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The present study has three objectives. One is to assess the link that exists between the time perspective in present life and the transcendent future perspective in students of higher education, based on the results of the application of two questionnaires designed by Zimbardo and Boyd. It also is designed to analyze the relationship between these time factors and demographic variables such as age and gender, belonging to an institution, and the practice of a religion. Finally, pursuant to the information obtained, the study is intended to offer input on the orienting or guiding action of academic advisors and its influence on the development of a student's life project. First, a theoretical framework on the construct of the time perspective and on the guiding action of a tutor or advisor is broken down. Then, the information obtained from a sample of 351 Argentine students at four institutions of higher learning is described and analyzed. Finally, several educational guidelines are introduced that can be used in academic counselling. The data that was collected show a strong correlation between time factors and how to cope with present time. In effect, this link occurs between factors such as Negative Past, Hedonist Present and Fatalist Present, on the one hand; and between Future, Transcendent Future and Positive Present factors and Positive Present and Future factors, on the other. Similarly, differences were found when linking with dimensions with demographic aspects, mainly with belonging to an institution and gender. [ABSTRACT FROM AUTHOR]

L2 acquisition is a complicated process in which many parameters intertwine. Reported strategy use in L2 learning has been extensively researched in relation to factors that are likely to determine it, such as positive attitudes towards English as a foreign language (EFL) learning. In this paper, we investigated another potential determinant of reported strategy use, international orientation, based on the concepts of international posture [Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.),Motivation, language identity and the L2 self(pp. 144–163). Bristol: Multilingual Matters] and ideal L2 self (Dörnyei, Z. (2005).The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum], alongside attitudinal factors (importance and enjoyment of learning) and environmental factors (parents’ EFL knowledge). Based on quantitative data from 329 Greek secondary school students, we employed confirmatory factor analysis to test whether international orientation fully or partially mediates intended learning effort as illustrated by strategy use. We concluded that international orientation partially mediates parents’ EFL knowledge, as assessed by their children, and attitudes to language learning to predict motivated strategy use. We discuss pedagogical implications of our findings. [ABSTRACT FROM PUBLISHER]

Institutions of higher education (HEIs) in English-speaking countries have been engaged in internationalization for decades. Among the many factors driving their internationalization are commitments to increasing and celebrating diversity as well as a desire to foster cross-cultural cooperation. Nonetheless, the linguistic diversity of their multi-national student body and faculty poses challenges for HEIs, including the decades-old controversy surrounding international teaching assistants (ITAs) in the United States. Despite their commitments to respecting diversity, HEIs have generally adopted a deficit approach to ITAs' language, framing it as 'flawed' and attributing communication problems to those 'flaws'. I argue that, despite its more nuanced understanding of the issue, applied linguistics has adopted an implicit politics complicit with this dominant framing which leads researchers to ignore the student's role in ITA-student communication. In response, I propose an alternative approach grounded in critical sociolinguistics. Working from this perspective, I examine students' discourse about their international instructors, arguing that their statements suggest contrasting orientations to communication across linguistic difference. Some students seek to cooperate with their international instructors, while others prefer to avoid them. I examine their justifications for these orientations in detail and discuss implications for higher education policy. [ABSTRACT FROM AUTHOR]

Background: Self-regulated learning (SRL), which is learners' ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors. Methods: Medical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student's background, demographic characteristics and first clinical rotation were also gathered. Results: Of 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience. Conclusions: Measurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self-regulation. Self-determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice. [ABSTRACT FROM AUTHOR]

