Your search found 1498 results.

Descriptors:
Stakeholders; Policy Formation; Unions; Foreign Countries; Public Policy; Part Time Employment; Student Employment; Interviews; Administrative Principles; Student Problems; Social Problems; Employer Attitudes; Performance Factors; Strategic Planning; Employment Practices; Labor Legislation

Abstract:
This paper uses data from interviews with representatives of national and state organisations that have a policy interest in student-working in Australia. The interviewees included representatives from employer bodies and trade unions as well as government organisations. The data are used to discuss these stakeholders' perceptions of the main advantages and disadvantages of working by young full-time students and the ways in which organisations in the business and educational sectors have adapted their policies and practices for student-working. The analysis is then used to inform a discussion about whether this is a legitimate area for public policy formulation and if so, what principles might underpin such policy and what some policies might look like. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Student Employment; Paying for College; Human Body; Dance; Interpersonal Relationship; Social Isolation; Purchasing; Ethics; Services; Sexuality; Pharmacology; Biomedicine

Abstract:
The sale of bodily goods or services--"body commodification"--is nothing new among college students. But strides in medical technology, the encroachment of market values on all facets of life, and the reach and culture of the Internet have combined to create a fertile environment for people who want or need to exploit the value of their skin or what lies beneath it--including students struggling to cover the rising cost of college in this sluggish economy. Students sell plasma, take requests to perform custom erotic acts on Web cameras, or offer themselves as guinea pigs in paid drug trials. A master's student in Penfield, New York, says she was kicked out of her social-work program last June for snuggling with strangers--no sex allowed--for $60 an hour. A handful of Web sites, like SeekingArrangement.com, promise introductions to young and attractive men and women--often students--for "mutually beneficial relationships." An advertisement in campus newspapers at three elite colleges offers $35,000 for the eggs of a young woman with an SAT score above 1400. And though no one in the United States is openly selling kidneys from live donors, Santa Clara University's Markkula Center for Applied Ethics started receiving inquiries from financially desperate people after it posted an article on its Web site in 1998 exploring the ethical issues that would surround such a market. When the economy tanked, staff members saw a surge in letters like this one: "I just read your information about how many people need a kidney. I would like more information about it and how I could sell one of my kidneys to your university because I really need money. I want to go to college, but it's really expensive." The shifting terrain of body commodification has prompted scholars to take a renewed look at how similar behaviors are socially and morally classified in starkly different ways, depending on who is involved, how much power they have, and how the transaction is carried out. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Retirement; Baby Boomers; Labor Force; Part Time Employment; Student Employment; Correlation; Wages; Regression (Statistics); Volunteers; Caregiver Role; Spouses; Grandparents; Barriers; Adults; Older Adults

Abstract:
Purpose: Continued employment after retirement and engagement in unpaid work are both important ways of diminishing the negative economic effects of the retirement of baby boomer cohorts on society. Little research, however, examines the relationship between paid and unpaid work at the transition from full-time work. Using a resource perspective framework this study examines how engagement in unpaid work prior to and at the transition from full-time work influences whether individuals partially or fully retire. Design and Methods: This study used a sample of 2,236 Americans between the ages 50 and 68, who were interviewed between 1998 and 2008. Logistic regression was used to estimate transitioning into partial retirement (relative to full retirement) after leaving full-time work. Results: We found that the odds of transitioning into part-time work were increased by continuous volunteering (78%) and reduced by starting parental (84%), grandchild (41%), and spousal (90%) caregiving and unaffected by all other patterns of engagement in unpaid work. Implications: Our findings suggest that volunteering is complementary with a transition to part-time work, and starting a new caregiving role at this transition creates a barrier to continued employment. In order to provide workers the opportunity to engage in the work force longer at the brink of retirement, it may be necessary to increase the support mechanisms for those who experience new caregiving responsibilities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Information Technology; Program Administration; Student Employment; Campuses; Experiential Learning; Learning Experience; Cost Effectiveness; Technical Support; Technology Education

Abstract:
Helping students land tech jobs after graduation may be one of the most gratifying benefits of involving students in campus IT--but it's not the only one. Student workers can reduce IT costs and, equally important, they bring to the table a useful perspective: They are, after all, the IT department's constituents and can often provide insights that grizzled IT professionals might overlook. The author discusses how IT shops are turning to students to staff help desks, troubleshoot, and more. For schools, it's a way to cut costs; for students, it's a learning experience and a pathway to employment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Tenure; Community Colleges; Educational Change; College Students; Remedial Instruction; Comprehensive Programs; Educational Innovation; Educational Improvement; Educational Quality; Student Responsibility; Student Needs; Homework; Student Employment; School Schedules; Teaching Methods

Abstract:
In the United States, people think of elementary and secondary education as fundamentally different from higher education. The first two levels are where students are expected to learn the building blocks for lifelong learning, while college is meant to confer higher-order thinking and more-specialized skills. How students are treated flows directly from the difference in these sets of expectations. Before college, students generally are provided with schedules for prescribed classes, where they end up doing more learning inside than outside the classroom. College students, by contrast, are expected to be far more independent, to figure out which classes to take and then do most of their course-related work outside the classroom. For most of the roughly seven million students seeking degrees at community colleges, though, this construct makes little sense. They have often not mastered the building blocks: Up to two-thirds of community-college students need remedial education. Even though they are often the first in their families to go to college, community-college students receive scant support or advice for navigating course choices. And most of them have jobs, leaving less time for homework. The result: Fewer than 40 percent of those who attend full time go on to graduate or transfer within three years. But what if community colleges were organized to achieve success for the students they have, not for students like those who attend four-year residential colleges? First, such a re-envisioned community college would offer far greater numbers of block-scheduled programs. Rather than selecting courses, most students would be directed to enter comprehensive programs built around specific degree goals and schedules. A second important change would affect what happens in the classroom. A central operating theory in elementary and secondary reform is that the most important variable that schools can directly influence to improve learning is the quality of teaching in the classroom. There is every reason to believe the same is true in community colleges. Re-envisioned, community colleges would focus their hiring, professional development, and tenure systems on a single goal: improved teaching and learning. These innovations--structured programs and rigorous systems of tenure and support for improved teaching--are already happening at some excellent community colleges in the United States as well. Now more community colleges must follow suit if they are to meet the vital goal of significantly increasing the success of their diverse student bodies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Alumni; Donors; Private Financial Support; Undergraduate Students; Student Financial Aid; Research Universities; Student Loan Programs; Scholarships; Student Employment

