Relevant bibliographies by topics / Institutes of Higher Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Institutes of Higher Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Institutes of Higher Education"

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Shchudlo, Svitlana. "Institutional risks of higher pedagogical education." Ukrainian society 2012, no. 4 (2012): 185–96. http://dx.doi.org/10.15407/socium2012.04.185.

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In the article the problems of functioning of institute of higher pedagogical education in the system of education of Ukraine are examined. From the positions of neoinstitutional sociology the author makes the analysis of the system of preparation of teachers. On the basis of the results of empiric sociological researches the author analyses risks within the institute of higher pedagogical education and in its interaction with other social institutes, in particular, with a labour-market.
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Farrukh, Muhammad, Muhammad Sajid, Aneeqa Zreen, and Rimsha Khalid. "Knowledge sharing in higher education institutes." Journal of Applied Research in Higher Education 12, no. 2 (July 18, 2019): 311–29. http://dx.doi.org/10.1108/jarhe-11-2018-0228.

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Purpose The purpose of this paper is to investigate the relationship between individual characteristics and knowledge sharing (KS) in higher education institutes (HEIs) of Pakistan. Design/methodology/approach The study used a quantitative research methodology. The empirical data consisted of 370 responses from the academic staff of six HEIs of Pakistan. Findings The findings revealed a significant impact of dispositional factors on KS. More precisely, extroversion, openness to experience, agreeableness, emotional intelligence and religiosity were positively associated with KS, while neuroticism was found to be negatively associated with KS. Practical implications This micro-level model of KS has some potential implications for the decision makers in the context of HEIs. To enhance the KS in HEIs, the decision makers should take the findings of this study into consideration while hiring the academicians in the universities. The decision makers should give priority to the potential candidates who have a higher level of extroversion, openness and agreeableness. Further, while making hiring and other job-related strategies, religiosity and emotional intelligence of the potential candidates should not be ignored. Originality/value The paper tested a micro-level model of KS in HEIs and contributed to the body of knowledge by jointly investigating the relationship between religiosity, emotional intelligence, personality traits and KS. To the best of researchers’ knowledge, no study has been conducted, so far, which tested these variables jointly. Thus, the present research filled this knowledge gap.
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Ninomiya-Lim, Sachi, Jinyoung Kang, Changhwan Kim, and Sabrina Ho Abdullah. "Environmental Education in Higher Education Institutes in Asia." Japanese Journal of Environmental Education 28, no. 4 (2019): 4_36–43. http://dx.doi.org/10.5647/jsoee.28.4_36.

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Sahney, Sangeeta, and Jitesh Thakkar. "A comparative assessment of the performance of select higher education institutes in India." Quality Assurance in Education 24, no. 2 (April 4, 2016): 278–302. http://dx.doi.org/10.1108/qae-02-2015-0006.

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Purpose – The purpose of this paper is to evaluate the performance of select technical higher education institutes of national importance in India. This helps to judge the efficiency and effectiveness of an institute to provide valuable insights on performance measurement and effectiveness not only to the respective institute but also to governmental agencies and policymakers. Design/methodology/approach – The paper makes a comparative analysis across various educational institutes of repute. This paper looks at the performance of four technical higher education institutes of India. An integrated data envelopment analysis–analytic hierarchy processing (DEA–AHP) approach has been used to compare and evaluate the relative efficiencies in terms of input provided to the institute to produce outputs. Findings – The results depict the performances of the four institutes over the period of five years and, in turn, help assess the increase or decrease in the performance of a particular institute in comparative assessment. The paper also helps identify the most efficient institute among the four institutes that have been compared, in terms of academic efficiency, research efficiency, teaching efficiency and consulting efficiency. Practical implications – A study like this would furnish an insight into the performance of the select higher educational institutes. The findings can be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency and decide about benchmarking and funding strategies. Originality/value – This paper is an attempt toward defining, conceptualizing and measuring performance effectiveness of institutes of higher education in the Indian context. The effort at the integration of the methodologies (through comparison and DEA–AHP) has helped to provide insights that could not have been obtained through the use of the methods or techniques alone. The paper has helped identify critical strategic issues and parameters which when implemented would be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency of educational institutes in higher education.
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Dr MS Pabla, Dr MS Pabla. "Teachers Retention in Higher Educational Institutes." Paripex - Indian Journal Of Research 3, no. 7 (January 1, 2012): 1–3. http://dx.doi.org/10.15373/22501991/july2014/23.