The term 'student engagement' has become ubiquitous in mainstream discourses concerning higher education in the UK and beyond. The term is used to denote a desirable set of practices and orientations in students which should be worked towards or encouraged in order for teaching in higher education to be deemed successful - as such, it has enormous influence in the higher education (HE) as part of a discourse which carries powerful ideological force in the sector. However, as Kahn (Br Educ Res J 40(6):1005-1018, 2013) points out, it is a concept which is weakly theorised in the literature. This paper will interrogate the concept in order to deepen understanding of how the term operates. I will argue first that the notion often relies on typological categories which tend to posit the individual as the primary site of student engagement and secondly that this is primarily identified in interlocution or observable interaction. Drawing on the work of Gert Biesta, I will argue that this position reflects a broader trend towards 'learnification' in higher education, which positions teaching as problematic and inherently repressive. I seek to build on this critique by arguing for a reframing which recognises the sociomaterial and radically distributed nature of human and non-human agency in day-to-day student engagement. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine goal orientation in college hockey players. Specifically, how a task or ego orientation can affect enjoyment. The Task and Ego Orientation Sport Questionnaire (TEOSQ) was used to determine goal orientation as either task or ego, and the Physical Activity Enjoyment Scales (PACES) measured how much participants enjoyed participating in college hockey. After surveying male college hockey players (N=2S) in the American Collegiate Hockey Association that play for a medium sized University in North central United States, 23 were categorized as having a Task Goal Orientation, and 5 as having an Ego Goal Orientation. The results of PACES test showed that the ego group had a mean score of 72.6, and the mean score for the task group was 83.4. An independent t-test was used to determine if there was a significant difference in the enjoyment scores of task and ego oriented players. The results indicated that there was a significant difference between the two orientations in regard to their enjoyment. If a college hockey athlete has a task orientation, then they will enjoy participating and playing college hockey more than an athlete with an ego orientation. Conversely, ego oriented players will leave hockey earlier and have less enjoyment playing the sport. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to investigate the entrepreneurial orientation of university students and whether their nationalities and level of education influence their entrepreneurial intentions. The investigated sample included students from 6 countries (Romania, Germany, Poland, Russia, United Kingdom and France) and the entrepreneurial traits were risk-taking propensity, innovativeness, locus of control, self-esteem, need for achievement and proactiveness. The findings indicate that, overall, only in the case of locus of control there are statistically significant differences between the different nationalities. The need for achievement and proactiveness differ significantly only in the case of Germans, on one hand, and Romanians and Russians on the other. The other entrepreneurial dimensions were not influenced by students' nationality. Our results show that only selfesteem and proactiveness were influenced by the level of studies. [ABSTRACT FROM AUTHOR]

Campus outdoor recreation programs can play an integral role in developing student leaders. In this study, we sought a better understanding of the shared positive elements exemplary outdoor programs are using to develop their student leaders. The study was designed using a collective case study methodology and the theoretical lens of the Leadership Identity Development (LID) model. Representatives from five exemplary outdoor programs were interviewed with an appreciative inquiry approach. Five common themes emerged from the data: (a) Institutional Support, (b) Transformative Experiences, (c) Meaningful Culture, (d) Facilitative Structures, and (e) the Keys to the Castle: Authentic Leadership Opportunities. Themes were interrelated and contributed to an overall understanding of the environment that allows for successful leadership development in campus outdoor programs. [ABSTRACT FROM AUTHOR]

In this research, we investigated the effects of participation in a college outdoor orientation program (OOP) on participants' trait emotional intelligence (TEI). Three hundred seventeen outdoor orientation participants completed the Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) before and after participation in an OOP. Four unique OOP models were examined. Analysis of the data revealed statistically significant increases in TEI scores across three of the four types of OOP. Reduced levels of TEI were observed among participants of a fourth program type. First-generation college students were most likely to report lower levels of TEI at pretest. Participants with the lowest TEI scores at pretest reported the greatest increases in TEI compared to those with higher pretest scores. This research provides evidence that participation in an outdoor orientation program can significantly affect a student's development of trait emotional intelligence. Practical implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

The first-year college experience is essential for student persistence. This study explored the challenges incoming students face once they enroll in college, as well as the institutional strategies implemented to prevent student drop out, from a central actor's perspective, the orientation advisor. A focus group was conducted, in which seven orientation advisers from public and private institutions participated. In addition, two academic advisers from a large public university were interviewed. Findings highlight the importance of implementing induction and orientation strategies based on student needs that actively involve them in their education, avoiding information overload. These strategies are associated with institutional type and selectivity and mostly focus on fostering the student's institutional sense of belonging, rather than on student socio-emotional integration to classmates and major, so that students may be able to face the academic challenge developing their responsible and autonomous learning ability. The orientation adviser is able to provide curricular design feedback in order to obtain a greater content adaptation to the education expectations of first-year college students. [ABSTRACT FROM AUTHOR]

