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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion</h1><div class="u-tcGrayDark">8 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1190469" data-work_id="1190469" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1190469/Student_perceptions_of_the_higher_education_transfer_process_from_two_year_to_four_year_institutions_A_qualitative_study_viewed_through_the_lenses_of_student_departure_social_network_and_complexity_theories">Student perceptions of the higher education transfer process from two-year to four-year institutions: A qualitative study viewed through the lenses of student departure, social network, and complexity theories</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This qualitative study explored higher education transfer student perceptions of (a) the transfer process between two- and four-year institutions, (b) social network influences on their decisions to stay in higher education, (c) the role... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1190469" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This qualitative study explored higher education transfer student perceptions of (a) the transfer process between two- and four-year institutions, (b) social network influences on their decisions to stay in higher education, (c) the role of technology in the process, and (d) organizational policies and practices that might influence the process. This study used student departure, social network, and complexity theories to describe the higher education transfer student experience from a holistic viewpoint. The researcher conducted interviews with thirteen higher education transfer students from two- and four-year institutions located in the San Francisco Bay Area. Eight of the thirteen participants belonged to historically underrepresented ethnicity populations. The researcher asked the participants to describe and analyze their experiences and decisions during the transfer process, and influences that came from their background and from external environments. The participants perceived that they themselves had the greatest influence on their decisions to stay in higher education, but also perceived external influences. The participants relied on different people in their personal networks to achieve various levels of academic and social integration, respectively. Participants perceived great value in using technology for transfer purposes, such as electronic portfolios and social network sites, but sometimes preferred human interaction. Diversity and encouragement emerged as important themes. Social network and complexity theories enhanced and reconceptualized the concepts portrayed in Tinto&apos;s (1993) longitudinal model of student departure. Tinto&apos;s model comprised only part of a much larger fractal pattern of the overall transfer-related phase transition. New initial conditions existed every time the pattern repeated at a smaller scale over time (e.g., every year, every decision). Certain pre-entry attributes parents&apos; educational experiences and the participants&apos; prior schooling---were also phase transitions, not static historical constants. Participants sought or sought to be strange attractors---influences that could break them or others from repetitive, linear patterns. Recommendations were made for higher education transfer students and administrators at higher education institutions. Recommendations for future research included calls for further investigation of higher education transfer students who dropped out, barriers for historically underrepresented ethnicity populations, and case studies of inter-institutional programs that use electronic portfolios for transfer purposes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1190469" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c07a5c29b7ad01c90637920baf9c880e" rel="nofollow" data-download="{"attachment_id":7369561,"asset_id":1190469,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/7369561/download_file?st=MTczNDAyMDgxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="93008" href="https://sfsu.academia.edu/KevinKelly">Kevin Kelly</a><script data-card-contents-for-user="93008" type="text/json">{"id":93008,"first_name":"Kevin","last_name":"Kelly","domain_name":"sfsu","page_name":"KevinKelly","display_name":"Kevin Kelly","profile_url":"https://sfsu.academia.edu/KevinKelly?f_ri=94602","photo":"https://0.academia-photos.com/93008/85062/92962/s65_kevin.kelly.jpg"}</script></span></span></li><li class="js-paper-rank-work_1190469 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1190469"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1190469, container: ".js-paper-rank-work_1190469", }); });</script></li><li class="js-percentile-work_1190469 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1190469; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1190469"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1190469 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1190469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1190469; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1190469]").text(description); $(".js-view-count-work_1190469").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1190469").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1190469"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1233" href="https://www.academia.edu/Documents/in/Social_Networks">Social Networks</a>, <script data-card-contents-for-ri="1233" type="text/json">{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1662" href="https://www.academia.edu/Documents/in/Community_Colleges">Community Colleges</a>, <script data-card-contents-for-ri="1662" type="text/json">{"id":1662,"name":"Community Colleges","url":"https://www.academia.edu/Documents/in/Community_Colleges?