scholarly journals Evaluating the REP-S brief resilience intervention for students in higher education: a multi-study mixed-methods programme of research

2021 ◽  
pp. 1-17
Author(s):  
Oliver C. Robinson ◽  
Ilham Sebah ◽  
Ian McNay ◽  
Jennifer Field ◽  
Jane Wragg ◽  
...  
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Resilience Intervention

Assessing a Trauma-Informed Approach to the COVID-19 Pandemic in Higher Education: A Mixed Methods Study

2021 ◽  
pp. 1-16
Author(s):  
Liza Barros-Lane ◽  
Dana Smith ◽  
Dawn McCarty ◽  
Sandra Perez ◽  
Leslie Sirrianni
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
Trauma Informed

Developing a Gameful Approach as a Tool for Innovation and Teaching Quality in Higher Education

2022 ◽  
pp. 563-578
Author(s):  
Anna Sendra ◽  
Natàlia Lozano-Monterrubio ◽  
Jordi Prades-Tena ◽  
Juan Luis Gonzalo-Iglesia
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Learning Process ◽  
Participant Observation ◽  
Learning Experience ◽  
Teaching Quality ◽  
Working Practices ◽  
Quality In Higher Education ◽  
The Impact

This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.

scholarly journals “The ability to get a job”: student understandings and definitions of employability

2018 ◽  
Vol 60 (5) ◽  
pp. 406-420 ◽  
Author(s):  
Sharon Gedye ◽  
Emily Beaumont
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Design Methodology ◽  
Limited Attention ◽  
Science Students ◽  
Content Type ◽  
Sport Science ◽  
Sports Science ◽  
Discipline Area ◽  
Specific Discipline

Purpose The purpose of this paper is to explore employability in the context of higher education (HE) from the students’ perspective. Limited attention has been paid to student understandings of their own employability in a Sport Science context and Tymon (2011) refers to them as “the missing perspective”. Design/methodology/approach This paper presents the findings of a study of Marine Sports Science students (n=63) at a post-1992 HE institution which through the qualitative element of a mixed methods survey explored their changing articulations of their employability as they progressed through their studies. The students surveyed were in receipt of a comprehensive programme of enterprise and employability activities embedded within their programme. Findings Qualitative results showed that Marine Sport Science students’ articulations of employability expanded in vocabulary as the students progressed through their studies. Definitions also shifted from those that centred on what employers want (extrinsic) to what the student had to offer the employer (intrinsic). Originality/value There are very few examples of studies that explore employability from the students’ perspective and this paper adds understanding on this “missing perspective”. It also addresses a specific discipline area; Marine Sport Science, which has yet to feature in any literature on employability.

scholarly journals OPPORTUNITIES FOR STUDENTS' INDEPENDENT PROFESSIONAL ACTIVITIES IN DESIGN STUDY PROCESS

2015 ◽  
Vol 67 (1) ◽  
pp. 95-102
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Interior Design ◽  
Design Education ◽  
Education Institution ◽  
Mixed Methods Design ◽  
Literature Study ◽  
Design Study ◽  
Professional Activities ◽  
Study Process

The research problem is determined by involvement and competitiveness of young designers in the labour market that is related to the opportunities of gaining professional experience within independent professional activities during the design studies in higher education. The aim of the research is to determine development of the formation of students’-prospective designers’ professionalism in the study process. Literature study, questionnaire and interview included in mixed methods design. Qualitative and quantitative data collected from six 4th year students of Rezekne Higher Education Institution Bachelor program "Interior design". The research results show the opportunities for independent professional activities during the design study process in the context of interaction between personality and professional abilities. Key words: design education, higher education, mixed methods design, professionalism.

scholarly journals Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

2020 ◽  
Vol 12 (4) ◽  
pp. 163
Author(s):  
Colin William Campbell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Instructional Delivery ◽  
Mixed Methods Study ◽  
Face To Face

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

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