How to measure university environment? Methodological implications and some empirical findings

Dippelhofer-Stiem, Barbara

doi:10.1007/bf00131822

Cited by 9 publications

(3 citation statements)

References 15 publications

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“…In several constellations of the empirical data the predominance of a vocational culture has been exposed. This is particularly true of the German students, as has recently been pointed out by Dippelhofer-Stiem (1986, see also the article by the same author in this volume). Although this is clearly found to be the case among students in the economic subjects, «Students by no means uncritically conform to their environment.…”

mentioning

confidence: 60%

Fragments of an economic habitus. Conceptions of economic phenomena in freshmen and seniors

Dahlgren

1989

Eur J Psychol Educ

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The article reports on parts of an empirical longitudinal study. Students oj engineering, business administration, medicine and psychology have been interviewed at the beginning and at the end of their education. The focus in the present article is on the students of business administration. Two oj the questions in the interview asked for the student's conceptions about the most prominent contemporary economic problem and the cause of famine in the underdeveloped countries.The results show that the students of business administration to a large extent seem to changeform an initiallyheld political, distributionoriented perspective on the two questions to a more depoliticized efficiencyperspective. This change means, in the case of the more general question about the most prominent economic problem that the initial emphasis on the uneven distribution of economic resources either in an international or in a national perspective in many cases was replaced by a stress on a more efficient utilization of resources or the necessity of more incentives for individual or collective initiatives. This tendency is not found among the students of medicine. In the second question the initially fragmented reasons for famine in terms of the relationship between developed and underdevelopedcountries decreased in frequency leading to a stress on unfavorable conditions for food production or the new Maltusian notion of the different rates of population growth and increase in food prodution.

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mentioning

confidence: 60%

Fragments of an economic habitus. Conceptions of economic phenomena in freshmen and seniors

Dahlgren

1989

Eur J Psychol Educ

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“…There is a number of scientific works, in which the researchers emphasize the educational and developing potential of the educational environment in high school. L. Bartlett [2], B. Dippelhofer-Stiem [5], W. C. Smith [15], J. Wilson [17] have revealed efficiency of influence of the educational environment on the global citizenship identification of a person and his or her socialisation.…”

Section: список литературы Introductionmentioning

confidence: 99%

Development of linguo-cultural personality of future teachers within the educational environment of higher educational institutions

Mardakhaev¹,

Egorychev²,

Varlamova³

et al. 2018

NSPU Bulletin

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Проблема и цель. Статья посвящена проблеме развития свойств и качеств, характеризующих лингвокультурную личность будущего педагога. Исследование направлено на определение личностных качеств, характеризующих способности осуществлять иноязычную коммуникацию и образовательную деятельность с учётом культурных особенностей среды и собеседников (обучающихся). Методология. Методология исследования основана на теоретическом анализе результатов научных работ, посвящённых изучению образовательной среды, её влиянию на личностное развитие будущего педагога. Для выделения главных особенностей разработанной образовательной технологии использованы методы сравнительно-сопоставительного анализа литературных источников и нормативных документов, наблюдения образовательного процесса по иноязычной профессиональной подготовке будущих педагогов. Результаты. Востребованность лингвокультурной личности в поликультурном социуме обусловливает её рассмотрение в качестве объекта и субъекта образовательного процесса вуза. При этом важным является положение о сохранении лингвокультурной личностью своей этнической и национальной идентичности. Выявлена сущность лингвокультурной личности будущего педагога; охарактеризовано её содержание с позиций объекта и субъекта образовательного процесса; определены проявления сформированных качеств и способностей лингвокультурной личности будущего педагога в иноязычной межкультурной коммуникации и профессиональной деятельности. Мардахаев Лев Владимировичдоктор педагогических наук, профессор кафедры социальной педагогики и организации работы с молодёжью, Российский государственный социальный университет.

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“…Since the 1970s, extensive research regarding correlations between student experience and involvement and educational outcomes within the context of higher education has been undertaken (Pascarella & Terenzini, 1991). The general contention established is that strong student-faculty relations, particularly outside the classroom, are the most significant form of tertiary involvement (Astin, 1977(Astin, , 1999Bess, 1973;Dippelhofer-Stiem, 1986;Endo & Harpel, 1982;Pascarella, 1980;Pascarella & Terenzini, 1979). Astin (1993), in his study on how college environments affect student outcomes, contributed to an extensive body of literature which identifies student-faculty interaction as positively correlated to educational outcomes such as cognitive development, motivation, student persistence, institutional commitment and overall satisfaction with the university experience, while also contributing to enhanced personal growth and social development (Astin, 1999;Endo & Harpel, 1982;Jaasma & Koper, 1999;Kuh & Hu, 2001;Pascarella et al, 1996;Pascarella & Terenzini, 1991;Snow, 1973;Strauss & Volkwein, 2004;Terenzini & Wright, 1987;Tinto, 1997).…”

Section: Introductionmentioning

confidence: 99%

Nurturing Relationships Within a Space Created by “Indigenous Ways of Knowing”: a Case Study

Brown

2010

AJIE

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A strong educator-learner relationship is continually identified as the most significant form of involvement affecting the student experience. Yet, within the current dominant higher-educational context, student-faculty interactions are also identified as an area in need of improvement. This paper explores the educator-learner relationship within a space created by “Indigenous pedagogy” and epistemology through a case study conducted with undergraduate students at The University of Western Australia. Within this context distinctions such as “inside” and “outside” the classroom are seen to inhibit interconnectedness within a holistic system of knowing. Extensive qualitative enquiry in the form of observations, non-Indigenous and Indigenous student focus groups and faculty interviews, informed a descriptive case study of the unit offered through the University of Western Australia titled “Aboriginal Ways of Knowing”. It was found that this space, as Indigenised, offered students the opportunity to connect spiritually and personally with themselves, one another and their educators. Furthermore, in reading this space as an “interface” between Western and Indigenous systems of knowing, a productive tension emerged in emulation of what Indigenous people experience throughout their daily lives. This research contributes to a growing body of literature indicating the potential of Indigenous pedagogy and epistemologies within the tertiary context.

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How to measure university environment? Methodological implications and some empirical findings

Cited by 9 publications

References 15 publications

Fragments of an economic habitus. Conceptions of economic phenomena in freshmen and seniors

Fragments of an economic habitus. Conceptions of economic phenomena in freshmen and seniors

Development of linguo-cultural personality of future teachers within the educational environment of higher educational institutions

Nurturing Relationships Within a Space Created by “Indigenous Ways of Knowing”: a Case Study

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