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2553" href="https://www.academia.edu/Documents/in/Social_Networking">Social Networking</a><script data-card-contents-for-ri="2553" type="text/json">{"id":2553,"name":"Social Networking","url":"https://www.academia.edu/Documents/in/Social_Networking?f_ri=94602","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1190469]'), work: {"id":1190469,"title":"Student perceptions of the higher education transfer process from two-year to four-year institutions: A qualitative study viewed through the lenses of student departure, social network, and complexity theories","created_at":"2011-12-31T03:28:49.040-08:00","url":"https://www.academia.edu/1190469/Student_perceptions_of_the_higher_education_transfer_process_from_two_year_to_four_year_institutions_A_qualitative_study_viewed_through_the_lenses_of_student_departure_social_network_and_complexity_theories?f_ri=94602","dom_id":"work_1190469","summary":"This qualitative study explored higher education transfer student perceptions of (a) the transfer process between two- and four-year institutions, (b) social network influences on their decisions to stay in higher education, (c) the role of technology in the process, and (d) organizational policies and practices that might influence the process. This study used student departure, social network, and complexity theories to describe the higher education transfer student experience from a holistic viewpoint. The researcher conducted interviews with thirteen higher education transfer students from two- and four-year institutions located in the San Francisco Bay Area. Eight of the thirteen participants belonged to historically underrepresented ethnicity populations. The researcher asked the participants to describe and analyze their experiences and decisions during the transfer process, and influences that came from their background and from external environments. The participants perceived that they themselves had the greatest influence on their decisions to stay in higher education, but also perceived external influences. The participants relied on different people in their personal networks to achieve various levels of academic and social integration, respectively. Participants perceived great value in using technology for transfer purposes, such as electronic portfolios and social network sites, but sometimes preferred human interaction. Diversity and encouragement emerged as important themes. Social network and complexity theories enhanced and reconceptualized the concepts portrayed in Tinto\u0026apos;s (1993) longitudinal model of student departure. Tinto\u0026apos;s model comprised only part of a much larger fractal pattern of the overall transfer-related phase transition. New initial conditions existed every time the pattern repeated at a smaller scale over time (e.g., every year, every decision). Certain pre-entry attributes parents\u0026apos; educational experiences and the participants\u0026apos; prior schooling---were also phase transitions, not static historical constants. Participants sought or sought to be strange attractors---influences that could break them or others from repetitive, linear patterns. Recommendations were made for higher education transfer students and administrators at higher education institutions. Recommendations for future research included calls for further investigation of higher education transfer students who dropped out, barriers for historically underrepresented ethnicity populations, and case studies of inter-institutional programs that use electronic portfolios for transfer purposes.","downloadable_attachments":[{"id":7369561,"asset_id":1190469,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":93008,"first_name":"Kevin","last_name":"Kelly","domain_name":"sfsu","page_name":"KevinKelly","display_name":"Kevin Kelly","profile_url":"https://sfsu.academia.edu/KevinKelly?f_ri=94602","photo":"https://0.academia-photos.com/93008/85062/92962/s65_kevin.kelly.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=94602","nofollow":false},{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=94602","nofollow":false},{"id":1662,"name":"Community Colleges","url":"https://www.academia.edu/Documents/in/Community_Colleges?f_ri=94602","nofollow":false},{"id":2553,"name":"Social Networking","url":"https://www.academia.edu/Documents/in/Social_Networking?f_ri=94602","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=94602"},{"id":3155,"name":"Complexity Theory","url":"https://www.academia.edu/Documents/in/Complexity_Theory?f_ri=94602"},{"id":8212,"name":"Complexity Science and Design","url":"https://www.academia.edu/Documents/in/Complexity_Science_and_Design?f_ri=94602"},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=94602"},{"id":36849,"name":"Transfer Students","url":"https://www.academia.edu/Documents/in/Transfer_Students?f_ri=94602"},{"id":94602,"name":"Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion","url":"https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat?f_ri=94602"},{"id":103324,"name":"Borderlands","url":"https://www.academia.edu/Documents/in/Borderlands?f_ri=94602"},{"id":181886,"name":"Community College","url":"https://www.academia.edu/Documents/in/Community_College?f_ri=94602"},{"id":242143,"name":"Two Year Community Colleges","url":"https://www.academia.edu/Documents/in/Two_Year_Community_Colleges?f_ri=94602"},{"id":952960,"name":"Student Preparation","url":"https://www.academia.edu/Documents/in/Student_Preparation?f_ri=94602"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13437096" data-work_id="13437096" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13437096/TRENDS_IN_STUDENT_ENROLMENTS_IN_AGRICULTURAL_DEGREE_PROGRAMMES_IN_ZIMBABWE">TRENDS IN STUDENT ENROLMENTS IN AGRICULTURAL DEGREE PROGRAMMES IN ZIMBABWE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Following the fast track land reform programme, Zimbabwe needs more agricultural graduates to provide extension, training, research and development and ensure food security and national development. However, despite the general increase... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13437096" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Following the fast track land reform programme, Zimbabwe needs more agricultural graduates to provide extension, training, research and development and ensure food security and national development. However, despite the general increase in enrolments in universities, the prospects of satisfying this requirement are not promising as the share of students opting to study agriculture at undergraduate and postgraduate levels has reportedly been declining. The objective of this study was to map the enrolment trends in agricultural degree programmes vis-à -vis overall student enrolments and to explore the factors that motivate students to pursue agricultural careers. The study included all the 15 registered universities and covered a span of 6 years (2009)(2010)(2012)(2013)(2014). Documentary evidence and structured questionnaires were used to collect data from 250 students in universities studying agriculture-related degree programmes and 250 university students studying other science based degree programmes. The results of the study revealed an upward trend in student enrolments and a decline in the share of student enrolments in agricultural related programmes. The major factors that demotivate students to study agriculture include issues of poor employment prospects and the negative perceptions about agricultural jobs. In addition, the other science based programmes offer better opportunities, remuneration and better conditions of service and yet the entry requirements into the programmes are basically the same. The study recommended that government needs to aggressively promote and attract high school students to study sciences as a way of broadening the student base for agriculture and other sciences programmes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13437096" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47a842f5abd48d5409574b43894c3b9e" rel="nofollow" data-download="{"attachment_id":38044469,"asset_id":13437096,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38044469/download_file?st=MTczNDAyMDgxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5906981" href="https://emines-ingenieur.academia.edu/EvelynGARWE">Evelyn C H I Y E V O GARWE</a><script data-card-contents-for-user="5906981" type="text/json">{"id":5906981,"first_name":"Evelyn","last_name":"GARWE","domain_name":"emines-ingenieur","page_name":"EvelynGARWE","display_name":"Evelyn C H I Y E V O GARWE","profile_url":"https://emines-ingenieur.academia.edu/EvelynGARWE?f_ri=94602","photo":"https://0.academia-photos.com/5906981/8010246/8971792/s65_evelyn.garwe.jpg"}</script></span></span></li><li class="js-paper-rank-work_13437096 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13437096"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13437096, container: ".js-paper-rank-work_13437096", }); });</script></li><li class="js-percentile-work_13437096 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13437096; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13437096"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13437096 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13437096"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13437096; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13437096]").text(description); $(".js-view-count-work_13437096").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13437096").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13437096"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="10225" href="https://www.academia.edu/Documents/in/Agriculture">Agriculture</a>, <script data-card-contents-for-ri="10225" type="text/json">{"id":10225,"name":"Agriculture","url":"https://www.academia.edu/Documents/in/Agriculture?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="94602" href="https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat">Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion</a><script data-card-contents-for-ri="94602" type="text/json">{"id":94602,"name":"Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion","url":"https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat?f_ri=94602","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13437096]'), work: {"id":13437096,"title":"TRENDS IN STUDENT ENROLMENTS IN AGRICULTURAL DEGREE PROGRAMMES IN ZIMBABWE","created_at":"2015-06-30T00:15:22.084-07:00","url":"https://www.academia.edu/13437096/TRENDS_IN_STUDENT_ENROLMENTS_IN_AGRICULTURAL_DEGREE_PROGRAMMES_IN_ZIMBABWE?f_ri=94602","dom_id":"work_13437096","summary":"Following the fast track land reform programme, Zimbabwe needs more agricultural graduates to provide extension, training, research and development and ensure food security and national development. However, despite the general increase in enrolments in universities, the prospects of satisfying this requirement are not promising as the share of students opting to study agriculture at undergraduate and postgraduate levels has reportedly been declining. The objective of this study was to map the enrolment trends in agricultural degree programmes vis-à -vis overall student enrolments and to explore the factors that motivate students to