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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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Anantadjaya, Samuel P. D., and Irma M. Nawangwulan. "Lecturers’ Competencies: A Qualitatives Study in Higher Education." Basic and Applied Education Research Journal 1, no. 1 (October 16, 2020): 1–7. http://dx.doi.org/10.11594/baerj.01.01.01.
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The presence of well-known universities outside Indonesia has attracted sig-nificant interests, not only from Indonesian residents but also from residents of other countries. Particularly, western universities are highly demanded and the competition is rather fierce when students attempt to register and take on the entrance tests. Only the top percentile of students seems to be accepted. Because of limitations in space and personnel, those western uni-versities decided to expand their market base into developing countries by getting closer to their potential customers. With the technological advance-ment and push toward the use of the internet and online learning, undoubt-edly, international universities, including Indonesian-based universities with mixtures of curricula across countries, have become a new trend in Indone-sia’s higher educational institutions. With the growing numbers of students applying to international programs at various universities in Indonesia, it is apparent that Indonesians are more assertive to receive internationalized standards. Thus, matching consumer behaviors, and expectations in the local market would be indispensable in trying to ensure the smooth running and operational activities of the international universities in Indonesia. This pa-per attempts to focus on lecturers/professors, as the pool of human re-sources/capital in the everlasting competition within the international uni-versities in Indonesia. The focus on lecturers includes issues on human skills, ability in teaching, and teaching delivery, perhaps including research skills and research ability. It is uncertain whether the lecturers’ capacity, ability, competence, skills, knowledge, and all attributes of the lecturers to handle international classes are sufficient and fit to the consumer expectations. Re-search is conducted by gathering data from primary and secondary sources in several locations of international universities in Jakarta, such as lecturers, students, and parents. It is expected that such research would eventually the importance of lecturers’ competencies in handling international classes with international standards.
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Hapsari, Yulia, Esti Junining, and Devinta Puspita Ratri. "THE NEED OF ENGLISH AT HIGHER EDUCATION." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 31. http://dx.doi.org/10.25134/ieflj.v3i1.651.
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Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education
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Jovanović, Stevan, and Biljana Stojanović-Jovanović. "Physiotherapy in contemporary higher vocational education." Sinteze, no. 18 (2020): 65–78. http://dx.doi.org/10.5937/sinteze9-20811.
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In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy. While the aim of the first higher education cycle is training for basic skills required for independent practice, second education cycle should provide training in planning processes, projects, decision making, development of leadership skills, with the assessment process, as well as special physiotherapy knowledge and skills in selected areas and technologies. The formation and organization of joint master study programs related to the physiotherapy can be very interesting organizational model. This can be achieved by a greater degree of flexibility and adaptability of programs that stimulates the horizontal mobility of students within the European higher education area. The development of the physiotherapy profession was marked by a significant increase in the volume of knowledge and skills, so the World Confederation for Physical Therapy and its European region, developed a strategy according to which are necessary all three cycles of higher education.
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Yamada, Aki. "Japanese Higher Education." Journal of Comparative & International Higher Education 13, no. 1 (March 23, 2021): 44–65. http://dx.doi.org/10.32674/jcihe.v13i1.1980.
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In today’s information-driven society, the Japanese government envisions the next societal revolution as “Society 5.0,” where advanced technologies and service platforms integrate with and empower individuals in a human-based society. While Science, Technology, Engineering, and Mathematics (STEM) education has traditionally focused on technical skills and knowledge in isolation, this paper will look at the potential role and benefits of incorporating liberal arts education into these technical studies. This concept of integrating the liberal arts into STEM education is known as STEAM. The purpose of the study is to create a foundation for clarifying the role of interdisciplinary education in overcoming the vertical division of academic disciplines and restoring the “integrated nature” of scholarship. This study seeks to show how the humanities, social sciences, and arts can be used to enhance STEM education, and, furthermore, how this STEAM approach to education is key to enabling Japan’s vision for Society 5.0.
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Khan, Hayat, N. B. Jumani, and Nawab Gul. "Implementation of 21st Century Skills in Higher Education of Pakistan." Global Regional Review IV, no. III (September 30, 2019): 223–33. http://dx.doi.org/10.31703/grr.2019(iv-iii).25.
