Strategy Simulation Games: The Student Perspective and an Investigation of Employability Competencies Gained Through the Use of Strategy Simulations in Higher Education

2016 ◽  
pp. 209-221
Author(s):  
Anne Crowley ◽  
Margaret Farren ◽  
Gearóid Ó. Súilleabháin
Keyword(s):  
Higher Education ◽  
Student Perspective ◽  
Simulation Games

Exploring the student perspectives on the barriers of online learning during the COVID-19 pandemic: a qualitative study using interpretative phenomenological analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shikha Rana
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Student Perspective ◽  
Structured Interviews ◽  
Content Type ◽  
Student Teacher Relationship ◽  
Academic Courses ◽  
The Government

PurposeThe present study aims to gauge the perspectives of students on the difficulties they faced during online learning during the outbreak of coronavirus disease 2019 (COVID-19) through the interpretative phenomenological analysis (IPA) technique.Design/methodology/approachThe current study employed IPA, and it was conducted among the students enrolled for professional courses in the government, private and deemed-to-be universities in Uttarakhand, India, using semi-structured interviews for the purpose of data collection.FindingsThe findings have been grouped under five parts referred to as “superordinate themes” or “barriers” which comprises learning in an online class environment, online learning in the home environment, student–teacher relationship in online learning, technical hindrances in online learning and health issues in online learning. These superordinate themes were further grouped under sub-themes.Research limitations/implicationsThe present study focused on the students of various private, public and deemed-to-be universities of the Uttarakhand region and represents the higher education sector only and did not tap the primary, secondary and vocational education. The students of academic courses or degree courses like arts, commerce, basic sciences and humanities, etc. were not included in the research study. Hence, the study lacks generalizability.Practical implicationsThe research findings of the present study have implications for higher education institutions (HEIs), teachers, students and policymakers.Originality/valueThe present study addresses the methodological gap by offering a new line of research where IPA has been used as the methodology to determine the barriers of online learning in the COVID-19 situation, and to the best of the authors’ knowledge, none of the studies have used it so far to ascertain the barriers to online learning from the student perspective.

THE USE OF BUSINESS SIMULATION GAMES IN HIGHER EDUCATION: LEARNING EXPERIENCE AND PERFORMANCE

2019 ◽  
Author(s):  
Cristina Segovia-López ◽  
Gema Marín-Carrillo ◽  
Manuel Sánchez-Pérez ◽  
Elvira Sáez-González ◽  
Mª Ángeles Iniesta-Bonillo ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Business Simulation ◽  
Simulation Games ◽  
And Performance

Emerging student needs disrupting higher education

2017 ◽  
Vol 25 (3) ◽  
pp. 197-208 ◽  
Author(s):  
Andy Hines
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Balance Of Power ◽  
Student Perspective ◽  
Institutions Of Higher Education ◽  
Student Needs ◽  
Content Type ◽  
Job Preparation ◽  
The University ◽  
Practical Implications

Purpose A research project exploring emerging student needs identified two potentially disruptive shifts for the future of higher education: a shift in balance of power from institutions toward the students and a shift in the purpose of higher education away from job preparation. The research suggests that current drivers are eventually moving toward these shifts but that several “accelerators” may hasten their arrival. The paper aims to describe the process for identifying the emerging needs, the potentially disruptive shifts and key implications for higher education. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to identify the emerging needs, the disruptive shifts and their implications. Findings Emerging student needs suggest two potential disruptive shifts for higher education: shift in balance of power from institutions toward the students and shift in the purpose of higher education away from job preparation. Practical implications Current institutions of higher education may need to reconsider their purpose, mission and value proposition in light of these disruptive shifts. Social implications Beyond just higher education, there is a need for a larger society-wide dialogue about the emerging future and how to best prepare students for it. Originality/value This extensive research carried out from the student perspective suggests disruptive shifts ahead relating to the purpose and future of higher education.

Developing a measure for student perspectives on institutional effectiveness in higher education

2018 ◽  
Vol 44 ◽  
Author(s):  
Peter T. Ayuk ◽  
Gerrie J. Jacobs
Keyword(s):  
Higher Education ◽  
Educational Outcomes ◽  
Institutional Effectiveness ◽  
Education Institution ◽  
Student Perspective ◽  
Validity And Reliability ◽  
Structural Validity ◽  
Exploratory Factor Analyses ◽  
Managerial Implications ◽  
Value Add

Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

scholarly journals Student-Generated Examples and Group Work in Mathematics

2021 ◽  
Vol 19 (1) ◽  
pp. 31-39
Author(s):  
Claire Cornock
Keyword(s):  
Higher Education ◽  
Group Work ◽  
Student Perspective

An assignment from Higher Education is presented within this paper as a case study of students generating their own examples whilst working in groups. The student perspective was gained through a questionnaire at the end of the assignment with each cohort over a three year period, which was completed by 123 students in total. The students provided insight on creating their own examples, as well as the group work aspect of the assignment. In particular, students indicated what they believe to be the most beneficial assessment approaches. Elements of learning, understanding and motivation are explored, and the student perspective is compared with the literature. 

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