Gamified crowdsourcing in higher education: A theoretical framework and a case study

2020 ◽  
Vol 36 ◽  
pp. 100645 ◽  
Author(s):  
Luis R. Murillo-Zamorano ◽  
José Ángel López Sánchez ◽  
Carmen Bueno Muñoz
Keyword(s):  
Higher Education ◽  
Theoretical Framework

A business intelligence framework for sustainability information management in higher education

2018 ◽  
Vol 19 (2) ◽  
pp. 266-290 ◽  
Author(s):  
Brenda Scholtz ◽  
Andre Calitz ◽  
Ross Haupt
Keyword(s):  
Higher Education ◽  
Information Management ◽  
Business Intelligence ◽  
Social Impact ◽  
Single Case ◽  
Sustainability Reporting ◽  
Theoretical Framework ◽  
Depth Information ◽  
Content Type

Purpose Higher education institutions (HEIs) face a number of challenges in effectively managing and reporting on sustainability information, such as siloes of data and a limited distribution of information. Business intelligence (BI) can assist in addressing the challenges faced by organisations. The purpose of this study was to propose a BI framework for strategic sustainability information management (the Sustainable BI Framework) that can be used in HEIs. Design/methodology/approach The research applied the design science research methodology whilst using a South African HEI as a case study. The problems with sustainability information management were identified, and a theoretical framework was proposed. In addition, a practical BI software tool was developed as proof of concept to address these problems and to assist with the management of strategic sustainability information in an HEI. Findings The proposed sustainability BI tool was evaluated through heuristic and usability evaluations with senior management. The results indicated that the usability of the BI tool was positively rated and that the framework can assist in overcoming the constraints that HEIs face in effectively managing sustainability information. Research limitations/implications The research was limited to a single case. However, the theoretical framework was derived from and expanded on existing stakeholder theory, sustainability reporting theory and literature on BI dashboard development. The framework was implemented successfully in the Sustainable BI Tool prototype at the case study, and the results reveal in-depth information regarding information management for sustainability reporting in higher education. Practical implications The Sustainable BI Tool is a solution that integrates data from multiple areas of sustainability and provides a single integrated view of the information to stakeholders. The information is provided through performance dashboards, which provide predictive capabilities to enable management to report on sustainability and determine if the institution is meeting its strategic goals. The lessons learnt can also assist other HEIs considering implementing BI for sustainability reporting. Social implications Improved sustainability reporting for HEIs provided by the BI framework can improve the environmental and social impact of the educational community. Originality/value This study provides the most comprehensive framework for guiding the design of a BI tool to assist in effectively managing sustainability information in HEIs.

Towards a Theory of Formative Assessment in Online Higher Education

2020 ◽  
pp. 1637-1661
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Meaningful Learning ◽  
Theoretical Framework ◽  
Collective Case Study ◽  
Online Higher Education ◽  
Increasing Demand

The affordances of online learning have coincided with increasing demand for higher education across disciplines. The need to provide appropriate learning support while fostering self-regulation in online higher education calls for formative assessment to facilitate meaningful learning. This chapter attempts to conceptually generalize the findings of a recent collective case study and develop a relevant theoretical framework for online formative assessment. The theoretical framework is intended to inform successful implementation of formative assessment in online learning contexts. The collective case study purposefully conceptualized formative assessment from a holistic pedagogical approach. Investigating application of formative assessment in the recent study explored multifaceted elements including provision of a variety of embedded authentic assessment activities. The theoretical framework advanced through this chapter is therefore an attempt to coherently unify the diverse elements and techniques from the collective case study, and explicate how this creates an effective pedagogical design to promote meaningful learning.

An innovating business model for the higher education sector: A platform-based approach to university career services

2019 ◽  
Vol 34 (2) ◽  
pp. 91-99
Author(s):  
June Y. Lee ◽  
Sheetal J. Patel
Keyword(s):  
Higher Education ◽  
Business Model ◽  
Business Models ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Career Services ◽  
Education Sector ◽  
Exploratory Research

With a changing landscape of higher education institutions (HEIs), the authors explore the concepts of a platform business model in the context of university career services. Through an inductive, multiyear case study of an HEI, this study analyzes how university career services can innovate and transform by operating as a platform. This exploratory research bridges the gap between HEIs and business by applying a well-developed theoretical framework for platform business models to HEIs.

