Years Of Higher Education Research Articles

The First-Year Student Experience

This special issue of Student Success celebrates the work of Professor Ella Kahu and her substantial contribution to the advancement of our collective understanding of student engagement. In June 2024 Professors Karen Nelson and Chi Baik, and Dr Cat Picton sat down with Ella for a reflective conversation about her work, and additional insights in her theorising and research on student experience and engagement. In this special issue, we present the interview transcript in three parts and showcase Ella’s key publications. The section, dedicated to “The First Year Experience,” presents a collection of articles authored or co-authored by Ella Kahu that delve into the multifaceted nature of this formative stage. The articles explore the unique challenges and opportunities faced by students, particularly those who are mature-aged and studying at a distance, as they navigate the transition to higher education. From examining the engagement of mature distance students and their sense of belonging and interest, to investigating the emotional rollercoaster of a mature-aged student’s first semester, these studies offer valuable insights into the student experience. This part also addresses the impact of external factors such as the COVID-19 pandemic on student well-being and engagement, highlighting the resilience and adaptability of students during unprecedented times. Through qualitative and mixed methods research, including innovative approaches like photo elicitation, the articles in this section provide a rich understanding of the first-year student experience. They underscore the importance of institutional support, the influence of emotions and personal circumstances, and the power of engagement in shaping student success. Publications: Journal articles: Kahu, E. R. (2012). From “loving it” to “freaking out” and back again: The engagement of a mature-aged distance student in their first semester at university. Refereed Proceedings of Doing Psychology: Manawatu Doctoral Research Symposium. https://mro-ns.massey.ac.nz/handle/10179/4960 Kahu, E. R. (2014). Increasing the emotional engagement of first year mature-aged distance students: Interest and belonging The International Journal of the First Year in Higher Education, 5(2),45‐55. https://doi.org/10.5204/intjfyhe.v5i2.231 Kahu, E. R., Ashley, N., & Picton, C. (2022). Exploring the complexity of first-year student belonging in higher education: Familiarity, interpersonal, and academic belonging . Student Success, 13(2), 10-20. https://doi.org/10.5204/ssj.2264 Kahu, E. R., & Picton, C. (2020). Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning. Active Learning in Higher Education, 23(1). https://doi.org/10.1177/1469787420908384 Kahu, E. R., Stephens, C., Leach, L., & Zepke, N. (2013). The engagement of mature distance students. Higher Education Research & Development, 32(5), 791-804. https://doi.org/10.1080/07294360.2013.777036 Kahu, E. R., Stephens, C., Leach, L., & Zepke, N. (2014). Linking academic emotions and student engagement: Mature-aged distance students’ transition to university. Journal of Further and Higher Education, 39(4), 481-497. https://doi.org/10.1080/0309877X.2014.895305 Kahu, E. R., Stephens, C., Zepke, N., & Leach, L. (2014). Space and time to engage: Mature-aged distance students learn to fit study into their lives. International Journal of Lifelong Learning, 33(4), 523-540. https://doi.org/10.1080/02601370.2014.884177 Kahu, E. R., Thomas, H. G., & Heinrich, E. (2022). “A sense of community and camaraderie”: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool. Active Learning in Higher Education, 25(2). https://doi.org/10.1177/14697874221127691 McKay, L., O’Bryan, S., & Kahu, E. R. (2021). “My uni experience wasn’t completely ruined”: The impacts of COVID-19 on the first-year experience. Student Success, 12(3), 1-13. https://doi.org/10.5204/ssj.1762 Picton, C., Kahu, E. R., & Nelson, K. (2018). “Hardworking, determined and happy”: First-year students’ understanding and experience of success. Higher Education Research and Development, 37(6), 1260-1273. https://doi.org/10.1080/07294360.2018.1478803 Picton, C., & Kahu, E. R. (2022). “I knew I had the support from them”: Understanding student support through a student engagement lens .Higher Education Research and Development, 41(6), 2034-2047. https://doi.org/10.1080/07294360.2021.1968353 Conference Presentations: Kahu, E. R., Nelson, K. J., & Picton, C. (2016, 29 June-2 July). “I’m excited!” Student expectations prior to starting their first year at university. Paper presented at the Student Transitions Achievement Retention and Success (STARS) Conference. Perth, Australia. https://research.usc.edu.au/esploro/outputs/conferencePaper/Im-excited-Student-expectations-prior-to/99450312702621 Picton, C., Kahu, E. R., & Nelson, K. J. (2017, 2-5 July). Friendship supported learning – the role of friendships in first-year students’ university experiences. Paper presented at the Student Transitions Achievement Retention and Success (STARS) Conference. Adelaide, Australia. https://research.usc.edu.au/esploro/outputs/conferencePaper/Friendship-supported-learning--the-role/99450777002621?institution=61USC_INST

