ethanporcaro/eric-fulltext-meta huggingface dataset:
Destination, Experience, Social Network, and Institution: Exploring Four Academic Exchange Pull Factor Dimensions at a University in the Republic of Korea
Author: Lee, Kyungsuk
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,International Educational Exchange,Student Exchange Programs,Student Mobility,Student Motivation,Gender Differences,Environmental Influences

Korean universities have shown a dramatic change in international student enrolment over the last 20 years. While a notable increase in enrolment is undeniable, factors related to international students at Korean universities are not well known or are poorly understood. In this exploratory correlational study, we investigated the relationship between gender and study level using the push-pull model among four pull factor dimensions: (a) Appeal of Korea, (b) Experiential Motivations, (c) Social Network Influences, and (d) Institutional Appeal. Short-term exchange students (N = 601) showed that Experiential Motivations was the most salient pull factor dimension in general. A 2x3 analysis of variance indicated statistically significant differences by gender and study level among the four pull factor dimensions. We conclude by discussing mobility programs and the need to account for the different motivations of potential students typologically in order to design policies and programs more effectively.
International Students by Treaty: Common Space, Different Vulnerabilities
Author: Smart, Cherry-Ann
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,Well Being,College Students,COVID-19,Pandemics,Foreign Countries,Emergency Programs,Developing Nations,Higher Education,Stress Variables,Resilience (Psychology),Financial Support,Resources,Food,Social Discrimination,Stranger Reactions,Safety

Nonnational students in the Anglophone Caribbean are often affected by natural or man-made disasters that affect their experiences in the host country. However, the region had never experienced pandemic disasters such as COVID-19. Its occurrence highlighted latent concerns such as prejudices, border issues, and weak institutional support despite the existence of geopolitical treaties. Using the concept of the looming vulnerability framework, and incorporating a transformative lens, the research examined factors that contributed to these students' vulnerabilities at institutions of higher education in the Caribbean during the pandemic. A qualitative research design using regional newspapers accounted for students' collective voices. The results showed that nonnational students' mental well-being was affected by factors including institutional role, management of communication, access to resources, their governments' expression of financial support, and perceived discrimination from the host community. The article highlights the potential for students' further marginalization in the absence of pragmatic disaster preparedness plans.
Intracultural and Intercultural Contact Orientation of International Students in Japan: Uncertainty Management by Cultural Identification
Author: Taniguchi, Norihito
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Foreign Students,Second Language Learning,Japanese,Well Being,Student Adjustment,Grounded Theory,Foreign Countries,Intergroup Relations,Cultural Awareness,Student Attitudes,Self Concept,Anxiety,Cultural Background,Stranger Reactions,Graduate Students,Undergraduate Students,Student Characteristics,Language Proficiency,Gender Differences,Age Differences,Behavior Standards,Study Abroad,Exchange Programs,Cultural Differences,Coping

The lack of exchange between international students and host nationals in Japan has long been a pressing issue, yet very little progress has been made to rectify this situation. In this study, we examined this issue by focusing on how international students in Japan perceive cultural contact with their host and home culture members during their sojourn. The study applied a qualitative approach based on grounded theory, collecting data through semi-structured interviews with 41 international students from China, the United Kingdom, and the United States. According to the social identity and anxiety/uncertainty management approach, we interpreted the findings on how international students manage uncertainty in the Japanese environment by identifying with the host and their own home cultures for their psychological well-being, which we distinguished as intercultural or intracultural contact orientation. International students demonstrated an intracultural rather than intercultural contact orientation due to the host nationals reacting to them as &quot;foreigners.&quot;
The Faculty-Focused Model of Information Literacy: Insights from the Faculty Development Literature
Author: Hammons, Jane
Date: 2022-12-00
Type: Journal Articles
Subjects: Faculty Development,Information Literacy,Teaching Methods,Librarians,Educational Change,Learning Processes,Professional Identity,Models,Academic Libraries,Barriers,Information Science Education,Curriculum Development,College Faculty

