On Comparative Research In Higher Education

2008 ◽  
pp. 141-155 ◽  
Author(s):  
Jussi VÄlimaa
Keyword(s):  
Higher Education ◽  
Comparative Research

Comparative Research on Higher Education

1982 ◽  
Vol 14 (1-2) ◽  
pp. 137-145
Author(s):  
Dietrich Goldschmidt
Keyword(s):  
Higher Education ◽  
Comparative Research

STUDENT MOBILITY AS THE ELEMENT OF INTERNATIONALIZATION OF HIGHER EDUCATION

2019 ◽  
Vol 1 ◽  
pp. 357
Author(s):  
Iveta Mietule ◽  
Iluta Arbidāne ◽  
Laura Kalniņa
Keyword(s):  
Higher Education ◽  
Future Development ◽  
Comparative Research ◽  
Student Mobility ◽  
Global Scale ◽  
Mobile Students ◽  
The World ◽  
World Hypothesis ◽  
Statistical Survey ◽  
Research Period

Scientific researches on the potential of export of higher education became topical more than 10 years ago, but this issue remains very topical nowadays as well, and it is essential to keep searching for solutions for the future development of this area. The aim of the paper is to analyse the general trends of student mobility in Latvia in the context of the student mobility in the world.  Hypothesis of the research - comparative research on the student mobility rates in the research period from 2011 to 2016 shows that there is higher growth of student mobility in Latvia than on the global scale. The number of mobile students in the research period is increasing both in Latvia and in the world, but the statistical survey in Latvia confirms that this growth in Latvia is more significant. 

scholarly journals A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

2017 ◽  
Vol 12 (3) ◽  
pp. 20 ◽  
Author(s):  
Alison Lesley Weightman ◽  
Damian J. J. Farnell ◽  
Delyth Morris ◽  
Heather Strange ◽  
Gillian Hallam
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Thematic Analysis ◽  
Comparative Research ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Skill Test ◽  
Student Views ◽  
Significant Difference ◽  
Literacy Training

Abstract Objective – Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed. Methods – Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, meta-analyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats. Results – A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a meta-analysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference. Conclusions – There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robust design (such as the randomized controlled trial) with a large student population and validated outcome measures.

scholarly journals A Comparative Research on Levels of Students’ Formation Skills of Their Career Advancement Portfolio in Secondary and Higher Education Systems

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Albina Rafisovna Shaidullina ◽  
Guzel Rafkatyevna Fassakhova ◽  
Gyuzel Khusainovna Valeyeva ◽  
Galiya Bulatovna Khasanova ◽  
Valentina Aleksandrovna Komelina ◽  
...  
Keyword(s):  
Higher Education ◽  
Comparative Research ◽  
Career Advancement ◽  
Education Systems ◽  
Higher Education Systems

scholarly journals Searching for Practical Wisdom in Higher Education with Logos, Pathos and Ethos. Case: Finnish Universities of Sciences

Philosophies ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 63
Author(s):  
Maria Jakubik
Keyword(s):  
Higher Education ◽  
Comparative Research ◽  
Practical Wisdom ◽  
Case Study Research ◽  
University Education ◽  
Primary Data ◽  
Study Research ◽  
International Comparative Research ◽  
International Comparative

In our complex and highly connected world, educating for life—that is, educating students with knowledge, skills, and competences infused with practical wisdom (PW) and ethical and moral values—is essential. The paper seeks to answer the question: how could university education facilitate the progress to a wiser and better world? The methodology involves case study research (CSR) based on both secondary and primary data. The missions, visions, and values of fourteen public Finnish universities are analyzed for PW. The findings demonstrate that universities, by becoming more open, unbounded, and enacting organizations, and by enhancing collaboration with businesses, could foster the cultivation of PW in higher education (HE). The novelty of this paper is the creative communication of the case study, where kairos, logos, pathos, and ethos are used to explore a new reality for HE. The article contributes to the contemporary discourses in the literature on the future of HE. Educators in HE need to transform from knowledge workers to wise leaders, wisdom workers, creators, empathizers, pattern recognizers, and meaning makers. The context of the case study research makes it difficult to generalize. Therefore, international, comparative research is used to complement the findings. The eight-stage change process applied to universities and HE could help in solving the urgent problems of society and facilitating progress to a wiser and better world.

scholarly journals The internationalisation of studies in adult education. The Example of COMPALL: Comparative Studies in Adult Education and Lifelong Learning

2017 ◽  
Vol 23 (4) ◽  
pp. 121-134
Author(s):  
Regina Egetenmeyer
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Lifelong Learning ◽  
Research Methods ◽  
Comparative Studies ◽  
Comparative Research ◽  
International Perspectives ◽  
Young Students ◽  
International Knowledge ◽  
Work Contexts

This paper analyses international contexts of adult education and higher education as a framework for the COMPALL Joint Module. The module is designed to develop international knowledge, comparative research methods, intercultural competences, didactical insights, and networking experiences. The paper outlines the structure of the module and describes how such internationalisation impacts the participants. The evaluation shows that participants of the Joint Module develop not only intercultural competences, but also methodological, didactical, and networking competences. Furthermore, the module forges close partnerships between the respective universities as well as sustainable networks that extend beyond those of young students in adult education. The Joint Module gave several participants a fresh outlook on employability by integrating international perspectives into their prospective work contexts.

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