The importance of socio-emotional skills obtained before the COVID-19 pandemic in supporting study engagement during the pandemic and transition to higher education

This study investigated the development of study engagement from the end of upper secondary school through the first and second years of higher education. The participants experienced the challenges related to the first wave of the COVID-19 pandemic while they were either university students or preparing for university entrance exams. The study employed a person-oriented approach to determine what kind of developmental trajectories emerge in study engagement when following the student participants from the end of upper secondary school through the first and second years of higher education. Furthermore, the study investigated whether socio-emotional skills obtained by the end of secondary school and before the pandemic play a role in more adaptive development through demanding restrictions related to the worldwide pandemic and general changes in the learning environment. The 852 participants answered questionnaires on study engagement and socio-emotional skills in spring 2019, and of them, 426 individuals who continued their education answered regarding study engagement again in spring 2020 and winter 2020/2021. The grades in math and Finnish language were also included. The results indicated that most students tended to experience a drop in study engagement during the first wave of COVID-19 compared to the pre-pandemic level; however, they managed to boost their engagement back to previous levels approximately 6 months later. Students who managed to recover their engagement also tended to have higher socio-emotional skills than students who were struggling with study engagement before the pandemic or who started to struggle during the pandemic.

Academic Capital Formation Upon the Transition to Higher Education: First-Year Students’ Experiences After Participation in a Preacademic Program

The transition from secondary education to the first year of higher education is a phase in which students are faced with many challenges. First-year students may lack the academic capital that is needed to understand explicit and implicit rules of higher education. We investigated students’ participation in a preacademic program and the development of their academic capital. In a mixed method study, we showed that first-year students who participated in a preacademic program perceived peer mentors and teachers to be relevant sources of information, learned how to overcome educational barriers, and became more acquainted with explicit and implicit college requirements.

ChatGPT in higher education: Measurement instruments to assess student knowledge, usage, and attitude

Since ChatGPT-3.5 has been available to the public, the potentials and challenges regarding chatbot usage in education have been widely discussed. However, little evidence exists whether and for which purposes students even apply generative AI tools. The first main purpose of the present study was to develop and test scales that assess students’ (1) knowledge about ChatGPT, (2) actual ChatGPT usage and perceived value of use, and (3) attitude towards ChatGPT. Our second aim was to examine the intercorrelations between these scales, and to investigate differences (a) across five academic fields (i.e., human sciences, social sciences, teaching profession, health sciences, and law and economics) and (b) between stages of education (i.e., number of semesters). <i>N</i> = 693 students from various German universities participated in our online survey. Quality checks (Cronbach’s alpha, MacDonald’s omega, and confirmatory factor analyses) show satisfactory results for all scales. The scales all positively relate to each other, except for the knowledge and attitude scales. This means that more knowledge about ChatGPT is connected to a less favorable attitude regarding the generative AI tool. Lastly, MANOVA and subsequent Bonferroni corrected ANOVA tests show that ChatGPT is mostly used by law and economics students, and most frequently by students in the third year of higher education.

