scholarly journals Principles of Sampling in Educational Research in Higher Education

2015 ◽  
Vol 1 ◽  
pp. 25
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Educational Research ◽  
Scientific Literature ◽  
Research Question ◽  
Interpretive Research ◽  
Research Paradigm ◽  
Research Directions ◽  
European Higher Education ◽  
New Research

<em>Innovation and creativity in European society are fostered via a dynamic and flexible European higher education based on the integration between education and research at all levels (Communiqué, 2009). The synergy between education and research is effeciently driven via educational research.</em> <em>Sampling as an element of the educational research has a two-fold role: sample size is inter-connected with statistical analysis of the data and generalisation. Against this background, little attention has been given to principles of sampling in educational research. The research question is as follows: what principles form sampling in educational research? The aim of the research is to analyse scientific literature and work out principles of sampling in educational research underpinning elaboration of a new research question for further studies in educational research. The present research involves a process of analysing the meaning of the key concept “principle”. In the empirical study, explorative research was employed. Interpretive research paradigm was used. The empirical study involved six experts from different countries in February 2013 – July 2014. The findings of the research allow drawing the conclusions on the elaborated principles of sampling in educational research. Directions of further research are proposed.</em>

scholarly journals Master Programme “Information and Electrical Engineering” for International Students at Hochschule Wismar: Theoretical Framework

2017 ◽  
Vol 2 (1) ◽  
pp. 167-174
Author(s):  
Andreas Ahrens ◽  
Norbert Grünwald ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska ◽  
Julija Melnikova
Keyword(s):  
Higher Education ◽  
International Students ◽  
Empirical Study ◽  
Engineering Students ◽  
Research Question ◽  
Case Study Research ◽  
Structured Interview ◽  
Theoretical Framework ◽  
European Universities ◽  
European Higher Education

Abstract Hochschule Wismar, Germany, has been implementing Master programmes for international students since 1992. However, for most European universities, it is a rather new phenomenon. The purpose of the work is to analyse scientific literature on European higher education programmes for international students and to outline a theoretical framework of European higher education programmes for international students underpinning elaboration of new research question on master programmes for international engineering students. The research methodology comprises the study of the meaning of the key concepts of “framework”, “theoretical framework” and “international students”. Moreover, the logical chain of analysis is shown: theoretical framework → empirical study within a multicultural environment → conclusions. The case study research is applied. The empirical study was carried out at Hochschule Wismar, Germany in March 2017. Semi-structured interview served as the basis for data collection. The empirical findings allow complementing the elaborated theoretical framework consisting of the concepts on reasons for, language and impact of Masetr programme for international students with such a concept as European Credit Transfer System (ECTS). Directions of further research are proposed. The novel contribution of the paper is the newly formulated research question on master programmes for international students.

scholarly journals A Novel Design of the Pre-Processing Stage of Data Mining for Educational Purposes

2019 ◽  
Vol 1 (1) ◽  
pp. 353-361
Author(s):  
Andreas Ahrens ◽  
Norbert Grünwald ◽  
Jeļena Zaščerinska ◽  
Julija Melnikova
Keyword(s):  
Data Mining ◽  
Empirical Study ◽  
Scientific Literature ◽  
Research Question ◽  
Theoretical Modelling ◽  
Data Sets ◽  
The Novel ◽  
Processing Stage ◽  
New Research

AbstractAs data sets, in education too, change in size and structure, an appropriate design of the preprocessing stage of data mining for the implementation of data mining for educational purposes is becoming a hot research topic. The aim of the present research is to carry out interdisciplinary analysis of scientific literature on pre-processing in data mining and to design a pre-processing stage of data mining for educational purposes underpinning elaboration of a new research question. The present research employs both theoretical and empirical methods. Theoretical methods include analysis of scientific literature and theoretical modelling. The theoretical findings allow identifying sub-stages of the pre-processing stage for the implementation of data mining for educational purposes. The empirical study was carried out in 2018. The study was a case study The empirical results emphasize the main areas of analysis of teachers’ behaviour in an international project. The empirical study validates the model of the pre-processing stage of data mining for educational purposes. The practical application of the model allows drawing a conclusion that the model is valid. The novel contribution of this paper is the design of the sub-stages of the preprocessing stage for the implementation of data mining techniques for educational purposes.

