scholarly journals Supporting Student Transition into Professional Practice

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Donna Jacqueline Dey ◽  
Angela Lindsay ◽  
Patricia Thomson
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Local Authority ◽  
Early Years ◽  
Initial Teacher Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Transition ◽  
Student Focus ◽  
Student Transitions

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

scholarly journals Nairobi Early Childcare in Slums (NECS) Study Protocol: a mixed-methods exploration of paid early childcare in Mukuru slum, Nairobi

2020 ◽  
Vol 4 (1) ◽  
pp. e000822
Author(s):  
Robert C Hughes ◽  
Patricia Kitsao-Wekulo ◽  
Sunil Bhopal ◽  
Elizabeth W Kimani-Murage ◽  
Zelee Hill ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Early Years ◽  
Epidemiological Methods ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Early Childcare ◽  
Depth Interviews ◽  
Childcare Providers

IntroductionThe early years are critical. Early nurturing care can lay the foundation for human capital accumulation with lifelong benefits. Conversely, early adversity undermines brain development, learning and future earning.Slums are among the most challenging places to spend those early years and are difficult places to care for a child. Shifting family and work structures mean that paid, largely informal, childcare seems to be becoming the ‘new normal’ for many preschool children growing up in rapidly urbanising Africa. However, little is known about the quality of this childcare.AimsTo build a rigorous understanding what childcare strategies are used and why in a typical Nairobi slum, with a particular focus on provision and quality of paid childcare. Through this, to inform evaluation of quality and design and implementation of interventions with the potential to reach some of the most vulnerable children at the most critical time in the life course.Methods and analysisMixed methods will be employed. Qualitative research (in-depth interviews and focus group discussions) with parents/carers will explore need for and decision-making about childcare. A household survey (of 480 households) will estimate the use of different childcare strategies by parents/carers and associated parent/carer characteristics. Subsequently, childcare providers will be mapped and surveyed to document and assess quality of current paid childcare. Semistructured observations will augment self-reported quality with observable characteristics/practices. Finally, in-depth interviews and focus group discussions with childcare providers will explore their behaviours and motivations. Qualitative data will be analysed through thematic analysis and triangulation across methods. Quantitative and spatial data will be analysed through epidemiological methods (random effects regression modelling and spatial statistics).Ethics and disseminationEthical approval has been granted in the UK and Kenya. Findings will be disseminated through journal publications, community and government stakeholder workshops, policy briefs and social media content.

Exploring the educational needs of adult learners: A study of three universities in Ghana

2018 ◽  
Vol 24 (2) ◽  
pp. 165-187 ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Magda Fourie-Malherbe ◽  
Liezel Frick
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Mixed Method ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Knowledge And Skills ◽  
Educational Challenges ◽  
Method Approach

Adult learners have unique educational needs that require attention from Higher Education Institutions, facilitators and industry. While several theories and policies have been developed to address the bourgeoning educational challenges confronting adult learners in Higher Education Institutions, not much has been achieved in the wake of growing knowledge and skills demands of employers. Using a mixed method approach, a survey (n = 200) and focus group discussions (n = 27) were conducted among adult learners who were also professionals studying engineering programmes in three diverse universities in Ghana. Additionally, interviews were conducted with representatives from industry and from the three engineering departments in the three universities. The study revealed that while the development of separate programmes for adult learners in Higher Education Institutions is not plausible in meeting the educational needs of adult learners, a different pedagogy could be used in addressing the unique knowledge and skills needs of adult learners. We present the implications of our study in relation to theory, practice and further research.

The need for civic engagement and competency in higher education in Lebanon

2017 ◽  
Vol 4 (4) ◽  
pp. 186-194
Author(s):  
Nadine Joudi ◽  
Ghada Chehimi
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
National Security ◽  
The Political ◽  
Exploratory Research ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
University Curriculum ◽  
Research Outcomes ◽  
Security Levels

Lebanon has always been unstable on the political and the national security levels. The youth in Lebanon did not have the privilege of stability to engage in civic activities and become active citizens. The youth need to collaborate with adults to explore different issues and opportunities to develop civic engagement in their own society. This study is an exploratory research which reveals the need for constructive plans in higher education in Lebanon that will lead youth to civic engagement and competence. It also focuses on exploring the existence of university curriculum that fosters the actual implementation of civic engagement and civic competency programmes. Data were collected using a qualitative framework. University students’ civic competency, knowledge, skills, participation in civic engagement, attitudes and efficacy are assessed by using focus group discussions with students and instructors. The research outcomes provide a foundation for the sustainable interventions through the development of a university curriculum.   Keywords: Civic engagement, civic competency, Lebanon.  

