Relevant bibliographies by topics / Study skills in higher education

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

Academic literature on the topic 'Study skills in higher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Study skills in higher education"

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King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.

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Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.
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Molina, Gloria Milagros Torres, Míriam Liliana Flores Coronado, Carlos Fabian Falcon, July Rivera-Zamudio, and Luis Alberto Núñez Lira. "Digital teaching skills: comparative study in higher education." Revista Tempos e Espaços em Educação 14, no. 33 (April 25, 2021): e15527. http://dx.doi.org/10.20952/revtee.v14i33.15527.

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Research entitled Comparative study of the teacher's digital competencies since the perception of students from four Senati locations, Lima-2020 was intended to establish the significant differences in digital competences between teachers of the different senati headquarters, located in Lima Metropolitana and Callao; the work followed the quantitative methodology, descriptive, comparative and explanatory level; the population was 4440 students with a random sample stratified of 354; the instrument was subjected to the reliability and validity of both content and construct. The main results established that at least two population means are different, as indicated by the p value (0,000) and F (11,819). Lima Cercado's headquarters were also shown to perform better compared to the other headquarters.
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Parnawati, Tantry Ajeng, and Atik Ulinuha. "ENGLISH AT HIGHER EDUCATION LEVEL: A NEED ANALYSIS." Premise: Journal of English Education 8, no. 2 (October 20, 2019): 226. http://dx.doi.org/10.24127/pj.v8i2.2296.

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This study aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct
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Mortimore, Tilly, and W. Ray Crozier. "Dyslexia and difficulties with study skills in higher education." Studies in Higher Education 31, no. 2 (April 2006): 235–51. http://dx.doi.org/10.1080/03075070600572173.

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Zarzycka, Anita. "Development of soft skills in higher education - case study." e-mentor 2017, no. 70(3) (June 30, 2017): 10–14. http://dx.doi.org/10.15219/em70.1309.

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Silva, Ana Paula, Pedro Lourtie, and Luisa Aires. "Employability in online higher education: A case study." International Review of Research in Open and Distributed Learning 14, no. 1 (January 29, 2013): 106. http://dx.doi.org/10.19173/irrodl.v14i1.1262.

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<p>Over the past 15 years, learning in distance education universities has become more interactive, flexible, collaborative, and participative. Nevertheless, some accounts have highlighted the importance of developing more instrumental and standardized educational practices to answer the challenges of employability. In fact, the choice of skills that are important to learning communities and the labour market has been the subject of controversy because it involves heterogeneous motives among different groups.</p><p>This paper compares the perceptions of employability skills in a sample of teachers from the Universidade Aberta and a sample of students who attend a local learning centre at this University. The research focused on the following dimensions: a) the most important employability skills, and b) the employability skills to be developed in online undergraduate degrees<span class="apple-converted-space">. To collect the required data, a questionnaire was prepared and applied to students and teachers, taking the theoretical model of Knight and Yorke (2006) as its main reference. In spite of the specificity of each group, the results revealed some similarities between students and teachers with regard to employability. The conclusions also highlighted the need to promote research on this matter in online education.</span></p>
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Bartholomeu, Daniel, José Maria Montiel, and Michael J. Bernstein. "Social Skills and Study Group Acceptance: Research with Higher Education." International Journal of Advances in Psychology 3, no. 4 (2014): 111. http://dx.doi.org/10.14355/ijap.2014.0304.02.

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Bazhouni, Maya. "Integrating Critical Thinking Skills in Higher Education." Education and Linguistics Research 4, no. 1 (April 6, 2018): 65. http://dx.doi.org/10.5296/elr.v4i1.12964.

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Critical thinking is an essential topic in the education system. Additionally, it has evolved into a buzzword in many schools and educational institutions. Over the years, researchers have attempted to define what critical thinking is all about and its significance in the education sector. Available research evidence shows that critical thinking goes beyond the memorizing of information. Instead, it requires students to carefully analyze and evaluate information and weigh the implications of their choices before making a decision. This paper aimed at exploring ways of promoting critical thinking among college students. Using an exploratory design and secondary data, the study revealed that educators have a key role to play in promoting critical thinking among learners. In particular, teachers can use questioning, proper classroom arrangement, written assignments, and classroom debates and discussions to promote critical thinking among college students.
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Xia, Belle Selene, and Elia Liitiäinen. "Implications of Higher Education on Earnings." International Journal of Adult Vocational Education and Technology 7, no. 1 (January 2016): 50–64. http://dx.doi.org/10.4018/ijavet.2016010104.

