Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

scholarly journals Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors

2017 ◽  
Vol 8 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Tran Le Huu Nghia
Keyword(s):  
Higher Education ◽  
Influential Factors ◽  
Skills Development ◽  
Development Programs ◽  
University Leadership ◽  
Generic Skills ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
External Stakeholders ◽  
University Leaders

Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education. 

scholarly journals Multi-Stakeholder Perspectives of Factors That Influence Contact Centre Call Agents’ Workplace Physical Activity and Sedentary Behaviour

2018 ◽  
Vol 15 (7) ◽  
pp. 1484 ◽  
Author(s):  
Abigail Morris ◽  
Rebecca Murphy ◽  
Sam Shepherd ◽  
Lee Graves
Keyword(s):  
Physical Activity ◽  
Sedentary Behaviour ◽  
Influential Factors ◽  
Team Leaders ◽  
Physical And Mental Health ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Contact Centre ◽  
Working Practices ◽  
The Impact

Contact centre call agents are highly sedentary at work, which can negatively affect cardio-metabolic health. This qualitative cross-sectional study explored factors influencing call agents’ workplace physical activity (PA) and sedentary behaviour (SB), and perspectives on strategies to help agents move more and sit less at work. Semi-structured interviews and focus groups with call agents (n = 20), team leaders (n = 11) and senior staff (n = 12) across four contact centres were guided by the socio-ecological model and analysed thematically. Agents offered insights into the impact of high occupational sitting and low PA on their physical and mental health, and factors influencing their motivation to move more and sit less at work. Team leaders, although pivotal in influencing behaviours, identified their own workload, and agents’ requirement to meet targets, as factors influencing their ability to promote agents to move more and sit less at work. Further, senior team leaders offered a broad organisational perspective on influential factors, including business needs and the importance of return on investment from PA and SB interventions. Unique factors, including continuous monitoring of productivity metrics and personal time, a physical connection to their workstation, and low autonomy over their working practices, seemed to limit call agents’ opportunity to move more and sit less at work. Proposed strategies included acknowledgement of PA and SB within policy and job roles, height-adjustable workstations, education and training sessions and greater interpersonal support. Additionally, measuring the impact of interventions was perceived to be key for developing a business case and enhancing organisational buy-in. Multi-level interventions embedded into current working practices appear important for the multiple stakeholders, while addressing concerns regarding productivity.

Opportunities and Challenges of Emerging Technologies in Higher Education

2010 ◽  
Vol 1 (4) ◽  
pp. 27-40
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
Transmission Model ◽  
Great Opportunity ◽  
University Of Botswana ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

Practice From Implementing Web 2.0 Tools in Higher Education

2022 ◽  
pp. 71-91
Author(s):  
Pedro Isaias ◽  
Paula Miranda ◽  
Sara Pífano
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Web 2.0 ◽  
Teaching Practice ◽  
Learning Experience ◽  
New Technology ◽  
The Body ◽  
Web 2.0 Tools ◽  
Education Practice ◽  
Technology Tool

Each new technology, tool, or resource that is introduced in higher education practice with the promise of enhancing the students' learning experience and/or increasing their academic performance is subjected to meticulous scrutiny. In the early days of Web 2.0's implementation in the context of higher education, many educators expressed their concerns and were reluctant to embrace it. As it slowly proved its pedagogical value and an increasingly higher number of teachers began to incorporate it in their teaching practice and courses, the body of evidence speaking to its advantages increased and offered other educators the confidence and proof they required to do the same. This chapter examines Web 2.0 in the context of higher education by debating both its benefits and shortcomings and presenting cases of actual implementation. The cases in question pertain to the use of YouTube, Wikis, and Twitter as valuable resources in the development of different types of skills and to support the acquisition of knowledge.

Opportunities and Challenges of Emerging Technologies in Higher Education

2012 ◽  
pp. 91-104
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
University Of Botswana ◽  
Increasing Demand ◽  
Pedagogical Innovations ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

Factors Influencing the Program Choice of Doctoral Students in Higher Education Administration

NASPA Journal ◽  
2001 ◽  
Vol 38 (2) ◽  
Author(s):  
Michael C. Poock ◽  
Patrick G. Love
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Doctoral Students ◽  
Enrollment Management ◽  
Higher Education Administration ◽  
Influential Factors ◽  
Education Administration ◽  
Factors Influencing ◽  
Enrollment Status ◽  
Program Choice

This study examines the program choice of doctoral students in higher education administration. The authors used The Program Choice Questionnaire in a nationwide random sample of enrolled doctoral students. Results indicate influential factors vary according to gender, enrollment status, age, and race. Implications and recommendations are offered as they relate to enrollment management, admission, and recruitment in graduate education.

scholarly journals Factors Influencing Postgraduate Career Decisions of Ophthalmology Residents

2020 ◽  
Vol 12 (02) ◽  
pp. e124-e133
Author(s):  
Xinyi Chen ◽  
Sidra Zafar ◽  
Divya Srikumaran ◽  
Michael V. Boland ◽  
Thomas V. Johnson ◽  
...  
Keyword(s):  
New Technology ◽  
The United States ◽  
Fellowship Training ◽  
Cross Sectional Study ◽  
Future Research ◽  
Subspecialty Training ◽  
Cross Sectional ◽  
Educational Debt ◽  
Factors Influencing ◽  
Major Factors