We examine how students of varying abilities sort (and are sorted) into colleges of varying qualities.Our data indicate substantial amounts of both academic undermatch (high-ability students at low-quality colleges) and academic overmatch (low-ability students at high-quality colleges). Student application and enrollment decisions, rather than college admission decisions, drive most deviations from academic assortative matching. Financial constraints, information, and the public college options facing students all affect this sorting, but mainly via college quality rather than the match between ability and quality. More informed students attend higher-quality colleges, even when doing so involves overmatching. [ABSTRACT FROM AUTHOR]

Finding strategies to increase the motivation of students, their connection with the material, and retention of the content, has been very important within leadership education. Previous research studies have shown that personality traits can predict desired outcomes, including goal orientation or motivational disposition. However, there have not been any studies which have specifically analyzed how personality predicts goal orientation in undergraduate leadership students. The results of this study found that between 15% and 28% of the variance in goal orientation dispositions was predicted by personality factors, confirming the predictive nature of the relationship. Based on the observed results leadership educators are recommended to include personality and goal orientation discussions into their leadership curriculum and to create a learning environment that accommodates all learners. [ABSTRACT FROM AUTHOR]

This paper postulates an integrative method for acquiring a foundational environmental law knowledge base, composed of the relevant environmental principles and techniques, within the “core”/compulsory modules of the standard university law curriculum in England. The proposal is to introduce an environmental sustainability agenda within the teaching of the university law degree. This would entail the incorporation of no more than two or three lecture contact hours within each of the “core”/compulsory subjects to induce an appreciation of the ways in which environmental protection issues are being integrated into every major field/area of law. It involves the introduction of selected environmental law case studies within the standard lecturing/teaching schedule for each of the “core” modules within the university law school curriculum, following a foundational introduction to the main principles and techniques of environmental law. These case studies are expressly chosen to align with significant elements of the teaching of individual “core” law subjects. In this way, the entire cohort of undergraduate LLB students will be appraised of environmental law developments within the specific contexts of the “core” subjects of the law curriculum, rather than environmental law being taught to a much smaller group of students who choose it as a “stand alone”, specialised, niche, but thereby arguably also marginalised, optional module within the undergraduate law curriculum. It is hoped that this approach will transcend the specialist but arguably marginal way in which environmental law is currently being taught within English universities generally. [ABSTRACT FROM PUBLISHER]

The purpose of the research is to examine how the orientation training is performed in the international student center of a U.S. university (University of California, Los Angeles/Dashew Center). The study is in the form of a case study. The interview was used to get the international students' opinion about the international center and its orientation training. A total of 41 first year undergraduate and graduate international students who study at UCLA were interviewed to describing what the international students think about the orientation training at the center. The participants in this research were given information about UCLA's general structure, purpose, students' rights, the resources of the university, activities, student organization, possible risky situation, which they may encounter on the campus, and their responsibilities and duties, by the center during the orientation. The students' opinions about the orientation process were mostly positive and they thought that the staff at the center was welcoming during their orientation training. The students' attachments to the school were also positively affected by the orientation as they gathered a lot of information about their university through this process. Furthermore, students considered the online orientation offered by the center as a beneficial service that provided constant access to information that international students need to know. The study findings withdraw attention to the necessity of constructing international student centers and organizing international student orientation sessions at universities that provide education to international students. [ABSTRACT FROM AUTHOR]

Recommendations for planning and development of online student services based on a review of the literature on research conducted in a variety of college settings. Focus topics include the institutional website, help desks and information centers, student orientation, academic support, and library services. [ABSTRACT FROM AUTHOR]

This study examines a teacher self-efficacy instrument that includes classroom practices identified in relation to students' intrinsic motivation and self-regulation, referred to broadly as teachers' self-efficacy for student-oriented teaching (SE-SOT). Survey data from 194 in-service K-12 teachers were used in an exploratory factor analysis using principal axis factoring, which indicated a one-factor solution. Additional analysis provided evidence of convergent and discriminant validity using correlations to existing measures of teacher self-efficacy, and teachers' mastery, work avoidance and relational teaching goals. Finally, a one-way ANOVA revealed statistically significant differences based on years of teaching experience. Theoretical implications for teacher self-efficacy are discussed. [ABSTRACT FROM AUTHOR]

