Emotional competence: a key leadership competence for university students

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Cecilia M.S. Ma
Keyword(s):  
Learning Outcomes ◽  
Youth Development ◽  
Emotional Competence ◽  
Effective Leader ◽  
Important Quality ◽  
Basic Concepts ◽  
Leadership Competence ◽  
Intended Learning Outcomes

AbstractIn the leadership literature, emotional competence is commonly regarded as an important quality of an effective leader. In this paper, the basic concepts and theories of emotional competence are introduced. The role of emotional competence in positive youth development and effective leadership is described. To help students appreciate the importance of emotional competence, a lecture on emotional competence was developed in a subject entitled “Tomorrow’s Leaders” at The Hong Kong Polytechnic University. The objectives, intended learning outcomes, lecture outline and lecture materials are presented in this paper. Issues regarding the teaching of emotional competence are discussed.

scholarly journals RETRACTED ARTICLE: Global Assessment in the World Bank Education Strategy 2020

2011 ◽  
Vol 2 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Christopher S. Collins
Keyword(s):  
Learning Outcomes ◽  
World Bank ◽  
Developed Countries ◽  
Quality Of Higher Education ◽  
The World Bank ◽  
Education Strategy ◽  
Retracted Article ◽  
Intended Learning Outcomes

This article examines the language of global accountability as well as the recommended tools used to assess the quality of higher education as noted in the new World Bank Education Strategy 2020. This article concludes that intended learning outcomes often reflect ideological dispositions and when imposed on countries considered “developing,” have the potential to replicate the pattern of placing greater value on knowledge produced in “developed” countries. This trend may continue to relegate developing countries to the role of consumers in the knowledge economy.

scholarly journals Social, usability, and pedagogical factors influencing students’ learning experiences with wikis and blogs

2008 ◽  
Vol 16 (2) ◽  
pp. 272-306
Author(s):  
Shailey Minocha ◽  
Dave Roberts
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Use Of Technology ◽  
The Social ◽  
Perceptions And Expectations ◽  
Intended Learning Outcomes

With a variety of technology-enabled tools and environments to choose from, it is increasingly difficult for educators to ascertain the factors that influence the quality of the students’ learning experience and hence make appropriate choices for the use of technology. In this paper, we discuss the role of two technologies — wikis and blogs — in teaching and learning. We provide case studies of two courses at the Open Umiversity, UK and empirical evidence of students’ experiences, perceptions, and expectations on these courses. We discuss the context of these courses and the usage of these technologies: The pedagogical underpinnings and the rationale for introducing these technologies; the intended learning outcomes from the usage of these tools; and the extent to which the activities based around these tools have enabled the intended learning and facilitated the learning process. We report on the social, usability, and pedagogical factors that have influenced the quality of students’ learning experience. The research reported in this paper aims to provide guidance to course designers and educators for choosing tools, particularly wikis and blogs, for their contexts and for creating value and generating a positive student experience to engender student satisfaction and retention.

Spirituality as a key positive youth development construct for university students

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Wynants Ho
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Spiritual Leadership ◽  
Developmental Outcomes ◽  
Curriculum Structure ◽  
Basic Concepts ◽  
Intended Learning Outcomes

AbstractThe curriculum of a lecture about spirituality in the course entitled “Tomorrow’s Leaders” developed by The Hong Kong Polytechnic University is introduced in this paper. With reference to the basic tenets of outcome-based learning, the intended learning outcomes and the curriculum structure are illustrated. The following topics related to the construct of spirituality are included in this paper: definition and basic concepts of spirituality, theories of spirituality, antecedents of spirituality, spirituality and adolescent developmental outcomes, spirituality and leadership, and ways to promote spiritual leadership. Topics for reflections are also presented at the end of the paper.

scholarly journals The role of the supervision of the school chairman as an effort to improve teacher professionalism in teaching

2021 ◽  
Vol 6 (1) ◽  
pp. 296
Author(s):  
Herlinawati Herlinawati ◽  
Muhammad Kristiawan ◽  
Alforqi Alforqi
Keyword(s):  
Learning Outcomes ◽  
Teacher Professionalism ◽  
Educational Institutions ◽  
Teaching Aids ◽  
Role Of Principal ◽  
Qualitative Descriptive ◽  
Principal Supervision ◽  
Descriptive Method

The principal is a leader in educational institutions that regulates and manages educational activities in schools. Therefore, school principals play an important role in improving the quality of education, especially improving teacher performance to be more enthusiastic and professional in teaching and developing themselves who are in charge of delivering lessons to students. This study aims to identify the role of principal supervision as an effort to improve teacher professionalism in teaching at SMA Negeri 10 OKU.This research was conducted at SMA Negeri 10 OKU. The research was carried out for 3 (three) months, starting from September 2020 to November 2020. The research method used was a qualitative descriptive method. Data collection techniques used include: (1) Interview or Interview; (2) Observation; (3) Documentation. Based on the research results, it was concluded that the principal had a role in the supervision carried out as an effort to improve teacher professionalism in teaching. It is known: (1) The role of principal supervision is evidenced by the teacher in planning lesson plans which are made reported and approved by the principal and according to the curriculum; (2) The role of principal supervision is proven by the teacher in carrying out the learning process in accordance with the learning device guidelines and using teaching aids; (3) The role of principal supervision is evidenced by the teacher evaluating the learning outcomes and reporting to the principal; (4) The role of principal supervision is evidenced by the teacher following up on the learning outcomes in accordance with the direction of the principal; (5) The role of principal supervision is evidenced by the teacher providing guidance to students.

