Design of Experiments in a higher education setting

2014 ◽  
Vol 63 (4) ◽  
pp. 513-521 ◽  
Author(s):  
Jiju Antony ◽  
Laxman Sivanathan ◽  
E.V. Gijo
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Design Of Experiments ◽  
Undergraduate Students ◽  
Key Factors ◽  
Validity Of Results ◽  
Content Type ◽  
Postgraduate Students ◽  
Study Approach

Purpose – The purpose of this paper is to explore the use of Design of Experiments (DoE) in a higher education setting and to remove the misconception that it is only applied to a manufacturing environment. The authors demonstrate a simple case study here to illustrate its application in a typical non-manufacturing context. Design/methodology/approach – The methodology involves the execution of a simple study in the form of an experiment in the Faculty of Engineering, University of Strathclyde. The experiment was performed with the assistance of both undergraduate and postgraduate students in one department in the Faculty of Engineering. Findings – It was found from the experiment that postgraduate students prefer a case study approach of teaching with multiple speakers and prefer their classes in the morning. As for undergraduate students, similar results were obtained but would prefer their classes in the afternoon. Moreover further analysis shows that the postgraduate students prefer a 30 minutes introduction to the topic in a one hour lecture. Moreover the students prefer more time to be spent on the exercises and less time on the discussion. Research limitations/implications – The sample size of the experiment was considered small in the study although this was a pilot study to investigate the use of DoE in a higher education setting. The authors will continue to collect more data for further validity of results obtained from the pilot study. The authors will also explore the use of different designs as part of the future investigations. Practical implications – The outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching. Originality/value – This paper shows how DoE as a pure manufacturing technique can be extended to a higher education setting. The results of this study were quite an eye opener for the authors in terms of understanding the key factors which influence any process irrespective of the sector.

Coaching and mentoring in higher education institutions: a case study in Oman

2020 ◽  
Vol 9 (3) ◽  
pp. 307-322
Author(s):  
Ahmed Nawaz Hakro ◽  
Priya Mathew
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Organizational Development ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Open Communication ◽  
Thick Description ◽  
Content Type ◽  
Study Approach

PurposeUniversities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding leadership positions in academic, administrative and professional services departments. It also explored the factors that hindered or supported the coaching programme and offers recommendations to strengthen coaching initiatives in similar contexts.Design/methodology/approachSemi-structured interviews and focus group discussions were used to collect feedback from the 15 participants of the programme. A case study approach was adopted in this study for an in-depth examination of the effectiveness of coaching interventions.FindingsThe findings suggest that coaching can be an effective approach, facilitating personal and professional development and also contributing to the achievement of organizational goals.Research limitations/implicationsAs a case study of a coaching programme in a single institution, the findings of the study are not generalizable to other contexts, though a “thick description” of the context in which the study took place will enable institutions in similar contexts to draw lessons from the experience.Practical implicationsThis study discusses the benefits of a coaching programme for an HEI in the Middle East. Suggestions to strengthen coaching include board level endorsement and sensitivity to cultural nuances in coaching relationships.Social implicationsOne of the effects of a coaching programme is the collegial atmosphere that it can foster. This can have wider impacts on the community as there is more open communication and trust engendered amongst employers and employees belonging to different cultural backgrounds.Originality/valueThis study is one of the first to report the findings of a systematically organized coaching programme in an HEI in the Middle East.

scholarly journals Understanding and evaluating teaching effectiveness in the UK higher education sector using experimental design

2019 ◽  
Vol 36 (2) ◽  
pp. 202-216 ◽  
Author(s):  
Jiju Antony ◽  
Stavros Karamperidis ◽  
Frenie Antony ◽  
Elizabeth A. Cudney
Keyword(s):  
Higher Education ◽  
Experimental Design ◽  
Teaching Effectiveness ◽  
School Setting ◽  
Content Type ◽  
Postgraduate Students ◽  
Interesting Study ◽  
Designed Experiment ◽  
The Uk

PurposeThe purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching effectiveness for a postgraduate course in a higher education (HE) context.Design/methodology/approachThe methodology involves the execution of a case study in the form of an experiment in a business school setting. The experiment was carried out with the assistance of over 100 postgraduate students from 26 countries. The data were collected over a two year period (2015 and 2016) from a postgraduate course offered by the same tutor for repeatability reasons.FindingsThe key findings of the experiment have clearly indicated that students’ perceptions of teaching effectiveness based on intuition and guesswork are not identical to the outcomes from a simple designed experiment. Moreover, the results of the experiment provided a greater stimulus for the wider applications of the technique to other processes across the case study HE sector.Research limitations/implicationsOne of the limitations of the study is that the experiment was conducted for a popular postgraduate course. It would be beneficial to understand the results of the experiment for less popular postgraduate courses in the university in order to drive improvements. Moreover, this research was conducted only for postgraduate courses and the results may vary for undergraduate courses. This would be an interesting study to understand the differences in the factors between undergraduate and postgraduate teaching effectiveness.Practical implicationsThe outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching.Originality/valueThis paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.

