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Displaying Results 1 - 25 of 81 on page 1 of 4
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‘Mines of Gold on Parnassus'? The Value of a University.
(2006)
O'Brien, Maeve
‘Mines of Gold on Parnassus'? The Value of a University.
(2006)
O'Brien, Maeve
Abstract:
When the ‘idea of science, method, order, principle and system; of rule and exception, of richness and harmony’ came to the highly trained intellect of the ‘patron saint’ of Irish universities, he was discoursing on the idea of a university in 1852.* John Henry Newman held that the training of the intellect for its own sake was the purpose of a university education. Today this might seem a little high-minded, outdated and even misguided. But we, as part of the university community of today, still owe it to ourselves, and so to society, to scrutinise constantly not only our own lecturing and research, but also to look to the wider purpose o f what we are trying to achieve as a university. For that purpose a well-trained intellect—trained in knowledge, method and order—is still as important today as it was a century and a half ago.
http://mural.maynoothuniversity.ie/9925/
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‘We’re as good as anybody else’: a comparative study of working-class university students’ experiences in England and Ireland
(2017)
Finnegan, Fergal; Merrill, Barbara
‘We’re as good as anybody else’: a comparative study of working-class university students’ experiences in England and Ireland
(2017)
Finnegan, Fergal; Merrill, Barbara
Abstract:
This article is based on a comparative study of working-class students’ experiences in English and Irish higher education. It highlights the lack of comparative studies on this topic based on qualitative research and why filling this gap is important in understanding access and widening participation. Drawing on biographical interviews with 139 people in a range of elite and non-elite institutions, the article discusses similarities as well as some differences between the data from the two countries in terms of class, identity and how working-class students view and value higher education. It maps out how the research relates to recent debates over social class and outlines the theoretical implications of these findings.
http://mural.maynoothuniversity.ie/11136/
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A comparative study of the implementation of EMI in Europe, Asia and Africa
(2012)
Tamtam, Abdalmonem; Gallagher, Fiona; Olabi, Abdul-Ghani; Naher, Sumsun
A comparative study of the implementation of EMI in Europe, Asia and Africa
(2012)
Tamtam, Abdalmonem; Gallagher, Fiona; Olabi, Abdul-Ghani; Naher, Sumsun
Abstract:
Teaching higher education in English Medium Instruction (EMI) is one of the most important changes made in education policies in many non-speaking countries over the world recently. EMI is claimed to have not received enough consideration in Europe, Asia and Africa. This paper presents an investigation, which was carried out from the available literature to discuss the possible ways of implementing EMI in engineering education in Libya. This paper also focuses on the possibilities of implementing EMI in higher education systems in non-English countries in Europe, Asia and Africa and problems faced by these countries and suggested solutions. The study finds that English proficiency achieved through EMI will increase the chances for graduated students to get better positions in the labour market. Most of the countries witness similar problems in courses of the EMI adoption, which include: less funding, lack of qualified teaching staff, lack of students understanding and interest and c...
http://doras.dcu.ie/22214/
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Ability not disability: A transformative exploration of student experiences in higher education.
(2017)
Dalton, Patrice
Ability not disability: A transformative exploration of student experiences in higher education.
(2017)
Dalton, Patrice
Abstract:
This study aims to explore why there are such low numbers of people with (dis)abilities in attendance at Irish Higher Education (AHEAD, 2017), The study explores the experiences of people with (dis)abilities as told to the researcher. These findings are reviewed within the context of the literature on Irish HE and (dis)ability, as well as the medical and social models of (dis)ability. Researching from the constructivist approach, qualitative, conversational interviews with participants are completed. Analysing findings in traditional qualitative format of transcripts becomes a barrier to accurate representation of the emotional resonance of the conversation, so a narrative approach to present findings using the creative method of ‘found’ poetry emerges (Richardson, 1990). The analysis also examines alternative methods of assessment adapting the Universal Design of Learning Technique and explores experiences of stigma as experienced by people in HE with (dis)abilities. Issues of fund...
