Academic and social integration in higher education: a survey of satisfaction and dissatisfaction within a first‐year education studies cohort at a new university

By Alan Nevill, Christopher Rhodes. 2004

136 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/fd4c9532a5066d4ff43b3f74f4a443ba7a42d2bc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Patricia Cartney
2. S. Gibson
3. A. Rouse
4. Adela García-Aracil
5. Graham Hendry
6. Neil Harrison
7. John Hultberg
8. Alice V. Brown

In Political Science and International Relations

1. S. Gibson
2. Adela García-Aracil
3. Neil Harrison

Citations in the corpus

• The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal (2006, background): “Rhodes and Nevill ( 2004 ) similarly identified satisfiers and dissatisfiers in the individual's transactions with the institution, which appear largely independent of their background.”
• European graduates’ level of satisfaction with higher education (2008, methodology): “Several other instruments have been applied to measure student satisfaction, such as the Australian Course Experience Questionnaire (CEQ) survey, the USA National Survey of Student Engagement (NSSE), and the British National Student Survey (NSS), suggesting that student satisfaction is a complex yet”
• Scaffolding students' transition to higher education: parallel introductory courses for students and teachers (2008, background): “In a study of first‐year experiences, Rhodes and Neville ( 2004 ) found eight facets that were important for students' experience of their first year: balance between study and personal life; availability of learning resources; society's views of students; feeling able to cope with workload; physica”
• An Online Engagement Framework for Higher Education (2018, background): “This ties in with the work of Kift (2004) and Rhodes and Nevill (2004), who indicated that engagement is affected by student experience and transitions which have implications for the pedagogical practices taken by faculty members in online learning environments.”
• Assessing the Impact of the COVID-19 Pandemic on Student Wellbeing at Universities in the United Kingdom: A Conceptual Analysis (2020, background): “Money and debt worries are described by students as being the main risk factor for exiting their degree prior to completion (Nevill and Rhodes, 2004), where financial concern can significantly impact upon social functioning (Jessop et al.”
• The emotional impact of learning in small groups: highlighting the impact on student progression and retention (2006, background): “Earlier work in the area of progression and retention, for example Tinto's (1993) model, has been criticised for failing to allow individual students to express personal meaning in relation to factors impacting upon their experiences of academic and social integration (Brunsden et al , 2000 ; Rhod”
• Narrative accounts of university education: socio-cultural perspectives of students with disabilities (2012, background): “Since the mid-1990s, higher education (HE) has witnessed a significant increase in numbers of non-traditional students (Burke 2002 ; Rhodes and Nevill 2004 ; Vickerman and Blundell 2010 ).”