A report on first year transition at the University of Auckland recommended a number of changes. This launched an entirely new approach, and in 2015 the face-to-face Orientation Program was overhauled and a new Online Orientation course went live for undergraduates. The launch was the culmination of nearly three years of work to improve the transition experience and was part of a broader change process across the institution to better meet the needs of students new to tertiary study. Online Orientation exceeded expectations in being on time, on budget, with 88% of all new students accessing the course - higher than our already ambitious target of 80%, receiving very positive feedback from students and staff. Nevertheless, there were several key learnings along the way. This paper explores those learnings by examining how: • Best practice and innovation drove the project forward • Students expect institutions to use technology to engage them in the learning process, and that blended learning environments are now the norm • Online learning has now become the dominant method for adult learners. It also improves access for students with disabilities and assists ESL students who have the additional cognitive load of interpreting what is being said before being able to comprehend and develop understanding. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of orientation programs for increasing retention in online community college courses. It mentions the increased demand for online courses in higher education institutions and distance education have lower completion rates and higher attrition rates. It states the use of orientation program in learning management system (LMS).

Entrepreneurship education has been acknowledged to have a significant role in promoting entrepreneurial intentions and assisting further development of enterprising citizens. Thus, agropreneurship education can contribute towards increasing entrepreneurial orientation and enhancing the intentions to become agropreneurs. This study therefore seeks to investigate the impact of agropreneurship education on entrepreneurial orientation and intentions of Malaysian agricultural students. Data gathered was analysed using partial least squares-based structural equation modelling (PLS-SEM). The results provide evidence that that agropreneurship education supplied by local higher educational institutions is sufficient in contributing to the development of students' entrepreneurial skills and intentions. The results also indicated that agricultural graduates' intention to become agropreneurs is substantially influenced by proactive orientation and agropreneurship education. Given the substantial role played by agropreneurship education in promoting entrepreneurial skills and intentions, it is desirable to revamp the educational system to encourage students to become more entrepreneurially oriented. Practically and managerially, the findings contribute to the educational providers in terms of helping them to design a well-directed course curricular that may promote the development of agropreneurial skills and competencies among agricultural graduates. [ABSTRACT FROM AUTHOR]

The article offers information on the Law School Orientation on Professionalism Program of the American Bar Association (ABA) held at the all six law schools of Georgia for the law students which featured several legal expert such as Christopher Ward, Linda T. Walker and A. Craig Cleland.

The article focuses on importance of providing orientation session for online learning by educators to increase information retention. Topics discussed include orientation sessions helping students in accessing online courses and teaching them skills for information technology, need to focus in areas like students motivation, organization and time management while designing sessions and offering entry skills to potential online learners for their success.

Wilderness orientation programs (WOPs) are becoming a popular method of encouraging college student retention and success. Previous studies have identified outcomes and correlates of participation in these programs, but a cohesive model of impact is lacking. The purpose of this study was to assess the impact of WOPs on first-year student success and sense of purpose. A secondary aim was to elucidate predictors and correlates of WOPs identified in previous research. Participants included 295 students at a liberal arts college. Results indicate that WOP participants demonstrated higher levels of first-semester social engagement and reflection, thus leading to higher grade point average, better retention and a higher sense of life purpose. WOP participation, however, had a negative direct influence on sense of purpose. These findings are discussed in light of previous research, presenting a preliminary model of WOP influence on first-year academic success. [ABSTRACT FROM PUBLISHER]