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The emergence of the global economy has changed the demands of citizenship and employment in the new millennium. The world is shifting from an industrial economy to knowledge based economy. Keeping in view these challenges, 21st century society and work sphere require individuals equipped with 21st century skills. Therefore the present study was designed to examine the implementation of 21st century skills in universities of Pakistan. The aim of the study was to examine the existing programs and practices at the universities and their relation with 21st century skills. Learning and innovation skills, also called 4Cs skills, were taken as 21st century skills in the present study. These skills consist of (i) critical thinking and problem solving, (ii) communication, (iii) collaboration, and (iv) creativity. Findings of the study revealed that these skills were not fully developed in majority of the students in universities.
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Lonka, Kirsti, and Kirsi Ahola. "Activating instruction: How to foster study and thinking skills in higher education." European Journal of Psychology of Education 10, no. 4 (December 1995): 351–68. http://dx.doi.org/10.1007/bf03172926.
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Ghafar, Abdul. "Convergence between 21st Century Skills and Entrepreneurship Education in Higher Education Institutes." International Journal of Higher Education 9, no. 1 (January 16, 2020): 218. http://dx.doi.org/10.5430/ijhe.v9n1p218.
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The aim of this study is to explore the extent to which 21st century skills assume “a priori” as an integral part of entrepreneurship education with the intent of producing graduates who are not just primarily driven to start new ventures but also empowered and enabled to create entrepreneurial impact within organizations. In elucidating this argument the author undertook social constructionist approach, in order to develop an empirical understanding of the role of entrepreneurship education in developing 21st century skills from the perspective and experiences of undergraduate students majoring in Innovation & Entrepreneurship undergraduate program. Findings of this study suggest that teaching detailed and nuanced industry knowledge is arguably beyond the scope of entrepreneurship education systems, but to an extent, it is of paramount importance that students are exposed to the organic industry knowledge through interaction and experiential experiences. Within such interaction, the development of convergent 21st century skills such as social relationships, leadership, creativity and critical thinking further nurture entrepreneurial intents among students. In so doing, this study provides avenues for further development of entrepreneurship education, particularly the integration of 21st century skills.
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Hartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger, and Hans Anand Pant. "Scientific Reasoning in Higher Education." Zeitschrift für Psychologie 223, no. 1 (January 2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.
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The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two natural science disciplines performed better than students who studied only one natural science discipline. In contrast to our initial hypothesis, preservice science teachers performed less well than a control group of natural sciences students. Remarkably, an interaction effect of the degree program (bachelor vs. master) and the qualification (natural sciences student vs. preservice teacher) was found, suggesting that preservice science teachers’ learning opportunities to explicitly discuss and reflect on the inquiry process have a positive effect on the development of their scientific reasoning skills. We conclude that the evidence provides support for the criterion-based validity of our interpretation of the test scores as measures of scientific reasoning competencies.
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Tsegay, Samson Maekele, Mulgeta Zemuy Zegergish, and Muhammad Azeem Ashraf. "Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions." Higher Education for the Future 5, no. 1 (January 2018): 89–103. http://dx.doi.org/10.1177/2347631117738653.
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Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students’ experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors’ pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the pedagogical practices that instructors use determine the pedagogical experiences of students and shape their socio-economic and political perspectives. Despite its small scale, the study provides a more robust explanation of the connections between instructors’ pedagogical practices and experiences of students. It can also be applied to other countries, especially developing countries with similar circumstances. The study implies that skilled instructors employ interactive pedagogy connecting theory and practice, even in a large class size. Hence, instructors need to be trained, well equipped and motivated to improve their teaching skills and attitudes.
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Yuliati, Siti Rohmi, and Ika Lestari. "HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.
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Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.
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Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf
Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47.
Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/
Thompson, T. (2008). Mathematics teachers’ interpretation of higher-order thinking in Bloom’s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96–109. https://doi.org/10.1126/science.318.5856.1534
Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303
Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233–249. https://doi.org/10.1016/j.tsc.2013.06.002
Zohar, A., & Schwartzer, N. (2005). Assessing teachers’ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595–1620. https://doi.org/10.1080/09500690500186592
Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachers’ knowledge in teaching thinking skills. Sains Humanika, 9(1–4), 83–87. https://doi.org/10.11113/sh.v9n1-4.1129
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Valavičienė, Natalija, Daiva Penkauskienė, Jolanta Pivorienė, Asta Railienė, Odeta Merfeldaitė, Justinas Sadauskas, Violeta Jegelevičienė, and Valdonė Indrašienė. "CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 121–32. http://dx.doi.org/10.15503/jecs2020.2.121.132.