In a faculty-focused, or &quot;teach the teachers&quot; (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians' adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.
&quot;Stories That Are Worth Sharing&quot;: Insights from Middle Eastern Refugee Migration Stories through an Inquiry into Narrative
Author: Mann, Jennifer C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Immigrants,Personal Narratives,Critical Literacy,Foreign Countries,Immigration,Guidelines,Discourse Analysis,Political Attitudes,Access to Education,Futures (of Society),Audio Equipment,Social Integration,Acculturation,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,War,Terrorism

This inquiry into narrative explores the often-silenced migration narratives of three refugee students from Afghanistan, Syria, and Iraq. It is centered around two particular wonderings based in a critical literacy framework. First, what tenets of critical literacy seem most prominent in the narratives of refugee students from the Middle East? Second, what critical understanding of their migration experience do refugee students bring to the classroom? The conceptualized framework is understood as &quot;The Centrality of Experience in Critical Literacy,&quot; wherein experience is central and valuable. This study applies the framework using stories as the source from which to better understand how individuals make sense of their worlds. Through a five-phase analysis, which included: free coding, literature derived coding, analysis of time and sequence, narrative pattern coding, and analysis of language, I find rich understandings of 1) the political, non-neutral nature of the world, 2) a fight for access to knowledge, and 3) a hope for envisioned future possibilities as the students seek belonging, refuge, and dreams, reclaiming the power of their own narratives. This inquiry into narrative additionally contributes the three stories and two audio recordings as a cultural data set, which can be used in the classroom.
&quot;We Shall Take Their Children Away and Rear Them to the Fatherland&quot;: A Critical Discourse Analysis of a &quot;Parent Advocacy&quot; Group
Author: Lathrop, Benjamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Attitudes,Ethics,Deception,Conflict,Public Health,COVID-19,Pandemics,Social Emotional Learning,Critical Race Theory,Discourse Analysis,Parent Attitudes,Advocacy,News Reporting,Teaching Methods,Critical Literacy,Literacy Education,Public Schools,Educational Policy,Barriers,Social Media,Parent Participation,Organizations (Groups),Decision Making,Video Technology,Racism,Social Bias,Speeches,Boards of Education,Meetings,Elementary Secondary Education,Child Rearing

The rise of right-wing populism, embodied in the figure of Donald Trump, has been characterized by conspiracy theories, &quot;fake news,&quot; and other forms of mis- and disinformation in what has been described as a &quot;post-truth&quot; era. The COVID-19 pandemic exacerbated this problem, and national conflicts around appropriate content, methods, and modes of schooling often involved disinformation circulated in school board meetings and other local contexts during the 2021-2022 school year. In this study, we adopt a critical literacy lens and take up the tools of discourse analysis to examine the rhetoric of post-truth, conspiracy-oriented groups opposed to public health mandates, critical race theory (CRT), and social emotional learning (SEL) in public schools. Our discourse analysis of Purple for Parents Indiana (P4PI), a local advocacy group, suggests that P4PI and similar groups are engaging in &quot;cosmetic criticality,&quot; a project superficially resembling critical literacy that poses a unique challenge to public education--a challenge literacy scholars and teacher educators must confront.
Facilitating First-Year Student Adjustment: Towards a Model for Intentional Peer Mentoring
Author: McConney, Angelique
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Adjustment,Peer Relationship,Mentors,Foreign Countries,School Holding Power,Program Evaluation,Program Effectiveness,Student Attitudes

Attrition of first-year university students remains a global problem, and this is also of great concern in South African higher education. In an effort to address this challenge, many higher education institutions offer peer mentoring programmes to assist first-year students with their adjustment to university life, in order to improve their retention. However, evidence of the effectiveness of such peer mentoring programmes is still limited. This article intends to contribute in this regard. Stellenbosch University introduced its BeWell Peer Mentoring programme in 2013. In addition to providing psycho-social support, mentors offer developmental initiatives on holistic wellness to assist first-year students with their adjustment. After an institution-wide roll-out of the programme, the question arose whether the BeWell Peer Mentoring programme actually assisted first-year students in adjusting to campus life. In order to answer this question a research study with a sequential mixed-method design was employed. Our study found that adjustment outcomes were influenced by the intensity of peer mentoring participating students received. Mentor attributes, time invested in mentoring, reasons for mentoring and the wellness component of the programme all influenced the peer mentoring received. The findings underscored the importance of selecting intentional mentors, and effective programme implementation and monitoring. A model for intentional peer mentoring is proposed, to optimise the programme outcomes. Other institutions with similar programmes could also benefit from the proposed model.
An Assessment of COVID-19 Pandemic Quarantine and Isolation Programmes: A Case Study of the University of Limpopo
Author: Masipa, Mochaki D.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Universities,Foreign Countries,Educational Facilities,Disease Control,Barriers,Public Policy,Compliance (Legal),Accountability,Administrator Attitudes,In Person Learning,Guidelines,Standards,Quality Assurance,Case Studies,Program Evaluation

