Do numbers speak for themselves? Exploring the use of quantitative data to measure policy ‘success’ in historical Indigenous higher education in the Northern Territory, Australia

2021 ◽  
pp. 1-22
Author(s):  
C. Street ◽  
J. Guenther ◽  
J. Smith ◽  
K. Robertson ◽  
W. Ludwig ◽  
...  
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Northern Territory ◽  
Policy Success

Re-imaging Aboriginal leadership in higher education – A new Indigenous research paradigm

2018 ◽  
Vol 62 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Linda Payi Ford ◽  
Kathy Gotha Guthadjaka ◽  
James Walung Daymangu ◽  
Bettina Danganbar ◽  
Colin Baker ◽  
...  
Keyword(s):  
Higher Education ◽  
Northern Territory ◽  
Cultural Knowledge ◽  
Women's Leadership ◽  
Indigenous Research ◽  
Paradigm Shifts ◽  
Aboriginal Communities ◽  
The Past ◽  
Aboriginal Women ◽  
Leadership In Higher Education

This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.

scholarly journals What supports Females in Higher Education Progression? A Pakistani Public University Context

2020 ◽  
Vol 20 (1) ◽  
pp. 89-106
Author(s):  
Muhammad Amin ◽  
Muhammad Islam ◽  
Humera Amin
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Female Students ◽  
Islamic Perspective ◽  
Global Trend ◽  
Societal Context ◽  
Pragmatic Paradigm ◽  
Structured Questionnaire

The paper is focused on exploring the factors that support females’ progression in higher education. The mixed methods approach is taken to conduct the research, consequently the study falls in pragmatic paradigm. The structured questionnaire is used to collect quantitative data from 200 university female students, and semi-structured interview protocol is used to generate qualitative data from 15 female students of the same university. Descriptive statistics (frequency and percentage) has been used to analyse quantitative data, whereas content analysis has been used to analyse qualitative data. The data highlight that literate parents, global trend of females’ acquisition of higher education, media, availability of jobs and scholarships are supportive factors in females’ progression in higher education. An interesting finding revealed from the data is that ‘Islamic Perspective’ of education is also considered as encouraging factor; generally in Pakistani societal context, especially in remote areas, people use ‘Islamic Perspective’ in a distorted way to restrict their girls from getting higher education.

scholarly journals Arqueologia e Arqueólogos no Norte de Portugal

2020 ◽  
pp. 85-100
Author(s):  
Jacinta Bugalhão
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Quantitative Data ◽  
Employment Relationship ◽  
Institutional Framework ◽  
Activity Type ◽  
The North ◽  
The One ◽  
National Reality

This paper intends to present quantitative data on Archeology in the North of Portugal between 1970 and the beginning of the 20th century. Archeology teaching, archaeologists, institutions with labour in Archeology and archaeological activity are analyzed, seeking to identify convergences and divergences, in relation to the national reality. Higher education establishments in the region and their training offer are covered. The distributions by sex, age, qualification, form of exercise of the activity, type of employment relationship and institutional framework of northern archaeologists are presented. On the archaeological activity, the category (research, valorisation, preventive and emergency), typology and institutional framework and also urban archeology and the one developed in underwater or humid environments are addressed.

scholarly journals The Correlation Between Assessment for Learning and Constructive Alignment Based on Age

2018 ◽  
Vol 1 (2) ◽  
pp. 169
Author(s):  
Erwin Akib ◽  
Arie Martuty ◽  
Mohd. Najib bin Abdul Ghaffar ◽  
Jamilah binti Ahmad
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Assessment For Learning ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
Assessment Practice ◽  
Chi Square ◽  
Constructive Alignment ◽  
Explanatory Sequential Design

