Community College Vs. University - 1393 Words

Community College vs. University In order to find a good job and have a good life in the future, many high school students plan to continue acquiring a higher education degree in the college. Michael is a senior high school student. He is going to graduate from his high school soon. His friends think about attending four-year universities directly after graduating from the high school and he does not want to be left behind them. However, Michael’s parents realize that there is not quite enough money in the saving account to support him if he chooses to attend to the university directly after graduating from high school. All the money that his parents have been saving for many years will pay for the tuition, which means his family will be difficult to maintain the normal livelihood. In addition, his parents also learn that Michael’s high school academic performance is not good, so they worry about that whether he will be able to handle college-level circumstances or not. So, his mother goes to school and asks help from the counselor. The suggestion of the counselor is that Michael should go to the community college first and then transfer to a university. In this situation, Michael is not sure where he should go? As a friend of Michael, I advise that he should choose to go to the two-year community college after graduating from the high school and then consider to transfer to the four-year university. The cost of attending community colleges is less than the university.Show MoreRelatedCommunity College Vs. University Essay1343 Words   |  6 PagesFor me, the decision to go to college was never based on community college vs. university. In high school, I did not apply myself and did not make the grades to go to college. As graduation time came and went I found myself disinterested in the idea. I often felt that I wasn’t smart enough to pursue a higher education and the possibility of failure was too intimidating. It wasn’t until my daughter was born that I decided I wanted to earn a career and make myself into something she could be proudRead MoreCommunity College vs. University594 Words   |  2 Pagesattend a community college or university can be a difficult decision for students especially high school seniors and fresh high school graduates. After graduating from high school, the next step in the academic journey is to attend a college or a university. Before I got into college, I wanted to attend a university. I never considered attending a community college because I considered it irrelevant and less rewarding than a university. Now I have a different view about community colleges and I canRead MoreCommunity College vs. University Essay559 Words   |  3 PagesAttention: Future college students, After twelve years of school, where will you go next? Many of you have developed the ambition to prolong your education and attend college. Today, there are many more options than there were in the past. One does not have to graduate high school and go straight to a four year university. It is sometimes better for a student to go to a community college and focus on transfer courses or simply get an Associate’s Degree. On the other hand, there are young adultsRead MoreCommunity College vs University Essay examples778 Words   |  4 Pagesand Contrast Essay Community College vs. Universities Choosing a college means going to a new, unfamiliar world of immense possibilities. One of the hardest decisions a high school graduate face is the choice between attending a Community College or a University. Although Universities and Community College serve the same purpose, each has its differences and similarities in their learning such as the admission requirements, expenses, size, and student life. Community College are the most commonRead MoreCommunity College or University?922 Words   |  4 PagesChoosing a college or deciding to even go to college is one of the most stressful things that we have had to do in our lives so far. This is especially stressful when you don’t have the money to pay for college or don’t know what you want to major in. College is very expensive and the costs add up quickly. Community college is less expensive and is not much different than a university. You can start majoring in something in a community college and then transfer your credits to a university. Many peopleRead MoreAnalysis Of The Article A Great Statement On The Wall Street Journal Essay1058 Words   |  5 Pagesin their wall street journal article â€Å"Surprising Finding on Two-Year Vs Four-Year Degree’s† it states a â€Å"college degree is worth the investment†. Most of the time it is not about what kind of grades you will get or what college your accepted into, it is all about perception, including financial issues, level of independence and wheatear or not a major is already determined. Meanwhile, Community college and Four-Year universities are both wonderful options, but are meant for totally different peopleRead MoreGraduation Speech : High School1335 Words   |  6 Pagesschool graduates enrolled in a post-secondary educational program, whether it be a community college or university. High school doesn’t prepare students for college, that’s why most students don’t make it past their first semes ter in college. High school students still have much to learn and when they make the transition from high school to a 4 year university it overwhelms them. Starting off at a community college is a great way for high school student to continue their education, but also for adultsRead MoreSweatt vs. Painter Essays1240 Words   |  5 Pages1946 Herman Sweatt, who had excellent academic credentials and met all standards for acceptance into the university, was denied admission into the University of Texas Law School because of his African American race. At the time, the University of Texas had a separate law school for African Americans to attend because segregation was still widely accepted in the United States. The University of Texas Law School had 16 full-time professors, 3 part-time professors, 850 students, and over 65,000 volumesRead MoreWomen in Psychology Psy 310 Essay1470 Words   |  6 PagesWomen In Psychology by Phoenix University PSY 310 Aril 28, 2012 1 Inez Beverly Prosser, Psychologist Inez Beverly Posser (1895-1934) was America’s first Black female psychologist. http://www.apa.org/monitor/2008/11/prosser.aspx . Not only is this significant in itself, it is also the adversity she overcame growing up to get there. And later, in the profoundRead MoreTwo Year College versus Trade School816 Words   |  3 PagesCollege (Two year) vs Trade School For some students, the question of what to do after high school may be a burden to even contemplate as it approaches quicker and quicker. The pressure to continue another four (or more) years of education after high school can be overwhelming considering twelve years of schooling has already been completed; why go right back to school again? When’s break time? Some people are simply just not ready for college and they know it, or at least until after

Education As A System Of Empowering Learning And Securing...