South Africa, like the rest of the world, was affected by the outbreak of the COVID-19 pandemic. From March 2020, the country's president, Cyril Ramaphosa, imposed lockdown regulations in an attempt to curb the spread of the coronavirus, which led to the closure of universities. When the national regulations allowed for the resumption of university activities, the University of Limpopo had to set up quarantine and isolation facilities as a strategy to manage infections. As a new initiative, challenges would be expected in managing this unfolding situation. Against this background, this paper considers the findings of a study which focused on the establishment and operations of quarantine and isolation facilities at the university. Documents were analysed for the purpose of data construction and substantiated with data collected through semi-structured interviews. The university staff members responsible for the facilities were purposively selected to participate in this study. Data were analysed through thematic content analysis. The study found that the university established the quarantine and isolation facilities according to government guidelines; the facilities were well managed; and activities were implemented as expected. However, operational challenges that require improvements were identified and this article accordingly makes recommendations.
Student Affairs and Services Leadership in Trying Times: Student Social Behaviour Project and Psycho-Social Support Interventions at a Comprehensive University in South Africa
Author: Chalufu, Sibusiso
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Universities,COVID-19,Pandemics,Student Personnel Workers,School Safety,College Students,Crisis Management,Academic Support Services,Occupational Safety and Health,Social Capital,Student Welfare,Intervention,Foreign Countries,Student Behavior,Peer Groups,Student Role,Social Support Groups,Team Sports,Cultural Activities,Dormitories,Social Behavior,Student Leadership,Leadership Role,Seminars,Health Promotion

The outbreak of COVID-19 and the lockdown measures that were widely implemented in response to the pandemic forced many of the forms of engagement and activities promoted by student affairs and services staff among students at universities to be curtailed or transformed -- at first, so that they entailed no interpersonal contact and later so that they took place in line with health and safety protocols restricting contact. The moment of crisis required decisive, innovative leadership from members of staff as they sought to help meet the needs of students who were now deprived of the benefits of the psycho-social, intellectual and physical engagements that had been provided by in-person contact on highly interactive campuses. Accordingly, the student affairs and services staff at North-West University in South Africa collaborated with students, leveraging their creative potential to reach out, create and implement new student support systems and programmes through structured activities that could take place online and in the form of strictly controlled contact sessions. In this context, two new initiatives were established at the university: a student behaviour project which sought to deploy student peers to promote adherence to COVID-19 occupational health and safety protocols among the student population; and a raft of psycho-social support interventions, including webinars, cultural and sporting activities, and residence activities which promoted student welfare including by helping students to manage the realities of the pandemic more effectively. This reflective article, authored by two of the North-West University student affairs and services staff responsible for launching and leading these initiatives, considers the kinds of collaboration among university staff and with students that informed the establishment and implementation of these projects. Focusing particularly on how these projects may have contributed towards increased levels of social capital among the students at the university at a moment of crisis, with a view to extract lessons that may be learned for the proactive development of student-support measures under similar conditions in future.
Thinking with Nancy Fraser in Understanding Students&apos; Experiences of Accessing Psycho-Social and Academic Support during the COVID-19 Pandemic
Author: Khan, Faeza
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Social Support Groups,Academic Support Services,Student Personnel Services,COVID-19,Pandemics,College Students,Student Needs,Social Justice,Foreign Countries,Student Attitudes

