scholarly journals End-User Needs of Fragmented Databases in Higher Education Data Analysis and Decision Making

Informatics ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 42
Author(s):  
Amanda Briggs ◽  
Francesco Cafaro
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Large Datasets ◽  
User Needs ◽  
Work Practices ◽  
End User ◽  
Structured Interviews ◽  
Education Data ◽  
Challenges And Opportunities ◽  
Lead Users

In higher education, a wealth of data is available to advisors, recruiters, marketers, and program directors. These large datasets can be accessed using an array of data analysis tools that may lead users to assume that data sources conflict with one another. As users identify new ways of accessing and analyzing these data, they deviate from existing work practices and sometimes create their own databases. This study investigated the needs of end users who are accessing these seemingly fragmented databases. Analysis of a survey completed by eighteen users and ten semi-structured interviews from five colleges and universities highlighted three recurring themes that affect work practices (access, understandability, and use), as well as a series of challenges and opportunities for the design of data gateways for higher education. We discuss a set of broadly applicable design recommendations and five design functionalities that the data gateways should support: training, collaboration, tracking, definitions and roadblocks, and time.

scholarly journals The Impact of Prior Work-Experience on Student Learning Outcomes in Simulated Internships

2020 ◽  
Vol 17 (4) ◽  
pp. 44-61
Author(s):  
Leopold Bayerlein ◽  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Work Experience ◽  
Affective Learning ◽  
Learning Needs ◽  
Prior Work ◽  
Structured Interviews ◽  
Challenges And Opportunities ◽  
Prior Literature ◽  
The Impact

In this paper, the extent to which a compulsory non-placement work-integrated learning (WIL) activity, in the form of a simulated internship, in an Australian undergraduate accounting program, created learning outcomes for students with different levels of prior work-experience is assessed. The paper extends prior, theoretically based literature by providing an exploratory evaluation of the experiences of students undertaking a specific simulated internship. This evaluation is important because it enables students and higher education providers to evaluate the extent to which a simulation is likely to meet the learning needs and expectations of individual students and student groups. Despite the critical importance of such an evaluation, prior literature has thus far focused on theoretically based evaluations and comparisons of simulated internships, with empirical evidence being largely absent from the literature. Using a series of semi-structured interviews with students, the current paper shows that the evaluated simulation was generally able to develop cognitive, skill-based, and affective learning outcomes, and that students’ learning outcomes were strongly influenced by their prior real-world work-experience. In addition, the paper also shows that the lived experiences of students within the simulation were much more multifaceted and diverse than anticipated in the prior literature. The findings of this paper are relevant for higher education providers and students planning to undertake a simulated internship, or other non-placement WIL activity. Potential challenges and opportunities for different groups of students arising in the analysed simulation are identified and discussed.

scholarly journals Interaction between information systems and work in the Brazilian banking sector

2011 ◽  
Vol 51 (1) ◽  
pp. 84-97
Author(s):  
Elaine Tavares ◽  
Hermano Roberto Thiry-Cherques
Keyword(s):  
Information Systems ◽  
Data Analysis ◽  
Banking Sector ◽  
Data Gathering ◽  
Technical Skills ◽  
Specific Information ◽  
Work Practices ◽  
Structured Interviews

This article presents the results of a research to understand the conditions of interaction between work and three specific information systems (ISs) used in the Brazilian banking sector. We sought to understand how systems are redesigned in work practices, and how work is modified by the insertion of new systems. Data gathering included 46 semi-structured interviews, together with an analysis of system-related documents. We tried to identify what is behind the practices that modify the ISs and work. The data analysis revealed an operating structure: a combination of different practices ensuring that the interaction between agents and systems will take place. We discovered a structure of reciprocal conversion caused by the increased technical skills of the agent and the humanization of the systems. It is through ongoing adjustment between work and ISs that technology is tailored to the context and people become more prepared to handle with technology.

scholarly journals EDUCAÇÃO A DISTÂNCIA NO BRASIL: uma análise da experiência da UFMA do Maranhão

2019 ◽  
Vol 23 (2) ◽  
pp. 549
Author(s):  
Josie Amaral Bastos ◽  
Valéria Ferreira Santos Almada Lima
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Data Analysis ◽  
Secondary Data ◽  
Structured Interviews ◽  
Institutional Contexts ◽  
Methodological Procedures ◽  
State Capital ◽  
Evaluative Research ◽  
Education In Brazil