http://mural.maynoothuniversity.ie/9628/
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Access and accessibility: Where student and academy meet
(2002)
Fleming, Ted
Access and accessibility: Where student and academy meet
(2002)
Fleming, Ted
Abstract:
The title of the conference âBuilding Islands or Bridgeâ suggests some kind of boundary,barrier or obstacle. In this paper2 I explore the nature of the boundary between adult education and higher education; between adults and the university; between the community and the academy.
http://mural.maynoothuniversity.ie/991/
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Action research: a learning tool that engages complexity
(2009)
Kenny, Michael; Hynes, Rachel
Action research: a learning tool that engages complexity
(2009)
Kenny, Michael; Hynes, Rachel
Abstract:
Innovative micro-teaching to enhance student teaching/learning is increasingly using the concept of Action Research. In action research the particular focus is on the subject of the research also being a learner from the research outcome. The Kemmis Model (Cyclical Model of Action Research) introduced the notion that ‘all teachers are learners’ and ‘all learners can be teachers’. Action research emphasises the notion of self observation and self reflection. However observation and self reflection are challenging methods that value the personal nature of learning. The authors undertook an action research experiment, as part of their own professional learning, by introducing micro teaching practicum presentations video recording to a postgraduate education class of 20 adult/community educators during a curriculum development module. In this exercise the learning group was subdivided into two parts: 1. The first group of students were recorded and a DVD was made available to each prese...
http://mural.maynoothuniversity.ie/1519/
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Adult learners and mathematics learning support
(2015)
Fitzmaurice, Olivia; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Sullivan, Ciarán
Adult learners and mathematics learning support
(2015)
Fitzmaurice, Olivia; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Sullivan, Ciarán
Abstract:
The provision of some level of Mathematics Learning Support (MLS) is now standard in the majority of Higher Education Institutions in Ireland, the UK, and in many other countries. This provision is, in part, a response to the large numbers of students entering Higher Education who do not have the mathematical skills required and this cohort includes a significant number of adult learners. Research indicates that these students have different motivations and approaches to learning than traditional age learners. This paper considers the analysis of a large scale student evaluation of Mathematics Learning Support in Ireland. In particular, it presents the responses and engagement levels of adult learners and compares these to those of traditional students. The findings are key to ensuring best practice in the provision of MLS for the wide variety of students who engage with it.
http://doras.dcu.ie/22880/
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An Evaluation of the HEAR and DARE Supplementary Admission Routes to Higher Education
(2014)
Byrne, Delma; Doris, Aedin; Sweetman, Olive; Casey, Ruth; Raffe, David
An Evaluation of the HEAR and DARE Supplementary Admission Routes to Higher Education
(2014)
Byrne, Delma; Doris, Aedin; Sweetman, Olive; Casey, Ruth; Raffe, David
Abstract:
This evaluation stems from an interest from those working on and administering the HEAR and DARE schemes into the effectiveness of the schemes in widening participation in higher education of under-represented groups. A focus of Irish Higher Education (HE) policy is orientated toward the objective of promoting equality of access to higher education, with particular targeted initiatives for under-represented groups. There has been extensive research conducted in Ireland on the issue of Widening Participation (WP), including various evaluative reports on access initiatives of recent years. In addition, universities and colleges have at times undertaken substantial research on their own access programmes and students. However, just three studies to date have focused on the experiences of the HEAR and DARE cohorts, programmes which have been in place in their current format since just 2009. This evaluation seeks address the gap in our knowledge of HEAR and DARE. The DARE/HEAR Strategic ...
