Faculty Students Research Articles

University-to-work transition and work placements: evidence of heterogeneous pay dynamics

ABSTRACT This study contributes theoretically and empirically to our understanding of students’ transition from work placement to the graduate labour market, by exploring earning differentials due to heterogeneous job transitions. We developed a theoretical framework that underpins the relationships between work placement, job transition and graduate earnings. Based on this framework, we established three hypotheses of pay dynamics: the gain of a pay premium for graduates who remained with their placement employer (‘foot-in-the-door’ effect); the persistence of low pay as students transition from work placement to graduate employment (low-pay persistence effect), and the pay progression as students transition from low-pay work placement to higher-paid graduate employment (low-pay stepping-stone effect). We tested these hypotheses by performing regression analysis on matched data from students’ records, work placements and graduate surveys, for a sample of economics graduates who completed a work placement. The results confirmed our hypotheses, providing evidence that graduates stand to benefit from remaining with their placement employer. In addition, our theoretical framework and empirical analysis can inspire further research into a largely unexplored area, the dynamics of transition from university to work.

Ideas of Russian students about the essence, types and methods of propaganda: based on the results of empirical research

This article is devoted to the comparison and analysis of a number of results of sociological studies conducted at the sociological faculty of Moscow State University named after M.V. Lomonosov in February 2024 and in April–May 2024. As part of a February 2024 pilot study conducted by standardized interview method, 42 under graduate (48%) and graduate (52%) students of the Faculty of Sociology were selected. The age of 36% of respondents was in the range of 17–18 years, 52% from 19 to 22 years, 12% — from 23 to 26 years. As part of a sociological study conducted at the Faculty of Sociology of Moscow State University named after M.V. Lomonosov in April–May 2024, a sociological study “Social communication in modern society: essence and features” a total of 401 students of the sociological faculty of Moscow State University named after M.V. Lomonosov. The study was conducted by questionnaire. 401 students of the sociological faculty of Moscow State University named after M.V. Lomonosov, of which 73,32% of bachelors and 26,68% of masters, which corresponds to the structure of the student body of the sociological faculty. Among the surveyed students, 70,07% were female, and 29,93% were male, which generally corresponds to the overall gender composition of the faculty students. 65,75% of respondents (i.e. almost two thirds of respondents) were young people aged 19 to 22 years, 19,5% — from 23 to 26 years, 14,75% — from 14 to 18 years. As part of these studies, students were asked a number of questions, including those aimed at identifying their ideas about the essence of the phenomenon of propaganda, types of propaganda, perception of propaganda, destructive and constructive propaganda. Research results have shown that in the student environment as a whole, incorrect and vague ideas about the essence of the phenomenon of propaganda, its various types and methods, as well as the negative attitude of respondents to the phenomenon of propaganda itself prevail, which is clearly visible in a number of detailed definitions of this phenomenon given by them. A significant part of students primarily associates the concept of propaganda with the concepts of “imposition”, “manipulation”, primarily because of the prevailing neoliberal ideologies in social networks and instant messengers, popular among young people, that young people themselves are not particularly aware of. Nevertheless, they state the fact that there is an acute ideological struggle in the Russian Federation and an active neoliberal ideology in modern Russia.