Education is portrayed as a system of empowering learning and securing of data. Education happens under the course of an educator. The English word philosophy begins from the Greek word philosophia - which implies way. African Philosophy is described as the way Africans think when in doubt, experiences and nearness. It is a thinking that respects African universe of view. Enlightening Philosophy uses speculative, insightful and consistent gadgets to clear up the suggestions and to consider the method for data. Firstly the paper will reveal the three dimensions of education will be unveiled in association with institution, sociological and general enlightment, moreover the talk about African hypothesis as showed by different points of view of the writers, thirdly the article will express the piece of African rationale of guideline in association with Ubuntu, communalism and indigenous knowledge system. As demonstrated by institutional perspective preparing is portrayed by the change of a man in light of institutional experiences. Sociological contains learning something amid the time spent living and at last considering general enlightenment preparing is elucidated as a tradition in feeling that propel ones considering. African philosophy solidly relate to general brightening and sociological. African philosophy can be described as the arrangement of the education and its chronicled traditions. The possibility of African philosophy is associated with the social history.Show MoreRelatedThe Pressures Of Performativity And The Responses Of Leadership4815 Words   |  20 Pagesdevelop an understanding of why performance measures are so important to school leadership and how leadership stimulates change when new performance measures are demanded. Firstly, I will briefly explore the development of historical practices in the education field, the ‘History of Classifications and the History of Blood’, discussing their influences on modern day experiences (Ball 2013). To do this I will I use a personal anecdote to direct my research and develop my understanding of the leadershipRead MoreThesis on Empower Women Through Micro Credit Programmes18140 Words   |  73 Pagesschemes, have succeeded in changing the lives of poor women, enhancing incomes and generating positi ve externalities such as increased self-esteem. This paper addresses the challenging issue of whether self-help micro credit programmes are tools for empowering poor women. Micro credit is about much more than access to money. It is about women gaining control over the means to make a living. It is about women lifting themselves out of poverty and vulnerability. It is about women achievingRead MoreAircraft Solutions2693 Words   |  11 PagesSummary 3 Company Overview 3 Security Vulnerabilities 4 A Software Data Loss/Data Leak 4 A Hardware Firewall 5 Recommended Solutions 7 A Software Example Solution 7 A Hardware Example Solution 8 Impact on Business Processes 9 Summary 10 Appendix 11 References 17 Executive Summary Aircraft Solutions is aircraft Design Company that allows internal and external users to access its system. As a result of this, the company has made itself vulnerability toRead MoreChild Centered Curriculum7813 Words   |  32 Pagesencompasses more than a simple definition.   Curriculum is a key element in the educational process; its scope is extremely broad, and it touches virtually everyone who is involved with teaching and learning.   This volume focuses on curriculum within the context of career and technical and technical education.   In no other area has greater emphasis been placed upon the development of curricula that are relevant in terms of student and community needs and substantive outcomes.   The career and technicalRead MoreChild Labour9367 Words   |  38 Pageslabour – for adults and children – despite the Bonded Labour System Act of 1976 which frees all bonded labourers, cancels the debts against them and orders their rehabilitation by the state. Another striking aspect of child labour policy is that it co-exists or runs parallel to education policy with little cross-reference or discussion between the two. In fact the objectives of the two often clash. For example, universal elementary education has remained a goal, howsoever elusive, of government policyRead MoreThe Effects of Succession Planning on Employee Retention6054 Words   |  25 Pagesimportant role in how the employees will perceive these changes and how they will react to them, which in turn will affect their job outcomes. For this purpose, four banks: SCB, RBS, MCB and UBL were chosen, taking 25 employees from each and collecting data through a structured questionnaire. For testing hypotheses the Correlation Model was used to identify the influenced factors based on the correlation value which is significant at the 0.05 level. The study found significant relationship between theRead MorePrinciples Of Health Social Care Practice3133 Words   |  13 Pagespropos e reasoned solutions †¢ put together well-judged arguments and question assumptions †¢ manage time, learn independently †¢ write concisely, clearly and accurately These could be: Reduce the incidence and severity of disorders regarding Bob empowering Bob to take greater responsibility for his own health and social well-being, and putting Bob at the centre of service provision. Bob can have a care plan , an agreement between him and his health professional (or social services) to help him manageRead MoreFactors Affecting Project Implementation Amongst Non Governmental Organizations in Kenya9004 Words   |  37 Pagesmany nongovernmental organizations that run similar programmes and this makes it difficult to realize the full intensions of a given project. The objectives of the study are; to establish the effect of resources management, determine how operational systems affect project implementation, to find out if organizational culture affects project implementation within a non-governmental organization and to determine whether the organisation leadership affects project implementation. The study for sees andRead MoreFactors Affecting Project Implementation Amongst Non Governmental Organizations in Kenya8996 Words   |  36 Pagesmany nongovernmental organizations that run similar programmes and this makes it difficult to realize the full intensions of a given project. The objectives of the study are; to establish the effect of resources management, determine how operational systems affect project implementation, to find out if organizational culture affects project implementation within a non-governmental organization and to determine whether the organisation leadership affects project implementation. The study for sees andRead MoreEssay on Creativity in Education9422 Words   |  38 Pagescreativity at the heart of the learning process will benefit by increasing the motivation of staff and pupils, says former head, Dave Weston. In this article and case study, he shows the way to more imaginative approaches to curriculum planning ‘Creativity is the defeat of habit by originality’ Arthur Koestler Many school leaders and teachers realise that is now time to take more control over the curriculum and to include a greater emphasis on creativity in the learning and teaching process. During

Educational Services an Overview Free Essays