http://mural.maynoothuniversity.ie/8969/
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An Independent Review to Identify the Supports and Barriers for Lone Parents in Accessing Higher Education and to Examine Measures to Increase Participation
(2017)
Byrne, Delma; Murray, Cliona
An Independent Review to Identify the Supports and Barriers for Lone Parents in Accessing Higher Education and to Examine Measures to Increase Participation
(2017)
Byrne, Delma; Murray, Cliona
Abstract:
This independent review has been commissioned by the Department of Education and Skills (DES) in association with the Department of Social Protection (DSP), the Department of Children and Youth Affairs (DCYA) and the Higher Education Authority (HEA). The remit was to: * Examine existing data to identify the trends in participation and completion rates by lone parents in Higher Education(HE), and identify measures to strengthen data collation on lone parents in the future. * Describe the range of measures that are currently available to support lone parents in accessing HE, including supports in the school and further education(FE)sectors. * Identify obstacles and challenges for the various different categories of lone parents in accessing and completing HE programmes. * Recommend additional measures that would support the different categories of lone parents in accessing and completing HE programmes, and provide costings for those recommendations. * Highlight potential ...
http://mural.maynoothuniversity.ie/9159/
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An Introduction to Higher Education Writing Centres, Maynooth: All Ireland Society for Higher Education/Irish Network for the Enhancement of Writing.
(2015)
Farrell, Alison; O'Sullivan, Ide; Tighe-Mooney, Sharon
An Introduction to Higher Education Writing Centres, Maynooth: All Ireland Society for Higher Education/Irish Network for the Enhancement of Writing.
(2015)
Farrell, Alison; O'Sullivan, Ide; Tighe-Mooney, Sharon
Abstract:
The purpose of this booklet is to provide readers with an introduction to the concept and role of writing centres in higher education institutes. It is intended to provide an overview of the ethos and practical activities of higher education writing centres. It is not a guide to setting up a writing centre; for a more comprehensive guide on that topic, we refer you to The Maynooth University Guide to Setting Up a Writing Centre (2015). This booklet is intended for any intelligent reader interested in the topic. It will be of particular interest to colleagues working/teaching in higher education in Ireland.
http://mural.maynoothuniversity.ie/6832/
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An investigation into the Experiences of international Muslim students in an Irish university
(2017)
Gamze Üstündağ, Buse
An investigation into the Experiences of international Muslim students in an Irish university
(2017)
Gamze Üstündağ, Buse
Abstract:
Ireland has transformed from being a country of emigration to a country of immigration within the past two decades. The transformation is evident in Irish higher education which currently recruits over one hundred thousand international students from across the globe. Although Muslim immigration into Ireland began with international students who came to study in Royal College of Surgeons Ireland in 1950s, research on Muslim students, particularly international, in Irish higher education has largely been neglected to date. Consequently, this project explores the experiences of international Muslim students (IMS) in an Irish university, asks whether a religious identity is a pertinent factor in intercultural contact, and investigates internationalisation of higher education in Ireland from the perspective of IMS. The study used a constructive grounded theory approach within an interpretative framework. 23 semi-structured, qualitative interviews were conducted with IMS from undergradu...
http://doras.dcu.ie/21934/
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An Investigation into the Use of Clickers in Groups for Teaching Data Structures and Algorithms
(2012)
Maguire, Phil; Maguire, Rebecca
An Investigation into the Use of Clickers in Groups for Teaching Data Structures and Algorithms
(2012)
Maguire, Phil; Maguire, Rebecca
Abstract:
In this study we describe the use of clickers in a second year data structures and algorithms module. In recent years instructors in higher education have begun introducing classroom technology that allows students to respond to questions during lectures. Studies have shown considerable benefits in terms of attendance, classroom engagement and allowing instructors to gain instant feedback (Caldwell, 2007; Kay & LeSage, 2009). In this study students were assigned to self-selected groups of three. 20% of the final module grade was earned by answering questions during lectures in competition with other teams. We found that the use of clickers had a dramatic effect on both attendance and engagement in the class. Students were far more likely to ask questions and defend their points of view, both before and after lectures. At the end of the semester the majority of students rated the clickers positively. However, the final module grade was lower than previous years. An anonymous surv...
