scholarly journals Students’ perceptions of assessed seminar performance in law

2019 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Laura Anne Bliss
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Design Methodology ◽  
Public Speaking ◽  
Higher Education Institutions ◽  
Small Scale ◽  
Student Attendance ◽  
Content Type ◽  
Positive Form ◽  
Key Skills

Purpose The purpose of this paper is to examine assessed seminars in law modules across first-, second- and third-year students at a higher education academy in Lancashire (England). This form of assessment is essentially a 1 h tutorial, where students are given marks for their oral contribution to class discussions. Assessment is a feature in all degree programmes conducted throughout higher education institutions. Recently, a move has been made from traditional examinations and coursework to assess students learning, to more inclusive forms of assessment following the changing nature of those entering higher education. Design/methodology/approach Using a quantitative survey, participants were asked to answer ten questions on their perceptions of assessed seminars as a form of assessment. To enhance the findings, interviews also took place with members of staff who had experience in teaching both assessed and non-assessed seminars. Findings This research found that although some students were daunted by assessed seminars, over the course of three years, their key legal skills had improved. Key skills enhanced through assessed seminars include communication-based skills and public speaking, whilst also being a positive form of assessment that maintains student retention. Research limitations/implications This is a small-scale research project, completed in the fulfilment of the authors PgCert. However, it does provide a template for other legal institutions to follow. Originality/value With a growing concern across the higher education sector around student retention, assessed seminars are proven to be a form of assessment that ensures student attendance, whilst enhancing skills ready for the workplace.

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

Proposal for sustainability action archetypes for higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Francisco Elíseo Fernandes Sanches ◽  
Matheus Leite Campos ◽  
Luiz Eduardo Gaio ◽  
Marcio Marcelo Belli
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Business Models ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Sustainable Business ◽  
Content Type ◽  
Sustainable Business Models ◽  
The Subject ◽  
Practical Implications

Purpose Higher education institutions (HEIs) should assume their role as leaders in the search for a sustainable future. Consequently, such institutions need to incorporate sustainability into their activities. However, this needs to be done holistically and not with isolated and independent actions. Therefore, this study aims to develop a structure of sustainability action archetypes to help HEIs holistically incorporate sustainability in their strategies. Design/methodology/approach A systematic review of the literature was conducted focusing on the subject of sustainability in HEIs. Findings A structure of sustainability action archetypes for HEIs was proposed. Further, based on scientific literature, examples of actions were presented within each archetype. Practical implications This study provides HEI administrators and other organizations with a practical structure to enable the systemic incorporation of sustainability objectives and actions into institutional activities. Originality/value This study adapts the tool “sustainable business model archetypes” for a new purpose. This tool was initially developed to classify innovations of sustainable business models.

scholarly journals Predictive learning analytics and the creation of emotionally adaptive learning environments in higher education institutions: a study of students' affect responses

2021 ◽  
Vol 38 (2) ◽  
pp. 243-257
Author(s):  
Paul Joseph-Richard ◽  
James Uhomoibhi ◽  
Andrew Jaffrey
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Well Being ◽  
Small Sample ◽  
Small Scale ◽  
Affective States ◽  
Content Type ◽  
Predictive Learning

PurposeThe aims of this study are to examine affective responses of university students when viewing their own predictive learning analytics (PLA) dashboards, and to analyse how those responses are perceived to affect their self-regulated learning behaviour.Design/methodology/approachA total of 42 Northern Irish students were shown their own predicted status of academic achievement on a dashboard. A list of emotions along with definitions was provided and the respondents were instructed to verbalise them during the experience. Post-hoc walk-through conversations with participants further clarified their responses. Content analysis methods were used to categorise response patterns.FindingsThere is a significant variation in ways students respond to the predictions: they were curious and motivated, comforted and sceptical, confused and fearful and not interested and doubting the accuracy of predictions. The authors show that not all PLA-triggered affective states motivate students to act in desirable and productive ways.Research limitations/implicationsThis small-scale exploratory study was conducted in one higher education institution with a relatively small sample of students in one discipline. In addition to the many different categories of students included in the study, specific efforts were made to include “at-risk” students. However, none responded. A larger sample from a multi-disciplinary background that includes those who are categorised as “at-risk” could further enhance the understanding.Practical implicationsThe authors provide mixed evidence for students' openness to learn from predictive learning analytics scores. The implications of our study are not straightforward, except to proceed with caution, valuing benefits while ensuring that students' emotional well-being is protected through a mindful implementation of PLA systems.Social implicationsUnderstanding students' affect responses contributes to the quality of student support in higher education institutions. In the current era on online learning and increasing adaptation to living and learning online, the findings allow for the development of appropriate strategies for implementing affect-aware predictive learning analytics (PLA) systems.Originality/valueThe current study is unique in its research context, and in its examination of immediate affective states experienced by students who viewed their predicted scores, based on their own dynamic learning data, in their home institution. It brings out the complexities involved in implementing student-facing PLA dashboards in higher education institutions.

