scholarly journals Implementasi OLAP pada Data Kerja Praktik dan Tugas Akhir Menggunakan Framework Modular Cube JS

2021 ◽  
Vol 6 (3) ◽  
pp. 142
Author(s):  
I Komang Arya Ganda Wiguna ◽  
Desak Putu Diah Kumala Dewi ◽  
I Gede Iwan Sudipa
Keyword(s):  
Higher Education ◽  
Data Entry ◽  
Tertiary Institution ◽  
The Public ◽  
Academic System ◽  
Report Data ◽  
Separate System ◽  
Analytical Processing ◽  
The Government ◽  
Suitable System

The government's role in the implementation of higher education in Indonesia is to provide a university database. It is hoped that the government and the public can participate in assessing and conducting surveillance with the database. Every tertiary institution must report everything related to the implementation of education, starting from lecturer data, student data, and lecture data. In its performance, a Dikti Feeder application has been prepared that can transmit data. Each university will adjust the data entry following the Dikti standards. As one of the higher education providers, STMIK STIKOM Indonesia has been able to report data well, but specifically for final assignments and work practices, it has not been maximized due to the development of a separate system from the academic system. For this reason, a suitable system will be developed to accommodate Thesis and Internship data related to reporting on the Dikti Feeder by applying the Online Analytical Processing (OLAP) method using the Cube JS modular framework. Some of the tests carried out are schema file testing, frontend and backend testing, cube client testing, querying testing and load request testing showing the data can be displayed correctly and the process is successful.

scholarly journals Regulating Private Higher Education in South Africa

2015 ◽  
Author(s):  
Chika Sehoole
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Financial Crises ◽  
Global Financial Crisis ◽  
Private Higher Education ◽  
Private Companies ◽  
The Public ◽  
The Government ◽  
Laws And Policies ◽  
The Global Financial Crisis

This article makes case of how South Africa has been able to use its laws and policies to achieve its objectives of regulating private higher education. This happened in the context of an ascendancy of neo-liberal policies which favoured deregulation and the rolling back of the state. Through these policies the government was able to protect the public even during the global financial crisis as it had registered credible and financially sound institutions which could weather off the financial crises which affected many private companies worldwide.

Restructuring the Public Service—The Integration of Data Entry and Clerical Areas

1992 ◽  
Vol 34 (3) ◽  
pp. 420-435 ◽  
Author(s):  
Sue Whyte
Keyword(s):  
Public Service ◽  
Data Entry ◽  
Work Design ◽  
Quality Of Work Life ◽  
The Public ◽  
Work Area ◽  
Wage Agreement ◽  
Second Tier ◽  
The Government ◽  
Federal Public Service

The 1987 second-tier wage agreement between the federal public service and the government provided for the restructuring of employment in the public service, including the integration of job classifications and extensive job redesign. This paper is based on research, conducted within a department of the federal public service, into the process of integrating data entry processors and their functions into the mainstream clerical work area. It also examines the wider process of participative work design, in particular its ability to provide a mechanism for worker participation and to improve the workers' quality of work life. In terms of the integration of data entry and clerical streams the process has been very successful. There is some dissatisfaction and disenchantment on the part of some clerks, but for most workers it has provided positive and worthwhile improvements in job satisfaction. In terms of the participative work design, the process has been less successful, although it seems to have contributed to a shift in organizational culture toward increased participation and consultation with workers.

Back on to the Agenda

2008 ◽  
Author(s):  
James Herbert
Keyword(s):  
Higher Education ◽  
Research Council ◽  
Higher Education System ◽  
The Public ◽  
Arts And Humanities ◽  
The Government ◽  
Education And Employment ◽  
The Uk ◽  
Financing Higher Education ◽  
Research Facilities

This chapter discusses the reintegration of the need for Humanities Research Council back onto the public agenda and into the policy stream of the UK government. The issue of the Research Council for the humanities came into public and governmental attention when it was fastened to the dilemmas of financing higher education, which itself was tied to the uncertainty of the UK economy. In May 1996, the Secretary of State for Education and Employment together with Secretaries of State for Wales, Scotland and Northern Ireland appointed Chairman Ron Dearing to create a body that would inquire into the higher education system of the UK. In 1997, the committee produced a report, Higher Education in a Learning Society, or the Dearing Report. The report charted a course for higher education in the UK for the next twenty years. This so-called intellectual capital called for a higher quality of teaching and the need for researchers and research facilities. It offered 93 specific recommendations, among which was a recommendation advocating the immediate establishment of a new Arts and Humanities Research Council (AHRC). In 1998, the government recognized the need for the establishment of a research council for humanities and announced the provision of £8M in 1998–1999 for arts and humanities research, albeit after lengthy considerations.

