Modern research methods: Opportunity knocks

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Imran Alvi
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Financial Crisis ◽  
Case Studies ◽  
Research Methods ◽  
Complex Environment ◽  
National Institutions ◽  
Key Drivers ◽  
The Uk

As economists are working in an increasing complex environment, it is natural that they take advantage of a wider and more advanced set of tools and skills to deliver meaningful solutions. The financial crisis and the advent of big data have been two key drivers in this direction. Through examination of case studies from the UK, research methods are found to be of key importance in addressing the complexity of today's pressing economic questions. Considerable opportunities present themselves to higher education and national institutions that are able to master the application of up-to-date research methods.

Barriers to Emerging Technology and Social Media Integration in Higher Education

2013 ◽  
pp. 334-354 ◽  
Author(s):  
Ana Adi ◽  
Christina Gasser Scotte
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Case Studies ◽  
Technological Innovation ◽  
Emerging Technologies ◽  
Higher Education Research ◽  
It Infrastructure ◽  
The Uk ◽  
Training Delivery ◽  
Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

Teaching of Sustainability

2014 ◽  
pp. 398-409
Author(s):  
Sue Haile ◽  
Jarka Glassey
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainable Design ◽  
Education Institution ◽  
Curriculum Mapping ◽  
Engineering Curriculum ◽  
Higher Education Institution ◽  
Traditional Research ◽  
The Uk ◽  
Mapping Exercise

Following a discussion of the means of introducing sustainability and sustainable design into the engineering curriculum, this chapter provides examples of the approach taken when teaching these subjects through the use of case studies at a traditional research-intensive higher education institution in the UK: Newcastle University. This chapter demonstrates the range of topics that have been addressed through examples of case studies and discusses the methods of delivery and assessment within the curriculum. The result of a cross-curriculum mapping exercise is presented, showing how sustainability teaching can be incorporated into a variety of undergraduate and postgraduate programmes.

scholarly journals Making the second year count: embedding learning development in a progressive student journey

2018 ◽  
Author(s):  
Pat Hill ◽  
Amanda Tinker
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Case Studies ◽  
First Year ◽  
Approach To Learning ◽  
Perceptions Of Students ◽  
Second Year ◽  
Learning Development ◽  
The Uk ◽  
Uk Higher Education

In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention.  Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yorke, 2015; Whittle, 2018). The aim of this paper is to explore a progressive approach to learning development within the curriculum which ensures that the second year is fully exploited in terms of bridging the gap between first and final years. Focus groups were used to investigate perceptions of students, subject specialists and learning developers and the subsequent issues are thematically analysed and discussed. Two case studies are then used to demonstrate the design of a curriculum which supports a collaborative and progressive approach to student learning in which learning developers can play a key role. 

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 FORECASTING FINANCIAL CYCLES: CAN BIG DATA HELP?

2020 ◽  
Vol 26 (5) ◽  
pp. 974-988
Author(s):  
Marinko Škare ◽  
Malgorzata Porada-Rochoń
Keyword(s):  
Big Data ◽  
Spectral Analysis ◽  
Financial Crisis ◽  
Forecast Accuracy ◽  
True Nature ◽  
Financial Cycle ◽  
Singular Spectral Analysis ◽  
The Uk ◽  
Financial Cycles ◽  
Japan And China

Financial cycles as a source of financial crisis and business cycles that was demonstrated during the financial crisis of 2008, so it is important to understand proper methods of measuring and forecasting them to unravel their true nature. We searched financial big data for the UK, USA, Japan and China for a period 2004Q1 to 2019Q1 to find important data corresponding to the research and determine their importance for the financial cycle studies. We use singular spectral analysis (SSA without financial big data) and multichannel singular spectral analysis (MSSA with financial big data) to identify significant deterministic cycles in the residential property prices, credits to private non-financial sector and credit share in the GDP. The forecast test results show on the data for the UK, USA, Japan and China that inclusion of the financial big data significantly (on the level from 30% to four times) improves forecast accuracy for financial cycle components. This is a first study on the importance of the link between financial cycles and financial big data. Policymakers, practitioners and financial cycles research should take into the account the importance of financial big data for the studies of financial cycles for a better understanding of their true nature and improving their forecast accuracy.