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One of the central topics in the research of higher education is the degree of match between education and work as measured by earnings. Traditional literature has shown the correlation between the duration of studies and earnings in the work life. The authors' present study aims to enlarge this scope by evaluating the impact of competence and skills learned in the university with that of the skills demanded in the work life in an empirical study. In this paper, the authors have collected elementary data from the Finnish university graduates with a respectively high response rate. Consequently, using the data of these university graduates they aim to demonstrate the mismatch between the demand for academic knowledge and the professional demand in the work life and draw policy implications on the findings. The authors will also show how these phenomena affect higher education and earnings through the analysis of skills and competence. New research opportunities are opened in the survey evidence on skills learned at the university.
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Garcia-Esteban, Soraya, and Stefan Jahnke. "Skills in European higher education mobility programmes: outlining a conceptual framework." Higher Education, Skills and Work-Based Learning 10, no. 3 (March 6, 2020): 519–39. http://dx.doi.org/10.1108/heswbl-09-2019-0111.

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PurposeCredit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes.Design/methodology/approachThe approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: “skill frameworks” AND “higher education” OR “skill frameworks” AND “mobility exchange programs”. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports.FindingsData seem to confirm that there is scarce agreement on a common taxonomy of skills. However, considering the results, which summarize relevant educational, institutional and occupational perspectives, it can be noticed that there is consensus on the classification of only four skills: ICT, literacy and numeracy, which are considered basic, key or core skills in most researched papers together with problem solving, which is generally regarded as a cognitive skill. The general tendency is that policymakers and academia focus on some particular domains: basic/key, core/global foundation/fundamental skills, transferable, transversal and other skills. Studies analysing the workforce skill requirements have projected mainly cognitive and learning skills, whereas mobility programmes concede relevance to employability, management, career and life skills.Research limitations/implicationsMeasuring skills involves limitations as records vary depending on continuous emerging data from institutions, occupations and education. The key frameworks surveyed have provided a representative classification and depiction of the current skills from specific perspectives which are also believed to have their shortcomings. In combination, however, it is believed that the results presented can help provide a theoretical basis for assessing skills in credit mobility and Erasmus programmes within the EHEA. The resulting framework presents a founded basis for skills appraisal which expects to be meaningful for various stakeholders and helps determine how mobility policies can help improve the attainment of skills in the EHEA.Practical implicationsResearch has suggested that education systems will have to adapt to the changing needs of the labour markets' reshaping roles to balance technology and human intellect. The workforce seems to realize that cognitive skills such as problem solving, organization and decision-making are needed in today's society; advanced basic learning skills such as numeracy and literacy are essential. Findings appoint to new areas for exploration in skills development in order to prepare European higher education students for current trends in the Fourth Industrial Revolution and the fusion between digital, physical and biological spheres.Social implicationsData seem to confirm that a sole degree does not guarantee success, but the maturity of certain skills and the commitment to lifelong learning. This can be strengthened by taking part in EHEA credit student mobility that has proved to improve not only basic and linguistic skills but also self-development and respect for several aspects such as diversity and (inter)cultural awareness. Taking into account the perceptive and interpersonal abilities mentioned in reports on future skills, it seems that education will need further support for updated teaching practices and assessment of the skills that are expected to have greater demand, namely STEM. Institutions will need to update and promote the teaching of new skills based on a new collective and moral consciousness as recently indicated in OECD's (2018) Global Competence in order to make future citizens understand and act on issues of universal significance in today's interconnected world.Originality/valueFor several decades, government, education and industry have proposed different outlines for what graduates should know and be able to do. Limited academic studies have been found, however, with updated concrete data on which skills should preferably be developed or whether and how students can further improve these skills as part of EHEA credit student mobility. This study has synthesized works and identified domains which featured the importance of generic core, cognitive and employability skills. The revision of skill frameworks has underscored existing literature and reports on future skills which anticipate that, in order to confront the expanding and prevalent role of technology, graduates will need to focus on developing unique human skills such as effective communication and creative innovation, critical thinking and collective ethical values.
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Dissertations / Theses on the topic "Study skills in higher education"

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Spencer, Peter. "Towards a reconceptualisation of skill : a study of skills in higher education." Thesis, Sheffield Hallam University, 2004. http://shura.shu.ac.uk/3467/.