http://mural.maynoothuniversity.ie/12630/
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Assessing the assessment
(2010)
Rami, Justin; Lorenzi, Francesca
Assessing the assessment
(2010)
Rami, Justin; Lorenzi, Francesca
Abstract:
In essence, ‘learning can be defined as changes in knowledge, understanding, skills and attitudes, brought about by experience and reflection upon that experience’ (Brown, Bull & Pendelbury, 1996, p21). This research highlights how feedback from learners, peers and tutors, augments the experience and reflection, a form of internal feedback, accelerates the learning (Schmidt et al, 1990). The authors draw on their experience as lecturers and course designers for the module “Curriculum Assessment” which is offered to both, traditional full-time undergraduates and part-time professional educators. This paper builds on research described at the 2009 ECER conference, which focused on the introduction of an assessment portfolio that was designed with the aim of promoting a constructivist approach to the development of professional competence among trainee teachers. This new paper focuses on the next stage of the research and highlights how using multiple ‘voices’ from the research ...
http://doras.dcu.ie/15763/
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Assessment for learning: resources for first year undergraduate mathematics modules
(2016)
Lawless, Fiona; O'Shea, Ann; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; Ní Shé, C...
Assessment for learning: resources for first year undergraduate mathematics modules
(2016)
Lawless, Fiona; O'Shea, Ann; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; Ní Shé, Caitriona; Nolan, Brien C.
http://doras.dcu.ie/22867/
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Attaining 21st century skills online: A programmatic approach
(2018)
Brunton, James; Costello, Eamon; Farrell, Orna; O'Keeffe, Noeleen
Attaining 21st century skills online: A programmatic approach
(2018)
Brunton, James; Costello, Eamon; Farrell, Orna; O'Keeffe, Noeleen
Abstract:
This case study reports on the practical use of technology to support a programmatic approach to achieving learning outcomes. This is achieved through the provision of appropriate opportunities for online distance learning (ODL) students to achieve the range of 21st century skills needed to manage the complexity of future problems and continue to be critical consumers and producers of knowledge throughout their lives. A programme-focused assessment strategy is utilised on an ODL Humanities programme with a distributed, modular provision model, in order to satisfy related learning outcomes. This strategy allows for the deployment of a range of assessment types, many of which are only possible through the current affordances of online learning, for example, wiki-building in groups and debates using discussion forums. Both the students and the majority of the academic staff are off-campus, with technology providing the means for interaction and communication relating to assessment of l...
http://doras.dcu.ie/22873/
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Belonging on Campus: An exploratory study of the continuities, the contradictions and the consequences for Black and Minority Ethnic students in higher education
(2020)
Darby, Fionnuala
Belonging on Campus: An exploratory study of the continuities, the contradictions and the consequences for Black and Minority Ethnic students in higher education
(2020)
Darby, Fionnuala
Abstract:
What we know about Black and Minority Ethnic (BME) students, on campus depends on where we look. Limited research exists documenting the lived experiences of BME students in Irish higher education institutions and an understanding of the components of the campus environment that affect a sense of belonging for BME students remains elusive. My overarching understanding of inclusion in the context of this research relates to students who have self-identified as being from ethnically and culturally diverse minority backgrounds and is situated in their experience of the campus as a place of belonging and inclusion at Technological University Dublin, Blanchardstown Campus. My research highlights the prominence of Eurocentric curricula and a predominantly White academy which characterise the continuities of White privilege in this study, assimilation as means of fitting in (the contradictions) and underestimating the impact of misrecognition based on name and appearance along with the cum...
