Engaging Higher Education Learners With Transmedia Play

2018 ◽  
Vol 42 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Sonia Dickinson-Delaporte ◽  
Aneeshta Gunness ◽  
Hamish McNair
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Learning Opportunities ◽  
Community Context ◽  
Behavioral Engagement ◽  
Structured Interviews ◽  
Connected Learning ◽  
Business Context ◽  
Education Business

This article documents the application of transmedia play in a higher education business context, providing a case study of how transmedia play can be infused into an undergraduate marketing course. We share our findings regarding learner experience and engagement, detailing results from structured interviews with 22 course participants. Evidence shows that the transmedia approach has value and can be successfully enacted in an undergraduate course to create connected learning opportunities and elicit cognitive, affective, and behavioral engagement. However, we note that the participatory nature of the pedagogy did create challenges for digital novices. In order to transition digital novices from peripheral to full participants in a transmedia learning community context, further research is warranted.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Gender Inequality and Intersectional Disadvantage among Students in South African Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 147-172
Author(s):  
Oliver Tafadzwa Gore ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capabilities Approach ◽  
Structured Interviews ◽  
Education Policies ◽  
Higher Education Policies ◽  
Definition Of ◽  
South African Higher Education

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

scholarly journals Towards sustainable capitalism in the development of higher education business school curricula and management

2014 ◽  
Vol 28 (5) ◽  
pp. 523-545 ◽  
Author(s):  
Peter Beusch
Keyword(s):  
Higher Education ◽  
Business School ◽  
Business Schools ◽  
Broad Class ◽  
Single Case ◽  
Content Type ◽  
External Forces ◽  
Education Business ◽  
School Curricula

Purpose – The purpose of this paper is to account for, and conceptualize, the internal and external forces that influence higher education business schools as they strive to integrate sustainability issues into their curricula in the effort to achieve a more sustainable (yet capitalist) world. Design/methodology/approach – A case study approach is used for the research, which is grounded in the relevant literature, to investigate sustainable development issues in the context of a Swedish business school (university level). The empirical data consists of a review of internal documents plus e-mail surveys and interviews and discussion seminars with university teachers/researchers and key administrators. Findings – Two tentative models are presented that map the various internal and external forces behind business schools’ curriculum change. One important finding describes how supply and demand influences business schools and recruiters of business students. Research limitations/implications – Because this research is based on a single case study, the analysis and the mapping in the paper are somewhat limited in their general applicability. However, the research context of the business school permits drawing conclusions that may apply to a broad class of colleges or departments in higher education. In addition, because the research is supported by significant ideas from the literature, general inferences may be drawn about business school curricula. Originality/value – The two tentative models provide a holistic framework that adds to the understanding of the composition and interrelationship of influential forces on business schools when major changes in curricula and their management are contemplated.

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.

Policy actors’ perceptions of qualitative research in policymaking: the case of higher education rulemaking in the United States

2020 ◽  
Author(s):  
Rebecca S. Natow
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Quantitative Research ◽  
Qualitative Case Study ◽  
The United States ◽  
Structured Interviews ◽  
Policy Actors ◽  
Target Populations ◽  
The Us

Background: As calls for evidence-based policymaking become increasingly common, qualitative research has much to offer the policy community. However, policymakers frequently evidence a preference for quantitative research. By discounting the importance of qualitative research in the policymaking process, resulting policies and their target populations miss out on the benefits that qualitative research uniquely offers.Aims and objectives: The purpose of this study was to examine how qualitative research has been perceived and used in the US government’s rulemaking process for creating higher education regulations.Methods: This qualitative case study included data from semi-structured interviews with 34 policy actors involved in higher education rulemaking, rulemaking documents, and research reports cited in several key higher education regulations.Findings: Many policy actors viewed qualitative research favourably, but qualitative studies have seldom been cited in higher education rulemaking. Several respondents discussed validity concerns and some policymakers’ misunderstandings regarding qualitative methods. Moreover, storytelling can influence policy actors’ perspectives about the content of policies, and qualitative research was viewed as effective at identifying compelling stories. Thus, narratives derived from qualitative research may provide an opportunity for qualitative researchers to have their work considered in policymaking processes.Discussion and conclusion: Qualitative research faces challenges with gaining visibility and influence in the development of regulatory policy. However, this study has shown that qualitative research has the potential to be both useful and persuasive to policymakers. Studies that discuss relevant stories may be particularly compelling.

scholarly journals Apakah Produk Beasiswa Bidikmisi dapat Memutus Mata Rantai Kemiskinan di Indonesia?

