Question 10 of the interview was asked to know how the students managed their study time in which the Middle East male asserted that no particular time is fixed for study at all. The Middle East female is more organized and managed than Middle East male. She keeps friends and studies close. She has a proper timetable for herself and gives extra hours in library if necessary. Her timetable is for ten days ahead. The European female is a hardworking girl. Thus she manages her time so smoothly, it's effortless. The African girl has no particular time of study. She studies when she feels like. The African male feels the same way. The Chinese female is a bit complicated. She uses iPad to manage her life. The Chinese male is very flexible and manageable. Once again, the key finding here is that all students have their individual set of strengths and weaknesses as learners and they set plan their learning process and strategy accordingly. A lot of institutes struggle a lot with the amount of dropouts due to overload of work and the long time it takes for the course to complete. At least one third of the students from OECD countries dropout of their institutes before the course is completed and most of them drop out in their first year only. This high rate of dropout is not favorable for the students, society and institute.
The international students also find difficulties because of the cultural and norm differences in language and education, but it does not entirely mean that they all do badly in their studies. In response to the fifth question, which dealt with similarities and differences between their country of origin and their current destination; the Middle East male asserted that the undergraduate was relaxed and carefree. The Middle East female feels the same as there is a huge difference. She had a presentation to give as a teacher, while being here; she has to work so much. The key finding in this question is that subjects are not giving a negative vibe, which would normally be the case, if they are overloaded. In question 5 of the survey, 76 per cent of the students accepted their great interest in the MSc program while 40% accepted that they had less workload in the previous degree. In contrast to the local students, the international students are expected to work harder because of the differences they feel in the new country. Comparatively, it is easier for the local students to adjust to the environment because they are surrounded by their own people while the international students have to adjust to a totally new environment, learn their language and perform their studies in a new language as well. While a lot of students find the environment similar to their own home country, others find it difficult and have to work with more concentration in order to not disappoint themselves and their families.
As mentioned above, the students have in order to fulfill their expectations and succeed in their studies throughout the university have to devise a proper timetable and manage their time. In relation with this, the third question of the interview tells about the details of the student's week and how each one spent it. The Middle East male, the Indian Female and the European Female worked hard during the starting days of the week while the African female, the African male and the Chinese male had a less stressful routine. The key finding here is that the initial problems faced by the Chinese female also seemed to have been overcome and that she seems quite motivated to pursue her education further. In contrast, the international students adapt quickly to changes and they should be appreciated in studying in the language that is not familiar to them rather than being criticized over it (Bowyer, 2012). The sixth and seventh question of the survey revealed that on an average, students expect 15 hours on independent individual and for group study in a week excluding class hours. 40 hours are the maximum hours which student expects to spend according to this survey along with minimum 3 hours in a week. Question 8 of the survey also revealed that when an assessment is due, the students study 20 hours a week whether individually or in a group.
The institutions nowadays are accepting a more diverse population however with that acceptance; they are not addressing the needs of every student....
Even an individual that is very good at managing his or her time will occasionally experience stress and anxiety in college simply because the workload is so heavy (Lahmers, 2000). However, older students that return to college often have less stress in their lives when it comes to their education and this is largely thought to be because they have better skills at managing their time (Lahmers, 2000). When they
Time management is typically defined as the process of exercising control over the amount of time we spend on specific activities -- more specifically in how we can increase our own efficiency and productivity. There are a number of ways that one can increase their time management skills, a number of tools to help, and certainly a large number of books designed to do just that. It is interesting to
Anxiety and Learning Anxiety impacts roughly 18% of the population in one form or another. It is particularly troubling for students in higher academics. This study aims to investigate the question: What factors outside of the classroom increase anxiety in academic performance? This paper will provide an overview of anxiety, discuss how college students are affected by it, examine the factors that cause it, and look at how parents and educators
Stress Statement of Authorship: I assert that this material was written by me, and that any external sources consulted are properly cited and listed in the bibliography. University students may be under high levels of stress due to their workloads and conflicting pressures from friends, family, and job. Research points to a set of proven stress reduction techniques that can be incorporated into any student's daily life. Techniques can be varied, depending
The issue involves one institution awarding PLAR credits, and when a student then transfers to a similar program at another institution or applies to a higher level program after graduating, the second institution may not recognize the PLAR credits. The concern exists predominantly in the gap between program levels, for example a diploma graduate applying to a baccalaureate program, a baccalaureate graduate applying to a master's program. It is
Market Orientation of Medical Diagnostic Units Dissertation for Master of Health Administration i. Introduction ii. Objectives iii. Description iv Administrative Internship v. Scope and Approach vi. Growth vii. Methodology viii. Hypothesis ix. Survey Questionnaire x. Research Design xi. Observation and Data Presentation xii. Test provided xiii. Analysis of findings Marketability of Patient Satisfaction Importance of Employee Satisfaction xiv. Conclusions and Recommendations xv. Bibliography xvi. Notes xvii. Appendices Market Orientation of Medical Diagnostic Units
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