Student Experience In Higher Education Research Articles

Editorial Volume 13 Issue 1 2022

In 2022 we are still dealing with the impact of COVID-19 across the tertiary education sector and the themes and topics of submissions the Journal has been receiving recently, is indicative of the challenges being faced by staff and students. We recognise the disruption and increased workload demands on academic and professional staff in these times of unprecedented change and we acknowledge and thank all our reviewers for their ongoing dedication to supporting the Journal. Student Success currently has a pool of more than 100 reviewers, some of which have been reviewing for the Journal for more than a decade. All reviewers are experts in their disciplinary fields and importantly, have a profound understanding of the student experience in higher education. Student Success would not be the Journal it is without them. Thank you!

Student eXperience: A Systematic Literature Review

Students’ experiences have been covered by a large number of studies in different areas. Even so, the concept of student experience (SX) is diffuse, as it does not have a widely accepted meaning and is often shaped to the specific purposes of each study. Understanding this concept allows educational institutions to better address the needs of students. For this reason, we conducted a systematic literature review addressing the concept of SX in higher education, specifically aiming at undergraduate students. In this work, we approach the concept of SX from the perspective of customer experience (CX), based on the premise that students are users of higher education institutions’ products, systems and/or services. We reviewed articles published between 2011 and 2021, indexed in five databases (Scopus, Web of Sciences, ACM digital, IEEE Xplore and Science Direct), trying to address research questions concerning: (1) the SX definition; (2) dimensions, attributes and factors that influence SX; and (3) methods used to evaluate the SX. We selected 65 articles and analyzed various SX definitions, as well as scales and surveys to evaluate SX, mainly relating to satisfaction and quality in higher education. We propose a holistic definition of SX and recommend ways to achieve its better analysis.

The double-edged sword of ‘best aspects’ and ‘needs improvement’ in student experiences: A qualitative analysis

Improving student experiences in higher education is of ongoing interest to colleges and universities across the globe. Non-university higher education institutions (NUHEIs) have outperformed universities in Australian national surveys on student experience. The present study examines qualitative responses of the Student Experience Survey within the context of Alphacrucis College (AC), a faith-based, private NUHEI to provide a contextualised understanding of NUHEIs as well as to explore reasons why NUHEIs outperform universities in most student experience categories. Content analysis revealed several themes in areas of ‘best experience’ and ‘needs improvement.’ Results were examined across AQF levels and three study modes, namely online, blended, and on-campus. Findings are discussed in terms of the NUHEI student experience, lecturer training, lecturer performance indicators, and institutional infrastructure.

Students’ experiences of a first‐year block model curriculum in higher education

AbstractThe first year in Higher Education (HE) is an international priority because of its importance to the retention of students. While initiatives to improve students’ commencing experience continue to develop one area that has received limited consideration is the first‐year curriculum. The aim of the research reported in this paper was to enhance the student experience in HE by expanding understandings of the first‐year curriculum. Focus groups and an online questionnaire were the research methods used to, explore students’ experiences of learning in a newly developed First‐Year Block Model (FYBM) curriculum, implemented at a university in Australia. Findings from the research revealed that features in the design of the FYBM framed and permeated the students’ experiences of learning. The students explained that a sense of familiarity, curriculum leadership, teaching and teachers and curriculum customisation influenced their engagement and achievements. The study highlights that HE requires staff who possess deep knowledge and expertise in the first‐year curriculum because this valuable asset can positively influence student learning and success.

Rethinking student-teacher relationships in higher education: a multidimensional approach

Student-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences

Division between academic and vocational education is a predominant feature of both upper secondary and higher education in Finland as well as in many other country contexts. This article focuses on a minority of higher education students, those who have not proceeded to higher education through the traditional academic track but have enrolled through the vocational route. We deploy the concept of institutional habitus and utilize Eurostudent VI survey data ( N=7318) to analyse the backgrounds and study experiences of higher education students with different kinds of educational backgrounds. Our findings indicate that those enrolling through the vocational route are more often mature students from lower parental educational backgrounds. They have often completed a longer study path and began to see themselves as future higher education students later in their life course. There are also differences in how students with diverse educational backgrounds experience their sense of belonging to the higher education community. This paper focuses on Finland but has relevance for other European countries as the institutional structures and practices discussed in this paper are evident internationally.

The Soft Skills Inventory: Developmental procedures and psychometric analysis.

