The Principles That Facilitate Successful and Timely Degree Completion

By Elizabeth Paradiso Urassa

Scholarly evidence indicates that almost fifty percent of people who commence higher education delay completing their studies, and other dropouts. Most governments have introduced a policy that requires students to complete their studies within a limited time, especially the research students (master's and doctoral degree students). The implementation of the policy has also caused tension in higher education students' learning and supervision. Academics have debated and written about the problem widely, and it is no longer a discreet encounter for higher education stakeholders.

Despite the scholarly effort of disclosing the challenges' depth, no literature has adequately supported students to implement the policy effectively and successfully. This book attempts to fill the gap by guiding higher education students on observing ten major principles for timely and successful completion. If students perceive, learn, and practice the guidance in this book, they will attain their degree anywhere (in a physical setting, online, home, and abroad) worldwide. The principles might be useful in the orientation programs for first-year students in universities and colleges.

First, students ought to comprehend factors that might contribute to the delay completion and dropout. Second, they must analyze and communicate their needs and requirements from the beginning of their enrolment while re-examining their association, networking, self-management, and self-leadership. The book also reminds higher education students to build healthy habits to support developing cognitive, affective, and psychomotor domains and remain active and creative. Four categories of students' personalities are discussed to urge students to evaluate who they are and whether they are problem solvers, informers, implementers, or workforce to society. The understanding can support them chose the projects that align with what they are to society. Self-awareness and leadership may make the learning task more manageable, enjoyable, and meaningful, and filling the knowledge gap can be realized timely.

• Language: English
• Publisher: Xlibris US
• Release date: Feb 3, 2021
• ISBN: 9781664153981

Elizabeth Paradiso Urassa

Elizabeth is a president of non-profit organisation “Information is Power,” a teacher, an advisor, an activist, and a writer of other bestselling books; The Cultural Qualities You Must Acquire to Succeed in Higher Education, The Principles That Facilitate Successful and Timely Degree Completion and Integrering Er Informasjon. Her books deliver diverse practical information that has helped people change their perceptions and practices in academic and non-academic contexts. She has also written other books, Articulating Research Students’ Expectations of a Competent Supervisor and The Skills Required of Research Students in Academic Supervision, which will be released soon. Elizabeth aims at supporting higher education stakeholders with information, as she believes reliable, relevant, and timely information is the power to support people. Besides, higher education student attrition is a challenging problem that requires collective supportive strategies such as those written in Elizabeth’s books. The books are vital for all higher education stakeholders, including students, supervisors, advisors, parents, donor agencies, governments, and policymakers. Indeed, information is power for all, including you.