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Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme makers.
Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions.
Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented.
Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected.
Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes.
Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.
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Lāma, Elza, and Gatis Lāma. "Remote study process during Covid-19." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 7, 2020): 124–29. http://dx.doi.org/10.18844/prosoc.v7i3.5241.
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The higher education in Latvia became remote in the spring of 2020 due to the pandemic of Covid-19. Bearing in mind the probability of reoccurrence of a similar crisis, the aim of the study is to establish the self-evaluation of digital communication and collaboration skills of Latvian higher education students, and to detect the difficulties experienced during the remote study process. Data was collected through an online survey. Study shows that although the self-assessed level of competence of digital communication and collaboration skills is high, the use of skills is not as frequent, indicating that remote study process is not equivalent to on-site education. The academic staff is advised to vary teaching methods to stimulate use of different skills. Keywords: Collaboration skills; Communication skills; Digital skills; Higher education; Remote studying Keywords: POE, high school students, states of matters, worksheets.
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Shahzadi, Uzma, Syed Nasir Hussain, and Mubashrah Jamil. "Assessing the Critical Thinking Skills of Students at Higher Secondary Level." Review of Education, Administration & LAW 4, no. 2 (June 5, 2021): 451–62. http://dx.doi.org/10.47067/real.v4i2.158.
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The ultimate aim of education is to develop human beings in such a way that they can act beneficial for themselves as well as for the society and can think well and think critically. Development of critical thinking skills is the fundamental aim of education. The present study intended to assess the critical thinking skills among students at higher secondary level in the province of Punjab, Pakistan. The study is quantitative in nature. Population of the study comprises students enrolled in higher secondary level in Punjab. Multistage sampling technique was used to select the sample. A self-developed multiple choice item test was used to assess the critical thinking skills among students. Expert opinion was taken to validate the test and reliability coefficient was 0.86. It was found that majority of students did not perform satisfactory on the critical thinking skill test and scored low on all dimensions of critical thinking skills. The study concluded that curriculum and teaching methodologies along with assessment practices are not worth inculcating critical thinking skills among students. The study recommended that curriculum at higher secondary level might be redesigned and development of critical thinking skill through teaching methodologies might take into consideration by the institutes.
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Pardo-Garcia, Cristina, and Maja Barac. "Promoting Employability in Higher Education: A Case Study on Boosting Entrepreneurship Skills." Sustainability 12, no. 10 (May 14, 2020): 4004. http://dx.doi.org/10.3390/su12104004.
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How can higher education increase the employability of university students? We present a case study on an innovative training itinerary aimed to promote the participation of teaching staff to stimulate the creativity of students and enhance their employability skills. Students acquire the entrepreneurship competences by applying the problem-solving methodology to their innovative projects based on sustainable development. The participation in the contest shows a growing importance, with topics ranging from the more technical ones, such as nutrition innovation, science innovation, or sustainability, to the social projects, related to social services, inclusion, or services against gender violence, harassment, and bullying. The percentage of multidisciplinary teams increased from 38% in 2015 to 76% in 2019 and even more in finalist teams, a positive trend in improving soft skills. According to some testimonies, the acquisition of these entrepreneurship competences partially compensates for students’ lack of professional experience by enriching their curriculum vitae (CV) and, for some students, lays the groundwork for establishing a real business after their participation in the contest.
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Arfandi, Anas, and Onesimus Sampebua. "The Study of Vocational Higher Education Graduates Skills That Requires in Industry." Advanced Science Letters 24, no. 5 (May 1, 2018): 3632–35. http://dx.doi.org/10.1166/asl.2018.11454.
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Bermingham, Caitriona, and Abdulhussain E. Mahdi. "An innovative web‐based approach for study skills development in higher education." International Journal of Web Information Systems 3, no. 3 (September 28, 2007): 212–30. http://dx.doi.org/10.1108/17440080710834256.
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Sharma, PhD, Netra Prasad, and Kamal Kumar Poudel. "Levels of Behavior: Do we Really Test Higher Skills at Higher Levels?" World Journal of Educational Research 8, no. 1 (January 9, 2021): p94. http://dx.doi.org/10.22158/wjer.v8n1p94.