The intellectual capital of higher education institutions

2019 ◽  
Vol 20 (3) ◽  
pp. 355-381 ◽  
Author(s):  
Eugénia Pedro ◽  
João Leitão ◽  
Helena Alves
Keyword(s):  
Higher Education ◽  
Intellectual Capital ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Content Type ◽  
Measurement Systems ◽  
Structural Capital ◽  
Core Components ◽  
Type Of Institution ◽  
Practical Implications

PurposeThe purpose of this paper is to present an innovative operational proposal for measuring the intellectual capital (IC) of higher education institutions (HEIs) through a strategic prospective lens of analysis.Design/methodology/approachAfter providing a literature review on the methods for measuring IC that focuses on the organisational IC of HEIs, four case studies applied to Portuguese HEIs are presented, using a matrix of cross-referenced impacts – multiplications applied to a classification (MICMAC) approach.FindingsThe empirical findings reveal how human capital, structural capital and relational capital make up the core components and provide a fairly diversified list of the measurement indicators for the operational evaluation of the IC of HEIs.Practical implicationsIt contributes into the literature of strategic prospective analysis of HEIs by: analysing the measurement systems for the organisational IC interrelated with HEIs; identifying the key components to the organisational IC of HEIs and their respective measurement indicators; and draufting a new method for operationally implementing organisational IC through the systematic application of the components and indicators identified.Originality/valueThrough an innovative vision, the present study reconciles and systematically structures the methods already proposed by other authors before presenting an innovative operational approach and an alternative to the already existing methods. In addition, the structure of this proposal itself enables HEIs to choose from among the various indicators proposed for IC, correspondingly those that best align with the type of institution under evaluation.

Antecedents of corporate reputation with employees in higher education institutions: a systematic review

2020 ◽  
Vol 35 (1) ◽  
pp. 297-309
Author(s):  
Sufyan Rashid ◽  
Hasrina Mustafa
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Corporate Reputation ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Previous Literature ◽  
Content Type ◽  
Academic Literature ◽  
Specific Factors ◽  
Competitive Nature

PurposeThe purpose of this paper is to provide a systematic review of studies on antecedents of the corporate reputation of higher education institutions (HEIs) from the perspectives of employeesDesign/methodology/approachThe approach is an examination of previous literature on antecedents of corporate reputation in HEIs, published between 2010 and 2020.FindingsThe findings show that general and specific factors of corporate reputation in HEIs are being employed as strategic tools to survive the competitive nature of the higher education landscape.Originality/valueFactors of corporate reputation in HEIs from the perspectives of employees are an understudied area with little academic literature available.

Increasing learning capacity in higher education institutions

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Reading Time ◽  
Higher Education Institutions ◽  
Well Being ◽  
Governance Structures ◽  
Content Type ◽  
Learning Capacity ◽  
Effective Strategies ◽  
Pertinent Information

Purpose Higher education institutions need to increase their capacity to learn in order to respond effectively to unanticipated major crises. Exploiting knowledge of past situations can help them exploit governance structures and adjust policies in order to create effective strategies to help deal with challenges and boost well-being and resilience going forward. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Higher education institutions need to increase their capacity to learn in order to respond effectively to unanticipated major crises. Exploiting knowledge of past situations can help them exploit governance structures and adjust policies in order to create effective strategies to help deal with challenges and boost well-being and resilience going forward. Originality/value The briefing saves busy executives and researchers’ hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Feminine men and masculine women: in/exclusion in the academy

2016 ◽  
Vol 58 (3) ◽  
pp. 252-262 ◽  
Author(s):  
Liz Atkins ◽  
Mark Vicars
Keyword(s):  
Higher Education ◽  
Gender Identity ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Western Hemisphere ◽  
Professional Competency ◽  
Female Masculinity ◽  
Content Type ◽  
Masculinity And Femininity

Purpose – The purpose of this paper is to draw on concepts of “female masculinity” to interrogate how hegemonic gendering discourses, forms and performances are inscribed in neoliberal narratives of competency in higher education in the Western Hemisphere. Design/methodology/approach – Drawing on individual examples, the authors consider how these narratives are omnipresent in the sector, and systematically act to exclude those who do not conform. In doing so, the authors draw extensively on bodies of literature exploring gender/identity, and neo-liberalism. In particular, the paper draws on the work of Halberstam (1998, 2011), and of Drake (2015). Findings – There are comparatively few women in senior positions in Higher Education and the authors argue that as gendering institutions they reproduce hegemonic gendering discourses. The authors find that hegemonic gendering discourses are instrumental in maintaining and privileging specific forms and perceptions of masculinity and femininity as inscribed within and reproduced by perceptions of professional competency. Originality/value – This paper examines neo-liberal practices from a more nuanced perspective than some traditional polarised critiques which regard gender as a binary. In doing so, it contributes to debates on masculinity, but more importantly, opens discussions about the implications of gendering discourses for the role of the few women in senior positions in higher education institutions globally.

