The study of student development has long been considered a cornerstone of the higher education and student affairs (HESA) profession. However, perspectives on what constitutes student development have evolved as scholars continuously embrace more critical frameworks to implicate systems of power and oppression--what scholars have termed the third…

Professionals are increasingly involved in attempts to understand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organisations and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how teachers…

This chapter reviews models, theories, and cross-national data on student learning and development and explores these within their context.

Student academic burden exists to varying degrees throughout the world. To reach a comprehensive and unbiased understanding of the roles of academic burden, this paper explores academic burden from different viewpoints and summarizes existing assessment indexes for it. Factors correlated with student academic burden are examined and detailed…

Supervision has become a highlight in higher education in recent years. While striving for the quality of education, the stress in research supervision has become dominant. Excellent research can contribute to the prominent of institutions' image. This paper accumulates the models from expert scholars in students' development regarding supervision…

Research has been carried out on students' epistemological development in higher education for at least 50 years. Researchers on both sides of the Atlantic have converged on accounts that describe students' epistemological development in terms of a sequence or hierarchy of qualitatively distinct stages or positions. The rich qualitative data…

Much of the general education and discipline-specific literature on feedback suggests that it is a central and important element of student learning. This paper examines feedback from a social process perspective and suggests that feedback is best understood through an analysis of the interactions between academics and students. The paper argues…

This article is about student learning, specifically the problem of what a university can do to develop its students' powers of learning. The broad approach is to discover what we can learn from the university's long experience with developing students' critical faculties and then apply the lessons to developing students' powers of learning. The…

During an analysis of the nature of the curricular-instructional process of US higher education, faculty members were classified into 5 prototypes based on their styles of teaching. The recitation class teacher limits the process of reasoning by students. The content-centered faculty member helps his students to master what "knowledgeable" people…

This summary chapter organizes recommendations from the first eight chapters of this journal issue into a framework that helps faculty understand and incorporate students' meaning-making into the learning process. Longitudinal data on young adults' learning and development are used to integrate multiple dimensions of development. (Author/DB)

A developmental process consisting of four phases that emerged from graduate students' reports of their experiences in a course promoting self-direction is outlined and compared with research on similar processes in other groups. (MSE)

Results of a survey of 42 college students concerning their conceptions of learning, good teaching, studying, insight and understanding, and application of knowledge are discussed. (MSE)

"Learning That Lasts" is defined as an integration of learning, development, and performance. This four-part book attempts to clarify how this kind of learning is understood by the learner, how it contributes to the development of the person, and how it is realized through effective performance in work, personal, and civic life. The chapters are:…

Reports a phenomenographic interview study of 13 British engineering students which identified five conceptions of learning, including: (1) learning as memorizing definitions, equations, and procedures; (2) learning as applying equations and procedures; (3) learning as making sense of physical concepts and procedures; (4) learning as seeing…

This edited collection of occasional papers and reports by Harvard's director of the Bureau of Study Counsel addresses questions of student learning and intellectual development, the role of the faculty and advisory agencies in encouraging students' intellectual growth, and the nature of advising and counselling. (Author/LBH)