scholarly journals Constructing English-medium instruction indicators in the shipping courses of Taiwan’s higher education

2018 ◽  
Vol 3 (1) ◽  
pp. 20-35 ◽  
Author(s):  
Po-Hsing Tseng ◽  
Kendall Richards ◽  
Nick Pilcher
Keyword(s):  
Higher Education ◽  
Fuzzy Theory ◽  
Evaluation Model ◽  
Material Design ◽  
English Teachers ◽  
Related Field ◽  
Teaching Resources ◽  
Important Indicator ◽  
Content Type ◽  
English Medium Instruction

Purpose This paper aims to use an analytic hierarchy process (AHP) and combine this with the fuzzy theory to identify key indicators influencing English-medium instruction (EMI) in the shipping courses of Taiwan’s higher education. Design/methodology/approach Based on a literature review and expert interviews, an evaluation model with 4 indicators and 13 sub-indicators was developed. Questionnaire samples included university English teachers (eight), university shipping teachers (nine) and shipping practitioners (eight). Findings Using 25 effective samples, the results found that “teachers’ characteristics” is the most important indicator, followed by “syllabus design”, “university resources” and “students’ characteristics”. Such a finding could provide valuable teaching and managerial strategies for EMI design in both university and industry sectors. Research limitations/implications Expert questionnaire targets have focused on university English teachers, university shipping teachers and shipping practitioners. Other related field experts could be further surveyed and compared in the future studies. Practical implications The findings of EMI indicators in the shipping courses could be used for course and material design by shipping companies, shipping authorities and universities. It is expected that these indicators could inform the provision of reasonable teaching resources allocation. Social implications This paper provides important guidance for designing EMI in shipping courses. Related stakeholders will be able to understand important concepts regarding designing EMI courses. Originality/value First, EMI indicators in the shipping courses have seldom been studied in the past. They are, however, important for both shipping industries and education intuitions. Second, as its method, this paper adopts decision analysis quantitative tool to complement previous qualitative studies regarding EMI studies.

scholarly journals Measuring the effectiveness of English Medium Instruction Shipping courses

2020 ◽  
Vol 5 (4) ◽  
pp. 351-371
Author(s):  
Po-Hsing Tseng ◽  
Nick Pilcher ◽  
Kendall Richards
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Qualitative Interviews ◽  
Related Field ◽  
Content Type ◽  
Four Dimensions ◽  
Field Samples ◽  
English Medium Instruction ◽  
And Cluster Analysis ◽  
Electronic Teaching

Purpose Shipping courses contain much technical and specialist knowledge and present particular challenges for English medium instruction (EMI). This paper aims to investigate both student perceptions of the importance and satisfaction level of EMI in shipping courses in higher education in Taiwan and the perceptions of expert stakeholders through qualitative interviews. Design/methodology/approach Importance-performance analysis (IPA) is used to gather data on participants’ perceptions of what is (un)important and (un)satisfactory. Based on past studies, four dimensions with 20 items were developed and 121 effective questionnaires were collected. Further, qualitative interviews with expert stakeholders (n = 9) are undertaken to gather data to contextualize and complement the quantitative student data. Findings Findings show students attributed high importance but low satisfaction to items such as course learning objectives and students’ English level, and low importance and high satisfaction to items such as electronic teaching platform and relevance of subject to practice. Factor analysis and cluster analysis were used to divide samples into three groups. Qualitative interview results confirm many of the quantitative findings but also show where some quantitative findings require more attention or investment when delivering EMI programmes. Research limitations/implications Questionnaire samples focus on university students. Other related field samples (e.g. EMI teachers, shipping teachers, English teachers, etc.) could be surveyed and compared in future studies. Qualitative interviews could also be expanded to other stakeholders such as government policymakers. Practical implications The findings of IPA in the shipping courses and the qualitative interviews can be used for both teaching design and implementation in related courses by university lecturers and other stakeholders (e.g. policy and decision-makers). Such approaches can enhance students’ learning motivation and teaching performance. Social implications This paper provides important guidance and diagnosis for how to introduce English teaching in shipping courses. Related courses can be further applied in higher education to popularize and promote EMI teaching in shipping and related fields. Originality/value EMI has seldom been studied in the context of shipping courses in the past. This paper adopts IPA method and qualitative interviews to complement previous studies and address gaps in recent research. It is expected that the research findings could be adapted and applied in other fields.