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Akiyama, Hidenori, Akemi Teramoto, and Naoyuki Shimomura. "Frontiers in Education at Japanese Institutes of Higher Education." IEEJ Transactions on Fundamentals and Materials 126, no. 7 (2006): 537–42. http://dx.doi.org/10.1541/ieejfms.126.537.

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Singh, Ardhendu Shekhar, and Bhama Venkataramani. "Financial education: institutes of higher education as delivery channels." International Journal of Business and Globalisation 12, no. 4 (2014): 401. http://dx.doi.org/10.1504/ijbg.2014.062842.

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Janetius, S. T., R. Padmanabhan, and Mini TC. "ENGAGED EMPLOYEES IN INSTITUTES OF HIGHER EDUCATION." International Journal of Advanced Research 4, no. 11 (November 30, 2016): 308–12. http://dx.doi.org/10.21474/ijar01/2084.

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Hassan, Sallaudin, Siti Hajar Ramli, Rahmat Roslan, and Jimisiah Jaafar. "Supplier Performance Management at Higher Education Institutes." Procedia Economics and Finance 31 (2015): 671–76. http://dx.doi.org/10.1016/s2212-5671(15)01155-7.

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Wang, Qi, and Nian Cai Liu. "Higher education research institutes in Chinese universities." Studies in Higher Education 39, no. 8 (September 2014): 1488–98. http://dx.doi.org/10.1080/03075079.2014.949544.

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Dissertations / Theses on the topic "Institutes of Higher Education"

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Collins, Belva, Cathy Galyon Keramidas, Constance M. Baird, and Karen Hager Martinez. "Creating Online Special Education Programs at Institutes of Higher Education: Celebrating Differences and Understanding Barriers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/524.

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This is a discussion of panelists from different universities who learned to navigate their institutes of higher education to create quality online special education certification programs to reach teacher candidates in rural areas. Each panelist will detail her university’s technology, process for approval, and financial incentives to create online programs.
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Keramidas, Cathy Galyon, Belva C. Collins, and Constance M. Baird. "Creating Online Special Education Programs at Institutes of Higher Education: Celebrating Differences and Understanding Barriers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/521.

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Campbell, Daniel Ray Lehne. "The role and development of the research administration profession in higher education." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/d_campbell_041810.pdf.

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Thesis (M.A. in educational administration)--Washington State University, May 2010.
Title from PDF title page (viewed on June 29, 2010). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 51-56).
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Nauffal, Diane Issa. "Higher education in Lebanon : management styles in a system dominated by private institutes." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419719.

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Novak, Michael. "Perceptions of Tennessee Employees in Higher Education and K-12 working with Confucius Institutes." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3605.

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The Confucius Institute has recently become more prevalent in political discussions and news headlines. Questions regarding its operations, influence from the Chinese government, and programing are common topics in news reports about the institution. The rise of China in the global economy has caused demand for language and culture education and the Confucius Institute has attempted to fill this demand. The purpose of this nonexperimental quantitative study was to investigate the perceptions of K-12 school and higher education employees that work closely with a Confucius Institute program in the state of Tennessee by exploring issues that have been presented in current research and reports, and to identify alignment and misalignment of these perceptions between higher education and K-12 settings in Tennessee. The study surveyed 42 higher education personnel and 58 K-12 personnel from Tennessee educational institutions that work with Confucius Institute programing. The survey consisted of 18 items that centered around 10 research questions. Quantitative data for six of the research questions were analyzed using a one sample t-test. A 5 point Likert-type scale was used to measure responses with a 3 point neutrality rating. Two research questions data were analyzed utilizing an independent samples t-test and two research questions were ranking questions that were coded in a point system to understand current perceptions. The results indicated that personnel interacting with Confucius Institute programing in the state of Tennessee generally found it to be positive regarding adhering to academic freedom principles, local control principles, media perception, and meeting the needs of the local institution or school. Higher education personnel listed political environment, alignment with institutional or school needs, educational benefit to students, and national media coverage as challenges facing the Confucius Institute. K-12 participants listed Chinese teacher turnover, Chinese teacher training, and alignment with institutional or school needs as challenges. Higher education personnel listed educational benefit to students, programing quality, Chinese teacher training, and resources as benefits connected to Confucius Institute programing. K-12 participants listed educational benefit to students, alignment with institutional or school needs, curriculum, and programing quality as benefits.
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Tobin, Michael. "Future scenarios for institutes of technology in the Irish higher education system : a strategic foresight study." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557645.

