Sustained flow and personal best in higher education: A mixed-methods approach

2021 ◽  
Author(s):  
Safoura Jahedizadeh ◽  
Afsaneh Ghanizadeh
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Approach

scholarly journals Private Universities and Development of Higher Education in Nigeria: A Mixed Methods Approach

2017 ◽  
Author(s):  
Yusuf Suleiman ◽  
Zahyah Hanafi ◽  
Muhajir Taslikhan
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Private Universities ◽  
Private Investment ◽  
Private University ◽  
Developed Countries ◽  
University Education ◽  
Historical Background ◽  
Teaching Staff ◽  
Mixed Methods Approach

Private university education is unarguably one of the growing trends in the education system in the world. Providing university education to citizens should not be the solitary efforts of government, but should be the responsibility of adults at all levels. The giant stride of private investment in the acceleration of university education in Nigeria is overwhelming. This paper examines the private university's contribution to the development of university education in Nigeria, focusing on the strengths, weaknesses and way forward. Basically, the purpose of the study is to highlight the areas where private universities had contributed to the advancement of university education. It carefully looked at the historical background, rationale and antagonists of private universities. Also, the paper examined the global trends of private universities. Methodologically, mixed methods approach was used for the study. Quantitatively, secondary data were collected and analyzed to establish the areas in which private universities contributes to the development of higher education in Nigeria. Qualitatively, interviews were conducted in two private universities, where teaching and non-teaching staff of the universities granted the interview. NVivo Software was used to do the transcription, coding and analysis of the interview. Findings from the two methods employed revealed that the importance of private universities cannot be under-estimated, it is akin to the advancement of university education in Nigeria. Conclusively, the activities of private universities would continue to play a positive role in ensuring that Nigerian university education is placed among the developed countries. Significantly, the study would assist private universities on how to improve their efforts for a better private university education so as to ensure quality service. Also, government should endeavour to assist private universities in the area of staff capacity building and infrastructure. Lastly, enabling environment should be provided by the government for more private investors to establish more universities in Nigeria.

Relook at University Planning-Development for Sustainability in Higher Education

2021 ◽  
Vol 12 (2) ◽  
pp. 13-28
Author(s):  
Neeta Baporikar
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Approach ◽  
Strategic Plans ◽  
The Future ◽  
University Planning ◽  
Road Maps ◽  
Sustainability In Higher Education ◽  
Planning Development ◽  
The Way

Universities frequently suffer when they use linear, mechanistic thinking. Leaders can make too many erroneous assumptions about the future. In addition, when users view strategic plans as fixed road maps, they often fail to recognize the faulty assumptions that hinder their success along the way. They generally fail to harness emerging opportunities as well. To enhance outcomes, planners must ensure there are adequate resources for monitoring and adjusting plans during implementation. Those empowered to monitor outcomes and activities must fully understand that the planning core intentions are for development so that so they can effectively refine the plan as it unfolds. Adopting a mixed-methods approach, this study intends to explore some of these issues in an effort to enhance practice and intends to propose a framework for university planning and development to ensure sustainability in higher education.

scholarly journals The cultural dimensions of information use: A mixed methods approach to the information use experience of Emiratis in Higher Education

2020 ◽  
Author(s):  
Helen Weston
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Cultural Values ◽  
Teaching And Learning ◽  
Information Use ◽  
Cultural Dimensions ◽  
Sequential Method ◽  
Mixed Methods Approach ◽  
Teaching And Learning Environment ◽  
The Relationship

Upon transitioning to higher education, Emirati students bring their cultural values and sentiments into the teaching and learning environment. Using the Explanatory Sequential method of Mixed Methods approach, this research explored how the information use of Emirati students enrolled in higher education is experienced in light of what is revealed when national culture is explored. This research provides empirical data contributing to the discussion of how culture intersects with information use in higher education. New contributions underpin the relationship between culture and information use. They also support the design and implementation of pedagogical approaches that recognize cultural diversity of learners.

