Academic literature on the topic 'Journal, Saxony, university, higher education'
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Journal articles on the topic "Journal, Saxony, university, higher education"
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Houcine, Benlaria, and Mostefaoui Sofiane. "Higher Education Quality Management: Evidence from Adrar University." Asian Journal of Economic Modelling 6, no. 1 (2018): 83–89. http://dx.doi.org/10.18488/journal.8.2018.61.83.89.
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Stöver, Britta. "The regional significance of university locations in Lower Saxony." Raumforschung und Raumordnung | Spatial Research and Planning 78, no. 4 (2020): 337–59. http://dx.doi.org/10.2478/rara-2020-0014.
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AbstractUniversities are important economic actors and make a considerable impact on the demand and supply side of their local economies. The aim of this paper is to quantify, compare and classify the different economic demand-and supply-side contributions of the university locations within Lower Saxony (Germany) using a combination of multiplier analysis and spatial econometrics on a NUTS 3 level. In comparison to numerous other studies, this paper does not focus on the economic impact of individual cases or a selected university location but gives a complete picture of the importance and significance of all university locations within Lower Saxony. The income-induced direct and indirect demand effects are estimated using a rich data set of higher education statistics in combination with an income and employment multiplier derived from a regional input-output table. The supply-side effects, i.e. the impact of the education and research outcomes, are estimated with the help of spatial panel regressions, a model derived from human capital theory and knowledge spillover theory. The estimation results give a complete and reproducible impression of the importance and significance of the different university locations, offering the opportunity for comparisons and classifications.
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Lefoe, Geraldine E. "Journal of University Teaching and Learning Practice Editorial 9.1." Journal of University Teaching and Learning Practice 9, no. 1 (2012): 2–4. http://dx.doi.org/10.53761/1.9.1.1.
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Welcome to the first issue of Volume 9 of Journal of University Teaching and Learning (JUTLP) in 2012. Higher education institutions continue to adapt to the many changes occurring in education. Increasing pressures on systems and the people who work within them are becoming more evident. For this journal one such impact has been the submission of several papers which have evidence of plagiarism or selfplagiarism. Contributing factors may indeed be increased pressure to publish and a lack of understanding of what constitutes plagiarism amongst inexperienced authors. In the Higher Education Teaching and Learning group in Linkedin (http://tinyurl.com/HETL-SOTL) suggestions have been offered in terms of education for authors and reviewers to address the problem. It seems that new technologies, as well as those that have been around for quite some time, offer both advantages and disadvantages for academic activity. Fortunately, for many of our authors the use of technology to support teaching and learning is providing avenues for increased support for student learning.
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Lefoe, Geraldine E. "Journal of University Teaching and Learning Practice Editorial 8.3." Journal of University Teaching and Learning Practice 8, no. 3 (2011): 2–4. http://dx.doi.org/10.53761/1.8.3.1.
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Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 7, No. 4." Higher Education Studies 7, no. 4 (2017): 111. http://dx.doi.org/10.5539/hes.v7n4p111.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 7, Number 4Arif Jawaid Moghal, Linton University College, MalaysiaBahar Gün, Izmir University of Economics, TurkeyCurtis L. Todd, Atlanta Metropolitan State College, United StatesDebra Lilley, Loughborough University, United KingdomDerry L. Stufft, University of Maryland Eastern Shore, United StatesGeraldine Norman Hill, Elizabeth City State University, United StatesHüseyin Serçe, Selçuk University, TurkeyJohn Cowan, Edinburgh Napier University, United KingdomLung-Tan Lu, Fo Guang University, Taiwan, Province of ChinaMiroslaw Kowalski, University of Zielona Góra, PolandOsman Cekic, Canakkale Onsekiz Mart University, TurkeyRafizah Mohd Rawian, Universiti Teknologi MARA Perlis, MalaysiaRafizah Mohd Rawian, Universiti Teknologi MARA Perlis, Malaysia
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 1." Higher Education Studies 8, no. 1 (2018): 72. http://dx.doi.org/10.5539/hes.v8n1p72.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 1Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGeraldine N. Hill, Elizabeth City State University, United StatesGregory S. Ching, Lunghwa University of Science and Technology, TaiwanHüseyin Serçe, Selçuk University, TurkeyJohn Cowan, Edinburgh Napier University, United KingdomLung-Tan Lu, Fo Guang University, Taiwan, TaiwanManjet Kaur Mehar Singh, Universiti Sains Malaysia, MalaysiaNayereh Shahmohammadi, Academic Staff in Organization for Educational Research and Planning, IranOsman Cekic, Canakkale Onsekiz Mart University, TurkeyPhilip Denton, Liverpool John Moores University, United KingdomQing Xie, Jiangnan University, ChinaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaTuija A. Turunen, University of Lapland, FinlandWhatmore Chikwature, Mutare Polytechnic, Zimbabwe
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Lefoe, Geraldine E. "Journal of University Teaching and Learning Practice Editorial 10.1." Journal of University Teaching and Learning Practice 10, no. 1 (2013): 2–4. http://dx.doi.org/10.53761/1.10.1.1.
