sc. programmes -- Prediction of study success -- Aim of this study -- Methods -- Data used -- Analysis -- Results -- Secondary school profiles -- Predictive value of science capability and gender -- Predictive value of individual secondary school subjects -- Progression to bachelor diploma -- Discussion and Conclusions -- Alternative ways of analysis -- Science capability -- Gender effects -- Limitations -- Note -- References -- Chapter 6: 'Cutting rough diamonds': the transition experiences of first-generation students in higher education -- Transition -- Context of the study -- Transition to 'The Centre' -- Methodology -- Procedure and participants -- The phenomenological approach and formation of variations (categories) -- Findings and discussion -- Variation one: academic achievement -- Variation two: social achievement -- Variation three: personal development -- Variation four: settling into higher education -- Conclusion -- Notes -- References -- Section II: Transitions within higher education -- Chapter 7: Transitions within the university: concepts and cases -- Introduction -- Transitions within higher education: the five cases -- Transitions within higher education: conceptual frameworks -- The contribution from Chapters 8-12 to the articulation of a transitions framework Conclusions on the articulation of a transitions conceptual framework -- References -- Chapter 8: Student engagement and the transition from the first to second year in higher education -- Introduction -- Student transitions within university studies -- Student engagement within higher education -- Aim of the study -- Methods -- Participants -- Measures and data collection -- Data analysis -- Results -- Latent profile analysis -- Latent transition analysis -- Disciplinary differences in engagement -- Discussion -- References -- Chapter 9: The development of learning strategies in higher education: impact of gender and prior education -- Introduction -- Theoretical framework -- Learning strategies -- Development of learning strategies in higher education -- Factors predicting the variability of learning strategies across time -- The present study -- Materials and methods -- Participants -- Research instrument and data gathering -- Data analysis -- Results -- Preliminary analyses -- Analysis of growth trajectories -- Gender and prior education as predictors of growth -- Discussion -- References -- Chapter 10: Veterinary students' experience of stress during educational transition phases and its effect on self-regulation -- Transitions and students' experiences of stress in studies of veterinary medicine -- Transitions and self-regulation in learning in veterinary medicine -- The curriculum and transitions in the bachelor degree programme of Finnish Veterinary Medicine Education -- Aims of the study -- Methods -- Data gathering and subjects -- Materials -- Analyses -- Results -- Students' experiences of stress at the beginning and the end of their bachelor degree studies -- Relationship between prior university level studies, the experienced stress and self-regulation in learning -- Discussion and educational implications of the study -- References Chapter 11: Who succeeds at the university and how much time does it take? A longitudinal analysis at the University of Antwerp (Belgium) -- Introduction -- The present study: graduation rates and completion time at the University of Antwerp -- Methodology -- Data -- Measures -- Analytical strategy -- Results -- Descriptive results -- Multivariate results -- Discussion and conclusion -- References -- Chapter 12: Learning journeys and Master's literacies: Chinese first-degree students' transitions to postgraduate studies in the UK -- Introduction -- A web of transitions -- Towards an integrated approach -- Method -- Research design -- Sampling -- Interviews -- Analysis of interviews -- Generalisability -- Findings -- Autonomy in learning -- Subject discourses -- Critical and analytical thinking -- Interaction with teachers and peers -- Concluding comments -- References -- Section III: Transitions from higher education to the labour market -- Chapter 13: Transition from higher education to the labour market: state of the art -- The multidimensional character of the transition from higher education to the labour market -- Conceptual framework -- Introduction to Section III -- References -- Chapter 14: The labour market's requirement profiles for higher education graduates -- Theory -- Aims -- Method -- Instrument -- Data -- Sample -- Analysis -- Results -- Labour market relevant areas of generic competences -- Higher education graduates' activity profiles -- Differences between areas of study -- Differences between occupational areas -- Differences between occupational statuses -- Discussion -- References -- Chapter 15: The transition from university to working life: an exploration of graduates' perceptions of their academic competences -- Introduction -- Understanding and skills -- Efficacy belief and metacognition -- Method -- Participants Interviews -- Analysis -- Results -- Evaluations of academic competences -- Confidence in success in working life -- Usefulness of work experience for studies -- Variation in graduates' evaluations at the individual level: graduate profiles -- Differences in current work situation between the profiles -- Discussion -- References -- Chapter 16: How higher education may contribute to the development of graduates' generic competences -- The need for generic competences -- The impact of higher education on the development of generic competences -- Instructional effectiveness -- Out-of-class activities -- Instructional effectiveness and out-of-class experiences -- Research question -- Method -- The sample -- Variables -- Analysis technique -- Findings -- Instructional characteristics -- Out-of-class activities -- Discussion and suggestions for further research -- References -- Chapter 17: Enrolment of first-year students in knowledge domains: unpacking transformative practices in three introductory courses -- Introduction -- 'Machineries of knowledge construction' in higher education -- The study -- Transformative practices in the three courses -- Legal education: methodological principles as means for transformations -- Teacher education: conceptual knowledge as means for transformations -- Software engineering education: programming tools as means for transformations -- Discussion -- Note -- References -- Chapter 18: Assessment of competences in knowledge work and object-bound collaboration during higher education courses -- Introduction -- Defining and assessing domain-general knowledge work competences -- Educational practices supporting students' competences in knowledge work -- Research objectives -- Method -- Research context -- Participants -- Questionnaire and course data -- Procedure -- Data analysis -- Results Comparison of students' and lecturers' evaluations of students' knowledge work competence-development during the courses

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Erhebungszeitraum: 17.12.2013 - 05.02.2014 Erhebungsdatentyp: Quantitative Daten
Das Projekt „KomPaed - Tätigkeitsbezogene Kompetenzen in pädagogischen Handlungfeldern“ ist ein Verbundprojekt der BMBF-Förderinitiative „Kompetenzmodellierung und Kompetenzerfassung im Hochschulsektor“ (KoKoHs) und umfasst eine quantitative und eine quali... mehr
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