Classcraft as a Resource to Implement Gamification in English-Medium Instruction

2022 ◽  
pp. 1033-1049
Author(s):  
Irene Rivera-Trigueros ◽  
Maria del Mar Sánchez-Pérez
Keyword(s):  
Higher Education ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Native Language ◽  
Role Playing ◽  
Teaching Resources ◽  
Innovative Teaching ◽  
English Medium Instruction

The exponential growth of English-medium instruction (EMI) programs in higher education has driven to the search for new and innovative teaching resources and techniques to facilitate the teaching and learning of disciplinary content matter through a non-native language. During the last years, gamification has emerged as a great tool when it comes to foster students' motivation and, consequently, favour their learning. There are numerous ways of introducing gamification in the classroom and a high number of resources and tools available for teachers to design and implement gamification proposals. One of these tools is Classcraft, an online role-playing platform that allows the teacher to turn the classroom into a real role-playing scenario. This chapter will explore the benefits of including gamification—and more specifically Classcraft—for EMI in higher education. Exhaustive guidelines are described in order to serve as a base for EMI lecturers to implement gamification in their courses.

Graduate employability

2019 ◽  
Vol 9 (4) ◽  
pp. 620-636 ◽  
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Hyginus Emeka Nwosu ◽  
Sunday Mlanga
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Design Methodology ◽  
Employability Skills ◽  
University Professors ◽  
Teaching Resources ◽  
Content Type ◽  
Know How ◽  
Graduate Employability ◽  
Executive Officers

Purpose Following the outcry of several employers that many higher education (HE) graduates do not possess employability skills and therefore are not employable, the purpose of this paper, therefore, is to examine what the labour market (LM) actually demands from the higher education institutions (HEIs) and how the demands of the LM can be met by the HEIs in Nigeria. Design/methodology/approach The study is based on interviews and focus group with 28 university professors, executives of the students’ industrial work scheme (SIWES), industry executives, executive officers of the Directorate of Employment and the HE course/programme leaders that revealed substantial information about what the LM actually requires from the HE, and how the HE can meet the demands of the LM in terms of supply of quality graduates. Findings The key findings reveal that with adequate teaching resources and competent teachers, graduate employability skills (technical and soft), which the LM demands from the HEIs, can be imparted to the students. Concerning LM and HEIs partnerships, it is found that understanding the demands of the LM by the HEIs can enhance the graduates’ outcomes and their prospects in the LM. Research limitations/implications The study argues that the graduate employability is still relevant to the existing practice, but further engagement and research surrounding how the HEIs in the developing countries, especially Nigeria, can meet the actual demands of the LM in terms of competent graduates are needed to examine this range of HE. Originality/value The study provides significant suggestions on the improvement needs of the HE teachers to inspire and motivate students to increase the knowledge (know-how), skills (how to do), self-efficacy (effectiveness) and qualities (technical and creative knowledge) required by the LM.