Deconstructing quality in South African higher education

2018 ◽  
Vol 26 (1) ◽  
pp. 44-59 ◽  
Author(s):  
Kehdinga George Fomunyam
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
South African ◽  
Teaching And Learning ◽  
Content Type ◽  
Study Approach ◽  
South African Universities ◽  
South African Higher Education

Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.

STEM faculty members and their perceptions of mentoring: “I do not want to be a role model”

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joann S. Olson ◽  
Sneha Nayar-Bhalerao
Keyword(s):  
Undergraduate Students ◽  
Role Model ◽  
Development Project ◽  
Faculty Members ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
Stem Faculty ◽  
Computer Science Faculty

PurposeThe purpose of this case study is to explore the perceptions of science, technology, engineering and mathematics (STEM) faculty members toward mentoring undergraduates.Design/methodology/approachWithin the context of a student scholarship and faculty development project, funded by the National Science Foundation (NSF), STEM faculty members were interviewed at a small teaching-focused university in South Texas, United States. This research study utilized a qualitative case study approach based on semi-structured interviews with nine Mathematics and Computer Science faculty members. Transcripts were coded thematically, beginning with open coding and continuing with repeated rounds of comparison leading to the identification of four themes.FindingsFour themes were identified in the data: describing settings where mentoring occurs, identifying the tasks of mentoring, developing skills for mentoring others and inhabiting the identity of a mentor. These findings suggest that increasing faculty engagement and effectiveness in mentoring STEM students may be a matter of broadening the definition of mentoring and helping faculty members develop the identity of a mentor.Practical implicationsIn an effort to promote retention of students, specifically within STEM fields, many initiatives highlight the importance of faculty mentoring for undergraduate students. This research suggests that faculty members' perceptions of the role and structure of a mentoring relationship will shape this relationship and have an impact on student persistence and success.Originality/valueWhile most studies of faculty–student mentoring focus on the experiences of students, this study explored faculty members' perceptions of that relationship.

scholarly journals Coaching as support for postgraduate students: A case study

2018 ◽  
Vol 16 ◽  
Author(s):  
Ingrid Le Roux
Keyword(s):  
Higher Education ◽  
Role Conflict ◽  
Undergraduate Students ◽  
Support Function ◽  
Personal Life ◽  
Full Time ◽  
Postgraduate Students ◽  
Coaching Intervention ◽  
Insight Into

Background: Undergraduate students as a group are well researched, with focus on enhancing student engagement and improving learning and teaching methods. However, working postgraduate students have become a growing trend in the higher education sector, with little known about their experience. The purpose of this research is to better understand and to gain insight into the inter-role conflict experienced by postgraduate students owing to managing the multiple roles of work, personal life and studies. This article reports the case study of a coaching intervention administered to a group of postgraduate students over a 5-month period. The study concludes that the inclusion of a coaching intervention to assist postgraduate students in dealing with inter-role stress can no longer be ignored. Coaching support is an authentic way to support these students, with benefits reaching beyond the classroom.Research purpose: The purpose of this research is to better understand the inter-role conflict emanating from managing work, personal life and studies, and to gain insight into the role of coaching as a support function.Motivation for the study: There is limited research focusing on the experiences of postgraduate students, who are often working either part-time or full-time while pursuing their studies, and navigating three overlapping role domains simultaneously. Furthermore, even less is known about coaching as a support function to strike a balance between these three demanding roles.Research design, approach and method: This study is qualitative in nature. A coaching intervention over a 5-month period was used to assist postgraduate students in managing inter-role conflict.Main findings: The study suggests that coaching can be used as a method to address the interface between work, personal life and study demands for the working postgraduate student. To ensure successful throughput rates in the allocated time, a new support framework is required to complement the often insufficient academic interventions.Contribution: The contribution of the research is twofold: Firstly, it focuses on working postgraduate students to gain insight into and a better understanding of the potential of coaching. Secondly, it highlights coaching as a potential support function. Very little research exists in the general literature on how to support working postgraduate students in higher education. The research also shows the potential of coaching as a support function to help postgraduate students navigate the three demanding role domains.

