Rural Higher Education Research Articles

Digital Technologies for Mathematics Learning in Rural Higher Education: Students’ Perspectives

The use of digital technologies is a fundamental part of being a university student. Hence, there is a growing interest in equipping students with the skills they need to thrive in a world that is full of technology and constantly changing. Moreover, the need to provide university students with the skills they need to succeed in a rapidly changing, technologically advanced society is also growing. It has become more common for students to learn mathematics using digital technologies and conventional techniques as a result of recent advancements in both the world and technology. To ensure the future of mathematics students and society for sustainability, technology, and education should collaborate. The study investigated how students felt about using digital technology to teach mathematics. This study employed a case study design and was qualitative in nature. The technology Acceptance Model was employed as the theoretical framework which explains how to encourage users to accept and utilise new digital technologies. Twenty second-year mathematics students who were specifically chosen to be information-rich participants made up the study's participant pool. Data were collected using semi-structured interviews. The collected data was analysed using thematic analysis. The findings revealed that students had a positive attitude towards embracing digital tools to learn mathematics. However, they encountered some difficulties as they were learning mathematics using digital tools.

Prevention and Mitigation of Rural Higher Education Dropout in Colombia: A Dynamic Performance Management Approach.

Background: Dropout in higher education is a socio-educational phenomenon that has the scope to limit the benefits of education as well as to widen social disparities. For this reason, governments have implemented various public policies for its prevention and mitigation. However, in rural populations, such policies have proven to be ineffective. The aim of this paper is to simulate public policy scenarios for the treatment of school dropout in rural higher education in Colombia from a Dynamic Performance Management approach. Methodology: To achieve the aim, a parameterised simulation model was designed with data from Colombian state entities in rural higher education. Five simulations were carried out. The analysis of the results was carried out using descriptive statistics and comparison of means using the Wilcoxon Sign Rank statistic. Results: The adoption of such an approach based on simulations suggests that policies to expand the coverage of educational credits and financial support, as well as the addition of a family income subsidy, allow for a reduction in the number of dropouts. Conclusions: A dynamic, data-driven approach can be effective in preventing and mitigating dropout in these areas. It also highlights the importance of identifying the key factors contributing to dropout. The results also suggest that government policies can have a significant impact on school retention in rural areas.

Comparative Analysis of Dropout and Student Permanence in Rural Higher Education

The growing dropout and low permanence of rural students in higher education has become a central problem in the education system, both affecting the quality conditions of training programmes and preventing the materialisation of the benefits that achieving this educational level entails for society. However, the study of these events in rural populations is scarce, resulting in an inadequate treatment of dropout and, consequently, the impossibility of consolidating student permanence. Thus, the aim of this article is to identify which individual, academic, socio-economic, and institutional variables influence the dropout and the retention of the rural student population in higher education. To achieve this purpose, a cross-sectional study was defined. The sample used was a non-probabilistic sample with an n of 269 rural Colombian students who were administered a self-report questionnaire that assessed 59 variables. Data analysis was based on means comparison and cluster modelling. The results show that dropout and permanence in rural students is related to the educational level of the father, family and work obligations, the need to move from their place of residence, the academic average in higher education, satisfaction with the choice of programme, communication with the institution, and the attention of teachers, among other things.