Identifying and prioritizing barriers to digital transformation in higher education: a case study in Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bayu Rima Aditya ◽  
Ridi Ferdiana ◽  
Sri Suning Kusumawardani
Keyword(s):  
Higher Education ◽  
Theoretical Framework ◽  
Digital Transformation ◽  
Cultural Issues ◽  
Technical Issue ◽  
Content Type ◽  
The Matrix ◽  
Practical Implications ◽  
Different Levels

Purpose This study aims to test a theoretical framework to identify and prioritize barriers in the implementation of digital transformation in higher education. Design/methodology/approach The framework was tested using the context of a particular nation: Indonesia. First, a survey questionnaire was conducted to identify the key barriers. Second, the contextual relationship between the key barriers was determined based on an expert’s input to find the importance level of barriers and the degree of difficulty to fix the barriers. Finally, a barrier priority matrix was developed to prioritize the barriers. Findings This study identified the key barriers in the implementation of digital transformation in higher education in Indonesia including eight contextual issues, one technical issue and two cultural issues with different levels of importance and difficulty. Based on the matrix constructed, this study also presented a list of the top 11 priorities of barriers. Research limitations/implications The results were based on a particular region context. Practical implications This study lays the foundation for the theoretical framework that is practically useful to perform the identification and prioritization of barriers. Besides, the result discussed in this study gives some direction for policymakers in designing sensible strategies to overcome the barriers. Originality/value The main contribution of this study is an empirical study that systematically identifies and prioritizes barriers to digital transformation in higher education.

scholarly journals A Conceptual Framework for Disruptive Innovation in Advising

2018 ◽  
Vol 1 ◽  
Author(s):  
Kay S. Hamada
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Theoretical Framework ◽  
Disruptive Innovation ◽  
Institutions Of Higher Education ◽  
Student Needs ◽  
Innovation Theory ◽  
Disruptive Innovation Theory ◽  
The Relationship

Institutions of higher education seek innovative opportunities to keep up with changing student needs. Accordingly, frameworks such as Christensen’s  Disruptive Innovation theory may appear attractive on the surface to improve advising practices, but a deeper under-standing of context and objectives is imperative to recognizing the applicability of such frame-works to practice. By clarifying what Disruptive Innovation is, and is not (i.e., sustaining innovation), it has been argued that the theory has been misunderstood and misapplied (Christensen et al., “What is Disruptive Innovation?”).  A closer look reveals that in addition to benefits, the Disruptive Innovation framework also poses a number of challenges to advising. This study sets out to (1) clarify the theoretical framework of Disruptive Innovation and explore the relationship between Disruptive Innovation and advising; (2) examine the extent to which Disruptive Innovation theory can be applied in advising, via a case study; and (3) discuss the implications for Disruptive Innovation in advising.

Towards a Theory of Formative Assessment in Online Higher Education

2015 ◽  
pp. 292-316 ◽  
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Meaningful Learning ◽  
Theoretical Framework ◽  
Collective Case Study ◽  
Online Higher Education ◽  
Increasing Demand

The affordances of online learning have coincided with increasing demand for higher education across disciplines. The need to provide appropriate learning support while fostering self-regulation in online higher education calls for formative assessment to facilitate meaningful learning. This chapter attempts to conceptually generalize the findings of a recent collective case study and develop a relevant theoretical framework for online formative assessment. The theoretical framework is intended to inform successful implementation of formative assessment in online learning contexts. The collective case study purposefully conceptualized formative assessment from a holistic pedagogical approach. Investigating application of formative assessment in the recent study explored multifaceted elements including provision of a variety of embedded authentic assessment activities. The theoretical framework advanced through this chapter is therefore an attempt to coherently unify the diverse elements and techniques from the collective case study, and explicate how this creates an effective pedagogical design to promote meaningful learning.

MENGGAGAS PENDIDIKAN BERWAWASAN KEWIRAUSAHAAN DI PERGURUAN TINGGI ISLAM

ALQALAM ◽  
2017 ◽  
Vol 34 (1) ◽  
pp. 30
Author(s):  
Nur Hidayah
Keyword(s):  
Higher Education ◽  
Islamic Law ◽  
Law And Economics ◽  
State Institute ◽  
Study Program ◽  
Islamic Studies ◽  
Entrepreneurial Culture ◽  
Curriculum Structure ◽  
Islamic Values

There has been a concern over a high unemployment rate among graduates of Islamic higher education and a low proportion of entrepreneurs in Indonesia. In fact, a high proportion of entrepreneurs is one of indicators of a country’s welfare. This has generated a question: to what extent do Islamic values cultivate entrepreneurial culture among its adherents? How to cultivate entrepreneurial culture in Islamic higher education? This paper will investigate this matter using a case study of Faculty of Islamic Law and Economics at Banten State Institute for Islamic Studies.  The paper argues that the curriculum at the faculty of Islamic Law and Economics has not been oriented towards building entrepreneurial culture. The curriculum consists of subjects to enhance the students’ competence and skills to prepare them as bachelors of syari`ah economics for the professions such as manager, lecturer, researcher, syari`ah auditor, etc, instead of preparing them for entrepreneurs who are capable to build his or her own business from the scratch.    To propose Islamic entrepreneurship study program at the FSEI of IAIN SMHB, it is important to have a strong political will not only from the internal IAIN but also higher authoritative body such as the Ministry of Religious Affairs to facilitate this from not only the accreditation process but also financial support. A further feasibility study needs to be undertaken to build its infrastructure such as qualified lecturers, appropriate curriculum structure, and recruitment student system. Since this field has a strong link with a ‘real sector’, there has been an urgent need to build cooperations with business sector to enable the students to undertake their apprentice and build their networks to facilitate their ability to develop their own business.     Keywords: Islam, entrepreneurship, entrepreneurial education.

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