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Welcome to the first issue of Volume 10 of Journal of University Teaching and Learning (JUTLP) in 2013. This year also marks the tenth year of the journal and we have seen it grow incredibly in that time. As an open access journal we struggled initially for acceptance. However last year there were 32000 downloads from the site, an indication of improved access as well as more interest in improving teaching practice. This increased recognition for research related to higher education teaching practice is also reflected in opportunities for grants. In Australia this year the federal government has recently announced that Office of Learning and Teaching (OLT) grants and fellowships are included in the Competitive Grants Register for the first time providing further avenues for our scholars to support their research.
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Lefoe, Geraldine E. "Journal of University Teaching and Learning Practice Editorial 8.2." Journal of University Teaching and Learning Practice 8, no. 2 (2011): 2–4. http://dx.doi.org/10.53761/1.8.2.1.
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Welcome to the second issue, Volume 8 of the Journal of University Teaching and Learning (JUTLP). We are very pleased to see the way the journal continues to grow and the improvement in the quality of the papers. For this we would like to thank our editorial board and reviewers for their considerable efforts in providing valuable feedback to the contributors. Recently many people farewelled the Australian Learning and Teaching Council at the Opera House in Sydney as they presented the final round of Teaching and Learning awards and citations. Recognition for these outstanding teachers, as well as support through a multi-million dollar grant system, has seen the profile of teaching and learning raised significantly within higher education in Australia and we look forward to seeing further support through the government body who have taken over this role.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA
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Baral, Keshar J. "Higher Education Financing in Nepal." Journal of Nepalese Business Studies 4, no. 1 (2008): 1–9. http://dx.doi.org/10.3126/jnbs.v4i1.1025.
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National policy on the financing of higher education is to recover the recurrent costs and shift the burden of higher education to the private sector. This paper, using the financial data pub-lished by University Grants Commission (UGC) and extracted from the financial statements of Pokhara University (POKU), attempts to analyze the financing pattern of higher education in Nepal. In gen- eral, it analyzes the overall financing pattern of higher education in Nepal and in particular of POKU during the last eight fiscal years (FY 1999 through 2006). This concludes that the level of budget for higher education in Nepal is relatively low and not enough to bring up the accessibility of qualitative higher education. Moreover, it concludes that government grants-both administrative and development, provided to the universities are not consistent during the study period. 
 
 The Journal of Nepalese Business Studies Vol. IV, No. 1 (2007) pp. 1-9
Dissertations / Theses on the topic "Journal, Saxony, university, higher education"
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Lenz, Karl, Andrä Wolter, Martin Otto, and Robert Pelz. "Studium und Berufseinstieg." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-226377.
