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Globalization and innovation are two important concepts through-out various organizations and institutions that serve as driving forces producing great changes in the society. In order to surpass these external environmental challenges and demands, such as, political, economic, social and technological factors, the organizations’ goals and strategies should consistently align with each other. Successful organizations use several components, such as, employee partnership, self-empowered work teams and participation to dynamically adapt to their environment. As such, educational institutions should not be exempted. In addition, the researcher has observed the successes and failures of many institutions partly due to the impact of culture on the business management style of the institution. Universities being run as business organizations have the potential to be innovative and successful based on its cultural environment. However, despite the positivity of the impact of culture on universities, culture also has the great risks of causing failure of universities. As such, “Perceptions of the Impact of Culture on Universities’ Success as Business Entities” is derived as the Dissertation topic. The research seeks to investigate the correlation between culture and the success of universities. One recommendation of the study includes the necessity to carry out the research with a much larger group of participants of national cultures. This would help the results of the study to be of more significant value and hence present universities leaders with a better understanding on the impact of culture on their institutions.

The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support.

International audience; Transition to Higher Education constitutes a challenging adjustment step for students that deserves major investigation. Yet, the transition obstacles are still overlooked. Most of international studies focused on individual predictors of adjustment and consider transition to Higher Education as a universal and invariant process. However, contextual characteristics of educational environment should be considered because they don’t imply the same requirements for adjustment. In order to address this limitation, this paper realized an exploratory comparison of first year student experience between a French and a Belgian university. The results highlighted similarities and important changes in student’s experience. For example, girls from underprivileged background tend to express more difficulties in Belgium and more important program differences were observed in France. The discussion and future perspective propose new rationales to address context diversity in Higher Education.; La transition universitaire est une période ponctuée de défis que l’étudiant devra pouvoir relever pour s’adapter à son nouvel environnement. Alors que l’analyse concrète des obstacles à la transition reste encore trop peu développée dans la littérature scientifique ; la plupart des études se concentrant sur les déterminants centrés sur l’étudiant, la transition universitaire est généralement considérée comme un processus universel et invariant entre les pays et les établissements. Néanmoins, les particularités nationales et institutionnelles laissent présager que les contextes de transition seraient spécifiques et n’impliqueraient pas toujours exactement les mêmes défis d’adaptation. Afin de répondre à ces limites, cet article propose de réaliser une comparaison exploratoire du vécu des étudiants entre une université française et une université belge et d’étudier les caractéristiques des deux contextes qui se distinguent en regard des obstacles perçus par les étudiants lors de leur transition universitaire. Les analyses montrent des similitudes mais également d’importantes différences telles qu’une plus grande perception d’obstacles pour les femmes d’un niveau socio-économique faible dans le cas belge et de plus fortes différences entre les secteurs d’études dans le cas français. La discussion proposée en fin d’article est enrichie par une présentation de perspectives futures pour faire avancer le débat sur l’impact de la diversité de contextes dans l’enseignement supérieur.