scholarly journals Improving international attractiveness of higher education institutions based on text mining and sentiment analysis

2018 ◽  
Vol 32 (3) ◽  
pp. 431-447 ◽  
Author(s):  
Carolina Leana Santos ◽  
Paulo Rita ◽  
João Guerreiro
Keyword(s):  
Higher Education ◽  
Text Mining ◽  
Sentiment Analysis ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Online Reviews ◽  
Content Type ◽  
International Environment ◽  
Depth Analysis ◽  
Support Students

Purpose The increasing competition among higher education institutions (HEI) has led students to conduct a more in-depth analysis to choose where to study abroad. Since students are usually unable to visit each HEIs before making their decision, they are strongly influenced by what is written by former international students (IS) on the internet. HEIs also benefit from such information online. The purpose of this paper is to provide an understanding of the drivers of HEIs success online. Design/methodology/approach Due to the increasing amount of information published online, HEIs have to use automatic techniques to search for patterns instead of analysing such information manually. The present paper uses text mining (TM) and sentiment analysis (SA) to study online reviews of IS about their HEIs. The paper studied 1938 reviews from 65 different business schools with Association to Advance Collegiate Schools of Business accreditation. Findings Results show that HEIs may become more attractive online if they financially support students cost of living, provide courses in English, and promote an international environment. Research limitations/implications Despite the use of a major platform with a broad number of reviews from students around the world, other sources focussed on other types of HEIs may have been used to reinforce the findings in the current paper. Originality/value The study pioneers the use of TM and SA to highlight topics and sentiments mentioned in online reviews by students attending HEIs, clarifying how such opinions are correlated with satisfaction. Using such information, HEIs’ managers may focus their efforts on promoting international attractiveness of their institutions.

Integration, implementation and reporting outlooks of sustainability in higher education institutions (HEIs): index and case base validation

2020 ◽  
Vol 22 (1) ◽  
pp. 120-137
Author(s):  
Muhammad Zahid ◽  
Haseeb Ur Rahman ◽  
Wajahat Ali ◽  
Muhammad Nauman Habib ◽  
Fazaila Shad
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Integration Framework ◽  
Content Type ◽  
Research Activities ◽  
The Social ◽  
Theoretical Significance ◽  
Regulatory Bodies ◽  
Practical Implications

Purpose The integration of sustainability is more matured in the corporate sector. However, the topic received less attention in higher education institutions (HEIs). Therefore, this study aims to conceptualize an integration framework and proposes sustainability integration and implementation index in the HEIs. Design/methodology/approach The index was developed from previous literature. For the implementation of the index, three universities were selected. The required data collected from websites, internal documents and interviews with the high officials of these universities. Findings Sample universities have somehow inclination toward the broad agenda of sustainable development, but still, they lack integration, implementation and reporting of their sustainable practices. Moreover, the departments have positive and practical intent toward sustainability especially regarding the environment, designing curriculum, teaching, research activities and volunteerism. However, in assessment, the social and economic contributions of these universities revealed to be somewhat mild. The findings also evidenced heterogeneity among the sample institutions to follow the said agenda which reflects a lack of awareness and policy or a centralized or regulatory push from the top. Research limitations/implications The study is limited to three universities in Khyber Pakhtunkhwa, Pakistan. Hence, in the future, the framework and index may be tested in other universities of the country or region. Nevertheless, the study carries theoretical significance in the literature of sustainability. Practical implications The study has practical implications for academia, regulatory bodies and universities to integrate, implement and report sustainability in HEIs. Originality/value The study proposes and validates the sustainability integration and implementation index in HEIs. The index is unique and has originality or value particularly for HEIs of the developing countries.

The role of higher education institutions as employers of apprentices

2020 ◽  
Vol 10 (4) ◽  
pp. 651-657
Author(s):  
Caleb Wright
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
Future Directions ◽  
Content Type ◽  
The University

PurposeA discussion piece of how apprenticeships can be used by HEIs as employers.Design/methodology/approachThe paper explores the current apprenticeship landscape; what HEIs are already doing with apprenticeships; the arguments for using apprenticeships in the sector. There is then a case study on how the University of Birmingham uses apprenticeships before a discussion about future directions.FindingsThe paper reports that although there are a range of advantages for using apprenticeships, HEIs could still use apprenticeships more.Originality/valueThis paper uses a range of sources as detailed in the reference.

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