Social communication in modern society: experience of empirical research

This article was prepared by a team of authors of the sociological faculty of Moscow State University named after M.V. Lomonosov as part of a series of events dedicated to the 270th anniversary of Moscow University. The article was based on the processed and analyzed data of the sociological study “Social Communication in Modern Society: Essence and Features”, conducted by employees of the Sociological Faculty of Moscow State University named after M.V. Lomonosov under the guidance of the Dean of the Sociological Faculty of Moscow State University, Professor N.G. Osipova in April–May 2024. As part of the study, a total of 401 students of the sociological faculty of Moscow State University named after M.V. Lomonosov. Particular emphasis in the study was placed on the study of the features of the understanding by students of the sociological faculty of the very fact of the transition of mankind in its development to a new stage for it — the electronic-digital era, as well as the features of social communication and the opportunities that they acquired, thanks to the onset of this era. The study revealed a generally positive attitude of students to the process of the formation of an electronic-digital society, the active introduction of digital technologies into the daily life of a modern person, without which young people can no longer imagine their existence. At the same time, their active immersion in virtual reality, which is provided and actually created by new media, especially social networks and instant messengers, naturally led to the emergence of Internet addiction, gadget addiction, as well as to uncritical comprehension of the information that they receive from these sources. Naturally, this has a very negative effect on the formation of their life attitudes, landmarks, which are largely consumer in nature, and also makes them a very convenient object for destructive propaganda and manipulative influence.

School disengagement as a policy problem: a frame analysis

ABSTRACT School disengagement has become acritical policy concern worldwide. Taking the Australian context as an empirical case, this paper aims to understand how school disengagement has been framed as apolicy problem and what issues remained unproblemised. Guided by policy frame as aconceptual tool and frame analysis as the methodological approach, the paper analyses two purposefully selected national policies relevant to school disengagement. The findings are categorized into three themes: policy problem, policy response, and policy silence. The findings show that the problem of school disengagement is narrowly framed as passive learning, disruptive behavior, and parents’ lack of reliable information about their children’s progress. The policies call for schools to improve student transition and work on understanding the root causes of behavior problems. The analysis also highlights apolicy silence: the impact of adverse learning environments on student engagement, wellbeing, and learning. In closing, the paper emphasizes the importance of framing school disengagement as aform of educational disadvantage that necessitates transformative policy measures.

Perceptions of COVID-19 Online Learning Students Based on Dreem in Class 2020 Students of the Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia

A learning environment is anything that can influence changes in attitudes in teaching and learning activities which will further influence the achievement of learning outcomes and student development. A researcher wants to carry out research on student perceptions regarding changes in the online learning environment due to Coronavirus Disease 19 (COVID-19) in the Faculty of Medicine, Universitas Airlangga. The study aimed to describe the perceptions of the students toward five aspects of an online learning environment. This study was a descriptive research using a quantitive approach and the sampling technique used simple random sampling with 167 medical faculty student class 2020. One hundred sixty-seven respondents' data were collected using the specific measurement tool Dundee Ready Education Environment Measure (DREEM) to measure the learning environment with univariate analysis. The results obtained from this research showed that the perception of students at the Faculty of Medicine, Universitas Airlangga towards the online learning environment is quite good with a score of 139.48. The result of this study indicated that the mean DREEM score was 139.48/200 (SD 22.76) is in the good category. Although the learning environment is in a good category, several points need to be improved so the faculty can increase the quality of the medical education.

The Attitude of Sports Faculty Students related to a Skiing Internship

The aim of this study was to identify the perception after the participation to a skiing training course of sports faculty students (76 subjects). Using an online questionnaire, students’ present their opinions about this proposed curricular activity. Results suggest that an internship allows students to have a more realistic and practical exposure is a good personal experience with long-term (professional) impact helping them to identify their goals and skills of the future profession. University sports programs that facilitate an effective "on-site" practical experience can have multiple results for the students –specialists in training, sports curriculum programs should offer more options, partnerships and similar practical experiences.

Isekai as a Reflection of College Student Transition Theory

AbstractIn the isekai genre, characters are transported to another world where they must learn new cultural norms, create new relationships, and work through the changes that come with who they are in this new world. The transition of characters in isekai from their world to a new one mirrors the transition college students experience as they move from high school to college, albeit one with less magic. As anime continues to gain high school and college‐aged fans, the narrative of how isekai characters move through their transition could be highly impactful to fans who are experiencing their own transition into the new world of higher education. By incorporating case studies and using the theoretical frameworks of Schlossberg's transition theory (1981) and marginality and mattering (1989), readers of this article can understand and explain how isekai characters can be powerful examples of role modeling positive transitional approaches and act as a guide through transitional stages for fans experiencing their transition from the world of high school to the world of higher education.

