scholarly journals Sustaining Continuous Engagement in Value Co-creation Among Individuals in Universities Using Online Platforms: Role of Knowledge Self-Efficacy, Commitment and Perceived Benefits

2021 ◽  
Vol 12 ◽  
Author(s):  
Nabil Hasan Al-kumaim ◽  
Abdulsalam K. Alhazmi ◽  
T. Ramayah ◽  
Muhammad Salman Shabbir ◽  
Nadhmi A. Gazem
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Web Applications ◽  
Higher Education Institutions ◽  
Analysis Tool ◽  
Perceived Benefits ◽  
Personal Factors ◽  
Online Forums ◽  
Software Analysis ◽  
Online Platforms

Value Co-Creation (VCC) plays a major role in engaging knowledgeable individuals in a community via innovation, problem solving, and new service/product development. This study investigates the personal factors that influence individuals’ engagement in value co-creation in Higher Education Institutions (HEIs) through the use of online platforms. Some higher education institutions have successfully established or used appropriate online platforms, such as online forums, web applications, and mobile applications to engage their community in ideation or crowdsourcing as a part of the value co-creation process. On the other hand, some HEIs have failed to engage their community in value co-creation activities, and even if they managed to engage some individuals in value co-creation once, they failed to sustain these individuals’ engagement in value co-creation using online platforms. Using the Stimulus Organism Response (S-O-R) framework, this study examines the relationship between relevant personal factors (commitment and knowledge self-efficacy) and other motivational factors that provide perceived benefits with value co-creation engagement. Data was collected from 308 respondents at five Malaysian research universities. The software analysis tool Smart PLS is used for data analysis and validation. The results demonstrate that personal factors and perceived benefits as a motivational factor has a significant effect on individual engagement in value co-creation. However, the significance of these findings varies from one individual to another. The implications of these findings are discussed.

Instructional Technology Plans for Higher Education Institutions

2011 ◽  
pp. 419-438
Author(s):  
Hasan Tinmaz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Three Dimensions ◽  
Technology Planning ◽  
Major Purpose ◽  
Technology Knowledge ◽  
Technology Plans ◽  
Software Analysis ◽  
Planning Project ◽  
Knowledge Value

Technology planning is an indispensable activity for all higher education institutions nowadays. The major purpose of the technology planning is to utilize technologies effectively and implement them for communicative, managerial and instructional purposes. This chapter offers a dynamic and adaptable framework for technology planning project in higher education institutions. Basically, the framework compares the mission and vision in terms of three dimensions; Peopleware, Hardware and Software. Peopleware focuses on all people within faculty organizations such as students, academicians and administrators and analyze their current situation in terms of four different interrelated points (technology knowledge, value, belief and attitude) to depict their levels (naïve, apprentice, professional and experienced). In the hardware analysis, the author analyzes personal computers, networking tools, other peripherals (printers, scanners, and etc…) and the building. For software analysis, starting with the operating system, entire software required for instructional and professional purposes are documented. In the last step, project team analyzes the data holistically and creates yearly developmental activities in terms of applicable recommendations.

scholarly journals Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

2020 ◽  
Vol 12 (4) ◽  
pp. 163
Author(s):  
Colin William Campbell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Instructional Delivery ◽  
Mixed Methods Study ◽  
Face To Face

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

scholarly journals Leadership Self-Efficacy, Change Oriented Behavior and Organizational Citizenship Behavior: The Moderating Effect of Experience

2019 ◽  
Vol 8 (4) ◽  
pp. 36
Author(s):  
Adebayo Saheed Adewale ◽  
Hazri Jamil ◽  
Adebayo-Shittabey Khadijah
Keyword(s):  
Higher Education ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Self Efficacy ◽  
Higher Education Institutions ◽  
Moderating Effect ◽  
Citizenship Behavior ◽  
Equation Modeling ◽  
Human Society ◽  
Essential Factor

