ethanporcaro/eric-fulltext-meta huggingface dataset:
Invariance of an Extended Technology Acceptance Model Across Gender and Age Group
Author: Ahmad, Tunku Badariah Tunku
Date: 2011-03-00
Type: Journal Articles
Subjects: Age,Structural Equation Models,Self Efficacy,Foreign Countries,Age Groups,Computer Mediated Communication,Measurement Techniques,Public Colleges,Males,Females,Gender Differences,Computers,Technology Uses in Education,Validity,Statistical Significance

In this study, we examined the likelihood of a TAME (extended technology acceptance model), in which the interrelationships among computer self-efficacy, perceived usefulness, intention to use and self-reported use of computer-mediated technology were tested. In addition, the gender- and age-invariant of its causal structure were evaluated. The data were collected from a self-reported questionnaire administered to 477 administrative staff of a public university in Malaysia. The results of structural equation modeling supported the adequacy of TAME. Although the TAME's causal structure was applicable to both male and female staff, age group appeared to moderate the structural relationships among the constructs of interest. (Contains 1 table and 3 figures.)
The Factors Determining Professional Career of Females from Different Social Groups: Reflexive Attitude
Author: Peciuliauskiene, Palmira
Date: 2011-04-00
Type: Journal Articles
Subjects: Females,Attitudes,Influences,Employed Women,Unemployment,Institutionalized Persons,Careers,Career Development,Social Status,Individual Characteristics,Age,Parent Background,Educational Attainment

This article analyzes the factors determining professional careers of females from different social groups (convict, unemployed and those who achieved successful career). It is decided to classify those factors into two groups: subjective (education and personal qualities); and objective (age and parents' professional career). This article deals with a scientific problem formulated in the following questions: (1) How do females from different social groups (convict, long-term unemployed and successfully working females) assess the role of personal qualities and parents' professional careers for their personal careers? (2) What factors, in females' opinion, mostly determine the professional career? The aim of the survey is to reveal the convict, long-term unemployed and successfully working females' attitudes to the professional career formation factors. It has been found that females' education usually correlates with their attitudes to personal qualities, which may condition professional career, rather than their age. It means that education is an important factor determining different social group females' attitudes to personal qualities which are important for professional career. Personal education may be improved. Therefore, the role of educational processes becomes more important for professional career conception, professional career development and the formation of different social groups. Analyzing the attitudes of successfully working, long-term unemployed and convicting females to parents' professional careers, statistically important differences were not found. Only one statistically important but weak correlation was found when analyzing the relation between females' education, age and the attitudes to parents' professional careers. It means that females' education and age more often correlates with their attitudes to personal qualities, being important for professional careers, rather than with the attitudes to parents' professional careers. (Contains 6 tables and 3 footnotes.)
Francophonie: An Alternative Education for Globalisation
Author: Gavari Starkie, Elisa
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,International Relations,International Education,Cultural Pluralism,Global Approach,French,European History,World History,Politics

This article analyses the Francophonie strategy to foster diversity of cultures and multilingualism in a globalised world. The first part of the article provides the analyses of the historic role of the French cultural and educational model in the diplomatic relations. Then the article refers to the context of the Second World War and the American dominance overshadowing the French model. In this context, the development of the Francophonie strategy is analysed with a particular reference to the political strategies that France has implemented to achieve its goals. One of the most important ones is the pressure that has been exerted for the adoption of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions (UNESCO (United Nations Educational, Scientific and Cultural Organization), 2006).
Social Capital--An Alternative Model to College Graduation
Author: Zhang, Xiao Ying
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Academic Persistence,Graduation,Risk,Social Capital,College Students,Risk Management,Educational Environment,Interpersonal Relationship,Environmental Influences,Expectation,Interaction,Educational Resources,Courses

To encourage college students to stay enrolled and to graduate remains a challenge for educators and educational policymakers. There are basically two lines of actions in addressing the issue of student persistence. One is directed towards eliminating or reducing the risk factors such as poor student services and hostile learning environment; while the other towards promoting and reinforcing certain qualities and contextual factors that encourage students to stay and achieve their educational goals. The proposed paper aims to explore a theoretical construct that consists of factors that help students continue the college career they initiate and complete their educational programs. (Contains 3 tables.)
How One University Examined Graduation Rates of Its Undergraduate Student Population
Author: Paterson, Nicola
Date: 2010-00-00
Type: Reports - Research
Subjects: Check Lists,Undergraduate Students,Graduation Rate,Outcomes of Education,Information Systems,Guidelines,Time to Degree,Cohort Analysis,Evaluation Methods,Regression (Statistics),Multicampus Colleges,Institutional Research,Part Time Students,College Transfer Students

