scholarly journals COVID-19 and rapid digitalization of learning and teaching: quality assurance issues and solutions in a Sino-foreign higher education institution

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stuart Perrin ◽  
Ling Wang
Keyword(s):  
Higher Education ◽  
Industry 4.0 ◽  
Education Institution ◽  
Teaching Quality ◽  
Teaching Staff ◽  
Higher Education Institution ◽  
Content Type ◽  
Learning And Teaching ◽  
Lessons Learnt

Purpose This paper aims to report and analyze the lessons learnt from a case study of the implementation of the move from onsite to online learning at a Sino-Foreign higher education institution. Design/methodology/approach This paper reports a case study based on an analysis of three elements of the move to digital education during the COVID-19 pandemic. In suggesting three elements, it argues that the first and most immediate move away from onsite teaching should be thought of as emergency response teaching, and it is the lessons learnt from this vital and necessary stage that have informed the subsequent implementation of a more digitalization process. Findings The case study identifies the journey that the university is going through to deliver digitalized education, and how the pandemic hastened what had already been started. It illustrates how the pandemic has been useful in highlighting where we are, what decisions have been made and what still needs to be done with regard to readiness for the disruption likely by Industry 4.0. Research limitations/implications The study was conducted at one institution, which along with eight other similar institutions is unique within China. Findings, especially the processes of making decisions, while relevant to the wider discussion on digitalization and Industry 4.0, should also be considered in this light. Practical implications While the focus of the paper is on COVID-19 and Rapid Digitalization of Learning and Teaching, the main implication is that universities need to better prepare their teaching staff for digitalized education, especially if they are wanting to engage with disruption brought about by Industry 4.0. Originality/value The paper is based on a single university case study of a rather unique university within China. The discussion illustrates the need for flexibility and decisiveness in making key decisions on managing disruption, but with strategic direction in mind, illustrated in the study by COVID-19, but with future digitalization initiatives also to the fore.

English instructors’ motivation levels in Islamic higher education

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Fauzan Ansyari ◽  
Fabio Oliveira Coelho ◽  
Kalayo Hasibuan ◽  
Dodi Settiawan ◽  
Masni Kamallia
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Sampling Technique ◽  
Education Institution ◽  
Working Environment ◽  
Higher Education Institution ◽  
Content Type ◽  
Schedule Flexibility ◽  
Financial Benefits

Purpose The purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard to what elements sustain their motivation to teach English and to remain in the Teaching English as a Foreign Language (TEFL) profession at an Islamic higher education institution. Design/methodology/approach An exploratory case study with a purposive sampling technique was employed in this study. Ten instructors (seven females and three males) aged between 26 and 40 years old participated (M = 29.6 year olds). The selected participants in the sample were instructors who had taught between three to nine years at the LC (M = 3.9 years), and interviews were the tools used to collect data. Findings Overall, LC instructors’ motivation is not internalised or less internalised into their self-concept. This can be seen from the results that show, respectively, instructors’ levels of no internalisation (42 per cent), less internalisation (40.5 per cent), more internalisation (11 per cent) and full internalisation (6.5 per cent). In total, 11 factors were identified: the influence of others, financial benefits, professional development opportunities, schedule flexibility, supportive working environment, social status and acceptance, a stepping stone for career advancement, networking, dedication, challenge and teaching as a calling. In general, it has been found that instructors are more externally than internally regulated or motivated. Research limitations/implications This study only employed interview to collect data and had only ten respondents. Originality/value Data were collected at the LC of an Islamic institution of higher education institution where instructors are non-permanently employed. The LC is a TEFL environment serving about 12,000 students a year. This study, therefore, allows for an understanding of instructors’ motivation in such context.