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Although opinions often vary regarding what makes higher education inherently different from lower levels of education, it is generally agreed upon the fact that, among other parameters, the former is virtually characterized by higher levels of cognitive behavior on the part of students. Employing the theoretical framework of Bloom and associates (1956) and the subsequent revisions of the framework, this paper examines four question papers meant for testing the achievements of students in two courses of study taught at the Graduate level in English education. Upon a careful examination of the question from the perspective of Bloom et al.’s taxonomies, the data reveal that the focus of assessment either lacks clarity or basically lies on measuring the lower-order skills, a fact that goes counter to the very general assumption of higher education. Drawing from the findings, it is recommended that the concerned authority should review the extant assessment practices in line with the advocacy of the nature of higher education.
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Sharma, PhD, Netra Prasad, and Kamal Kumar Poudel. "Levels of Behavior: Do we Really Test Higher Skills at Higher Levels?" World Journal of Educational Research 8, no. 1 (January 9, 2021): p94. http://dx.doi.org/10.22158/wjer.v8n1p94.
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Although opinions often vary regarding what makes higher education inherently different from lower levels of education, it is generally agreed upon the fact that, among other parameters, the former is virtually characterized by higher levels of cognitive behavior on the part of students. Employing the theoretical framework of Bloom and associates (1956) and the subsequent revisions of the framework, this paper examines four question papers meant for testing the achievements of students in two courses of study taught at the Graduate level in English education. Upon a careful examination of the question from the perspective of Bloom et al.’s taxonomies, the data reveal that the focus of assessment either lacks clarity or basically lies on measuring the lower-order skills, a fact that goes counter to the very general assumption of higher education. Drawing from the findings, it is recommended that the concerned authority should review the extant assessment practices in line with the advocacy of the nature of higher education.
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Fabregá, Marian Buil, Núria Masferrer, Josep Patau, and Albert-P. Miró Pérez. "Self-counciousness competence as driver of innovation and environmental commitment in higher education students." International Journal of Sustainability in Higher Education 21, no. 7 (October 20, 2020): 1507–23. http://dx.doi.org/10.1108/ijshe-03-2020-0083.
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Purpose The purpose of this research is to analyse the relationship between entrepreneurial skills and innovation commitment and entrepreneurial skills and environmental commitment as drivers of awareness on sustainable development of higher education students. Design/methodology/approach A sample of 1,318 business and management students out of the 3,535 students of Tecnocampus Pompeu Fabra University in Spain during the 2017-2018 academic year was selected to conduct a survey regarding their entrepreneurial skills and sustainability commitment, resulting in a total number of responses of 515. A structural equation model is proposed to contrast the hypothesis. Findings The statistical analysis showed the existence of a positive relation between the entrepreneurial skill of self-consciousness, innovation and environmental commitment to foster sustainability and sustainable development. It is one of the few studies related to the self-conciousness competence of the entrepreneurial skills which found, as a novelty, that the entrepreneurial skill of self-consciousness is the skill with the greater impact on innovation and environmental commitment. Research limitations/implications The limitations of the study are that it is based on a sample of students taking entrepreneurship courses at a specific Spanish University that is not representative of all entrepreneurs in all universities. Practical implications The research proposes including entrepreneurial skills programmes in higher education and research programmes as a way to assure commitment to innovation and environmental sustainability. Originality/value Promoting entrepreneurial skills among higher education students could act as drivers for sustainable development.
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Bentley-Gockmann, Neil. "Higher education skills and work-based learning article: towards greater inclusion in skills competitions." Higher Education, Skills and Work-Based Learning 10, no. 4 (July 16, 2020): 687–92. http://dx.doi.org/10.1108/heswbl-03-2020-0050.
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PurposeThe purpose of this paper is to provide a short overview of WorldSkills UK's deep mission to improve the diversity and inclusivity of its skills competitions, in order to give more young people from all backgrounds the opportunity to achieve their potential.Design/methodology/approachOpinion piece outlining the organisation's stated aims and objectives with respect to diversity and inclusion, incorporating fresh insights from emerging research.FindingsMakes the case for a transformative approach to diversity and inclusion in a critical part of the UK's FE system, providing unique insights into one organisation's trailblazing approach.Originality/valueA case study of a hitherto under-reported, yet important, aspect of vocational skills policy.
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Prasetyo, Guruh, Hermanu Joebagio, and Sri Yamtinah. "Modern Paradigm: Democratic Skills in a Higher Order Thinking Skills Frame." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 4 (November 6, 2019): 150–59. http://dx.doi.org/10.33258/birci.v2i4.471.