pursue agricultural careers. The study included all the 15 registered universities and covered a span of 6 years (2009)(2010)(2012)(2013)(2014). Documentary evidence and structured questionnaires were used to collect data from 250 students in universities studying agriculture-related degree programmes and 250 university students studying other science based degree programmes. The results of the study revealed an upward trend in student enrolments and a decline in the share of student enrolments in agricultural related programmes. The major factors that demotivate students to study agriculture include issues of poor employment prospects and the negative perceptions about agricultural jobs. In addition, the other science based programmes offer better opportunities, remuneration and better conditions of service and yet the entry requirements into the programmes are basically the same. The study recommended that government needs to aggressively promote and attract high school students to study sciences as a way of broadening the student base for agriculture and other sciences programmes.","downloadable_attachments":[{"id":38044469,"asset_id":13437096,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5906981,"first_name":"Evelyn","last_name":"GARWE","domain_name":"emines-ingenieur","page_name":"EvelynGARWE","display_name":"Evelyn C H I Y E V O GARWE","profile_url":"https://emines-ingenieur.academia.edu/EvelynGARWE?f_ri=94602","photo":"https://0.academia-photos.com/5906981/8010246/8971792/s65_evelyn.garwe.jpg"}],"research_interests":[{"id":10225,"name":"Agriculture","url":"https://www.academia.edu/Documents/in/Agriculture?f_ri=94602","nofollow":false},{"id":94602,"name":"Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion","url":"https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat?f_ri=94602","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34822132 coauthored" data-work_id="34822132" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34822132/KJM047_03_10_Siwaqa_toxic_pdf">KJM047-03-10 Siwaqa toxic.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The wide distribution of redox-sensitive elements (RSE) as arsenic (As), cadmium (Cd), selenium (Se), and strontium (Sr) in the top soil of Siwaqa area are related to the weathering action of alkaline surface and groundwater on the parent... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34822132" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The wide distribution of redox-sensitive elements (RSE) as arsenic (As), cadmium (Cd),<br />selenium (Se), and strontium (Sr) in the top soil of Siwaqa area are related to the weathering<br />action of alkaline surface and groundwater on the parent rocks. The bioavailability,<br />distribution, sorption, and ecotoxicity of As, Cd, Se, and Sr, of the wild plants and top soils<br />in the study area were investigated. A total number of 23 surface soil samples and 23 plant<br />samples were collected and analyzed for the most toxic elements. The uptake of elements<br />by plants was dependent on the plant species and the concentration of elements in the<br />soil. For example, Sr was the highest concentration in soil samples and plants, while Se was<br />the lowest concentration in soil samples and pants. For the plants, the results showed that<br />Bellevalia sp. had the highest elements uptake, while Allium rothii had the lowest elements<br />uptake. The results of this work provide a valuable knowledge for understanding the<br />bioavailability of some toxic elements in the soil and plants of Central Jordan. The results<br />are expected to be of great help for the Jordanian Uranium Mining Company during their<br />environmental risk assessments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34822132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8932da073bda5d0c3e248cebe8e15b6f" rel="nofollow" data-download="{"attachment_id":54680983,"asset_id":34822132,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54680983/download_file?st=MTczNDAyMDgxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6930472" href="https://independent.academia.edu/AsmaBzour">Asma Bzour</a><script data-card-contents-for-user="6930472" type="text/json">{"id":6930472,"first_name":"Asma","last_name":"Bzour","domain_name":"independent","page_name":"AsmaBzour","display_name":"Asma Bzour","profile_url":"https://independent.academia.edu/AsmaBzour?f_ri=94602","photo":"https://0.academia-photos.com/6930472/2646987/3080559/s65_asma.bzour.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-34822132">+2</span><div class="hidden js-additional-users-34822132"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://djasljsa.academia.edu/HaniKhoury">Hani Khoury</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ju-jo.academia.edu/SawsanOran">Sawsan Oran</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-34822132'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-34822132').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34822132 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34822132"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34822132; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34822132]").text(description); $(".js-view-count-work_34822132").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34822132").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34822132"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8116" href="https://www.academia.edu/Documents/in/Trace_element_Geochemistry">Trace element Geochemistry</a>, <script data-card-contents-for-ri="8116" type="text/json">{"id":8116,"name":"Trace element Geochemistry","url":"https://www.academia.edu/Documents/in/Trace_element_Geochemistry?