Evaluating Institutional Green Building Policies: A Mixed-Methods Approach

2010 ◽  
Vol 5 (1) ◽  
pp. 115-131 ◽  
Author(s):  
Anthony F Cupido ◽  
Brian W Baetz ◽  
Ashish Pujari ◽  
Samir Chidiac
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
North America ◽  
Policy Development ◽  
Higher Education Institutions ◽  
Green Building ◽  
Future Research ◽  
Sustainable Building ◽  
Mixed Methods Approach ◽  
Building Policy

Sustainable or green building practices have been adopted recently by many higher education institutions for their new campus buildings and major renovations. To date, no formal study has been conducted to determine if policy is essential for sustainable building practices and the implementation of LEED®for these institutional green buildings in North America. A mixed-methods approach consisting of a quantitative survey and qualitative interviews was undertaken with senior facility professionals at higher education institutions in North America. The survey evaluated the institution's use of a policy, guideline, standard, law or goal related to sustainable building practices and the interview identified specific practices as well as issues such as leadership, policy compliance and barriers to adopting sustainable building policies. This paper provides a framework for an institutional sustainable building policy that is suitable to use as a template for senior facility professionals and their specific policy development. This work contributes to a foundation for future research related to sustainable/green building policy development and its application to the higher education sector.

scholarly journals “I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Rebecca Murphy ◽  
Sarah Nixon ◽  
Simon Brooman ◽  
Damian Fearon
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Student Engagement ◽  
Mixed Methods Approach ◽  
Educational Challenge ◽  
Feedback Strategies ◽  
Partnership Approach ◽  
Substantial Change ◽  
Positive Statement

Staff and students coming together to enhance learning is a key educational challenge facing the higher education sector. Literature proposes different ways of achieving this through co-creation, partnership, and collaboration. This paper focuses solely on staff perspectives of a staff-student partnership project aimed at improving feedback strategies. Through a mixed-methods approach, staff in four disciplines in one UK university were questioned in regard to collaborating with students, asked to take part in a co-creation experience, and then invited to take part in a follow-up interview. Findings indicated that staff initially supported greater student engagement in curriculum development but were wary of substantial change in the design of curriculum content. Some doubted the experience and abilities of students in this context. The overarching response was a positive statement followed first with a “but” and then with the issues that could be caused by a partnership approach. 

scholarly journals Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers’ and Learners’ Perceptions

2021 ◽  
Vol 12 (3) ◽  
pp. 127
Author(s):  
Najla Fki
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Qualitative Data ◽  
The Other ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
English Classes ◽  
Starting Point ◽  
English Major ◽  
The One

This study examines lecturers’ and learners’ perceptions on humor use in Tunisian tertiary classrooms, focusing specifically on the English major. The ultimate aim is to explore the types and frequency of humor use on the one hand and whether teachers regard humor in the same light as their students on the other. To this purpose, a mixed-methods approach consisting of questionnaires and semi-structured interviews is adopted to collect quantitative and qualitative data for analysis. The findings revealed that, in terms of frequency, humor is used by all interviewed teachers irrespective of their gender. Yet, the general percentage of humor use remains moderate and limited to specific oral subjects as confirmed by the students. The results also indicated the participants’ agreement on the efficiency and preference of verbal, spontaneous and relevant humor types. However, it has been shown that the lecturers use a very limited repertoire of humor forms, neglecting jokes which are more appreciated by their students. Inconsistencies between the participants’ responses are further traced at the level of their attitude towards humor use in class. While most of the teachers believe that the merits of humor are undeniable, they expressed skepticism and discomfort in dealing with this tool in class. To overcome these lacunas, this study builds on the students’ recommendations to improve their teachers’ practices and can therefore be a starting point for EFL curriculum designers in Tunisia to revise current materials for a better humor integration in higher education.

scholarly journals Unpacking effective mentorship practices for early career academics: a mixed-methods study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julia Sargent ◽  
Bart Rienties
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Social Identity ◽  
Identity Development ◽  
Academic Career ◽  
Theoretical Perspective ◽  
Early Career ◽  
Institutional Setting ◽  
Content Type ◽  
Mixed Methods Approach

PurposeMentoring can be an important source of support, particularly for those who are in the early stages of their career in academia. Drawing upon data from a larger study, the authors investigated opportunities for mentorship, factors that hinder or support mentorship and the value of mentorship from the perspective of early career academics (ECAs).Design/methodology/approachUsing a mixed-methods approach and social identity theory, the authors collected data via a survey and follow-up interviews with members of staff at the Open University, of which 19 ECA experiences were contrasted with 17 academics who received mentorship but were not early career.FindingsECAs and non-ECAs had equal access to mentoring, but mentoring seemed to be more visible and accessible to ECAs. Factors deemed to support mentorship included mentors having empathy and confidentiality. Mentorship was valued by ECAs because it helped to provide them with support that was in addition to their line management and to help them make sense of “being an academic”. From the data presented, mentorship supported ECAs in their academic career and identity development in higher education.Originality/valueThis research provides a mixed-methods approach to investigating early career mentoring within the context of a higher education institution in the United Kingdom. It considers the topic of mentoring of both junior and more senior staff who are often working at a distance to the institutional setting and provides a theoretical perspective in terms of social identity for academics.

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