Examining Gaps between Students’ Expectations and Experiences in a Private University

Awang, Mohd Mahzan; Ahmad, Abdul Razaq; Bakar, Nora’asikin Abu; Ghani, Sayuti Abd.; Saad, Che Pee; Husin, Saliza; Hashim, Zaharuddin; Ibrahim, Mohd Asrul Hery; Alfitri, Alfitri

doi:10.5901/mjss.2014.v5n8p396

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…This is due to the statistical analyses from the current study showed that the indicators are gathered in three new constructs. Student's socioenvironment may have influenced students' attitudes towards others (Awang et al, 2014) and have affected their citizenship competences level.…”

Section: Resultsmentioning

confidence: 99%

Measuring Multi-Ethnic Students Citizenship Competence: Domains and Indicators

Awang¹,

Alfitri²,

Ahmad³

et al. 2016

American Journal of Applied Sciences

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The current study aims at developing and validating an instrument to measure citizenship competences among multi-ethnic students. It was developed based on the Iceberg Competency Model (McBer, 1996) and citizenship competence from the works of (Ten Dam and Volman, 2007;Ten Dam et al., 2010;2011). The Citizenship Competences Framework was developed prior to indicators/items development. The Framework contained four constructs namely acting democratically, social responsibility, conflict management and dealing with differences. Indicators within these four constructs were developed and verified by experts. They were then used in the instruments. A survey was carried out involving 60 multi-ethnic students in Malaysia. Data gathered was analysed using Exploratory Factor Analysis and Reliability Analysis. Results showed that only 14 indicators/items from four constructs are valid and reliable to be used. Results suggest there are three new groups (indicators/14 items) emerged for measuring citizenship competences. We synthesised these 14 items into three new constructs namely (1) respecting others' voices, (2) ethnic tolerance and (3) problem solving oriented. These new constructs and items presented in this study are supposed to be considered in researching multi-ethnic student citizenship competence.

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Section: Resultsmentioning

confidence: 99%

Measuring Multi-Ethnic Students Citizenship Competence: Domains and Indicators

Awang¹,

Alfitri²,

Ahmad³

et al. 2016

American Journal of Applied Sciences

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“…One of the most prevalent explanations is a lack of social support (Altermatt, 2019; Hertel, 2002; Legault et al., 2006). Socially integrated and supported students adapt to university life more easily and are more successful and more satisfied with their tertiary education (Awang et al., 2014; Dennis et al., 2005; Garriott et al., 2015; Hertel, 2002). Although empirical studies support the concern that FGS lack support for a successful tertiary education, results regarding the differences between FGS and NFGS in terms of social support and social capital vary.…”

mentioning

confidence: 99%

“…According to Lin’s social capital theory (SCT; Lin, 1999, 2001), social capital consists of two broader aspects: people who are accessible to an individual and the mobilisation of their resources but also the mobilisation of their contact resources. Both constructs have been found to relate to career success, well-being, and general satisfaction (Altermatt, 2019; Awang et al., 2014; Hertel, 2002; Legault et al., 2006).…”

mentioning

confidence: 99%

Accessibility and Mobilisation of Social Capital in First-Generation Students’ Social Networks—A Mixed-Methods Approach

Wittner

Barthauer

Kauffeld

2020

Journal of College Student Retention: Research, Theory & Pr

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Social support is a crucial factor for first-generation students’ (FGS) integration at university and their educational success. FGS are often assumed to lack social support and integration, but research shows mixed results. By means of a mixed-methods approach (combination of interviews and online survey), we aimed to shed light on the characteristics in FGS social networks that classify them as high-quality networks in order to obtain a deeper understanding of the structure and setup of the social contexts from which FGS receive support. Using these characteristics, we constructed types of socially supported students and related them to academic success. For that, we conducted N = 40 semi-structured interviews linked to Qualitative Social Network Analysis at an urban German University. Prior to the interviews, the interviewees filled out an online survey (1) consisting of demographic variables and psychological scales. During the interviews (2), we followed a problem-centred interview approach for the first part and then (3) asked about the FGS’s support networks during the beginning of their bachelor’s degrees. All the interviews were coded by applying content analysis. Network maps were analysed using qualitative structural analysis (QSA). Both maps and codes were used to build three types of support as received by the students. These types were in turn connected to the results of the support forms in content analysis and the psychometric scales to estimate how students perceive different structures in their networks as supportive. The results revealed three types: small and dense bijou networks, medium networks with emotionally close alters (close-knit networks), and large and diverse networks (have-it-all networks). The types show different results for university success and perceived support for their networks.

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Perceived Social Support and Well Being: First-Year Student Experience in University

Awang¹,

Kutty²,

Ahmad³

2014

IES

106

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The current study explored first-year student experience in receiving social support and its relation to their ability to adapt with university ethos. It also explored how social support on academic adjustment, social adjustment and emotional adjustment among students were significantly associated with student well-being. This qualitative research utilized individual semi-structured interview protocols to gather narrative data from 16 university students. All students were interviewed twice in order to see changes and developments in receiving social support from university community, peers and family members. Data were tape-recorded, transcribed and analyzed by using thematic approach. It was then coded by independent coders. It has been found in this study that academic adjustments, social adjustment and emotional among new students are dependent on their abilities in receiving socio-educational support from friends (supportive friendship) and families. Results also revealed the powerful influence of parents and the importance of socio-relationship for student wellbeing. This study suggests that the concept of social support should go further than simply identifying it within the context of a university. Findings of this study also indicate the importance of student community, senior students and family-networks in adapting to a new learning environment. There are cumulative evidences from this research to suggest different types of networks in a multicultural university. Students' self-management skills are found to be vital for smoothness of transition to universities.

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Examining Gaps between Students’ Expectations and Experiences in a Private University

Cited by 3 publications

References 4 publications

Measuring Multi-Ethnic Students Citizenship Competence: Domains and Indicators

Measuring Multi-Ethnic Students Citizenship Competence: Domains and Indicators

Accessibility and Mobilisation of Social Capital in First-Generation Students’ Social Networks—A Mixed-Methods Approach

Perceived Social Support and Well Being: First-Year Student Experience in University

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