The Office of Planning and Institutional Research (OPAIR), at the University of the West Indies, Mona Campus was asked to undertake an analysis of student throughput rates as part of a University-wide initiative involving the three campuses. Each Campus was provided with a template and guidelines for reporting the data. The exercise was intended to develop a consistent methodology for reporting throughput rates among the Campuses and to assist Faculty and Department Heads in monitoring the academic progression of students on a continuous basis. Undergraduate throughput rates were calculated using a time-to-degree measure which tracks entrants from one academic year to the next over a number of years. Incoming cohorts entering in September 2000 to 2004 were tracked up to the period 2007, allowing for a seven-year graduation rate for the initial cohort. The target population consisted of all undergraduate degree seeking entrants regardless of whether or not it was their first time in university. As the debate continues in the United States about the methodology and implications of graduation rates, this paper outlines a number of alternatives for institutions and policy makers to consider. First, universities interested in examining their graduation rates in detail may consider replicating the internal exercise performed by the University of the West Indies, and where institutions suffer low graduation rates based on the time-to-degree methodology, could calculate a Graduation Efficiency Index or expected completion rates to see whether these alternative methods present favorable results. For policy makers, graduation rates need to be interpreted in the context of a number of factors, one being whether or not the institution is public or private and how selective it is of its student population. Where performance funding is a practice of any state, time-to-degree measures do not necessarily reflect the &quot;efficiency&quot; of a given institution as may a Graduation Efficiency Index, and among highly selective institutions with high graduation rates, these institutions may not be performing optimally if their actual completion rates fall below their expected completion rates when using regression analyses. And finally, until such time that the Integrated Postsecondary Education Data System (IPEDS) is replaced by a student unit record information system, a good resource for tracking transfer students is the National Student Clearinghouse. Appendices include: (1) Guidelines and Checklist for Computing Throughput Rates; and (2) Other Factors to Consider for Computing Throughput Rates and Checklist. (Contains 10 tables and 2 footnotes.)
Using Instrumental Variables to Account for Selection Effects in Research on First-Year Programs
Author: Pike, Gary R.
Date: 2010-00-00
Type: Reports - Research
Subjects: College Freshmen,Selection,First Year Seminars,Academic Achievement,Group Membership,Learning Activities,Discourse Communities,Research Universities,Context Effect,Grades (Scholastic),Grade Point Average,Educational Experience

The widespread popularity of programs for first-year students is due, in large part, to studies showing that participation in first-year programs is significantly related to students' academic success. Because students choose to participate in first-year programs, self-selection effects prevent researchers from making causal claims about the outcomes of those programs. The present research examined the effects on first-semester grades of students participating in themed learning communities at a research university in the Midwest. Results indicated that membership in themed learning communities was positively associated with higher grade point averages, even after controlling for entering ability, motivation, gender, and first-generation/low-income status. However, when instrumental variables were introduced to account for self-selection, the effects of themed learning communities on grades were not statistically significant. The results have implications for campus leaders and assessment practitioners who are working to develop methods for understanding the effects of programs designed to enhance the undergraduate educational experiences on their campuses. (Contains 3 tables.)
Uncontrolled Destinies: Improving Opportunity for Academically Qualified, Low-Income Students
Author: Engberg, Mark E.
Date: 2010-00-00
Type: Reports - Research
Subjects: College Choice,College Attendance,Enrollment,Resource Allocation,Educational Opportunities,Low Income Groups,Access to Education,Prediction,Decision Making,Social Theories,Socioeconomic Influences,Longitudinal Studies,Disadvantaged Youth,Educational Attainment,Human Capital,Social Capital,Cultural Capital,High School Students,College Bound Students,College Entrance Examinations

The purpose of this study is to examine resource allocation patterns and the predictive power of these resources in increasing the likelihood of four-year college enrollment among academically qualified, low-income students. Using data from the Educational Longitudinal Study, college choice decision-making is conceptualized in relation to an individual's habitus and capital deficiency theory. The results from this study reveal significant resource shortages among non-enrollees as well as the predictive power of various forms of capital in increasing the likelihood of four-year college attendance. The study concludes with implications for practitioners and policymakers interested in improving access for low-income students. (Contains 5 tables.)
Using SEM to Describe the Infusion of Civic Engagement into the Campus Culture
Author: Billings, Meredith S.
Date: 2010-00-00
Type: Reports - Research
Subjects: School Culture,College Environment,Citizen Participation,Political Attitudes,Undergraduate Students,Structural Equation Models,Self Efficacy,Leadership,Satisfaction,Institutional Mission,Universities,Student Surveys