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This thesis is a foresight study of alternative futures for Institutes of Technology within the Irish higher education system. The research focuses on the potential role and functions for the Institute of Technology sector in 2020. A strategic foresight methodology employing scenario design as the theoretical framework is applied. The general goals and contribution of the research are: to present foresight as a strategic methodology; to record developments and present a . snapshot' of the operating environment of the Institutes of Technology, including higher education trends, and agendas to 2010, and subsequently 2020; to present scenario narratives and alternative future paths for the Institutes of Technology to 2020; and, finally, to invite discussion on the future alternatives for the role and functions of the Institutes of Technology. The key purpose is to offer insights that may assist policy makers in choosing appropriate strategies for higher education in Ireland in 2020. The research identifies two significant challenges (critical uncertainties) relevant to the future determination of the role and functions of the Institutes of Technology for 2020, namely the structure of the higher education system and the relevance of teaching and/or research. As a consequence, four alternative scenarios are outlined: Stratocumulus, a dual higher education system consisting of Community Colleges that are aligned with and act as feeder colleges to the traditional research-orientated Universities; Altostratus, a stratified higher education system consisting of National Technological Universities and traditional research Universities; Altocumulus, a binary higher education system consisting of regionally aligned Institutes of Technology and traditional research-orientated Universities; and, Cirrostratus, a unitary higher education system consisting solely of Universities, where a hierarchy based on reputation has emerged in relation to research. Finally, there is a postscript discussion on factors relevant to choosing a particular scenario as a strategic option for higher education in Ireland to 2020.
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Alyaseen, Nouf M. B. "Knowledge evolution within business processes undergoing planned/radical change : empirical evidence from Kuwaiti higher education institutes." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15660.

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This thesis investigates changes in knowledge required to complete tasks within business processes that have implemented planned/radical change. The research is based on the synthesis of three scholarly domains: change management, knowledge management, and business processes. Organisations implement planned/radical change for various reasons: due to perturbations in the external environment, to achieve strategic goals, or to improve profitability. Radical changes affect business processes and the people carrying out tasks within those processes. Yet, many radical process change initiatives founder. The conceptual argument underpinning this thesis is that planned/radical change initiatives are rarely fully implemented because knowledge does not fully evolve from pre-change to post-change knowledge. People can hold onto knowledge they have, or are unable to grasp new knowledge required, or attempt to apply knowledge that is redundant. This thesis posits that knowledge which does not evolve is a barrier to change. Consequently, this study contributes by providing a deeper understanding of knowledge evolution in the context of processes that have undergone planned/radical change, and specifically the evolution of declarative, procedural and heuristic knowledge necessary to complete new or redesigned tasks within business processes, which form the bedrock to enhancing the implementation of planned/radical change. Drawing on the literature related to change, knowledge, process and dynamic capabilities, a conceptual model is developed to explain evolutionary stages from pre-change to post-change declarative, procedural and heuristic knowledge within business processes. The model is based upon empirical data, collected qualitatively from two higher educational institutes based in Kuwait. This thesis also investigates redundant knowledge: knowledge that is no longer of use in post-change processes. In addition, the factors affecting knowledge evolution that exist during the period of implementing planned/radical change in a business process are identified and defined. Understanding these factors enhances the progression of staff members through the evolution stages. The model suggests that greater recognition of the pace at which knowledge evolves is important for implementing planned/radical change. The implications for practice are highlighted. This study has a number of limitations and suggestions for future research, which are set out in more detail in the concluding chapter.
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Huelskamp, Amelia Catherine. "A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276.

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Murphy, Tony. "Exploring the challenges of managing blended learning courses in selected Irish higher education institutes : an activity theory study." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/128114/.

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This research explores the challenges of managing the development and delivery of blended learning courses in three higher education institutes (HEIs) in Ireland. Taking a case study approach and utilising Cultural Historical Activity Theory (CHAT), more specifically Engeström’s (2015) activity systems model (ASM), the research seeks to highlight the challenges by identifying contradictions in the activity systems for developing and delivering blended learning in each of the three HEIs. Three cases are examined by compiling separate ASMs for each case that reveal three quite different management approaches. A typology of managing course development is devised and presented as a means for comparing different approaches to managing the development and delivery of blended learning courses. The contradictions in each of the ASMs are used to identify the challenges associated with each separate approach. The activity systems identified, and their corresponding contradictions, are used to illuminate the larger debate around the use of new managerialist techniques in higher education and what that can mean for collegiality and the emergence of what has been described as neo collegiality in higher education.
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Wilk, Katarzyna. "Bridging the gap : a collective case study of counsellors' and international students' experiences of working together." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/bridging-the-gap-a-collective-case-study-of-counsellors-and-international-students-experiences-of-working-together(3a65f4b4-190e-44b6-b3dc-ff5f15076a1f).html.