string(243) " and concepts related to quality and quality management have become common place, and many applications to the field of education can be sought while cautiously keeping in mind the large differences between the commercial world and education\." Development of an Instrument to Assess Student Perceptions of the Quality of Tertiary Education in INDIAN Context Suparswa Chakraborty Educational services can be categorized into five parts: (a) primary education services; (b) secondary education services; (c) higher education services (i. e. , education beyond secondary education includes all tertiary education); (d)  adult education; and (e) other education services (e. We will write a custom essay sample on Educational Services an Overview or any similar topic only for you Order Now g. , liberal arts, business, professional). Such education and training encompass degree courses taken for college or university credits or non-degree courses taken for personal edification or pleasure or to upgrade work-related skills. Such education and training services can be provided in traditional institutional settings, such as universities or schools and in specialized institutions. Higher (tertiary) education, adult education, and training services are expanding rapidly. These services include academic and training courses on information technology; languages; executive, management and leadership training and hotel and tourism education. They also include educational testing services and corporate training services. Many of these are practical courses for use on the job. Some can be used as credits toward degrees; and some are non-degree courses. Increasingly, educational institutions and publishers are teaming up with information technology companies and other experts to design courses of instruction on a variety of subjects. Large companies also are developing education and training courses to improve the skills of their employees and to keep them up to date on their latest products. Such services constitute a growing, international business, supplementing the public education system and contributing to global spread of the modern â€Å"knowledge† economy. Availability of these education and training services can help to develop a more efficient workforce, leading countries to an improved competitive position in the world economy. Education is at present one of the least committed of services sectors, due to recognition of its â€Å"public good† element and the high degree of government involvement in its provision. The benefits associated with liberalising education services and facilitating greater and stronger public and private education services can co-existing which would benefit students and education service providers would get improved in the following manner: Facilitating access to education and training courses that in qualitative and quantitative terms which are not otherwise available in the public sector; and †¢ Providing a competitive stimulus to institutions with flow-on benefits to all students. †¢ The education services negotiations should aim to give consumers (students) access to the best education services wherever they are provided and through whatever mode of supply they are provided. †¢ Ensuring measures that consumers (learners) are not damaged by services of low quality, and a safety-net in such areas. There are cases, for example, where the quality of a service supplied by a â€Å"university† in one state is not necessarily of the same level as that supplied by a university of another state, due to the difference in higher education system of the two states. It has also emerged that the quality of education services fails to be correctly judged, in cases where the service is supplied by a â€Å"degree mill† of one university by means of Distance-Learning. It is difficult to arrive at a universally acceptable articulation of what quality in education means. At the same time, such articulation is critical since it plays an important role in shaping the practice of education. It has often been possible to bring about such quality in education at a small scale with intensive utilization of recourses. However, the provision/distribution of quality education by a large-scale system is a daunting challenge. ’ Quality’ as a term refers to ’how well’ certain objects and processes achieve their given aims. It is validating as well as comparative. Its most immediate connotation is ’better’. ’ Better’ as ifferentiated from ’good’, and implying the existence of at least two objects or processes, between which a comparison across a decided set of parameters can be established. Understanding quality in education requires an appreciation of the aims of education; the social and philosophical roots of these aims as well as determining the nature of the organisation and system that is best oriented to achieve them. Educational quality concerns typically encompass topics such as teacher training, textbooks and materials, evaluation and physical infrastructure especially institution buildings. However the quality of these processes/topics can only be understood with reference to the objective of the education system of which they are but a part. Educational objectives in turn are influenced by societal notions of a child, human learning and schooling. The most common worldly application of the term and concept of quality is in the context of products and services. To define quality in the field of education, it may be instructive to examine the more widely practiced usage of quality, and explore its appropriateness or applicability for education. Quality: A Conceptual Exploration Owlia and Aspinwall (1996) interpreted the quality for higher education in terms of the quality dimension by using Garvin’s quality framework (Garvin, 1987), service quality dimension (Parasuraman, Zeithaml Berry, 1985; 1988), and software quality dimension (Watts, 1987). However, the dimension identification frameworks focuses mainly on defining the quality aspect of the product features (Garvin, 1987) and service features (Parasuraman, Zeithaml Berry, 1985; 1988). We adopted a more comprehensive approach to classify the quality attributes of education. The framework we proposed is derived from West, Noden and Gosling (2000)’s viewpoint of quality in higher education. We called it the Input–Process–Output (IPO) framework in which ‘Input’ refers to the entry requirements, ‘Process’ refers to the teaching and learning process, and ‘Output’ refers to the employability and academic standings (as shown in Figure 1 below). This classification of quality attributes is in accordance with the organization’s operation system of converting the inputs (e. g. raw materials) into outputs (e. g. products and services) via the process (e. g. procedures). In this way, one can associate the quality improvements with the operating system of any organization, including those from the education sector. Some of the quality dimensions identified in Owlia and Aspinwall’s (1996) study are partially covered in the IPO framework. Current understanding and interpretations of the word ’quality’ owe much to their roots in the evaluation of manufactured products. Pioneering management techniques and concepts related to quality and quality management have become common place, and many applications to the field of education can be sought while cautiously keeping in mind the large differences between the commercial world and education. You read "Educational Services an Overview" in category "Papers" In fact, quality in education has increasingly been understood through the framework of users and in terms of its value for money. To the extent that the service of education and the provision of commercial services are similar, that is both have ’end-users’ and an expectation of ’value-for-money’, parallels are feasible. However, such parallels often regard the provision of education as similar to a marketable service such as getting a haircut. In such cases, (as the market understands it), the individual seeking the service is generally aware of the outcome that the service will provide her with–a haircut usually results in kempt hair