高校人力资源管理中学生评教的影响因素分析

高校教师绩效考核是高校人力资源管理中的重点和难点。学生评价教师教学质量是目前大多数高校普遍采用的考核高校教师绩效的有力手段,其可靠性直接影响着高校教师的绩效考核工作。本文通过对影响学生评教的因素的实证分析,得到学生评教受到学生成绩、课程热门程度以及课堂教学条件3个非教学因素的影响,通过对这3个因素的进一步的定量分析,得到学生评教受非教学因素的影响较小,学生评教的可靠性较高的结论。     

The impact of Multiple Mini Interviews on the attrition and academic outcomes of midwifery students

BackgroundAdmission to the Bachelor of Midwifery (BMid) in Australia has traditionally been based on academic ranking. The BMid is a high demand course offered to a limited number of students and therefore choosing applicants who complete the degree is important. Multiple Mini Interviews (MMIs) are used to assess non-cognitive skills and select students into healthcare degrees. One university in Australia has introduced MMIs as part of the application process for the BMid.AimCompare attrition rates and Grade Point Average (GPA) scores between students admitted into the BMid using both academic ranking and MMIs, to those admitted on academic ranking alone.MethodsA basic convergent mixed methods design, using an explanatory unidirectional framework to integrate data. Attrition rates, GPA, and multiple mini interview scores (2013–2019), were linked and compared for before and after the use of MMI’s. Focus groups with students, interviewers, and hospital-based educators, explored stakeholder experiences. Open-ended questions from an applicant survey were added to the qualitative data set, which was analysed thematically.FindingsStudents who enrolled via the MMI’s had significantly lower attrition rates than those enrolled before MMI’s were introduced. GPA scores were significantly higher for students who enrolled via the MMI’s. Integration of data found MMI’s identified students passionate to undertake midwifery, and that success at the interviews increased students’ confidence to successfully complete their studies.ConclusionMMI’s as part of the entry process into the BMid enabled identification of applicants more likely to remain in the course and succeed in their studies.     

The Reconstruction of a Social Network Abroad. An Analysis of the Interaction Patterns of Erasmus Students

Abstract

Most studies of interaction patterns of international students focus on ‘degree mobility’ and flows from ‘non-Western’ towards ‘Western’ countries. Nevertheless, in Europe, the shorter alternative of ‘credit mobility’ is more prevalent. However, empirical evidence on social network formation within this specific group of international students remains limited. Therefore, in this article, we study the formation of interaction patterns of students who study for a delineated period in another European country, based on a research project conducted in Austria, Belgium, Italy, Norway, Poland and the UK. The results show that specific interaction patterns can be explained from a flow perspective. Moreover, our study shows that students’ networks abroad are already formed before actual departure. In addition, we provide empirical evidence that institutional as well as group practices encourage or impede interaction between exchange and local students. Two transversal dimensions are especially relevant in the explanation of how groups are formed abroad: language proficiency and shared social spaces.     

Schulqualität, Schulerfolg und Gesundheit. Ergebnisse aus der österreichischen „Health Behaviour in School-Aged Children“-Studie

Based on the question, how school quality, academic achievement and health are linked to each other, the paper presents a research model that regards students’ health as a central educational resource that mediates between school quality and students’ academic achievement. The empirical test is based on the most recent data of the “Health Behaviour in School-aged Children” (HBSC) survey by using a structural equation model. The results indicate, that school quality influences students’ academic achievement as well as their health. According to our model, students’ health acts as a mediator between the quality of schools and students’ academic achievement.     

Learning,Interaction and Relationships as Components of Student Well-being: Differences Between Classes from Student and Teacher Perspective

The attitudes of students to their school, teachers and peers were investigated with 1,540 students in grade six from 30 schools and 78 classes. Using structural equation modelling, the students’ perceptions of well-being were investigated at class level using seven items with high reliability. Their well-being was dependent on at least three factors: students’ learning (seven items), student-to-student interaction (six items) and teacher–student relationships as described by students (ten items). Together, these factors explained 72 % of the variability of well-being between classes. The students’ well-being appeared to be significantly different between schools and between classes in the same school. The teachers’ opinions of their classes with the highest class score for well-being were compared with the lowest. The differences in the evaluation of the teachers’ own classes explain a number of critical issues which impact on educational outcomes. Students need to be aware of the combined effects of learning and socialisation.     

