Diane Sloan

Examining Chinese postgraduate students’ academic adjustment in the UK higher education sector: a process-based stage model

ABSTRACT The current theories relating to international student transition have largely tended to concentrate on what is to be adapted. This research contributes to the pedagogic literature examining how the transition is made by international postgraduate students. Using data from 20 qualitative in-depth interviews in conjunction with observations of teaching sessions and the researchers’ field notes, we discovered a process-based stage model which identifies a step-by-step approach at a micro-level of academic transition. Our findings extended the prior stage modes to incorporate students’ pre-arrival experience and claim that the pre-departure stage plays a crucial role on Chinese students’ later academic adjustment in the UK. The finding of our four-stage-model helps not only higher education institutions increasing sensitivity to the design of study programmes and induction provision but provides practical implications for recruitment agents that attempt to engage students’ pre-arrival preparations in terms of enhancing their marketing strategy in the long term.

Users’ perceptions of e-learning environments and services effectiveness: The emergence of the concept functionality model

Purpose E-learning environments and services (ELES) adoption and success rates challenge ELES designers, practitioners and organisations. Enterprise decision makers continue to seek effective instruments in launching such systems. The purpose of this paper is to understand users’ perceptions of ELES effectiveness and develop a theoretical framework which improves understanding of success factors for adoption. Design/methodology/approach Grounded theory method is used to reflect on the relationships between changing users’ requirements and expectations, technological advances and ELES effectiveness models. A longitudinal study collecting data from social media blogs over four years was authenticated based on the context evaluation, language structure and conversational constructs. Findings Identification of a new core dimension named “Concept Functionality” which can be used to understand the relationships between e-learning effectiveness factors including the relationships with other domains such as security. The findings are also used to validate major existing models for the success of ELES. Practical implications The new framework potentially improves system design process in the fields of education technology, enterprise systems, etc. Originality/value Concept functionality dimension can offer more insights to understand ELES effectiveness and further improve system design process in a variety of domains including enterprise systems, process modelling and education technology.