Postsecondary Education Research Papers - Academia.edu (original) (raw)

2025, Child and Adolescent Psychiatric Clinics of North America

Comorbidities among learning disorders, speech/language disorders, and attentiondeficit/hyperactivity disorder are common throughout the developmental period, resulting in incomplete understanding of the challenges faced by transitional age youth in the absence of thorough evaluation and timely intervention. Special education categories and Diagnostic and Statistical Manual of Mental Disorders, 5th Edition diagnoses do not correspond perfectly, causing confusion for transitional age youth, parents, and clinicians. Special education law requires schools to follow strict evaluation procedures and timelines before determining eligibility for special education. Parents and clinicians may misinterpret a school's failure to provide services even though a disability has been diagnosed. Transition planning procedures during the teen years are required by special education law to help adolescents attain individualized postsecondary goals and increase selfadvocacy skills. Child and adolescent psychiatrists can play a crucial role in assisting parents and students throughout the postsecondary transition process and into young adult roles.

2025, Higher Education Policy

Market forces are powerful in U.S. postsecondary education. Such forces were employed when the first postsecondary institutions were established in the seventeenth and eighteenth centuries, and many present day forms can be traced to these early beginnings. Over recent years public university revenue shares in block-grants from state governments have declined, thereby destabilizing the institutions. The universities have compensated by increasing shares from grant and contracting organizations and from students. The end result has been that expenditure shares for instruction have declined while shares for research and for administration have increased. Internally, these changes in "resource dependencies" have lead to the redistribution of internal university power, loss of "community", and ever-higher charges to students.

2025, Program for Research on Private Higher Education

Abstract: Analyses of private higher education should consider the increasingly important for-profit sector in many countries. Yet information on the for-profit sector has been quite limited. Even in the United States, where for-profit... more

2025

The Program for Research On Private Higher Education (PROPHE) seeks to build knowledge about private higher education around the world. PROPHE focuses on discovery, analysis, and dissemination. PROPHE neither represents nor promotes private higher education. Its main mission is scholarship, which, in turn, should inform public discussion and policymaking. PROPHE's Working Paper series is one vehicle to promote these goals.

2025, Teaching Exceptional Children-Plus

This article tells the story of one elementary school faculty who responded to the call for accountability by adopting an inclusive view and implementing educational practices where all students were welcomed and considered valuable, contributing members of the school community. The inclusion of students with disabilities in the general education setting did not negatively impact the accountability measures for the school; in fact, the school received a U.S. Department of Education Blue Ribbon Award. This article briefly describes the process and challenges faced by the faculty, parents, and students as the school began a restructuring plan focused on the inclusion of all students in a supportive school setting.

2025

Early Colleges provide students with exposure to, and support in, college while they are in high school. Early Colleges partner with colleges and universities to offer all students an opportunity to earn an Associate's degree or up to 2 years of college credits toward a Bachelor's degree during high school at no or low cost to the students. Eight of the Early College High Schools in the study were typical 4-year high schools, and two Early Colleges had 5-year programs. Students had the opportunity to earn college credits or an Associate's degree while completing their high school courses of study. Early Colleges are particularly interested in increasing college access and enrollment among students who are traditionally underrepresented in postsecondary institutions, including racial/ethnic minorities, students from low socioeconomic status families, or those whose parents did not attend college. The Early College High Schools in this study served student populations that were, on average, 49% racial/ethnic minorities and 44% low income.

2025

Cette etude porte sur la place actuelle et le potentiel du cinema quebecois dans l’environnement educatif collegial. Elle s’oriente sur les connaissances et l’interet des apprenants pour cette forme culturelle ainsi que sur les aspects pedagogiques et les repercussions en lien avec le developpement d’elements cles de la formation des etudiants en tant que citoyens et spectateurs eclaires. S’appuyant sur une demarche methodologique aussi bien quantitative (sondage aupres de la communaute etudiante et des professeurs) que qualitative (laboratoire de visionnement, groupes de discussion) au sein du Cegep Garneau, a Quebec, l’etude met au jour le potentiel important d’interet pour le cinema quebecois, et ce, malgre le manque de connaissances prealables des apprenants pour ce cinema. Autrement dit, l’absence de frequentation n’est pas necessairement associee a un desinteret intrinseque pour ce type de cinema. La recherche revele, a cet egard, qu’etre exposes a des films, a des extraits, a...