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="94602" href="https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat">Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion</a>, <script data-card-contents-for-ri="94602" type="text/json">{"id":94602,"name":"Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion","url":"https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="205461" href="https://www.academia.edu/Documents/in/Bioavailability">Bioavailability</a><script data-card-contents-for-ri="205461" type="text/json">{"id":205461,"name":"Bioavailability","url":"https://www.academia.edu/Documents/in/Bioavailability?f_ri=94602","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34822132]'), work: {"id":34822132,"title":"KJM047-03-10 Siwaqa toxic.pdf","created_at":"2017-10-10T12:51:01.033-07:00","url":"https://www.academia.edu/34822132/KJM047_03_10_Siwaqa_toxic_pdf?f_ri=94602","dom_id":"work_34822132","summary":"The wide distribution of redox-sensitive elements (RSE) as arsenic (As), cadmium (Cd),\nselenium (Se), and strontium (Sr) in the top soil of Siwaqa area are related to the weathering\naction of alkaline surface and groundwater on the parent rocks. The bioavailability,\ndistribution, sorption, and ecotoxicity of As, Cd, Se, and Sr, of the wild plants and top soils\nin the study area were investigated. A total number of 23 surface soil samples and 23 plant\nsamples were collected and analyzed for the most toxic elements. The uptake of elements\nby plants was dependent on the plant species and the concentration of elements in the\nsoil. For example, Sr was the highest concentration in soil samples and plants, while Se was\nthe lowest concentration in soil samples and pants. For the plants, the results showed that\nBellevalia sp. had the highest elements uptake, while Allium rothii had the lowest elements\nuptake. The results of this work provide a valuable knowledge for understanding the\nbioavailability of some toxic elements in the soil and plants of Central Jordan. The results\nare expected to be of great help for the Jordanian Uranium Mining Company during their\nenvironmental risk assessments.","downloadable_attachments":[{"id":54680983,"asset_id":34822132,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6930472,"first_name":"Asma","last_name":"Bzour","domain_name":"independent","page_name":"AsmaBzour","display_name":"Asma Bzour","profile_url":"https://independent.academia.edu/AsmaBzour?f_ri=94602","photo":"https://0.academia-photos.com/6930472/2646987/3080559/s65_asma.bzour.jpg"},{"id":42511661,"first_name":"Hani","last_name":"Khoury","domain_name":"djasljsa","page_name":"HaniKhoury","display_name":"Hani Khoury","profile_url":"https://djasljsa.academia.edu/HaniKhoury?f_ri=94602","photo":"https://0.academia-photos.com/42511661/17862412/17879688/s65_hani.khoury.jpg"},{"id":10876832,"first_name":"Sawsan","last_name":"Oran","domain_name":"ju-jo","page_name":"SawsanOran","display_name":"Sawsan Oran","profile_url":"https://ju-jo.academia.edu/SawsanOran?f_ri=94602","photo":"https://0.academia-photos.com/10876832/3688216/4323162/s65_sawsan.oran.jpg"}],"research_interests":[{"id":8116,"name":"Trace element Geochemistry","url":"https://www.academia.edu/Documents/in/Trace_element_Geochemistry?f_ri=94602","nofollow":false},{"id":94602,"name":"Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion","url":"https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat?f_ri=94602","nofollow":false},{"id":205461,"name":"Bioavailability","url":"https://www.academia.edu/Documents/in/Bioavailability?f_ri=94602","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9472871" data-work_id="9472871" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9472871/The_CCBC_Honors_Fresh_Start_Initiative_Partnering_Honors_with_Developmental_Education">The CCBC Honors Fresh Start Initiative - Partnering Honors with Developmental Education</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9472871" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="366106382267f0712301a96ce94cc6fa" rel="nofollow" data-download="{"attachment_id":35706476,"asset_id":9472871,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35706476/download_file?st=MTczNDAyMDgxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11613588" href="https://ccbcmd.academia.edu/JeremyTrucker">Jeremy Trucker</a><script data-card-contents-for-user="11613588" type="text/json">{"id":11613588,"first_name":"Jeremy","last_name":"Trucker","domain_name":"ccbcmd","page_name":"JeremyTrucker","display_name":"Jeremy Trucker","profile_url":"https://ccbcmd.academia.edu/JeremyTrucker?f_ri=94602","photo":"https://0.academia-photos.com/11613588/3366339/6636766/s65_jeremy.trucker.jpg"}</script></span></span></li><li class="js-paper-rank-work_9472871 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9472871"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9472871, container: ".js-paper-rank-work_9472871", }); 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$(".js-view-count[data-work-id=9472871]").text(description); $(".js-view-count-work_9472871").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9472871").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9472871"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="18046" href="https://www.academia.edu/Documents/in/Developmental_Education">Developmental Education</a>, <script data-card-contents-for-ri="18046" type="text/json">{"id":18046,"name":"Developmental Education","url":"https://www.academia.edu/Documents/in/Developmental_Education?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="81405" href="https://www.academia.edu/Documents/in/Student_retention">Student retention</a>, <script data-card-contents-for-ri="81405" type="text/json">{"id":81405,"name":"Student retention","url":"https://www.academia.edu/Documents/in/Student_retention?