scholarly journals Autism in Higher Education: Dissonance between educators’ perceived knowledge and reported teaching behaviour

2021 ◽  
Author(s):  
Rhoda von Below ◽  
El Spaeth ◽  
Chiara Horlin
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Future Study ◽  
Structured Interviews ◽  
Perceived Knowledge ◽  
Teaching Behaviour ◽  
Positive Attitudes ◽  
Autism Knowledge

This study explores the autism knowledge and awareness of educators in Higher Education (HE) as well as their attitudes towards accommodating autistic students within their teaching. Semi-structured interviews were used to allow for in-depth investigation of this topic. Thematic analysis uncovered a striking dissonance between educators’ positive attitudes towards accommodating autistic students and their actions in the classroom. A range of additional themes and subthemes interacted with the concept of dissonance. Even though autism awareness was high in the sample, an attitude-behaviour gap was evident. Impact on inclusivity for autistic students is discussed, alongside recommended directions for future study and practice.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

scholarly journals Dynamics in higher education choice: weighing one’s multiple interests in light of available programmes

2019 ◽  
Vol 79 (6) ◽  
pp. 1001-1021
Author(s):  
Jonne Pieter Vulperhorst ◽  
Roeland Matthijs van der Rijst ◽  
Sanne Floor Akkerman
Keyword(s):  
Higher Education ◽  
High School ◽  
Thematic Analysis ◽  
Choice Theory ◽  
High School Seniors ◽  
Structured Interviews ◽  
Feed Forward ◽  
Education Choice

Abstract Recent studies have shown that students’ interests are decisive in making a substantiated higher education choice, yet do not indicate how students decide which interests they aim to pursue. This study aimed to find the considerations students have when weighing interests and higher education programmes. Thematic analysis was applied to uncover considerations based on semi-structured interviews with 20 Dutch high-school seniors. Students weighed their interests from an interest-to-programme perspective (contrasting interests and deciding which is most important for their future) and from a programme-to-interest perspective (evaluating how possible programmes reconcile with one’s interests). By applying both perspectives simultaneously, students dynamically considered which programmes and interests they wished to pursue. These findings imply that higher education choice theory and studies should acknowledge that the programmes and interests students consider are dependent on the feed forward of the considered interests on programmes and the feed back of considered programmes on interests.

scholarly journals How does storytelling within higher education contribute to the learning experience of early years students?

2015 ◽  
Vol 13 (2-3) ◽  
pp. 162-184
Author(s):  
Sarah Flanagan
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Thematic Analysis ◽  
Qualitative Methodology ◽  
Social Impact ◽  
Learning Experience ◽  
Professional Group ◽  
Early Years ◽  
Structured Interviews ◽  
Group Culture

Background and rationale. Reading stories telling stories is a familiar practice within primary education; furthermore there is recognition that stories are used within higher education. This study seeks to understand how storytelling within higher education contributes to the learning experience of early years students. It is anticipated that a deeper understanding of stories and storytelling in this context will lead to a greater appreciation of this resource and its enhanced use. Design/methods. A qualitative methodology was used. The participants included 45 early years students. All students involved in the study were employed as early years workers contributing to the care and education of children aged 0–5. Semi structured interviews and non-participant observations were completed to collect the data and thematic analysis was used in its interpretation. Findings. Participants saw multiple contributions of story and storytelling including the facilitation of learning, the enhancement of reflective practice and the reinforcement of professional/group culture. Story and storytelling provided opportunities for relaxation, entertainment and had a significant social impact. Certain activities encouraged storytelling and the most engaging stories were those that the listener could relate to

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 TRANSLANGUAGING THROUGH THE LENS OF SOCIOCULTURAL APPROACH : STUDENTS’ ATTITUDES AND PRACTICES

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Wulandari Santoso
Keyword(s):  
Thematic Analysis ◽  
Meaning Making ◽  
Language Assessment ◽  
English Department ◽  
Structured Interviews ◽  
Dynamic Nature ◽  
Attitudes And Practices ◽  
Positive Attitudes ◽  
Sociocultural Approach ◽  
Students Attitudes

<p class="abstrak"><em>Recent research developments have an increased focus on the complexity and the dynamic nature of language practices. Translanguaging views multilingual speakers as having one integrated language repertoire which they can use strategically to communicate and involve in the process of meaning-making activities. This research aims to investigate attitudes and practices of translanguaging among English department students in the Language Assessment course at Universitas Bunda Mulia, Jakarta. A series of observations and semi-structured interviews were used to collect data to five students. The data was interpreted using a thematic analysis and critically evaluated using the sociocultural theory of mind. This research revealed that the students translanguaged not only for cognitive functions, but also for creative and critical linguistic practices. Positive attitudes were also demonstrated through the students’ active participation in using their full repertoires. Further pedagogical implications in this particular context are also discussed.</em></p><p class="abstrak" align="left"><strong><em><span lang="EN-US"> </span></em></strong></p>

Towards blended learning: Stakeholders’ perspectives on a project-based integrated curriculum in ICT engineering education

2021 ◽  
pp. 095042222199447
Author(s):  
Maisa Mielikäinen
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Engineering Education ◽  
Integrated Curriculum ◽  
Project Based Learning ◽  
Remote Work ◽  
Structured Interviews ◽  
Digital Ecosystem ◽  
Positive Attitudes ◽  
Information And Communication