Abstract:
We investigate how undergraduates' financial aid packages affect their subsequent donative behavior as alumni. We analyze micro data on alumni giving at an anonymous research university, and focus on three types of financial aid, scholarships, loans, and campus jobs. Consistent with the view of some professional fundraisers, we allow the receipt of a given form of aid "per se" to affect alumni giving. Our main findings are: (1) Individuals who take out student loans are less likely to make a gift, "ceteris paribus." Further, individuals who take out large loans make smaller contributions as alumni, conditional on making a gift. (2) Scholarship aid reduces the size of a gift, conditional on making a gift, but has little effect on the probability of making a donation. (3) Aid in the form of campus jobs does not have a strong effect on donative behavior. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Foreign Students; Foreign Policy; Immigrants; Study Abroad; Access to Information; Student Employment

Abstract:
An independent review of the Australian student visa program was completed in 2011. Several of the recommendations from the review have been implemented by the Australian government, including the introduction of streamlined visa processing for applicants enrolled at an Australian university and increased flexibility in working conditions for student visa holders. The Australian Department of Immigration and Citizenship assigns assessment levels to reflect the risk posed by applicants from a particular country studying in a particular education sector, with Assessment Level 5 being the highest risk and Assessment Level 1 the lowest. The assessment level will determine the level of proof required by the applicant to qualify for a student visa. The purpose of this Note is to provide a summary of the student visa process including the recent changes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Registrars (School); Role; Outcomes of Education; Student College Relationship; Student Employment; Program Effectiveness; Student Needs

Abstract:
The Council for the Advancement of Standards in Higher Education's "Self-Assessment Guide for Registrar Programs and Services" includes an introductory statement on the role of registrar programs: "The overarching role of the registrar is increasingly that of an educator, defining student needs through learning outcomes and identifying assessment strategies that involve innovative learning techniques." On the surface, this statement conforms with what we all have believed for a very long time: We are educators as much as we are administrators and service providers. However, stepping back a discrete distance and considering this belief in different contexts causes one to realize that this is a rich area for exploration. It is instructive to provide some insight into the difference between a "student outcome" and a "student learning outcome." In this article, the author talks about changes in students themselves due to their college experience and, specifically, their interactions with the registrar's office, including its programs, services, systems, and staff. This article focuses on how the registrar's office can affect student learning beyond the scope of what educators might consider "training". (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Stress Management; Interpersonal Relationship; Extracurricular Activities; Coping; Multiple Regression Analysis; Undergraduate Students; Demography; Stress Variables; Student Employment; Rating Scales; Intervention; Student Surveys

Abstract:
Previous research that has explored stress differences between "hard" and "soft" academic majors did not provide clear criteria for categorizing "hard" and "soft" majors, used a single item to measure reported stress, and reported contradictory stress differences between academic majors (Myrtek, Hilgenberg, Brugner, & Muller, 1997). With an improved research design, the utility of using a "hard" versus "soft" science academic major distinction to inform stress management interventions was investigated. In this study, surveys containing the Perceived Stress Scale (PSS-10; Cohen, Kamarck, & Mermelstein, 1983), the Personal Views Survey III-R (PVS-III-R; Maddi & Khoshaba, 2001), and supplemental questions were administered to third, fourth or fifth year undergraduate students. Findings (N = 259) indicated that hard science majors experienced significantly more perceived stress than soft science majors. Additionally, results of a hierarchical multiple regression analysis indicated that the distinction between hard and soft science academic majors accounted for a significant increase in the prediction of variance in perceived stress scores after controlling for demographic components, extracurricular activities, employment hours, close friend relationships, significant other relationships, parental relationships and individual differences in coping skills. These findings inform existing stress management interventions in targeting academic subpopulations prone to elevated stress levels. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Student Attitudes; Student Employment; Correlation; Comparative Analysis; Full Time Students; Public Colleges; National Surveys; Educational Experience; Student Experience; Time Factors (Learning); Time on Task; Socialization; Extracurricular Activities; Demography; Student Characteristics; Models; Academic Achievement; Employment Patterns; Racial Differences; Educational Attainment; College Seniors; College Freshmen

Abstract:
Using data collected as part of the National Survey of Student Engagement (NSSE), this study examines differences between the grades, time spent preparing for class, involvement in co-curricular activities, time spent socializing and overall enjoyment of their college experience of working and non-working students at a mid-sized public university. Several demographic correlates of student employment are also examined. Throughout the paper, specific attention is focused upon the differences that exist between students who work on-campus and those who work off-campus. Results show that there are very few differences between working and non-working students. As the number of hours that student work increases, however, the number of hours that they spend socializing decreases. Seniors and men also tend to work more hours than first-year students and women. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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