he assessment practice in Indonesian Higher Education presently uses the traditional methods, which are assessment for learning and assessment as learning. However, the new perspective on assessment proposes that it should include the process of learning called Assessment for Learning (AFL) and this assessment can be enhanced through the Constructive Alignment (CA) method. The main objective of this study was to determine the correlation between AFL and CA based on age. The respondents of this study were 454 lecturers of 11 Universities selected through multistage cluster sampling method. This study used explanatory sequential design, a combination of quantitative and qualitative method. Quantitative data were obtained using questionnaires followed by qualitative data collection using interviews. The qualitative data were used to explain the quantitative data results. Quantitative data were analyzed using ANOVA, chi-square, and SEM. The validity and reliability of the instruments were determined using the Rasch Model. The findings showed that there was a high correlation level of AFL and CA practice among the lecturers.Keywords: Assessment for Learning, Constructive Alignment, Indonesian Higher Education

scholarly journals Adoption of Brain-Based Instruction by Higher Education Science and Engineering Departments in Ethiopia: A Quantitative and Qualitative Survey

2021 ◽  
Vol 17 (5) ◽  
Author(s):  
Ataklti Abraha ◽  
Luo Siming
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Qualitative Methodology ◽  
Qualitative Data ◽  
Teaching Experience ◽  
Future Research ◽  
Semistructured Interview ◽  
Validity And Reliability ◽  
Computational Sciences ◽  
Based Instruction

Brain-Based Instruction methods have become influential at almost all educational levels. This paper examined the extent to which Natural and Computational Sciences and Engineering instructors in Ethiopian Higher Education Institutions apply Brain-Based Instruction principles (i.e., relaxed alertness, orchestrated immersion, and active processing) in their learningteaching process. This paper used a descriptive survey research design with a concurrent mixed (quantitative and qualitative) methodology. A questionnaire was used to gather quantitative data from a random sample of 512 instructors (292 from Natural and Computational Sciences and 220 from Engineering). Qualitative data were gathered from six selected instructors (three from Natural and Computational Sciences and three from Engineering) via a semistructured interview. A pilot study was used to confirm the validity and reliability of the research instruments. Quantitative data were analyzed by standard univariate methods. Qualitative data were analyzed by thematic analysis. The findings depicted that limited implementation of Brain-Based Instruction principles. Furthermore, the study showed that Higher Diploma Program training and length of teaching experience positively influenced the use of Brain-Based Instruction principles. The paper discusses implications for Brain-Based Instruction in Ethiopia and suggests areas for future research.

scholarly journals HIGHER EDUCATION LEARNERS’ ATTITUDES TOWARDS EMERGENCY ONLINE INSTRUCTION DURING COVID-19 PANDEMIC: THE CONTEXT OF TURKEY

2021 ◽  
pp. 123-132
Author(s):  
Mohammadreza Valizadeh ◽  
Fatemeh Soltanpour
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Instruction ◽  
Quantitative Data ◽  
Online Teaching ◽  
Assessment Procedure ◽  
Technological Infrastructure ◽  
Teacher Student ◽  
Face To Face Learning ◽  
Online Format

This mixed-methods study aimed at investigating the Turkish higher education learners’ attitudes towards Emergency Online Teaching (EOT) under the Covid-19 pandemic in order to discover the benefits and drawbacks of it. The participants were 251 higher education learners who received the EOT during the Covid-19 crisis in Turkey. Both qualitative and quantitative data were gathered by means of a questionnaire in August 2020. Quantitative data were obtained via closed-ended questions with the response on a Likert-scale format. Qualitative data were acquired through open-ended questions. The results showed that the hurried shift to an online instruction by universities in Turkey was not fully satisfactory and the majority of the respondents (74.1%) preferred face-to-face learning to the online format, however, the participants also stated that they felt safer during this pandemic disease thanks to the availability of distant online education. The drawbacks they mentioned included inadequate technological infrastructure or facilities, lack of sufficient teacher-student and peer interaction, lack of learners’ attention and concentration, tediousness of online lessons, learners’ inadequate engagement in class activities, as well as the absence of comprehensive assessment procedure.

scholarly journals What Limits College Success? A Review and Further Analysis of Holzer and Baum’s Making College Work