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The demand for expertise in technology and rapid service in the modern era has penetrated the field of education. According to Geogi Lozanov in Robinson (2005: 1) in reaching citizens who are sensitive to the development of science and technology and have the ability to interact internationally requires critical thinking skills and democratic attitudes. Critical thinking also requires skills to think about assumptions in asking questions about the concept of democracy that is being discussed before it becomes an option to be developed into a way of living together as a nation. Efforts to reach generations of citizens who have critical thinking skills and have democratic skills are one of the goals of national education, one of them is learning. Besides that, in the effort to reach the generation of democratic citizens in the modern era, high order thinking skills are also needed. This ability to think at a higher level requires someone to apply new information or prior knowledge. The purpose of this study is to describe the concepts of democratic skills in the HOTS stage in the modern era. The method in this study uses a descriptive qualitative approach. The concepts of democratic skills in the HOTS frame are civic skills, intellectual skills, and participation skills. Through this research, HOTS is expected to strengthen democratic skills in the modern era.
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Coşkun, Yemliha. "A Study on Metacognitive Thinking Skills of University Students." Journal of Education and Training Studies 6, no. 3 (February 16, 2018): 38. http://dx.doi.org/10.11114/jets.v6i3.2931.
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The purpose of this study is to investigate the university students’ metacognition thinking skills. The research is a descriptive study in the screening model.The study was carried out with 407 students from the faculties of physical education and sports, education science and letters, business administration, theology, engineering, forestry and agriculture at Kahramanmaras Sutcu Imam University during the 2016-2017 academic year. They were selected by convenience sampling method. 'Personal Information Form' and ‘Metacognitive Thinking Skills Scale’, used as data collection tools. The research data were analyzed through use of SPSS 15.0. The study has concluded that university students have higher levels of metacognitive thinking ability together with their, 'thinking skill, reflective thinking skill intended for problem solving, decision making skill, alternative evaluation' sub dimensions. There has been an increase in the level of metacognitive thinking skill as well as the increase in the class level. Students studying in the faculty of theology were determined to have the highest level of highest metacognitive thinking skills. This was followed by students studying in education, physical education and sports, science-letters, forestry, agriculture and business administration respectively.
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Kuvshinova, I. A., E. L. Mitsan, E. M. Razumova, and E. I. Shuleva. "Modern Technologies of Inclusive Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 6 (July 16, 2019): 138–48. http://dx.doi.org/10.31992/0869-3617-2019-28-6-138-148.
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Inclusive educational space is an essential part of modern education. Many higher educational institutions are faced with a lack of professional skills in this area. The article aims at presenting the technologies of inclusive education implemented at G.I. Nosov Moscow State Technical University. A team of scientific and pedagogical workers applies innovative inclusive technologies for training students with special educational needs majoring in psychological and pedagogical education. The applied classroom methods such as association method, training work, including role games and art-therapy and others, enable to present the material in special educational form which is easy for perception, to develop motor activity, as well as team skills and creativity.The article dwells on an experience of using educational portal and electronic educational resources, which should be viewed as an effective means of improving the quality of educational activities in inclusive educational space.The authors present the results of an empirical study for the assessment of the quality of student performance depending on their attendance of the educational portal.
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Hadiyanto, Hadiyanto, Noferdiman Noferdiman, Syamsurizal Syamsurizal, Muhaimin Muhaimin, and Ina Krisantia. "Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 218–34. http://dx.doi.org/10.26803/ijlter.20.2.12.
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This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students’ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students’ competitiveness level. Users perceived the model’s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.
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Syzdykova, Zhibek, Kalybek Koblandin, Natalia Mikhaylova, and Olga Akinina. "Assessment of E-Portfolio in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 120. http://dx.doi.org/10.3991/ijet.v16i02.18819.
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The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.
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Gachino, Geoffrey Gatharia, and Genanew Bekele Worku. "Learning in higher education: towards knowledge, skills and competency acquisition." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1746–70. http://dx.doi.org/10.1108/ijem-10-2018-0303.
