Název: Netradiční vysokoškolští studenti : charakteristiky a potenciál odloženého studia
Variantní název:
- Nontraditional university students : characteristics and the potential for delayed participation
Zdrojový dokument: Studia paedagogica. 2019, roč. 24, č. 1, s. [33]-49
Rozsah
[33]-49
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2019-1-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/140890
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Článek je věnován tématu tzv. netradičních studentů v terciárním vzdělávání. Nejprve vysvětlujeme, proč považujeme za důležité se tomuto tématu věnovat, a to tím, že upozorňujeme na změny v širším společenském kontextu. Konkrétně se jedná o proměny tradiční podoby univerzitního studia a o proměny individuálních životních drah. V tomto kontextu shrnujeme, jak je možné skupinu netradičních studentů vymezit, přičemž v této studii je pro nás klíčovým dělítkem přetržka ve vzdělávací dráze po ukončení střední školy. U takto vymezené skupiny za pomoci rešerše primárně zahraniční literatury odpovídáme na následující otázky: s jakými motivy na vysokou školu vstupují, jaká jsou specifika při přechodu do studia a čím se vyznačuje jejich studium. Výsledkem je pohled na netradiční studenty jako na rostoucí skupinu, která má potenciál významně obohatit terciární vzdělávání.
The paper addresses the topic of so-called nontraditional students in tertiary education. We first explain why we believe it is important to examine the topic by referring to changes in the broader social context. More specifically, we focus on transformations of the traditional form of university study and individual life paths. In this context, the paper shows that nontraditional students can be defined with the help of a break in their educational path after finishing secondary school. Using research published primarily abroad, the paper answers the following questions about the group thus defined: (1) what our subjects' motivations are for entering higher education, (2) what the specifics that characterize this transition are, and (3) what is typical for these students' study. The paper thus provides a perspective on nontraditional students as a growing group with the potential to significantly enrich tertiary education.
Note
Článek je jedním z prvních výstupů výzkumného projektu nazvaného Netradiční studenti studující pedagogické obory v terciárním vzdělávání v ČR, jenž je podpořen Grantovou agenturou ČR (č. 18-15451S).
Reference
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[13] Francois, E. J. (2014). Motivational orientations of non-traditional adult students to enroll in a degree-seeking program. New Horizons in Adult Education and Human Resource Development, 26(2), 19–35. | DOI 10.1002/nha3.20060
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[19] Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). 'A real rollercoaster of confidence and emotions': Learning to be a university student. Studies in Higher Education, 33(5), 567–581. | DOI 10.1080/03075070802373040
[20] Chung, E., Turnbull, D., & Chur-Hansen, A. (2017). Differences in resilience between 'traditional' and 'non-traditional' university students. Active Learning in Higher Education, 18(1), 77–87. | DOI 10.1177/1469787417693493
[21] Jarvis, P. (2004). Adult education & lifelong learning. London: Routledge Falmer.
[22] Jinkens, R. C. (2009). Nontraditional students: Who are they? College Student Journal, 43(4), 979–987.
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[24] Kasworm, C. E. (1990). Adult undergraduates in higher education: A review of past research perspectives. Review of Educational Research, 60(3), 345–372. | DOI 10.3102/00346543060003345
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[28] Leathwood, C., & O'Connell, P. (2003). 'It's a struggle': The construction of the 'new student' in higher education. Journal of Education Policy, 18(6), 597–615. | DOI 10.1080/0268093032000145863
[29] Leiblová, Z. (2008). Zákon o zaměstnanosti s komentářem včetně prováděcích předpisů k 1. 4. 2008. Olomouc: ANAG.
[30] Mareš, J. (1998). Styly učení žáků a studentů. Praha: Portál.
[31] McCune, V., Hounsell, J., Christie, H., Cree, V. E., & Tett, L. (2010). Mature and younger students' reasons for making the transition from further education into higher education. Teaching in Higher Education, 15(6), 691–702. | DOI 10.1080/13562517.2010.507303
[32] Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational Psychology, 21(4), 455–472. | DOI 10.1080/01443410120090830
[33] MŠMT. (2007). Rámcový vzdělávací program pro gymnázia. Praha: VÚP.
[34] MŠMT. (2019). Data o studentech, poprvé zapsaných a absolventech vysokých škol. Dostupné z http://www.msmt.cz/vzdelavani/skolstvi-v-cr/statistika-skolstvi/data-o-studentech-poprvezapsanych-a-absolventech-vysokych
[35] Nováčková, E. (2013). Dvě vysokoškolsky studující generace v rodině a jejich mezigenerační učení (Bakalářská práce). Dostupné z https://is.muni.cz/th/rbgq4/?so=nx
[36] Novotný, P. (2009). Učení pro pracoviště. Prostor pro uplatnění konceptu workplace learning v českém prostředí. Brno: Masarykova univerzita.
[37] Pabian, P. (2008). Od elitního přes masové k univerzálnímu terciárnímu vzdělávání: Koncepce Martina Trowa. Aula, 16(2), 31–40.
[38] Pabian, P. (2012). Jak se učí na vysokých školách: Výzkumný směr "přístupů k učení". AULA, 20(1), 48–77.
[39] Pascarella, E. T., & Terenzini, P. T. (1979). Interaction effects in Spady and Tinto's conceptual models of college attrition. Sociology of Education, 52(4), 197–210. | DOI 10.2307/2112401
[40] Prudký, L., Pabian, P., & Šima, K. (2010). České vysoké školství. Na cestě od elitního k univerzálnímu vzdělávání 1989–2009. Praha: Grada.
[41] Rabušicová, M., Brücknerová, K., Kamanová, L., Novotný, P., Pevná, K., & Vařejková, Z. (2016). Mezigenerační učení. Teorie, výzkum, praxe. Brno: Masarykova univerzita.
[42] Rabušicová, M., & Rabušic, L. (Eds.). (2008). Učíme se po celý život? Brno: Masarykova univerzita.
[43] Read, B., Archer, L., & Leathwood, C. (2003). Challenging cultures? Student conceptions of 'belonging' and 'isolation' at a post-1992 university. Studies in Higher Education, 28(3), 261–277. | DOI 10.1080/03075070309290
[44] Reay, D., Ball, S., & David, M. (2002). 'It's taking me a long time but I'll get there in the end': Mature students on access courses and higher education choice. British Educational Research Journal, 28(1), 5–19. | DOI 10.1080/01411920120109711
[45] Richardson, J. T. (1994). Mature students in higher education: I. A literature survey on approaches to studying. Studies in Higher Education, 19(3), 309–325. | DOI 10.1080/03075079412331381900
[46] Richardson, J. T. (1995). Mature students in higher education: II. An investigation of approaches to studying and academic performance. Studies in Higher Education, 20(1), 5–17. | DOI 10.1080/03075079512331381760
[47] Salamonson, Y., Weaver, R., Chang, S., Koch, J., Bhathal, R., Khoo, C., & Wilson, I. (2013). Learning approaches as predictors of academic performance in first year health and science students. Nurse Education Today, 33(7), 729–733. | DOI 10.1016/j.nedt.2013.01.013
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