Lessons from within: redesigning higher education

2020 ◽  
Vol 34 (2) ◽  
pp. 37-40
Author(s):  
Annie Hale ◽  
Leanna Archambault ◽  
Lukas Wenrick
Keyword(s):  
Higher Education ◽  
Narrative Analysis ◽  
Comparative Method ◽  
Content Type ◽  
Study Approach ◽  
Desert Southwest ◽  
Case Study Site ◽  
Learning Pathways ◽  
Change In Higher Education

Purpose The purpose of this study is to examine real experiences and challenges from personnel engaged in reforming and transforming the higher education ecosystem at a major university in the desert southwest. Design/methodology/approach Through a case study approach, we use narrative analysis and a constant comparative method with three researchers who work closely in this space. Findings Ten categories were identified through a close review of collected data from ten participants through an IRB approved process. Recommendations include clarifying the purpose and using transparent terminology for both implementers and learners as well as figuring out ways to help learners navigate learning pathways. Personnel yearn to be involved early and often to be able to shape major transformations that make use of their efforts and expertise. Research limitations/implications Exploring phenomenon in context at one university can highlight nuances that exist at this particular case study site and may not be generalizable. Practical implications Sharing real experiences and challenges from those who have begun to implement change in higher education is critical and will bolster those working to push learning forward into the 21st century. To meet the needs of learners at the pre-college, college, and post-college levels, universities need to innovate beyond the traditional modes of education. Originality/value It is not often that researchers explore and analyze the struggles and successes of personnel on the ground, working to actualize a major educational shift in higher education. The ten categories denoted in this paper are a pivotal entry point for review that can support others who are engaging or beginning to make changes in their context – pushing one beyond known considerations.

Pedagogy innovation for management graduates: application of design thinking

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Selvalakshmi M. ◽  
Vidya Suresh ◽  
Mythili Kolluru
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Design Thinking ◽  
Management Education ◽  
Integrated Approach ◽  
Interactive Approach ◽  
Content Type ◽  
Postgraduate Students ◽  
Study Approach ◽  
Market Opportunities

Purpose This paper aims to develop a pedagogy combining analytic reasoning with a more exploratory skill set that style practitioners have embraced and business schools have traditionally neglected. It proposes a viable business which will be converted into market opportunities. The study aims to expand the domain of design thinking (DT) by applying the concept in the higher education sector with special reference to management education. Design/methodology/approach This paper emerged out of an application of one of the models of DT in the field of higher education. While several models of DT are deployed by various sectors, the 3I model developed by IDEO in 2001 was chosen as appropriate to design a pedagogy for MBA students. The data were complemented by classroom teaching experiments, evaluation and student performance. Findings This paper provides empirical insights about how a change is brought about during implementing a new pedagogy in the system. This innovative pedagogy was named as “Integrative and Interactive Approach.” It was offered to first-year postgraduate students of management. Research limitations/implications Because of the chosen approach, the research results may lack generalizability. Researchers are encouraged to test the model in a smaller group before implementing. Practical implications The paper focuses on the testing and implementation of DT in innovating a pedagogy with reference to one chosen institute. The cost, benefits and challenges may differ when applied to other institutes of same kind. Originality/value This paper fulfills an identified need to have an integrated approach of teaching in management education using case study approach.

scholarly journals Key factors affecting commercial actors in collaborative working within the UK construction industry

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sa’id Namadi Ahmed ◽  
Christine Pasquire ◽  
Emmanuel Manu
Keyword(s):  
Construction Industry ◽  
Key Factors ◽  
Structured Interviews ◽  
Undue Influence ◽  
Content Type ◽  
Factors Affecting ◽  
Study Approach ◽  
Collaborative Working ◽  
The Uk