A team of instructional designers, educators, and the School of Liberal Arts (SLA) academic program coordinator from a nonprofit online college, collaborated on producing short voice-over videos with interactive elements that address the most common technology frustrations of beginning students. These videos were inserted into the "Start Here" page of the pilot study courses. Courses were selected that had a higher than average withdrawal rate and that also tended to have a broad grade distribution for students who completed the course. The videos with voice-over covered basic navigation, such as posting to a discussion board, submitting an assignment to a drop box, reviewing a grading rubric in the grade book, and opening a graded copy of an assignment to view instructor feedback. The orientation element contained interactive tools that allowed students to check their learning of the skills covered in the videos. The orientation videos were available throughout the 8 weeks of the course. After viewing the videos, the students were asked to complete a short survey, which included both quantitative and qualitative feedback. The responses to the survey were extremely positive, ranging from 84.48 to 90.67 on a 100- point scale. The team also examined course withdrawal rates and the grade distribution before and after the insertion of the videos. The data for almost all of the pilot study courses showed a drop in withdrawals after the use of the video orientation element. Several courses showed a significant drop in withdrawals. The examination of the pre- and postintervention grade distribution showed an improvement in grades for almost all of the pilot courses. This improvement in grade distribution was statistically significant in some courses. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study was to improve the orientation experience of commencing first-year undergraduate business students to better prepare them for the reality of their academic studies through the development and implementation of a Commencing Student-Needs-Centred Orientation Framework. Design/methodology/approach – The methodology of this study used survey analysis and focus groups to explore low orientation efficacy scores from the cohort and resulted in a reconceptualisation and restructure of the existing orientation programme. The new programme was completed and implemented, and student’s perceptions remeasured. Evaluation was performed using sources of data across three semesters. Findings – Intervention success is demonstrated across three semesters by sustained and continuously improving orientation efficacy scores. Overall, student orientation efficacy improved by 19.6 per cent in the first implementation (B, n = 44), and an improvement of 22.8 per cent was seen in the third semester (C, n = 177), when compared to the first semester (A, n = 164). Research limitations/implications – The primary limitation of this study is that the exploratory framework was applied and evaluated only within a single discipline of business, and in one Australian university with a predominantly first-generation student population. Practical implications – The paper is a guide for the design of an orientation day programme informed by an evidence-based framework identifying the transition needs of commencing students entering higher education, which is tested for its efficacy in preparing students for their academic role, and for success. Originality/value – Orientation is an important, yet under-researched aspect of engagement and retention in today’s universities. [ABSTRACT FROM AUTHOR]

The article presents a study which examined how interactions among the content, professor, and students influenced passing and failing developmental English at one urban-serving community college (USCC). Topics discussed include the influence of students' high school experiences on their approaches to coursework, the need of students to adopt a new approach to pass developmental English, and findings on pedagogy focused on developing drafting and revising practices.

The purpose of this study was to examine how college students' intrapersonal communication experiences (i.e., imagined interactions) with disliked instructors contribute to their proclivity to communicate instructional dissent (i.e., expressive, rhetorical, vengeful). Student participants (N = 181) completed a self-report questionnaire measuring their use of imagined interactions with their worst instructor in the past academic year, along with reports of their course-related dissent. Results of a canonical correlation revealed that the frequency, valence, and rehearsal of students' imagined interactions with a low affect instructor are related to forms of instructional dissent. [ABSTRACT FROM AUTHOR]

This article describes the Transition Program implemented at a liberal arts college for newly enrolled students who have the diagnosis of autism spectrum disorder (ASD). The diagnosis of ASD has risen dramatically; consequently, more students are arriving on college campuses with needs related to social pragmatic functioning. The Transition Program is designed to address the needs of this group with the following elements: early contact with students, early acclimation to campus, parent alliances, specialized academic advising and housing assignment, and ongoing support during the first year. The Transition Program is discussed in terms of meeting an emerging need in higher education and in terms of its portability to other institutions. [ABSTRACT FROM AUTHOR]

High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief describes the planning, implementation and follow-up activities associated with the CSFAD program as well as outcome observations and implications for future programming. [ABSTRACT FROM AUTHOR]

Digital disruption and an increasingly networked society drive rapid change in many professions and a corresponding need for change in tertiary education. Across the world, information education has, to date, prepared graduates for employment in discrete professions, such as librarianship, records management, archives and teacher librarianship. However, contemporary information practices are less defined and are demanding of new professional skill-sets and understandings. This paper reports a study that consulted Australia's tertiary academics about the current circumstances of information education in the academy and elicited a vision and a concern for future directions in Australian information education. [ABSTRACT FROM AUTHOR]