Abstract Objective This study aims to identify factors that influence ophthalmology residents' decision to pursue fellowship training or to practice comprehensive ophthalmology after residency. Design This is a cross-sectional study. Methods An anonymous survey was sent to ophthalmology residents in the United States from the graduating class of 2018. The main outcome measure was the decision to seek fellowship training or to practice comprehensive ophthalmology. Information on demographics, residency program characteristics, and factors influencing career choices were collected. Results The overall response rate was 24.0% (112/467). Among the 112 respondents, 88 (78.6%) matched into subspecialty training. Compared with residents entering comprehensive ophthalmology, there was a greater proportion of Asians (37.5 vs. 8.3%) and a smaller proportion of non-Hispanic whites (47.7 vs. 70.8%, p = 0.029) among residents pursuing fellowship training. Residents pursuing fellowships had fewer children (0.4 vs. 0.8, p = 0.049), had less debt (median debt ≤ $100,000 vs. > $200,000, p = 0.008), had more first-author publications (4.3 vs. 1.2, p< 0.001), decided on their postgraduate career path earlier (median time postgraduate second year [PGY2] versus postgraduate third year [PGY3], p = 0.016), and were more likely to plan to practice in an academic setting (51.1 vs. 29.2%, p< 0.001) and in an urban location (44.3 vs. 12.5%, p = 0.004). In a multiple logistic regression model, factors predictive of fellowship training included a desire to acquire special skills (odds ratio [OR] =4.39; 95% confidence intervals [CI]: 1.70–16.37) and work with new technology (OR = 2.92; 95% CI: 1.16–10.02). Factors that predicted a career in comprehensive ophthalmology were higher levels of educational debt (OR = 0.35; 95% CI: 0.12–0.77), a later timing of postgraduate decision (OR = 0.17; 95% CI: 0.02–0.65), and lifestyle considerations (OR = 0.13; 95% CI: 0.03–0.36). Gender, prestige, or perceived favorable job market was not significant factors. Conclusion The majority of U.S. ophthalmology residents matched into fellowships. A desire to gain special skills and a desire to work with new technology were major factors influencing residents to seek fellowship training. Lifestyle considerations and educational debt were more important in the decision to choose a comprehensive ophthalmology career. Future research that includes more trainees and programs may minimize the selection bias issues present in this study.

scholarly journals Play What, Like What! The Application of Psychodrama in the Business Management Education in Universities-Marketing Management as an Example

2019 ◽  
pp. 1-7
Author(s):  
Chih-Huang Lin
Keyword(s):  
Higher Education ◽  
Management Education ◽  
Business Schools ◽  
Management Practice ◽  
Learning Experience ◽  
Business Management ◽  
Marketing Management ◽  
Business Managers ◽  
Business Decision ◽  
Key Issues

The higher education is facing challenges and the learning is flipping. The teaching as a whole-person is one of the major mission of higher education. Psychodrama was developed for psychotherapy and it is used as a psychotherapy technique in group counseling, consultation, and even education in recent years. In business schools, psychodrama offers a creative and more experiential way for students to explore and solve the key issues in business and management practice. This study uses psychodrama in teaching in the real Business-Management course Marketing Management 」as the research context. This study is an action research in Business-Management education. This study is bringing a new learning experience to Business education. Moreover, it also adds humanistic quality and social consideration to students. With the qualitative and quantitative data, the results demonstrates that psychodrama can improve learning outcomes, enhance learning satisfaction, and even enhance the ability of students to business decision-making. Furthermore, this study also provides managerial and practical implications for both higher education in business schools and real world business managers.

scholarly journals Learning Style Preference: Results of Repetitive Cross-Sectional Surveys in an Higher Education Institution

2020 ◽  
Vol 9 (4) ◽  
pp. 730
Author(s):  
Eliot Simangunsong
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Education Institution ◽  
School Students ◽  
Cross Sectional ◽  
Systematic Analysis ◽  
Significant Difference

Using the theoretical framework of the Felder-Silverman Learning Styles Model, this study aims to understand the learning styles of middle school students entering the university to promote teaching innovation and improve the quality of the learning experience. A quantitative research method was applied through repeated cross-sectional surveys for 3 years among 2,325 students. Systematic analysis is applied to investigate respondent learning styles. Data analysis showed a significant difference in terms of the sex of students, while in terms of graduation years, the proportion of sequential students showed a significant increase from 2014 to 2016; this might imply that students from scientific or analytic backgrounds increasingly choose management schools. As expected, management students are active in character, except in accounting programs, where sensing learners are dominant. Innovative, active and visual-based learning is also preferred. Through the findings of this study, we conclude that interest in studies is related to the learning dimensions. The teaching style must follow the characteristics of the learning dimensions to provide an optimal learning experience. Here, it is important to implement an innovation-based learning process in higher education institutions.

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