2025, The Hilltop Review

TUDENTS with disabilities are historically underrepresented in postsecondary institutions . Research has been able to illustrate the types of experiences students with psychiatric disabilities have while navigating through college . By examining these experiences, higher education administrators and student affairs professionals can learn about the types of support students have received and challenges they have encountered. California Mental Health Advocacy Services (2015) conducted a study to identify challenges for students with psychiatric disabilities as they transition from high school to college. More than half of the students in the study discontinued their education and most indicated that they did not disclose their disability for fear of negative stigmatization (California Mental Health Advocacy Services, 2015). Stigmatization can be defined as receiving differential treatment based on perceptions by others .

2025, Community College Journal of Research and Practice

Dual-credit programs are an increasingly popular policy tool of statedriven postsecondary reform, particularly where legislatures and state higher-education boards seek to increase access to higher education and achieve greater collaboration between schools and colleges. This study reports on the role and impact of dual-credit programs in the reform of Kentucky postsecondary education. Student records of the Kentucky Community and Technical College System analysis reveal that more students are enrolling and succeeding in dual-credit courses. Participation rates of students from underserved populations are also increasing, thus indicating the efficacy of Kentucky's policies on dualcredit to help institutions meet the state's reform goals for access and achievement in higher education.

2025

Persisting social and economic inequalities exist in achieving a postsecondary education. These inequalities are attributable to economic, racial, and gender disparities that result in considerable gaps in college access, achievement, and college completion for minority groups. This article presents the current landscape for college readiness and access. Effective practices for promoting college readiness and access are discussed along with policy implications at the state level

2025, The Review of Higher Education

2025, Journal of Agricultural Education

In an effort to evaluate the current use of case studies as a teaching technique in postsecondary agricultural education and to develop a model for integrating technologies into the case study technique (CST), a qualitative study was conducted that explored the current use of case studies, examined the effectiveness of the technique, and explored the technology skills held by instructors. Study findings revealed benefits and limitations to the use of CST within postsecondary agricultural education as well as methods for integrating technology into the process. Benefits of CST to students included (a) preparation for real-world application of knowledge, (b) development of higher-order thinking skills, and (c) communication skills improvement. Limitations of CST included (a) students' lack of prior experience, (b) difficulty for instructors to find quality cases, and (c) the need for skilled facilitators. Ways to address these limitations were identified through the research and involved the integration of technology. Research findings provided a foundation for the development of a model to integrate technology with CST. While further research is needed to confirm the effectiveness of the model, the research implies that the use of the resulting model could increase the use of CST and improve teaching effectiveness.

2025, Journal of College Reading and Learning

2025, Journal of Indian Ocean World Studies

2025, Bulgarian Comparative Education Society

This paper sets the tone for the 2017 BCES Conference in that it confronts the educators and educationists assembled at the opening ceremony with some of the manifestations of the current business and economics driven orientation to life in general and to education in particular. It demonstrates how and to what extent the neoliberal life-view or orientation has so far colonized the minds of educators and educationists and affected their occupational environment. The paper concludes with a brief critical discussion of neoliberal tenets and their effects on education based on professional pedagogical insight into the human being, societal relationships and education.

2025

We are now learning that the Bologna Process impacts American higher education far beyond comparability of degrees. The Bologna Process, with its policy strands that address an array of issues, including, for example, widening participation, student mobility, student centric learning and teaching, and engagement with employers, is addressing issues that confront American higher education. The United States needs to dramatically increase the percentage of Americans with high quality degrees. While we cannot, and should not, replicate the model of higher education used in Europe, it is increasingly clear that the U.S. must adapt and apply the lessons that are being learned from what has been happening in Europe and beyond.