Navigating transitions: Vietnamese students’ experiences and challenges in the first year of higher education

ABSTRACT This qualitative research delves into the intricate transitional experiences of Vietnamese students during their first year in higher education (HE). Grounded in the dynamically shifting socio-cultural landscape of Vietnam, the study captures the narratives of 15 students, emphasising the unique challenges faced by those from the Mekong Delta region. Utilising a robust analytical blend of sociocultural theory, transition theory, and constructivist grounded theory, the research surfaces seven poignant themes. These are: (1) ‘Cultural Dislocation’, capturing the tension between traditional values and modern, global influences; (2) the ‘Struggle with Academic Independence’ highlighting the challenges of autonomous learning; (3) the intricacies of navigating ‘Interpersonal Dynamics in Diversity’ in a multicultural academic environment; (4) the evident ‘Digital Divide’ accentuating the disparities in technological access and proficiency; (5) the delicate act of ‘Balancing Commitments’ between academic pursuits and deeply rooted familial responsibilities; and (6) the profound ‘Quest for Autonomy and Identity Formation’, signifying the transformative nature of HE as a space for profound self-discovery and personal growth. While offering specific insights into the Vietnamese context, the study resonates with global academic transitions, underscoring the urgent need for holistic educational approaches that address the diverse challenges and aspirations of contemporary students.

Oral healthcare beliefs among home care services personnel; a cross-sectional study in south-eastern Norway

BackgroundThere is little knowledge about home care services personnel competencies and beliefs concerning oral healthcare for home-dwelling, dependent older adults. This study aims to map oral healthcare beliefs among home care services personnel, and have the following question: How do the education level, years of work experience and training in oral health have impact on home care services personnel oral healthcare beliefs?MethodsA cross-sectional study among home care services personnel working with older people receiving home care services was conducted across four municipalities in south-eastern Norway. The questionnaire consisted of background information (gender, education level, years of work experience, training in oral healthcare, employment status) and the nursing Dental Coping Beliefs scale. Ethics approval for this study was obtained from the Norwegian Centre for Research Data.ResultsTwo hundred and sixty-two homecare services personnel responded to the questionnaire, 16.5% males and 83.5% females; 40.5% had had training in oral healthcare. Home care services personnel believed that gum diseases and cavities can be prevented by dental flossing (61.4%) and toothbrushing (98.4%). 59% disagreed that preventing sickness and medicines from destroying teeth is impossible. However, the majority of the home care services personnel were uncertain about how oral mucosal disorders can be treated. Having more than three years of higher education was positively associated with being in higher quartiles of oral healthcare beliefs, and external locus of control, and having training in oral healthcare was positively associated with being in the lower quartiles of internal locus of control and self-efficacy dimensions. Males were more likely to be in the lower quartile of oral healthcare beliefs, which wasn’t positive.ConclusionIn the population studied, the home care services personnel beliefs about oral healthcare improved with an increasing level of education and having had training in oral healthcare. This suggests that home care services personnel need more education and training in oral healthcare.

Research Trends in Children's Literature and Learning Environments

Objective: The objective is to analyze research trends in children's literature and learning environments in order to identify advances and gaps in knowledge. Method: The method includes an exhaustive review of scientific literature using the PRISMA method. Using the Publish or Perish search engine, which analyzes academic sources and employs a range of citation metrics, it produced a large number of articles selected by high-impact academic sources and recognized research trends on a given topic. Results and Discussion: The results indicate that research on the topic has increased in the last 4 years. Spain is the country that publishes the most on children's literature and learning environments. On the other hand, the analysis of the main categories reveals keywords with higher co-occurrence, such as reading comprehension. However, the least used pedagogical strategies for the promotion of reading are related to computer media, but it turns out to be an innovative strategy. Research Implications: The hermeneutic analysis conducted indicates that Children's literature is a powerful tool that not only propitiates in developing reading-writing skills in early childhood, but also impacts positively on the cognitive, emotional, social and physical development of boys and girls. Originality/Value: Reading comprehension emerges as a central node of study in the research trends, this is aligned with the justification of the analysis, to deepen and mitigate the effects of low reading comprehension in students in their first year of higher education.