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Absolventenstudien erweisen sich mehr und mehr als multifunktionale Instrumente der Hochschulentwicklung. Im Kontext der Debatte über den Bologna-Prozess ist ein enormer Informationsbedarf bezüglich des Verbleibs, der Beschäftigungsbedingungen und der Beschäftigungsfähigkeit von Absolventinnen und Absolventen der neuen Studiengänge entstanden. Hier können Absolventenstudien wissenschaftlich fundierte Antworten geben. Wie beurteilen sächsische Hochschulabsolventinnen und -absolventen aus der Rückschau ihr Studium? Welche Kompetenzen haben sie ihrer Einschätzung nach im Studium erworben und welche Kompetenzen wurden von ihnen beim Berufseintritt gefordert? In welchem Umfang haben die Absolventinnen und Absolventen eine Erwerbstätigkeit in Sachsen gefunden? Welche Mobilitätsprozesse vollziehen sich nach dem Studienabschluss? Das sind einige wenige Beispiele für Fragen, für deren Beantwortung die Ergebnisse der Sächsischen Absolventenstudie herangezogen werden können. In diesem Abschlussbericht werden die Auswertungen für die Erstbefragung der Prüfungsjahrgänge 2010 und 2011 präsentiert<br>Eine empirische Untersuchung im Auftrag des Sächsischen Staatsministeriums für Wissenschaft und Kunst
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Lenz, Karl, Andrä Wolter, Martin Otto, and Robert Pelz. "Studium und Berufseinstieg: Ergebnisse der zweiten Sächsischen Absolventenstudie: Erste Befragung der Prüfungsjahrgänge 2010 und 2011." Technische Universität Dresden, 2014. https://tud.qucosa.de/id/qucosa%3A30370.
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Absolventenstudien erweisen sich mehr und mehr als multifunktionale Instrumente der Hochschulentwicklung. Im Kontext der Debatte über den Bologna-Prozess ist ein enormer Informationsbedarf bezüglich des Verbleibs, der Beschäftigungsbedingungen und der Beschäftigungsfähigkeit von Absolventinnen und Absolventen der neuen Studiengänge entstanden. Hier können Absolventenstudien wissenschaftlich fundierte Antworten geben.
Wie beurteilen sächsische Hochschulabsolventinnen und -absolventen aus der Rückschau ihr Studium? Welche Kompetenzen haben sie ihrer Einschätzung nach im Studium erworben und welche Kompetenzen wurden von ihnen beim Berufseintritt gefordert? In welchem Umfang haben die Absolventinnen und Absolventen eine Erwerbstätigkeit in Sachsen gefunden? Welche Mobilitätsprozesse vollziehen sich nach dem Studienabschluss?
Das sind einige wenige Beispiele für Fragen, für deren Beantwortung die Ergebnisse der Sächsischen Absolventenstudie herangezogen werden können. In diesem Abschlussbericht werden die Auswertungen für die Erstbefragung der Prüfungsjahrgänge 2010 und 2011 präsentiert.<br>Eine empirische Untersuchung im Auftrag des Sächsischen Staatsministeriums für Wissenschaft und Kunst
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"Dresdner Universitätsjournal." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-170252.
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"Dresdner Universitätsjournal." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-161592.
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"Dresdner Universitätsjournal." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-114874.
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"Dresdner Universitätsjournal." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-103037.
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"Dresdner Universitätsjournal." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-237059.
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"Wissenschaft ist unser Leben." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-103324.
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"Dresdner Universitätsjournal." Technische Universität Dresden, 2002. https://tud.qucosa.de/id/qucosa%3A26401.
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"Dresdner Universitätsjournal." Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A25555.
Full textBooks on the topic "Journal, Saxony, university, higher education"
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Morgan, Gordon D. The edge of campus: A journal of the Black experience at the University of Arkansas. University of Arkansas Press, 1990.
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Minahan, John A. Teaching Democracy: A Professor's Journal. Delphinium Books, 1993.
Find full textBook chapters on the topic "Journal, Saxony, university, higher education"
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Kruse, Carola, Thanh-Thu Phan Tan, Arne Koesling, and Marc Krüger. "Strategies of LMS Implementation at German Universities." In Higher Education Institutions and Learning Management Systems. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-884-2.ch015.
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In Germany, a learning management system (LMS) has become an everyday online tool for the academic staff and students at almost every university. Implementing an LMS, however, can be very different depending on the university. We introduce some general aspects on the strategies at German universities on how to implement an LMS. These aspects are mainly influenced by two main approaches, the top-down and bottom-up approach, which determine the decisions and actions on different levels at the university. In order to show how the strategies are carried out, we are presenting three case studies from universities based in the German federal state of Lower Saxony. We are going to reveal that both approaches play a part in each strategy, however differently weighted. It becomes clear that networking and collaboration plays a crucial role, not only concerning the technical development of the LMS software but also in organisational and educational terms.