High dropout rates within tertiary education worldwide document challenges students have to overcome in order to succeed (e.g., OECD, 2012). For instance, they have to uphold motivation for the long term (e.g., Robbins et al., 2004). Thereby, one relevant motivational aspect is the subjective perception of control over one’s own academic outcomes, or in other words, perceived academic control (e.g., Perry, 1991). Particularly freshman students who are required to adjust to a new learning setting of university may ‘feel out of control’ (e.g., Perry et al., 2001). Unfortunately, the long-term relevance of perceived academic control remains unknown. Besides motivational aspects, the tertiary educational challenges trigger various achievement emotions (e.g., Pekrun & Stephens, 2010), which have impact themselves on students’ grades (e.g., Pekrun et al., 2017) and interact with perceived academic control (e.g., Pekrun, 2006). Thereby, experiences of achievement emotions depend on the habitual tendency (trait) and the situational impact (state, e.g., Nett et al., 2017). Overall, the aim of the present dissertation was to provide insight into the relevance of perceived academic control for undergraduate academic success, under the consideration of achievement emotions. In order to accomplish this aim, three scientific studies were conducted. Methodically, those studies used two field-based longitudinal datasets to achieve high external validity. They were obtained within the everyday student life of various study majors at Ulm University. The tow field-based datasets were an experience sampling study with 98 participants and an annual questionnaire with 1009 participants. Here, established scales were used (Pekrun et al., 2011; Perry et al., 2001). Overall from a statistical perspective, this dissertation used structural equation modelling approaches including moderated mediations (Study I), stable trait autoregressive trait state models (Study II), and a latent change score model combined with a discrete time survival analysis (Study III). The first research objective focused on the relation of PAC and academic success. Thereby Study III acknowledged a rather long-term and small negative change in undergraduate university PAC. Further, the reduction of university dropout intention (Study I) and dropout behaviour (Study III) through high or increasing PAC were addressed and Study III emphasized the positive effect of PAC on grades and vice versa. The second research objective focused on achievement emotions and their relevance for academic success. Thereby Study II broadened the trait-state debate of achievement emotions. Study I acknowledged the relevance of trait achievement emotions for dropout intention and Study II emphasized the relevance of rather stable variance components of the current negative emotional experience on grades. The third research objective focused on the triad of PAC, achievement emotions, and academic success. Study I acknowledged the partial reciprocal relations between PAC and achievement emotions, particularly for negative emotions such as anxiety or anger. Study II showed partially how PAC influences achievement emotions, which subsequently influences PAC and grades. In sum, the long-term decrease of perceived academic control broadens prior research by showing its relevance for late dropout, mediated by grades, and long-term reciprocal relations with achievement (Weiner, 1985, 2018). However, the results reveal the need for action regarding supporting at-risk students who may dropout or potential poor achievers mostly for freshman students, particularly as the present study indicates a possible over-estimation (e.g., Ruthig et al., 2007) or missing causal search (e.g., Stupnisky et al., 2011). Further, the present dissertation adds previous experiences as a third emotional variance component which is relevant for students’ grades and possibly for explaining how state becomes trait through new statistical analysis for experience sampling data. Additionally, the present dissertation questions the long-term impact of emotions on achievement and takes a first step to analyze their impact on dropout. Overall, this dissertation highlights the contribution of perceived academic control to the known relevance of motivation for academic success (e.g., Bean & Eaton, 2001; Heublein et al., 2017; Robbins et al., 2004) and provides a framework for future research, namely the PACES model.

The purpose of this study is to set forth the current situation of academic studies and to make an evaluation in terms of some variables by making a descriptive analysis of the initial results of the academic incentive application carried into effect in 2016. The data related to academic incentive commission evaluation results belonging to 86 of the total 107 state universities were obtained from the web pages of universities and these data were entered into the form consisting of title, gender, faculty and score headings. The data obtained in this study in which the survey model is used as a research method, were evaluated by making an examination in terms of regions, universities, units, title, gender, minimum score, maximum score and incentive rate. Furthermore, academic incentive scores were compared to 2015-2016 URAP rankings of universities and the resultant change was analyzed. It was observed that according to the results obtained; Hacettepe, Ege, Gebze Technical, Selçuk and Atatürk Universities come into prominence on the basis of academic incentive rate; Kastamonu, Niğde, Istanbul Medeniyet, Ege and Selçuk Universities on the basis of academic incentive averages; the faculties of pharmacy, sciences, aquaculture, engineering and agriculture on the basis of faculties. It was seen that the title-based incentive rates are as follows; associate professor, professor, assistant professor, research associate and the other. Considering the gender-based academic incentive rates, it was seen that 25.61% of males and 18.02%of females get academic incentive payment. It can be said that the academic performance is low in general when considering that the overall academic incentive rate is 22.58% and the academic incentive rate of 52 universities is below 20% among 86 universities and the academic incentive rate reflects the academic performances of universities. It is believed that the results obtained from this study are important for the universities and academic staff to make an evaluation about their academic performances.