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CONTENTS

Abbreviations

Definition of Terms

List of Figures

List of Tables

Acknowledgment

Chapter 1

Introduction

The Purpose of This Book

Academic Writing

The Background Information

The major uncertainty

Chapter 2

Scholarly literature

Scholarly Lesson to Research Students

How to Formulate a Research Project

Chapter Three

Students’ Learning Needs

Promotion for Timely Completion

Chapter Four

Factors Accelerate Delay Completion of a Degree

Chapter Five

Confusion Exist in Research Training

Chapter Six

The Major Principles to Consider

The First Principle

Understand Your Needs

Academic Needs

Examples of Students’ Academic Needs

Financial Demands

Chapter Seven

The Second Principle

Comprehend the Requirements

Commitment to Fulfill the Requirements

A Reminder

Chapter Eight

The Third Principle

Know YOU as a Person and Student

Your Learning Desire is YOU

Identify Your Capability is part of knowing YOU

Your Position Inform who YOU are

Chapter Nine

The Fourth Principle

Re-examine Association

Avoid Negative People and Ideas

Association and it’s Challenges

Strategies to Deal with Associates

Associates are Companions for a Mission

Chapter Ten

The Fifth Principle

Create Useful Network

Networking Facilitators

Observe Appropriate Network

Chapter Eleven

The Sixth Principle

Focus on Self-Management

Fight the Weaknesses

Chapter Twelve

The seventh Principle

Prioritize Self-leadership

Challenges of Leading Self

Chapter Thirteen

The Eighth Principle

Stay Healthy

Types of exercises

Advantages of Physical Exercises

Chapter Fourteen

The Ninth Principle

Be Creative

Areas to Observe Creativity

Challenges Associated with Creativities

Chapter Fifteen

The Tenth Principle

Mind and Fill the Knowledge Gap

Filling the Knowledge Gap

Conclusion

References

ABBREVIATIONS

DEFINITION OF TERMS

LIST OF FIGURES

Figure 1. The Consequences of Students’ timely Completion Policy

Figure 2. The Skilled Labour Producers and their Rewards

Figure 3. The Major Factors Affecting Students’ Timely Completion

Figure 4. Students’ Qualities that Enhance Timely Completion

Figure 5. The Four Major Factors in Supervision

Figure 6. Step to Undertake Soon after Enrolment

Figure 7. The Benefits Associated with a Research Degree

Figure 8. The Summary of Factors that may Hinder Students’ timely Completion

Figure 9. The Major Students’ Role in Research Learning

Figure 10. The Major scholarly Literature about the Policy Demands and its Effects

Figure 11. The Summary for Academic Demands

Figure 13. Some of the Vital Requirements to Observe

Figure 14. The Major Aspects of Knowing YOU

Figure 15. Four Major Kinds of Students

Figure 16. Three Major Aspects of Knowing YOU

Figure 17. Strategies to Deal with Associates

Figure 18. The Significant Issues to Examine When Creating a Network

Figure 19. Issues to Consider when Planning for a Routine

Figure 20. The Example of Three Major Human Domains

Figure 21. The Areas that may Require Creativity

Figure 22. Factors that Hamper Creativity

Figure 23. The Aspects that Facilitate Filling the Knowledge Gap

LIST OF TABLES

Table 1. The Plan for a Ph.D. Research Student

Table 2. Titles and Responsibilities

Table 3. Academic Timetable to Observe

Table 4. The Monthly Timetable of Extra Curriculum Activities

Table 5. The Monthly Academic Timetable

Table 6. Gender differences in students’ supervision in HE

ACKNOWLEDGMENT

This book is for all higher education stakeholders. The main targeted groups are the research students and their learning agencies, including supervisors.

The sincere appreciation goes to the people who shared their experiences to consent the readers to learn from them. Many thanks to all participants for their commitment and generosity, especially their willingness to share their stories. I keep the anonymity agreement with my participants seriously so that the institutions, teachers, families, and peers will not identify them. The names used in this book are not real, but the stories are actual peoples’ experiences and every information is shared legally as I obtained permission from each individual. Thank you all.

My children Colin, Eshidoreen, and Calvin have become power energy to me for their support and sacrifices, and I refuse to neglect their potential in making each other and me strong. I bless them mightily and pray that they fulfill whatever constructive goals they desire to accomplish in their lives.

Many thanks go to the publisher Xlibris for publishing this book successfully and timely. To the production team, your work is indeed operative, professional, and excellent. There are many people to thank for their direct and indirect contribution to the success of this book. Every one of you is aware of his/her engagement, so I thank you all.

Finally, the appreciation goes to the readers worldwide for choosing this book out of many. I believe the information within is vital for each individual to understand HE’s situation before engaging in it blindly. For students, let completing the studies timely and successfully be your major goal and is the beginning of attracting other vital deals in life; so, keep going.

CHAPTER 1

INTRODUCTION

Although HE learning policy¹ emphasizes students’ timely completion of their degrees, less has been done to support students to attain this goal. Most HE students struggle to complete their studies partly because they have not received adequate information and guidance. Unfortunately, many people join HE studies, especially in this era of coronavirus, without sufficient info and direction on organizing their studies and graduate on time. Some stakeholders (parents, donors, and governments) do not fully understand the students’ learning challenges in different settings such as home, abroad, physical university environment, and online. Different scholars have debated and informed the timely completion policy implementations’ effect on students’ learning and proposed different solutions. Their proposals have not reduced the risk of delay neither informed the factors that students must observe to succeed.

The funding agencies also emphasize students’ timely completion by supporting students within a limited time. The students undertaking a master’s degree are supposed to complete their studies within two years in some departments. Simultaneously, those undertaking doctoral degrees have three to five years to complete their studies in most universities. This time frame is mostly for humanity and art students studying full time, while the science departments may have a different timeframe based on the project and resources. Part-time students have diverse plans and regulations for degree completion, varying from project to others, one department to another, and institution to others. The learning period’s limitation is vivid, regardless of whether students have full sponsorship, grant, or private funding. Likewise, time constraints do not teach the students to formulate strategies to implement the policy and complete the studies. So, most students are not even aware of the learning period’s strictness before enrolment. They have the old mentality of performance determinant completion and the service-oriented HE where universities could accommodate students until their supervisors release them. Most research students do not understand the modern entrepreneur in HE, which embraces institutional and governmental knowledge economy and profit-seeking philosophies. Therefore, the lack of information and direction, unprepared students, and unknown structures and practices of research degrees in HE have led most students to fail to attain their learning goals.