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Altbach, Philip G. "Edward Shils: defender of the traditional university." In The calling of social thought. Manchester University Press, 2019. http://dx.doi.org/10.7228/manchester/9781526120052.003.0012.
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Universities and science policy were key areas of Edward Shils’ concerns. His commitment to the research university ideal as the central institution for the production and dissemination of knowledge and the essential role of higher education for social and economic development led him to establish the journal Minerva. This journal became central for research on higher education and for debates on science policy. Shils wrote thoughtfully on the role of the research university, and was one of the first scholars to focus on universities in developing countries, pointing out their centrality for emerging economies. Shils belief in the Weberian ideal of the research university led him to analyse the history of universities in the nineteenth and twentieth centuries and defend the traditional ideal of faculty autonomy and governance.
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Crowther, Philip, Andrew Scott, and Tom Allen. "Perceptions of Collaboration Amongst Novice Design Students." In Collaboration and Student Engagement in Design Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch006.
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This chapter presents a case study of a large common first year unit/subject in a major Australian university. The unit introduces students to the theory and practice of design through a learning environment that is brief and intense; being delivered in block mode over just four days, and being free of other academic commitments. Students choose from one of two concurrent environments, either a camping field trip or an on-campus alternative, and work in mixed discipline groups of six to nine students, on two sequential design projects. Participant survey and reflective journal data are used to analyse student perceptions of the learning activities and to establish the pedagogical success of learning about collaboration through the act of collaborating; specifically through a project-based design environment. The data supports the hypothesis that groups that emotionally engaged with collaboration and collaborated more effectively achieved higher academic grades.
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Graham, Charles R., Stephanie Allen, and Donna Ure. "Benefits and Challenges of Blended Learning Environments." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch047.
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The term “blended learning” has become a corporate buzzword in recent years (Lamb, 2001). Recently, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry in 2003 (Rooney, 2003). In higher education, the term blended learning is being used with increased frequency in academic conferences and publications. Issues related to the design and implementation of blended learning environments (BLE) are surfacing as technological advances continue to blur the lines between distributed learning and the traditional campus-based learning. Many universities are beginning to recognize the advantages of blending online and residential instruction. The Chronicle of Higher Education recently quoted the president of Pennsylvania State University as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). Along the same lines, the editor of The Journal of Asynchronous Learning Networks is predicting a dramatic increase in the number of hybrid (i.e., blended) courses to include as many as 80-90% of the range of courses (Young, 2002). The article provides an overview of blended learning environments (BLEs) and outlines the most common benefits and challenges identified in the research literature.
Conference papers on the topic "Journal, Saxony, university, higher education"
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Kusiak-Pisowacka, Monika. "Exploring student teachers’ reflection skills: Evidence from journal tasks." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11088.
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The article addresses the issue of developing reflection skills of Polish foreign language student teachers in the context of university training. Although the importance of fostering reflection in student teachers has been widely acknowledged, the complexity of the construct and difficulties to operationalize reflection in research calls for new studies, to which the present paper aims to contribute. The paper discusses the study in progress whose main aims were to explore the potential of journal tasks as techniques stimulating trainees’ reflection and to investigate the nature of reflection demonstrated in students’ journals. The results of the analysis of students’ texts revealed different ways that the students adopted to approach the journal task. Three perspectives from which the students developed their narration were identified: teacher-focused, learner-focused and the one that focusses on external factors. Additionally, the analysis led to the identification of three types of writing, named in the study as Theorising, Describing and Discussing. The findings point to the effectiveness of journal tasks in stimulating students’ thinking about their practicum experiences. They also stress the significance of fostering novice teachers’ reflection skills as a way of socializing students into new roles they will play in their future professional communities.
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"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.