Barriers to Emerging Technology and Social Media Integration in Higher Education

2016 ◽  
pp. 1161-1182
Author(s):  
Ana Adi ◽  
Christina Gasser Scotte
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Case Studies ◽  
Technological Innovation ◽  
Emerging Technologies ◽  
Higher Education Research ◽  
It Infrastructure ◽  
The Uk ◽  
Training Delivery ◽  
Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

scholarly journals Teaching of Sustainability

2016 ◽  
pp. 1128-1139
Author(s):  
Sue Haile ◽  
Jarka Glassey
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainable Design ◽  
Education Institution ◽  
Curriculum Mapping ◽  
Engineering Curriculum ◽  
Higher Education Institution ◽  
Traditional Research ◽  
The Uk ◽  
Mapping Exercise

Following a discussion of the means of introducing sustainability and sustainable design into the engineering curriculum, this chapter provides examples of the approach taken when teaching these subjects through the use of case studies at a traditional research-intensive higher education institution in the UK: Newcastle University. This chapter demonstrates the range of topics that have been addressed through examples of case studies and discusses the methods of delivery and assessment within the curriculum. The result of a cross-curriculum mapping exercise is presented, showing how sustainability teaching can be incorporated into a variety of undergraduate and postgraduate programmes.

Measuring Engagement between Industry and Higher Education in the Built Environment Sector

2005 ◽  
Vol 19 (6) ◽  
pp. 457-468 ◽  
Author(s):  
Stephen Allen ◽  
Aled Williams
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Case Studies ◽  
Best Practice ◽  
Research Effort ◽  
White Paper ◽  
Working Relationships ◽  
The Uk ◽  
The Impact

Recent education policy in the UK has encouraged universities and industry to work in partnership as a means of improving the quality of student learning and preparing graduates to enter the workplace. Indeed, both the Lambert Review of Business–University Collaboration (Lambert, 2003) and the White Paper on The Future of Higher Education (DfES, 2003) highlight the need for collaboration and closer working relationships. This paper reports on the results of a research effort to assess the extent of university–industry collaboration in the UK's built environment sector and to measure the impact of such activity. The ‘Accelerating Change in Built Environment Education’ (ACBEE) initiative sought to identify the nature of engagement activities in the built environment and to formulate, evaluate and develop guidelines for best practice. Forty case studies of engagement were collected from the built environment sector using a standard template, and many sustained engagement activities and established collaborations were identified. The paper explains how these case studies were categorized and evaluated to develop an understanding of the nature of the different types of engagement. A framework was subsequently developed for the classification of the case studies. Finally, the paper considers how the quality of such engagement can be measured and proposes appropriate key performance indicators.

Technology Transfer between Industry and Higher Education

1991 ◽  
Vol 5 (2) ◽  
pp. 97-104
Author(s):  
S. Connor ◽  
J. Farmer ◽  
J. Wylie ◽  
A. Young
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Organizational Learning ◽  
Case Studies ◽  
Advanced Technology ◽  
Transfer System ◽  
The Uk

This article is concerned with a technology transfer system – the Teaching Company Scheme – which has been operating for some years in the UK. The Scheme is intended to foster a two-way flow of advanced technology between higher education and industry. The authors report on a number of case studies of Teaching Company Programmes and draw conclusions about the effectiveness of the Scheme. A complimentary article on the Teaching Company Scheme was published in the March issue of Industry and Higher Education, focusing on the Scheme in the context of organizational learning (Christine Tiler and Michael Gibbons, ‘A case study of organizational learning: The UK Teaching Company Scheme’, Industry and Higher Education, Vol 5, No 1, 1991, pp 47–55).

Sign in / Sign up

Export Citation Format

Share Document