scholarly journals Gauging the Effectiveness of Six-week Internship Duration in Business Education in Pakistan: Implications for Policy and Practice

2018 ◽  
Vol 5 (2) ◽  
pp. 45
Author(s):  
Sarwat Nauman ◽  
Nasreen Hussain
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Learning Objectives ◽  
Small Scale ◽  
Review Of The Literature ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Time Period ◽  
Education Commission

<p>This small scale research was conducted to understand whether the duration of six-week internship which has been set by Higher Education Commission Pakistan is enough for interns to fulfill their desired objectives or not. To understand the issue at hand, semi-structured interviews were conducted with 22 interns who had completed their internship, regarding their views on time period of six-weeks. It was revealed that even though the majority of the interns thought that a six-week time period was not enough for them to achieve their learning objectives, the review of the literature and intern interviews discovered that the internships were not designed effectively and therefore could not deliver the desired results in the specified time.</p><p><strong> Keywords:</strong> interns, internships, HEC Pakistan.</p><p> </p><p> </p>

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

Principles for establishing policy and practice in assessment for courses in higher education. Advice for the Tempus Demed project

CADMO ◽  
2012 ◽  
pp. 5-20
Author(s):  
Chris Whetton
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Continuous Improvement ◽  
Learning Objectives ◽  
Policy And Practice

Ten principles for assessment in courses of higher education and the processes involved are set out and elaborated. The principles encompass: the alignment of assessment with learning objectives; reflecting the required standards; students' achievements; reliability, validity and effort; documentation of the processes; quality assurance; marking and moderation; handling of results, including confidentiality; fairness; and review and continuous improvement.

scholarly journals FACTOR AFFECTING STUDENTS CHOICE FOR DEGREE IN BUSINESS ADMINISTRATION

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
S. Nazneen Waseem ◽  
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Research Work ◽  
Management Science ◽  
Primary Data ◽  
Education Commission ◽  
Private And Public ◽  
Correlation Tests ◽  
The Impact ◽  
Practical Implications

Purpose: Primary purpose of this research was to understand the reasons for emergence of business management in higher education in Pakistan. This study was conducted to explore the core reasons and factors behind the students' attitude while selecting management studies as their study option. Methodology/sample: The research work is quantitative one based on field survey. Primary data were collected from 210 students from 10 different private, semi-private and public sector universities of Karachi, studying management science. Analysis of the data was undertaken through statistical software SPSS. Regression, ANOVA and Correlation tests were applied for analysis. Findings: The results have shown most of the students got admission in management sciences programs due to their personal interest, but the choice does not vary due to market trend. Other two variables, larger number of institutes offering management science and employment opportunities do have a significant impact on the students' choice to study management sciences Practical Implications: Findings of this research are likely to help the think tanks, higher education commission, government and other stakeholders pay attention to understand the impact of rising trend of business education in Pakistan and overall dynamics and mechanism of providing business education in Pakistan.

scholarly journals “Everything is so different...”

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Susana Pinto
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Academic Culture ◽  
Institutional Policy ◽  
Research Culture ◽  
Structured Interviews ◽  
Policy And Practice ◽  
African Countries ◽  
African Students ◽  
Financial Difficulties

In the scope of higher education internationalisation, Portuguese universities have been receiving an increasing number of students from Portuguese-Speaking countries, namely African countries, at the level of PhD studies. As highlighted in research, pursuing a PhD in an overseas context entails critical challenges for students, supervisors and higher education institutions. Against this background, this paper reports on the challenges faced by international African students attending a PhD programme in Education at a Portuguese university. Semi-structured interviews were conducted with seven students and results from thematic analysis show that the main challenges relate to language, integration into a different pedagogical/academic culture, adaptation to a different research culture, loneliness/homesickness and financial difficulties. Implications of findings for institutional policy and practice are put forward.

scholarly journals Challenges of Implementing a Performance and Reward System in Higher Education Institutions in Pakistan: Perceptions of Top Leaders in Contending Regulatory Bodies

2020 ◽  
Author(s):  
Tayyeb Ali Khan ◽  
Tom Christensen
Keyword(s):  
Higher Education ◽  
Constitutional Amendment ◽  
Tenure Track ◽  
Cultural Perspective ◽  
Structured Interviews ◽  
Higher Education System ◽  
Track System ◽  
Education Commission ◽  
Regulatory Bodies ◽  
A Performance

Abstract This article is a study of the challenges of implementing a performance and rewards management system for academics (Tenure Track System - TTS) in Pakistan over the last decade. The main empirical focus is on the perceptions of the leading implementer, the Higher Education Commission (HEC). These are supplemented by the perceptions of the Provincial Higher Education Commission (PHEC) in Punjab. Semi-structured interviews and document analysis were the two methods used to collect data. The study is based on two perspectives from organizational theory, a structural and a cultural perspective. The main findings highlight how leaders implemented TTS despite its incompatibility with the structure and culture of public universities in Pakistan. The study also revealed tensions between two reward systems – BPS and TTS – as well as the effects of the 18th constitutional amendment on the implementation of higher education programs. This study contributes insights into the reform of the higher education system in developing countries in the context of NPM.

scholarly journals Talking Back to ‘Family’, ‘Family Troubles’, and ‘the Looked-after Child’

2018 ◽  
Vol 23 (1) ◽  
pp. 197-218 ◽  
Author(s):  
Vicki Welch
Keyword(s):  
Small Scale ◽  
Adopted Children ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Birth Mothers ◽  
Birth Parents ◽  
Statutory Authority ◽  
The Family ◽  
The Subject ◽  
The Uk