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The concept of skill has become increasingly important in the discourse of education over recent years and now appears to have assumed a central position in the debate surrounding the purpose and function of higher education. Skill is a construct which is now required to function as a unifying principle and conflates into one notion, previously separate understandings of national economic competitiveness, skilled performance and higher education. It is a construct which is over-used and under-theorised and paradoxically (for such a 'unifying' concept) appears to be fractured by fundamental inconsistencies and structural ambiguities. The aim of this study is to reveal the nature of the problem which impacts on higher education and skill, and to place skill in an appropriate context within higher education. This is undertaken by analysing the literatures which hold skill as a central concept; by attempting to construct a logical framework to provide greater clarity and focus in the use of skill within the discourse of education; to establish an appropriate underpinning rationale for delimiting the use of skill in educational discourse; and to seek to influence educational debate on the appropriate and incommensurable uses of skill within the discourse of education. The research deploys discourse analysis - notably the social constructionist theories of Ernesto Laclau and Chantale Mouffe (1985) - and argues that skill has become a nodal point both within the discourse of education and a floating Signifier between the several discourses which hold skill as a central concept. The study argues that the current conception of skill is both antithetical to skill production within higher education and inimical to the purposes and function of higher education. And further, that skill now functions as a social myth, embodying a new ideology which continues to inflict serious bilateral damage on both higher education and skill.
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America, Carina. "Management education via the internet: factors facilitating and inhibiting the adoption of WEBCT at a faculty in a higher education institution." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2432_1188476943.

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The emergence of the Internet and the World Wide Web in particular, impact increasingly on the activities of commerce and industry and in the process also change the manner in which courses are delivered in higher education. The aim of this study ws to investigate the relationship between certain antecedent factors and the adoption of a specific technology called WebCT among lecturers within a business faculty at a higher education institution.

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Rankhumise, EM, FG Netswera, and TR Mavundla. "Employee retention factors for South African higher education institutions: a case study." South African Journal of Human Resource Management, 2005. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000924.

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The success of the most competitive companies throughout the world, including higher education institutions, lies in their highly skilled employees on which these institutions spend millions to retain. Literature reveals the cost of losing best employees to be enormous – beyond monetary quantification. Also worth noting is that the loss of one competent employee to a competitor institution strengthens the competitor’s advantage. This case study analysed human resources turnover data, and interviewed academic managers and employees in order to examine the possible employee retention factors for a higher education institution in South Africa. The findings reveal different institutional interests between institutional managers and employees. The former are concerned more about profits, business sustenance and justification for spending, while the latter are driven by introverted interests such as development, monetary rewards and personal fulfilment.
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Woodard, Eric W. "Soft Skills, In Turn| An Exploratory Qualitative Study of Soft Skill Development Through Individual Internship Experiences in a Workplace Setting." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784634.

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It is increasingly being recognized that students are not developing all the skills in school that employers need. Much of this skill gap stems from students not developing soft skills such as the ability to communicate, form interpersonal relationships, and act professionally. This is a problem for students because it limits their employability, a problem for employers because it limits the capabilities of the emerging workforce, and a problem for educators because it limits the practical value of the degree programs they offer.

While soft skills are difficult to develop in the classroom, it is known that internships provide an effective alternative. However, the nature of internship experiences that develop interns’ soft skills has been largely unexplored. Therefore, the purpose of this basic qualitative study was to explore the research question: What is the nature of internship experiences that develop interns’ soft skills? Sub-questions included: (a) What internship experiences contribute to interns’ soft skill development? and (b) How do these internship experiences develop interns’ soft skills?

