Examining proximal and distal influences on the part-time student experience through an ecological systems theory

McLinden, Mike

doi:10.1080/13562517.2016.1248391

Cited by 20 publications

(14 citation statements)

References 8 publications

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“…Intensive education is a variant of traditional face-to-face education. This style concentrates the teaching hours in compressed periods of time [17][18][19][20]. The credit has the same duration as in the TFE (25 h), although the percentage of face-to-face attendance of the students is lower, with a variable term between 10-30% of the time.…”

Section: Introductionmentioning

confidence: 99%

“…The intensive academic day generally covers 8 h a day [18,23] and includes all the training contents of the subject [17,18,23]. Therefore, the component of student attendance decreases, but without being eliminated, considering it a modality or educational style within face-to-face education [19,24,25]. The IFE student profile is different from that of the TFE.…”

Section: Introductionmentioning

confidence: 99%

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Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

et al. 2021

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Face-to-face education continues to present benefits in terms of student motivation, even though in COVID-19 scenario, online education has been the model of choice. In addition to the traditional face-to-face style, the intensive face-to-face style remains, which allows greater flexibility for the student. The objective of this study was to compare both educational styles and build an organizational model to improve student satisfaction. Two-way general linear model (GLM) with educational styles and satisfaction as fixed factors and discriminant analysis was applied. The selection of the most discriminant variables was made applying the F of Snedecor, Wilks’-Lambda, and the 1-Tolerance. A discriminant model was built. The four variables with the highest discriminant power were problem-solving communication with students’ representatives and shared knowledge and goals with lectures in the intensive style and frequent communication with administrative officers in the traditional style. In addition, it was found that greater face-to-face attendance did not imply greater coordination and that intensive style students show greater satisfaction. The appropriate duration of face-to-face education can contribute to the design of an innovative hybrid system in the future.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

et al. 2021

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“…This finding shows that even if crowdfunding is a way to access funding, it may not equally benefit all students from lower socio-economic backgrounds. Students who benefit less may include part-time students who, due to prioritizing family commitments and income opportunities, may not have the time and energy to engage in additional activities (McLinden, 2017).…”

Section: Resultsmentioning

confidence: 99%

Crowdfunding in higher education: evidence from UK Universities

2021

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In contemporary higher education systems, funding is increasingly associated with performativity, assessment, and competition, and universities are seeking different forms of financing their activities. One of these new forms is crowdfunding, a tool enabled by the digitalization of finance. Based on data from the UK higher education system and two crowdfunding platforms, our study adds to previous crowdfunding research in academic settings that have, thus far, focused on research projects, and assesses who is participating, their level of engagement and the resources they have gathered from crowdfunding. Our findings show that crowdfunding is used more by universities that have fewer resources. These universities are more teaching-oriented, less prestigious, and have a student body largely derived from lower socio-economic sectors of society. The popularity of crowdfunding in this type of university suggests that crowdfunding may enhance the democratization of higher education funding. However, as optimal crowdfunding participation and engagement requires high academic-to-student ratios and total-staff-to-academic-staff ratios, universities facing a greater financial precarity may be disadvantaged in their access to and engagement with crowdfunding. Differentials between part-time and full-time student ratios may exacerbate this disadvantage. Our study suggests that crowdfunding is a viable means of obtaining additional financing for learning activities complementing the fundings from other sources, but raises concerns about the use of crowdfunding as a burden to academics and students to find resources to meet learning experiences that ought to be provided by universities in the first place.

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“…This assumption also meets Bronfenbrenner's (1992Bronfenbrenner's ( , 2005 ecological systems model which describes individual development as shaped by multiple, nested layers of context. Transferred to the HE system, the results emphasize the importance of considering both immediate and more distal environmental settings and how they interact with individual characteristics in order to better understand student transition to HE (Taylor & Ali, 2017;McLinden 2017).…”

Section: A Widened Theoretical Perspective On the Diversity In The Trmentioning

confidence: 94%

Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education

Clercq

Galand

Hospel

et al. 2021

FLR

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The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; contextual factors have often been left out of the investigation. The majority of studies have tested the impact of individual characteristics assuming that the effects are the same in different programs. However, differences between institutions or programs could result in specific learning contexts leading to different adjustment processes. As an attempt to overcome this limitation, the current study has investigated the impact of both individual and contextual factors on academic achievement through a multifactorial multilevel analysis. The analyses were carried out on 1,173 freshmen from 21 study programs. Results highlighted that 15% of variation in students’ achievement was found between programs. Aspects of curriculum organization that contributed to academic achievement were gender ratio, opportunities given for practice and class size. Besides, seven individual factors were also predictive of academic achievement in the multifactorial approach: past performance, socioeconomic status, self-efficacy beliefs, value, mastery goal structure, study time and paid job. Finally, significant random effects were identified for peer support, course value, attendance and external engagement (i.e. commitment in extra-academic activities). The implications and limitations of this study are discussed. By connecting individual and contextual predictors of academic achievement this study intends to endorse a frontline approach regarding the transition to higher education.

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Examining proximal and distal influences on the part-time student experience through an ecological systems theory

Cited by 20 publications

References 8 publications

Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model

Crowdfunding in higher education: evidence from UK Universities

Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education

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