scholarly journals Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

2016 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Bakadzi Moeti ◽  
Rabson Killion Mgawi ◽  
Waitshega Tefo Smitta Moalosi
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Focus Group ◽  
Teacher Educators ◽  
Group Discussion ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Learning And Teaching ◽  
Teacher Trainees ◽  
Programme Content

Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical thinking among teacher trainees. Data was collected from Cohort 2015/16 PGDE students, through one on one interview with 59 students and 2 focus group discussions comprising five students in each focus group between April to June 2016. The findings revealed that the teacher trainees had a lower description of critical thinking during interviews, but refined during focus group discussions; however, the students were wide aware of factors influencing their inabilities to think critically during their training. These finding clearly indicated that most students were not applying critical thinking during their training. Through the interviews and focus group discussion, the study also identified strategies to promote the application of critical thinking in areas of programme content, teaching and assessment methods and techniques, programme logistics and personal attributes. The findings are instrumental to various key stakeholders. Specifically, the findings inform education institutions, teacher educators and students on how to promote critical thinking during teacher training. The study was qualitative, as such the findings will not be generalised. As such a similar study is recommended among the PGDE and other students but using quantitative and or mixed methods to allow inferences and generalisations.

E-Service Delivery in Higher Education

2012 ◽  
Vol 2 (2) ◽  
pp. 70-80
Author(s):  
Matt Elbeck ◽  
Brian A. Vander Schee
Keyword(s):  
Higher Education ◽  
Master Of Business Administration ◽  
Website Design ◽  
Student Survey ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Loyalty ◽  
Basic Performance ◽  
Business Administration Students ◽  
Survey Results

This study explores graduate students’ expectations regarding website design in higher education. Focus group discussions and the Kano method are used to improve the college website experience of Master of Business Administration students. Student survey results (n = 110) suggest 23 features describing an ideal college website. Results guide college website design according to three need-based groups; basic, performance, and excitement to improve website value to students and ultimately student loyalty.

scholarly journals Academics’ perception of knowledge sharing in higher education

2018 ◽  
Vol 32 (6) ◽  
pp. 1001-1015 ◽  
Author(s):  
Fenio Annansingh ◽  
Kerry E. Howell ◽  
Shaofeng Liu ◽  
Miguel Baptista Nunes
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Design Methodology ◽  
Organisational Culture ◽  
The Political ◽  
Constructivist Approach ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Content Type

Purpose Higher education (HE) institutions create, disseminate, share and exchange knowledge through relationships among people, processes and technologies. Knowledge sharing (KS) in academia enables people within the institute to develop practices which allow them to collect and share what they know. This often leads to actions that improve services and outcomes. Despite the opportunities, this sharing is not without implications as it exposes the knowledge sharer and recipient to a number of vulnerabilities and risks, which hinders the knowledge-sharing process. The paper aims to discuss these issues. Design/methodology/approach This paper adopted a constructivist approach, which utilised focus group discussions within three UK universities. These were identified to improve the usefulness and effectiveness of the knowledge-sharing process. Findings The paper concluded by purporting that by developing an understanding of the risks and opportunities of sharing HE, institutions will continue to grow, regenerate and develop knowledge. The results highlighted the plethora of risks and opportunities resulting from KS. These were further grouped into the political, social and organisational culture. Originality/value This paper addresses the gap of risks perceptions of KS in HE institutions.

scholarly journals Developing Learning Competencies of Multicultural and Local Wisdom Values-Based Islamic Religious Education in Higher Education in Indonesia

2021 ◽  
Vol 5 (1) ◽  
pp. 81-92
Author(s):  
Izzatul Mardhiah ◽  
Andy Hadiyanto ◽  
Amaliyah Amaliyah ◽  
Ahmad Hakam
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Religious Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Observation Study ◽  
Study Results ◽  
Islamic Religion ◽  
Learning Competencies ◽  
Main Components