Validation of the MidACE tool – Students’ perceptions of the Midwifery Academic role in clinical environments

BackgroundSituating Midwifery Academics in clinical environments can have an important impact on students’ clinical learning. Students’ perceptions of this support role in the clinical environment using standardised measures has been under-investigated.AimsTo develop and test a tool that measures midwifery students’ perceptions of the Midwifery Academic role on clinical learning and development of professional knowledge, skills and clinical capability.MethodsA staged process for tool development included draft item generation, review by expert panel for face and content validity and pilot testing with a convenience sample of undergraduate midwifery students. Dimensionality, internal consistency and test–retest reliability were evaluated.ResultsTwo hundred and seventy-nine midwifery students completed an online survey (74% response rate). Responses on the ten-item tool loaded strongly on one factor, explaining 69.6% of variance. Cronbach's alpha (0.94) and test–retest reliability (intraclass coefficient = .92; 95%CI .89–.95) were good. Most students agreed that the Midwifery Academic role supported the integration of midwifery theory and practice and critical self-reflection. Areas for improvement included working in partnership with preceptors; assessing students’ development; and increased presence in the clinical environment.ConclusionsThis study established reliability and validity of the Midwifery Academic in Clinical Environments (MidACE) tool. Students perceived Midwifery Academics could contribute further to their professional knowledge, skills and clinical capability through a strong collaborative presence in the clinical environment.     

Combining Achievement and Well-Being in the Assessment of Education Systems

Countries’ education systems are often compared using academic achievement measures from large-scale assessments like PISA. These exercises are criticized because achievement is but one of the aims of education and comparisons don’t take into account each country’s socio-demographic composition, cultural and historical background and organizational features. We use data from OECD countries to assess countries that can serve as models for education policy to promote both high mathematics achievement and student well-being. We adopt a novel methodological approach based on imputation methods to simultaneously estimate mathematics achievement and students’ sense of belonging while taking into account countries’ socio-demographic and organizational features. Results indicate that, in general, education systems have been able to organize and use their resources to promote either mathematics performance or student well-being, but not both simultaneously. The East Asian approach to education is successful in promoting student achievement in mathematics while Austria, Norway and Spain have greater success in promoting students’ sense of belonging.     

The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students

Deferred Action for Childhood Arrivals (DACA) is the first large-scale immigration policy to affect undocumented immigrants in the United States in decades and offers eligible undocumented youth temporary relief from deportation as well as renewable work permits. Although DACA has improved the economic conditions and mental health of undocumented immigrants, we do not know how DACA improves the social mobility of undocumented immigrants through its effect on educational attainment. We use administrative data on students attending a large public university to estimate the effect of DACA on undocumented students’ educational outcomes. The data are unique because they accurately identify students’ legal status, account for individual heterogeneity, and allow separate analysis of students attending community colleges versus four-year colleges. Results from difference-in-difference estimates demonstrate that as a temporary work permit program, DACA incentivizes work over educational investments but that the effect of DACA on educational investments depends on how easily colleges accommodate working students. At four-year colleges, DACA induces undocumented students to make binary choices between attending school full-time and dropping out of school to work. At community colleges, undocumented students have the flexibility to reduce course work to accommodate increased work hours. Overall, the results suggest that the precarious and temporary nature of DACA creates barriers to educational investments.     

Challenging the comfort zone: self-discovery,everyday practices and international student mobility to the Global South

This paper scrutinises the underlying motivations of short-term international students by unpacking the notion of ‘leaving the comfort zone’ for self-discovery and self-change. Drawing on semi-structured interviews with Canadian exchange students volunteering and studying in the Global South, the paper contributes to scholarship on everyday and emotional geographies of international student mobility and wider debates in mobility by examining how emotions of comfort and discomfort as well as everyday practices are productive for self-discovery, belonging, home-making and distinction. It reveals how students align the boundaries of their comfort zone and an un/reflexive self along the international and imaginative borders of the Global North/South. Contrary to tourism and mobility studies, I argue that students view everyday life and their relative immobility while abroad as both a distinctive and reflexive exercise. I suggest that students want to extend the boundaries of their comfort zone and their sense of ‘home’ to the Global South.     