for instance. In other words, the user has the means to evaluate the quality of the service. In the case of education, except for very specific skill-oriented training that has readily identifiable outcomes in the short term, it is not very easy to determine what the rather long term process of ’being educated’ will lead to. This is largely because the ’aims’ of education that is the pressing reasons for educating members of a population in any society or country, emanate from the need to create a social and intellectual environment as members of which individuals will be capable of making and acting on rational decisions concerning themselves and their society rather than building people with a specific set of skills. Most users–parents or children–in the case of education, do not have the means in terms of either understanding and/or experience to evaluate quality–whether the child is receiving an education (given the stated aims or those which a parent understands), except in very rudimentary ways–and how it could be better (i. e. through comparing it to some sort of ideal). In other words, the information asymmetry between the service provider and the user, especially poor users, is an important characteristic of education that must be taken into explicit account. In addition to the lack of a shared understanding of quality between consumers and providers, the field of education is also characterized by the absence of a consensus on the notion of quality. For instance, most consumers and the providers of a service, for example telephones, not only agree on what is meant broadly by ’high quality’ in their domain, but, until new technological innovation comes about, this notion remains largely constant. On the other hand, education likes many other systems or endeavours (such as good health, reform or democracy) has a continuously evolving discourse as well as vibrant debates on what constitutes quality, how can it be achieved and provided in the most optimal way to a large number of children14, making it difficult for such a constant notion to exist. Additionally, inherent in the concept of a desirable social and intellectual environment (to be evolved through educating the population), are ideas concerning values which individuals should possess as this is in the interests of society, even though all individuals themselves may not want to imbibe these (take for example, religious or racist tolerance, or fairness in the face of ’self-interest’). Many such values would not be pertinent as an outcome, were the individual’s education being carried out from a purely market oriented (i. e. mployability) perspective, but they are the founding principles of systems of governance such as democracy. This further jeopardizes the application of market or management-derived concepts of quality to education, since the good/commodity being examined for quality, i. e. education, contains many features not demanded explicitly and in some cases actually even shunned by its customers. Therefore, ’quality’ as appl ied to the provision of commercial services or products cannot be directly applied to the provision of education due to the nature of education, and the inherent ’aims’ in its provision. A Framework for Quality in Education As discussed above, the notion of quality in education is not one, which can be simply transcribed from the predominant concept of quality that has evolved from the commercial world. It needs to be unique to the field of education and based on a deeply contextual, need-based view incorporating pedagogic principles and educational aims rather than a fixed prescription or set of guidelines. A viable framework for quality in education could be envisaged as consisting of the following main components: Aims of education, curriculum, pedagogy and material, school organization and relationships, evaluation and assessment, and the nature of provision. The relationship between the design and constitution of these various components would have to be carefully conceptualized to ensure coherence in the experience of education by children. For instance, design of a curricular document needs to be based on the aims of education and epistemological concerns. Similarly, assessment needs to be understood as a means to strengthen and constantly improve children’s education in the context of the stated curricular objectives through appropriate pedagogic practice, rather then as a tool for classifying children as ’failed’ or ’passed’ and thus deciding whether their education will continue. Each of these aspects of education and its quality are discussed in more detail in the following sections. Aims of Education The ’aims of education’ refer to a broad set of principles that provide direction to the practice of education. They play an important role in determining the institutions, curriculum, and pedagogy and assessment system for providing education. What aims are worth pursuing in education is therefore an important question and the answer is often complex, especially in the context of a diverse socio-cultural milieu. In general, the aim of education could be articulated as building capabilities and instilling values in individuals considered necessary for leading personally and socially fulfilling lives. The form and nature of education in any society is deeply influenced by the notion of a human being predominant in that society, and is closely linked to the understanding of what is ’good’ for people which in turn is based on views regarding human nature, needs and potential. It is therefore not surprising and somewhat inevitable that different societies, and even different groups of people in the same society, propound different notions of education making it a contested concept. Other concepts that influence the process of formulating the aims of education include the understanding of human learning and the notion of a child in society. In education, learning is understood as ’. . . having acquired ability to do something on the basis of experience and effecting a change in the learners’ understanding’ and while learning, thus defined, is an inevitable outcome of living for most, ensuring that the aims of education become part of learning requires active teaching. What these aims actually comprise of, and more importantly translate into through the working of a system of education depends on the nature of governance in a specific nation. For example, France and Prussia historically implemented education systems designed by the elite aimed at developing their respective countries into industrial powers. Given that India is a democracy, the educational aims in the country implicitly imbibe the special characteristics of such a governance system. These include equal participation of all members, an interest in social relations and their control, the potential to make amendments without disorder, and institutions that are flexible to readjustment. As Dewey explains, even a superficial examination of a democratic government’s (such as India’s) interest in the education of its citizens yields that since a democracy dismisses the idea of external authority, education is a must to ensure that popular suffrage leads to an appropriately chosen government. Further, the author suggests that since democracy represents almost a way of life (since it requires understanding the effect of one’s action on others and thereby communicating and accommodating continuously on an individual, societal or communal level) rather than just a governance system, it is only through education that these capacities can be built and such behavior brought about. Further, given that education has been discerned as a means towards progress for not only social and economic