The Role of the Campus Environment in Fostering a Sense of Mattering among Postgraduate Commuter Students in Botswana

Autor/inn/en	Lyken-Segosebe, Dawn E.; Moremi, Mbiganyi; Mafuraga, Mbizo; Mogotsi, Benjamin M.
Titel	The Role of the Campus Environment in Fostering a Sense of Mattering among Postgraduate Commuter Students in Botswana
Quelle	In: International Journal of Higher Education, 8 (2019) 6, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	College Environment; Campuses; Environmental Influences; Sense of Community; Graduate Students; Commuting Students; Foreign Countries; Rural Schools; Research Universities; Public Colleges; Student School Relationship; Undergraduate Students; College Housing; Student Transportation; Teaching Assistants; Supervisor Supervisee Relationship; Engineering Education; Botswana + Suchen Sie Ihr Suchwort? Hochschulumwelt; Environmental influence; Umwelteinfluss; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pendler; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Forschungseinrichtung; Schüler-Lehrer-Beziehung; Studentenunterkunft; Schulbus; Ingenieurausbildung
Abstract	Commuter students can be found at practically every institutional type in higher education. Despite their increasing numbers as returning students to pursue Master's and PhD programs, little is known about postgraduate commuter students and their experiences at US and international universities. A mixed-methods embedded design was utilized to investigate whether and how postgraduate commuter students at a rural public research-intensive university in Botswana perceived they mattered or were marginal to their university. Findings revealed that the physical, human aggregate, organizational, and socially constructed environments of the university influenced perceptions of mattering among study participants. Postgraduate students perceived they did not matter to the university because of its focus on undergraduates, its approach to managing postgraduate education, its failure to provide postgraduate housing, and the cost and unavailability of transportation. However, the availability of a teaching assistantship and supervisors' interest and support fostered the sense among these students that they were receiving attention, considered important, depended on, and empathized with. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01