• Participants were asked about their level of agreement with a number of statements relating to possible concerns associated with university. The statements with the highest level of agreement included both financial and non-financial concerns: worries about the levels of interest charged on student loans (mean agreement score 3.8), worries for students and graduates about making the right institution choice (3.8), worries about the total amount of debt from student loans (3.7), and worries among applicants and students about not getting a good job after graduating (3.7). Graduates were more likely to have worries about the level of interest charged on student loans than applicants or students. Students were more likely than applicants to agree that they had worries about not getting a good job after university.
“This does not change my mind in the slightest. And further I would say that this does not even suggest to me that the system doesn't work. The system is not designed to see every student repay all of their loan. If that was the intention then it was built in a much more punitive manner. What this figure says to me is that a lot of students are doing well financially having graduated and have been able to repay their loans, and that those who have not had financial success are not being unduly burdened,” Member of the General Population Community.
student/consumer perspective. Minty (2015) for example notes how prospective students want greater transparency about how fee income is spent by universities. The UUK work with students (2015) found that despite high levels of satisfaction, ‘there was a clear concern among current undergraduate students about whether their financial investment represents value for money’ (p18) (46% feeling their university experience had been poor value for money), and this is related to subject studied, contact hours and access to staff, availability of careers advice and support, and quality facilities. The research found that students also factored in employability into their views on value for money. Research by NUS (2016) with the first cohort of graduates affected by the 2012 reforms found that, although the majority of new graduates enjoyed and valued many aspects of their degree, the majority (56%) did not believe it was worth the fees charged. Those who paid higher fees were much more likely to believe their degree was not worth the costs. Also within this theme is the potential for institutions to vary fees and financial support to affect recruitment, to essentially use these as marketing tools (with institutions competing for students). Indeed, the research argues that the policy ambition for institutional
A graduate tax would provide an alternative to our proposals. Rather than paying back the costs of learning after they are in work, graduates would pay a supplement to their income tax and these payments would depend purely on income rather than the costs of learning. We have looked closely at this option as it may deliver two benefits: it eliminates the headline fee which some believe acts as a disincentive to participating in highereducation; and it is progressive in that high earning graduates pay more. We have modelled future graduate tax revenues and considered the practical issues in implementing it. On the basis of our modelling, a graduate tax does not produce sufficient levels of revenue to fund highereducation until ca. 2041-42. With a graduate tax set at a rate of 3% of earnings over the income tax threshold, revenue would not start flowing until 2015-16 (when the first students in the new system graduate) and would only build up very gradually over 25 years.
increasingly different levels of engagement of students with their studies, and with the broader experience of highereducation, producing an increasing diversity of outcomes. The attitudinal differences between graduates and other groupings, though frequently statistically significant, are not always large. However, it is probable that the overall differences between the attitudes of graduates and non-graduates revealed by the analysis of data gathered by the British Social Attitudes survey hides larger differences within the expanding graduate population. This is partly related to both the academic and the social aspects of the highereducation experience. Attitudes change because of the new knowledge and perspectives acquired from the academic content of courses. In some cases, these will be the first stages of socialisation into a profession and career and thus will reflect to some extent the values of that profession/career. But attitudes also change because of the new friends acquired and the changed lifestyles enjoyed, especially by those students who ‘go away’ to university. Three years spent living in a hall of residence on a campus university is very different from the experience of living at home, engaging with highereducation alongside a part-time job. There are of course considerable variations in the student experience of highereducation across the UK’s increasingly differentiated highereducationsystem and increasingly diverse student body and these are likely to be associated with differences in graduate attitudes. For some students, highereducation confirms an existing attitude set while, for others, it is transformative. Recent changes in the funding of highereducationmay also lead to changes in
Certainly, in the UK, our world-leading universities and colleges are international at their core. And I’m here today because I want to see the international connectivity, collaboration and partnership that underpin so much of our global highereducation continue to flourish.
institute website. Performance monitoring involves assessments which serve a vital role in providing information that is geared to help students, teachers to take decisions. The changing factors in contemporary education has led to the quest to effectively and efficiently monitor student performance in educational institutions, which is now moving away from the traditional measurement and evaluation techniques.
Sports has a very important function as it provides opportunity by enabling individuals with disabilities to come together with non-disabled individuals for “integration” aimed at special education. In such an environment, the disabled person develops a positive attitude towards himself, observes the problems of other people with disabilities, stimulates creativity, minimizes feelings of loneliness, enlarges his environment and has the chance to live a more meaningful life (Özer, 2001). It can be said that sportive activities improve the psychomotor (balance, force, speed, flexibility, physical fitness) skills of the disabled students in a positive way and make them be constructive, creative and productive. In addition, sportive activities allow the mental development of students with disabilities, learns the phenomenon of win-loss and prepares themselves accordingly(Aracı, 2001). This situation makes it important for the students with disabilities to attend physical education and sports course, to participate in the lesson and to give importance to the course, which results in disabled individuals would tend towards physical education and sports. In other words, the development of positive attitudestowards physical education and sports towards hearing-impaired students led them to turn to sports.