Parent Involvement in Post-School Transition Services for Senior High School Students With Intellectual Disabilities.

Parents play a key role in the transition process of their children. After high school students with intellectual disabilities leave the school system, they need the cooperation of schools and families to ensure successful employment and independent living. A case study was conducted in a Taiwanese high school special education class, collecting data from 12 participants through interviews, documents and diaries. The results showed that active parental involvement in transition activities, strong parent-teacher partnerships, understanding of students' strengths and support from social resources were key to successful transitions. This study explored the effectiveness and difficulties of parents' participation in the post-school transition of students with intellectual disabilities from the perspectives of teachers, parents and students. Finally, it proposed the need to be the child's significant other, early participation in transition planning and joint involvement of parents and their children.

Examining gamification’s impact on perceived satisfaction through learning parameters: a preliminary perception-based study among prospective users

ABSTRACT The study aims to capture and analyse the perception among students whether they perceive gamification in e-learning to significantly influence the learning parameters motivation to learn, student engagement, and perceived quality of learning and thereby subsequently impacting perceived satisfaction considering direct and mediation paths. The design adopts a two-step approach. Firstly, the constructs are identified through a rigorous literature review, and a conceptual framework is developed. Secondly, the instrument is developed, and data are collected through online form . The data from 409 respondents are collected, and the framework is tested using a Partial Least Square based Structural Equation Modelling (PLS-SEM). The findings demonstrated the importance of gamification in improving quality of learning, thereby enhancing perceived satisfaction (mediation). Also, the direct relationship between gamification on motivation and engagement on satisfaction was proved critical. Furthermore, student–faculty interaction significantly moderated the relationship between gamification and engagement. Empirical studies on learning parameters based on gamification have not been thoroughly investigated previously. The understanding of how gamification affects perceived satisfaction via direct and indirect pathways involving motivation, engagement, and learning quality adds a great deal to the body of knowledge. Decision-makers can rely on these insights to plan effective implementation of gamified e-learning systems.

Scottish First Year Experience Network

The Scottish First Year Experience Network (SFYEN) is a collaborative effort drawn from across the Scottish higher education sector that focuses on enhancing the transition, engagement, and outcomes of first-year students. Established during the European First Year Experience (EFYE) Conference (2023), this network has initiated three Targeted Activity Groups (TAGs) which focus on practices that address the challenges and opportunities of working with mature, international, and articulating students. This paper sets out the vision, theory of change and initial outputs of the network since the network’s inception.

Bridging the Corequisite Divide: Lessons Learned from a Large, Minority Serving Community College

ABSTRACT The corequisite model is a promising developmental education reform effort that is helping students transition into college-level coursework more quickly. The purpose of this Brief is to offer recommendations to college leaders, faculty, and staff involved with implementing the corequisite model at their institution. Our recommendations are from a multi-year, mixed-methods research project conducted at one of the nation’s most racially, ethnically diverse community college systems in Texas. We use quotes from our interviews with corequisite faculty (51) and students (42) to represent broader themes on improving student success within corequisite courses. These interviews informed our recommendations to enhance classroom instruction, professional development, and implementation of the corequisite model. As the corequisite model continues to gain popularity across the country, we hope readers will consider our recommendations to ensure students receive the best support to ultimately improve equity outcomes in developmental education.