2025

The progress and status of female students in postsecondary education are presented in this second of a three-volume study of female education. Volume one focuses on the status of girls and women in elementary and secondary education; volume three, on female professionals in postsecondary education. This volume deals with undergraduate and post-baccalaureate concerns separately. In the first part, such undergraduate issues as college enrollment, portrayal in textbooks, counseling, financial concerns, athletics and extracurricular activities, and outcomes are addressed. The post-baccalaureate section reports enrollment, financial concerns, outcomes, and employment. Among the numerous conclusions are: women and men will represent equal percentages of the college population in the 1980,s: women enter college with better grades than Ben: women in graduate school have a higher attrition rate than men: annual incomes of women and men with four years of college are .7:onsiderably different; and in 1879 women earned 1 percent of all taster's degrees and in 1978 they earned 4B percent. Extensive tables and a bibliography are provided. (IC)

2025, CURRICULUM AND MATERIAL DEVELOPMENT

This paper discusses materials development in language education, defining teaching materials as diverse resources like textbooks and digital tools. It emphasizes the importance of authentic input, learner engagement, and communicative purpose. The paper also discusses the role of technology in enhancing language learning, emphasizing accessibility, collaboration, and personalized learning. Integrating digital resources improves educational outcomes.

2025

One. of ten studies' commissioned to investigate research needs and to stimulate planning activities, this paper , 'addresses its recommendations to the National Institute of Education (NIE) ,-the National'AssessMent, and other agencies with potential capacity to conduct or facilitate research in international .education. A.malor part of the paper-is devoted to a review of existing research under the following topics: (1) concepts of nationality and feelings of nationalism: (2) descriptive and developmental studies of views of other nations: (3) student awareness of global problems and solutions, including war, human -rights, world hunger, and international organizations: and 44) the effectiveness of international_education programs, including the cultural dimension of language stiudies. It is found that the overall picture is one of useful fragmen.ts, and of a general failure to develop rigorous measures to compare learning paradigms or to provide an understanding of the'ways in which students form ideas about. global problems and become motivated to be part of.their,solution. As a result of this review, nine priority research activities and area -are identified, and ways of implementing them are suggested.

2025

This manual provides guidance and documentation for users of the 1993 National Study of Postsecondary Faculty (NSOPF-93) restricted-use data files and of the public-use institution data file. The NSOPF-93 was the successor to a 1988 study of postsecondary faculty. Information about the purpose of the study, the data collection instruments, the sample design, data collection, and data processing procedures for NSOPF-93 are also included. Chapters 1 through 5 provide background to the study, information on questionnaire development, sampling, and data collection and processing procedures. Chapter 6 is a guide to the data files and codebooks, and chapter 7 discusses the comparability between the NSOPF-93, the 1988 study, and other data sets. For the 1993 study, the sample was increased from the 480 institutions and 11,013 faculty members surveyed in 1988 to 974 institutions and 31,354 faculty. Response were received from 817 institutions and 25,780 faculty members. Fifteen appendixes contain survey instruments and cover letters and technical information on the data files and codebooks. (Contains 24 exhibits.) (SLD)

2025

The report is organized into 11 chapters and begins by introducing NSOPF-93 in the context of the earlier study in 1988. Chapter 2 details the data collection instruments, while chapter 3 discusses the NSOPF-93 sample design and implementation. Chapter 4 reviews institutional recruitment procedures and their results. Data collection procedures are discussed in chapter 5, and chapter 6 discusses data processing and control. Chapters 7 and 8 deal with institution and faculty response and nonresponse and questionnaire item response. Chapter 9 examines data quality in terms of validity and reliability. Chapter 10 examines faculty counts and summarizes the procedures used to reconcile discrepancies and to calculate best estimates for the NSOPF-93 faculty dataset. Recommendations for future NSOPF studies are found in chapter 11. The full-scale NSOPF-93 included an institution-level survey of 817 colleges and universities in the United States and a survey completed by 25,780 faculty members. Eighteen appendixes contain survey instruments, cover letters, and additional details about the research methodology. (Contains 61 exhibits.) (SLD)