scholarly journals PERAN LPTK DALAM PEMBENTUKAN TENAGA PROFESIONAL BERBASIS SYARIAT ISLAM DI ACEH

2011 ◽  
Vol 35 (1) ◽  
Author(s):  
Muhibbuthabry Muhibbuthabry
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Systems ◽  
Teaching Materials ◽  
Learning Materials ◽  
Optimal Learning ◽  
Quality Of Learning

<p>Abstract: The Role of LPTK in Creating Syari’ah Based Professional Workforce in Aceh. The Institution of Learning for Educational workforce (LPTKs) plays an important role in the process of producing professionals in their fields. This article studies the extent to which such institutional programs play, especially those mainly associated with the Islamic sya’riah implemented in Aceh region. The writer of this article argues that, in terms of quality, it can be revealed from how far the lecturers are capable of facilitating the students’ learning process and its relevance to teaching materials. Therefore, the author concludes that the quality of learning can be conducted with the intensity of the systemic and synergistic lecturers, students, curriculum and learning materials, media, facilities, and learning systems in producing process and the optimal learning outcomes in accordance with the demands of curriculum.</p><p><br />Kata Kunci: workforce, professional, LPTK, Aceh<br /><br /></p>

scholarly journals Assuring the Quality of the Course Learning Outcomes Assessment Process

2021 ◽  
Author(s):  
Walid Ibrahim ◽  
Hoda Amer
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Learning Experience ◽  
Assessment Process ◽  
Learning Outcomes Assessment ◽  
Proper Actions ◽  
Definition Of ◽  
Intended Learning Outcomes ◽  
Practical Instrument

Learning Outcomes Assessment (LOA) provide educators with a practical instrument to review and enhance the alignment between the planned, delivered and experienced curriculum. Effective LOA processes help educators decide on the proper actions to take and the strategies to implement in order to ensure the continuous improvement of the student learning experience, and the attainment of the intended learning outcomes. Nonetheless, the adoption of LOA in higher education is still lagging and the assessment loop is rarely closed. This is mainly due to the indigent implementation of the assessment processes, and the vague definition of the responsibilities and quality assurance measures. This paper introduces a committee infrastructure to foster accountability and responsibility and assure the quality of the implemented assessment processes. The infrastructure has been established syccessfully over the last few years, and a noticeable improve in the execution of the assessment process has been detected.

Hakikat dan Konsep-Konsep Dasar Psikologi Pendidikan, Belajar dan Pembelajaran Serta Faktor-Faktor yang Mempengaruhinya

2014 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
Rusdi Rusdi
Keyword(s):  
Learning Outcomes ◽  
Educational Psychology ◽  
Business Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Human Beings ◽  
Psychological Knowledge ◽  
Actual Teaching

Is a must for every educator who is responsible, that he was in carrying out his duties,act in a manner consistent with the \"state\" of the students. In this context, the role of psychology as a scienceknowledge which seeks to understand human beings, with the goal to be able to treat it with moreright. Therefore, the psychological knowledge of students in the educational process is necessary andimportant for every educator; so that every educator should be a requirement to have knowledgeon educational psychology. The central issue in educational psychology is a matter of learning andlearning. This is not surprising, because the actual teaching and learning is a follow implementationin business education. In seeking to educate, children students learn and the teachers do the teachingto the students. The quality of students' learning outcomes are determined by the learning process that caninfluenced by many factors, both internal and external.

Quality assurance in tertiary agricultural education in Africa.

2021 ◽  
pp. 171-181
Author(s):  
Violet Makuku ◽  
Young Kafui Abel Etsey
Keyword(s):  
Quality Assurance ◽  
Learning Outcomes ◽  
Agricultural Education ◽  
Sound Quality ◽  
Pan African ◽  
Workplace Needs ◽  
Social Importance ◽  
Key Terms

Abstract This chapter focuses on the quality of higher agricultural education as a means of transforming learning and knowledge outcomes, measured in terms of graduates, research products and outreach activities. Learning outcomes include students' competencies - i.e. knowledge, skills and attitudes - and the degree to which they are relevant to workplace needs. Knowledge outcomes take the form of ideas, analyses, inventions and publications; they can be measured based on the extent to which they address current and emerging problems of economic and social importance. The chapter begins by defining key terms and explaining how quality assurance fits within the management and operation of universities. The chapter then explores the role of organizations, networks, associations, activities and initiatives in developing and implementing sound quality-assurance practices across institutional, national, regional and pan-African levels.

scholarly journals Efforts to Improve Simple Dialogue Writing Skills Through the Guided Writing Activity Strategy (SAMT) in Class IV Students of SDN Malaka Jaya 06 Pagi

2021 ◽  
Vol 8 (8) ◽  
pp. 288
Author(s):  
Jayanti Elishabet Carolina ◽  
Gusti Yarmi ◽  
Dorutul Yatimah
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Guided Writing ◽  
Improving Student Learning ◽  
Activity Strategy ◽  
Writing Activity

The use of the Guided Writing Activity Strategy (SAMT) method in making a simple dialogue script can be applied by the teacher to optimize the ability of students. SAMT method makes the role of the teacher who so far has only been a giver of assignments will switch in the form of collaboration with students. SAMT method in fifth-grade students of SDN Malaka Jaya 06 Pagi East Jakarta is intended to make efforts to improve the quality of learning, especially on simple dialog scriptwriting skills that are expected to affect improving student learning outcomes in writing simple dialog scripts.

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