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Purpose Considering the importance of human capital in innovation, entrepreneurship and thus economic development, this study attempts to examine formal learning as a mechanism of human capital development in institutions of higher learning. Ironically, students in such institutions are automatically assumed to learn and accumulate pertinent capacity, which would then enable them to compete in the business world or pursue further studies in future. Consequently, lack of this cognizance culminates in little being known about how students learn to accumulate knowledge, skills and requisite competencies. Notwithstanding this, the challenges posed in the twenty-first century require well-rounded students those especially who can address the global transformations witnessed in the business arena. The purpose of this paper is an attempt to fill this gap using data from the University of Dubai (UD) to examine how formal learning takes place in an institution and what determines it. Design/methodology/approach Learning is conceptualized in terms of knowledge, skills and competencies accumulated as proxied by cumulative general point aggregate. All the data used came from the UD. In addition to in-depth descriptive analysis, the study uses limited dependent techniques to identify the most significant determinants of institutional learning. Findings The empirical results generated indicate that demographic characteristics such as age, nationality and gender had a positive effect on learning. Moreover, a student’s initial condition influenced his/her learning positively. Whereas the mode of study under personal preferences did not seem to affect learning, the number of course sections taken had a positive influence on learning. As anticipated, student transfer had a negative influence on learning. The number of credit hours accumulated affected learning positively. Research limitations/implications The main limitation of this study is that results are only applicable within a limited geographical scope, and thus they cannot be generalized for global consumption. Nonetheless, the discussion and results obtained make insights to any future-related studies. Originality/value As pointed out in the previous sections, learning will be conceptualized in the form of knowledge, skills and competency acquisition. In a school setting, knowledge, skills and competencies are better captured by the grade attained in each subject. The general student learning can, therefore, be equally captured by the cumulative grade point aggregate. The authors purport that learning can be visualized, or in other words conceptualized, as a complex process that is determined by five main factors that include demographic characteristics; student initial condition; personal preferences and choices; and time factor curriculum and anticipated future career.
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Rajendran and Udaya Kumar. "MASS PATTERNS OF HIGHER EDUCATION IN TAMIL NADU." International Journal of Research -GRANTHAALAYAH 4, no. 9(SE) (September 30, 2016): 57–62. http://dx.doi.org/10.29121/granthaalayah.v4.i9(se).2016.2510.
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Education plays a vital role for economic development of any nation. It reduces social and economic disparities in society. This study explores the public and private higher educational institutions and literacy level of Tamil Nadu. The literacy rate indicates educational level of total population. Education makes and ushers knowledge economy of a country. The importance of educational service is forever growing in the public and private sectors. Education facilitates the acquisition of new technology, skills and knowledge that ultimately increases productivity in rural and urban areas of India. Public and Private partnership institutions play an important role in delivering educational service in the society and itsrole for delivering general and technical educationfor achieving economic development and its producing skill and knowledge of human resource.
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Ekume Etomes, Sophie. "Skills Acquisition and Labour Market Opportunities for Graduates of Higher Education in Cameroon." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 11, no. 1 (March 1, 2021): 249–72. http://dx.doi.org/10.31920/2634-3649/2021/v11n1a12.
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This study examines skills acquisition and labour market opportunities for graduates of public universities in Cameroon. Four research objectives and one hypothesis guided the study which examined the extent to which social, technical, conceptual and entrepreneurial skills acquired by graduates enhance their employability. The population of the study consisted of 79 graduates with bachelor’s degree, including 29 employers. Statistical Package for the Social Sciences (SPSS 2.3) was used to analyse the quantitative data. The quantitative data were analysed using frequency count and percentages while the qualitative data were analysed using a thematic approach with the aid of key concepts/themes, groundings and sampled quotation. The Spearman’s rho test was adopted for the study in testing the hypothesis. Results reveal a significant relationship between skills acquisition and labour market opportunities for graduates (P<0.05). The positive sign of the coefficient value for each of the skills to labour market opportunities (social skills .132*, technical skills .241*, conceptual skills .241*, entrepreneurial skills .393**) shows a positive correlation with labour market opportunities; that is, graduates stand a better chance to be employed when they possess the above-mentioned skills with entrepreneurial skills contributing more, followed by conceptual and technical skills with higher correlation values and lastly social skills. It was recommended that HE institutions should design competency-based curriculum for all programmes to enable graduates acquire the relevant skills. A closer engagement of universities and employers is recommended for better skills productivity.
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Rodrigues, Ana Luísa, Luísa Cerdeira, Maria de Lourdes Machado-Taylor, and Helena Alves. "Technological Skills in Higher Education—Different Needs and Different Uses." Education Sciences 11, no. 7 (June 30, 2021): 326. http://dx.doi.org/10.3390/educsci11070326.