МІСЦЕ АДАПТИВНОЇ ФІЗИЧНОЇ КУЛЬТУРИ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ З ФІЗИЧНОГО ВИХОВАННЯ ВЗАРУБІЖНИХ КРАЇНАХ

The purpose of the research was to analyze the place and content of adaptive physical culture in the programs of training bachelors in physical education in foreign countries (based on the material of English-speaking countries). Material and methods. We searched for educational programs for obtaining a bachelor's degree in physical education available in 2024 in the USA, Great Britain and Ireland using the online service. The search was carried out by setting the following filters: Field of study - "Education", in particular, "Teaching", "Physical education"; Location - USA, United Kingdom of Great Britain and Northern Ireland, Ireland; Degree type – "Bachelor", "Bachelor of Science", "Bachelor of Arts". In total,8 educational programs were analyzed, in particular, 6 in the USA and 1 each in Great Britain and Ireland. The following methods were used in the research process: summarization of data from scientific and methodical literature and Internet sources, analysis and synthesis of the obtained information. Results and key conclusions. The vast majority of bachelor's degree programs in the USA, Great Britain and Ireland are designed for 2, 3 or 4 years of higher education and include at least 120 credits. At least 2.5 % of ECTS credits from the total volume of the educational program are allocated to the study of adaptive physical culture (between 3 and 6 ECTS credits). The content of educational programs in English-speaking countries (USA, Great Britain, Ireland) includes the study of adaptive physical culture by students within such disciplines as "Adaptive physical education", "Physical education for students with disabilities", "Introduction to adaptive physical education", "Adaptive physical culture and sport", "Assessment and Program Evaluation in Adapted Physical Education", "Inclusive sport and physicalactivity", "Adaptive physical education and physical activity".

Understanding the Misconceptions about Traumatic Brain Injury among Indian Young Adults

Abstract Background Traumatic brain injuries (TBIs) pose significant challenges globally. The implementation of TBI prevention programs is highly reliant on the prevalent misconceptions. There is a paucity of research exploring the misconceptions regarding TBIs among young adults in India. Therefore, the present study explores the prevalence and nature of misconceptions regarding TBIs among young adults. Materials and Methods This prospective survey study, with 150 participants aged 18 to 25 years, utilized the Common Misconceptions about Traumatic Brain Injury questionnaire comprising 40 items across 7 domains. The data was analyzed using Jamovi (2.3.28 solid). Results The results revealed that the participants have high rates of misconception regarding brain injury sequelae, brain damage, and seatbelt prevention and low rates regarding the posttraumatic amnesia. Overall, females exhibited a higher rate of misconceptions compared with males. Higher years of education were associated with lesser misconceptions. Prior exposure to TBI had no significant impact on overall awareness of TBI. Conclusion This study highlights important misconceptions about TBIs among young adults. Education and gender might play a vital role in these misconceptions. These findings might inform the development of preventive modules for TBIs and to enhance their effectiveness.

The role of village development on stunting prevalence reduction in Eastern Indonesia

Stunting has become a global priority in addressing health disparities among children. The study aims to investigate the autonomy of villages in reducing the prevalence of stunting in eastern Indonesia. The research data coverage is derived from sources with high credibility in Indonesia. The prevalence of stunting is obtained from the Indonesian Nutrition Status Survey by the Ministry of Health, while the Village Development Index is sourced from the Ministry of Villages. Panel data from 13 provinces in Eastern Indonesia for 2015-2022 are estimated using the Random Effect Model through the Generalized Least Squares method. The findings indicate that the Village Development Index significantly influences the reduction of stunting rates. This highlights the importance of local empowerment strategies in combating health disparities. Furthermore, the decrease in unmet Family Planning (FP) service needs, the decline in early marriages under 18 years, and the higher years of education contribute significantly to the reduction of stunting prevalence. This underscores the interconnection between social determinants and child health outcomes.