Several students fail to complete their studies on time; others drop out. Another issue to consider which participating in the problem is students’ old perceptions of HE traditions and unfamiliar practices. In reality, most universities operate significantly differently from the traditional (the 1800s-1900s) even though some stakeholders are not conscious of the changes. For instance, most students are not aware of the entrepreneurship and knowledge economy of the modern practice of quick fix operating in many institutions today. Students need support to comprehend the present situation of limited learning time and act accordingly to succeed.

There are several issues to consider when engaging in a research degree today. People have opted to join HE and research degrees for various reasons, mostly due to the loss of jobs caused by the coronavirus outbreak. Yes, some people need to acquire knowledge in crisis times, and that they fight the coronavirus by education to keep themselves busy. However, they do not know how most universities’ reality of the learning time limit operates. Although most universities’ structure allows students to learn part-time and full-time, still time is observed and is limited for both structures. People must abolish the traditional² research, learning thoughts of the luxury learning time, and observe the time required for their studies earnestly. However, the majority need assistance in terms of information that can help them plan for their studies effectively to succeed.

Another issue to bear in mind is the learning environment. There is a change of HE learning culture, and that students should accept that the learning environment is no longer a monoculture where one intermingle with people of a similar tradition. Students in most HE are from diverse places globally, and that such an environment can be complicated to handle for some students. The multicultural learning environment applies both online learning and in the physical settings of many universities. Regardless of the variation and diversity of students and their learning environment, still, the limited time is for all. Indeed, there are diverse philosophies and traditions one must observe before settling for the studies. Some diverse values may be challenging for some students and can lead to delay completing their studies while for some is an added advantage.

Similarly, in most universities, students experience an interdisciplinary learning environment where they can access diverse courses in different departments. The departments are open for all students who desire to learn and not only for those belonging to the specific field. The system of opening departments for all students allows them to acquire diverse knowledge and skills in an interdisciplinary mode opposing narrow disciplinary specialization. The interdisciplinary system facilitates students with career flexibility and aligns with entrepreneurship required in the current job market. The current learning structure allows students to benefit from the knowledge that conceals in different disciplines and apply them in their career. Employers are happy to have a few graduates who can perform several professional tasks than to employ many with narrow specialization.

Interdisciplinary learning does not mean that students are not focusing on one field of study, but they have the entree to learn more than what their department or field provides from other sectors. Therefore, students may benefit from different departmental knowledge and widen their competencies, skills, and network. Students who are not familiar with such interdisciplinary, where meeting peers from diverse department is unavoidable, the practice may be exhausted, unmotivated, and even the cause of losing a direction. Students must obtain guidance on the importance of such a system and learn to select the courses and transfer the knowledge from one discipline to another in different learning situations, workplaces, and other diverse personal areas. Indeed, multidisciplinary learning is the central system applicable in most HEIs currently to benefit students and society.

Some may say the commercial idea which dominates most governments is the leading cause of the changes in HEIs. The business-oriented practice has become a challenge for some stakeholders, especially consumers (students, parents, and society), and to comprehend its usefulness can be a problem. The debate associated with the changes, including limited completion time, is active motion in most academic environments. Scholars believe that the policy’s implementation has affected the learning system and jeopardize the quality of student-teachers’ interactions. They believe that the policymaking must re-examine the issue and care for students learning rather than only economic gain. However, no consensus has been reached to solve the students’ delayed completion problem; instead, suggestions are flowing from all directions. With the coronavirus outbreak, many individuals have joined HE, and that guiding them to understand how to utilize their time effectively for timely completion of their degree is valuable.

Although some people argue the policy to be the source of challenges, it may positively affect the stakeholders if students receive adequate supervision. What makes the policy a barrier is mostly the lack of learning strategies, including unawareness of students’ needs and requirements. For example, scholarly literature has indicated the origin of the policy and the frustration both teachers and students encounter in the implementation. In some ways, they informed that the policy is the source of confusion and stress in research training, and students’ learning has become complex. The limited-time for learning has caused some students to fail to attain the expected learning goals partly due to the absence of information to support them in understanding the preparation required before commencing HE. The spontaneous students are the ones who typically face diverse challenges more than others, and that indicates that it is not the policy itself a significant problem, but the illiteracy of most students concerning learning tradition in HE. Without guiding people who desire to join HE and students effectively and sufficiently, it might be difficult for them to implement the policy of attaining their degree timely.