TEZ11582 Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2019. Kaynakça (s. 54-56) var. xiv, 57 s. : res. (bzs. rnk.), tablo ; 29 cm. Bu çalışmada ülkelerin Küresel İnovasyon Endeksi başarıları ile sahip oldukları ünivresitelerin uluslararası başarıları arasındaki ilişkinin tespit edilmesine yönelik analizler yapılmıştır. Üniversite başarıları için dünya üniversitelerinin başarılarını ölçen HEEACT ve ARWU sıralamalarının verileri kullanılmıştır. Çalışmada önce ülkelerin Küresel İnovasyon Endeksi verileri ile ayrı ayrı HEEACT ve ARWU sıralamalarının verileri kullanılarak Ki-Kare testleri uygulanmış ve yapılan testlerin sonucunda anlamlı bir ilişki tespit edilmiştir. Bu ilişkinin yönü ve şiddeti için Korelasyon testleri yapılmış ve ülkelerin inovasyon ortamları ile üniversitelerinin başarıları arasında güçlü doğrusal bir ilişki olduğu sonucuna ulaşılmıştır. Son olarak verilerin, ülkelerin bulundukları kıtalar ve ekonomik-siyasal gruplar da eklenerek K-Means Kümeleme Analizi yöntemi ile kümelemeleri yapılmış; Küresel İnovasyon Endeksi, HEEACT ve ARWU başarılarının bulundukları kıta ve ekonomik-siyasal gruplara göre değişkenlik gösterdiği gözlemlenmiştir. In this study, analyses were conducted to determine the relationship between the countries' achievements on the Global Innovation Index and universities' international achievements. The data from HEEACT and ARWU rankings, which evaluate the world universities, were used for university successes. In the study, the Chi-Square tests were applied by using the data from the Global Innovation Index, HEEACT and ARWU rankings of the countries. The results of the tests revealed a significant relationship. Correlation tests were carried to discover the direction and the severity of this relationship. It has been concluded that there is a strong linear relationship between the innovation environments of the countries and the success of their universities. Finally, the data are clustered by the K-Means Clustering Analysis method with the addition of continents and economic-political groups. Global Innovation Index, HEEACT and ARWU achievements have been observed to vary according to the continents and economic-political groups. Bu çalışma Ç.Ü. Bilimsel Araştırma Projeleri Birimi tarafından desteklenmiştir. Proje No: FYL-2018-10318.

Bu araştırmanın amacı, 2016 yılında hayata geçirilen akademik teşvik uygulamasına ait ilk sonuçların betimsel analizini yaparak akademik çalışmaların mevcut durumunu ortaya koymak ve bazı değişkenler açısından değerlendirme yapmaktır. Toplam 107 devlet üniversitesinden 86’sına ait akademik teşvik komisyonu değerlendirme sonuçlarıyla ilgili verilere üniversitelerin web sayfalarından ulaşılmış ve bu veriler unvan, cinsiyet, fakülte ve puan başlıklarından oluşan bir forma girilmiştir. Araştırma yöntemi olarak tarama modelinin kullanıldığı bu çalışmada elde edilen veriler bölgeler, üniversiteler, birimler, unvan, cinsiyet, minimum puan, maksimum puan ve teşvik alma oranı açısından incelenerek değerlendirilmiştir. Ayrıca akademik teşvik puanları üniversitelerin 2015-2016 URAP sıralamasıyla karşılaştırılmış ve meydana gelen değişim analiz edilmiştir. Elde edilen sonuçlara göre İç Anadolu Bölgesinin, akademik teşvik oranında Hacettepe, Ege, Gebze Teknik, Selçuk ve Atatürk üniversitelerinin, akademik teşvik ortalamalarında ise Kastamonu, Niğde, İstanbul Medeniyet, Ege ve Selçuk üniversitelerinin önde geldikleri; fakülteler bazında ise eczacılık, fen, su ürünleri, mühendislik ve ziraat fakültelerinin ön plana çıktığı görülmüştür. Unvan bazında teşvik alanların doçent, profesör, yardımcı doçent ve araştırma görevlisi vd. olarak sıralandığı dikkati çekmiştir. Cinsiyet bazında akademik teşvik oranlarına bakıldığında erkeklerin %25.61’inin, kadınların ise %18.02’sinin akademik teşvik aldığı görülmüştür. Genel akademik teşvik oranının %22.58 olduğu ve 86 üniversite arasından 52 üniversitenin akademik teşvik alma oranının %20’nin altında olduğu göz önünde bulundurulduğunda ve akademik teşvik oranının üniversitelerin akademik performanslarını yansıttığı düşünüldüğünde, genel olarak akademik performansın düşük olduğu söylenebilir. Bu araştırmadan elde edilen sonuçların, üniversitelerin ve akademik personelin akademik performansları hakkında değerlendirme yapmalarını sağlaması açısından önemli olduğu düşünülmektedir, The purpose of this study is to set forth the current situation of academic studies and to make an evaluation in terms of some variables by making a descriptive analysis of the initial results of the academic incentive application carried into effect in 2016. The data related to academic incentive commission evaluation results belonging to 86 of the total 107 state universities were obtained from the web pages of universities and these data were entered into the form consisting of title, gender, faculty and score headings. The data obtained in this study in which the survey model is used as a research method, were evaluated by making an examination in terms of regions, universities, units, title, gender, minimum score, maximum score and incentive rate. Furthermore, academic incentive scores were compared to 2015-2016 URAP rankings of universities and the resultant change was analyzed. It was observed that according to the results obtained; Hacettepe, Ege, Gebze Technical, Selçuk and Atatürk Universities come into prominence on the basis of academic incentive rate; Kastamonu, Niğde, Istanbul Medeniyet, Ege and Selçuk Universities on the basis of academic incentive averages; the faculties of pharmacy, sciences, aquaculture, engineering and agriculture on the basis of faculties. It was seen that the title-based incentive rates are as follows; associate professor, professor, assistant professor, research associate and the other. Considering the gender-based academic incentive rates, it was seen that 25.61% of males and 18.02%of females get academic incentive payment. It can be said that the academic performance is low in general when considering that the overall academic incentive rate is 22.58% and the academic incentive rate of 52 universities is below 20% among 86 universities and the academic incentive rate reflects the academic performances of universities. It is believed that the results obtained from this study are important for the universities and academic staff to make an evaluation about their academic performances