To investigate these questions, data for this study was collected through semi-structured interviews with a diversity of 19 research participants engaged in internships at a large scientific and cultural organization. Based on a review of experiential learning, internship, soft skill, and experiential learning theory literature, questions posed to participants were specifically designed to explore a variety of factors relevant to the research question of this study. These factors included communication, relationships, professionalism, mentorship, biography, context, sensation, reflection, comprehension, and action.

Based on analysis of the data, this study offered three principal conclusions. (1) interns develop soft skills when they interact, relate, and are professional with others; (2) interns develop soft skills by pushing boundaries, reflecting with mentors, being motivated, and repeating action; (3) the nature of internship experiences that develop intern soft skills is their capacity to offer a full range of opportunities to practice soft skills.

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Ebrahimian, Jennifer Carlene King. "The effect of study skills instruction on the study strategies and attitudes of college students with learning disabilities." FIU Digital Commons, 1993. http://digitalcommons.fiu.edu/etd/3113.

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The purpose of this study was to determine the effects of participating in an existing study skills course, developed for use with a general college population, on the study strategies and attitudes of college students with learning disabilities. This study further investigated whether there would be differential effectiveness for segregated and mainstreamed sections of the course. The sample consisted of 42 students with learning disabilities attending a southeastern university. Students were randomly assigned to either a segregated or mainstreamed section of the study skills course. In addition, a control group consisted of students with learning disabilities who received no study skills instruction. All subjects completed the Learning and Study Strategies Inventory (LASSI) before and after the study skills course. The subjects in the segregated group showed significant improvement on six of the 10 scales of the LASSI: Time Management, Concentration, Information Processing, Selecting Main Ideas, Study Aids, and Self Testing. Subjects in the mainstreamed section showed significant improvement on five scales: Anxiety, Selecting Main Ideas, Study Aids, Self Testing, and Test Strategies. The subjects in the control group did not significantly improve on any of the scales. This study showed that college students with learning disabilities improved their study strategies and attitudes by participating in a study skills course designed for a general student population. Further, these students benefitted whether by taking the course only with other students with learning disabilities, or by taking the course in a mixed group of students with or without learning disabilities. These results have important practical implications in that it appears that colleges can use existing study skills courses without having to develop special courses and schedules of course offerings targeted specifically for students with learning disabilities.
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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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Mokhele, Paul Rampaola. "Developing teaching and learning skills at a Higher education institution: a collaborative action research study." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007960.

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The thesis which was originally undertaken to improve my teaching skills and determine ways of allowing me space to live my academic values also turned out to become the enquiry to investigate students’ learning and study skills. Students and I collaborated in a year-long self-study action research where we were trying different teaching-learning strategies in order to improve our practice(s). Throughout the study I kept a reflective journal and students also reflected in a portfolio of learning their impressions about the new teaching-learning strategies. In addition to these data gathering methods data from students were gathered using chats, observation, and open-ended questionnaire. Data was analysed using a narrative method, reflexivity principle, and grounded theory. There are two major steps I followed in this study which are aimed at improving students’ basic study and learning skills, and my teaching skills. The first relates to action research into student learning at the school of Mathematics Science and Technology (MSTE) at a rural university. The study reveals that: Students have their own different and unique styles of learning, implementing various learning styles afford students an opportunity to find a style that matches their own. The second action step relates to my own self-study research trying different teaching methods based on my academic and personal values. Here, the study reveals that: The best teaching-learning practice is the one developed and agreed upon between the teacher educator and his or her students. These ‘action’ steps were not mutually exclusive – they were conducted in parallel. After the description of developing student learning skills at undergraduate level my reflections on the study followed in relation to theories and methods of teaching-learning and further revealed that what works with one group of students will not necessarily work with another group. The best teacher educator is constantly seeking ways of improving the learning experience of his or her students. The recommendations that teacher educators should become self reflective practitioners and improve their professions using self-study collaborative approach will benefit other teacher educators who are keen to study and improve their practice.
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Eakman, Teresa L. "Education Level and Critical Thinking Skills Among Substance Use Counselors Nationwide| A Descriptive Comparative Study." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641234.

