Every year, students around the globe embark upon their higher education journey, making the onboarding of these students a critical task for colleges and universities. Combined with the growth in distance learning and the rapid development in technologies, the onboarding process occurs increasingly in the digital setting. For this reason, the objective of this scoping review was to report and map interventions, which are used in digital onboarding of first-year students in higher education institutions and explore the digital settings that characterized these interventions. The PRISMA-ScR Guidelines and the JBI Manual for Evidence Synthesis guided this investigation, which included researching four databases and screening the resulting titles and abstracts to identify the 17 sources of evidence included in the final analysis. According to our results, digital and virtual onboarding interventions were categorized into four onboarding dimensions: information interventions, socialization interventions, counseling interventions, and self-study interventions. Examples of the purposes and outcomes of these onboarding interventions included the transfer of information and the socialization of incoming students. Of the five onboarding settings that were also identified in the categorization, telecommunication software and virtual environments predominated. An independently developed onboarding tool could combine the identified onboarding settings and dimensions in the future.
ZusammenfassungDieser Beitrag in der Zeitschrift Gruppe. Interaktion. Organisation (GIO) stellt mit dem ReA Fragebogen ein umfassendes und branchenunabhängiges Analysetool zur Erfassung von Anforderungen und Ressourcen in Organisationen vor. Um die Gesundheit von Mitarbeitenden zu fördern und somit stressbedingten Fehlzeiten entgegenzuwirken, benötigen Organisationen geeignete Instrumente, um Anforderungen und Ressourcen zu identifizieren, um anschließende geeignete Maßnahmen zur Reduktion der Anforderungen sowie zur Stärkung der Ressourcen von Mitarbeitenden ableiten zu können. Basierend auf dem Job Demands-Resources (JDR) Modell und einer umfassenden Literaturrecherche zu relevanten Anforderungen und Ressourcen wurde ein Fragebogen entwickelt und überprüft. Faktorenanalytische Auswertungen in zwei Studien mit insgesamt 1600 Teilnehmenden bestätigen die angenommene Struktur des Instruments. Zudem zeigen sich in Übereinstimmung mit dem JDR Modell positive Zusammenhänge zwischen Ressourcen und Arbeitsengagement sowie Anforderungen und emotionaler Erschöpfung und ein negativer Zusammenhang zwischen Ressourcen und emotionaler Erschöpfung. Der mögliche Einsatz des Fragebogens zur Gesundheits-Prävention und im Rahmen der Gefährdungsbeurteilung psychischer Belastungen in Organisationen wird diskutiert.
Students who are the first in their family to go to university (first-generation students [FGS]) are still underrepresented at universities. One of the considered reasons for this is their lack of social support. Our study followed a group of German students at two time points: after their first educational choice and at the end of their first semester. According to social cognitive career theory, we tested for the effect of self-efficacy beliefs on intention to drop out, mediated by confidence in vocational choice. Following a social network perspective, we analyzed the moderating effect of support network size and support network quality. The findings reveal a complete mediation and add to the empirical evidence on social cognitive career theory. They demonstrate the special importance of social support for FGS. High-quality support networks help FGS struggling with confidence in their vocational choice to follow their university goals instead of dropping out but have no effect for other students.
Social support is a crucial factor for first-generation students’ (FGS) integration at university and their educational success. FGS are often assumed to lack social support and integration, but research shows mixed results. By means of a mixed-methods approach (combination of interviews and online survey), we aimed to shed light on the characteristics in FGS social networks that classify them as high-quality networks in order to obtain a deeper understanding of the structure and setup of the social contexts from which FGS receive support. Using these characteristics, we constructed types of socially supported students and related them to academic success. For that, we conducted N = 40 semi-structured interviews linked to Qualitative Social Network Analysis at an urban German University. Prior to the interviews, the interviewees filled out an online survey (1) consisting of demographic variables and psychological scales. During the interviews (2), we followed a problem-centred interview approach for the first part and then (3) asked about the FGS’s support networks during the beginning of their bachelor’s degrees. All the interviews were coded by applying content analysis. Network maps were analysed using qualitative structural analysis (QSA). Both maps and codes were used to build three types of support as received by the students. These types were in turn connected to the results of the support forms in content analysis and the psychometric scales to estimate how students perceive different structures in their networks as supportive. The results revealed three types: small and dense bijou networks, medium networks with emotionally close alters (close-knit networks), and large and diverse networks (have-it-all networks). The types show different results for university success and perceived support for their networks.
An important factor for First Generation High School students (FGS) in higher education is social capital. To highlight differences in social capital between FGS and their Non-FGS peers (NFGS) by analysing the structure of their ego-centred social networks and its’ effect on their career planning, we conducted two cross-sectional studies: on high school students during their first career planning stage and on college students at the beginning of their first semester. FGS have significantly less social capital in their networks than NFGS during school and university. Having academic supporters is associated with career planning amongst high school students, having instrumental support for career planning amongst college students.
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