We examine persistence and success using a rich administrative data set that links information on individual students at four Ontario universities with information on the high school performance of individual students, the high school that the student attended, and the neighbourhood in which the student grew up. These data sets provide many relevant factors, a large number of observations, and the actual measures (not self-reports) of such academic outcomes as grade averages, credits and degrees completed.

This article gives attention to furthering understandings about what being successful at university means to social work students, focusing on the perspectives of students who speak English as an additional language (EAL). It departs from approaches in the literature that focus on problematic aspects of teaching and learning. The article is informed by data from a small-scale focus group study of nine students from an undergraduate and a postgraduate social work programme in a South Australian university. Drawing on a methodological approach known as ‘Appreciative Inquiry’, students were asked how they conceptualise, experience and imagine success at university. The study found that students’ understandings of success are inextricably intertwined with their individual, family and community aspirations. These findings are discussed in the light of current dominant assumptions about the notion of success and possible directions for future research and implications for social work education. Refereed/Peer-reviewed

Today, academic failure is closely monitored, especially when first year students are concerned. The aim of this dissertation is the comprehension of the mechanism that builds academic success. The approach is both quantitative and integrative. For this purpose, data have been collected from 700 first year students in social administration, law and psychology areas in the university of Burgundy. Collected information allows to control academic and demographic factors. This dissertation focuses on two aspects : a measure of the student’s cognitive abilities at their entry in the university and a measure of their motivation during the course of the year. The results show that the school background of students plays a crucial role in the prediction of their university success. This school determinism, however, is tempered with the indirect effect of social origin, establishing the persistence of social inequalities in success at the university level. Cognitive abilities also have an effect mediated by the school career, playing positively on success. To these factors determined prior to university entrance, shall be added the personal project of the student. Choices made by interest in the discipline augur better chances of success. Motivational abilities of the student impact most directly on their success. Measured in the context of the self-determination theory, intrinsic motivation has a positive influence while amotivation results in worse performance. Moreover, motivation is an asset for good students, but plays only a moderate role for average students and even none for the weakest. This result is highlighted by the positive effect of perceived competence on achievement, mediated by a higher intrinsic motivation., La question de la réussite des étudiants en première année universitaire est présente dans les préoccupations politiques actuelles au regard de l’échec massif la caractérisant. L’enjeu de cette thèse réside dans la compréhension des mécanismes qui régissent la réussite universitaire, en adoptant une démarche quantitative et intégrative. A cette fin, des données ont été récoltées sur un peu plus de 700 étudiants en première année de Licence de trois filières (AES, Droit et Psychologie) à l’Université de Bourgogne. Les informations recueillies permettent de contrôler un ensemble de facteurs relatifs aux caractéristiques socio-démographiques et scolaires des étudiants. Deux focus plus spécifiques caractérisent cette thèse : une mesure fine des capacités cognitives des étudiants à leur entrée à l’université et une mesure de leur motivation en cours d’année. Il ressort que le passé scolaire des étudiants est un déterminant particulièrement fort dans la prédiction de la réussite universitaire. Ce déterminisme scolaire est cependant nuancé par l’effet indirect de l’origine sociale, établissant la persistance d’inégalités sociales de réussite au niveau universitaire. Les capacités cognitives exercent elles aussi un effet médiatisé par le parcours scolaire, jouant positivement sur la réussite. A ces facteurs déterminés préalablement à l’entrée à l’université, s’ajoute le projet personnel de l’étudiant. Un choix établi par intérêt pour la discipline augure de meilleures chances de réussite. Les capacités motivationnelles de l’étudiant se répercutent quant à elles plus directement sur la réussite. Mesurée dans le cadre de la théorie de l’autodétermination, la motivation intrinsèque exerce une influence positive tandis que l’amotivation se traduit par de moins bonnes performances. Par ailleurs, la motivation est un atout pour les bons étudiants, mais ne joue qu’un rôle plus modéré pour les étudiants moyens et même nul pour les plus faibles. Ce résultat est éclairé par l’effet positif du sentiment de compétence sur la réussite, médiatisé par une motivation intrinsèque plus élevée.