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Technological skills development is a central issue for a country’s educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different needs and different uses that these skills encompass, these will certainly be necessary and useful in students’ academic and professional life. This study reports on an investigation of technological skills development in higher education. It aims to analyze the relevance of technologies integration, which technological skills are built and developed by higher education students, and what their perception about the importance of technological skills is. Based on a literature review, an online questionnaire was designed and applied to 217 students from three public higher education institutions located in the North, Center, and South of Portugal. This intended to verify which areas of technological skills (from the European Digital Competence Framework for Citizens) are most developed and to understand respective repercussions. It is concluded that the balanced development of students’ technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning.
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Smith, Edward, and Lewis Golding. "Use of board games in higher education literature review." MSOR Connections 16, no. 2 (March 1, 2018): 24. http://dx.doi.org/10.21100/msor.v16i2.624.
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There is a long standing history of mathematical games and puzzles being used to support mathematical thinking and concepts. The Maths Arcade is an initiative designed to provide a unique environment for students to play games in order to communicate with fellow students whilst developing a range of skills. The purpose of this study was to determine how these skills are developed and how they link to different games, we have found the evidence for this through reviewing a variety of sources focussing on game-play. We found that the playing of board games is fundamentally linked to the development of mathematical thinking and skills. These are developed in many ways including trial and improvement and discussion.
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García Robelo, Octaviano, and María Guadalupe Veytia Bucheli. "Comparative Analysis of Research Skills and ICT: A Case Study in Higher Education." International Journal of Educational Excellence 4, no. 1 (2018): 15–27. http://dx.doi.org/10.18562/ijee.031.
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Bacha, Nahla N. "Developing Learners' Academic Writing Skills in Higher Education: A Study for Educational Reform." Language and Education 16, no. 3 (September 2002): 161–77. http://dx.doi.org/10.1080/09500780208666826.
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Sabri, Ahmad. "Soft Skill: Its Urgency and Development at Islamic Higher Education." Al-Ta lim Journal 21, no. 3 (November 30, 2014): 239–51. http://dx.doi.org/10.15548/jt.v21i3.109.
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The success of a person in a career work is not only determined by his or her technical capability, but also the non-technical skills which is so called ‘soft-skills’. It is an attitude which is exemplified among the cognitive and values in the interaction with people around. Several identified falures in the community’s life indicate that many Islamic university graduates suffered from lack of ability to build harmonious relationship with the environment. Therefore, it is a high time for this institution to consistently instil some types of soft-skills on the parts of the students. The current study shares the urgent needs for developing students’ soft-skills for Islamic colleges and universities. The paper ends up with several conclusions while promoting some commitments to be held by the faculty development including: the identification of soft-skills that have already existed in the students’ minds and which need to be developed, the exploration of soft skills attributes for the next 5 years based on the inspiration or opinion of the stake holders and alumnaes, the setting of action plan for academic and non-cademic agendas, acting out the planned activities, as well as the sustainable blue-print of valid soft-skills. Copyright © 2014 by Al-Ta'lim All right reserved
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Hahn, Christopher J., and Jeanine E. Gangeness. "Business, Leadership And Education: A Case For More Business Engagement In Higher Education." American Journal of Business Education (AJBE) 12, no. 1 (January 1, 2019): 19–32. http://dx.doi.org/10.19030/ajbe.v12i1.10251.
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Institutions of higher education prepare and develop students for the workforce, and in the coming decade, the challenge of workforce preparation will increase as the current workforce is retiring during a time of economic growth. Traditional higher education practice tasks faculty with developing appropriate curricula for students that will adequately prepare them for employment and leadership within an organization, but often this development lacks direct industry input into course content and design resulting in a gap between industry needs and graduate skills. This study addresses both current and perceived future educational and leadership needs of a workforce in an 11 county region in the north central United States. It explores potential strategies for mitigating the skills gap as it relates to organizational leadership skills, the evolving roles of faculty, and curriculum design and application, and develops a community alliance model for business, leadership, and education.
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Grivokostopoulou, Kovas, and Perikos. "Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education." Sustainability 11, no. 20 (October 12, 2019): 5623. http://dx.doi.org/10.3390/su11205623.
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Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.
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Kazimi, Anjum Bano, Muhammad Ali Shaikh, and Stephen John. "Issues of Syllabus Designing Practices and Quality Assurance at Higher Education Level." Global Social Sciences Review IV, no. IV (December 30, 2019): 135–45. http://dx.doi.org/10.31703/gssr.2019(iv-iv).18.
