scholarly journals Organization Effectiveness as outcome of Ethical Leadership in Higher Education: A Qualitative Content Analysis

2018 ◽  
Vol V (3(1)) ◽  
pp. 50
Author(s):  
Pooja Paharia ◽  
Avantika Singh
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Ethical Leadership ◽  
Qualitative Content Analysis ◽  
Organization Effectiveness ◽  
Leadership In Higher Education

scholarly journals ENTREPRENEURSHIP EDUCATION IN THE HIGHER EDUCATION SYSTEM IN REPUBLIC OF NORTH MACEDONIA

2019 ◽  
Vol 2 (2) ◽  
pp. 210-220
Author(s):  
Katerina Shapkova Kocevska
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Educational System ◽  
Education System ◽  
Qualitative Content Analysis ◽  
Private Universities ◽  
Entrepreneurship Education ◽  
Education Programs ◽  
Higher Education System ◽  
Content Learning

This paper examines the entrepreneurship education programs present at the univer­sities in Republic of North Macedonia. The analysis covers the overall higher education system, including both state and private universities. The authors use qualitative content analysis in order to explore and compare different aspects of the programs, including: objectives and expected outputs of the entrepreneurial program, its content, learning and grading methods, quality as­surance and literature list. The findings of this work are expected to raise awareness about the importance of entrepreneurship education in the country and to serve as evidence for the relevant stakeholders to deliver more competitive, innovative and business supporting educational system.

scholarly journals A Qualitative Content Analysis of "Problem Students": How Can We Identify and Manage Them?

2020 ◽  
Author(s):  
Soleiman Ahmady ◽  
nasrin Khajeali ◽  
Masomeh Kalantarion ◽  
Mitra Amini
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Content Analysis ◽  
Data Analysis ◽  
Qualitative Content Analysis ◽  
Self Regulation ◽  
Counseling Centers ◽  
Analysis Method ◽  
Content Analysis Method ◽  
Data Saturation

Abstract Objectives: Problem students is one of the important issues in medical education. This qualitative study aimed to identify the problem students and the ways for managing these students from the educational experts view. Purposive sampling was used, and data collection continued until data saturation was achieved. The participants were 12 higher education experts and policymakers. Data analysis was performed by the content analysis method based on the Heidegger approach.Results: After data analysis, five main themes and 28 categories, and 164 codes were extracted. The reasons for changing a student to a problem students was: student self-regulation skills, multilayer interactions, curriculumfailure, identification policy and supportive solutions. The results indicated that despite revision in the curriculum, there were shortcomings in identification and management of problem students. This study emphasized that we could identify and manage this type of students with the best approach by faculty development, reviewing the faculty member recruitment, strengthening counseling centers, improving the exams, and screening the students on arrival.

Classification of higher education institutions: qualitative content analysis

2020 ◽  
pp. 87-99
Author(s):  
Liāna Supe ◽  
Ingūna Jurgelāne-Kaldava
Keyword(s):  
Higher Education ◽  
United States ◽  
Content Analysis ◽  
United States Of America ◽  
Research Method ◽  
Qualitative Content Analysis ◽  
Higher Education Institutions ◽  
The United States ◽  
Carnegie Classification

Aim – to identify criterions and parameters for classification of higher education institutions, using research method – qualitative content analysis. The following tasks are defined for reaching the aim: to conduct qualitative content analysis and define categories and their frequency; to describe and analyse defined categories; to compare different classifications of higher education institutions; to summarize the analysis results and draw conclusions. Research methodology – overview of literature and qualitative content analysis. Findings – qualitative content analysis helps to structure the information gathered, to select the relevant and applicable, and leads to the development of new categories; higher education institutions are classified in many ways, using different criterions and parameters; classifications made by individual researchers are available, as well as universally known and applied classifications of higher education institutions such as Carnegie Classification and European classification of higher education institutions. Research limitations – the classification of higher education institutions is analysed only from Europe and the United States of America.

scholarly journals eLearning for Tourism During COVID-19 - Learning from Students’ Perspectives. A Pilot Study

2022 ◽  
pp. 443-454
Author(s):  
Lea Hasenzahl ◽  
Soha Ghezili ◽  
Lorenzo Cantoni
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Pilot Study ◽  
Focus Group ◽  
Qualitative Content Analysis ◽  
Higher Education Institutions ◽  
The Other ◽  
Group Discussions ◽  
Knowing That ◽  
The Times

AbstractThis paper shows a first analysis of the experiences and challenges of studying tourism during the times of the COVID-19 pandemic. 14 tourism students from two higher education institutions in Europe participated in three focus group discussions. One generation of these students started their education in presence and had to shift online with the start of the pandemic, while the other generation started their education knowing that lessons would be mainly online. Authors used qualitative content analysis to analyze the participants’ statements. As a result of the analysis, several themes emerged, and students contextualized eLearning as an education method for a future without COVID-19.

scholarly journals Finnish students’ perceptions of key elements in effective online language courses: insights from the KiVAKO project

2020 ◽  
pp. 167-171
Author(s):  
Kirsi Korkealehto ◽  
Maarit Ohinen-Salvén
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Course Design ◽  
Qualitative Content Analysis ◽  
Language Instruction ◽  
Research Data ◽  
Online Questionnaire ◽  
Content Analysis Method ◽  
Language Courses ◽  
Language Capital

This study explored Finnish students’ perceptions of online language courses with the KiVAKO project (KiVAKO is an acronym in Finnish meaning strengthening the language capital at higher education institutions). The aim was to identify and make visible the aspects that need to be taken into account in designing an effective online language course. The research context included eight pilot courses created and implemented within the framework of the KiVAKO project, which seeks to develop a nationwide online language course offering. Language instruction is offered in Chinese, Estonian, Finnish Sign Language, French, German, Italian, Japanese, Korean, Portuguese, Russian, and Spanish on Common European Framework of Reference (CEFR) levels A1-C1. The research data consisted of responses to a post-course online questionnaire. The data were analysed according to a qualitative content analysis method. The findings indicate that clearly structured course design, relevant learning materials, appropriate teacher activities, and aligned assignments enhanced the students’ positive learning experiences.

scholarly journals Institutional responses to the COVID-19 pandemic: Faculty and administrator experiences

2021 ◽  
Vol 22 (3) ◽  
Author(s):  
Narketta Sparkman-Key ◽  
Tammi F. Dice ◽  
Alexandra C. Gantt
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Strategic Planning ◽  
Chaos Theory ◽  
Qualitative Content Analysis ◽  
Positive Outcomes ◽  
Institutions Of Higher Education ◽  
Future Directions ◽  
Institutional Responses ◽  
Faculty And Administrators

The onset of the COVID-19 pandemic required shifts in operations for institutions of higher education everywhere. Faculty and administrators were asked to adapt to meet the needs of students. We conducted a qualitative content analysis to understand institutional responses and examine the experiences of faculty and administrators during the COVID-19 pandemic through the lens of chaos theory. Institutional responses to the pandemic varied. Participants identified supports and resources deemed helpful, as well as those found to be inadequate or unwanted. We also found that the pandemic resulted in some positive outcomes for faculty and administrators, which led to growth in teaching and self-care. Implications for strategic planning and future directions for research are explored.

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