Relevant bibliographies by topics / Journal, Saxony, university, higher education

Contents

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

Academic literature on the topic 'Journal, Saxony, university, higher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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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 sig
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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 Tea
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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 i
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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, Malay
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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 ArabiaA
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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 h
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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
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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 En
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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 hig
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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 welc
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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 we
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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.

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Books 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.

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Book 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.
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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
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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
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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
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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
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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
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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
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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
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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 t
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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 gra
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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 re
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