2025

The 1992-93 National Study of Postsecondary Faculty (NSOPF-93), the second cycle of this study, surveyed institutions and faculty, with a sample of 974 public and private nonproprietary higher education institutions and 31,354 faculty members. The study was designed to provide a national profile of faculty, including their professional backgrounds, responsibilities, workloads, salaries, benefits, and attitudes. This manual was developed with the goal of providing analysts with the information necessary to use and interpret the NSOPF-93 public use files. Chapter 1 provides background information on questionnaire development, sampling, and data collection procedures. Chapter 2, the "Guide to the Data Files and Codebooks," contains information on: (1) content and organization of NSOPF-93 files; (2) identification codes; (3) variable names; (4) derived variables; (5) use of flags and weights; (6) notes on variance estimation; (7) using the Statistical Analysis System (SAS) and the Statistical Package for the Social Sciences (SPSS) to analyze the datasets; (8) a guide to hardcopy codebooks; and (9) a description of the NSOPF:93 electronic codebook for institution files. Eight appendixes provide information on data collection instruments, file record layouts, and codebooks. (Contains three exhibits.) (SLD)

2025

This study examines the effects of service-learning and community engagement programs on the academic outcomes of undergraduate students, focusing on underrepresented students. Prior studies documented the positive impact of community engagement on students' academic engagement, sense of belonging, and persistence, especially for underrepresented students. We explore the effects of four service-learning and community engagement programs on students' persistence (GPA, credits earned, retention) and college completion at the University of Illinois Chicago. We use propensity score matching to compare outcome variables of the treatment and control groups. We found varying degrees of statistically significant academic outcomes across the four programs (trending positive overall). To complement the quantitative findings, we carried out focus groups with each program. We found that for underrepresented students, service-learning and community engagement activities, especially when mentorship is involved, offer connections with their communities that help improve their academic engagement, sense of belonging, and persistence.

2025

Social networks of persons with intellectual disabilities (ID) have been characterized as smaller and less diverse than those of typical peers. Advocates have focused on strengthening those social networks by expanding circles of social support, protection, and friendship. As young adults with ID experience increasing levels of community integration and move into new postsecondary education environments, the nature and potential functions of their social networks may shift. We describe the development and use of a social network instrument that is intended to capture an expanded view of social networks as structures influencing career opportunities. Using data from participants in our college program for students with ID, we then describe and illustrate how social network analyses can be used to examine individuals' social networks. Finally, we discuss lessons learned from our development process and implications for social network assessment and analysis with persons who have ID in postsecondary education.

2025, Intellectual and Developmental Disabilities

Higher education is increasingly becoming an option for young adults with intellectual disability (ID). Although initial evaluations of postsecondary education for this population have been promising, a broader ''quality of life'' framework needs to be adopted in order to truly understand the impact of these programs. Moreover, researchers and program evaluators must collect longitudinal data that follows former students for multiple years and uses multiple measures. We conducted a pilot evaluation of the life outcomes of students who had attended at least two semesters in Kentucky's supported higher education program for students with ID, collecting data on life status and experiences using measures from the National Core Indicators-Adult Consumer Survey. The findings from this pilot study show better outcomes for young adults who participated in a postsecondary education program compared to young adults who did not, but these findings need to be considered in light of several limitations. In many respects, our data provided more new questions than answers. Recommendations for collecting and evaluating broad-based, longitudinal data to gain insight into the potential benefits of postsecondary education for people with intellectual disability are discussed.

