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Who Engages in Explicit Knowledge Creation after Graduation? Evidence from the Alumni Impact Survey of a Large Canadian Public University
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Yang, Jinli; Roy, Stephannie; Goel, Vivek – Studies in Higher Education, 2022
While researchers and policymakers have sought to understand factors that affect research productivity of universities and entrepreneurship activities of graduates, we know little about the graduates in the workforce who engage in knowledge creation. This study employs data from an alumni impact survey (N = 12,504) and alumni database of a large…
Descriptors: Foreign Countries, Public Colleges, College Graduates, Alumni
Student Characteristics and Learning and Teaching Factors Predicting Affective and Motivational Outcomes in Flipped College Classrooms
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Cho, Moon-Heum; Park, Seung Won; Lee, Sang-eun – Studies in Higher Education, 2021
The flipped classroom has become a popular pedagogical approach in higher education with its capability to promote students' active engagement in higher-order tasks; nevertheless, studies have shown that the flipped classroom is not always successful. The purpose of this study was to investigate factors including student characteristics as well as…
Descriptors: Student Characteristics, Student Motivation, College Students, Flipped Classroom
What Triggers Students' Interest during Higher Education Lectures? Personal and Situational Variables Associated with Situational Interest
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Quinlan, Kathleen M. – Studies in Higher Education, 2019
Lecturing is often touted as a means to inspire students' interest, despite evidence that most lectures fail to do so. This study examines triggers of students' situational interest during lectures. Students (N = 706) in 12 different individual one hour first year lectures in a UK university were surveyed at the end of the lecture. They described…
Descriptors: Student Interests, College Students, Lecture Method, Student Attitudes
The Direct and Mediating Roles of Positive Emotions on Work Engagement among Postdoctoral Fellows
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Gloria, Christian T.; Steinhardt, Mary A. – Studies in Higher Education, 2017
Universities increasingly value the contribution of postdoctoral fellows (postdocs) toward organizational success, yet this group is often the most overlooked and underserved compared to others in higher education (namely, students, faculty, and staff). Despite the stressful and challenging nature of the profession, it is critical for postdocs to…
Descriptors: Fellowships, Emotional Response, Participation, Supervisors