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As a high percentage of substance use counselors are in recovery, using adult learning methods such as constructivism and transformational learning are needed to neutralize any preestablished views of treatment modalities that may exist, as well as combat any possible issues of countertransference. Teaching critical thinking leads to student improvement in critical thinking, and critical thinking has been positively correlated with competency level, thus teaching these skills is imperative to the field. However, these skills taught and methods utilized are typically taught in advanced education, something not necessarily required to practice substance use counseling. As the progression of the field of substance use counseling continues to mature, the separation gap between the fields of mental health and substance use counseling continues to close. This study indicates although we have not set nationwide standards for practice as substance use counselors, and the field has not kept pace with mental health counselors in terms of standardization, those in the field are aware of the need for heightened professionalism and are preparing to treat patients to the best of their ability by going above and beyond the current requirement in many cases. The unification of these separate counseling practices would aid in in preparing substance use counselors to work with the complexities of co-occurring disorders as well as streamline the licensing process, aid in resolving current substance use counseling workforce issues, and create more adherence to evidence-based practices, thereby affecting the true bottom line: treatment outcomes. A descriptive comparative research design using the survey method was utilized in this study to answer the overarching research question, is there a difference in critical thinking skills in substance use counselors based on education level as measured by two validated critical thinking skill survey instruments, the Critical Thinking Disposition Scale and the Actively Open-Minded Thinking Scale. The population for this study are professional level NAADAC members, actively working substance use counselors across the United States with varying levels and types of education. Results of the study supported the null hypothesis, there is no difference in critical thinking skills based on education. However, 73% of the population surveyed had obtained a Master’s degree or higher, which could explain these results.

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Cleveland, Rachel. "Understanding Employability Development Skills through Co-Curricular Activities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404619/.

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Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important because it has implications on educational policy, teaching techniques, curriculum designs, and recruitment practices. This study was conducted at a public research university in a southwestern state of the United States. It was designed to understand the difference in employability skill development among students who participated in a leadership development program compared to those who did not. Additionally, the study investigated what skills were seeing the most change among student participated in the leadership development program, and if a student's major of study played any role in their overall employability development over the course of a year. Eight employability skills were tested in a pre- and post-test model. Results indicated that students in leadership development programs are more likely to see an increase in employability skill development. From the skills tested among participates, those in the leadership program found the most change over time in the area of problem solving skills. Finally, the results also indicate that a student's major does have an impact on their overall employability skill development. Students who major in business had significantly higher employability scores than those in other majors at the university.
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Loew, Sandra Ann. "Promoting the cognitive development of high-risk college students through a study/life skills seminar." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1550154120.

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Books on the topic "Study skills in higher education"

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Reading and study skills. New York: McGraw-Hill, 2013.

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1968-, Sember Brette McWhorter, ed. College reading and study skills. New York: Pearson/Longman, 2011.

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College reading and study skills. Boston: Longman, 2010.

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Reading and study skills. 3rd ed. New York: McGraw-Hill, 1986.

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Langan, John. Reading and study skills. 4th ed. New York: McGraw-Hill, 1989.

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John, Langan. Reading and study skills. 9th ed. New York, NY: McGraw-Hill Higher Education, 2010.

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John, Langan. Reading and study skills. 5th ed. New York: McGraw-Hill, 1992.

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John, Langan. Reading and study skills. 9th ed. New York, NY: McGraw-Hill Higher Education, 2009.

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Reading and study skills. 6th ed. New York: McGraw-Hill, 1994.

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John, Langan. Reading and study skills. 7th ed. Boston: McGraw-Hill, 2002.

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Book chapters on the topic "Study skills in higher education"

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Winne, Philip H. "Learning Strategies, Study Skills, and Self-Regulated Learning in Postsecondary Education." In Higher Education: Handbook of Theory and Research, 377–403. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5836-0_8.

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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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Curry, Mary Jane. "Skills, Access, and ‘Basic Writing’: a Community College Case Study from the United States." In Teaching Academic Writing in UK Higher Education, 180–95. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_13.

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Planells-Artigot, Enrique, and Santiago Moll-Lopez. "Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea." In European Higher Education Area: Challenges for a New Decade, 517–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_32.