Knowledge is an essential factor in human existence. Education has been found responsible for social, economic, cultural and technological development of human society. Higher education institutions are responsible for producing required skilled human capital needed to enhance sustainable development. For these institutions to meet up with numerous demand of the society and function effectively leadership is an essential factor to be considered. This study examined the effect of leadership self-efficacy, change oriented behavior on staff organizational citizenship behavior in higher education institutions focusing on the moderating effect of experience. A total of 420 staff from 10 different higher education institutions in Lagos State, Nigeria were sampled. Structural Equation Modeling was used to access the moderating effect of experience on these variables. It was found that experience moderates the relationship between leadership self-efficacy, change oriented behavior, change policy and organizational citizenship behavior. Therefore, experience must be considered as a vital factor in higher education management and development.  

scholarly journals The Integration of Rational Choice and Self-Efficacy Theories: A Situational Analysis of Student Misconduct

2010 ◽  
Vol 43 (1) ◽  
pp. 130-155 ◽  
Author(s):  
James Ogilvie ◽  
Anna Stewart
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Higher Education Institutions ◽  
Academic Misconduct ◽  
Individual Characteristics ◽  
Analysis Of Covariance ◽  
Situational Analysis ◽  
Student Misconduct ◽  
The Impact ◽  
Academic Self Efficacy

Research on the causes of student misconduct in higher education has largely overlooked the values of integrating individual and situational perspectives to structure empirical examinations. Such research has important implications for the prevention and management of academic misconduct by higher education institutions. In this study, perceptual deterrence (Piquero & Pogarsky, 2002; Stafford & Warr, 1993) and self-efficacy (Bandura, 1997) theories were adopted to model the impact of situational factors and individual differences on students' intentions to engage in plagiarism. A questionnaire using a scenario method and manipulating the situational deterrence variables of the certainty and severity of sanctions was administered to 536 undergraduate university students. Analysis of covariance results indicated that the objective manipulations of the certainty and severity of sanctions had no effect on intentions to engage in plagiarism. However, Tobit regression results indicated that both situational perceptions of costs and benefits, and academic self-efficacy were significant predictors of intentions to engage in plagiarism. Furthermore, academic self-efficacy was found to moderate the effects of deterrence perceptions on intentions to engage in plagiarism. The results highlight the significance of the interaction between situational and individual characteristics on decisions to engage in deviant behaviour. Implications for the management of misconduct in higher education institutions are discussed.

scholarly journals Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions During the 2020 COVID-19 Pandemic

2020 ◽  
Vol 9 (5) ◽  
pp. 181
Author(s):  
Oluwasola Babatunde Sasere ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Sampling Technique ◽  
Virtual Learning ◽  
Academic Community ◽  
Global Perspective ◽  
Research Approach ◽  
Online Platforms ◽  
Assessment In Higher Education ◽  
Programme Delivery

Amidst the outbreak of COVID-19 worldwide, virtually all national governments declared a “lockdown” of all institutions in a bid to curtail its spread. This posed serious challenges to programme delivery and assessment in Higher Education Institutions (HEIs), with foreseeable long and short-term consequences. This study investigated the effectiveness of virtual programme delivery and assessment in Higher Education Institutions (HEIs) during the COVID-19 (Corona Virus) pandemic, from a global perspective. The study assesses the success rate of virtual teaching and learning via various online platforms that were set up to make up for time lost due to the unanticipated global HEIs closure. Organisational Change Theory was used to inform the study, within the confines of simple qualitative research approach. Data were collected using interview while participants were selected through convenience sampling technique via online platforms such as the reputable online academic community, email, WhatsApp, and the UNESCO website. Data were analysed using thematic analysis. The findings revealed disparities in responses to virtual learning across HEIs and national contexts. Training and re-training of lecturers and students, and the provision of virtual learning enabling infrastructure, were recommended to mitigate similar situation in future.

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