Integrating Open and Big Data via ‘e-Oman’: prospects and issues

2016 ◽  
Vol 9 (4) ◽  
pp. 607-621 ◽  
Author(s):  
Stuti Saxena
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Case Studies ◽  
Open Data ◽  
Future Research ◽  
The Public ◽  
Online Portal ◽  
Higher Education Admissions ◽  
The Government ◽  
Government Portal

While ‘e-Oman’ is a repository of Open Data, its significance in terms of being a potent source for Big Data deserves attention. This paper seeks to underscore how important is the integration of Big and Open Data in e-Oman – the e-government portal of Oman. Drawing evidence from four case studies based on the Higher Education Admissions Center (HEAC) ‘e-Portal’ – an online portal meant for the payment of electricity bills, traffic fines and visa applications – the paper lends support to the implementation of integration of Big and Open Data which, for a number of purposes, could be better harnessed. Thus, while the paper identifies the opportunities entailed in achieving the integration of Big and Open Data in the context of the case studies chosen for the study, there are concomitant challenges impacting this integration that need to be addressed. Specifically, e-Oman needs to be updated with Open Data and the government needs to take steps to build and maintain a robust physical, human and information infrastructure for harnessing the potential of integrating Open and Big Data in the public sector. The paper concludes with directions for future research.

scholarly journals Implementasi Manajemen Mutu Terpadu Pendidikan Tinggi

2019 ◽  
Author(s):  
mhd ilham ◽  
Rusdinal ◽  
Hade Afriansyah
Keyword(s):  
Higher Education ◽  
High Quality ◽  
The Public ◽  
The Government

This article is used as an illustration in making improvements to education in Indonesia that are useful for creating quality graduates from higher education. In the implementation of education, both by the government and foundations, it will be a highlight of the community using higher education graduates regarding quality and quantity in the eyes of the public. The implementation of education must be of high quality and have high accountability, this is what makes people's hopes for higher education in Indonesia. Education that provides guarantees and clear goals for students will shape the character of the participants to be educated and their potential. With that graduates of higher education can use the best graduates from higher education.

“Private” and “Public”; Analysis Amid Ambiguity in Higher Education

1986 ◽  
Author(s):  
Daniel C. Levy
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Private Higher Education ◽  
Alma Mater ◽  
The Public ◽  
Behavioral Criterion ◽  
Private And Public ◽  
The Government ◽  
Desperate Attempt ◽  
The U.S

When a well-bred Yale alumnus like William F. Buckley, Jr., sardonically suggests that his alma mater donate itself to the state of Connecticut (“To tell the truth, I don’t know that anything much would happen.”), some conventional assumptions require reexamination. Chief among these is the much ballyhooed distinction between “private” and “public.” Analysis reveals serious ambiguities. We lack an agreed-upon notion of what defines our types. Different observers define the private-public split by different criteria. In fact, criteria are usually implicit and fuzzy, but even when they are explicit and clear, they vary. What defines a private institution for one observer does not do so for another. And the problem goes beyond this definitional conflict. As will be shown at least for higher education, no behavioral criterion or set of criteria consistently distinguishes institutions legally designated private from institutions legally designated public. Surely this volume’s chapters, on both schools and universities, arrive at no such criteria; instead, as discussed below, several provide evidence of increasing private-public blurring. In a desperate attempt to reassert its distinctiveness, the U.S. private higher-education sector has recently rebaptized itself “the independent sector.” The new nomenclature, while it brings private higher education under a terminological umbrella widely used by the U.S. nonprofit world, contributes nothing to definitional clarity. It is simultaneously intended to legitimize the private sector’s claim to the public dollar (by downplaying privateness) and yet to distinguish that sector from the public sector by emphasizing its autonomy from government. The first aim, of course, undermines the second. Looking abroad seems to frustrate yearnings for clear definitional usage. England, for example, long noted for its paradoxical labeling of private and public secondary education, offers an ambiguous picture at higher levels as well. All the universities, even those financed over 90% by the government, form what is still frequently called the autonomous or private sector, distinct not from public universities but from the technical sector of higher education (which is consensually considered public). Increasingly, however, one hears England’s universities identified as public.

scholarly journals Advantages of Employment after Retirement – A Content Analysis Approach. What Is Academic Professional Experience Worth After Retirement Age?

2019 ◽  
Vol 9 (6) ◽  
pp. 65
Author(s):  
Nitza Davidovitch ◽  
Eyal Eckhaus
Keyword(s):  
Higher Education ◽  
Research Performance ◽  
Retirement Age ◽  
Academic Experience ◽  
Senior Faculty ◽  
The Public ◽  
Academic System ◽  
Academic Faculty ◽  
Performance Ability ◽  
Faculty Employment

This study is a pioneer study that examines the advantages of faculty employment after retirement age from the perspective of academic faculty. The economic-industrial literature suggests that prior experience is a major consideration in the industry, particularly in the process of selecting suppliers, and the weight given to occupational experience has an effect on other advantages as well.  108 questionnaires administered to senior faculty were collected in a case study of a single university. A combined research method including qualitative and statistical analyses was employed, with the aim of exploring the advantages of faculty employment at institutions of higher education after retirement age. The current research findings show that most of the faculty members claim that the experience accumulated by faculty who have passed the retirement age is their strongest advantage. Furthermore, professional-academic experience was found to correlate with other advantages, namely knowledge, international contacts, deeper familiarity with the global academic system, improved teaching capabilities, and improved ability to guide advanced studies. This, in addition to the advantages of personal-professional skills: more patience and greater research performance ability.  The findings raise the practical question of the implications for the academic system in general and for the public academic system in particular. In other words, how does the public system of higher education translate the advantages of previous academic experience beyond retirement age? What are the benefits for colleagues, young faculty, the institutions – and the system of higher education in general, with regard to research, teaching, and contribution to the community?