This study assesses whether Tufts University's campus culture was successful at infusing civic-mindedness in all undergraduates. Civically-minded undergraduates were defined as students who were involved in civic engagement activities as well as those who held civic attitudes and values. A structural equation model was developed and findings revealed that the campus environment had a significant positive impact on civic values and beliefs and a positive indirect effect on civic engagement activities. The model confirmed that there is a supportive campus culture and provides evidence that the institution's mission is successful and verifiable. Sample of Civic Engagement Questions from Senior Survey is appended. (Contains 2 tables, 2 figures and 8 footnotes.)
Exploring the Effects of Social Networking on Students' Perceptions of Social Connectedness, Adjustment, Academic Engagement, and Institutional Commitment
Author: Hansen, Michele J.
Date: 2010-00-00
Type: Reports - Research
Subjects: College Students,Student Attitudes,Grade Point Average,College Credits,Enrollment,Social Networks,Interpersonal Relationship,Learner Engagement,Academic Persistence,Computer Mediated Communication,Student Adjustment,Age Differences,Educational Technology

Social networking is a tool being explored by many institutions as a means of connecting to and communicating with students. This study explores whether or not students' use of social networking services (SNSs) has significant effects on social connectedness, college adjustment, academic engagement, and institutional commitment. Students' use of SNSs did not have significant negative effects on academic performance or engagement. Results suggested that students' use of SNS with students has a strong positive effect on their feelings of Social Connectedness. However, students' use of SNSs with faculty or staff was negatively related to feelings of social connectedness, even when age, enrollment status, credits earned, and college GPA were accounted for. Students' use of SNS or Traditional Technologies (e.g., university e-mail or course-based system) with faculty or staff was significantly positively related to levels of Academic Engagement. Students prefer to use SNSs to establish social connections with friends and family rather than for academic purposes. (Contains 9 tables.)
Time on Test, Student Motivation, and Performance on the Collegiate Learning Assessment: Implications for Institutional Accountability
Author: Hosch, Braden J.
Date: 2010-00-00
Type: Reports - Research
Subjects: Institutional Evaluation,Academic Achievement,Institutional Administration,Student Motivation,Program Effectiveness,Accountability,College Administration,School Effectiveness,Measures (Individuals),Predictor Variables,Test Results,Scores,Higher Education,Educational Assessment,College Students,Timed Tests

Using results from the Collegiate Learning Assessment (CLA) administered at Central Connecticut State University, a public Carnegie master's-larger programs university in the Northeast, this study demonstrates time on spent on the test, student motivation, and to a lesser extent the local institutional administration procedures represent problematic intervening variables in the measurement of student learning. Findings from successive administrations of the instrument reveal wide year-to-year variations in student performance related to time on test and motivation. Significant additional study of these factors should likely be prioritized ahead of adoption of accountability practices that rely upon low-stakes testing to measure student learning and demonstrate institutional effectiveness. Survey Results with Time on Test and Test Scores (F '08, Sp. '09 &amp; F '09) are appended. (Contains 8 tables and 3 footnotes.)
A Growth Model for Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis
Author: Acquah, Edward H. K.
Date: 2010-00-00
Type: Reports - Research
Subjects: Corporations,College Administration,Economic Factors,Educational Assessment,Educational Indicators,Educational Demand,Program Development,Life Cycle Costing,Models,Program Evaluation,Enrollment,Data Analysis,Theory Practice Relationship

Academic program life cycle concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to enrolment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yield reasonable parameter estimates, including magnitude of enrolment peaks and duration of stages and describes growth patterns of academic programs very well. The results indicate that key factors accounting for progress of academic programs through life cycle stages are external information and word-of-mouth communication (social and behavioural factors as well as economic factors). The model's application for analyzing market dynamics and long-range forecasting is demonstrated. (Contains 12 figures and 6 tables.)
What Is It That Satisfies Faculty? Rank as a Consideration in Factors Related to Job Satisfaction
Author: Johnson, Gina M.
Date: 2010-00-00
Type: Reports - Research
Subjects: Evidence,Academic Rank (Professional),Job Satisfaction,Correlation,Department Heads,Regression (Statistics),Teacher Surveys,Tenure,College Faculty,Institutional Characteristics,Teacher Salaries,Predictor Variables