Purpose Extensive research on the importance of collaborative working (CW) and aligning stakeholders’ interests in construction has been widely conducted. But often the practice of commercial actors during CW has often been overlooked, particularly within the UK setting, where scholars have lamented on the lack of industry-wide collaboration. This study aims to explore the factors affecting commercial actors in CW, specific to the UK construction industry. Design/methodology/approach The research used a context-based approach to seek stakeholders’ perspectives on the key factors affecting commercial actors in CW within the UK. Semi-structured interviews with individuals (contractors, cost consultants, designers among others) from construction and infrastructure organisations were conducted, using multiple case study investigations. The collected data was analysed using a case study approach, and principles of inductive thematic analysis to identify the key factors. Findings Findings from the analysis identified “institutional” factors such as transactional cost economic influence, the prevailing construction model influence and professional related drivers. Key drivers within these factors include commercial background and training, custom and practice, misaligned interests in projects, clients’ perception of consultants, cost-driven environment, conventional procurement protocols and bureaucratic functions. Originality/value In conclusion, these factors continue to affect CW with undue influence on commercial actors in the UK, thus preventing performance improvement demanded by successive UK Government reports. The context-based approach applied in this study is expected to provide some insight in construction management research, especially from a commercial perspective in the UK, to gain an understanding of how these factors are manifesting.

E-portfolios and personal development: a higher educational perspective

2017 ◽  
Vol 9 (1) ◽  
pp. 147-171 ◽  
Author(s):  
Gary McKenna ◽  
Gavin Baxter ◽  
Thomas Hainey
Keyword(s):  
Higher Education ◽  
Personal Development ◽  
Education Institution ◽  
Development Planning ◽  
Content Type ◽  
Study Approach ◽  
Educational Perspective ◽  
Uk Higher Education ◽  
Practical Implications

Purpose The purpose of this paper is to investigate the attitudes of staff and students towards adopting the use of e-portfolios for the purposes of supporting the concept of personal development planning (PDP). The study compares and contrasts the views and opinions of staff and students at one UK Higher Education Institution (HEI) about whether e-portfolios can support PDP. Design/methodology/approach Adopting a case study approach, this study presents empirical data gathered from two surveys involving 460 students and 182 lecturers from one UK HEI, collected from four different campuses across the West of Scotland. Findings The results of the surveys showed that the framework the authors used in the research to collect information about students and staffs attitudes was effective and that further research is merited for a more extensive investigation into PDP e-portfolio usage within HEI. Research limitations/implications The research was conducted at only one UK HEI so at this stage of the research, it is difficult to assess how generalisable the findings are. Practical implications This study provides useful empirical evidence to educators who may be considering employing e-portfolios within an educational context. For example, the views of students and staff identified in this paper can aid towards informing educators about some of the issues that might impact on using e-portfolios for supporting PDP in higher education. Originality/value To the best of the authors’ knowledge, this is the first work that presents survey data on both students’ and lecturers’ attitudes towards e-portfolio use to support and facilitate PDP.

Risk management and cultural virtue in HE co-delivery arrangements

2014 ◽  
Vol 22 (2) ◽  
pp. 109-124 ◽  
Author(s):  
Jonathan Talbot ◽  
David Perrin ◽  
Denise Meakin
Keyword(s):  
Higher Education ◽  
Risk Management ◽  
Quality Assurance ◽  
Single Case ◽  
Systematic Research ◽  
Content Type ◽  
Education Practice ◽  
Study Approach ◽  
Specialist Field

Purpose – The purpose of the paper is to contribute to the debate on the maintenance and enhancement of quality in the emerging landscape of higher education practice and delivery where new kinds of institutional relationships are emerging. Much of the literature describes situations where the risk to quality assurance is relatively low. The example discussed here details how principles of risk management can be used to assure quality where the risk of reputational damage is far greater. Design/methodology/approach – The paper uses a single case study approach. Findings – New and flexible forms of delivery in higher education present opportunities but also the potential for reputational damage so innovative delivery must be matched by a corresponding commitment to quality. This must be embedded at all levels, including tutors. Much of the literature from the perspective of tutors emphasises their experience of quality as a matter of bureaucratic compliance. The case study illustrates that in circumstances where there is a risk of compromise academic tutors can actively engage with a quality enhancement process. Research limitations/implications – Although a case study of specialised practice there is evidence that increasing numbers of universities are seeking to engage in similar methods. The literature on the implications of these initiatives is comprised of case studies so there is a need for more systematic research which examines practices more broadly. The case study also suggests that the search for quality cultures in HE may fruitfully investigate circumstances where quality has to be fought for rather than assumed. Practical implications – The paper demonstrates that universities can deliver in flexible and innovative ways which do not compromise their reputation provided they risk assess the implications of each arrangement and develop appropriate procedures and practices at all levels of operation. Originality/value – The case study is not the first of its kind to be published but it is the first to be published in the context of the quality assurance literature rather than the more specialist work based learning literature. It links developments within that specialist field to more mainstream discourses in the quality assurance literature. It also draws attention of a wider audience to some of the more innovative developments in British HE practice.

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