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This research aimed to explore the dynamics of counsellors working cross-culturally with diverse clients in the context of counselling international students at Higher Education Institutes. A particular emphasis on exploring challenges of working cross-culturally with such a diverse group and the solutions to meet those challenges was investigated. Current trends in globalisation of education and the increasing numbers of foreign students entering universities create both problems and opportunities for how to meet the needs of this growing student population. Higher risk factors for distress and crisis are present for international students due to having additional pressures of adapting to a novel environment, establishing support networks, and overcoming culture shock in addition to the more common academic and financial stressors of college and university. The methodology of choice is a collective instrumental case study design that operates within a critical theory paradigm to develop an in-depth understanding of how different cases provide insight into working with diverse clients. Five British counsellors and five international students were recruited within the UK using purposeful convenience sampling through adverts and the professional networks of the researcher. Counsellors were interviewed within a single focus group and international students were interviewed individually in order to understand the researched phenomenon from both counsellor and client perspectives. Thematic Analysis was chosen to generate two separate streams of themes from both counsellor and international student groups in relation to identified challenges and solutions of working together. A second level of overarching themes was produced from comparing and contrasting responses across all participants. The findings highlight a rich heterogeneity within both groups of participants, showcasing the perspectives on both sides of the therapeutic encounter. Counsellors and students held similar and different perspectives on what they identified as challenges of working together -counsellors' vocalised a higher number of relational challenges and students' identified greater institutional barriers. Novice international students experienced increased challenges compared with seasoned international students suggesting that development of risk factors within this sub-group is a high priority to take into consideration when addressing international student needs. Viewing diversity as a positive resource was a shared solution discussed in both participant groups that relied on counsellors demonstrating liberal value systems. Both groups identified the need for institutional support to be increased with students requesting a more proactive community outreach. A dominant finding in terms of recommendations for working with diversity included the use of the pluralistic approach noting that there is no one right answer or model to work with diversity within people and that flexibility to adapt to each client was essential. The findings are not presented as definitive generalisable truths due to the small sample size, but provide contribution to a case-based understanding of how to provide support for diverse groups of students within Higher Education Institutions in order to reduce risk and increase well-being among the international student population.
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Books on the topic "Institutes of Higher Education"

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Opio-Odongo, Joe Martin Aldo. Higher education and research in Uganda. Nairobi, Kenya: Acts Press, African Centre for Technology Studies, 1993.

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Ståhle, Bertel. Staffing of higher education in Denmark. Copenhagen: Danish Council for Research Policy, 1994.

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Royal Society of Canada. University Research Committee. Realizing the potential: A strategy for university research in Canada : report. Ottawa: Royal Society of Canada, 1991.

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Afeti, George. Tertiary education in Africa today: Non-university institutions. Accra, Ghana: National Council for Tertiary Education, 2002.

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Department of Education & Science. Doncaster Metropolitan Institute of Higher Education: Aspects of further and higher education. Stanmore: Department of Education and Science, 1990.

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25 Jahre Liechtenstein-Institut (1986-2011). Schaan: Verlag der Liechtensteinischen Akademischen Gesellschaft, 2011.

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Mexico), FUNDAP (Foundation :., ed. Tiempo y palabra: Contratextos : hablan los institutos tecnológicos. Santiago de Querétaro, Querétaro, México: Fundación Universitaria de Derecho, Administración y Política, 2004.

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Duggan, John P. Dublin Institute. [s.l.]: [s.n.], 1993.

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Hazelkorn, Ellen. University research management: Developing research in new institutions. Paris: Organisation for Economic Co-operation and Development, 2005.

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H.I.V.E.: Higher Institute of Villainous Education. London: Bloomsbury, 2008.

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Book chapters on the topic "Institutes of Higher Education"

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "A University Landscape for the Digital World." In Higher Education Landscape 2030, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_1.