Influence of distance section classes on aesthetic gymnastics on the physical condition of students of 18-19 years of higher education institution

The article deals with the possibility of using aesthetic gymnastics in the program of remote section classes among students of 18-19 years of higher education. The relevance and practical significance of this study is due to the need to improve the overall physical condition of the student youth, especially in recent years, which are characterized by the unjustified transition of many universities of Ukraine mainly to the sectional form of work with students, the consequences of the world pandemic at the Covid-19 and the military condition. In connection with the above, an evaluation of the use of aesthetic gymnastics tools was used in the program of sectional distance classes of students of higher education. It is proved that the use of the studio girls of the said program contributed to a significant improvement in their overall physical condition. The completion of the study was a significant increase in the levels of functional state of circulatory systems and external respiration (respectively by 36.37%and 26.33%), physical health (by 27.97%), physical work capacity (by 33.13%), weight loss (by 3.74%), values of deviation of body weight from proper values (by 7.63%), fat component (by 20.27%) and score for the type of body construction (by 15.57%). The results testified to the high efficiency of the use of aesthetic gymnastics in the program of section remote classes for students of higher education institution and the possibility of practical use in the boiling process of higher education in physical education.

Optimizing the functional state of the cardiorespiratory system of female students aged 17-19 with the help of a modified program of distance classes in physical education

The article deals with the peculiarities of the impact of a modified program of distance training on physical education on the functional state of circulatory systems and external breathing of students of 17-19 years of higher education. The relevance and practical importance of this study is due to the complex modern conditions of life of our country, the inability to conduct full -fledged classes among student youth and the need to maintain the optimal level of physical and functional state of student youth. The use among female students of the experimental group of the program of remote classes proposed by us contributed to significantly higher rates of improvement in heart rate, all types of blood pressure, Robinson's index, total peripheral resistance of blood vessels, coefficient of efficiency of blood circulation, vital capacity of the lungs (in 2-3 times), breath retention time on inhalation and exhalation (3 and 5 times, respectively), Skibinsky index 5 times, hypoxia index (20 times) and almost 5 times the levels of the functional state of the cardiovascular system and the external system breath. The results of changes in their intragroup distribution by the levels of levels of functional state of circulatory and external respiration, which were reflected in the increase of their representation in functional classes high and above average, were significantly more optimal in the experimental group. Similar changes in the girls of the control group were insignificant. The results testified to the high efficiency of the proposed program of distance classes with the use of fitness and the possibility of its practical use among students of higher education.

A formal model accounting for measurement reliability shows attenuated effect of higher education on intelligence in longitudinal data.

The effect of higher education on intelligence has been examined using longitudinal data. Typically, these studies reveal a positive effect, approximately 1 IQ point per year of higher education, particularly when pre-education intelligence is considered as a covariate in the analyses. However, such covariate adjustment is known to yield positively biased results if the covariate has measurement errors and is correlated with the predictor. Simultaneously, a negative bias may emerge if the intelligence measure after higher education has non-classical measurement errors as in data from the 1970 British Cohort Study that were used in a previous study of the effect of higher education. In response, we have devised an estimation method that used iterated simulations to account for both classical measurement errors in the covariate and non-classical errors in the dependent variable. Upon applying this method in a reanalysis of the data from the 1970 British Cohort Study, we find that the estimated effect of higher education diminishes to 0.4 IQ points per year. Additionally, our findings suggest that the impact of higher education is somewhat more pronounced in the initial 2 years of higher education, aligning with the notion of diminishing marginal cognitive benefits.

