scholarly journals Attitudes towards infopreneurship among information science students at a higher education institution

2022 ◽  
Vol 20 (1) ◽  
pp. 49-57
Author(s):  
Thobekani Lose ◽  
Sebenzile Khuzwayo

This study aimed to explore the attitudes of students of a higher education institution towards infopreneurship. The study emanated from observations that the widespread use of information technologies has created a new sector in the labor market – infopreneurship. The study adopted the case study research design based on focus group discussions to establish the students’ attitudes towards infopreneurship. The participants for the focus groups were students of the Information Science department at the University of Technology, Cape Town. Data collection during the focus group discussions was based on unstructured interviews. Quantitative data analysis was applied based on data reduction from codes to categories. An enterprising attitude (26.4% code frequency) dominated the positive responses while negative attitudes were mainly reflected by a critical attitude (20.8% code frequency) towards infopreneurship. While it appeared that positive attitudes were more prevalent than negative attitudes, there were notable observations that the respondents were critical or neutral towards the essence of infopreneurship in the South African context. It was found that the belief that infopreneurship is not a viable form of employment was still prevalent. Some respondents believed that employment means working for someone. They felt that there is greater respect in being employed than engaging in infopreneurship. Some respondents, however, appear to have stronger entrepreneurial orientations and felt that infopreneurship offers the best employment opportunities. The study recommends changes in higher education curricula and the creation of a stimulating environment for infopreneurship.

2016 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Bakadzi Moeti ◽  
Rabson Killion Mgawi ◽  
Waitshega Tefo Smitta Moalosi

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.


Author(s):  
Maurício Benício Valadão ◽  
Sebastião Benício Costa Neto

Highlights the experience of stress in students graduating from the upper reaches of a higher education institution. exploratory method , with focus group of students ; submitted to Bardin content analysis (2011). Sample of 16 students, aged 17-33 years. Results showed that the completion of course work and teaching are the most stressor agents.A Vivência do Estresse em Concluintes do Curso de Recursos Humanos de uma Faculdade Privada de GoiásEvidencia-se a vivência do estresse em alunos concluintes do curso superior de uma instituição de ensino superior. Método exploratório, com grupo focal dos discentes; submetidos a análise de conteúdo de Bardin (2011). Amostra de 16 alunos, idade entre 17 a 33 anos. Resultados permitiram identificar que o trabalho de conclusão de curso e o docente são os agentes mais estressores.


2018 ◽  
Vol 32 (6) ◽  
pp. 1001-1015 ◽  
Author(s):  
Fenio Annansingh ◽  
Kerry E. Howell ◽  
Shaofeng Liu ◽  
Miguel Baptista Nunes

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.


Author(s):  
M.L. Ahmadullin ◽  
◽  
N.V. Manyukova ◽  
E.Z. Nikonova ◽  
M.V. Sliva ◽  
...  

The authors consider information technologies as an important component of production and economy at the present stage of society development. A graduate of a higher education institution, regardless of the field of training, must possess modern methods of working with information, including ways to ensure information security, and the skills to use information technologies in their professional activities. The article discusses the requirements for information competence of graduates in various areas of training. The author analyzes the composition of the University's software and the possibility of replacing it with domestic or freely distributed software. The article summarizes the experience of switching to domestic software at Nizhnevartovsk state University


Author(s):  
Alison Davies ◽  
Kelly Smith

This chapter discusses key findings from three focus group discussions held with practitioners in a higher education institution about their experiences of using learning technologies to support student learning. Focus groups were organised in March 2004 to further explore staff responses to a 2003 campus-wide survey, which gave a general overview of learning technology use among teaching staff. The chapter will examine the key issues that staff raised during the focus group discussions, including the barriers to and implications of introducing and implementing learning technologies into different subject disciplines within a research-led institution. The question of whether or not the use of learning technologies enhances, or has the potential to enhance, the teaching and learning experience is also discussed, as well as the lessons that staff have learnt from this use.


2006 ◽  
Vol 4 (1) ◽  
Author(s):  
Fiona Mcdonald ◽  
Jacques Liebenberg

This article explores the perceptions a private Higher Education Institution’s employees have of Corporate Social Responsibility (CSR). Results were gathered from a selection of 19 employees at the organisation, through in depth face-to-face interviews and one focus group. Results were substantiated across both groups. A brief analysis of secondary unsolicited data was conducted to further explore the organisation’s role in CSR. It was found that employees of the organisation are not positively predisposed to CSR and that many of them lack an understanding of the concept.


2019 ◽  
Vol 13 (47) ◽  
pp. 17-37
Author(s):  
Fernando Pires Barbosa ◽  
Mauri Leodir Löbler ◽  
Rafaela Dutra Tagliapietra ◽  
Eliete Dos Reis Lehnhart

A seleção de portfólio de projetos vem sendo estudada em diferentes contextos e a partir de diferentes abordagens. Dentre as abordagens, verifica-se o uso de modelos multicritério de apoio à decisão (MCDA) e, dentre estes, a abordagem construtivista (MCDA-C), utilizada como estratégia para facilitar a compreensão do problema quando este diz respeito a situações complexas. Assim, neste artigo, o MCDA-C foi utilizado como ponto de partida para elaborar um mecanismo de apoio à tomada de decisão relacionada à seleção de projetos em uma instituição federal ensino superior (IFES), com base em focus group envolvendo, dentre outros, o reitor e seus assessores. Dentre os resultados está a identificação de aspectos gerais que podem vir a ser tratados de maneira diferentes no contexto da seleção do portfólio de projetos de uma organização. Por fim, destaca-se a complexidade e diversidade de assuntos relacionados à construção de um modelo com abrangência institucional no âmbito de uma instituição de ensino superior.


2019 ◽  
Vol 10 (6A) ◽  
pp. 131-140
Author(s):  
Odwa Mntonintshi ◽  
Vuyokazi Mtembu

The implementation of Performance Management (PM) in an institution can come with barriers that affect its success rate. The aim of the study was to assess the perceptions and attitudes of staff towards the implementation of PM at a higher education institution. The research was undertaken at a higher education institution (HEI) in South Africa where employee performance suffered as a result of PM implementation challenges within the institution. The research study was exploratory and employed mixed methods, that is; quantitative and qualitative research methods. A survey questionnaire was administered to groups of university employees drawn through stratified random sampling. The strata groups were academics, administrators, and senior executive managers. Hundred questionnaires were distributed with eighty-three questionnaires returned. In qualitative research, a heterogeneous focus group interview was scheduled which involved twelve people. Results from the questionnaires indicated that respondents perceived PM process as lacking transparency, unaligned to employee rewards and development lacks objectivity from appraisers and poorly implemented due to lack of training for its users. Key themes that emerged from the focus group interviews revealed that the majority of participants perceived PM as a management punitive tool that is not developmental in orientation, a political tool that lacks objectivity and benefits only the employer. Furthermore, they articulated that it was not aligned with their rewards and development. It was therefore recommended that; proper design and implementation of the PM system is vital, fairness, training of all parties involved, moderation of results and providing effective feedback should be employed in PM, effective communication, transparency, consultation and shared benefits for all participants are key to ensuring a broadly supported PM within the institution.


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