THE PURPOSE OF THIS BOOK

This book will not discuss higher education structure and practice; instead, it will help students comprehend the resources needed, desired, and required in learning, and support them in strategizing their learning for timely completion. The book aims at guiding students to fulfill the essential requirements and avoid shortfalls they may encounter in their learning. The book will specifically provide general information about needs and requirements students must re-examine, as parts of the essential principles for timely completion of their degrees. They will learn to identify their academic, financial, and social needs early and continuously throughout their learning period. The book consists of ten principles students must observe the mentioned assumptions to implement the policy and attain their learning goals successfully.

Moreover, the book supports the readers with the information on personal behavior they must consider to facilitate their learning. Usually, people change or adjust their practices when they understand who they are. The research students must comprehend their positions as students and as individuals and responsibilities in each arena. Without this knowledge, it might be difficult for students to cope with the learning task. Some principles may lead to such awareness of positions and formulation of the tactics to follow and direct their resources. Sometimes, the students need to change their lifestyle and detach from the object and human destructions that hinder them from attaining their learning goals. Other times they need to be wise enough to resist contact or reduce the number of people interacting during their learning and knowing that the higher the number of people who need their attention, the reduction of time for learning. Indeed, to succeed in HE today needs diverse behavioral revolutions and new perspectives mentally, socially, and personally.

Often, to be an effective student is a personal decision that requires individual consciousness and willingness to focus on desirable matters. The research students, especially those coming from non-academic environments, need to understand themselves before knowing what they need as resources and what is required of them by the institution and the job market. They can hardly fulfill the requirements without knowing their responsibilities, capabilities, and weaknesses as students and individuals. This understanding of self is vital and the catalyst for personal development that can help them measure the learning effort to apply to bring the desired performance and success. Upon reading this book, students may acquire the intended consciousness that can support them to re-examine their perceptions, plan, and practices. Students will realize that they have different tasks both as a person and student, where some commitments are vital and enjoyable; others are difficult but compulsory to fulfill. At the same time, they will re-evaluate their private lives’ commitments that are equally important as academic tasks and need them to share their attention. Identifying the responsibilities one has as a student and as an individual is a vital stage that can lead to successful learning. On both sides, a person and a student’s responsibilities require equal effort and purposive commitment because if one side of the student’s life is affected negatively, the other will hardly be efficacious. The listing and balancing of the responsibilities are the initial practice each research student needs to undertake, and it is an initial sign of knowing self.

Another critical issue for students to take on is to re-examine their association. The selection of whom to associate with during the learning process in HE is vital. Although a student needs a company, not everybody can be a good match because of the commitments required for research training. Some associations can destruct the attention required and may drive the students away from the learning goals. The book will also inform students of the importance of building and maintaining a desirable system of people around them. A constructive network is the most crucial aspect because their presence and cooperation can support students’ learning process and beyond. The broader, manageable, and useful the network students construct and maintain, the wider their chance to obtain and utilize their knowledge and skills during their learning and elsewhere.

Moreover, the issue of self-management is among the vital issues in this book. Students must learn to succeed as one of the qualities required of students to manage their resources, including time. Management skills are essential in learning and solving diverse problems, and that is why all students need to observe and practices their abilities within a limited time effectively. Some students have acquired such skills before commencing HE, while others need to learn how to manage themselves before time. Managing self is sometimes a challenging business compared to managing other people due to double individual’s roles involves. It requires an understanding of one’s weaknesses and strengths in diverse areas and continuously eliminating the weaknesses. This book’s information is essential in helping students comprehend and oversee the challenges of leading themselves and the effort required to balance their time and activities.

Another issue discussed in this book is the personal health required of students. The issue of three human domains, thus mental, physical, and emotional, is vital for students to attain their learning goals. Students must involve themselves in physical exercises vital for developing their mind, body, and soul. They should not wait to be advised by a medical doctor to perform exercises; instead, they must evaluate the appropriate physical activities to combine with their studies. Participating in exercises daily or weekly can enhance the three significant domains: cognitive, affective, and psychomotor. Students can exercise through the organized and unorganized physical programs, individually or within a group. The book discusses different types of exercises to enhance balance, endurance, strength, and flexibility. Students ought to allocate time for physical activities and seek health advice where necessary. To stay healthy is one of the essential needs students must fulfill so that the mind and body cooperate to perform the mission of completing a degree successfully.