prosperity but also for facilitating equitable access to commonly provided, individually appropriated experience, it is important that the distribution of education should be characterized by the ideal of equality of educational opportunity. This is particularly in the case of India where the social order represents pervasive inequalities of wealth and opportunity, and can often lead to social position in terms of wealth and opportunity being correlated with future access to, and experience of, education. This is where the public system of education provided by the state assumes importance as the large majority of India’s poor can afford to access education only through the government system since it is free, and this is likely to remain the case for the foreseeable future. Therefore, it is important to realize that in the context of India, the state has an active interest in shaping each citizen–indeed, the idea or concept of ’state’ itself virtually depends for its existence on education, since it is only education that can effectively transmit the ideal of a democratic state to the next generation, thereby ensuring its perpetual continuity. Following the 86th Constitutional amendment, free and compulsory education in the age group of 6 to 14 is now a fundamental right in India under Article 21 (A). Thus, the aims of a system of education reflect the underlying values on which it is built, which in turn are contextual to human society, with individuals viewed both as atomistic constituents of that society as well as a collective. In practice, the aims of education are often stated in somewhat indeterminate terms. For instance, an oft-stated aim is ’the all round development of children’. This statement clearly requires clarification if it is to provide any direction for the content or the process of education. There is a need to specify what defines such all round development and once a list is drawn it has to be determined whether to include all or select on the basis of relative importance. On the other hand, examples of very specific aims include the focus on producing skilled labour for the economy. While such an aim certainly provides some direction to the educational context, it is too narrow and can impede excellence in other worthwhile aspects of life. Formulating aims that refer to general abilities such as rationality, critical thinking, creativity and others as an end, do avoid being too narrow on the one hand, but are also relatively more specifically definable on the other; and therefore, may work better for school systems. By virtue of being better-definable they help educators translate educational aims into classroom processes. For instance, teaching the concept of numbers and other mathematical operations maybe one of the accepted means of inducing rational thinking in a child, and therefore worthy of inclusion in the curriculum. Further, it is important to ensure that the content and process of teaching mathematics to children actually does translate into rational thinking and does not get restricted to the narrow objective of passing examinations Other common classroom processes prevalent in many schools include repetition of words and poems after the teacher without adequate comprehension and copying ? Sart S (such as a flower) drawn on the blackboard without error. It is questionable whether such practices provide meaningful stimulation for expression or creativity. Meaningful decisions about content and method in education require consciousness of the aims of education as articulated by an education system. The above illustrations are indicative of the absence of such an awareness governing the practice of teaching. In order to ensure that classroom strategies actually emerge from the professed aims of education it is important to include teachers in the discourse on the aims of education and not restrict this dialogue to a few educationists. The agreed-upon aims of education should broadly constitute a ’philosophically and historically informed set’ whose rationale is ’fully stated, public, and revisable’. Indian scenarios The professional education sector in INDIA comprises various types of providers. The largest group is made up of Universities and Affiliated colleges, which are large institutions offering a broad range of vocational and academic subjects at various levels, and are attended by both young people (17-28 year olds) and adults. Deemed Institutions and Autonomous colleges are another substantial group and have traditionally catered for 17-15 year olds taking Advanced level courses. More recently, however, they have broadened both their course offering and their student profile. Specialist Colleges concentrate on specific areas of the curriculum such as management , engineering and professional or land based subjects. They often have well developed links with employers and industry because of the specialist nature of the subjects taught. Finally, Specialist Designated institutions cater mainly for adults, as do External Institutions. The latter, however, also cater to the needs of educationally disadvantaged students through Distance Learning Mode. The purpose of this study is to explore the professional education classroom and its effects on student persistence and satisfaction. In order to face the challenges of student retention, the classroom must be explored to determine how these experiences affect the student attrition process. The classroom is a part of the curricular structure that links different disciplines around a common theme. Understanding the elements of the classroom experience will provide students, faculty, staff, and administrators with a vital sense of shared inquiry. The classroom experience must be designed to provide positive experiences through the adoption of various learning strategies. The article seeks to ascertain to what degree the classroom experience enhances student learning and persistence and, if so, how it does so. Beyond its obvious policy implications, the study purports to provide the context for a series of reflections on the ways in which current theories of student persistence might be modified to account more directly for the role of classroom experience in the process of both student learning and persistence. The study identifies variables associated with student integration or lack thereof, into the educational environment and whether or not these variables have an effect on student persistence. Lastly, the study purports to provide the aspects of student satisfaction and student perceptions of their learning experiences. The Problem As a result of low retention rates, administrators are seeking strategies to create a positive atmosphere that is supportive in meeting student needs in order to ensure student persistence. There is a critical linkage that exists between student involvement in classrooms, student learning, and student persistence. Research studies have identified factors that contribute to and influence student decisions to persist, or leave college before accomplishing their intended educational goals (Astin, 1987, 1993; Bean, 1983; Braxton, 1995, Bogdan Biklen, 1992; Endo Harpel, 1982; Tinto, 1975, 1987, 1993). In particular, Tinto’s attrition model (1975, 1987, 1993) is among those strategies that have been used in an attempt to describe and categorize the student attrition process. Although persistence in college is important, students’ overall satisfaction with their educational experiences and their interactions on the college campus are the most important factors (Tinto, 1993). Collectively, the educational environment and organizational culture is important in determining student satisfaction and their motivation to persist. Statement