Dropout in Rural Higher Education: A Systematic Review

Student dropout in higher education has been of great interest to the academic community, state and social actors over the last three decades, due to the various effects that this event has on the student, the family, higher education institutions, and the state itself. It is recognised that dropout at this level of education is extremely complex due to its multi-causality which is expressed in the existing relationship in its explanatory variables associated with the students, their socioeconomic and academic conditions, as well as the characteristics of the educational institutions. Thus, the aim of this article was to identify the individual, socioeconomic, academic, and institutional explanatory variables involved in student dropout in rural populations, based on a synthesis of the evidence available in the SCOPUS database. In order to achieve it, a mixed systematic review was defined under the PRISMA 2020 method. The analysis was approached in two stages; the first concerned the identification of the documents and the conformation of the sample, where 21 documents were distinguished for effectively dealing with dropout in rural higher education; and the second corresponded to the procedures defined for the development of the bibliometric analysis and synthesis of the information found in the documents. The results showed the distribution of studies by country, years of publication, the categorisation of the documents in SCOPUS, their classification by type and the methodologies used in the development of the studies analysed, as well as the variables that have been addressed in previous research. In this way, it is concluded that the results of the studies are not generalisable, either because of the size of the sample or because of the marked social asymmetries that exist in some countries, which can make the findings lack significance; on the other hand, the interest in research on variables associated with individual and academic determinants to explain rural student dropout is highlighted. In addition, some future research lines which can be addressed as a complement to the current view of the dropout event in rural higher education were identified.

Social Change in Rural Communities: A Pilot Study of Liberating Service-Learning with Rural Higher Education

This exploratory study examines how service-learning faculty and community partners affiliated with rural colleges and universities engage in a practice aligned with Stoecker’s (2016) proposed liberating service-learning framework. Findings from 10 in-depth interviews indicate the ongoing emphasis on student learning, increased interface with government leaders, local businesses, and advocacy organizations, and distinct contextual factors faced by service-learning partners in rural areas. These findings complicate Stoecker’s initial framework, which completely decenters student learning, and calls for a deeper understanding of who constitutes community, change, and power broadly and in the context of densely connected rural areas. It also places the liberating service-learning framework within a theory of community development and outside of its ongoing emphasis as an experimental education model.

Perceived community influence on rural Australian students’ higher education decisions: exploring community, school and family

ABSTRACT This article focuses on rural Australian students’ decisions to pursue higher education, and compares metropolitan and rural higher education statistics, using select qualitative narratives to highlight rural subjectivities. By analysing school students’ belonging process, this article begins to uncover the depth of the perceived influence of the community on its youth in relation to their university plans. Showcasing six selected student interviews from a sample of 25 interviewed rural Queensland students, findings show the community is perceived to have some influence on interviewed students’ decisions about higher education, however, this influence is foreshadowed by the family. Students are exposed to a general sense of community values simply by being part of that community, and more implicitly through school. Bourdieu’s habitus, and specifically Wacquant’s primary and secondary habitus are used to provide an understanding of the relationship among the community in which students live, their families, and their university aspirations.

Balancing Skilled with Unskilled Migration in an Urbanizing Agricultural Economy

Summary In the early stages of economic development, the migration of unskilled workers contributes to labor-intensive manufacturing production. In middle-income countries, however, the migration of skilled workers becomes the more important factor in economic progress. Evaluating the skill content of migration patterns therefore is essential to understanding migration’s economic implications. For this purpose, we investigate the determinants of skilled and unskilled migration decisions in Vietnam. Rural higher education is shown to promote knowledge-intensive production by encouraging skilled individuals to migrate to cities. In complementary fashion, commercial farm development helps alleviate urban overcrowding by encouraging unskilled individuals to remain at home.

Rural Higher Education and Sustainable Development

Rural Higher Education and Sustainable Development

Urban versus Rural Community Colleges: A National Study of Student Gender and Ethnicity

Approximately half of the U.S. population currently lives in suburban locales, one-fourth in big cities, andanother fourth in small towns and rural areas. Hodgkinson (2003) indicates that the U.S. population isundergoing an increasing migration into rural areas. This relocation holds many challenging andominous implications for urban and rural higher education as colleges and universities struggle to meetthe divergent needs of shifting demographics. Public community colleges are especially impacted bythese changes in student populations.

Practising what we preach: Managing agricultural education in a changing world

Using the UK experience as its main focus, this paper examines the pressures on rural higher education, their impact on institutions, and the consequences for those who work in those institutions. It argues that much of the adjustment that has taken place has been an incremental, ad hoc reaction to a succession of crises, rather than as a result of a planned strategy. One of the results is a loss of direction and self-confidence in the sector. Those charged with managing agricultural education can learn from examining anew what their institutions teach students about business management, and questioning whether they really practise what they preach.