International Journal of Higher Education Pedagogies

Examining the Learner Perspective in US Immigrant Adults: Socioeconomic Status and the Mission to Successfully Integrate

2025-08-13T06:12:10+00:00

This study examines how immigrant perspectives on learning formats affect their integration into US society, using Knowles' (1974) theory of Andragogy. It reviews literature on non-credit courses for immigrant adults, considering their SES, linguistic, and occupational skill levels. A quantitative design with four instruments assessed relationships between learning formats, self-directed learning, English skills acquisition, and integration in a sample of 107 participants. Results show significant correlations between perspectives on learning formats, self-directed learning, motivation, English skills acquisition, and integration (e.g., TOT and IPL, r=0.801, r=0.801), and multiple regression analysis showed that these perspectives and self-directed learning strategies strongly predict integration outcomes (R2=0.728, R2=0.728). Positive perspectives on learning formats help distinguish between poor and optimal integration. Study results can guide governmental, state, nonprofit, and community advocacy programs in aligning instructional goals with immigrant needs and enhancing understanding of self-directed learning and integration strategies. Recommendations include promoting integration through community services, education programs, skills development, and policy changes.

Exploratory Study on the Impact of Internship Experiences on Critical Core Skills (CCS)

2025-08-12T07:11:15+00:00

This exploratory study investigates the impact of internship experiences on the development of Critical Core Skills (CCS) among tertiary students in Singapore, with a focus on both STEM and non-STEM disciplines. As workforce demands shift towards greater emphasis on soft skills, the study aims to assess whether internships significantly enhance students’ perceived competencies in adaptability, communication, problem-solving, and other essential skills as outlined by SkillsFuture Singapore. Utilizing a mixed-method sequential explanatory design, the research involved 134 students from four academic schools who completed self-assessment surveys before and after their internship programs. Quantitative analyses, including paired sample t-tests and ANOVA, examined changes in 16 CCS competencies, while correlation analyses linked perceived skill importance to observed growth. Qualitative data from post-internship focus group discussions with selected students provided deeper insights into key enablers of soft skills development. Findings revealed significant improvements in CCS, particularly among STEM students who initially reported lower self-assessments of soft skills. Perceived skill relevance to internship tasks strongly correlated with skill development, notably in adaptability, communication, and transdisciplinary thinking. Interestingly, dimensions such as digital fluency and global perspective showed weaker correlations, suggesting underutilization in internship settings. Four enablers—autonomy and choice, relevance of tasks, broad exposure, and supportive workplace culture—were identified as critical drivers of growth through qualitative analysis. The study underscores the vital role of experiential learning in bridging the gap between academic preparation and workforce expectations. It advocates for more intentional internship designs that integrate task relevance and supportive environments to foster holistic development. These insights offer valuable implications for educators, policymakers, and industry partners aiming to optimize internship programs to better prepare graduates for the evolving demands of the modern workplace.

Helping Students Cross the Finish Line: A Systems Approach to Postsecondary Persistence and Completion

2025-12-28T15:07:37+00:00

This mixed-methods exploratory study examined the evolving needs of adult degree completers in higher education, using Bronfenbrenner’s (1979) ecological systems theory and universal design for learning (cast, 2024) as guiding frameworks. A purposive sample of 122 adult degree completers across diverse disciplines and learning modalities was recruited using digital professional networking and snowball sampling. Findings indicate that personal determination, particularly in the form of resilience and self-direction, was central to participants’ academic success. Simultaneously, participants described systemic barriers including limited faculty engagement, inconsistent access to or unawareness of career development resources, and financial strain and uncertainty. Participants shared their preferences for authentic, real-world learning experiences, yet disliked collaborative assignments designed to simulate organizational team interactions. This study addressed a gap in higher education literature by examining how degree completers experience both the support and the challenges that shaped their path to graduation. Findings show the need for coordinated, system-based strategies that connect academic programs to workforce demands and keep learners at the center of instructional planning and delivery.