of the Problem Research studies in the past have analyzed student retention, particularly among traditional university student populations (Anderson, 2001; Astin, 1993; Braxton, 2000; Cope Hannah, 1975; NCES, 1997, 1998, 1999; Noel et. al. , 1985; Tinto, 1975, 1987, 1993). As McLeod and Young (2005) have proposed, it is necessary to investigate the factors that influence a student’s decision to remain or not to remain enrolled at a minority institution. The most important factor in predicting a student’s eventual departure from college is absence of sufficient contact with others (Pascarella Terenzini, 1979). Ostrow, Paul, Dark, and Berhman (1986) found that supportive relationships enable students to better cope with the demands of the college environment. Few studies exist which focus on the higher education classroom and the manner in which it can effects student persistence and satisfaction of students enrolled on traditional university campuses. Evident in previous studies is the recognition that institutional variables do influence a student’s decision to persist in attaining their educational goals. There is a critical linkage that exists between student involvement in classrooms, student learning, and student persistence. The classroom plays an important role in the student learning and persistence process. According to McKeachie (1970, 1994) and Smith (1980, 1983), it is evident that multiple relationships exist between teacher behaviors and student participation in classroom discussions and learning. Student participation in the higher education classroom is relatively passive (Smith, 1983; Karp Yoels, 1976; Nunn, 1996), and lecturing is dominant (Fischer Grant, 1983). The author Nunn (1996) found that classroom traits, specifically a supportive atmosphere, are as important to student participation as are student and faculty traits. The recognition of the importance of classroom environment is part of another area of inquiry, namely the role of classroom context, its educational activities and normative orientations, in student learning. Instead of focusing on the behaviors of faculty, a number of researchers have focused on the role of pedagogy (Karplus, 1974; Lawson Snitgen, 1982; McMillan, 1987) and, in turn, curriculum (Dressel Mayhew, 1954; Forrest, 1982) and classroom activities (Volkwein, King, Terenzini, 1986) as predictors of student learning. Generally speaking, these have led to a growing recognition that student learning is enhanced when students are actively involved in learning and when they are placed in situations in which they have to share learning in some positive, connected manner (Astin, 1987). As numerous researchers have suggested (Astin, 1984; Mallette Cabrera, 1991; Nora, 1987; Pascarella Terenzini, 1980; Terenzini Pascarella, 1977), the greater students are academically integrated in the life of the institution, the greater the likelihood that they will persist. Students who feel they do not fit academically in the environment of the institution possess lower levels of satisfaction than those who feel they belong (Bean Bradley, 1986; Pervin Rubin, 1967). Astin (1993), Friedlander (1980), Parker and Schmidt (1982), Ory and Braskamp (1988), and Pascarella and Terenzini (1991), all suggested that student involvement in the classroom influences learning. When students are actively involved in the life of the college, especially academically, they will possess greater acquisitions of knowledge and skill development. Juillerat (1995) determined students who participate actively in their learning experience possess higher satisfaction rates than less involved students. According to Endo and Harpel (1982) and Astin (1993) student and faculty engagement, both inside and outside the classroom, are important to the student development process. Endo and Harpel (1982) suggested further those students who persisted which were reported to have had higher levels of contact with peers and faculty and also demonstrated higher levels of learning gain over the course of their stay in college. High levels of involvement prove to be an independent predictor of learning. The more time students invest in their own learning, the higher their level of effort, the more students learn. Braxton, Milem, and Sullivan (2000) wrote that research studies left social integration unexplained. Institutional type (Chapman Pascarella, 1983), organizational attributes ( Berger Braxton, 1998; Braxton Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts given to understand both academic and social integration and their effects on student departure decisions. Various constructs may also be derived from the role of the institutional classroom in the student departure process and the identification of forces that influence academic integration and social integration. Tinto (1997) suggested that if social integration was to occur, it must occur in the classroom, because the classroom functioned as a gateway for student involvement in the academic and social communities of a college. Thus, the college classroom constitutes one possible source of influence on academic nd social integration. Student Satisfaction and Perceptions of the Classroom Experience The authors, Bean and Bradley suggest student satisfaction is defined as â€Å"a pleasurable emotional state resulting from a person’s enactment of the role of being a student† (1986, p. 398). Overall life realization includes fulfillment with specific domains, such as student satisfaction (Coffman Gilligan, 2000). Therefore, it is assumed that a students’ overall satisfa ction with the learning experience is an indicator of college persistence. In addition, Coffman and Gilligan (2000) further found that those students who withdraw from college prior to graduation are less likely to be able to identify someone on campus with whom they had developed a significant relationship. These students report low satisfaction with their personal interactions, social isolation, and absence of opportunities for academic contact. Most of these students report academic difficulties which occur in the classroom highly influenced their departure from college. According to Juillerat (1995), a student related variable that has been found to be connected to student satisfaction is institutional fit. The more acquainted a student is with the environment of the institution, the more he/she will fit into the culture of the institution. Students who feel as if they do not fit into the culture of the institution possess lower levels of satisfaction than those who feel that they belong. According to Juillerat (1995), student satisfaction is the extent to which a students’ perceived educational experience meets or exceeds his/her expectations. Student satisfaction can be defined by the positive and negative gaps in the expectation level and perceived reality. If a students’ expectation is matching or exceeds his/her evaluation of reality then seemingly the student is satisfied. On the other hand, if a students’ expectation is higher than his/her evaluation of reality then seemingly the student is dissatisfied. This approach to defining student satisfaction assists institutions in determining satisfaction levels and closes the gap between reality and expectations. Bean and Bradley (1986) determined that the number of friends a student has, along with his/her confidence in his/her social life, has a significant effect on satisfaction levels. Weir and Okun (1989) found similar results in the amount of contact a student has with peers, faculty, staff and administrators was positively correlated with academic satisfaction. The availability and formal and informal interaction with faculty, staff and administrators for interaction with