It is increasingly vital, in the current era of ever-expanding remote work and learning, to develop blended methods for engineering education. This research aims to develop a blended, project-based information and communication technology (ICT) education model, conceptualizing a digital ecosystem based on stakeholders’ experiences and expectations. The article describes the first phase of the first cycle of the design-based research, analysis and exploration. Semi-structured interviews and online surveys were used to gather stakeholders’ – i.e. students’ (N = 27), instructors’ (N = 15) and industry representatives’ (N = 3) – thoughts and expectations about the current holistic integrated and project-based curriculum, on which little academic literature exists. The article gathers design principles for a broader intervention through which ICT education is transferred into blended learning. Study participants included third-year ICT engineering education students and instructors at the Lapland University of Applied Sciences, along with local industry representatives. The vast majority of the students described the integrated curriculum and project-based learning approach as a motivating pedagogical model. The participation of industry representatives was perceived as motivational to students. Working-life cooperation with companies should thus be encouraged and further developed in higher education curricula. The students’ positive attitudes towards integrated project-based learning may inspire higher education institutions to apply this framework.

scholarly journals Exploring emoji as a viable cultural tool in WhatsApp communications among Malaysian undergraduates

2021 ◽  
Vol 7 (3D) ◽  
pp. 351-362
Author(s):  
Ahmad Fakrusy Syakirin Ahmad Sabri ◽  
Siti Zanariah Yusoff ◽  
Isyaku Hassan
Keyword(s):  
Social Relations ◽  
Thematic Analysis ◽  
Digital Communication ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Communication Efficiency ◽  
Social Media Platforms ◽  
Almost All ◽  
Inductive Thematic Analysis

An emoji is a form of a symbol in communication available on almost all social media platforms. Its convenience brings potential implications for its usage in digital communication. This study aims to explore the effectiveness of emojis in WhatsApp communication and the influence of culture on emoji usage among undergraduates in Malaysia. The study employed a qualitative approach in which semi-structured interviews were conducted with eight undergraduates of Universiti Sultan Zainal Abidin (UniSZA). The data were analyzed using inductive thematic analysis. Overall, the findings revealed that emojis increase communication efficiency. The participants have positive attitudes towards emoji usage. They describe emojis as viable symbols that help them to maintain social relations and express feelings. Additionally, the findings showed that Malaysian culture influences emoji communication by promoting harmony and relationships as well as instilling high context values in emoji usage. This research concludes that emojis can influence WhatsApp Communication positively if utilized correctly.

scholarly journals Exploring the Experience of Anxiety Among Final Year Students at University: A Thematic Analysis

2021 ◽  
Author(s):  
Catroina Keane ◽  
Daniel Waldeck ◽  
Andrew Holliman ◽  
Simon Goodman ◽  
Kubra Choudhry
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Thematic Analysis ◽  
Qualitative Methodology ◽  
Female Undergraduate ◽  
Structured Interviews ◽  
Shared Experience ◽  
Undergraduate Study ◽  
Perceived Pressure

The transition from undergraduate study to a postgraduate career can be an anxiety provoking experience for many students. In this study, we explore the shared experience of five “anxious” undergraduate students as they transition from higher education towards their postgraduate careers. Using a qualitative methodology, semi-structured interviews were conducted with five female undergraduate students from different courses at a UK university. A thematic analysis revealed two overarching themes: perceived pressure without sufficient support, and concerns about next steps. The findings suggested the final year is emotionally demanding, and students felt as though there was a lack of provision to manage their transition to postgraduate work or study. Possible implications for policymakers are detailed and areas for research are discussed.

Strategies for Developing Soft Skills Among Higher Engineering Courses

2021 ◽  
pp. 002205742110164
Author(s):  
Fernando Almeida ◽  
José Morais
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Thematic Analysis ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Future Perspectives ◽  
Structured Interviews ◽  
Good Practices ◽  
Mixed Methods Approach ◽  
Evaluation Methodologies

This study aims to explore how higher education institutions respond to the challenge of incorporating soft skills into their curricula. It employs a mixed-methods approach in which the quantitative analysis of the disciplines addressing this issue is complemented by a thematic analysis of semi-structured interviews conducted with four higher education institutions in Portugal. The findings indicate that although the number of subjects specifically addressing soft skills is small, there is a growing concern to incorporate soft skills in pedagogical and evaluation methodologies in each course. Several challenges, good practices, and future perspectives are also explored in this work.

scholarly journals Accreditation Challenges in Saudi Universities

2019 ◽  
Vol 2 (4) ◽  
pp. p273
Author(s):  
Saud Albaqami
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Thematic Analysis ◽  
Document Analysis ◽  
Structured Interviews ◽  
Leadership And Management ◽  
Stakeholder Perspectives ◽  
Capital Constraints ◽  
Study Support ◽  
Evaluative Processes

Quality assurance in higher education remains to be one of the most prominent fields of research at the present. In the Saudi Arabian Higher Education Institutions (HEIs), quality assurance is a relatively new concept and Saudi universities seem not to effectively implement quality assurance caused by the certain obstacles. As such, there are two objectives to be addressed; first, to explore the challenging of accreditation. A case studies involving Prince Sultan University and King Abdul-Aziz University was used to examine these questions. Data was collected using semi-structured interviews with both meso and micro levels, as well as document analysis and observation. A thematic analysis approach was taken to analysis the data. The findings of this study support the perceived use of many different standards based evaluative processes, which provide feedback from the various stakeholder perspectives. The findings also demonstrate perceived supportive factors of the commitment/support of leadership and management, awareness and orientation of employees/faculty. In addition, the findings also report that/faculty resistance and infrastructure limitations focused on financial and human capital constraints were perceived as inhibitive factors to QA.

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