When attending and participating in Higher Education, students face a multitude of personal, social, and work-related challenges, which may increase the risk of developing psychopathological symptomatology. To date, there is no instrument that grasps the non-technical skills that may help prepare students to respond to these challenges. This paper presents the development and psychometric properties of the Soft Skills Inventory (SSI). The inventory was developed based on theoretical and empirical findings on the skills associated with academic and professional success, and on students' perception. The SSI was tested with 2030 Portuguese students (of which 77.1% were female) using a two-stage approach: item calibration and model generation (n = 1033), followed by model validation (n = 997). Item calibration analyses led to retaining 49 items that were organized into six-factors: self-determination, resilience, empathy, assertiveness, social support, and teamwork. This measurement model was further validated and proved to be an invariant, and thus credible, tool to compare male and female students on those relevant skills. All measures attained good internal consistency, with alphas ranging from .76 to .88. Female students scored significantly higher than males on self-determination, empathy, social support and teamwork. On the other hand, male students scored significantly higher on resilience. No significant differences were found between men and women for assertiveness. Psychometric analysis showed that the SSI is a reliable and valid instrument to evaluate students intra and interpersonal skills. The SSI may help identify gaps in soft skills and guide targeted interventions to support a more positive student experience in Higher Education.

Transculturality in higher education

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

Monochronic Vs. Polychronic: A Profile of Academic Time Use Among Online Distance Education Students

The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.

How internet essay mill websites portray the student experience of higher education

Higher education is under mounting pressure to confront student practices of assignment outsourcing to internet services. The scale and buoyancy of this ‘essay mill’ industry has now been well documented, including its various marketing techniques for urging students to purchase bespoke academic work. However, the inherently suspect nature of such services demands that they adopt a particularly shrewd and empathic rhetoric to win custom from website visitors. In this paper, we investigate how such rhetoric currently constructs a critical version of the student's higher education experience. We present a thematic analysis of promotional text and images as found on a large sample of essay mill sites. Findings reveal how these sites promulgate a hostile and negative attitude towards higher educational practice. Yet these findings may also indicate where the higher education sector needs to reflect on its practice, not least in order to resist the toxic messages of essay mills.

Experiences of Higher Education Students on the Autism Spectrum: Stories of Low Mood and High Resilience

ABSTRACT Increasing numbers of students on the autism spectrum enter higher education (HE), hoping to develop their skills and independence. However, many find it difficult to transition to and succeed in this environment, and the support provided by universities can be inconsistent as highlighted by a recent review. This study explores the personal experiences of 16 students with autism from four Western countries, focusing on successes and challenges. Using thematic analysis, four core themes were identified: choices and aspirations, being at university, support provisions, and specific recommendation. Anxiety, depression and mood difficulties were frequently reported. The importance of positive personal relationships, and the need for autism training and empathy amongst support professionals was highlighted. Further, there is a need for universities to provide joined up academic and social support and to implement reasonable adjustments in an inclusive way, thereby avoid stigmatising the student. Whilst negative experiences dominated, there were notable examples of good support practice and high levels of personal resilience and determination amongst the participants. To inform future practice, we conclude by offering a set of recommendations for educators, support professionals and for students on the autism spectrum.

Student estrangement in higher education: identity formation and the struggle against stigma

While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways.

Global Perspectives on International Student Experiences in Higher Education

In Global Perspectives on International Student Experiences in Higher Education, Dr. Krishna Bista selected 18 studies that present important findings to the field, in which the authors provide examples of how the quality of the international student experience deserves the utmost attention of administrators, faculty, student affairs professionals, and policymakers. The book is divided into four main units, which are described separately in this review.

Analyzing Research Trends in University Student Experience Based on Topic Modeling

This study aims to identify research trends in student experience in higher education through analyzing the topics around which research on university students’ experiences has been conducted. Using the topic modeling technique, the Scopus database for studies published up to 2017 containing the terms “student experience” and either “higher education” or “tertiary education” in their titles, keywords, and abstracts was searched. After excluding overlapping studies, a total of 1211 studies were extracted. The articles were then classified into a total of 21 topics on university student experience, including “Learning with online technologies”, “Practice at the university”, and “Diversity in college”. The results of the current study indicate that it will be possible to offer various programs to support more valuable and better student experience at the university level. Thus, this study elucidates the ways in which research fields regarding student experience have been constructed and the ways in which the main research trends have changed.

We are more than one story: Embracing creativity and compassion through Learning Together

People’s experiences of the criminal justice system and, indeed, higher education are dominated by stories. We encourage service user input across the criminal justice system, and endeavour to understand the student experience in higher education, but we rarely think about how politically driven agendas reduce everything, and indeed everyone, to one experience, one identity, and ultimately, one story. Drawing upon our experience of Learning Together, we utilise the concept of storytelling to illustrate how pedagogical creativity and compassion can recast long-standing narratives about ‘service users’ and students so that new, informed stories can emerge.

