Study support as students’ motivation for study

International Journal of Management in Education

Volumn 4, Issue 1, 2010, Pages 25-45

  Košir, Suzana ^a  

^a International School for Social and Business Studies   (Slovenia)

Author keywords

curriculum; efficient learning; higher education; management in education; motivation to study; practical training; Slovenia; study skills; support for students; tutoring system

Indexed keywords

EID: 84882727789     PISSN: 1750385X     EISSN: 17503868     Source Type: Journal    
DOI: 10.1504/IJMIE.2010.029880     Document Type: Article

References (30)

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25. http://www.stat.si/letopis/index_vsebina.asp?poglavje=6&leto=2007&jezik=si (accessed on 19 November 2008).
26. Education drop-out rates: According to the official statistics for 2006 published by Eurostat, the education drop-out rate among young Europeans aged between 18 and 24 is 15.3%. However, this indicator exceeds the European average in 14 member states. The countries with highest education drop-out rates are Malta (41%), Portugal (39.2%), Spain (29.9%), Iceland (26.3%), Italy (20.8%), Latvia (19%) and Romania (19%), by OECD: Australia (33%), Czech Republic (35%), Finland (29%), Germany (27%), Japan (9%), The Netherlands (24%), Sweden (40%), the UK (22%), the USA (46%) and Turkey (45%). In some countries, there are also substantial differences in drop-out rates across various ethnic groups.
27. Trends V report is based on both quantitative and qualitative research, while previous Trends reports relied on one or the other. Trends V report analyses the nature and the extent of implementation of Bologna reforms, and attempts to assess the impact that changes have on a wider range of institutional development processes. Through comparison with the outcomes of earlier Trends projects, particularly the Trends III results (2003) that to a large degree addressed the same questions, the report can measure the progress that has taken place in implementing HE reforms. It also points out the challenges institutions face at a time when they are being asked to respond to multiple societal demands. Trends V confirms that HEIs (universities in a broad sense of the term) are increasingly taking responsibility for the emerging European HE Area. The focus has shifted from governmental actions, including legislation, to the implementation of reforms within institutions, with broad support for the underlying idea of more student-centred and problem-based learning. This confirms initial Trends’ findings (Crosier et al, 2007, p.6).
28. Students in transition are students in transition from a secondary school to the first study year of HE. We can call them freshmen or first-year students.
29. Practical training can be called professional practice or in some areas an internship (Dermol, 2009). In today’s “Bologna” curriculum it is also very important to plan practical training as motivation for study and for study skills support (learning methods, computer literacy, personal efficiency, academic texts writing …).
30. Tertiary education consists of post-secondary vocational education (vocationally oriented study programmes which last for two years) and HE. Undergraduate HE programmes are provided by universities as well as other HEIs and last for at least three (professionally-oriented programmes; a maximum of four years) or four years (university programmes; a maximum of six years in a ‘pre-Bologna’ system; since 2004 in the new ‘Bologna’ system three to four years) and lead to the awarding of a Diploma. Postgraduate studies lead to the awarding of Specializacija (pre-Bologna: one to two years; in the new system it does not exist), Magisterij (Master of Science in pre-Bologna: two years; in the new system one to two years) and doctoral studies (three years in the new system) that lead to the awarding of a Doktorat (Doctor of Science). (see Figure 1 in the Appendix)