‘Looked after’ is a term used in the UK to describe children who are the subject of ‘alternative care’ arrangements (i.e. in the care of a statutory authority), most often away from their birth parents. Within this potentially stigmatising context, this article presents a reanalysis of data from semi-structured interviews with 17 participants during three recent small-scale studies in Scotland. Juhila’s concept of ‘talking back’ to potentially stigmatising categories informs this analysis that explores participants’ understanding of, and responses to, three categorisations: the ‘family’, ‘family troubles’, and ‘the looked-after child’. Participants were young people with experience of home supervision, birth mothers of adopted children, or kinship carers. The analysis finds clear examples of ‘talking back’ to all three categories, including through a process that linked categories, such that accepting aspects of one potentially stigmatised identity helped to explain membership of another. This suggests a potential refinement of Juhila’s model. ‘Looked after’ was widely understood, but the term was seldom used by participants. There was evidence that participants ‘talked back’ to the idea of looked-after child by problematising its appropriateness in their circumstances, including home supervision and kinship care. In their discussions with researchers, these participants privileged biological understandings of ‘family’, affirming enduring links despite troubles and separations. The article concludes by identifying briefly some implications for policy and practice.

Defining Salient Features of “Boutique” Instructional Designs and Implications for Design, Development, and Deployment

2020 ◽  
pp. 151-166
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Human Resources ◽  
Learning Objects ◽  
Full Scale ◽  
Small Scale ◽  
Design Development ◽  
Review Of The Literature ◽  
Shared Learning ◽  
Closed Source

“Boutique” instructional design (ID) projects are fairly common across verticals, especially in higher education, open shared learning, government, and some commercial enterprises. In general, boutique-designed learning is small-scale, with narrowly targeted learners, limited development funding/access to information/development and deployment technology/human resources, and other aspects. The strategies and tactics for successful boutique projects differ in some ways than those used for mid-scale and full-scale/general ID projects. This work explores some of the dimensions of boutique ID projects and the implications of those dimensions on design, development, and deployment strategies and tactics. This work is informed by decades in the profession, a review of the literature, and analyses of related open-source and closed-source online learning objects.

Technological Approaches to Maintaining Academic Integrity in Management Education

2013 ◽  
pp. 1218-1243
Author(s):  
William Heisler ◽  
Fred Westfall ◽  
Robert Kitahara
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Business Education ◽  
Ethics Education ◽  
Management Education ◽  
Colleges And Universities ◽  
Current Status ◽  
Educational Institutions ◽  
Review Of The Literature

Challenges to academic integrity in management education appear to be on the rise in U.S. institutions of higher education. In an effort to reduce cheating and plagiarism in business education, universities have turned to a variety of technological approaches. However, technology cannot be considered a panacea for ensuring academic integrity and is probably best viewed as a “stop gap” measure that can eventually be compromised. The authors begin this chapter by describing how declining ethics has been evidenced recently in business. Then, they present a review of the literature describing the extent and causes of academic dishonesty and discuss what some educational institutions are doing to address academic integrity, including calls for an increase in ethics education. Finally, they review technological approaches used by many colleges and universities to prevent cheating and plagiarism, examining the features, strengths, weaknesses, and current status of each technology.

The Impact of Social Media on Scholarly Practices in Higher Education

2013 ◽  
pp. 342-367 ◽  
Author(s):  
Antonella Esposito
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Exploratory Study ◽  
Small Scale ◽  
Digital Identity ◽  
Structured Interviews ◽  
Research Context ◽  
Production And Distribution ◽  
Subject Areas ◽  
The Impact

This chapter reports selected findings from a small-scale, exploratory study aiming to provide a snapshot of actual modes of uptaking new digital tools for research purposes. The study consists in an interview project, carried out in a large Italian university and constituted by semi-structured interviews to 14 senior, young, and doctoral researchers, working in humanities, social sciences, medicine, and physics subject areas. Whereas the most popular attitude is a pragmatic and efficiency-driven approach in selecting and using old and new tools, a few isolated profiles of digital scholars emerge, championing the construction of their digital identity along with networked modes of knowledge production and distribution, despite the lack of legitimation of their own research context.

scholarly journals Gender equalities work in health organisations in England

2015 ◽  
Vol 34 (7) ◽  
pp. 579-592 ◽  
Author(s):  
Sarah Payne ◽  
Laura Bennett
Keyword(s):  
Public Sector ◽  
Gender Equality ◽  
Health Sector ◽  
Organisational Change ◽  
Small Scale ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Content Type ◽  
The Impact

Purpose – An increasing number of countries have introduced duties for public-sector organisations who, in addition to addressing discrimination, are now also required to promote equality of opportunity between different groups. The purpose of this paper is to explore the limited progress of gender equality policies, through a study of the local implementation of equalities policies. The authors highlight the role of equalities leads in the public sector as local “agents of change”, and explore explanations of the implementation gap between policy and practice. Design/methodology/approach – The paper reports on a small-scale qualitative study with equalities leads in the health sector in England. The study comprised semi-structured interviews with equalities leads from nine health organisations which were purposively selected to include a mix of areas and populations. The interviews focused on the leads’ backgrounds and their perceptions of barriers to their work. Findings – The equalities leads had a range of experience prior to their current post, though most had little formal subject-specific training. They highlighted a number of barriers to effective implementation of gender equality strategies, including resource issues, the impact of organisational change, the increased the number of equalities they were expected to address, organisational perceptions that gender was no longer a priority and resistance to what are seen as “tick box” exercises. Originality/value – The value of this paper is that it adds to the understanding of the challenges facing the implementation of gender equalities policies in the health sector, the reasons for these and the role of local policy implementers in the effectiveness of national equalities policies.

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