Towards economic sustainability: how higher education can support the business operations of emerging clothing manufacturing micro enterprises

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariette Strydom ◽  
Elizabeth Kempen
Keyword(s):  
Higher Education ◽  
Sustainable Consumption ◽  
Well Being ◽  
Economic Sustainability ◽  
Related Field ◽  
Content Type ◽  
Business Operations ◽  
Sustainable Consumption And Production ◽  
Development Goals ◽  
Micro Enterprises

Purpose This paper aims to investigate the business operations of informal clothing manufacturing micro enterprises (CMMEs) and identifies ways to support owners to achieve economic sustainability. Design/methodology/approach A qualitative approach applying a case study design was used to study the business operations of 13 informal CMME owners at a business incubation hub (IH). Findings The study found that emerging CMME owners need ongoing generic business and fashion-related field-specific support particular to their business. Such support can be offered through the collaboration between higher education (HE) institutions and business IHs. Social implications Starting a clothing manufacturing business offers women in Africa the opportunity to improve both their personal and community well-being contributing to three sustainable development goals, namely, to end poverty, gender equality and empowering women, as well as sustainable consumption and production patterns. Partnering with existing business IHs, HE can influence skills-specific training that may contribute to the economic sustainability of emerging entrepreneurs and reduce poverty. Originality/value The study proposes in-house apparel apprenticeships to ensure the economic sustainability of the CMME, contributing to apparel entrepreneurship literature and fashion-based entrepreneurship education.

A survey of English-medium instruction in Italian higher education

2017 ◽  
Vol 5 (2) ◽  
pp. 238-264 ◽  
Author(s):  
Susanna Broggini ◽  
Francesca Costa
Keyword(s):  
Higher Education ◽  
Public Institutions ◽  
Medium Of Instruction ◽  
Local Data ◽  
National Policies ◽  
Content Type ◽  
The North ◽  
Private And Public ◽  
English Medium Instruction ◽  
Widespread Phenomenon

English as a Medium of Instruction (EMI) has rapidly become a widespread phenomenon in Europe, especially in many Italian institutions. The growth of EMI is currently exponential as well as non-regimented; it is therefore very important to obtain updated, local data regarding this phenomenon, which could be of use in developing future national policies. This study describes the data gathered in a 2015 survey of English-Medium Instruction (EMI) which included all Italian universities. The survey concentrated on three areas, the lecturers and students involved and the overall organisation of the courses in both private and public institutions in the North, Centre and South of Italy. The paper updates information on the same topic gathered from a previous questionnaire (Costa & Coleman, 2012), reflecting on what has changed during the intervening three years.

Gender, academic abilities and postsecondary educational choices

2018 ◽  
Vol 10 (3) ◽  
pp. 380-398 ◽  
Author(s):  
Tarvo Vaarmets
Keyword(s):  
Higher Education ◽  
Female Students ◽  
Gender Inequalities ◽  
Probit Regression ◽  
Final Exam ◽  
Data Set ◽  
Related Field ◽  
Content Type ◽  
Academic Abilities ◽  
Data Limitations

PurposeGender inequalities in higher education have attracted interest in the academic literature. The paper aims to discuss this issue.Design/methodology/approachThe author uses standardized high school final exam results and probit regression analysis to contribute to this highly important discussion.FindingsBased on secondary, non-survey data, female students tend to outperform males in subjects requiring creativity. Consistent with this comparative advantage, female students also tend to be more affected by their abilities in choosing and preferring the related field of humanities as a higher education. In line with female students’ choices, the results presented in the paper confirm that men are more inclined toward exact and natural sciences, even though they do not prove to have stronger abilities in related subjects. In addition, men are also more influenced by their abilities in obtaining a professional higher education. The choice of social sciences is quite similarly affected by the academic abilities of men and women. The paper also provides evidence that, on average, individuals choose their field of study according to their academic abilities.Originality/valueFor evidence, a data set that makes it possible to relate quantitative measures of very different academic abilities to all major academic disciplines is used in the paper. This unique approach has so far been lacking in the literature due to data limitations. In other words, instead of concentrating on a specific area, such as science, technology, engineering, and mathematics (STEM), the author takes a broader view.

scholarly journals Associations between learning environment factors and student satisfaction among occupational therapy students

