Your search found 212 results.

Descriptors:
Public Health; Writing (Composition); Multicultural Education; Interdisciplinary Approach; Theses; Ethnic Diversity; Educational Experience; Student Experience; Writing Skills; Writing Strategies; Group Experience; Group Activities; Group Dynamics; Social Psychology; Doctoral Dissertations; Research Projects; Student Research; Collaborative Writing; Foreign Countries

Abstract:
Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community. (Contains 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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Descriptors:
Generational Differences; Age Groups; Influence of Technology; Introductory Courses; College Instruction; History; Assignments; Student Research; Research Skills; Information Skills; Physical Activities; Figurative Language; Pacing; Time Factors (Learning); College Students; Educational Attitudes; Attention Span; Research Proposals; Theses; Peer Evaluation; Revision (Written Composition); Critical Thinking

Abstract:
In this article, the author offers a summary of the major research assignment she has developed for HIST 100, as well as the successes and struggles she has had along the way. The project requires students to experience research as a difficult process that demands their patience, perseverance, and assiduousness. Group work in class clearly plays to students' strengths and helps ease the way. The faint of heart may struggle, particularly at the end of the semester, but the vast majority have come out ahead. One freshman has summarized her experience this way, which is representative of most: "When the research proposal was first assigned, I thought it would be easy and would not take long at all. To my surprise, it was much harder than I had originally thought." Teaching research to Generation Y in this fashion has made the author into a track coach who is trying to convert sprinters into marathoners. Running a research marathon--even one that lasts just seven to eight weeks--ultimately boosts students' capacities for problem-solving and critical thinking. At times, students run uphill for long stretches, and feel like the downhill path is nowhere to be seen. Others run "very" slowly the whole way, and save their energy for the final stretch. A precious few maintain a steady pace, and arrive at the finish line with minimal soreness. Generation Y students are by nature expert sprinters in many parts of their lives, and have been rewarded for their ability to go fast, and produce results quickly. It's time they learn to slow down. (Contains 21 notes.) 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:
Program Effectiveness; Intervention; Writing Skills; Program Evaluation; Student Research; Theses; Qualitative Research; Interviews; Academic Support Services; Writing Workshops; Writing Improvement; Student Attitudes; Teacher Attitudes; Foreign Countries

Abstract:
Purpose: Achieving quality standards in postgraduate education, particularly among Higher Degree by Research (HDR) students, can be challenging. In addition to the diverse educational and cultural backgrounds of these students, thesis writing frequently involves the development of new skills associated with the comprehension of a large volume of information, critical analysis and the development of an academic writing style. Many students need support in one or all of these key areas. Universities currently provide a number of different writing support activities to address students' needs. The purpose of this study is to report on a writing support intervention that employed a specialist in academic writing to support HDR students in the business faculty. Design/methodology/approach: Following a two-year period, the intervention was evaluated to assess the appropriateness and effectiveness of this support using qualitative methods. The results of this study are presented and discussed from different angles. First, a lecturer in academic writing support outlines her observations and reflection on the value of individual consultations and students' progress. Second, the attitudes and experience of students and their supervisors to this service are discussed. This is followed by the faculty senior management view with regard to the effectiveness and efficiency of this service. Findings: This research found that both students and their supervisors expressed satisfaction with the service offered. Also it was found that the writing quality of submitted theses is improving; the costs of thesis editing have reduced; HDR students appear to be more satisfied with and confident of their academic writing; the attractiveness of the PhD program has been enhanced, as judged by the increase in PhD enquiries and the quality of potential applicants. Research limitations/implications: The results reported here indicate that the intervention was successful. However, the sample size was relatively small and the HDR candidates and supervisors were drawn from only one faculty in one university. Practical implications: The study provides some recommendations that could be taken into account by senior management and academic staff in order to set up and deliver a faculty-based writing support service for HDR students, which would bring benefits to students, their supervisors, faculties and universities. Originality/value: The value of this research is that the writing program was proven to be beneficial for universities to support research students in the development of their writing skills, which in turn, could improve the quality of thesis and ensure on time completion. (Contains 2 tables and 1 figure.) 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:
Academic Achievement; Intelligence; Higher Education; Grade Point Average; Student Attitudes; Foreign Countries; Assignments; Personality; Graduation; Predictive Validity; College Students; Surveys; Student Motivation; Time to Degree; Internship Programs; Theses; Tests; Honors Curriculum; Goal Orientation; Study Skills

Abstract:
This study investigated the combined predictive validity of intelligence and personality factors on multiple measures of academic achievement. Students in a college of higher education in the Netherlands (N = 137) completed a survey that measured intelligence, the Big Five personality traits, motivation, and four specific personality traits. Student performance was measured with grade point average (GPA) and time to graduation, as well as with five specific performance measures: regular exams, skills training, team projects, internships, and a written thesis. Results show that 33% of the variance in GPA and 30% of the variance in time to graduation can be explained by combining intelligence, personality, and motivational predictors. Conscientiousness is the best predictor across a broad spectrum of academic achievement measures and explains five times as much variance in GPA as does intelligence. The practical implications are that institutes of higher education should collect personality data on students at the outset and then help students accordingly. Highly conscientious students who are organized and internally motivated might potentially be offered more challenging honours programs with corresponding special commendations on their diplomas, whereas students who score low on conscientious would receive more structure through student study groups, frequent deadlines, shorter assignments, group assignments, clearly defined learning goals, and less second chances for passing examinations. (Contains 2 tables, 1 figure and 1 footnote.) 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:
Biology; Research Methodology; Online Systems; Graduate Study; Theses; Foreign Countries; Educational Trends; Science Education; Trend Analysis; Archives; Databases; Parent Attitudes; Surveys; Graduate Students; Parent Child Relationship