2021 ◽  
Vol 4 (1) ◽  
pp. 78-99
Author(s):  
Rusi Rusmiati Aliyyah ◽  
Ahmad Gawdy Prananosa ◽  
Ismail Ismail ◽  
Endang Sri Budi Herawati ◽  
Iman Subasman
Keyword(s):  
Higher Education ◽  
Student Motivation ◽  
Qualitative Method ◽  
Private University ◽  
Learning Opportunities ◽  
Prospective Students ◽  
Analysis Techniques ◽  
Research Findings ◽  
Scholarship Program

This study aims to determine the implementation of the product of the Bidik Misi scholarship program. This research uses case study qualitative method. The research was conducted at Djuanda University which is a private university in LLDIKTI region IV. Collecting data using interview instruments, questionnaires, observations, and documentation with data analysis techniques through data reduction, data presentation, and verification. The research findings show that the final results of the Bidik Misi scholarship are in accordance with the program objectives, namely increasing student motivation and achievement, increasing student achievement in the curricular, co-curricular and extracurricular fields, causing an impact for students and prospective students to always improve achievement and be competitive, and produce graduates who are independent, productive and have social concerns to break the chain of poverty and empower the community. Meanwhile, aspects of increasing access and learning opportunities in higher education, as well as ensuring the continuity of student studies to completion and on time, still need improvement. In conclusion, the Bidikmisi scholarship program has produced graduates who are independent, productive and have social awareness, so that they are able to play a role in efforts to break the poverty chain and empower people in Indonesia. Keywords: Outstanding Student, Bidikmisi Scholarship, Higher Education

scholarly journals Challenges and Strategies of University Students in English-medium Instruction (EMI) Classes: A case study

2021 ◽  
pp. 9-25
Author(s):  
Kamran Akhtar Siddiqui ◽  
Hassan Syed ◽  
Zafarullah Sahito
Keyword(s):  
Higher Education ◽  
English Language ◽  
Linguistic Diversity ◽  
National Language ◽  
School Level ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
English Medium Instruction ◽  
Continuous Use

English language has grown to be a lingua franca of the present day world. Therefore, even non- English European and Asian countries have adopted English as a medium of instruction. English has continuously been the medium of instruction in the higher education of Pakistan in spite of having a great linguistic diversity and national language Urdu as the medium of instruction at school level. This study aims to explore the perceptions of undergraduates about EMI, challenges they face in EMI classrooms and solutions they suggest for mitigation of their issues. The qualitative data collected through semi-structured interviews reveals that students perceive EMI to be beneficial for higher education, employment and progressive thought. However, they face challenges related to teachers’ English proficiency, code-switching, vocabulary and receptive as well as productive skills. They suggest that English-proficient instructors, continuous use of English, language support from university can help them overcome these challenges effectively.

scholarly journals Information literacy outreach between universities and schools

2020 ◽  
Vol 14 (2) ◽  
pp. 44
Author(s):  
Sharon Wagg ◽  
Pam McKinney
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Best Practice ◽  
Single Case ◽  
Situational Analysis ◽  
Structured Interviews ◽  
The North ◽  
Outreach Programme ◽  
The Impact

Research shows that students starting higher education (HE) often lack an essential level of information literacy (IL). To address this issue, a growing number of Higher Education Institutions (HEIs) engage with schools through Information Literacy Outreach Programmes (ILOPs). This paper explores the forces and motivations behind how and why HEIs engage with schools through ILOPs, and discusses their impact on beneficiaries. Using a UK research-led university in the North of England as a single case study (hitherto XXXX), this research project adopted a qualitative case study approach and used Situational Analysis to explore and analyse the data collected. Data collection involved semi-structured interviews with key staff that participated in the IL outreach programme, and a model was developed to illustrate diagrammatically the key outcomes and phases of the IL Outreach Programme. Key findings revealed that the IL Outreach Programme at XXXX is an effective mechanism for bridging the social worlds of schools and HE; for creating partnerships and knowledge sharing between institutions; for breaking down social barriers and inequalities; and for developing critically aware, independent learners. The significance of this paper is that it helps us understand the impact of IL outreach programmes, and how such programmes provide schools and HEIs with an opportunity to work collaboratively and share knowledge and best practice. It also provides a valuable addition to IL literature.

scholarly journals The competitive forces that shape Australian medical education

2019 ◽  
Vol 33 (5) ◽  
pp. 1082-1093 ◽  
Author(s):  
Marian Mahat
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Schools ◽  
Sufficient Evidence ◽  
Structured Interviews ◽  
Leadership And Management ◽  
Content Type ◽  
Professional Field ◽  
Competitive Forces

PurposeMedical education is an evidence-driven professional field that operates in an increasingly regulated environment as compared to other fields within universities. The purpose of this paper is to establish the extent to which Porter’s five competitive forces framework (Porter, 2008) can drive the management of medical schools in Australia.Design/methodology/approachDrawing on data from semi-structured interviews with over 20 staff from 6 case study Australian medical schools, this paper explores Australian medical education, by looking at the current policy context, structure and interactions between organizations within the system.FindingsThe findings provide evidence that environmental forces affect the nature of competition in medical education, and that competitive advantage can be gained by medical schools from a sustained analysis of the industry in which they operate in. Consequently, it is possible to apply a pre-dominantly profit-oriented framework to higher education.Research limitations/implicationsAs an industry facing increasing pressure toward marketization and competition, the findings provide sufficient evidence that an analysis of higher education as an industry is possible.Practical implicationsThe findings provide evidence that strategic leadership and management in higher education should encompass greater levels of delegation and decision making at all levels. Effective leadership should focus on creating an inspiring vision of the future through a sustained analysis of the industry in which they operate.Originality/valueThe study has made a key contribution through an industry analysis of Australian medical education, which provide important implications for leadership and management in higher education. The study is of significant value to researchers as well as senior management in higher education.

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