2025

Agnes Martin, painter, autism and schizophrenia Master

2025, Kardan Journal of Engineering and Technology

Objective: This study aims to investigate the use of artificial intelligence (AI) by students in higher education, focusing on the opportunities, risks, and strategies that universities can adopt. The goal is to investigate using AI in students' learning-based activities. The goal is to determine whether artificial intelligence can effectively be integrated into higher education to maximize its benefits while minimizing potential risks and addressing them. Methods: The study examined the implementation of artificial intelligence in higher education through interviews and literature reviews. The applied research was conducted, and 73 semi-structured interviews with IT instructors were conducted to collect data. Descriptive and content analysis methods were used to analyze the qualitative data using a discourse approach and sociotechnical systems theory framework. Findings: The findings inform the development of recommendations for higher education institutions to effectively integrate artificial intelligence into the educational ecosystem while addressing its ethical implications. Artificial intelligence can positively change the higher education sector if used correctly. This extensive study examines the potential effects of artificial intelligence on higher education. It discussed many hazards, offered advice, and presented a strong ethical framework for its application and use in educational settings. It also emphasizes the need to adopt a comprehensive strategy that fully exploits artificial intelligence's benefits while overseeing its moral and practical applications. Implications: According to this study, different stakeholders in higher education universities, legislators, and educators must work together to develop innovative artificial intelligence-driven learning resources, encourage innovation, and change teaching methods to maximize the advantages of artificial intelligence while also successfully managing any risks that may arise.

2025

Artificial Intelligence (AI) has gained momentum in the fast-evolving technological world, prompting it to shape student's academic lives and the employment market. This study delved into understanding the Business Studies students' Generative AI (Gen AI) awareness and how their awareness has shaped their perceptions of Gen AI. The study also examined the gender differences among the students based on their awareness and perceptions. The study used a structured survey questionnaire to collect responses from students of various Higher Educational Institutions (HEIs) in the Sultanate of Oman. Research made use of a combination of descriptive and correlational research design. The objectives were analyzed using frequency analysis, descriptive statistics, chi-square test, independent sample t-test, and multiple regression. The findings indicated that the students are aware of AI in education accordingly, their perceptions are also developed. There are no significant gender differences in GenAI awareness and perceptions among the students. The multiple regression shows that GenAI awareness has influenced the students' perceptions about GenAI except for the matter of formal education received in colleges and universities. Based on the results of the study, the academicians and the concerned authorities shall take a proactive approach toward inculcating AI in curriculum across Oman, so that it can help them academically as well as in future employment.

2025, Maine Law Review

See 42 U.S.C. § 607(c)(2)(D), (d)(8) (2000). 8. See id. § 601(a). 9. Id. § § 601(a)(2), 602(a)(1)(A)(i). 10. Brito, supra note 3, at 428. 11. Id.

2025

Summary: Presenting original research on the experiences of students with disabilities in the online environment: actionable, applicable suggestions and demonstration of unique, innovative techniques to enhance the academic advancement of this population. Addresses: isolation, advocacy, and adaptation to specific needs. Solutions: apps, teaching techniques, LMS integrations, and free-to-use software.

2025

Artificial intelligence has gained significant traction in various industries, including education, due to its potential to improve academic outcomes. However, the rapid advancement of technology raises concerns that educational discourse may lag behind in understanding its pros and cons. Thus, this chapter examines ethical considerations when incorporating AI into higher education institutions, with the aim to develop a conceptual framework to provide various stakeholders with precise guidelines.

2025, Critical Questions in Education

Educational equity for undocumented immigrants has become a widely discussed issue in both the political and public realm of Tennessee, in large part as a result of the individual determination and collective resistance of undocumented youth living in the state. This article focuses on the ways in which undocumented immigrant youth in Tennessee confront and challenge educational inequities, particularly that of affordable access to higher education. Specifically, we suggest that the undocumented youth in this study engage in both individual and collective forms of resistance to overcome educational barriers, a process we refer to as boundary politics. This article draws on data from 24 oral histories from a multi-year participatory action research project with members of a youth-led undocumented-immigrant organizing group. This participatory methodology was used to complement the collective action and individual forms of resistance employed by undocumented youth in this study. Overa...