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Abstract Global Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.
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Palardy, Gregory J., and Russell W. Rumberger. "The Effects of 21st Century Skills on Behavioral Disengagement in Sacramento High Schools." In International Study of City Youth Education, 53–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04227-1_3.

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Garcia, Lea C. "Environmental Science Issues for Higher-Order Thinking Skills (HOTS) Development: A Case Study in the Philippines." In Biology Education and Research in a Changing Planet, 45–54. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-524-2_5.

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"Lessons learnt: a case study in the assessment of learning outcomes." In Integrating Key Skills in Higher Education, 193–200. Routledge, 2013. http://dx.doi.org/10.4324/9781315042350-25.

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"Promoting Flexible Learning through Embedded, Online Study Skills Support." In Flexibility and Pedagogy in Higher Education, 23–38. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004438118_003.

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Tardi, Susanna. "Case Study." In Case Study Methodology in Higher Education, 1–19. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9429-1.ch001.

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Case studies have been widely used across a number of disciplines including health, business management, education, law, and in the social sciences. The purpose of this chapter is to define and differentiate types of case studies, discuss the pros and cons of single versus multiple case studies, explore the necessary processes for engaging in this technique, and explain how data is collected and analyzed. A variety of data gathering methods are discussed to identify the challenges to be confronted, and the skills necessary to engage in this methodology. The author identifies how qualitative and quantitative techniques are used in case study analysis. Methods to maximize researcher objectivity, reliability and validity are examined by focusing on data collection, document management, and data analysis.
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Magni, Domitilla, Beatrice Orlando, and Manlio Del Giudice. "Exploiting Digital Skills in Higher Education." In Advances in Educational Technologies and Instructional Design, 1–20. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4972-8.ch001.

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Thus far, digital transformation had a strong impact on business and society. The large-scale adoption of digital technologies changed social relationships and opened up to new opportunities for higher education. Currently, the interplay between innovation and digitalization become are among the most important assets for the educational system. In this light, this chapter aims to explore how digital skills and competencies modify the issue of co-creation in higher education. The authors use the case study analysis to explore such theme. The Little Genius International case is presented and discussed: an international alternative school in English for digital natives recognized as the best benefit corporation for the world. The main contribution of the chapter is that it outlines what are the new digital skills and competencies enabling a better understanding of the concept of students' co-creation in HEIs.
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Conference papers on the topic "Study skills in higher education"

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Walter, Sonja, and Jeong-Dong Lee. "Human capital depreciation and job tasks." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13078.

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This research aims to investigate the link between human capital depreciation and job tasks, with an emphasis on potential differences between education levels. We estimate an extended Mincer equation based on Neumann and Weiss’s (1995) model using data from the German Socio-Economic Panel. The results show that human capital gained from higher education levels depreciates at a faster rate than other human capital. Moreover, the productivity-enhancing value of education diminishes faster in jobs with a high share of non-routine analytical, non-routine manual, and routine cognitive tasks. These jobs are characterized by more frequent changes in core-skill or technology-skill requirements. The key implication of this research is that education should focus on equipping workers with more general skills in all education levels. With ongoing technological advances, work environments, and with it, skill demands will change, increasing the importance to provide educational and lifelong learning policies to counteract the depreciation of skills. The study contributes by incorporating a task perspective based on the classification used in works on job polarization. This allows a comparison with studies on job obsolescence due to labor-replacing technologies and enables combined education and labor market policies to address the challenges imposed by the Fourth Industrial Revolution.
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De Santis, Cristiana, Marta Cecalupo, and Anna Salerni. "The Skills of University Students in Educational Settings Assessed by Company Tutors: A Longitudinal Study in Italy." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11071.

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The paper aims at investigating what the fundamental characteristics of a trainee of the Courses of Studies in Education and Training Sciences of the University of Rome La Sapienza are, as identified by the company tutors who evaluate them during the traineeship. The aim is to understand whether trainees are trained to act in educational settings. The analysis of a particular item of the questionnaire addressed to the company tutors, has shown that the trainees in the educational field are well integrated in the institution where they do the treaineeship, thanks to the possession of “key skills” that we have deduced from the open responses of the tutors. These skills are also among the most requested ones by the world of work. We conclude that the traineeship is an important formative moment for the professions in the educational field and that it is possible to grasp the necessary link between theory and practice.
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Sluijs, Jasper P., Herman Kasper Gilissen, and Karin Van Look. "Applying Physical Education Methods to Skills Teaching of Law Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13047.