http://mural.maynoothuniversity.ie/13535/
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Book Review: Global Perspectives on Higher Education and Lifelong Learners edited by maria slowey & hans g. schuetze (2012) routledge isbn 978-0-415-67507-9
(2012)
Connolly, Brid
Book Review: Global Perspectives on Higher Education and Lifelong Learners edited by maria slowey & hans g. schuetze (2012) routledge isbn 978-0-415-67507-9
(2012)
Connolly, Brid
Abstract:
With the tumult of the first years of the twenty-first century, from prosperity to banking crisis, it is easy to lose sight of the institutions, besides the economy, which form our society. Further, the focus on money shifts the construction of values from society and citizenship to consumption, growth and expenditure. This book re-directs the focus to the pivotal social institution that shapes the lives of every member of society, namely, education, without which the social good could not be achieved. Maria Slowey and Hans Schuetze revisit their earlier publication of 2000, to explore the changes if any, to the social contract towards equality through education. This publication provides an invaluable resource that enables us to contextualise the issues with the comparative global perspectives. In particular, it integrates lifelong learning with higher education, an undertaking crucial for adult educators with our interest in post-compulsory education along the lifespan, access and...
http://mural.maynoothuniversity.ie/5448/
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Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?
(2015)
Kinsella, Michelle
Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?
(2015)
Kinsella, Michelle
Abstract:
This thesis sets out to explore the experiences of adult learners and how they have negotiated class prior to, during and after higher education. Class is a difficult subject to talk about, however, it is important that it is examined particularly in relation to the education system as much of the literature outlines that there is a direct correlation between class background and educational inequality. While the study involves eight participants and is relatively small so cannot be applied universally to working class experience, nonetheless the findings and analyses demonstrate common themes which highlight the need for further exploration of this topic. Issues such as low expectations in relation to inequality emerged from the findings rather than economic factors which are typically attributed to such phenomenon. Other issues emerged such as the sense of having to alter one’s way of being in terms of accent and behaviour in order to be accepted by middle class values and norms. ...
http://mural.maynoothuniversity.ie/9640/
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Challenging times: some thoughts on the professional identity of the academic librarian
(2007)
Antonesa, Mary
Challenging times: some thoughts on the professional identity of the academic librarian
(2007)
Antonesa, Mary
Abstract:
This article reviews the professional identity of the academic librarian within higher education in the 21st century. It considers the challenges that libraries and library staff face in supporting learning. Massification and technological advancements are two key changes that have signnificantly impacted on library users and library usage. This article will review these developements and will focus in particular on how they have transformed the professional identity of the librarian working in higher education. 'Librarians function in a series of larger enviroments and these enviroments are dealing with a growing number of contexts for information. This article suggests that the concept of librarian as teacher is increasingly strengthening in library discourse and that this role will shape the future professional identity of the librarian working in higher education.
http://mural.maynoothuniversity.ie/825/
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Co-creating an educational space
(2008)
Farren, Margaret
Co-creating an educational space
(2008)
Farren, Margaret
Abstract:
In this paper I generate my living educational theory as an explanation of my educational influences in learning as I research my tutoring with practitioner researchers from a variety of workplace backgrounds. I will show how I have closely inter-related the teaching learning and research processes by providing opportunities for participants to accept responsibility for their own learning and to develop their capacity as learners and researchers. My PhD enquiry ‘How am I creating a pedagogy of the unique through a web of betweenness?’ (Farren, 2006) was integral to the development of my own practice as higher education educator. I clarified the meaning of my embodied values in the course of their emergence in practice. I try to provide an educational space where individuals can create knowledge in collaboration with others. I believe dialogue is fundamental to the learning process. It is a way of opening up to questions and assumptions rather than accepting ready-made solutions. The...
http://doras.dcu.ie/668/
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Cultivating Campus Citizens, the Economy and Technology: On the New Alchemy in Higher Education.
(2006)
Harpur, John
Cultivating Campus Citizens, the Economy and Technology: On the New Alchemy in Higher Education.