2025, International Journal of Management, Knowledge and Learning

The present research examines to what extent crises, such as the recent pandemic, have opened new possibilities for higher education institutions-especially in developing countries-to attract international students. The study is intended to analyse how internationalisation strategies have been readjusted under recent sectoral changes. Study design/methodology/approach: Through a literary review and an investigation into current patterns of higher education, this study will construct a conceptual framework for universities to achieve sustainable revenues through internationalisation, including major educational changes triggered by the pandemic. Findings: The research shows that while the recent challenges have been significant, they also concurrently created opportunities for institutions which were previously less appealing to international students. The way online and hybrid learning modes have shifted has thus helped the universities to rebalance their strategic focus in ways compatible with the proposed framework. Originality/value: This study provides a strategic framework for university administrators desiring to achieve financial sustainability via internationalization. The paper sets the stage for future empirical research and makes an important contribution to the use of online and hybrid learning modes to attract a larger international student body.

2025, Literacy Information and Computer Education Journal

This study is an extension of our previous research on the infusion of technology into a postsecondary music course to promote the skill of close listening of music. In-class hindrances in higher education classrooms, such as time, equipment, acoustics, and class size, limit student experiences of quality listening and thereby reduce their capacity for learning fundamental features important to hearing differences in musical styles.. For this study, we developed on-line, supplemental listening activities using Articulate Storyline, Adobe Connect and the virtual world Open Sim. We pretested students on music experience, computer experience and self-regulation. At the end of each course, students answered a survey on their enjoyment, tendency to recommend, their engagement and perceived increase in understanding of material, and whether or not the activities were worthwhile. In a comparison of 2014 and 2015 results, we found that students with high selfregulation levels rated these items more positively when the content included more advanced musical concepts. We also found that students who thought the on-line activities had increased their understanding of the material engaged more intensively with all the on-line activities than students who praised the convenience or aesthetic experience of the on-line activities.

2025, The Journal of Postsecondary Education and Disability

Involvement in extracurricular activities provides youth with opportunities to develop important personal skills, abilities, and preferences, and to build meaningful social support networks. Historically, students who are deaf or hard of hearing (SDHH) have had limited access to opportunities for both academic and occupational development, including extracurricular participation, although legal changes such as the Americans with Disabilities Act (1990) and the Individuals with Disabilities Education Improvement Act ( ) have shifted this landscape. Drawing from data available in the National Longitudinal Transition Survey 2 (NLTS2) and controlling for demographic covariates, we examine the predictive role overall extracurricular involvement and the breadth of that involvement play in postsecondary outcomes, including education, employment, independent living, and self-beliefs, for approximately 1,000 SDHH ages 14 to 18. We also describe the extracurricular activities in which SDHH are most often involved. Our findings suggest that overall involvement in extracurricular activities significantly predicted independent living, and that involvement in more than one activity significantly predicted postsecondary enrollment. We also discuss the limitations of the study design and implications for future research. It is clear that participation in extracurricular activities in high school benefits SDHH later in life.

2025, The Journal of Postsecondary Education and Disability

2025, Applied Developmental Science

Social skills function as a vehicle by which we negotiate important relationships and navigate the transition from childhood into the educational and professional experiences of early adulthood. Yet for individuals who are deaf, access to these opportunities may vary depending on their preferred language modality, family language use, and educational contexts. Drawing upon available data in the National Longitudinal Transition Survey 2 (NLTS2) and controlling for demographic covariates, we examine the predictive role of social skills in high school on postsecondary education, employment, independent living, and self-beliefs. Parents' ratings of social skills in their children who are deaf (from the first wave, when students were in high school) strongly positively predicted graduation from postsecondary settings up to ten years later, but did not predict employment or independent living outcomes.

2025, Proceedings of SITE 2025 conference

This review explores the role of chatbots in education through a detailed literature review of 60 records. As chatbots become increasingly embedded in students' daily lives, their presence in primary, secondary, and tertiary education is expanding rapidly. By analyzing the selected papers, this review highlights both the opportunities and challenges faced by educators and students when using chatbots. The findings indicate that the integration of AI in education offers significant potential but requires careful consideration. In particular, the study emphasizes the need for improved teacher and student training, updated policies, and effective assessments to maintain academic integrity and enhance learning outcomes.