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We study to what extent the “constraints-led approach” (CLA) in physical education can also be applied to skills teaching for law students. In the CLA athletes are challenged to finding their own movement solutions in a dynamic setting rather than responding to verbal cues in a fixed environment. Similarly, we experimented with the implicit acquisition of policy analysis skills in law students in preparation for pro bono client work in so-called law clinics. Although the project was cut short due to Covid-19 circumstances, preliminary outcomes suggest students feel better equipped to working with clients. We provisionally conclude that CLA skills teaching has the potential to improve skill acquisition in clinical legal education.
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, M.F., Goulão. "Self-Regulation: Develop Study Skills in Online Higher Education." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.76.

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Estima, Ana, and Joaquim Marques. "Organizing Events as a Tool to Develop Marketing Skills – the atUAliza.te Event Case Study." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12892.

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Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.
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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.
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Miliou, Ourania, and Charoula Angeli. "Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13070.

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Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education
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Laiton, Ignacio. "Thinking Skills in Problem Solving: Pre-Knowledges." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9342.

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The present article shows the results of a study aimed at evaluating the way in which physics students of first semesters use the thinking skills in problem solving. We speak of pre-knowledge in terms of prior theoretical knowledge of an area of ​​knowledge, in this case it is about identifying pre-knowledge in the case of thinking skills for students who have recently entered higher education. At present, the teaching of thinking skills is considered one of the main characteristics of education for the 21st century. An instrument of ten problems submitted to expert judgment was designed to be applied during the academic semester to the students of electrical physics of two Colombian universities during the years 2016 and 2018. Are evaluated the categories of description, representation, identification of relationships, use of the mathematical model and drawing conclusions for each of the problems. The results show statistically a very low starting point in the ability to use such skills, and is in turn a reflection element for the design of effective pedagogical strategies in solving problems in physics in higher education.
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Huculova, Eva, and Lucia Solcova. "Cluster Analysis of Digital Performance in Educational Techniques in Conditions of EU." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8138.

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Global technological trends affect broad spectrum of areas in our life, and through the implementation of particular tools, they are affecting the development of educational levels in particular countries and also educational process itself. This study is aimed at the comparison and revealing of the effect of digitalization and e-skills on the level of education in 20 selected EU member countries by using Factor Analysis and Cluster Analysis. As a result, we consider four clusters of countries with similar characteristics in terms of education, digital literacy and public funding and expenditure on development of ICT and education. Population e-skills demonstrated almost identical levels. The implementation of technological trends into the educational process does not depend only on its positive effects on the educational level, but also on the real opportunity to use these modern tools within the educational process. This is determined by a number of socio-economic, political and cultural aspects. Their detailed examination requires the access to more structured data. Those conditions also create a platform for a subsequent research.
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Tamara, Teddy, and Sapriya Sapriya. "Literature Study: Cultivating Civic Skills through Student Organizations in Higher Education." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305224.

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Reports on the topic "Study skills in higher education"

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Crawford, Claire, Rowena Crawford, and Wenchao (Michelle) Jin. The Outlook for Higher Education Spending by the Department for Business, Innovation and Skills. Institute for Fiscal Studies, November 2013. http://dx.doi.org/10.1920/re.ifs.2013.0086.

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Kolster, Renze, and Frans Kaiser. Study success in higher education: male versus female students. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.07.

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Park, Heejin, JeungYun Choi, JongHyeok Yun, and JaeEun Chae. Skills for Work: The Development and Expansion of the Higher Education Sector in the Republic of Korea. Inter-American Development Bank, August 2015. http://dx.doi.org/10.18235/0000118.

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Jacob, Brian. Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education. Cambridge, MA: National Bureau of Economic Research, May 2002. http://dx.doi.org/10.3386/w8964.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Percival, Georgann. The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7178.

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Kuhn, Susan. International Students' Experiences in Higher Education: A Case Study Examining Uncertainty Reduction Theory in Communication Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3035.

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