2021 ◽  
Vol 59 (2) ◽  
pp. 546-573
Author(s):  
Philip Oreopoulos
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
College Success ◽  
Career Transition ◽  
Disadvantaged Students ◽  
Recent Book ◽  
Meaningful Difference ◽  
Financial Barriers ◽  
Qualitative And Quantitative ◽  
College Work

Harry J. Holzer and Sandy Baum’s recent book, Making College Work: Pathways to Success for Disadvantaged Students, provides an excellent up-to-date review of higher education. My review first summarizes its key themes: (i) who gains from college and why, (ii) mismatch and the need for more structure, (iii) problems with remediation, (iv) financial barriers, and (v) the promise of comprehensive support. I then critique the book’s proposed solutions using some of my own qualitative and quantitative data. Some recommendations are worth considering, while others are too expensive or unlikely to make a meaningful difference without addressing the underlying lack of preparedness and motivation of college students. I argue that making mandatory some existing services, such as application assistance and advice, proactive tutoring and advising, and greater career transition support, has the most immediate potential. (JEL I22, I23, I24)

scholarly journals The Implementation of Kahoot in Improving Students’ Tenses Understanding in Higher Education

2020 ◽  
Vol 2 (11) ◽  
Author(s):  
Nurlaela Nurlaela ◽  
Syahrianti M Nawir
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Quantitative Result ◽  
Department Of Education ◽  
Digital Learning ◽  
English Grammar ◽  
Creative Learning ◽  
Strategy Design

Tense is a part of English grammar that becomes something difficult to understand by students. Therefore, it needs interesting and creative learning media to face that problem. This research purposes to evaluate and analyze the implementation of Kahoot as a digital learning media in improving students’ understanding about tenses in higher education. There were 15 students in Civic Department of Education Faculty in Universitas Tompotika Luwuk as the sample of this research. Mix method in concurrent embedded strategy design was chosen as methodology of research. Quantitative data was collected through test, while qualitative data was collected by observation and interview. Hypothesis testing and descriptive analysis was conducted as analyzing technique. The quantitative result found that there was the improvement of students’ study result about tenses from pretest to posttest. The value of t-count (9,5176) which is greater than the value of t-table (2,048) is the proof. Moreover, quantitative result was supported by qualitative analysis result. It was proved by students’ achievement towards understanding indicators, namely translation, interpretation, and extrapolation. This research expected becomes contribution for the teachers and learners for implemented Kahoot as an interesting and creative learning media.

scholarly journals Per què vols ser mestre? Com és un bon mestre? Idees per a la formació universitària.

2019 ◽  
Author(s):  
Teodor Mellen Vinagre
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Quantitative Data ◽  
Bachelor's Degree ◽  
The Other ◽  
Good Teacher ◽  
Education Students ◽  
The Third ◽  
Current State ◽  
Self Administered Questionnaire

This article focuses on teacher training in higher education, specifically on the education students studying the Catalan Bachelor’s Degree in Teacher in Primary Education. It reports on the results of a survey asking students why they wanted to be teachers and what they thought made a good teacher. It also reflects on the current state of teacher training at universities today. To complete the research, quantitative data was collected using a self-administered questionnaire containing open-ended, pre-coded questions completed by a representative sample of students. Drawing from the results, the researchers created three main categories of teacher: the first was the personable and authentic teacher, the professional who exerts an influence on students by virtue of their character or personality; the second was a narrator of stories, meaning the person who teaches lessons in a such way that they become memorable; and the third was a motivator for learning, meaning the teacher that is able to organise spaces and times in ways that help students learn with ease and enthusiasm. These and the other findings should offer food for thought for the teacher trainers in higher education.

scholarly journals Innovation in project management education - let’s get serious!

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Tim Tews ◽  
Greg Skulmoski ◽  
Craig Langston ◽  
Alan Patching
Keyword(s):  
Higher Education ◽  
Project Management ◽  
Research And Development ◽  
Mixed Method ◽  
Quantitative Data ◽  
Serious Games ◽  
Qualitative Data ◽  
Management Education ◽  
Primary Objective

More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.

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