This paper tries to show which competences have an impact on the success of students in higher education and especially in the first academic year. This situation also requires finding a way to acquire the competences which are necessary in this new experience that is the first year. A student is considered to be a person who has the basic competences required. Our role is to show how this person in higher education can acquire the other new competences that help him/her attain the positive results that we name ''success''. Normally, the higher education is a new experience because he/she has never been in these situations before. To reach this goal we will first demonstrate a method to construct or produce this kind of competence. Secondly, we will measure these competences by means of two statistical methods to obtain scientific proof of our suggestions. In this way, we will be able to show what the essential competences are and thus validate the necessary competences.

This research relates to the influence of the (institutionalized) cultural capital of the young people and their families on the success at the end of the first year at the university and in the continuation of the academic cursus (repeating, success of the first academic year at the end of two years). The analysis of empirical data collected in French-speaking Belgium highlights an influence of the diploma of the parents on the success of the first academic year, even after control of variables relating to the former school trajectory. In the same way, the decision, following a first failure, to repeat at the university rather than "to leave" towards non university education or towards the job market, is influenced by the diploma of the father. These results are discussed by taking into account specificities of the context of secondary and superior education in French-speaking Belgium.; Cette recherche porte sur l'influence du parcours scolaire des jeunes et du capital culturel (institutionnalisé) des familles sur la réussite en fin de première année à l'université et dans la suite du parcours académique (redoublement, réussite de la première année universitaire au bout de deux ans). L'analyse de données empiriques collectées en Belgique francophone met en évidence une influence du diplôme des parents sur la réussite de la première année universitaire, même après contrôle de variables relatives à la trajectoire scolaire antérieure. De même, la décision, suite à un premier échec, de redoubler à l'université plutôt que de " partir " vers l'enseignement non universitaire ou le marché du travail, est influencée par le diplôme du père. Ces résultats sont discutés en prenant notamment en considération les spécificités du contexte de l'enseignement secondaire et supérieur en Belgique francophone.

La presente investigación versa sobre el proceso de aprendizaje de los alumnos universitarios y pretende generar nuevos datos sobre el comportamiento de las variables más importantes implicadas en el mismo. El trabajo se ha realizado entre estudiantes de todos los centros de la universidad de Sevilla a los que se ha pedido que aportaran su opinión sobre diferentes aspectos relacionados con las causas del éxito y el fracaso académicos. Los datos se recogieron durante el curso 1998/1999. En una primera valoración de dichos datos las conclusiones hacen referencia a la importancia de los factores motivacionales, la no linealidad causal de los instrumentales y la necesaria contectualización de las ofeertas de orientación del aprendizaje. The present paper intends to look into complex process of learning in university setting. The current research has been done in the university of Seville alongside of 1998/99 academic year. Students of all centers of this university has been interviewed with focus-group tecnique. First data evaluation speaks us of the main position of learning atittudes and strategies thar university students are able to handle. A third general reseach output has been found: The diversity of university learning and teching settings is a precondition to design guidance services.

Background: The high-school grade point average ( GPA-H) and university entrance examination can predict the university achievement and Purpose. To examine the predictive value of GPA-H for GPA-U Methods: In this cross sectional study, the subjects were 240 medical students at basic science phase of their medical education. Data were collected by a questionnaire, consisting of questions measuring factual background variable and 10 Llikert-type questions measuring attitude. The multiple regression analysis was used. Results: The analysis showed that student GPA were a better predictor for educational achievement of medical students than rank on university entrance exam and students with high GPA have not been on probation at all. Also parent's education and occupation influence the students' attitudes toward their medical study. Conclusion: High-school GPA is a predictor for university GPA .This may warrant further investigation into criteria of medical university entrance exam. Keywords: UNIVERSITY ACHIEVEMENT, HIGH-SCHOOL GPA, UNIVERSITY SUCCESS, PREDICTOR