Suchergebnisse

Increasing the number of students who complete their higher education (HE) studies is growing in importance across Europe; it is seen to contribute to individual and national prosperity, and to improve the efficiency of the HE system. The Higher Education Drop-out and Completion in Europe (HEDOCE) project examined the issue of 'study success'. The methodology utilized a literature and policy review, two surveys of an HE expert in each European country, and eight in-depth mixed-method national case studies. This paper considers how in many European countries study success is not explicitly defined, and national policies can be ambiguous or even detrimental due to the lack of clarity about, and alignment with, study success. These flaws are reinforced by the lack of indicators and tools to measure study success, which would facilitate evaluation to improve national policies and institutional actions. These issues are illuminated by a comparison between the Czech Republic and England. A widely-agreed definition of study success contributes to better policy alignment, and allows performance indicators to be developed, which fosters a more coherent national and institutional approach to improving study success, but this needs to be underpinned by a shared national commitment which values and promotes study success.

This book brings together three important HE agendas that have dominated UK and international policy over recent years: responding to greater student diversity, a concern to maximize student retention and success and the need for institutions to change to meet these challenges.

Independent learning is one of the cornerstones of UK higher education yet it is poorly understood by students and is seen by politicians as a poor substitute for face to face teaching. This paper explores students' understandings, approaches and experiences of independent learning and how they may become more effective independent learners. This large scale qualitative study, funded by the HEA, included students-as-researchers, independent learning diaries, and studentled interviews. Findings suggest that student initially use low level reinforcing and organising skills and in later stages of their courses develop higher level extending and applying skills. Clearer guidance, clearer tasks and in-course support are amongst the students' recommendations for enhancing independent learning. However the most powerful influence on their independent learning was the support, collaboration and advice of other (more experienced) students in non-assessed scenarios. These findings have implications for staff involved in induction, student support, curriculum design and for staff and officers in Students' Unions.