Pedagogical transitions experienced by higher education faculty members – “Pre-Covid to Covid”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bharti Pandya ◽  
Louise Patterson ◽  
BooYun Cho
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Survey ◽  
Virtual Learning Environment ◽  
Content Type ◽  
Technological Support ◽  
Anova Test ◽  
Course Content ◽  
Significant Difference ◽  
Assessment Strategies

PurposeThis study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty's readiness.Design/methodology/approachThis is a quantitative study wherein perceptions of 116 faculty (from higher education institutions) from 22 countries were collected through an online survey. The authors classified the responses by five measurement characteristics and treatment, that is, Pre-Covid and during Covid. ANOVA test identified the differences between the ten groups. The authors also conducted ANOVA test for five Pre-Covid groups and five Covid groups and found meaningful differences among those groups.FindingsThe authors compared the differences by the treatment, that is, Pre-Covid and Covid, and found the significant difference in teaching methods, assessment strategies and faculty's readiness while there was no significant difference found in course content and technological support.Practical implicationsThe findings and recommendations have a practical application for higher education leaders, curriculum managers and faculty working within this academic environment of online learning either completely remote or hybrid.Originality/valueThe interpretive analysis suggests key improvement areas where education policymakers and higher education strategists need to pay attention to developing strategies and be proactive to cope with any future emergencies whilst maintaining high standards of teaching and learning. This includes devising strategies to prepare faculty competencies to teach in a virtual learning environment, to revamp the assessment strategies and teaching methods.

Students’ knowledge and expectations about sustainable food systems in higher education

2020 ◽  
Vol 21 (6) ◽  
pp. 1087-1110
Author(s):  
Paola Migliorini ◽  
Alexander Wezel ◽  
Eve Veromann ◽  
Carola Strassner ◽  
Dominika Średnicka-Tober ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Food Systems ◽  
Online Survey ◽  
Limiting Factor ◽  
Young Generation ◽  
Sustainable Food Systems ◽  
Sustainable Food ◽  
Content Type ◽  
Consumption Decisions

Purpose To clarify needs and requests of the young generation to the contemporary and future education on food systems, this paper aims to examine the following issues: students’ background knowledge, students’ behaviour as consumers and food citizenship, most interesting topics of SFS for students and students’ preferences and expectations in developing different skills, topics and preferences in teaching/learning methods. Design/methodology/approach This study was performed as an online-survey amongst eight European Universities in seven European Union (EU) countries to which 1,122 students responded. Data was analysed with descriptive and multivariate statistical analyses. Findings Taste and Health are the most important values and motives that influence students’ food buying and consumption decisions, but significant differences were found amongst students from different universities and countries. The most important topics for students for future teaching courses are “organic food”, “fair trade”, “organic agriculture” and most important skills to learn are “ability to make a judgement and justify decisions” and the “ability to create and innovate”. Excursions and field trips as teaching methods was given the highest ranks. Research limitations/implications Different study programmes and cultural backgrounds of the participating students in the different universities could be a limiting factor for the interpretation of some results. Originality/value These results provide a basis for improvement of higher education in the EU towards sustainable food systems based on experiential learning/teaching methods.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

Infodemic surrounding COVID-19: Can LIS students recognize and categorize “problematic information” types on social media?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shamima Yesmin ◽  
S.M. Zabed Ahmed
Keyword(s):  
Social Media ◽  
Online Survey ◽  
Information Science ◽  
Wrong Answer ◽  
Student Groups ◽  
Content Type ◽  
Correct Definition ◽  
Significant Difference ◽  
Definition Of ◽  
And Task

Purpose The purpose of this paper is to investigate Library and Information Science (LIS) students’ understanding of infodemic and related terminologies and their ability to categorize COVID-19-related problematic information types using examples from social media platforms. Design/methodology/approach The participants of this study were LIS students from a public-funded university located at the south coast of Bangladesh. An online survey was conducted which, in addition to demographic and study information, asked students to identify the correct definition of infodemic and related terminologies and to categorize the COVID-related problematic social media posts based on their inherent problem characteristics. The correct answer for each definition and task question was assigned a score of “1”, whereas the wrong answer was coded as “0”. The percentages of correctness score for total and each category of definition and task-specific questions were computed. The independent sample t-test and ANOVA were run to examine the differences in total and category-specific scores between student groups. Findings The findings revealed that students’ knowledge concerning the definition of infodemic and related terminologies and the categorization of COVID-19-related problematic social media posts was poor. There was no significant difference in correctness scores between student groups in terms of gender, age and study levels. Originality/value To the best of the authors’ knowledge, this is the first time an effort was made to understand LIS students’ recognition and classification of problematic information. The findings can assist LIS departments in revising and improving the existing information literacy curriculum for students.