students is related to student satisfaction and persistence. Endo and Harpel (1982) further suggest that a student expectation for peer involvement academically is a contributor to student satisfaction and persistence. Another important factor of a students’ overall satisfaction with the learning experience is their perceptions of their academic programs of study. The authors Bean and Bradley (1986) suggest if a student is academically integrated and interested in their course of study, motivated to study, and likes the faculty teaching the course will possess high satisfaction. Juillerat (1995) suggests, stimulating coursework and high teaching ability of professors is related to academic satisfaction. The purpose of this study is to explore the higher education classroom and its effects on student persistence and satisfaction. In order to face the challenges of student retention, the classroom must be explored to determine how these experiences affect the student attrition process and ultimately the BRANDING of the Institution by minimizing the GAPS in the service delivery. The classroom is a part of the curricular structure that links different disciplines around a common theme. Understanding the elements of the learning experience will provide students, faculty, staff, and administrators with a vital sense of shared inquiry. The classroom experience must be designed to provide positive experiences through the adoption of collaborative learning strategies. The article seeks to ascertain to what degree such strategies enhance student learning and persistence and, if so, how they do so. In conclusion, administrators in higher education should embrace an understanding of strategies for minority student retention. Administrators have continuously overlooked the essentially educational and developmental character of persistence as it occurs in most institutional settings. There is a rich line of inquiry of the linkage between learning and persistence that has yet to be pursued. Administrators must continue to fully explore the complex ways in which the experiences in the classroom shape both student learning and persistence. The author Braxton (1995) questioned the role of faculty teaching in student satisfaction and persistence. Administrators must be equipped to face the challenges of minority student retention and be proactive in their approaches retain minority students. A students’ ability to be connected to the institutional environment and their ability to adapt to the organizational culture are related to vocational and educational stability, student satisfaction, and student success. The institutional environment and the organizational culture mediate student academic and social experiences in college. Educational stability, student satisfaction, and student success are the building blocks of the retention process this service quality delivery only reinforces the EDUCATIONAL BRAND. [pic] How to cite Educational Services an Overview, Papers

E-Business Applications Online Market and Customers

Question: Discuss about the E-Business Applications for Online Market and Customers. Answer: Description JB-Hi-Fi was created in Australia in the year 1975 this was an electronic store. Initially when it was established there were just 50 employees who used to work on JB-Hi-Fi. Then the work force with corresponding clients was very less in number. The company afterwards slowly expanded its business and decentralized it in Europe. The company has spread the entire market to all over the world including Asia, UAE etc. JB-Hi-Fi is dealt with online product in Australia and also it is regarded as a store, it involved in the bidding of different categories like electronics, automobiles, books, and furniture including real estate belongings.(Kirkman, 2001) As per the company massive variety of branded product in all type are available. To achieve all the quality available one has to visit the stock for availing some exclusive discount that are giving on special brands. (Etemad, 2001) JB-Hi-Fi is a store that is solely depending on the online market and the customers are also love to access it by online. The JB-Hi-Fi can be called as advanced brand for finding a new era of shopping, carrying millions of inspiring products from the city to the doorstep in very convenient process. This is the innovative approach to find out the actual location, need to worry about what the time is or how busy the lifestyle is. It is the new way to efficient by new way of shopping without any hackle which is basically unspecified to preserve the assembly in effective way with maintaining some standard of quality. This is a store but not in the manner of conventional window way, and serving more or less all product by online media. If we search for any option of online store which offers any kind of product in Australia is actually this company. It is actually called as online shopping mall in simple way where we can find all products (Brynjolfsson, 2011) This online store and company provides all electronics goods and fashion items which wide variety of perfumes, cosmetics and jewelry and also we can find watches. It also shops for perfumes and cosmetics, jewelry and watches. The company contracts with all items that deal with sports and games. This online store also deals with home and kitchen items with providing its beautification. Applications that are used in kitchen and that are connected with special goods that run in electricity and other properties are obtainable in this connected store; all kitchen applications are really available here in this purpose. Bedroom appliances also included in the list with also outdoor applications with some applications and that are also included which can be delivered directly to home. The ease of use of the ecommerce site The e-commerce site is valuable for the consolidated area where persons can login using their unique qualification, choose merchandise whichever they want. Thus, persons need not to go actually to any of the spending complex and adjacent stores. Once people chose any product from site they can make compensation through online portal. The e-voucher will be produced and people need not to worry about the delivery of the product. As this are the online stores therefore no need to worry about the limitation of the customer visit. Using E-Commerce, association can increase their marketplace to the universal and worldwide markets with least money asset. A civilization can simply find more clients, best workers and suitable commercial connections through the earth.(R Cagliano, 2014) E-Commerce like JB-Hi-Fi helps connotation to decrease the rate to generate procedure, allocate, recover and achieve the daily constructed statistics by digitizing the facts. E-Commerce amplified the efficiency of JB-Hi-Fi. It supplies to pull different kind of source management. In supply management, the commercial procedure jumps when an appeal comes from a client and it customs just-in-time process in the industrial method. E- Business applications currently used JB-Hi-Fi is one of the major supply chain management organizations where people can always maintain the database of the stock and transact information into a statistical system. Currently the organization upholds this activity into a separate internal web application. Where the dedicated people entered the information into the system and they can manually generate different kind of report for solving the purpose. (Stock, 2001) Sometimes most of the people of the organization maintain spreadsheet for maintaining the sales and purchase information and finally at the end of the month or year they tallied the information with the management of the company. (Kalakota, 2009) Thus this process is typically cumbersome approach to solve the business goal and also the company is unable to handle huge number of customers at a time. To recover the problem the company has decided to take over an e-commerce application and spread their business across the world.