The other issue discussed in this book is personal curiosity. It all starts with the creativity of finding the appropriate institution and the field to join for HE. The creativity continues throughout learning and with inspiration in acquiring the knowledge and skills appropriate for the job market. Students ought to be creative in different areas and stages of their learning, and that the book intends to guide them accordingly. The research students’ resourcefulness should focus on the literature review, where they scrutinize scholarly information effectively while comparing the information with their experiences and that of others in diverse ways. The literature review provides the ongoing debate in the field and can provide up-to-date information useful to support students working with their projects. There is also a vital task to perform for students to be imaginative, especially when analyzing and synthesizing literature and finding a knowledge gap. For instance, the students may choose a research method that can bring new information to the field or solve a problem. Students may strategize their learning different from customary to simplify filling the knowledge gap scientifically. The book’s advice may save time most learning advisors could utilize to guide students to be strategic, creative, and productive in their learning.

Therefore, this book’s central aim is to guide the research students to implement the policy and accomplish their learning objectives judiciously. The focus is to understand how to complete their degree effectively and sensible without stress, complaint, and ill-feelings. Although some challenges exist in HE, especially in this era of coronavirus, where most people want to undertake a degree course, the majority can complete it within a limited time upon observing the principle discussed in this book. I have a passion for supporting research students with workable techniques, which, if they observe, will support them in achieving their academic goals within the intended timeframe. Students will also learn how to evaluate and meet their academic, financial, and social needs while observing what is required of them by the institution, departments, and society. These aspects are vital to consider for the timely completion of any degree, whether online or in a physical setting.

Although both teachers and students need guidance on implementing the policy, this book is mainly for the research students, advisors, and supervisors. They may find the book vital in guiding the students in their projects and fulfilling the departmental and institutions’ demands. Parents/guardians, friends, and families can benefit from the book and support their loved ones who desired to join HE during this era of the coronavirus and beyond.

Further, students ought to understand the available resources for them to utilize and that investing in their education is all times the best option. Research students will apply and increase their capital in terms of knowledge for their field and beyond. The mentioning of vital assets students may need to support their learning is the central concept in this book. Students need to realize the capitals they need early before enrollment or soon after admission to facilitate the planning and strategize their learning. For ages, as mentioned earlier, research students had a luxury of time in learning, and their academic progress decided when to complete the degree and graduate. They could be curious to find the appropriate research topic and experiment with diverse ideas, knowledge, and skills without much pressure. Most HEIs provided education as a service to their students and ensured the provision of learning facilities appropriate to their needs, the tendency is almost OVER.

Currently, the availability of resources mostly depends on the students’ financial capacity. This paradigm shift from service to business has caused some distress to the HE learning practitioners, mostly students and their teachers. The deviations have created pressure and stress in students’ and teachers’ interactions, particularly in supervision. We also know that any alteration to be successful needs peoples to change their perception and, hence, new behavior and practices. Most supervisors have the same mentality as service providers, and they regard students as recipients something which increases the challenge to comprehend the policy goal. In other cases, educators lack adequate policymakers’ support in ensuring the availability of resources, and in some cases, students have no access to relevant capital to meet their needs and the policy goal. It might be challenging to change the practice without ensuring the availability and accessibility of necessary resources to practitioners. The lack of changing perceptions, resources, and practices has made scholars debate, complain, and argue about the policy intention. Simultaneously, the stakeholders witness students delaying completing their studies and others dropping out of their studies.

It is no longer a surprise that the institutions that produce graduates speedily are rewarded with funding accordingly. Some institutions desire the research students to complete their studies quickly regardless of students’ quality. At the same time, some academics believe that the students’ immediate completion policy has created difficulties in students’ learning processes and outcomes. However, none of the debates have supported students in understanding the policy’s importance and how to fulfill it successfully without jeopardizing their learning and outcomes. The arguments have not resulted in guiding students in identifying their needs and requirements to attain the policy goals successfully. The discussion has not increased the knowledge of how students can attain the policy goals timely and qualitatively. As a result, we often witness some research students delay completing their degrees, get burned out, and drop from their studies.

As mentioned earlier, most HE learning practices involve interdisciplinary, where the students ought to learn different courses across departments. Evaluating the programs’ usefulness may consume time if they are not aware of what to learn and confident in meeting diverse people. There are some details about structure and practice one must understand in advance for the person to benefit with interdisciplinary learning fashion. To understand the structure and practices of most HEIs is necessary, and the knowledge can be obtained by individuals reading the book All you need to know before commencing higher education, which discloses the dilemmas surrounding HEIs in detail. It may be beneficial for students and other stakeholders to find knowledge in other related literature. It is not advisable to join higher education blindly seek information by reading relevant publications.