The purpose of this study was to build on this body of research by exploring the differences in factors related to overall job satisfaction by faculty rank. Because faculty from one institution were used in the study and the data source included results from a survey taken by only some of the faculty, generalizability of the findings may be limited. The findings of this study are meant to be utilized by the administration of the University of Minnesota to further understand the job satisfaction factors of the faculty. Therefore, this research study was designed to be practical and useful to a specific audience, but may also be helpful in furthering the general understanding of the issue. Data for this study included the results of the PULSE survey completed by faculty at the University of Minnesota, Twin Cities Campus in the spring of 2008. Out of 3,671 faculty members who were provided the opportunity to take the survey, 1,253 completed it, for a response rate of 34.1%. The research question under consideration in this study was whether factors related to overall job satisfaction varied among different groups of faculty and faculty-like employees of the University, categorized by rank. Based on the stepwise multiple linear regression analyses conducted on the data from the 2008 PULSE survey, there do appear to be differences in the satisfaction factors for faculty with the rank of academic professional, instructor, assistant professor, associate professor, and professor. Satisfaction with university characteristics appeared to be an important factor for tenured and tenure-track faculty, but not for faculty with the rank of academic professional and instructor. Satisfaction with pay level shared a relationship with overall job satisfaction for all faculty ranks but assistant professors, though possibly to different degrees. If a thorough understanding of the factors that relate to overall job satisfaction for all faculty is desired, considering the varying needs of the different groups is critical to creating a complete picture. A bibliography is included. (Contains 9 tables.)
Changing Demographics of Online Courses
Author: Brown, Victoria
Date: 2011-04-00
Type: Journal Articles
Subjects: Electronic Learning,Cognitive Style,Online Courses,Conventional Instruction,Student Characteristics,Influences,Comparative Analysis,College Students,Web Based Instruction,Distance Education,Quasiexperimental Design,Education Courses,Preservice Teacher Education

Professors of online courses often consider the type of learning styles the students may have when designing online learning opportunities. This study explored different issues that may impact the learning styles of learners who self-select online courses. The &quot;Grasha-Riechmann student learning style scales&quot; was used to determine the learning styles of students in both online and on-campus courses. The preliminary results indicate little variance in the learning styles of students taking classes either in online or face-to-face classes. Convenience is an important consideration in selection of both types of classes. (Contains 3 tables.)
Do College Student Surveys Have Any Validity?
Author: Porter, Stephen R.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Higher Education,College Students,Student Behavior,Student Evaluation,Student Surveys,Test Validity,Evaluation Methods,Statistical Analysis,Evidence,Comprehension

Within the field of higher education, the majority of quantitative research focuses on college students. Given the limitations of institutional databases, surveys of college students have become one of the largest and most frequently used data sources. In addition, surveys of college students play an increasingly important role in evaluating college and university programs and policies. As such, having valid and reliable data about students is vital for both practitioners and scholars. Yet if survey questions are not measuring what individuals think they are, then their knowledge of college students will be flawed. In this paper, the author argues that the typical college student survey question has minimal validity, and that the field requires an ambitious research program to reestablish the foundation of quantitative research on students. The surveys lack validity because a) they assume that college students can easily report information about their behaviors and attitudes, when the standard model of human cognition and survey response clearly suggests they cannot, b) existing research using college students suggests they have problems correctly answering even simple questions about factual information, and c) much of the evidence that higher education scholars cite as evidence of validity and reliability actually demonstrates the opposite. The author chooses the National Survey of Student Engagement (NSSE) for his critical examination of college student survey validity for several reasons. First, it is one of the most prominent surveys of student behavior and attitudes, and is widely used by researchers studying students, as well as institutions interested in assessment. Second, the NSSE survey serves as a model for surveys designed by other researchers and institutional assessment staff, precisely because of its prominence. Given its wide use by both practitioners and scholars, it is vital that individuals understand whether the NSSE can be considered a valid instrument. Finally, unlike many other college student surveys, NSSE staff and researchers using the NSSE (henceforth collectively referred to as NSSE researchers) have gone to significant efforts to validate the survey through a variety of studies. (Contains 4 tables, 1 figure and 3 footnotes.)
Deep Learning as an Individual, Conditional, and Contextual Influence on First-Year Student Outcomes
Author: Reason, Robert D.
Date: 2010-00-00
Type: Reports - Research
Subjects: Cognitive Processes,Measures (Individuals),College Freshmen,Learning Activities,Outcomes of Education,Context Effect,Learner Engagement,Critical Thinking,Prediction

For years, educators have drawn a distinction between deep cognitive processing and surface-level cognitive processing, with the former resulting in greater learning. In recent years, researchers at NSSE have created DEEP Learning scales, which consist of items related to students' experiences which are believed to encourage deep processing. In this study we examine the predictive power of NSSE's DEEP Learning scale as it relates to four learning outcomes. Further, we explore whether a contextual effect is present. That is, we explore if students receive a benefit simply from being a part of a deeply engaged community. (Contains 3 tables and 3 figures.)