This study aims to identify the competencies developed from multicultural values ​​and local wisdom in Indonesian society in Islamic Religion Education in Higher Education. This research method is qualitative, the technique of collecting data uses interviews, questioner, observation, study documentation, and focus group discussions. The subjects were lecturers and students participating in Islamic Religious Education learning. The study results found two main components, the competence of Islamic Religious Education Learning in Higher Education, which is based on multicultural values and local wisdom, and the development of indicators and instruments for assessing attitudes. The contribution of this research is the revitalization of the curriculum on the learning outcomes of Islamic education in the affective domain and cultivate multicultural values and local wisdom through Islamic Religious Education Learning in Higher Education.

scholarly journals Thought Processes College Students Use When Evaluating Faculty: A Qualitative Study

2010 ◽  
Vol 3 (3) ◽  
pp. 55-62 ◽  
Author(s):  
Mary Beth Pinto ◽  
Phylis M. Mansfield
Keyword(s):  
Higher Education ◽  
College Students ◽  
Cognitive Processing ◽  
Higher Education Administrators ◽  
Thought Processes ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Responses ◽  
Faculty Evaluations ◽  
Education Administrators

This study explores the thought processes college students use when answering survey questions on standardized course/faculty evaluations.   Thought processes are categorized as: System One or System Two, based on the framework developed by Kahneman (2003) and Stanovich and West (2000). System One processes are typically hurried, superficial, effortless, and charged with emotions. System Two processes are considered to be slower, more deliberate, thoughtful evaluations. Results from eight focus group discussions are provided.  Student responses were categorized according to their adherence to System One or System Two cognitive processing. In total, 59% of the student responses were categorized as System One. Implications for faculty and higher education administrators are presented.

scholarly journals Optimal Standards to Measure the Quality of Higher Education Institutions in Oman: Stakeholders’ Perception

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094744
Author(s):  
Amal Said Al-Amri ◽  
Priya Mathew ◽  
Yong Zulina Zubairi ◽  
Rohana Jani
Keyword(s):  
Higher Education ◽  
Community Involvement ◽  
Entire Range ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Quality Of Higher Education ◽  
Quality Of Teaching

Higher education institutions (HEIs) are increasingly being held accountable for maintaining quality in their activities by governments, industry, students, and the community as a whole. Accreditation agencies formulate assessment criteria covering the entire range of HEI activities so that the quality of HEI activities can be measured. However, as the perceptions of stakeholders varies of what makes a good HEI, it is crucial to investigate their opinions about the standards set by these agencies. This study uses focus group discussions involving Omani HEI stakeholders, including students, HEI staff, and employers, to gain insights into their perceptions on the most significant standards set by Oman Academic Accreditation Authority (OAAA) in measuring the quality of HEIs. It was found that stakeholders’ views of the key standards that measure HEI quality varies. Students were in favor of the standards related to the quality of teaching and learning. Students also show a good level of awareness about employers’ priorities. Employers were more concerned about the research skills of graduates and their industry and community involvement. There was also some agreement between staff and employers on the importance of governance and management. This study provides HEIs, OAAA, and partner universities insights into stakeholder priorities and concerns.

scholarly journals Are all students 'hard to reach' in a digital higher education (H.E.) context?

2017 ◽  
Vol 3 (1) ◽  
pp. 296
Author(s):  
Stella Jones-Devitt ◽  
Liz Austen ◽  
Brian Irwin ◽  
Kieran McDonald ◽  
Helen J. Parkin
Keyword(s):  
Higher Education ◽  
Information Retrieval ◽  
Professional Practice ◽  
Risk Taking ◽  
Digital Age ◽  
Teaching Excellence ◽  
Hygiene Factors ◽  
Student Focus ◽  
Pedagogical Challenge

Students entering Higher Education (HE) have high levels of digital capability built on the need to be socially-connected; they should be 'easy to reach’ if thinking about connectivity underpinning the digital age. Yet findings based on commissioned work exploring digital capability and teaching excellence (Austen et al, 2016) indicate that student appraisals of this relationship relate to the logistical benefits of technology rather than to the development of capabilities for professional practice, i.e. the multi-faceted set of academic and information-retrieval skills. Our study highlights a pedagogical challenge in needing to re-frame digital capability for all learners new to HE as this 'hard to reach' phenomenon is maintained by a student focus on technological hygiene factors rather than supported risk-taking. 

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