Abstract Education is one of the biggest problems experienced by developing societies. Education is has an important place in individuals’ lives since it allows them to prove themselves within their society and to maintain their future lives. Today, with the development of the Internet, education can be given via e-learning management systems designed on the web. E-learning is a type of education that can present information to its users via the Internet. In order to facilitate the use of e-learning systems and to make these systems more systematic, Learning Management Systems (LMSs) have appeared. LMSs are softwares that allow management of learning activities. During the application of e-learning management systems that can be designed in line with the desired curriculum, the feedback provided by students taking education via this platform play an important role in the success of the system. In this respect, the present study aimed at determining the attitudes of students attending Distance Education Theology Undergraduate Education Program at Dicle University towards e-learning. For this purpose, the five-point Likert-type scale of “Attitudestowards ICT skills and e-learning” developed by Haznedar  was applied to the students. The results of analysis of the data collected from the students participating in the study revealed no significant difference in relation to e-learning between the students’ gender, years of computer use, weekly Internet use time, their preferences of types of education, their foreign language, their foreign language proficiency levels, and their learning motivation preferences. In the study, a significant difference was found in relation to e-learning between the participants’ preferences of study methods.
Murdoch (2002) mentioned employment prospects for graduates from CHEERS data (Careers after HigherEducation: a European Research Study was a European wide postal survey carried in 1998. See http://www.uni-kassel.de/wz1/tseregs.htm). He depicted that five (Finland, Sweden, the Czech Republic, Austria and Germany) of the eleven European countries are relatively favourable compared with the rest of the countries included in his study. The unemployment rate for graduates entering the labour market for these countries was found to be less than 7 % (cf. for example, OECD, 1997). In the case of France, the Netherlands, Norway and the United Kingdom, the employment rates for the same graduates were slightly higher (around 10 %). However, in the case of Italy and Spain, the unemployment rates were very high (over 25 %) (OECD, Ibid).
From the beginning of 2014, a number of private education colleges closed, impacting over 3,000 non-EEA students enrolled in the colleges (Joyce and Whelan, 2015; Department of Education and Skills and Department of Justice and Equality, 2014, 2015, Irish Times, 2014). Following the closures, the Minister for Education and Skills and the Minister for Justice and Equality established a Task Force on Students Affected by the Closure of Private Colleges in May 2014. The Task Force submitted its report to the two ministers in July 2014. The report noted that while significant efforts had been made to ensure alignment between quality assurance and immigration policies, through both the first strategy and student immigration reforms introduced in 2010, a minority of education providers had continued to engage in unsustainable practices. Such practices included a lack of sufficient learner protection arrangements, unsustainably low fees that were inadequate to provide for delivery of high-quality programmes and the offering of programmes that were not Irish-accredited or quality assured. The Task Force also observed that a cohort of students in the colleges were in Ireland to access the labour market or for other reasons not related to education. The Task Force therefore found that a
The survey consisted of three parts. In the first part, there were six questions gathering demographic information such as nationality, age, and year in school. In part two, there were ten Likert-type scale questions. Five of the questions judged students’ attitudestowards using Moodle, and five questions judged studentsattitudestowards Moodle’s usability and functionality. All questions were rated on a five-point scale with one meaning ‘strongly disagree’ and five meaning ‘strongly agree’. The first five questions judging students’ satisfaction with Moodle had an acceptable level of reliability (α = .847), as did the five questions judging the functionality of Moodle (α = .866), so the two questions can be said to be reliable in measuring those two constructs, respectively. The third part consisted of eight questions concerning students’ habits when using Moodle and the internet. These took the form of checkboxes to which the students could select an answer. This research utilized a blended quantitative-qualitative design. The survey data from the first three parts was collected and analyzed with SPSS 22 to obtain reliability coefficients and overall frequencies.
Palestine needs to design a national strategy for entrepreneurship education that should call for all relevant stakeholders including, private and public sectors, universities, experts and NGOs to participate in designing the strategy. This strategy should be integrated into the overall unemployment and poverty reduction strategy. In addition, entrepreneurship education should be designed to provide students and graduates with an entrepreneurial attitude, skills and knowledge necessary to be a success entrepreneurs, as well as to gradually instill entrepreneurial spirit, critical thinking, management and marketing skills of students. Furthermore, entrepreneurial learning should be integrated into the curriculum, rather than only being offered as standalone courses, in order to change the mindset among students. Additionally, universities need to adopt the action-based pedagogy by bridging the gap between theory and practice. Universities may adopt a proactive approach to building successful links with industry, through training, collaborative research, consultancy and counseling. Also, universities should create new local materials, case studies and examples of role models that entrepreneurs can refer to.
The responsibility for funding teaching in England has been shifted further away from the public sector towards the individual (graduate). The financial impact on the sector as a whole need not be negative if they can raise enough through additional tuition fees (backed by publicly subsidised loans). The impact on individual institutions is much more open to question and it depends on what fee levels they charge and changes in student numbers. These in turn depend on the types of courses they offer, the ‘value’ placed on a degree from that institution by potential students and the extent and type of student choice and competition introduced into the sector. Changes to highereducation funding and student support from 2012/13 gives some background to the freeing up of places from 2012 and more recent detail is given in HE in England from 2012: Student numbers and HigherEducationStudent Numbers.