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="94602" href="https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat">Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion</a>, <script data-card-contents-for-ri="94602" type="text/json">{"id":94602,"name":"Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion","url":"https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat?f_ri=94602","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="142004" href="https://www.academia.edu/Documents/in/Honors_Education">Honors Education</a><script data-card-contents-for-ri="142004" type="text/json">{"id":142004,"name":"Honors Education","url":"https://www.academia.edu/Documents/in/Honors_Education?f_ri=94602","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9472871]'), work: {"id":9472871,"title":"The CCBC Honors Fresh Start Initiative - Partnering Honors with Developmental Education","created_at":"2014-11-24T03:03:46.754-08:00","url":"https://www.academia.edu/9472871/The_CCBC_Honors_Fresh_Start_Initiative_Partnering_Honors_with_Developmental_Education?f_ri=94602","dom_id":"work_9472871","summary":null,"downloadable_attachments":[{"id":35706476,"asset_id":9472871,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11613588,"first_name":"Jeremy","last_name":"Trucker","domain_name":"ccbcmd","page_name":"JeremyTrucker","display_name":"Jeremy Trucker","profile_url":"https://ccbcmd.academia.edu/JeremyTrucker?f_ri=94602","photo":"https://0.academia-photos.com/11613588/3366339/6636766/s65_jeremy.trucker.jpg"}],"research_interests":[{"id":18046,"name":"Developmental Education","url":"https://www.academia.edu/Documents/in/Developmental_Education?f_ri=94602","nofollow":false},{"id":81405,"name":"Student retention","url":"https://www.academia.edu/Documents/in/Student_retention?f_ri=94602","nofollow":false},{"id":94602,"name":"Transfer student enrollment and persistence as factors in supporting national goals for baccalaureate degree completion","url":"https://www.academia.edu/Documents/in/Transfer_student_enrollment_and_persistence_as_factors_in_supporting_national_goals_for_baccalaureat?f_ri=94602","nofollow":false},{"id":142004,"name":"Honors Education","url":"https://www.academia.edu/Documents/in/Honors_Education?f_ri=94602","nofollow":false},{"id":350302,"name":"Nontraditional Students","url":"https://www.academia.edu/Documents/in/Nontraditional_Students?f_ri=94602"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3063036 coauthored" data-work_id="3063036" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3063036/College_Leadership_Crisis_The_Philip_Dolly_Affair_A_Comic_Novel">College Leadership Crisis The Philip Dolly Affair A Comic Novel</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Covering a variety of topics related to 21st century higher education, The Philip Dolly Affair provides a guide for how to Not run a college! Read about the rise and fall of an ambitious community college President whose "roots" can... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3063036" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Covering a variety of topics related to  21st century higher education, The Philip Dolly Affair provides a guide for how to Not run a college! <br />Read about the rise and fall of an ambitious  community college President whose  "roots" can be traced to the cold war and Peronist Argentina! <br /> <br />Workers of the World Unite! or become good corporate citizens!!!""</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3063036" data-share-source="work_strip" 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However, despite the general increase... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77867576" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Following the fast track land reform programme, Zimbabwe needs more agricultural graduates to provide extension, training, research and development and ensure food security and national development. However, despite the general increase in enrolments in universities, the prospects of satisfying this requirement are not promising as the share of students opting to study agriculture at undergraduate and postgraduate levels has reportedly been declining. The objective of this study was to map the enrolment trends in agricultural degree programmes vis-à-vis overall student enrolments and to explore the factors that motivate students to pursue agricultural careers. The study included all the 15 registered universities and covered a span of 6 years (2009-2014). Documentary evidence and structured questionnaires were used to collect data from 250 students in universities studying agriculture-related degree programmes and 250 university students studying other science based degree programme...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77867576" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5906981" href="https://emines-ingenieur.academia.edu/EvelynGARWE">Evelyn C H I Y E V O GARWE</a><script data-card-contents-for-user="5906981" type="text/json">{"id":5906981,"first_name":"Evelyn","last_name":"GARWE","domain_name":"emines-ingenieur","page_name":"EvelynGARWE","display_name":"Evelyn C H I Y E V O GARWE","profile_url":"https://emines-ingenieur.academia.edu/EvelynGARWE?f_ri=94602","photo":"https://0.academia-photos.com/5906981/8010246/8971792/s65_evelyn.garwe.jpg"}</script></span></span></li><li class="js-paper-rank-work_77867576 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77867576"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77867576, container: ".js-paper-rank-work_77867576", }); 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