Dynamic capabilities, organizational learning and ambidexterity in a higher education institution

2019 ◽  
Vol 26 (4) ◽  
pp. 397-411 ◽  
Author(s):  
Carla Patricia da Silva Souza ◽  
Adriana Roseli Wünsch Takahashi
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Dynamic Capabilities ◽  
Single Case ◽  
Education Institution ◽  
Research Strategy ◽  
Observation Data ◽  
Higher Education Institution ◽  
Content Type

Purpose This paper aims to analyse how dynamic capabilities (DC) affect organizational learning (OL) in a Brazilian higher education institution (HEI) and how this relationship affects organisational ambidexterity (OA). Design/methodology/approach The research strategy involves a qualitative, single case study. Data were collected through in-depth interviews, documentary research over a 15-year period and nonparticipant observation. Data were analysed using narrative analysis. Findings The results show that founders and managers influence the activities related to sensing, seizing and reconfiguring DC. They interpreted the new opportunities and shared them with other individuals. Gradually, a collective sense about the new ideas was constructed. New academic and administrative routines were created and an OL process took place at the HEI, which resulted in a valuable balance between exploration and exploitation (OA) for the organisation. Originality/value The study offers insight into how DC, OL and OA can be related. Although each construct has its own independent definition, there are similarities between them. The case study demonstrates how these theories were affected, and the research, therefore, makes a new methodological contribution regarding how to study DC, OL and OA as an integrative phenomenon.

External drivers of entry mode decisions of a higher education institution

2015 ◽  
Vol 28 (1) ◽  
pp. 124-140 ◽  
Author(s):  
Mei Teh Goi
Keyword(s):  
Higher Education ◽  
Cultural Distance ◽  
Education Institution ◽  
Minimal Amount ◽  
Higher Education Institution ◽  
Marketing Department ◽  
Content Type ◽  
Governance Quality ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of cultural distance, governance quality, and market attractiveness on attachment of agents with a university. Design/methodology/approach – A single university was chosen as a case study and secondary data were collected. The focus of this paper is on education agents who market higher education institution (HEI) in international market and recruit international students. Findings – Multiple regression was performed and the finding indicated that governance quality and market attractiveness are significantly related with a number of agents attached to the marketing department of the university. However, cultural distance showed no significant relationship with agent attachment. Research limitations/implications – The availability of data was most challenging in gathering data for this study because the culture of a country may change across time and the sample was based on only one case study, a minimal amount of information was obtained. Practical implications – This study addresses the external factors that needed to be considered in selecting new agents. Originality/value – This study contributes to the international marketing literature by a focus on HEI and focus on agency approach.

The challenge of work based learning: a role for academic mentors?

2014 ◽  
Vol 3 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Simon Stephens ◽  
Oran Doherty ◽  
Billy Bennett ◽  
Michael Margey
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Best Practice ◽  
Education Institution ◽  
Higher Education Institution ◽  
Undergraduate Level ◽  
Content Type ◽  
Academic Knowledge ◽  
Practical Implications

Purpose – The purpose of this paper is to explore the key challenge(s) experienced by employers, employees and academics during work based learning (WBL) programmes at undergraduate level. The idea of academic mentors is proposed as an aid to addressing the challenges common to WBL programmes. Design/methodology/approach – The case study presented in this paper involves a large multinational organisation and a higher education institution, both of which are based in Ireland. Interviews were used to explore the outcome(s) of a WBL programme. Findings – The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. The use of academic mentors can help translate academic knowledge into workplace practice; and address challenges which are common in WBL programmes. Practical implications – The understanding of best practice in the design of WBL programmes is enriched. A role for academics as mentors is identified and the implications explored. Originality/value – The success of WBL can be linked to the relationships that form between employers, employees and academics. There is evidence that the academic is central to the development of these relationships.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

Building quality culture in higher education

2017 ◽  
Vol 9 (3/4) ◽  
pp. 331-346 ◽  
Author(s):  
Liselott Lycke ◽  
Ingrid Tano
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education Institution ◽  
Higher Education Institution ◽  
Content Type ◽  
Quality Culture ◽  
Planning And Control ◽  
Control Education ◽  
Functional Teams ◽  
And Control

Purpose The purpose of this paper is to describe an approach to build a quality culture within a higher education institution. Design/methodology/approach This paper is based on Action research and a Case study. Findings The authors show the result of the mapped processes of a higher education institution, Management planning and control, Education, Research and Support, and describe how the mapping was performed, working in cross-functional teams. Further on, they discuss the result of the pilot and the plan for implementation. Originality/value A process-oriented approach in higher education institutions, with its complexity, creates opportunities for successful quality assurance and control when having an integrated quality assurance system.

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