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Abstract As the digital transformation clearly highlights the role of universities and institutes of higher education in shaping a higher education system that is more open and provides education to everyone who can benefit from it, this study seeks to analyze, in more detail, what developments are having an impact on higher education and develops future scenarios for education in 2030. The UK study Solving future skills challenges implies that the linear model of education–employment–career will no longer be sufficient in the future, requiring new combinations of skills, experience, and collaboration from educators and employers. This UK study serves as a starting point for the AHEAD trend analysis for a higher education landscape in 2030. Five premises ranging from “No naive innovation view” to “Realistic approach,” and “Diversity in higher education” provide the basis for a search for concepts for the higher education of the future.
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Arumynathan, Pamela. "Educational Evolution: A Review of MOOCs in Institutes of Higher Education." In Managing the Asian Century, 125–33. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-585-3_9.

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Smolentseva, Anna, Jeroen Huisman, and Isak Froumin. "Transformation of Higher Education Institutional Landscape in Post-Soviet Countries: From Soviet Model to Where?" In Palgrave Studies in Global Higher Education, 1–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_1.

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AbstractThis chapter introduces the project that aimed at mapping the institutional landscape changes in higher education in 15 post-Soviet countries. The project takes the Soviet legacy as a point of departure and describes and analyses the important developments that took place with the fall of the Soviet system and the impacts these developments had on the landscape. Key developments pertain to, for example, the change from a state-dominated ideology to a steering philosophy with many market elements, finding a new balance between supply and demand, international developments and demographic developments. The landscapes have changed significantly with the emergence of non-state providers, a reconfiguration of “traditional” institutions (universities, academies, institutes) and also a growth in the public sectors of higher education.
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Corbett, Anne. "Process, Persistence and Pragmatism: Reconstructing the Creation of the European University Institute and the Erasmus Programme, 1955–1989." In Higher Education Dynamics, 59–80. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9505-4_3.

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How, Zhan Jie. "A Systematic Review of Scholarship of Teaching and Learning Research in Higher Education Institutes from 2014–2019." In Transforming Teaching and Learning in Higher Education, 11–43. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4980-9_2.

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DeYoung, Alan J., Zumrad Kataeva, and Dilrabo Jonbekova. "Higher Education in Tajikistan: Institutional Landscape and Key Policy Developments." In Palgrave Studies in Global Higher Education, 363–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_14.

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AbstractHigher education in Tajikistan has undergone substantial changes over the past 25 years as a result of both its internal crises and those social and economic transition challenges seen throughout the Newly Independent States (NIS). HEIs in the country have also shown eagerness to change and grow as they move toward world education space. In this chapter, we examine the evolution of the Tajik system of higher education from the Soviet time through independence (1991–2015) in terms of growth, emerging landscape and diversification, and key policy developments and issues. We analyze these changes in the context of relevant economic, social and political factors, and rely on a comparative analysis in understanding the commonalities and differences in higher educational landscapes between Tajikistan and others in the NIS. Institutional diversity has occurred in the country along several dimensions. Among these is a geometric expansion of the number of HEIs: Those transformed from preexisting Soviet institutes as well as the establishment of many new ones. This has been fueled partly by the mass creation of new programs that reflect the needs of an emerging knowledge-based economy but also the result of parental craving for higher education for their children—regardless of market demands. Specific features of the massification of higher education in Tajikistan are further explained by internationalization according to the Bologna Process and other globalization agendas; the establishment of international HEIs under bilateral government agreements (with Russia), and significantly increasing HEI programs and enrolments in far-flung regions of the country—especially in programs related to industry and technology. Our analyses are based on a variety of official statistical sources; educational laws, institutional documents and reports published by international organizations; accounts from the English-language press; and open-ended interviews conducted by the authors in Tajikistan between 2011 and 2014.
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Shukur, Ban Salman, Mohd Khanapi Abd Ghani, and M. A. Burhasnuddin. "A Cloud Computing Framework for Higher Education Institutes in Developing Countries (CCF_HEI_DC)." In Intelligent and Interactive Computing, 397–409. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6031-2_24.

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Merza, Hend. "Mobile Learning Pedagogical Quality Standards for Higher Education Institutes in Developing Countries." In Mobile and Ubiquitous Learning, 107–25. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6144-8_7.

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Reger, Guido, and Stefan Kuhlmann. "Importance of EC RTD Policy and its Influence on Institutes of Higher Education." In European Technology Policy in Germany, 79–108. Heidelberg: Physica-Verlag HD, 1995. http://dx.doi.org/10.1007/978-3-642-99778-5_5.