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The goal of Higher Education Commission is to develop and implement quality across all university activities and making it compatible with international practices. The faculty is required to have ability in designing, maintaining and updating curricula, when measuring the quality of an institute or of teaching; designing syllabus is the basic required skill. This study aims to analyze perception, syllabus designing skills and practices of faculty members in universities. This research is quantitative, structured questionnaire and document analyses were used for data collection. Results showed faculty have no related training; rules for designing syllabus are not followed. It is recommended that training sessions should be organized to developing syllabus designing skills of university faculty. Standard guidelines should be developed by quality assurance bodies.
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Zulharby, Puti, Yumna Rasyid, and Nuruddin Nuruddin. "The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11, no. 2 (December 9, 2019): 194–213. http://dx.doi.org/10.24042/albayan.v11i2.5175.
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Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.
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Agustiani, Riza, Hartatiana Hartatiana, and Ambarsari Kusuma Wardani. "Mathematics students’ writing skills: Assesment in higher education with Rasch model." International Journal on Teaching and Learning Mathematics 1, no. 2 (December 22, 2018): 90–102. http://dx.doi.org/10.18860/ijtlm.v1i2.6749.
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The aim of this research is to describe the students’ scientific writing skills of mathematics education. This research is descriptive qualitative research. Research subject is choosen by using purposive sampling technique. Research subject is choosen based on variety of batch, grade point average (GPA) dan Thesis Processing Duration (TPD). Data collection techniques in this research are document studies (documentation methods) and interviews. The document study was carried out by 2 researchers (chairman and researcher members) and 2 other lecturers of Mathematics Education Study Program to obtain data about writing scientific work for research subjects. The interview was conducted after the results of the first data analysis were obtained as confirmation media and deeper exploration of the profile of the research subjects. This study provides an overview of the carrying capacity of the GPA characteristics, the value of Indonesian Language, the value of Research Methods, and TPD. The four characteristics do not significantly support the students’ cientific writing skills of the mathematics education study program.
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Gharehbaghi, Koorosh, Christina Scott-Young, and Amrit Sagoo. "Inventive Higher Education: a Blending Passage." Journal of International Business Research and Marketing 6, no. 3 (2021): 22–26. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.63.3003.
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The massification of education has led to the perception in some disciplines that an undergraduate degree no longer provides sufficient competitive advantage in employment. While undergraduate degrees deliver sufficient professional and expertise substance for entry level positions, ultimately it is the postgraduate qualification which sets students apart and in turn assists with rapid career advancement. In ensuring that graduate students exceed the desired entry level of professional skills, the education institution needs to provide a linking passage between undergraduate and postgraduates studies. This blending passage offers a significant opportunity for students to further develop their overall expertise and skill set. Moreover, this blending passage needs to closely align with the specific professional requirements together with the potential for the graduate to seek possible career progression and advancements. Accordingly, postgraduate studies need to align with these specific professional requirements. The blending passage is an innovative approach which maximizes non-traditional learning and provides incentives to further augment the student’s career. This rapprochement will be aligned with the relevant professional bodies that will also carefully consider the students’ professional competencies. This paper will investigate three prominent Australian universities and their Engineering undergraduates’ belief in the importance of further education and their desire to further develop their specialist expertise through postgraduate study. Minitab will be utilized as a statistical tool to analyze survey data and the findings and their implications for the provision of a blended passage to postgraduate study will be discussed.
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Heron, Marion. "Making the case for oracy skills in higher education: practices and opportunities." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 5–21. http://dx.doi.org/10.53761/1.16.2.2.
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In this paper I make the case for embedding oracy practices in the HE curriculum through explicit teaching of oracy skills and a shared common language to describe these skills. Active learning and teaching approaches as well as growing expectations of graduate employability skills have resulted in greater demands on students in UK higher education in terms of their oracy (speaking and listening) skills. Whilst oracy skills have long been the focus of studies in compulsory educational contexts, there is little transfer of research findings to a higher education context. With the aim of opening up the discussion on oracy skills in HE, this paper reports on an exploratory study carried out to investigate how teachers on two undergraduate business modules incorporated oral communication skills in their content, pedagogy and assessment. Data were gathered from observations of lectures and seminars, course documents, and semi-structured interviews with tutors. With reference to an Oracy Skills Framework the paper concludes with suggestions for how oracy skills may be more explicitly embedded into the undergraduate curriculum.