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"An Analytical Investigation of the Characteristics of the Dropout Students in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3979.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Background: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. The sample includes 555 freshmen in a non-profit private university. Methodology: The study uses both descriptive statistics such as cross tabulation and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper, one it raises questions regarding causes of dropout thus, hopefully, it can result in better allocation of resources at higher education institutions. It also develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: Two major findings are that some of the resources designed to assist student are misallocated, and that the proposed model predicted with 66.6% accuracy students who will dropout. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Secondly that analytical models be used to predicts dropout with fair accuracy. Impact on Society: The study should result in better allocation of resources in higher education institutions Future Research: The research will continue developing and testing the model using a wider sample and other institutions.
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Forthun, Gracie, and Sydney Freeman Jr. "Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3673.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background: This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology : Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.
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Penman, Joy, and Jyothi Thalluri. "The Impact of a University Experience Program on Rural and Regional Secondary School Students: Keeping the Flame Burning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3654.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education. Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers. Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program. Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university. Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited.
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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies
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Taylor, Estelle. "Investigating the Perception of Stakeholders on Soft Skills Development of Students: Evidence from South Africa." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3417.
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[The final form of this paper was published in the journal Interdisciplinary Journal of e-Skills and Lifelong Learning.] Soft skills are becoming increasingly important and will be critical for success in the Information Systems profession. Employers complain about a lack in soft skills among graduates from tertiary education institutions. No agreement exists about what these skills actually are, which are of importance, and how acquiring these soft skills should be approached in higher education. The aim of this paper is to research the perceptions of lecturers, industry, and students on soft skills development of students and to identify important soft skills that need to be developed. The paper starts with a problem statement emphasizing the importance of soft skills and the possible lack thereof. This is followed by a literature review, a description of the methodology followed for this research, the results, conclusion, and the references. The research was done at a university in South Africa. Questionnaires consisting of open questions were distributed to lecturers, industry, and students respectively, and qualitative analysis was done on the results. Results show that stakeholders feel that soft skills of students are not developed adequately, that there is some uncertainty about who should be responsible for developing soft skills, and that the development of soft skills is seen as a difficult task. A list is compiled of the most important soft skills according to literature, lecturers, industry, and students. This list can be used in further research on the soft skills of IT-students. Recommendations are made for the teaching and learning of soft skills.
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Whatley, Janice. "Are We Ready to Go Live with Our Team Projects?" In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3482.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.
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King-Berry, Arlene, and Carolene Eslyn Charles. "FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end119.
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There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number graduate (Tinto, 1993). It is, therefore, imperative that HBCUs implement strategies most likely to increase retention and persistence rates. When it comes to taking a closer look at pedagogy and practice in teaching, the COVID-19 Pandemic has created innovative environments for faculty to assess the students. The new perspective has many faculties utilizing evidence-based practices regarding performance-based assessment and other innovative techniques to assess students learning. Online teaching & learning and online assessment are likely to occupy a higher percentage of the future curriculum, which can be seen as a positive development for online learning. A correlation assumed that university faculty satisfaction and fair promotion could have a positive effect on student retention and engagement with a comprehensive analysis of these studies. It is paramount to consider that not only was fundamental student engagement found of tremendous relevance, but the literature is evident that student engagement during the entire higher education experience also leads to higher student retention rates and increased institutional commitment (Burke, 2019). This paper defines retention and persistence at HBCUs and presents the results of a systematic literature review that (a) identifies the challenges that impact student retention and persistence at HBCUs during the COVID-19 Pandemic and (b) delineates research-based practices/strategies recommended to address the academic, socio-emotional, and financial and health/wellness challenges of students attending HBCUs.
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"Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4057.
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[This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] ABSTRACT Mathematics is fundamental to the study of Computer Science. In Sri Lankan state universities, students have been enrolled only from the Physical Science stream with minimum ‘C’ grade in Mathematics in the advanced level examination to do a degree program in Computer Science. In addition to that universities have been offering some course units in Mathematics covering basis in Discrete Mathematics, Calculus, and Algebra to provide the required mathematical maturity to Computer Science under-graduates. Despite of this it is observed that the failure rate in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units and to make appropriate recommendations based on our findings. Academic records comprised of 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university was considered for this study. Results indicated that Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered in the first and second year of studies were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impact-ed on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units.