2020 ◽  
Vol 48 (2) ◽  
pp. 91-100
Author(s):  
Hilde Thygesen ◽  
Astrid Gramstad ◽  
Lene A. Åsli ◽  
Linda Stigen ◽  
Trine A. Magne ◽  
...  
Keyword(s):  
Higher Education ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Education Program ◽  
Important Indicator ◽  
Content Type ◽  
Program Satisfaction ◽  
Environment Factors ◽  
Occupational Therapy Students

Purpose Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction. Design/methodology/approach In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression. Findings All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%. Originality/value The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand.

scholarly journals Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

2020 ◽  
Vol 62 (6) ◽  
pp. 617-630
Author(s):  
María-del-Mar Camacho-Miñano ◽  
Cristina del Campo ◽  
Elena Urquía-Grande ◽  
David Pascual-Ezama ◽  
Murat Akpinar ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Financial Accounting ◽  
Assessment Criteria ◽  
Education Students ◽  
Multivariate Statistical ◽  
Teaching Resources ◽  
Content Type ◽  
Training Courses ◽  
Creativity And Innovation

PurposeThe purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.Design/methodology/approachA survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.FindingsFirst, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.Research limitations/implicationsThe sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.Practical implicationsThere are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.Originality/valueOur findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

Classcraft as a Resource to Implement Gamification in English-Medium Instruction

2020 ◽  
pp. 356-371
Author(s):  
Irene Rivera-Trigueros ◽  
Maria del Mar Sánchez-Pérez
Keyword(s):  
Higher Education ◽  
Exponential Growth ◽  
Teaching And Learning ◽  
Native Language ◽  
Role Playing ◽  
Teaching Resources ◽  
Innovative Teaching ◽  
English Medium Instruction

The exponential growth of English-medium instruction (EMI) programs in higher education has driven to the search for new and innovative teaching resources and techniques to facilitate the teaching and learning of disciplinary content matter through a non-native language. During the last years, gamification has emerged as a great tool when it comes to foster students' motivation and, consequently, favour their learning. There are numerous ways of introducing gamification in the classroom and a high number of resources and tools available for teachers to design and implement gamification proposals. One of these tools is Classcraft, an online role-playing platform that allows the teacher to turn the classroom into a real role-playing scenario. This chapter will explore the benefits of including gamification—and more specifically Classcraft—for EMI in higher education. Exhaustive guidelines are described in order to serve as a base for EMI lecturers to implement gamification in their courses.

A conceptual framework for evaluating higher education institutions

2016 ◽  
Vol 30 (6) ◽  
pp. 989-1002 ◽  
Author(s):  
Ravi Chinta ◽  
Mansureh Kebritchi ◽  
Janelle Ellias
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Higher Education Institutions ◽  
Evaluation Model ◽  
Review Of Literature ◽  
Content Type ◽  
Cipp Model ◽  
Actual Application ◽  
The Usa ◽  
Relative Prevalence

Purpose – Performance evaluation is a topic that has been researched and practiced extensively in business organizations but has received scant attention in higher education institutions. A review of literature revealed that context, input, process, product (CIPP) model is an appropriate performance evaluation model for higher education institutions. However, little guidance exists for choosing appropriate metrics and benchmarks in implementing the CIPP model. The purpose of this paper is to develop a framework using CIPP model for performance evaluation of higher education institutions. Design/methodology/approach – To achieve the purpose of the study, a review of literature was conducted to identify an appropriate evaluation model. Then metrics and benchmarks framework were formed based on practical approaches used in a large university in the USA. Findings – Nine perspectives in performance evaluation using the CIPP model and their application in higher education institutions were developed and discussed. The discussion provides examples, relative prevalence including frequency of usage, advantages and limitations of each of the nine perspectives of performance evaluation in higher education institutions. An actual application of the suggested CIPP model in the USA largest university, by student enrollment, was provided. Implications for institutional assessment and continuous improvement for higher education institutions were made. Originality/value – The study provides a practical framework, model and guidelines that can be used by higher education institutions to evaluate and enhance their performances and better prepare students to effectively work in society.

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