The COVID-19 pandemic has changed the face of higher education institutions in profound ways. After the restrictions of movement under lockdowns imposed in response to the pandemic from 2020, higher education institutions were forced to think creatively and quickly about how to respond to arising challenges of completing the academic year and ensuring throughput and retention of students. Historically disadvantaged institutions in South Africa were particularly hard hit in taking on the challenge of online learning given their restricted resources and the under-preparedness of the student cohort who are attracted to these institutions. This article uses data from two surveys conducted among students at the University of the Western Cape which measured students' experiences and access to psycho-social and academic support services in 2020. In addition to the findings of these surveys, emails from a student counselling line at the university are also used to reflect on students' expressed needs for support during the COVID-19 pandemic. Utilising Nancy Fraser's model of social justice and focusing particularly on the economic and cultural dimensions of this model, this article seeks to provide an understanding of the constraints and support that students experienced when seeking to access online academic and psycho-social support. Fraser's affirmative and transformative approaches to producing change are discussed to help identify how the constraints that were experienced could be addressed to achieve participatory parity.
Student Perceptions on Their Transition Experiences at a South African University Offering a First-Year Experience Programme
Author: Bengesai, Annah Vimbai
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Attitudes,Student Experience,First Year Seminars,Legal Education (Professions),College Environment,Adjustment (to Environment),Social Integration

The transition from high school to university is often a challenge for many students, as they face numerous academic and social adjustments during this time. For the 2020 cohort, these challenges were compounded by the COVID-19 pandemic which further exacerbated the existing concerns and uncertainties. This study reports on the perceptions of a cohort of first-year students enrolled in 2020 at the onset of the COVID-19 pandemic regarding their transition experiences. The analysis was carried out against the backdrop of a pilot first-year experience programme at one South African university. Data were collected using a survey method from a sample of 299 students who had participated in the pilot programme. A multi-construct approach was used to assess student perceptions on the success of the First-Year Experience programme in providing (i) a supportive learning environment, (ii) assisting students to understand academic demands, and (iii) creating stimulating learning experiences with acceptable levels of reliability (0.66-0.74). Despite facing many transitional challenges at the beginning of the academic year, student responses to questions on the above three factors were affirmative. This suggested that students perceived their experiences of support and interactions within the university as instrumental in assisting them to cope with transitional challenges. These findings provided the necessary guidance for the continuation and improvement of the support given to first-year students.
Psychometric Properties of a Short Measure for South African First-Year Students&apos; Perceptions of Fit with Their Courses of Study
Author: Machaba, Reitumetse
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Attitudes,Psychometrics,Measures (Individuals),Majors (Students),Student Interests,Decision Making,Student Experience,Validity,Reliability,Goodness of Fit

The first year of higher education is one of the most critical and challenging times in a student's life and choosing a specific course of study can be very difficult. Often, first-year students realize they have different expectations from the courses of study they chose and perceive that their abilities, skills, interests, and ambitions for a future career do not match their chosen courses of study. When the wrong choice has been made, and there is no intervention to choose a course with a more appropriate fit, students may decide to leave university prematurely, which may have a major impact on a student's life. Identifying students who do not experience alignment with their choice of study course, and offering these students assistance and guidance, is imperative for universities to retain as many students as possible. Unfortunately, there is a paucity of research on a short scale that measures student-course fit validly and reliably, and which can be fairly applied to different groups in an unbiased manner. This study analyses the psychometric properties of a measure of students' perceptions of fit with their course of study, adapted from a widely used person-job fit scale. Statistical techniques used to determine the validity and reliability of this scale were structural validity, differential item functioning to determine item bias, measurement invariance, and reliability. A quantitative, cross-sectional design was used. A sample (N = 1,211) of South African first-year university students studying at a university with three different campuses was used. As expected, confirmatory factor analysis provided evidence of a one-factor structure. No item bias was present for language and gender groups. Although item bias was present for item 2 between campuses, the post hoc analysis indicated that the impact was practically negligible. Measurement invariance was established, as well as good reliability of the scale. The findings of this study can contribute to knowledge concerning the valid, reliable and fair measurement of first-year students' perceived fit with their courses of study. In addition, insights could assist universities in identifying students who need proper career guidance to better match with their chosen courses of study.