Resilience,Moorings and International Student Mobilities – Exploring Biographical Narratives of Social Science Students in the UK

Whilst research into the changing landscape of the UK Higher Education (HE) has produced a burgeoning literature on ‘internationalisation’ and ‘transnational student mobility’ over the past few years, still fairly little is known about international students’ experiences on their way to and through the UK higher and further education. Frequently approaching inter- and transnational education as ‘neutral’ by-products of neoliberal globalisation, elitism and power flows, much HE policy and scholarly debate tend to operate with simplistic classifications of ‘international students’ and therefore fail to account for the multifaceted nature of students’ aspirations, mobilities and life experiences. Drawing on the notion of ‘resilience’ and insights from the ‘new mobilities paradigm’, this paper envisages alternative student mobilities which run parallel or counter to the dominant flows of power, financial and human capital commonly associated with an emerging global knowledge economy. Engaging with ‘resilient’ biographies of social science students studying at three UK HE institutions, the paper challenges narrow student classification regimes and calls for a critical re-evaluation of the relationship between international student mobility and other contemporary forms of migration, displacement and diaspora.     

How Do Students Evaluate Instructors’ Performance? Implication of Teaching Abilities,Physical Attractiveness and Psychological Factors

One instrument regularly seen as a basic resource in assessing pedagogical knowledge and vivid learning in different circumstances is through the method of conducting student assessment appraisal of their instructors. Nevertheless, deciding the nature of instructional abilities requires as rationale and unbiased judgments. The concern is that there are no formal techniques or formulas that would prompt accurate responses from the students. In spite of the contention surrounding students’ rating on instructors, this study aims to investigate how university students in Malaysia would evaluate instructors based on non-instructional factors, such as physical attractiveness and psychological factors, which in turn may affect students’ perceptions towards instructors’ performance. PLS-SEM was appropriated to perform the path modeling analysis. Practical implication is discussed.

     

A Comparison of Attitudes Toward Lesbians and Gay Men Among Students of Helping Professions in Crete,Greece: The Cases of Social Work,Psychology, Medicine,and Nursing

This study investigated the attitudes toward lesbians and gay men among social work, psychology, medical, and nursing students in Crete, Greece, using Herek’s ATLG scale. No respondents held completely heterosexist attitudes; only 1.6% held completely non-heterosexist attitudes. The 44.96 total ATLG score indicates a slightly positive attitude toward lesbians and gay men. Psychology students scored higher than all others on positive attitudes, followed by social work students, medical students, and nursing students. Gender, having lesbian or gay acquaintances or friends, and religiosity were significant factors influencing students’ attitudes, while no impact on attitudes due to the effects of higher education could be discerned. Implications for curriculum design and teaching methods are discussed.     

London congestion charge: the impact on air pollution and school attendance by socioeconomic status

Population and Environment - Air pollution negatively affects individuals’ health and human capital accumulation. For example, students’ school performance is hampered by air pollution...     

Being-in-motion: the everyday (gendered and classed) embodied mobilities for UK university students who commute

This article makes the case for a more robust mobilities approach to student geographies in the UK, in order to problematise the enduring binary of [im]mobility (‘going away’ vs. ‘staying local’) and to challenge the presumed linearity of educational (and mobility) transitions in higher education. Through a discussion of two UK-based studies, we make the case for considering the complex and multi-layered everyday mobilities of students who commute to illuminate a broader range of mobility practices that shape students’ experiences and identities, and which are embedded in multiple and intersecting embodiments of class, gender, age and ethnicity.     

The Impact of Sense of Community in the School,Social Skills,and Exposure to Aggression and Victimization on Students’ Well-Being

Research suggests that sense of community in the school is a promising construct in terms of its ability to promote students’ well-being. However, mechanisms behind and the potential benefits of school sense of community have not been studied in detail. This cross-sectional study tested a model which examined the role of sense of community in the school, social skills, exposure to aggression, and victimization in shaping students’ well-being. The sample consisted of 1076 students from 22 public middle schools and 724 students from 22 public high schools located in the Italian Region of Liguria. Using a Bayesian estimation for a structural equation model, results showed that sense of community in the school directly predicted students’ social skills, exposure to aggression, and well-being and, indirectly (through social skills and exposure to aggression), victimization. In addition, we found that social skills were related to victimization. Finally, results showed that victimization was predicted by exposure to aggression and predicted well-being. The current study suggests that sense of community in the school and social skills are key variables for interventions that aim to prevent aggressive behaviors at school and to increase students’ well-being.     