Under the increasing pressure to deliver and demonstrate value, HE libraries need to fully understand the people using libraries as well as the library employees who enable and facilitate library services in order to ensure the sustainable development of a HE library. Many researchers focus on the library service receivers and investigate the library user attitudestowards the use of a digital library (Thong et al., 2004, Vaidyanathan et al., 2005, Park et al., 2009). However, there has not been much attention paid to the employees in HE libraries, who essentially play a key role in shaping the library services. Therefore, this paper aims to investigate the meaning of digitalisation in HE libraries and how HE library employees perceive such concepts through a case study. Insights could be used to further understand the challenges that HE libraries are facing.
Although a variety of approaches can be used to manage student commitment, the role of physical elements, such as a facility or institution’s virtual presence, appearance of infrastructure and signage, is often neglected in the literature. This gap in the literature is surprising considering the growing interest in the field of social sciences regarding the influence of physical elements (or tangibles) on commitment. It is against this background that this study investigated the possible effects of physical element attributes on student commitment. A number of antecedents of physical elements were identified by means of a literature review and their expected relationships with student commitment were proposed as hypotheses. These hypothesised relationships were assessed and a survey amongst 290 students from a multi-cultural South African university was conducted. The statistical program SPSS version 23 was used to analyse the data, and the hypothesised relationships were assessed by means of regression analyses. The findings of the study indicate that the physical element dimensions ‘communicators’ and ‘virtual servicescape’ most significantly influenced overall student commitment. Contrary to popular belief, the study revealed that social servicescape did not have a significant impact on student commitment. Furthermore, it appears that a specific set of physical element attributes should be applied when student commitment is managed. Finally, the study offers an in-depth discussion of the theoretical and managerial implications of these findings for relationship marketing strategies.
excellence, and some to help you meet your living costs or get you out of financial trouble. Some can be applied for before starting, others only during your study if your circumstances allow it. Some will be Grants, others may be Loans. It will depend entirely on the institution you study in since these schemes are designed and run by the institutions themselves. They set the rules.
This guidance is designed to assist with the interpretation of the Student Support Regulations as they stand at the time of publication. It does not cover every aspect of student support nor does it constitute legal advice. Whilst every endeavour has been made to ensure the information contained is correct at the time of publication, no liability is accepted with regard to the contents and the Education (Student Support) Regulations 2011 as amended by the Education (Student Fees, Awards and Support) (Amendment) Regulations 2012, The Education (Student Support and European University Institute) (Amendment) Regulations 2013, The Universal Credit (Consequential, Supplementary, Incidental and Miscellaneous Provisions) Regulations 2013, The National Treatment Agency (Abolition) and the Health and Social Care Act 2012 (Consequential, Transitional and Savings Provisions) Order 2013, the Further and HigherEducation (Student Support)(Amendment) Regulations 2014, the Special Educational Needs (Consequential Amendments to Subordinate Legislation) Order 2014 and the Education (Student Support) (Amendment) Regulations 2014, remain the legal basis of the student support arrangements for the academic year 2015/16. In the event of anomalies between this guidance and the Regulations, the Regulations prevail. Please note the Regulations may be subject to further amendment.
It is known that participating in sports and physical activities has positive effects on public health (Keskin, 2014; Güner, 2015). Physical education course has several positive effects on students’ various development areas. Primarily, it is a fact that physically active students have higher levels of academic motivation (Aras, 2013). Besides, physical education is an effective way of providing and maintaining a physical coherence (Heper, 2012). It is known that physical education courses and physical activity programs are beneficial in order to maintain and improve health in school environments (Stratton & Mullan, 2005). On the other hand, it is pointed out that being involved in physical education and sports is highly beneficial in supporting social, physical, mental and motor developments (Açak, 2006; İmamoğlu, 2011; Şahin et al., 2012; Açak, 2006; Küçük & Koç 2004). In children and youth, it is stated that sports play a major role in reducing aggressive behavior to a minimum (Vardar, 2015). It is also known that participating in sports is an element that directly increases assertiveness level (Eraslan et al., 2015). On the contrary, especially in our country, several obstacles keep children and youth from participating in sports. The primary ones of the mentioned obstacles are the sufficiency in facilities and equipment (Hergüner et al, 2004).
Mae Llywodraeth Cymru wedi cyhoeddi y byddai’r cynllun yn parhau i’r rhai sy’n dechrau ym mis Medi 2019, ac y byddai’r rheoliadau’n cael eu hanfon i’r Cynulliad Cenedlaethol er mwyn cytuno arnynt maes o law. I gael rhagor o wybodaeth am Bolisi Dileu Rhannol Cymru, mae canllawiau ar gael yma. Rydym yn argymell siarad â Cyllid Myfyrwyr Cymru os oes gennych gwestiynau.