Abstract:
The aim of this study is to determine what trends Turkish biology education studies indicate. To achieve this aim, the researchers examined online databases of the Higher Education Council and open access archives of graduate theses in web sites of Turkish universities. Finally, totally 138 graduate theses were elicited to analyze in regard to following matrix: year, research interest, research methodology and sample. The results show that descriptive study for research interest and survey for research methodology are highly dominant in the graduate theses under investigation. Also, even though learning involves an interaction amongst student, teacher, parent and administrator, there is no study on investigating what the students' parents think about their learning responsibility. It is suggested that further studies should be undertaken to emerge Turkish biology education trend. (Contains 1 figure and 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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Descriptors:
Theses; Content Area Writing; Writing Skills; Research Papers (Students); Writing Strategies; Teaching Methods; Best Practices

Abstract:
Writing a good thesis provides a successful foundation for composing an essay. Teaching how to do that, however, is quite another matter. Teachers often say to students, "Find a thesis," or "Get a thesis," or "Bring in a thesis statement tomorrow," as if students could order one like a pizza, command it like a pet pooch, or grasp one out of thin air like a magician. Finding the genesis for a thesis is another article--this article considers how to write one. 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:
Political Science; College Instruction; Expository Writing; Theses; Writing Difficulties; Academic Discourse; Writing Instruction; Ambiguity (Semantics)

Abstract:
Words should be chosen and used carefully so that they convey the meaning or meanings that you intend--and do not convey any unintended or double meanings. Writing should leave little ambiguity or uncertainty about what you are referring to--unless some purposeful ambiguity is desired. Sometimes words that are abstract or superficial may be chosen to suit the writer's purpose. For example, there is a long tradition of euphemistic writing. But such use of words should be well-considered and deliberate, not the result of carelessness or indifference. 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:
Doctoral Dissertations; Graduate Study; Graduate Students; Theses; Higher Education; College Faculty; Teachers

Abstract:
In graduate education, retention and completion pose significant challenges. As many as 50 percent of doctoral and a quarter of master's (varies by field of study) students fail to complete their programs. Given the work and life demands education professionals routinely navigate, it is not surprising that completion rates are as low as they are, but that they are so high! To assist educators in managing their pursuit of excellence along with their professional and personal lives, this article outlines "how-to" guidelines for higher education teachers/faculty advisors and graduate students preparing to engage in thesis or dissertation work. This article's "how-to" guide is designed to help students overcome the overwhelming sense of burden in their overly committed professional lives, which too often gets in the way of even getting started. 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:
Foreign Countries; Research Methodology; Educational Research; Models; Pacific Islanders; Regional Characteristics; Indigenous Knowledge; Postsecondary Education as a Field of Study; Educational Trends; Trend Analysis; Theses; World Views; Self Determination; Interests; Culturally Relevant Education; Research and Development

Abstract:
This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the research. Secondly, and more significantly, trends in the theorisation of Pacific postgraduate education research are identified using a positivist-interpetivist-emancipationist-deconstructivist paradigm typology as a basis for analysis, in particular the degree to which the latter two research perspectives have been embraced. It is argued that research done within emancipationist and deconstructionist paradigms has the most socially transformative potential. The completion of socially transformative educational research is significant given increasing calls from within Pacific communities to decolonise and re-indigenise both educational research agendas as well as systems of Pacific primary and secondary schooling influenced by educational research. The paper demonstrates, however, that very little emancipationary and deconstructivist education research has been completed. This apparent mismatch is explored in the light of the wider competing educational discourses of Pacific colonisation and indigenisation. (Contains 5 notes and 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:
Teaching Methods; Supervisors; Student Research; Business Administration Education; Theses; Praxis; Theory Practice Relationship; Student Attitudes; Teacher Attitudes; Undergraduate Students; Undergraduate Study; Educational Practices; Learning Experience; Student Experience

Abstract:
A concern to ensure that the distinctive quality of teaching and learning in higher education is sustained and recognised has recently reinvigorated debate about the links between research and teaching. Currently, that debate focuses on substantiating research-teaching links and confirming broad frameworks for categorising associated academic practice and outcome. This study adopts a more exploratory approach to describing learner and supervisor experience of the honours dissertation as the capstone undergraduate research activity that integrates academic notions of research as syllabus, pedagogy and assessment. The findings of this qualitative study of the descriptions of dissertation experience contributed by supervisors and supervisees generate a more textured and actionable picture of the experience of research-teaching links, and indicate areas of shared and divergent perception of the nature and value of the dissertation experience, with implications for pedagogic practice in dissertation preparation and supervision. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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