(2006)
Harpur, John
Abstract:
Writing philosophically about the purposes and values of higher education is a delicate process and problematic to boot. No amount of admiration can conceal the present funding concerns of higher education institutions. Some facts of the matter require acknowledgment, though more in the interests of common sense than peace of mind. Throughout the developed world higher education funding is under increasing scrutiny. Administrations have responded by examining models of reform and transformation to preserve their institutions. These models are giving rise to a ‘change agenda’ promoting greater efficiency (reform) and novel configurations of disciplines (transform). Changes across the sector are deconstructing ancient academic divisions. There is uncertainty about what will be different in the aftermath of change. Merely arguing against change, in the expectation that it will be convincingly deflected, is a Sisyphean task. The range of interests with attachments to the sector makes pu...
http://mural.maynoothuniversity.ie/9923/
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Design Education without Borders: How Students Can Engage with a Socially Conscious Pedagogy as Global Citizens
(2018)
Macdonald, Iain; MacLeod, Myrna
Design Education without Borders: How Students Can Engage with a Socially Conscious Pedagogy as Global Citizens
(2018)
Macdonald, Iain; MacLeod, Myrna
Abstract:
This study examines the student experience of a third sector graphic design project in an international context. Inspired by a humanist and socially conscious perspective that was originally set out by Ken Garland’s ‘First Things First’ manifesto in 1964, the project developed into a collaborative learning experience for African and European students. The aim of this project was to develop student global citizenship and mobility through a cultural learning experience in a very different environment with challenging resources and social conditions. Using student interviews and evidence from their reflective journals, this article analyses how UK design students participated and negotiated the implementation of live projects in an African context, specifically Mozambique. It also examines the wider impact on the cohort of students and friends who did not travel to Africa but followed the experience online. Risk taking, experimentation and an appetite for enquiry are attributes that st...
http://mural.maynoothuniversity.ie/12772/
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Developing creativity in higher education for 21st century learners: A protocol for a scoping review
(2017)
Egan, Arlene; Maguire, Rebecca; Christophers, Lauren; Rooney, Brendan
Developing creativity in higher education for 21st century learners: A protocol for a scoping review
(2017)
Egan, Arlene; Maguire, Rebecca; Christophers, Lauren; Rooney, Brendan
Abstract:
There is an abundance of literature highlighting the need to focus on enhancing students’ creativity in higher education. However, currently there is a gap in awareness of evidence-based initiatives being employed in institutions to address this need. The debate on how to best characterise creativity has not yet reach consensus therefore, we present a protocol for a new review that will identify the characteristics of the frameworks as well as the tools being used by educators to formally develop students’ creativity in higher education. It will also provide insight into how these educators are defining creativity. This knowledge will enhance understanding of how creativity, a necessary skill for 21st century learners is being harvested, valued, and described in higher education.
http://mural.maynoothuniversity.ie/11638/
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Effectively Maintained Inequality in Educational Transitions in the Republic of Ireland
(2017)
Byrne, Delma
Effectively Maintained Inequality in Educational Transitions in the Republic of Ireland
(2017)
Byrne, Delma
Abstract:
While it is well established that the structure and organization of the education system affects youth transitions, less attention has been paid to the study of qualitative distinctions at the same level of education over time in the Irish context. Using data from the School Leavers’ Survey over the period 1980-2006, this paper considers the hypothesis of effectively maintained inequality in the case of the Republic of Ireland. The data capture young people’s transitions during three distinct and remarkable macro-economic fluctuations, and makes a particularly interesting test case for EMI. Over the cohorts under investigation, Ireland had changed from a recessionary economic climate and prolonged economic stagnation for much of the 1980s to a booming economy by the middle of the mid-2000s and one of the most dynamic economies in the world during the “Celtic Tiger” period. The patterns of social-class inequality over a 30-year paper reported in this article suggest that qualitative ...
http://mural.maynoothuniversity.ie/8556/
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Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education
(2017)
Maguire, Rebecca; Egan, Arlene; Hyland, Philip; Maguire, Phil
Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education
(2017)
Maguire, Rebecca; Egan, Arlene; Hyland, Philip; Maguire, Phil
Abstract:
Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results s...
http://mural.maynoothuniversity.ie/10615/
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