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Drita Kruja ◽  
Huong Ha ◽  
Elvira Tabaku
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Eastern Europe ◽  
Student Satisfaction ◽  
Instructional Effectiveness ◽  
Private Higher Education ◽  
Public And Private ◽  
Content Type ◽  
Significant Difference ◽  
The Individual

Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.

Survey of graduate supply chain courses: content, coverage and gaps

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heather Lutz ◽  
Laura Birou ◽  
Joe Walden
Keyword(s):  
Higher Education ◽  
Supply Chain ◽  
Supply Chain Management ◽  
Large Scale ◽  
Gap Analysis ◽  
Data Gathering ◽  
Graduate Courses ◽  
Chain Management ◽  
Content Type ◽  
Course Content

PurposeThis paper aims to provide the results of a survey of courses dedicated to the field of supply chain management in higher education. This research is unique because it represents the first large-scale study of graduate supply chain management courses taught at universities globally. Design/methodology/approachContent analysis was performed on each syllabus to identify the actual course content: requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides input for a gap analysis between offerings in higher education and those needs identified by practitioners. FindingsData gathering efforts yielded a sample of 112 graduate courses representing 61 schools across the world. The aggregate number of topics covered in graduate courses totaled 114. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the supply chain management course content and the needs identified by APICS Supply Chain Manager Competency Model (2014). Originality/valueThe goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of supply chain management courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of supply chain management.

Students’ satisfaction with hostel accommodations in higher education institutions

2017 ◽  
Vol 15 (5) ◽  
pp. 652-666 ◽  
Author(s):  
Ayodeji Emmanuel Oke ◽  
Clinton Ohis Aigbavboa ◽  
Marcia M. Raphiri
Keyword(s):  
Higher Education ◽  
Ethnic Groups ◽  
Higher Education Institutions ◽  
Item Score ◽  
Content Type ◽  
Significant Difference ◽  
The Difference ◽  
Higher Institutions ◽  
Students Satisfaction

Purpose There are several types of accommodation available to students of higher education institutions, and it is the responsibility of the institutions to focus on factors that can attract and retain students to their residences. This study aims to investigate satisfaction of higher institutions students with on-campus accommodation with an emphasis on the ethnicity of the students. Design/methodology/approach Using convenience sampling method, questionnaires were administered to students of selected residences in the study area. Mean item score was used to rank identified factors, whereas mean gap and Kruskal–Wallis K-test were adopted to examine the difference in opinion of students from various ethnic groups. Findings Overall, major features that make students dissatisfied with university-owned accommodations are enforcement of rule that compels all students to move out with their belongings during each recess, the effectiveness of the lift system, the size of wardrobe and closet, laundry service in the residence, numbers of electrical sockets and window quality. Considering dwelling unit features, neighbourhood, environmental, building quality and services provided by residence management, this study reveals that there is a significant difference in the satisfaction of students of diverse ethnic groups with their accommodation. Research limitations/implications The study was limited to on-campus residences owned by higher education institutions in South Africa. However, the findings of the study can be adopted for off-campus residences, and such owned by private individuals, agencies and other bodies provided are approved by the institutions. Originality/value The findings of this study will help management of higher education institutions to improve quality of services in their residences for the satisfaction of their students. Developers, contractors and other stakeholders involved in construction of these residences will also find the findings useful in designing and construction of the facilities.

