Students: ERIC Trends, 1999-2000.Report as inadecuate




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Educational Research Information Center (ERIC) Trends are analyses of higher education literature contained in the ERIC database describing major concerns in institutional practice. Student demographics/characteristic/profiles, retention, and funding for college were the three most prevalent issues in the literature about students. However, it remains unclear whether and to what degree institutions actually use this information. The amount of research on students has also declined from previous years. The research that was conducted tended to follow traditional themes such as retention, student adjustment, student satisfaction, student development, student access and recruitment, rather than examining new issues such as technology, transfer students, multiple enrollment, student success, or student outcomes. A few new themes have started to emerge in the literature though, including: (1) ethics and integrity; (2) alcohol use; (3) adult student and graduate student needs; (4) diversity and student access; and (5) student activism. Perhaps the emphasis on integrity is a response to the problems of cheating, alcoholism, and other unethical behaviors. As institutions confront these issues, they must also rethink the needs of students as the enrollment of adult students and graduate students continue to rise. The success of students from diverse backgrounds must also be assured. In previous years, student activism focused on issues of social justice, war, and political and economic problems. However, today's student activism relates closely to these trends seen in the literature, diversity and integrity. Researchers of students and student development need to keep attuned to these emerging issues. (Contains 25 references.) (EMS)

Descriptors: Activism, College Students, Diversity (Student), Drinking, Educational Trends, Ethics, Higher Education, Integrity, Student Characteristics, Student Development, Student Needs, Trend Analysis

For full text: http://www.eriche.org.









Author: Kezar, Adrianna J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9820&id=ED446653







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