The effects of interim feedback on perceptions and outcomes of assessment in a first-year history course

ABSTRACT Research on the first year of higher education (FYHE) has shown that students benefit from scaffolding to ease the transition to university. Constructively aligned assessment and feedback are integral to a scaffolded approach. Low-stakes interim assessments and feedback can reduce uncertainties around higher-stakes assessments and help students meet key learning outcomes. This small-scale study investigated the effects of one-on-one interim feedback conversations (FCs) with students in a first-year modern history course. Two datasets were used and compared. First, the students were surveyed about their perspectives on FCs after they took place. Second, analytics data provided insights into engagement and assessment performance across the cohort. Considering these datasets alongside each other suggests that FCs, though a popular and beneficial feedback mode, are unlikely to override other known success factors. However, the positive reception and apparent benefits of FCs make them a viable option for implementing interim feedback in the FYHE.

SUBJECT-OBJECT DIRECTION OF SCIENTIFIC RESEARCH IN THE FRAMEWORK OF THE PUBLIC ADMINISTRATION PROBLEMS: METHODOLOGICAL PROBLEMS OF FORMULATION AND WAYS TO SOLVE THEM

The article actualizes the methodological problem of specifying the directions of scientific researches in the specialty «Public Administration and Governance» in the third year of higher education. The relevant problem is considered through the prism of the absence of an officially approved standard of higher education at the educational and scientific level in the relevant specialty. Attention is drawn to the fact that the organization of scientific researches in the field of knowledge «Public Administration and Governance», in contrast to the researches carried out within the field of science «Public Administration» are carried out by applicants for the degree of Doctor of Philosophy without ensuring compliance of the content of qualification work with any directions of scientific research institutionalized at the state level. The article substantiates the fundamental difference between the methodological support of the applicant's choice of a scientific degree of subject-object direction of scientific research which is carried out in the field of knowledge «Public Administration and Governance» and in the field of science «Public Administration». Attention is drawn to the fact of absence of officially institutionalized at the state level for the field of knowledge «Public Administration and Governance» directions of organization of scientific research becomes the reason for actualization of risks of incorrect choice by the applicant for the degree «Doctor of Philosophy» of the focus of his scientific research. In contrast, a researcher who prepares a qualification work within the field of science «Public Administration», for example, the applicant for a doctoral degree in public administration, despite their conceptual maturity as a scientist, has a completely exhaustive list of research areas within the officially approved specialty passports. It is proposed to solve the problem of inconsistency of the researcher's previous research experience with the level of methodological support for the choice of the subject-object direction of scientific research through the prism of expanding (changing) the list of specialties within the field of knowledge «Public Administration and Management» and/or providing for separate specializations within the existing specialty. On the one hand, such a step, will allow to order the directions of scientific researches in accordance with the focus of attention of a particular field of knowledge, and on the other hand, it will contribute to improving of the quality of preparation and conducting of scientific research. The indirect result of expanding (changing) the list of specialties within the field of knowledge «Public Administration and Governance» may be its further development, for example, in the direction of ensuring correlation with the field of science «Public Administration».

Navigating across academic labour markets: a Bourdieusian reflexive narrative of a Chinese international doctoral graduate’s employment experiences

ABSTRACT Much research has investigated international graduate employability in home or host countries. However, limited studies have accounted for such employability across the home and the host. Drawing on Bourdieu’s relational and reflexive sociology, this paper critically examined the first author’s narrative of his employment experiences as a doctoral graduate navigating across Chinese and Australian academic fields after completing ten years of higher education and research training in Australia. While he encountered various challenges due to capital deficiency and habitus-field mismatch, he also reflexively learned to capitalise on his transnational academic dispositions and decode different logics of practice across different academic fields. Thus, he underwent constant changes of identity, agency, and belonging in his cross-field employment journey, which potentially shaped his transnational habitus. This Bourdieusian reflexive narrative contributes to research and practice on graduate employability and reflexivity from a sociological perspective.