(Michael Evans, 2016) E-Commerce marketing strategies The most stimulating fragment of JB-Hi-Fi is not setting it up but to stable in the current market with compare to the other e-commerce organization. There are lots of methods the company can go for change in the field of marketing, fromSEO,PPC, and unvarying videos that are available in YouTube. Social Media: One of the best methods of the marketing plan is the promotional offer to the customer and exposes the companys general information to the social media. The companies always try to advertise their new upcoming product and the advantage of that in real life into the social sites like Facebook, Twitter etc. (SHABBIR, 2010). Email marketing: This type of marketing plan typically achieved using the different discount voucher and promo code offer for the customers. Applying these policies will definitely create a good base for the company and its online store. Integrate Instagram: It is another way to publish the marketing plan for the company. To more explain about the plan the site guests are challenging different types of involvements that supply to their requirements and benefits.(LEE, 2002) Create Content to Build Stickiness: Charming e-commerce organizes crowd-sourced be gratified for branding a site quiet sticky for probable purchasers.These things should be more attractive so that the customers are very attractive and build the interest about the product of the company. E- Commerce Supply chain strategy For JB-Hi-Fi, one of the major experiments narrates to inventory. When the management contemplates over the procedure, and then understands that the company cannot have enough money to save the considerate the need of improvement in order to do the business that management wants. In the preliminary phases, it might be restored to set up ane-commerce websitewhich sell, and have somebody else accomplish inventory, delivery, and returns. Product sourcingis finding a basis of products to trade that the company do not manufacture themselves. This type of tracking should be there in the system.(BALLOU, 2003) Inventory Management is core improvement and mandatory requirement of any type of E-Commerce industry (CHOPRA MEINDL, 2012). The system should display and track the latest information regarding stock and price structure of the application. And it should be rendered into the website. The website also display different category of the same product but different pricing.(Khurana, 2006) With this idea in mind, the investigation obtainable and required for founding the right plan for supply chains rendering to the invention section. The manufacturers of JB-Hi-Fi typically do not need to worry with minor shops. Traders have an auctions power, and capitals, in place exactly for allocating the goods to e-commerce trades that will retain the goods. E- Commerce Security strategies For JB-Hi-Fi backup team has some special task to protect all data and information that are typically backed up by the process in typical oriented structure.(GODINHO FILHO FERNANDES, 2004) The company has sole responsibility about data backup and its security and it should also be there to revoke all conditions and revert back all data after deletion after some unavoidable circumstances. The main purpose of all the policy is find out the typical methods of backup steps and its policy of the companys all data in soft copy as well in the hard way to keep it.. Security and protection are practice properties, amenities, workforces and patients are important to the effective and efficient working of different types of practice. This Policy delivers an agenda which permits us to achieve resources in the most secure way (Wang, 2012). Another security policy is the secure socket layer, it typically protects the website information from the hackers and robot control virus which usually spread over the network to steal the secure information website. This is harmful because, JB-Hi-Fi retains the customer information including the personal detail into the website. Also during login type, the company should be careful about the Captcha information which tracks the people is authenticated or not. IT architecture Below screen is the typical architecture of an E-Commerce website for build the coding structure and retrieve the information quiet easily and quickly(LAUDON LAUDON, 2011). This structure typically handles the internal architecture of the company. Payment processing is one of the major parts of E-Commerce website. To do this, the developer gets the information from the merchant website and gets some information using connection with bank. (Ambler, 2014) The style sheet and bootstrap information is required for flexible usage of the application. From the above structure we can see that, from internet the users can access the website URL and get login into the website using the unique credential. Once login, the user redirects to the landing screen of the website. The IT team has implemented a dynamic page for displaying the product with all the information. Once selected by the user it has been done the product added to the cart. The cart is an area where the product typically added to cookie of the client site area. After that it reads all data from cookie and sends to the payment page for making payment through Credit Card, Debit Card etc. References Ambler, S. W., 2014. An Object-Oriented Architecture for Business-To-Consumer Electronic Commerce On The Internet. An Object-Oriented Architecture for Business-To-Consumer Electronic Commerce On The Internet. BALLOU, R., 2003. Supply Chain Management, Prentice Hall. Supply Chain Management, Prentice Hall. Brynjolfsson, E., 2011. Computing productivity: Firm-level evidence. Computing productivity: Firm-level evidence. CHOPRA, S. MEINDL, 2012. Supply Chain Management: Strategy, Planning and Operation. Supply Chain Management: Strategy, Planning and Operation. Etemad, H., 2001. E-commerce: The emergence of a field and its knowledge network. E-commerce: The emergence of a field and its knowledge network. GODINHO FILHO, M. FERNANDES, 2004. Strategic Paradigms for Manufacturing Management. Strategic Paradigms for Manufacturing Management. Kalakota, R., 2009. e-Business. e-Business. Khurana, A., 2006. Supply Chain Strategy for E-commerce. Supply Chain Strategy for E-commerce. Kirkman, G., 2001. The global information technology report 2001-2002. The global information technology report 2001-2002. LAUDON, K. LAUDON, J., 2011. Management Information System. Management Information System. LEE, H. L., 2002. Aligning supply chain strategies with product uncertainties, California Management Review. Aligning supply chain strategies with product uncertainties, California Management Review. Michael Evans, 2016. 12 E-Commerce Strategies To Grow Your Business This Year. 12 E-Commerce Strategies To Grow Your Business This Year. R Cagliano, F. C., 2014. E-business strategy: how companies are shaping their supply chain through the internet. E-business strategy: how companies are shaping their supply chain through the internet. SHABBIR, 2010. [Infographic] A Roadmap of 19 Ecommerce Marketing Strategies. [Infographic] A Roadmap of 19 Ecommerce Marketing Strategies. Stock, J., 2001. Strategic logistics management. Strategic logistics management. Wang, D., 2012. 13 Actionable Marketing Tactics to Drive Sales (And Apps to Execute Each of Them). 13 Actionable Marketing Tactics to Drive Sales (And Apps to Execute Each of Them).