This book can be a checklist for individuals and students to reflect on their needs and requirements. Re-examining the desires and necessities must start soon after receiving the admission letter or within the enrollment process and should be the ongoing process to the graduation. Reading this book may help remove the blindness most students possess by not knowing themselves, their needs, requirements, and their learning environment’s practices in advance. This book’s advice is vital, not only this time of the coronavirus, where the majority desire to join HE both online and physical setting, but can support people at all times.

Regardless of its importance, the book is not the Holy book (Bible, Quran, or any other) where one must follow every single sentence with faith without working smart, focused, and hard. The research students should also utilize the information selectively based on their learning context and what works best. The book is just a mirror to reflect on HE learning objectives and the vital principles to apply in completing a degree timely and successfully. The most important of all is the students’ readiness to be vulnerable, adjustable, and transformable to perceive, acquire, and practice the appropriate contextual applicable techniques to complete their degree not only timely but successfully.

This book’s structure is practical and straightforward, following the format in the table of contents. The language and writing arrangements are moderate with a mixture of academic and informal writing to suit both academic (students, teachers, and advisors) and non-academic audiences (individuals, parents, employers, and funding agencies) readers. The background information will inform of the scholarly discussion on students’ timely completion of their degree policy. The scholarly publications are essential for those who desire to extend their understanding and fond of academic literature to consult them for more information. The literature includes the debate in the academic environment concerning the policy goal, implementation, and effects. It also includes the findings of some researchers conducted by different academics concerning the effects of the policy.

However, the book consists of narratives from participants with a flavor of real events in HE’s learning environment and beyond. The stories indicate the challenges one can encounter in different circumstances and how to coincide with them. The discussion on the strategies research students should apply to succeed, and the factors that create difficulties for most students to complete their studies is part of this book. Understanding the obstacles that can hinder students from attaining their goal is vital for them to avoid. Students must consider ten crucial principles, including understanding their needs and requirements, knowing self, re-examine their associates, and building and maintaining healthy networking. Other equally important issues students must consider are self-management, self-leadership, and physical exercises for them to stay healthy. Moreover, students are argued to be creative by observing others and their surroundings while, filling the knowledge gap.

ACADEMIC WRITING

The book is not in favor of pure academic writing. It seems that most academic writings tend to repeat what other writers have informed, and sometimes the information is already known. The primary demonstration and things to remember in some academic writings tend to be the names, years, and brief comments provided by the previous scholars. The discussion may highlight the problems without providing a solution or even advice. For example, one can examine the following passage, which is among the typical scholarly literature written academically.

Contemporary research on well-being has increasingly recognized the value of considering both hedonic and eudaimonic components (Ryan & Deci, 2001; Ryan, Huta, & Deci, 2008; Waterman, 1993). Hedonic (or subjective) well-being (HWB) refers to the presence of positive affect, the absence of negative affect, and the cognitive appraisal of one’s life as being satisfying (Diener, 1984). In contrast, eudaemonic well-being (EWB) corresponds to purposeful engagement in life (Waterman, 1993). Emerging concurrently with an increased understanding of the value of well-being has focused on the relevant processes theorized to promote the development of well-being (Deci & Ryan, 1991; Kopperud & Vittersø, 2007). One of the most promising routes for increasing well-being may be through engaging in planned activities (Sylvester, Mack, Busseri, Wilson, & Beauchamp, 2012) p. 141.

If we re-examine the passage closely, we will discover that the writers did not inform anything of their own; instead, every sentence indicates the person (s) who previously informed the issue. Likewise, the terminologies applied are typically academic and can hardly be understood by people out of the field, or else one must use a dictionary to comprehend the message. The passage is full of names, years of the events, and brief comments, and this is a typical and vital quality of academic writing. The write provide years eight times in this short passage, and more than ten names connected to the message provided.

If we remove the academic writing requirements, the passage can be read as follows; "Contemporary research on well-being has increasingly recognized the value of considering both hedonic and eudaimonic components. Hedonic (or subjective) well-being (HWB) refers to the presence of positive affect, the absence of negative affect, and the cognitive appraisal of one’s life as being satisfying. In contrast, eudaemonic well-being (EWB) corresponds to purposeful engagement in life. Emerging concurrently with an increased understanding of the value of