Smart Consumer Purchasing Decisions: The Moderating Role of Lifestyle

This research aims to analyze the influence of price on the purchase decision of Samsung smartphones with lifestyle as a moderating variable in Faculty of Economics and Business Undana Kupang students. This study uses a quantitative approach with a sample of 95 people. Data were collected using questionnaires and analyzed using simple linear regression and MRA tests with the help of IBM 29 SPSS. The results of this study show that price has a positive effect on purchase decisions, meaning that higher prices are considered indicators of product value or superiority, thus encouraging consumers to make purchases., in addition, lifestyle weakens the relationship between price and purchase decisions, meaning that the influence of price on purchase decisions becomes less significant because of consumer lifestyles. In this context, even if the price of a product or service is higher or lower, consumers' purchasing decisions are influenced more by their lifestyle than by the price itself. Smart consumers tend to price as their lifestyle improves. Smart customer signals a significant shift in the way people think about purchasing. They are beginning to realize that price does not always reflect the true value of a product. In many cases, savvy consumers are willing to pay more for higher quality, appeal, or ethical values

Reverse Career Fairs in Rural Areas for Postsecondary Transitions for Students With Disabilities

For students with disabilities in rural locations, there can be unique barriers related to postsecondary transition. Reverse Career Fairs (RCFs), wherein employers take the role of attendees and students with disabilities focus on showcasing their skills and talents, are one way to provide students with experiences that support evidence-based predictors of post-school outcomes. An option for navigating these barriers is described through a framework used to foster postsecondary transitions for students with disabilities in rural settings through the implementation of RCFs. RCFs provide inclusive postsecondary opportunities by restructuring traditional approaches to career exploration and promoting meaningful connections between students with disabilities and prospective employers. A framework identifying key role groups and phases in facilitating an RCF and pilot results of one Special Education Regional Technical Assistance Center are provided.

Multinomial Logistic Regression Analysis in Determining Factors That Affect Social Media Selection Among Students of Faculty of Mathematics and Natural Science, Universitas Brawijaya

Multinomial Logistic Regression Analysis in Determining Factors That Affect Social Media Selection Among Students of Faculty of Mathematics and Natural Science, Universitas Brawijaya

Problem-Based Learning: An Effective Teaching Method for Science Competence Development

Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.

Investigation of Global Climate Change Awareness Levels Among Faculty of Medicine Students

Abstract Background According to the WHO, climate change is the biggest threat to global health in the 21st century. Thus, it is important to understand medicine faculty students’-who are future doctors-awareness of climate change and its effects on human health. The aim of this study is to determine the level of awareness of Inonu University Faculty of Medicine students about global climate change. Methods This descriptive cross-sectional study was conducted between February and March 2024. The target population consisted of 1692 students studying in a medical university. The sample size was calculated as 260 students based on a percentage of awareness of global climate change of 32.3%, and 283 respondents were included in the study. A questionnaire was used that included questions about the respondents’ sociodemographic characteristics and global climate change awareness. In addition, they answered the items of the Awareness Scale of University Students About Global Climate Change (GCCAS). The dependent variable was total GCCAS scores, and the independent variables included age, concern about climate change, and knowledge status. A Student’s t-test was used in the statistical analysis. Results Of the students, 50.2% were female, 51.6% were older than 22 years of age, 82% were worried about the negative effects of climate change, 79.5% said they received no education about climate change during their medical education. The mean total GCCAS score in the study group was 71.74 +/-13.81. Women, students who were concerned about climate change, and those who had knowledge about climate change had significantly higher mean GCCAS scores (p < 0.05). Conclusions More than 75% of study group said that they had received no education about climate change. However, the percentage of students who were aware of and concerned about climate change and who had information about climate change was even higher. Key messages • Due to the potential for medical students to encounter the health effects of climate change, these issues should be included in education programs to increase their awareness of this important issue. • Medical students need to take conscious and informative steps regarding climate change to help protect the health of future generations.

Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

Implementation of Role-Playing Strategies in Increasing Maharah Kalam in State Universities

Maharah Kalam learning in PKPBA at the Faculty of Science and Technology. Arabic learning activities for five consecutive days, from Monday to Friday, make students bored and tired. So, to minimize these problems, variations, and innovations applied by teachers are needed to encourage students to be more communicative in using Arabic. The goal of this study is to understand how the implementation of role-playing strategies (Role Play) improves Maharah Kalam. This study is descriptive qualitative research which is to illustrate, describe, interpret, explain also answer in more detail the problems to be studied by studying as much as possible an individual, a group, or an event. The data collection method in this study is observation. The population in this study were all PKPBA students of Faculty of Science and Technology 2 and the sample in this research were all PKPBA students of Faculty of Science and Technology 2 totaling 40 people. Data analysis techniques used in this study include conclusion drawing, namely concluding also verification. The results of the implementation of the application are designed through 3 stages, namely: (1) Introduction which includes greetings then asking how are you to explain the learning scenario with role-playing strategies, (2) Core which includes the implementation of learning using role-playing strategies per group, and (3) closing which includes learning evaluation. Keywords: Maharah Kalam, Arabic Language Learning, Role-Playing Strategies

Appraisal of Transition Challenges and Adjustment of First-Year Students at a Nigerian University

Advancement in educational pursuit seems to be an ideal dream for the majority of students preparing to leave secondary school to enter university. Students at this stage have conceptualized courses and professions they would like to follow, the types and names of universities they would like to attend, and are mostly overwhelmed by the euphoria of leaving secondary school for university without the knowledge of the demands, the challenges and the expected behavior awaiting them in their envisioned dream of an institute of higher learning. Purpose: This paper appraised the transition challenges and adjustment strategies of first-year students in Obafemi Awolowo University, Ile-Ife, Nigeria. Methodology: A descriptive survey research design was employed. A simple random sampling technique was used in selecting five of the eight departments in the Faculty of Education. A convenience sampling technique was used in selecting 200 participants in the departments selected for the study. A questionnaire titled ‘First Year Students Transition Challenges and Adjustment Questionnaire’ (FYSTCAQ) made up of four sections was used to obtain data from the sample. Results: The findings showed that first-year students experience transition challenges among which are cultural, social and economic. Separation, identification, and integration into the university lifestyle were coping strategies employed by the first-year students. Conclusion: Raising the consciousness of the university community (management, lecturers and non-teaching staff, and even older colleagues) to render necessary assistance, provide necessary support, and motivate first-year students to develop workable strategies that will help them cope with the university demands were recommended.

The impact of social media and family attitudes on the body image and eating patterns of male and female students

Abstract Background Body image has gained increasing importance in recent times due to the fact that it is commonly recognized that having body dissatisfaction is a major indicator of eating disorders. The development of dissatisfaction with the body can often be attributed to perceived societal expectations and pressures to adhere to idealized appearance standards. The purpose of the study is to examine the relationship between social media usage and family attitude influences on eating behavior and body image satisfaction in both male and female students. The design of this study was cross-sectional to collect data from 620 students in different faculties and academic disciplines within King Abdulaziz University. Participants completed a self-reported questionnaire to measure the Eating Attitude Test, social media exposure, Body Shape Questionnaire, family influence scale, and body satisfaction. Results Among the participants, 41.1% of students are at risk of eating disorders, and 25.2% have marked concern with body shape. The correlational analysis identified significant correlations as eating disorder score demonstrated negative correlations with the Family Influences Scale, Body Shape Questionnaire, body satisfaction, and social media (r = 0.455, r = 0.388, r = 0.388, and r = 0.373, respectively) and positive correlations with the with body mass index (r = 0.166). The Family Influences Scale score displayed positive correlations with the body shape questionnaire (r = 0.487), body satisfaction (r = 0.487), and media (r = 0.582) and negative correlations with body mass index (r = 0.289). Conclusion The study highlighted the influential roles of both the media and family in shaping eating habits and body image satisfaction. Also, the results indicated that eating disorders and concerns related to the body are highly prevalent among students. Accordingly, parents and educators should identify the risks of media and eating disorders and encourage them in seeking therapy.