A four-country cross-case analysis of academic staff expectations about learning analytics in higher education

2021 ◽  
Vol 49 ◽  
pp. 100788
Author(s):  
Kaire Kollom ◽  
Kairit Tammets ◽  
Maren Scheffel ◽  
Yi-Shan Tsai ◽  
Ioana Jivet ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Academic Staff ◽  
Case Analysis ◽  
Cross Case Analysis

Challenges for Instilling Entrepreneurial Mindset in Scientists and Engineers: What Works in European Universities?

2016 ◽  
Vol 13 (05) ◽  
pp. 1640012 ◽  
Author(s):  
Giustina Secundo ◽  
Valentina Ndou ◽  
Pasquale Del Vecchio
Keyword(s):  
Higher Education ◽  
Case Analysis ◽  
Theory And Practice ◽  
Science And Engineering ◽  
Higher Education Systems ◽  
European Universities ◽  
What Works ◽  
Emerging Trends ◽  
Scientists And Engineers ◽  
Cross Case Analysis

The development of entrepreneurial mindsets in graduated students with science and engineering backgrounds represents an emerging priority for the higher education systems. However, this dimension is still in infancy, especially in Europe. Aimed to contribute at this debate, the study provides evidences on how European universities are approaching this goal. Based on a cross-case analysis of 22 post-graduated programs, the study explores the emerging trends and the “invariance” traits adopted to develop high qualified human capital with an entrepreneurial mindset. Implications for theory and practice include the most pressing challenges for universities involved in their transitions towards an entrepreneurial configuration.

scholarly journals Development of Inclusive Education and Theoretical Concept of Values in the Higher Education System (cross-case analysis)

2021 ◽  
Author(s):  
Gvanca Chanturia ◽  
Khatia Khatiashvili
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Complete Solution ◽  
Case Analysis ◽  
Educational Process ◽  
Special Equipment ◽  
Late 20Th Century ◽  
Persons With Disabilities ◽  
Cross Case Analysis

The study of inclusive education has an early history in EU countries. It has gone through many stages in its formation from ancient times to the present day. At first the persons with disabilities were excluded from society, but today almost every country in the world agrees, that people with disabilities should live integrated in our society as it is possible. Therefore, we decided to conduct a cross-case analysis on the example of two European countries – France and Sweden.Involving persons with special educational needs in the educational process of HEI on the example of inclusive education model is not an easy process. It requires the development and application of new regulations at both, theoretical and practical levels.Authorities were interested in the problem of access to the HEI primarily in the late 20th century. However, this was accompanied with many problems. This led the public to think about who could get a higher education and who could not. It was necessary to train staff and administration, to equip universities with special equipment and prepare textbooks. This is still in the process of refinement, as not all countries can boast of a complete solution to this problem. Much has been done, but much more remains to be done.An important element in the education system is still the school, the basic level. Students come from school and get the bulk of their education there. It is noteworthy, what they got from school and what we could give them in the high school.

scholarly journals A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

10.28945/1900 ◽  
2013 ◽  
Vol 12 ◽  
pp. 253-286 ◽  
Author(s):  
Rochell R. McWhorter ◽  
Julie A. Delello ◽  
Paul B. Roberts ◽  
Cindy M. Raisor ◽  
Debra A. Fowler
Keyword(s):  
Higher Education ◽  
Case Analysis ◽  
Web Based ◽  
Cross Case Analysis

Learning Analytics

2020 ◽  
pp. 308-335 ◽  
Author(s):  
Matthieu Hausman ◽  
Dominique Verpoorten ◽  
Valérie Defaweux ◽  
Pascal Detroz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environment ◽  
Learning Analytics ◽  
Case Analysis ◽  
Development Model ◽  
Professional Development Of Teachers ◽  
Professional Development Model ◽  
The University ◽  
The Impact

This chapter discusses the impact of the use of Learning Analytics on the professional development of teachers in higher education. Learning Analytics allows teachers to obtain previously inaccessible information about their students' learning activities. Based on this information, it is possible for teachers to modify their teaching strategies and the learning environment they offer to students, and they can also offer better monitoring to them. After having shed a theoretical light on the concepts used in this chapter, authors propose a case analysis relating to the experience of a teacher from the Faculty of Medicine of the University of Liège. Using a professional development model, authors then propose an analysis of the impact of Learning Analytics on the professional development of this teacher. In this case, the Learning Analytics appear as a lever for the professional development of the teacher.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 80-85
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Best Practices ◽  
Cost Reduction ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Research And Innovation ◽  
Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

scholarly journals A North–South-South partnership in higher education to develop health research capacity in the Democratic Republic of the Congo: the challenge of finding a common language

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Christiane Horwood ◽  
Sphindile Mapumulo ◽  
Lyn Haskins ◽  
Vaughn John ◽  
Silondile Luthuli ◽  
...  
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Health Research ◽  
Democratic Republic ◽  
Academic Staff ◽  
Research Capacity ◽  
Nutritional Epidemiology ◽  
Low Income Countries ◽  
Republic Of The Congo ◽  
English Speaking

Abstract Background Globally, increasing numbers of higher education institutions (HEIs) in non-English-speaking countries have adopted English as a medium of instruction (EMI), because of the perception that this provides opportunities to attract high-calibre students and academic staff, and engage with the international research community. We report an evaluation of a North–South-South collaboration to develop health research capacity in the Democratic Republic of the Congo (DRC) by establishing a postgraduate programme in nutritional epidemiology at the Kinshasa School of Public Health (KSPH), where EMI was adopted. We report experiences and perceptions of stakeholders, facilitators and students about using EMI. Methods In-depth qualitative interviews were conducted between October and December 2019 among convenience sampled stakeholders (8), facilitators (11) and students (12) involved in the programme from all three partner institutions (University of Kinshasa; University of KwaZulu-Natal, South Africa; University of Bergen, Norway). Interviews were conducted in participants’ language of preference (English or French), audio-recorded, transcribed verbatim and translated into English when required. Analysis employed a thematic approach. Results Most participants viewed EMI positively, reporting that studying in English created opportunities to access relevant literature, improve interactions with the scientific community and advance their careers. As a result of adopting EMI, some students had opportunities to present research findings at international conferences and publish their research in English. English-speaking researchers from partner institutions were able to participate in supervision of students’ research. However, inadequate English competency, particularly among students, was challenging, with some students reporting being unable to understand or interact in class, which negatively affected their academic performance. Further, EMI created barriers at KSPH among academic staff who were not proficient in English, leading to poor participation among non-English-speaking staff and lack of integration with other postgraduate programmes. Participants suggested additional English language support for EMI. Conclusion Partnerships between HEIs could be a powerful tool to develop research capacity in low-income countries in line with United Nations Sustainable Development Goals. EMI could be a solution to language barriers faced by many such partnerships, but wide-ranging support to develop English proficiency among staff and students is essential to ensure that the challenges do not outweigh the benefits.

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