scholarly journals Economic Crisis and Higher Education in Greece

2016 ◽  
pp. 120-148 ◽  
Author(s):  
Charalampos Giousmpasoglou ◽  
Evangelia Marinakou ◽  
Vasileios Paliktzoglou
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Rural Areas ◽  
Policy Makers ◽  
The Public ◽  
Trade Unionism ◽  
Technological Institutes ◽  
The Government ◽  
Industry Needs ◽  
The Impact

It can be argued that higher education (HE) in Greece has always been problematic and dysfunctional in the post-dictatorship era (1974-2008). This is evident from the fact that Greek governments have failed to reform HE according to the EU standards despite the public demand and industry needs. Additionally the existence of a large number of state universities and technological institutes (TEIs) in combination with the phenomena of: nepotism, favouritism, trade unionism, political involvement, and the creation of unnecessary departments in rural areas in order to satisfy the local voters support this argument. This chapter describes the current situation of HE in Greece. It discusses the challenges that staff, students and the government face from the impact of the economic crisis. In addition, it provides an overview of the effects of the changes in HE on the society. Finally, it explores the prospects and opportunities that exist for HE policy makers, staff and students; especially in terms of their future employability.

scholarly journals PENGARUH CREDIBILITY DAN ATTRACTIVENESS ENDORSER TERHADAP PROSES PEMILIHAN POLITEKNIK LP3I JAKARTA SEBAGAI TEMPAT KULIAH

2018 ◽  
Vol 7 (2) ◽  
pp. 40
Author(s):  
D Purnomo
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Research Method ◽  
Selection Process ◽  
The Other ◽  
Analysis Tool ◽  
Education Services ◽  
Verification Method ◽  
The Public ◽  
The Government

<p><strong><em>Abstract</em></strong></p><p><em>Many Polytechnics, as vocational education providers offer education services even by providing guaranteed employment before graduating from college with attractive promotional programs, even by cutting celebrities. One side of the government has educated the public to continue their education on vocational education, but on the other hand, the number of Polytechnic enthusiasts remains much smaller than other forms of higher education. This study aims to determine the responses of respondents to the credibility and attractiveness endorsers of the Polytechnic LP3I Jakarta (PLJ), the PLJ selection process as a place of study, as well as the influence of PLJ credibility and attractiveness towards the PLJ selection process as a place of study. This research method uses descriptive verification method, with a regression analysis tool with SPSS 16. The results show that the credibility and attractiveness of PLJ endorsers as well as the PLJ selection process as a lecture place are responded well at a good level by respondents, besides that there is an influence from the credibility and attractiveness of PLJ endorsers to the PLJ selection process as a place of study.</em></p><strong><em>Keywords:</em></strong><em> Credibility, Attractiveness, Endorser, Selection Process.</em>

scholarly journals Government Engineering Colleges in Assam: Current Status and Steps for Improvement

2020 ◽  
Vol 7 (4) ◽  
pp. 1-11
Author(s):  
Salim Barbhuiya
Keyword(s):  
Higher Education ◽  
State Government ◽  
Gap Analysis ◽  
Technical Education ◽  
Rapid Development ◽  
The State ◽  
Education Sector ◽  
Current Status ◽  
The Public ◽  
The Government

The State Government has well understood the demand of technical education in the state and attention is focused on rapid development in this field, with global professional standards and international accreditation being recognised as the benchmarks for quality assurance. In this regard, it is important to understand an accord called “The Washington Accord”. This is an international agreement to ensure consistent quality of undergraduate engineering program across the World. Programs recognised by accrediting authorities in countries that are signatories are considered to be equivalent in terms of quality and the graduate attributes. In 2014, the National Board of Accreditation (NBA) India joined as a signatory for programs accredited by NBA offered by education providers accepted by NBA as Tier 1 institutions. In February 2015, the Government of Assam appointed an expert team from the Faculty of Science and Engineering at Curtin University Australia to conduct an audit of technical education in the public sector. The purpose of the audit was to find the gaps that may exist in governance, curriculum, policies, guidelines and community engagement in relation to those to be required and found in a Washington Accord approved programme. This paper summarises some of the gaps. This is followed by recommendations to improve the technical education sector in Assam. The findings in the gap analysis are the first in a series of steps toward the long-awaited restructuring of the technical higher education sector in the state of Assam. It is now up to the Government of Assam to take the necessary steps in addressing the issues to re-energise the technical higher education sector and bring the public technical colleges to the forefront of quality Indian institutions offering international standard engineering education and infrastructure.

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