In the third of this series on graduate outcomes, Universities UK has analysed a range of data sources looking at employment of graduates, to show the impact of graduate skills across the country, how patterns differ across regions and industries, and comparisons to non-graduates and wider employees. This analysis focuses on: (1) Evidence for the…

This study addresses the gap in understanding graduate students' sustained engagement behavior (SEB) with generative artificial intelligence (GAI) by integrating the Technology Acceptance Model (TAM), Expectation Confirmation Theory (ECT), and Theory of Reasoned Action (TRA) into a comprehensive embedding model. It introduces the Technology…

Portraits of a Graduate (POGs) have become popular in education over the past decade as states and districts work to better define the knowledge and skills that students should master before high school graduation. The impetus for the development of POGs comes from several converging factors in the educational landscape. As states and districts…

The study quantitatively explores the differential impact of a Flipped Classroom approach (FC) on specified learning outcomes in an Advanced Auditing and Assurance class for a one-year master's in accounting Programme. It uses a dataset from a Ghanaian university to compare a flipped-classroom approach to a traditional teaching approach. The…

This study examined lived experiences of two international student affairs professionals in the United States. Through a series of interviews, the dialogues unfold rich narratives that explore the multifaceted journey from academic preparation to career placement in the field of higher education student affairs (HESA). It also underscores the…

In the era of educational informatization, nurturing critical thinking skills has become a central focus. However, the current state of Chinese students' critical thinking development is concerning, prompting researchers to explore effective enhancement strategies. Based on constructivist learning theory, this study leveraged the advancements in…

The use of ill-structured case examples as an instructional strategy to teach ethical lessons is well-supported in the literature, however, case examples often lack an emotional or affective component. Given the importance of crafting cases for learners, more research is needed to better understand how to construct and present case examples to…

We have previously described the reformed introductory physics course, collaborative learning through active sense-making in physics (CLASP), for bioscience students at a large public research one university (Original University) and presented evidence that the course was more successful and more equitable than the course it replaced by several…

This study explores and compares the experiences of international students studying through internationalisation abroad (IA) and at a distance (IaD) at a UK university through the lens of Ecological Systems Model. In doing so, we propose a revised Ecological Systems Model, integrating the co-existing but fluid and liminal virtual/physical and…

The increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case…

The purpose of this study was to investigate the effect of three schedules of practice on high-level violinists' learning. The contextual interference (CI) effect occurs when two or more tasks are practiced in an interleaved manner, which has been shown to impair initial learning but improve retention. How a musician alternates between tasks…

There has been substantial research on the effects of metacognitive instruction on improving L2 learners' language skills. However, little is known about the impact of such instruction on improving the effectiveness of L2 students' collaborative writing. To fill this research gap, we conducted a quasi-experimental study to investigate how such an…

Developmental education courses have been designed to support underprepared students, as they attempt to bridge the gap in academic knowledge among students who enter postsecondary education underprepared for college-level coursework. The effectiveness of these programs, however, particularly in terms of promoting degree attainment, remains an…

This longitudinal study tracked ten L1 English-speaking learners' acquisition of Spanish voiceless stops /ptk/ by measuring their voice onset time (VOT) over an academic year in two distinct contexts of learning. Living in a Spanish-speaking dorm, participants in the experimental group experienced a "domestic partial-immersion," in which…

This study investigated the impact of generative AI-assisted writing feedback, specifically using Grammarly, on English as a Foreign Language (EFL) learners' writing proficiency, revision practices, and writing quality. Sixty postgraduate EFL students were randomly assigned to either an experimental group using Grammarly as an AI-enhanced feedback…