\u2018Having come to university my care was very much in my hands\u2019: exploration of university students\u2019 perceptions of health care needs and services using the common-sense model of self-regulation

The health care needs and service experiences of higher education students require more research attention, given the increase in students who have a long-term illness, medical condition, or disability (“condition”). It is also important to consider the experiences of rising numbers of international students. This exploratory qualitative study used face-to-face interviews and the common-sense model of self-regulation to investigate students’ perceptions and coping behaviours, in a higher education institution in the UK. Thematic analysis was used to analyse the data. Twenty students who self-identified as having a condition were interviewed. This study adds depth to the understanding of the connections between students’ health-related experiences and their personal, academic, and post-graduation aspirations and the support needs of students, including international students. To optimise institutional support, innovations in partnerships with local care organisations and within the university, staff training about conditions, peer mentorship, and information outreach especially to international students, should be considered.

Diverse Student Experiences in Higher Education: Implications for the Anthropology Classroom

The articles in this special collection were presented at the Society for Applied Anthropology meeting in 2018 on a panel affiliated with the organization’s Issues in Higher Education Topical Interest Group. This topical interest group focuses on examining how ongoing shifts in student demographics, financial challenges, and national policy impact decision-making and practice at all levels of the institution in complex ways. The articles in this collection explore educational experiences and needs of college students from their perspectives within the broader context of a rapidly changing higher education landscape and with a focus on applying this knowledge to teaching practices in the anthropology classroom. The authors present ethnographic research on students’ experiences, discuss implications of findings for the anthropology classroom, and provide concrete strategies that instructors can implement to address students’ needs. In doing so, they bring together two fields of study that often appear in the literature as separate areas of focus – the anthropology of higher education and the teaching of anthropology.

What learning means to you: Exploring the intersection between educational and digital lives of university students through digital narratives


 
 
 The inclusive nature of the student experience in higher education has been recognised by a growing number of researchers (Arambewela & Maringe, 2012). Understanding how the whole experience is affected by students’ emotions, connections and use of technologies is essential for higher education providers and professionals in a post-digital context (Verdonck, Greenaway, Kennedy-Behr, & Askew, 2019). Conducted in 2018 and 2019, the Work. Live. Play. Learn (WLPL) project series collected digital stories from 143 university students about their technology empowered holistic learning experience. These stories covered topics around how students’ educational, digital and personal lives intersected with the use of social mediaand learning technologies. Apart from providing access to more expansive and accessible learning spaces, the use of technology also revealed the challenges in the transitive state many students are facing, such as social isolation, pressure and engagement with disciplines (Barnett, 2007). While exposing some complexity in their learning experience, the students also engaged in actively seeking for ways to better their own learning experience. The findings and digital narrative method in this study can be used sustainably in getting students’ feedback and understanding modern learning to design better educational experiences for students.
 
 

Geographies and Cultures of International Student Experiences in Higher Education

Updated research is required on the geographies of the cultural issues that shape international students’ experiences. The growing number of students traveling to different countries implies a need to cater to cultures and values from different parts of the world. Apart from cultural and geographical aspects, there is scarce knowledge about similarities between students’ experiences abroad that takes into account their countries of origin (and, to some extent, their cultures) within those mobility flows. Using a probabilistic topic model on 59,662 international student reports from 167 countries on their mobility experiences, we examine links between the students’ experiences and their countries of origin. The results show that the geographical features of the reports are connected not only to cultural issues, but also to other factors that might affect their international experience.

The overlooked cohort? – Improving the taught postgraduate student experience in higher education

ABSTRACTTaught postgraduate students in the UK have a limited timeframe for study, with most full-time courses requiring intense scholarship, typically over a 12-month period. Many of these students face challenges and concerns with the transition from undergraduate to taught postgraduate study as they adapt to a new learning environment with higher academic expectations. In this paper, we discuss the results of a new experience survey, designed to capture a holistic view of taught postgraduate student feedback beyond traditional academic content and to also capture self-reported challenges experienced during their studies. This article also describes the development of a new collaborative support programme in response to student feedback. The programme has been designed to offer a cohesive package of workshop sessions around academic skills, well-being, support and career development. The importance of providing a targeted support framework for this specific and often overlooked cohort within the HE sector is discussed.Abbreviations: PGT, Postgraduate Taught; HE, Higher Education; VLE, Virtual Learning Environment