A study of consumers’ pre-purchase evaluation of apparel products in Ethiopia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Berihun Bizuneh ◽  
Shalemu Sharew Hailemariam ◽  
Selam Tsegaye
Keyword(s):  
Factor Analysis ◽  
Developing Country ◽  
Social Factors ◽  
Design Methodology ◽  
Online Survey ◽  
Educational Background ◽  
Demographic Variables ◽  
Content Type ◽  
Significant Difference ◽  
Garment Fit

PurposeThe purpose of this paper is to explore pre-purchase apparel evaluation cues and examine the effect of demographic variables empirically in the context of a developing country. The initiation for the study was driven by the absence of such prior research and supplemented by the big market opportunity for clothing products in the country under investigation.Design/methodology/approachA self-administered online survey was used for data collection. Demographic questions, 23 apparel measurement items composed of 17 product-based and 6 sustainability-based items, and an open-ended question were included in the questionnaire. Factor analysis was used for dimension reduction and one-way multivariate analysis of variance (MANOVA) for hypotheses testing.FindingsGarment fit, design features, colour, fabric type and seasonality are the five important characteristics most Ethiopian consumers consider while buying apparel products. Factor analysis resulted in five important factors used for pre-purchase apparel evaluation amongst which the design and extrinsic cue is found to be the most important. Environmental factors in the apparel industry got higher emphasis than social factors. While age and educational background made differences in apparel evaluation, gender did not show a significant difference.Originality/valueThe paper provides a founding insight in exploring apparel evaluation cues by considering product- and sustainability-based cues in a developing country context. It also examines the effect of three demographic variables which are rarely studied in such combination.

The relationship between higher education students' perceived employability, academic engagement and stress among students in China

2021 ◽  
Vol 63 (5) ◽  
pp. 744-762
Author(s):  
Yin Ma ◽  
Dawn Bennett
Keyword(s):  
Higher Education ◽  
Perceived Stress ◽  
Academic Engagement ◽  
Structural Equation ◽  
Online Survey ◽  
Chinese Higher Education ◽  
Education Students ◽  
Content Type ◽  
Perceived Employability ◽  
The Relationship

PurposeWith a focus on Chinese higher education students, the purpose of this study was to explore the relationship between students' perceived employability and their levels of academic engagement and stress.Design/methodology/approachThe study engaged 1,155 students from three universities in China. Students responded to an online survey, reporting their confidence in relation to their perceived employability, academic engagement and stress in life. The authors employed structural equation modelling to explore students' confidence in each employability attribute and to assess perceived employability relation to academic engagement and perceived stress.FindingsThe results suggest that self-perceptions of employability are positively associated with students' academic engagement and negatively associated with perceived stress. Perceived employability mediated the majority paths.Originality/valueThis is one of the few studies to examine perceived employability in line with academic engagement or stress and the first study to do so in China.

Communicating science in higher education and research institutions

2020 ◽  
Vol 24 (3) ◽  
pp. 189-205
Author(s):  
Thorsten Schwetje ◽  
Christiane Hauser ◽  
Stefan Böschen ◽  
Annette Leßmöllmann
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Organizational Context ◽  
Research Institutions ◽  
Content Type ◽  
Daily Work ◽  
Internal Stakeholders ◽  
The Impact ◽  
Executive Boards ◽  
Practical Implications

PurposeThe paper reports on a research project exploring the change in the organizational context of communicators and communication units in higher education and research institutions (HERIs), the importance of informal processes within their daily work and the great diversity of expectations communicators have to tackle.Design/methodology/approachBased on a literature review, a mixed-methods study combining expert interviews with 54 German HERI heads of communication units, an online-survey and a document analysis of organizational characteristics was conducted. Findings were validated in four focus groups.FindingsThe study illuminates the impact of organizational and operational structures of HERIs on communicators and their boundary spanning activities. Due to varying expectations of stakeholders, communicators constantly have to switch roles. Members of HERIs' executive boards affect status and working conditions for communicators in the organization.Research limitations/implicationsInterviews with other HERI actors, especially members of the executive board, are proposed to get more thorough insights into the organizational context of HERIs and the mutual expectations of different internal stakeholders.Practical implicationsInsights from the project may help HERI actors to reflect their organizational context and to identify potentially contentious structures or processes.Originality/valueCommunicating science sometimes clashes with complex organizational and operational structures. Despite the “organizational turn” in HERI research, there is a lack of data on the relation between communicators, their communication units and the larger organizational context. The exploratory study addresses this gap.

The professional development needs for the use of educational technology

2019 ◽  
Vol 16 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Kam-Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Hong Kong ◽  
Online Survey ◽  
Teaching Experience ◽  
Current Status ◽  
Content Type ◽  
Professional Development Needs ◽  
Hong Kong Higher Education

Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

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