The influence of sports games as a means of recreation and health activity on the physical fitness of students of 1-2 courses of vocational education

The article examines the content of students' recreational and health activities. An analysis of specialized literature on the selected problem was carried out. The relevance of this topic is substantiated. The importance and place of health and recreation technologies in ensuring the quality of life of student youth has been established. Recreational health activities are the restoration of a person's physical and psychological state. It has been proven by many specialists that sports games as a means of physical activity have a number of advantages due to their emotionality, accessibility and health-recreational effect, which is due to the impact on the physical and psycho-emotional sphere of students of higher education institutions. Sports games, in addition to the health-improving effect, change the activity environment, which is accompanied by various situations and movements, bring pleasure, provide active recovery, develop physical qualities. The purpose of the study is to determine the influence of sports games as a means of recreational and health-improving activities on the physical fitness of students of the 1st-2nd years of higher education. Methodology. 60 students from 1-2 courses took part in the study. We assessed the determination of students' physical fitness based on the results of 4 tests. The experiment lasted 1 semester, and the frequency of classes was 2 times a week. To ensure the objectivity of the research, several general scientific and pedagogical methods were used: analysis and synthesis of scientific literature on the selected problem; pedagogical methods and methods of statistical data processing. Conclusions. A pedagogical experiment was conducted, which made it possible to determine the effectiveness of the use of modern technologies of physical recreation, and especially sports games as a means of improving the physical fitness of students of 1-2 courses who attended physical education classes.

Based on an entrepreneurship education framework: what are expectations for engineering entrepreneurship education in Hong Kong?

ABSTRACT Awareness and interest in engineering entrepreneurship education has been steadily increasing, yet questions remain on what should be taught. There is a need for research to examine the impact of engineering entrepreneurship education with reference to existing theory and research, and from perspectives of different stakeholders. This study investigates the expectations and perspectives of multiple stakeholders towards learning outcomes in engineering entrepreneurship education, mainly including students from first and final years of higher education, along with educators and industry professionals. A survey instrument was adopted to investigate student expectations towards engineering entrepreneurship education learning outcomes. The quantitative phase offered preliminary findings to support the next phase of individual interviews with students, educators, and professionals from the engineering industry. Findings revealed diverse expectations, needs and preferences across individuals and stakeholder groups. Implications are offered for curriculum design and implementation of teaching and learning practices in this field.

Challenges Faced by First-Year Students Based on Individual Identities

This study examines the challenges faced by first-year students at the College of Basic Education, University of Duhok. The research focuses on the impact of individual identities on academic and social integration. A quantitative descriptive methodology was used, employing structured questionnaires. The study reveals a range of obstacles that extend beyond initial expectations and are consistent across gender and departmental lines. The analysis shows that there is a crucial requirement for a support framework that is universally accessible and inclusive, designed to aid students in their transition to higher education. The findings of the study recommend the creation of comprehensive feedback mechanisms and interdepartmental cooperation in the development of support programs. The research emphasizes the significance of acknowledging and addressing the distinct obstacles encountered by students with intersecting marginalized identities. Suggestions for future research involve a more thorough examination of the long-term impacts of these obstacles and the investigation of focused interventions to improve student achievement and well-being. This study adds to the discussion on improving student support services and creating an inclusive academic environment that promotes the growth and development of all students, especially those who are navigating their first year in higher education.

The Value of a High School GPA

Abstract This paper provides novel evidence on the causal effect of high school Grade Point Average (GPA) on the human capital development and labor market trajectory of individuals. Causal identification is achieved by exploiting a unique feature of the Norwegian education system that produces exogenous variation in GPA among high school students. We find little effect on the number of completed years of higher education, but significant effects on the number and quality of higher education programs available to students after high school. Most importantly, we find persistent effects on students' long-run labor market outcomes, most notably market wage.