Törlesztés válság idején a diákhitel törlesztésében bekövetkezett változások vizsgálata (Changes in Hungarian student loan repayments due to the crisis)

A 2008–2009-es pénzügyi válság hatására a magyarországi felsőoktatási hallgatók tanulmányait hitelekkel segítő Diákhitel Központ visszafizetési könnyítés lehetőségét ajánlotta fel a már törlesztési szakaszban lévő ügyfelei számára. Tanulmányunkban azt vizsgáljuk, hogy kik és hányan éltek a törlesztési mérséklés lehetőségével, és az emiatt elmaradó bevételek mennyire befolyásolhatják a Diákhitel Központ rövid és hosszú távú működését. Az derült ki, hogy az előírt törlesztéseikkel elmaradók nagyobb arányban kérték a mérséklést, mint a teljes törlesztői populáció. A törlesztési viselkedések változásának elemzése a válság hatásának érezhető visszahúzódását mutatja a 2010-es évben. Figyelmet érdemel az a tény, hogy a felsőfokú végzettséget szerző adósok törlesztési fegyelme nem elég erős. / === / After the world wide financial crisis in 2008/2009, the Student Loan Center in Hungary offered the following opportunity to its customers who were in the repayment period: they can pay a reduced amount of the installments for at most two years. In the present paper we study the group of customers who chose the opportunity of reduced installments. The effect of the delayed repayments on the short-term and long-term operations of the Center is also investigated. It turned out that the customers who already got into arrears asked for the reduction in a larger proportion than the whole population. The study of the customers in the repayment period shows that the impact of the financial crisis has decreased significantly. The disciplined repayment of the customers after graduation is not strong enough.

Florida International University College of Medicine Hires First Executive Associate Dean of Student Affairs

Press Release from Florida International University 's Office of Media Relations on the appointment of Dr. Sanford Markham as first executive associate dean of student affairs for Florida International University 's College of Medicine.

Florida International University College of Medicine Medical Student Catalog

A draft of the College of Medicine's Student Catalog. Details information on the history of Florida International University and the College of Medicine, as well as Admissions information, an overview of the College of Medicine's curriculum, requirements, and student services.

Florida International University College of Medicine Medical Student Catalog

Provides information on the College of Medicine's history, curriculum, admissions, and requirements as well as other information for students admitted to the program. Draft copy.

Interview with Dr. Sanford Markham, the Founding Executive Associate Dean for Student Affairs of Florida International University Herbert Wertheim College of Medicine

A series of interviews with the founding deans of Florida Interanational University Herbert Wertheim College of Medicine conducted on April 6, 2011 by Bohyun Kim, the Digital Access Librarian at Florida International University Medical Library. This audio recording is the interview with Dr. Sanford Markham, the Founding Executive Associate Dean for Student Affairs at Herbert Wertheim College of Medicine, Florida International University, and the format of the audio file is MP3.

Effects of a modified English listening comprehension curriculum on students' achievement in English listening comprehension at Tamsui Oxford University College in Taiwan

Due to increased international trade, English as a foreign language is important to Taiwan. However, ESL teaching and learning in Taiwan emphasizes reading and writing skills only. ESL teaching in Taiwan causes students to lack competence in complete communication. Improving students' listening and speaking is a vital issue in Taiwan. ^ The purposes of this study are to determine the effects of a modified curriculum for the English listening comprehension course, to investigate whether the modified curriculum results in a significant improvement in student's listening comprehension, and to determine whether students were motivated to increase listening comprehension ability as a result of the new listening activities. An experimental and a control group, randomly assigned, received either the modified or the traditional curriculum at Tamsui Oxford University College (TOUC) in Taiwan over a fourteen week period of time. ^ A Michigan Listening Comprehension posttest was used to determine the difference in achievement between the two groups. A final examination was conducted to compare the two groups' achievement and to determine whether the goal of increasing listening comprehension achievement by using a modified curriculum was met. Subjects completed two questionnaires, one common form prior to class and another unique form for each group at the end of instruction. ^ Frequency distribution, chi-square, t-test for independent samples and analysis of covariance were used to analyze the data. The findings indicated that there were no significant differences in students' attitude and interest in English listening comprehension between those who were taught with an English listening modified curriculum compared with those students who were taught with a traditional curriculum. The findings also indicated that there was a difference in the final examination with the control group taught using the traditional curriculum scoring higher than the experimental group taught using the modified curriculum for performance in English listening comprehension, but there was no difference in scores on the Michigan Listening Comprehension Test (posttest). In addition, it was found that learning attitude and motivation influence students' learning. ^

Academic and nonacademic experiences that affect first-generation college student attrition

The purpose of this qualitative study was to explore the academic and nonacademic experiences of self-identified first-generation college students who left college before their second year. The study sought to find how the experiences might have affected the students' decision to depart. The case study method was used to investigate these college students who attended Florida International University. Semi-structured interviews were conducted with six ex-students who identified themselves as first-generation college students. The narrative data from the interviews were transcribed, coded, and analyzed. Analysis was informed by Pascarella, Pierson, Wolniak, and Terenzini's (2004) theoretical framework of important college academic and nonacademic experiences. An audit trail was kept and the data was triangulated by using multiple sources to establish certain findings. The most critical tool for enhancing trustworthiness was the use of member checking. I also received ongoing feedback from my major professor and committee throughout the dissertation process. The participants reported the following academic experiences: (a) patterns of coursework; (b) course-related interactions with peers; (c) relationships with faculty; (d) class size; (e) academic advisement; (f) orientation and peer advisors; and (e) financial aid. The participants reported the following nonacademic experiences; (f) on- or off- campus employment; (g) on- or off-campus residence; (h) participation in extracurricular activities; (i) noncourse-related peer relationships; (j) commuting and parking; and (k) FIU as an HSI. Isolationism and poor fit with the university were the most prevalent reasons for departure. The reported experiences of these first-generation college students shed light on those experiences that contributed to their departure. University administrators should give additional attention to these stories in an effort to improve retention strategies for this population. All but two of the participants went on to enroll in other institutions and reported good experiences with their new institutions. Recommendations are provided for continued research concerning how to best meet the needs of college students like the participants; students who have not learned from their parents about higher education financial aid, academic advisement, and orientation.

Global Learning and the Human Capability Approach: Florida International University Case Study

This case study traced the process in which Florida International University engaged to determine what students want and need from their undergraduate education. Using grounded theory, the authors discovered that the process was reflective of the human capability approach in the development of its global learning student learning outcomes.