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Devarajan, Muralidhar, and Kanchana Jeganathan. "PSG College of Technology and the PSG Institute of Advanced Studies, India." In Internationalising Programmes in Higher Education, 151–57. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-106.

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Conference papers on the topic "Institutes of Higher Education"

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Mani, Mukta. "Aspects of entrepreneurship education in higher education institutes." In 2017 Tenth International Conference on Contemporary Computing (IC3). IEEE, 2017. http://dx.doi.org/10.1109/ic3.2017.8284346.

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Crawford, Russell. "Learning Gain using a game improve pharmacology knowledge in two transnational HE institutes." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9412.

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Gamification in higher education has been shown to provide a diverse range of learning opportunities for higher education practitioners as well as students. Building on our research exploring the benefits of using a card-based, role-playing team game called “BrainceptTM” to aid pharmacology learning for medical students, we now test the reproducibility of our novel finding that this game leads to appreciable and sustained learning gains in medical students from two different higher education institutes. Here we present student feedback, thematic analysis and quantitative pre-and post-test data collected from students who played BrainceptTM. Our data shows that this style of gamified learning has a reproducible positive effect on student pharmacological knowledge as well as measurable learning gains post-game play in both cohorts of students leading us to conclude that gamification of pharmacology learning may be a pedagogically valuable transnational educational intervention.
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Huang, Yuhong, and Yiying Chen. "Translation Strategies for Chinese Higher Education Institutes' Website Publicity." In 2017 International Conference on Management, Education and Social Science (ICMESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmess-17.2017.66.

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Darwis, Darwis, Badeni Badeni, and Sudarwan Danim. "Developing Model of Quality Assurance for Higher Education Institutes." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.70.

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Hua, Zhen. "Construction of Innovation and Entrepreneurship Education System in Higher Physical Education Institutes." In Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icem-18.2019.135.

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Hoveida, Reza, Gholamreza Shams, and Ali Hooshmand. "Knowledge management practices in higher education institutes: A different approach." In 2008 Third International Conference on Digital Information Management (ICDIM). IEEE, 2008. http://dx.doi.org/10.1109/icdim.2008.4746696.

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Alsarmi, Lamiya, Shahad Almaawali, and Herald Noronha. "SMART CAMPUS SECURITY SYSTEM FOR HIGHER EDUCATION INSTITUTES USING IOT DEVICES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2288.

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Luojus, Satu, and Sami Kauppinen. "THE ROLE OF HIGHER EDUCATION INSTITUTES IN PUBLIC SECTOR INNOVATION ECOSYSTEMS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0402.

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Wu, Ting. "Canadians' Perception of Confucius Institutes: Culture Experience or Political Propaganda?" In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.102.

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Leyh, Christian, Anne Gebhardt, and Philipp Berton. "Implementing ERP Systems in Higher Education Institutes: Critical Success Factors Revisited." In 2017 Federated Conference on Computer Science and Information Systems. IEEE, 2017. http://dx.doi.org/10.15439/2017f364.

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Reports on the topic "Institutes of Higher Education"

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Ahoba-Sam, Rhoda, and Lisa Nieth. Higher Education Institutes and the Twente Board: Policy Report. Center for Higher Education Policy Studies (CHEPS), 2019. http://dx.doi.org/10.3990/4.2535-5686.2019.01.

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Puukka, Jaana, and Richard Yelland. Review of Higher Education Institutes in Regional Development. Guidelines for the self-evaluation Report 2008-2010. OECD - Organisation for Economic Co-operation and Development, June 2008. http://dx.doi.org/10.22163/fteval.2008.147.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315556.

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Magoula, Angeliki-Elen, and Christopher S. Myers. Cost in Higher Education. Fort Belvoir, VA: Defense Technical Information Center, June 2007. http://dx.doi.org/10.21236/ada473288.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306629.

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Dearden, Lorraine, Claire Crawford, Rowena Crawford, and Jack Britton. Labour’s higher education funding plans. Institute for Fiscal Studies, February 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00164.

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Winston, Gordon, and David Zimmerman. Peer Effects in Higher Education. Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9501.

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Michael Cherney, PhD. Alternative Energy for Higher Education. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035800.

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De Vlieger, Pieter, Brian Jacob, and Kevin Stange. Measuring Instructor Effectiveness in Higher Education. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22998.

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Hoxby, Caroline, and Sarah Turner. Measuring Opportunity in U.S. Higher Education. Cambridge, MA: National Bureau of Economic Research, January 2019. http://dx.doi.org/10.3386/w25479.

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