2025

With the passage of House Bill 1403 in 2001, Texas became the first state to pass legislation allowing undocumented students to qualify for in-state tuition at public colleges and universities. However, allowing students who do not legally reside in the United States to pay resident tuition is a highly controversial and politically charged issue that is the source of ongoing debate. Almost invariably, during each legislative session there are calls to overturn the in-state resident tuition policy. Therefore, the purpose of this research is to conduct a cost-benefit analysis of Texas HB 1403 to determine if the policy is socially beneficial. Because roughly 80 percent of the undocumented population in the U.S. is Hispanic, the analysis focuses specifically on the costs and benefits of the provision of this incentive to Hispanic students. This study considers three costs and three benefits of the policy. The costs include lost tuition revenue, increased financial aid and admissions administrative costs, and opportunity costs of lost income during enrollment. The benefits of the policy are increased wages, reduced incarceration costs, and a reduction in public healthcare spending. The cost-benefit analysis found that the policy is socially beneficial for the state. Thus, this paper recommends that Texas's in-state resident tuition policy be upheld.

2025, Design and technology education : an international journal

Every year, around 35% of engineering graduates (mainly female and ethnic minority graduates) in the UK choose roles outside engineering. Given that engineering disciplines struggle to attract recruits, this represents a significant loss of qualified talent the profession can ill afford. A possible reason why engineers choose not to practise after qualifying may be that they have not developed a professional engineering identity during their engineering education. Research shows that engineering identity is an important indicator of persistence in both engineering education and the engineering profession. The purpose of this research is to gain a deeper understanding into the process of engineering identity formation in undergraduates studying for an engineering apprenticeship degree in England, with a view to proposing changes to engineering education that may better support the development of an engineering identity. A qualitative methodology is well-suited to the study of how engineering identity develops in engineering students, given that we are interested in the personal experiences of engineering students rather than in measuring standardised outcomes. This research is inspired by narrative inquiry through the use of life story interviews (LSI). This paper outlines the findings of a preliminary study with first and final year students. The findings presented are surprising in that they seem to indicate that the four years of a degree apprenticeship have little impact on students' identification with engineering. Going forward, engineering educators need to consider how the development of an engineering identity can be supported in engineering education.

2025

Taking more time than expected to complete university degree programs is a global and known problem, and in Chile, has relevance because pressure exists to complete degrees on time. In this work, we explore academic delay in higher education programs, in particular an engineering program, and its relation with academic information summarizing the trajectory of students along with the academic program. Academic information is represented by semester-by-semester features that reflect different aspects such as performance, workload, and difficulty. Exploratory analyses of these variables reveal two orthogonal groups: performance and workload; then used to build models predicting the relative delay of a student at her 8th term at the program relative to the expected completion at 8th term. To further explore the trajectory of delay and analyze how the delay relates to other academic aspects such as term by term performance or workload, a sequential model was built. Results show differen...

2025, Proceedings of the 3rd International Conference on Higher Education Advances

There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, & Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, & Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how ...

2025

This article aims to examine the opportunities and challenges of artificial intelligence (AI) in academic writing and research skills. It suggests recommendations that universities can use to develop to enhance the proper use of AI. As many institutions continue to embrace and use AI tools worldwide, questions surrounding its utilisation in the education sector continue to emerge. Following the continued adoption of AI in academia, several studies have been conducted to examine its impact. Some studies reveal that AI can be instrumental in scientific and academic research while inspiring new research topics and areas. However, universities in Kenya face challenges in tapping into AI opportunities and addressing the challenges associated with AI adoption, such as plagiarism and misinformation. Therefore, the main objective of this article was to analyse the gaps in AI in academic writing and research skills in Kenyan universities. It has two aims: firstly, it analyses the opportunities associated with AI tools in academic writing and research skills, and secondly, it examines the challenges Kenyan universities face in using AI tools. A semisystematic literature review from EBSCO and Google Scholar databases for peer-reviewed articles, policies, internet websites, government documents, parliamentary bills, online digital news, and institutional documents published since 2017 was conducted. Four key steps were used in literature identification: search, inclusion and exclusion criteria, development of themes, and analysis. Our findings suggest that adopting AI in academic writing and research skills is integral for quality research and academic integrity in universities. We recommend the formulation of AI policy frameworks that will regulate and