Burstiness in Quasi-Group Decision Making in Business Settings

2018 ◽  
pp. 97-131
Keyword(s):  
Decision Making ◽  
Empirical Study ◽  
Business Process ◽  
Group Decision Making ◽  
Mirror Neurons ◽  
Group Decision ◽  
Research Question ◽  
The Novel ◽  
Key Concepts ◽  
New Research

Business advances its business process in order to adapt to a constantly changing situation in economy and society. Analysis of buyers' burstiness assists in optimization of flow of business process in order to increase the profit. However, burstiness in quasi-group decision making in business settings has not attracted a lot of research efforts. The aim of the chapter is to explore the nature, origins, and impact of burstiness in quasi-group decision making in business settings underpinning implementation of an empirical study and elaboration of a new research question for further studies. The meaning of such key concepts as burstiness, mirror neurons, quasi-group, and decision making is studied. Moreover, the study demonstrates how the key concepts are related to the idea of business settings. The novel contribution of this manuscript is the newly defined research question on burstiness in quasi-group decision making in business settings. Directions of further research are proposed.

scholarly journals Brand of European Higher Education Institution as a Key Factor for Foreign Students

2020 ◽  
pp. 181-194
Author(s):  
Inga Sina ◽  
Aija Sannikova ◽  
Fawad Sajjad
Keyword(s):  
Higher Education ◽  
Significant Role ◽  
Foreign Students ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Nonparametric Tests ◽  
Key Factor ◽  
Survey Results ◽  
European Higher Education ◽  
The Creation

This paper summarizes the arguments and counterarguments within the scientific discussion on the issue of brands of European Higher Education Institutions as a key factor for foreign students. The globalization of education processes and the creation of a united European education area have increased foreign students' interest to study in Europe.Increasing unemployment, poverty, inconsistency in education, economic problems, political instability, low job opportunities, and unsafe environment are the undeniable reasons for young students to explore higher education opportunities in foreign countries. The main purpose of the research is to describe the factors affecting foreign students' choice ofEuropean Higher Education Institutions and provide information on the factors, which are of great importance. For achieving the aim, the previous research and scientific literature are studied, and a survey is conducted using a questionnaire. Investigation of the topic of brands of European Higher Education Institutions as a key factor for foreign students in the paper is carried out in the following logical sequence: the study of previous research and scientific literature and analysis of the survey results. Methodological tools of the research methods are the creation of a database of respondents, a survey on the factors impacting the choice of Higher Education Institutions in Europe by foreign students and analysis and interpretation of the survey results using nonparametric tests. The object of research is the field of Higher Education in Europe, and the subject of the research is consumer choice in Higher Education in Europe. The paper presents the results of an empirical analysis on brands of European Higher Education Institutions as a key factor for foreign students. It showed that four groups of factors – regional, political financial, and educational – play a significant role in the choice of European Higher Education Institutions by foreign students. The research empirically confirms and theoretically proves that the most significant role in the choice of Higher Education Institutions in Europe for all level of students – Bachelor's, Masters and Doctors - play educational factors, the least significant role – political factors. The results of the Kruskal-Wallis H test show that there are statistically significant differences in the assessment of the role of factors in choosing the place of studies in Europe in different levels of study programs. The results of the research can be useful for decision-makers in Higher Education Institutions in Europe when working out different student attraction strategies, thus increasing the number of students and competitiveness. Keywords foreign students, globalization, Higher education, International Business Administration, students' choice.

scholarly journals Theoretical and Empirical Background for a Higher Education Model of Active Community Learning

2019 ◽  
Author(s):  
Gabriella Pusztai ◽  
Zsuzsanna Demeter-Karászi ◽  
Tímea Szűcs
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Community Learning ◽  
Research Directions ◽  
Non Traditional Students ◽  
Basic And Applied Research ◽  
New Research ◽  
Teaching Learning ◽  
The University ◽  
Development Center

Higher Education Research and Development Center (CHERD) at the University of Debrecen performed several basic and applied research on Higher Education. Debrecen is a typical regional HE institution with international attraction in the peripheral area of EU. We performed a series of student surveys during the last decade, and we had the opportunity to reveal the process of gaining ground of non-traditional students in HE. Our center provides an inspiring context for  researchers, where they have opportunity to discuss  their formulating new research directions  and to interpretat data and research results together. The Center supports talent esplorations and -development. Both MA/PhD students and researchers with great experience work together as a learning community. Thus, the mutual transfer and exchange of experience makes possible a continuous teaching-learning process during the research. Further more the concentration of professional development increases a special form of social capital.

scholarly journals The Impact of the Covid-19 Pandemic on the Development of Higher Education

2021 ◽  
Vol 46 ◽  
pp. 132-147
Author(s):  
Leila Sultanova ◽  
Liudmyla Milto ◽  
Maryna Zheludenko
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Educational Systems ◽  
Research Directions ◽  
Digital Resources ◽  
Academic Mobility ◽  
Main Research ◽  
Learning And Teaching ◽  
European Higher Education ◽  
The Impact