Midwifery students’ conceptions of worst imaginable pain

BackgroundThe Visual Analogue Scale (VAS) is one of the most widely used pain assessment scales in clinical practice and research. However, the VAS is used less frequently in midwifery than in other clinical contexts. The issue of how people interpret the meaning of the VAS endpoints (i.e. no pain and worst imaginable pain) has been discussed. The aim of this study was to explore midwifery students’ conceptions of ‘worst imaginable pain’.MethodsA sample of 230 midwifery students at seven universities in Sweden responded to an open-ended question: ‘What is the worst imaginable pain for you?’ This open-ended question is a part of a larger study. Their responses underwent manifest content analysis.ResultsAnalysis of the midwifery students’ responses to the open-ended question revealed five categories with 24 sub-categories. The categories were Overwhelming pain, Condition-related pain, Accidents, Inflicted pain and Psychological suffering.ConclusionsThe midwifery students’ conceptions of ‘worst imaginable pain’ are complex, elusive and diverse.     

LGBTQ College Students’ Experiences With University Health Services: An Exploratory Study

ABSTRACT

Access to inclusive, equitable health care is central to the wellbeing of all college students yet little is known about LGBTQ students’ experiences with university health services. In this article, individual interviews with a convenience sample of 14 LGBTQ students at a large public university were analyzed to explore their perceptions of and experiences with the university’s health center and its services. Our findings demonstrate that the university is not adequately meeting their health care needs. Participants’ narratives offer insights into how to improve campus-based health services for LGBTQ students.     

Midwifery Student Evaluation of Practice: The MidSTEP tool — Perceptions of clinical learning experiences

BackgroundLittle emphasis has been given to the standardised measurement of midwifery students’ perceptions of their clinical learning experiences.AimTo develop a tool that evaluates students’ perceptions of their clinical learning experiences according to environment and impact of preceptors on professional development.MethodsA cross-sectional design was used. Tool development had three phases: item generation; expert review to assess clarity, apparent internal consistency and content validity; and psychometric testing. All Bachelor of Midwifery students at one university in Australia were invited to complete the online survey. Psychometric testing included dimensionality, internal consistency and test-retest reliability.ResultsA 74% (n = 279) response rate was achieved. Factor analysis revealed the Clinical Learning Environment Scale and Impact of the Midwifery Preceptor Scale accounting for 53.6% and 71.5% of variance respectively. Both scales were reliable (Cronbach’s alpha = .92 and .94) and valid. Overall, students positively rated the clinical learning environment and preceptors’ abilities to foster their sense of identity as a midwife. Students were less satisfied with preceptors’ understanding of the academic program.DiscussionThe new tool consists of two scales that reliably measure midwifery students’ perceptions of how the clinical learning environment develops their skills and reflects a midwifery philosophy. Preceptors had a positive influence on students’ skills and professional development.ConclusionsThe Midwifery Student Evaluation of Practice tool is the first valid and reliable measure of students’ perceptions of their clinical learning experiences. Students’ feedback provides valuable information to educators and preceptors on how best to optimise clinical learning.     

人力资本与大学生的就业实现和就业质量——基于问卷数据的实证分析

在对人力资本衡量指标详细讨论的基础上,本文利用一手抽样调查数据,实证检验了人力资本投资与大学生就业的关系,发现那些能够积极影响求职结果的人力资本变量,并不一定能在决定就业质量方面起到积极作用。这一反差表明,在中国转轨的劳动力市场中,大学毕业生的就业实现机制和就业质量决定机制存在差异:要想提高顺利就业的概率,大学生必须扩展人力资本的宽度和广度,拥有一个合适的人力资本结构;要想获得更高的就业质量,大学生必须增强人力资本的深度,从而拥有一个更高的人力资本质量。