Impressions of disadvantage: I ? school versus university study orchestration and consequences for academic support

Meyer, Jan; Dunne, Tim; Sass, A. R.

doi:10.1007/bf00128448

Cited by 14 publications

(12 citation statements)

References 16 publications

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“…As indicated in the introduction, the specific subgroup of students whose orchestration classifications had been classified as "at risk" (n = 14) were targeted for interview. This was done primarily because "at risk" orchestrations have previously been shown to be associated with, at best, impoverished perceptions of academic context, and, at worst, with subsequent academic failure in higher education (Meyer, Parsons and Dunne 1990aand 1990b, Meyer, Dunne and Sass 1992, Meyer and Sass 1993.…”

Section: Methodology For the First Phase Of The Studymentioning

confidence: 99%

“…The Meyer, Dunne and Sass (1992) study suggests that some subgroups of educationally disadvantaged students enter university study at a multiple disadvantage. Not only have they come from impoverished secondary school backgrounds, but, in addition, appear to have adopted "surface" approaches to, and perceptions of, their study of school Science.…”

Section: Introductionmentioning

confidence: 96%

“…It is only fairly recently that research attempts have been made to assess changes in students' study behaviour at an individual level in the transition between school and university (Meyer and Muller 1990, Meyer, Dunne and Sass 1992, Meyer and Sass 1993. These studies conducted in a number of South African university contexts, amongst "traditional" and "nontraditional" students, have made it possible to note individual changes over time in study behaviour in terms of the concept of "study orchestration."…”

Section: Introductionmentioning

confidence: 99%

“…Two of these studies Muller 1990, Meyer, Dunne andSass 1992) were conducted with samples of students from educationally disadvantaged backgrounds.…”

Section: Introductionmentioning

confidence: 99%

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A qualitative review of study behaviour before and during the first year of engineering studies

Cliff

1995

High Educ

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Abstract. A review of the study behaviour of first-year Engineering students was undertaken in order to investigate two sets of influencing factors. The first part of the study reviewed these students' selfreported retrospective study behaviour in the context of secondary school Science, while the second part focused on their approaches to the study of Applied Mechanics as a core undergraduate degree course. Utilising qualitative interview data as the source of evidence, the study highlights the following important conclusions: (l) some "traditional" first-year students embark on their studies as much "at risk" academically as their "nontraditional" counterparts; (2) many first-year Engineering students encounter workload pressures which lead to their adopting increasingly "strategic" approaches to their studies in individual courses; (3) the complex, qualitatively different learning "needs" of these students make it exceedingly difficult to design teaching programmes which will appropriately address these learning "needs." The study suggests that these conclusions cannot, in spite of these difficulties, simply be ignored in the hope that they will resolve themselves.

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Section: Methodology For the First Phase Of The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

“…Two of these studies Muller 1990, Meyer, Dunne andSass 1992) were conducted with samples of students from educationally disadvantaged backgrounds.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A qualitative review of study behaviour before and during the first year of engineering studies

Cliff

1995

High Educ

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“…The application of a non-linear, individual-difference, statistical model (based on multidimensional unfolding analysis) has established a powerful methodology for exploring empirical manifestations of qualitative individual differences (Meyer and Muller 1990). As a consequence, an evaluation of 'quality' in student learning has been facilitated in a number of quite different discipline-specific and other contexts -at both a group, and at an individual, level of analysis (Meyer and Sass 1993, Meyer et al 1992, Meyer and Watson 1991, Meyer 1991, Parsons 1993, Cliff 1992.…”

Section: Qualitatively Contrasting Forms Of Learning Behaviourmentioning

confidence: 99%

Impressions of disadvantage: II-Monitoring and assisting the student at risk

1994

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Abstract. Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. 'At risk' in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught 'study skills,' but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur.

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Some aspects of the individual-difference modelling of causal attribution

Meyer

1996

High Educ

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A review of some contemporary studies based on an individual-difference model of student leaming is presented. The exploratory 'fitting' of conceptual models of student learning to atypical individual-similarity data structures is discussed, and an experimental categorisation procedure for producing such structures is outlined. Insofar as the features of some established conceptual models of student learning do not 'fit' such atypical structures, either by virtue of their conceptual parsimony, or their underlying conceptual assumptions, the 'fitting' of a locus model to such structures is explored. It is argued that, within the 'student experience of learning' framework, conceptual models of student learning need to incorporate such additional dimensions of variation if such models are to be employed in individual-difference studies of student learning.

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Impressions of disadvantage: I ? school versus university study orchestration and consequences for academic support

Cited by 14 publications

References 16 publications

A qualitative review of study behaviour before and during the first year of engineering studies

A qualitative review of study behaviour before and during the first year of engineering studies

Impressions of disadvantage: II-Monitoring and assisting the student at risk

Some aspects of the individual-difference modelling of causal attribution

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