The main research directions of the situation in European higher education and Ukraine such as emergency transition to distance learning and teaching; problems related to internationalization and academic mobility; the impact of COVID-19 pandemic on research; the importance of cooperation with various organizations; strengthening of European higher education at the international level; and consequences of the crisis and prospects for higher education have been defined. The threats and potential emergence of destabilizing natural circumstances for the development of educational systems in a society, in particular higher education, have been described in global, European and national dimensions.Four groups of teachers that have been formed in forced transition to distance education. The groups have included the teachers of the subjects that required a significant amount of practical and laboratory work; teachers who actively used digital technology before the pandemic; teachers familiar with digital technologies; teachers who failed to master new tools for organizing learning, teamwork and expanded use of digital resources. The problems of the lack of professionally developed programs for online learning, insufficient funding, the need for methodological training of teachers to work with students online, which are common to most universities, have been identified.

scholarly journals Understanding Software-2.0

2021 ◽  
Vol 30 (4) ◽  
pp. 1-42
Author(s):  
Malinda Dilhara ◽  
Ameya Ketkar ◽  
Danny Dig
Keyword(s):  
Machine Learning ◽  
Longitudinal Study ◽  
Empirical Study ◽  
Large Scale ◽  
Research Directions ◽  
Common Practices ◽  
Increasing Trend ◽  
Usage Patterns ◽  
New Research ◽  
Shed Light

Enabled by a rich ecosystem of Machine Learning (ML) libraries, programming using learned models , i.e., Software-2.0 , has gained substantial adoption. However, we do not know what challenges developers encounter when they use ML libraries. With this knowledge gap, researchers miss opportunities to contribute to new research directions, tool builders do not invest resources where automation is most needed, library designers cannot make informed decisions when releasing ML library versions, and developers fail to use common practices when using ML libraries. We present the first large-scale quantitative and qualitative empirical study to shed light on how developers in Software-2.0 use ML libraries, and how this evolution affects their code. Particularly, using static analysis we perform a longitudinal study of 3,340 top-rated open-source projects with 46,110 contributors. To further understand the challenges of ML library evolution, we survey 109 developers who introduce and evolve ML libraries. Using this rich dataset we reveal several novel findings. Among others, we found an increasing trend of using ML libraries: The ratio of new Python projects that use ML libraries increased from 2% in 2013 to 50% in 2018. We identify several usage patterns including the following: (i) 36% of the projects use multiple ML libraries to implement various stages of the ML workflows, (ii) developers update ML libraries more often than the traditional libraries , (iii) strict upgrades are the most popular for ML libraries among other update kinds, (iv) ML library updates often result in cascading library updates, and (v) ML libraries are often downgraded (22.04% of cases). We also observed unique challenges when evolving and maintaining Software-2.0 such as (i) binary incompatibility of trained ML models and (ii) benchmarking ML models. Finally, we present actionable implications of our findings for researchers, tool builders, developers, educators, library vendors, and hardware vendors.

scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

scholarly journals The Institutional Organizational Theory As A New Research Framework For Understanding Contemporary Organizations

2014 ◽  
Vol 52 (3) ◽  
pp. 242-262
Author(s):  
Nebojša Janićijević
Keyword(s):  
Higher Education ◽  
Organizational Theory ◽  
Education Sector ◽  
European Higher Education Area ◽  
Research Framework ◽  
Cognitive Components ◽  
Education Model ◽  
European Higher Education ◽  
New Research ◽  
Institutional Pattern

Abstract This paper presents basic postulates of the institutional, organizational theory as a new research framework for understanding contemporary organizations structuring and functioning. More and more structures in modern societies are being institutionalized due to changes in technical, social, and political spheres. Organizations in institutionalized sectors do not prove their legitimacy by their rationality and effectiveness, but by implementation of the current institutional pattern. Institutional pattern has its regulatory, normative, and cultural-cognitive components, and it is imposed on organizations within a sector by means of coercive, normative, and mimetic mechanisms. The consequence of implementing of a uniform institutional pattern in the structuring and functioning of all organizations within a sector is organizational isomorphism. The described elements of the institutional, organizational theory are applied in the analysis of structuring and functioning of universities and faculties in the higher education sector in Europe and Serbia. It is shown how the Bologna Higher Education Model, as a typical institutional pattern, impacts structuring and functioning of all universities and faculties in the European higher education area, thereby implicating their organizational isomorphism.

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