O objetivo do artigo é apresentar os resultados de pesquisa direcionada a avaliar o processo de implementação da Política da Educação a Distância (EAD) no Ensino Superior, tendo como referência empírica a experiência do Núcleo de Educação a Distância (Nead) da UFMA nos municípios de São Luís e Humberto de Campos, com vistas a identificar a interferência de diferentes contextos socioeconômicos, culturais, políticos e institucionais na dinâmica de tal processo. Adota-se o método crítico dialético para apreender a EAD como fenômeno inserido na totalidade da sociedade capitalista contemporânea. Desenvolve-se uma pesquisa avaliativa tendo como objeto o processo de implementação da referida política, a partir da experiência dos municípios selecionados. Além de pesquisa bibliográfica, documental e análise de dados secundários adota-se como procedimentos metodológicos, na pesquisa empírica.Palavras-chave: Estado. Capital. Educação a Distância. Educação Superior. Universidade Federal do Maranhão.DISTANCE EDUCATION IN BRAZIL: a study about the experience of the Federal University of MaranhãoAbstractThe objective of the article is to present the results of the research directed to evaluate the process of implementation of the D.E Policy in Higher Education, having as an empirical reference the experience of the Distance Education Center (NEAD) - UFMA in the municipalities of São Luis and Humberto de Campos, with a view to identify the interference of different socioeconomic, cultural, political and institutional contexts in the dynamics of this process. The dialectical critical method is adopted to apprehend D.E as a phenomenon inserted in the broader of contemporary capitalist society. An evaluative research is developed having as object the process of implementation of the referred policy, from the experience of the selected municipalities. In addition to bibliographic, documentary and secondary data analysis, it is adopted the following methodological procedures in empirical research such as: focus groups involving policy beneficiaries and semi-structured interviews with managers, teachers and tutors of Nead and the studied poles.Keywords: State. Capital. Distance Education. Higher Education. Federal University of Maranhão.

scholarly journals Challenges to Women’s Participation in Senior Administrative Positions in Iranian Higher Education

2017 ◽  
Vol 10 (8) ◽  
pp. 77
Author(s):  
Bahieh Mohajeri ◽  
Farah Mousavi
Keyword(s):  
Higher Education ◽  
Individual Factors ◽  
Structured Interviews ◽  
Administrative Positions ◽  
Self Confidence ◽  
Education Data ◽  
Family Balance ◽  
Women's Participation ◽  
Education Of Women ◽  
Work Family

In the last three decades, growth in the education of women in Iran has led to a significant increase in demand for women professionals and administrators in Iranian universities. However, the path to the top is not easy and numerous challenges must still be overcome. This study explored the challenges of women’s participation in senior administrative positions from the perspective of Iranian women administrators in higher education. Data were collected based on semi-structured interviews with 20 women academician in administrative positions. Thematic analysis was conducted to examine the themes that emerged to represent their experience and perspective. The findings indicated that challenges ranged from organizational to societal and individual factors. Individual factors were related to personality traits such as work-family balance issues and a lack of self- confidence. At the organizational levels, difficult relationships at work and the old boys’ network, and organizational practices were perceived to be a hindrance, while at the societal level, gender role stereotypes and social attitudes towards women were viewed as key challenges to the participation of women in senior administrative positions. The implication for women who aspire to the top position of organizations is that they should be aware of and understand the visible and invisible challenges in relation to their career advancement.

scholarly journals DEVELOPMENT OF COLLABORATION IN THE ENGLISH FOR SPECIFIC PURPOSES COURSES: OPPORTUNITIES AND CHALLENGES

2019 ◽  
pp. 311
Author(s):  
Evelina Jaleniauskiene ◽  
Robert Leščinskij ◽  
Palmira Jucevičienė
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Collaborative Writing ◽  
First Century ◽  
English For Specific Purposes ◽  
Structured Interviews ◽  
Collaboration Skills ◽  
Challenges And Opportunities ◽  
Overall Performance

The mission of higher education institutions is to prepare future professionals for a rapidly changing labor market, yet what skills we teach students, and how we teach them, is highly problematic. The ability to collaborate is crucial for success in professional and academic endeavor; the challenge for foreign language educators is to shift the focus of courses in ways that address the development of collaboration skills. Yet, this also becomes a challenge in scholarly literature on English for Specific Purposes (ESP), since research in this field has been somewhat limited, i.e., most commonly it investigates collaborative writing as a way of developing collaboration. Furthermore, the explicit teaching of collaboration, as well as the inclusion of diverse tasks to enhance collaboration, are often neglected by researchers. Also neglected in this field of research are the challenges and opportunities that students experience while learning to collaborate during ESP classes. The paper aims at acquiring more in-depth insights into the phenomenon of collaboration during ESP classes to facilitate the practice of language educators who can no longer neglect the urgent need to develop collaboration through their classes. The authors of the paper, who were also the designers of ESP tasks, sought to develop collaboration skills by both engaging learners in collaborative tasks and integrating additional measures to address this skill. Qualitative data acquired via observations and semi-structured interviews revealed that such tasks could contribute to students’ overall performance to improve language proficiency because they enhance motivation and engagement. Apart from collaboration skills, they contribute to the development of many essential skills vital for engagement in the twenty-first century workplace. Notwithstanding, they pose challenges to students and this indicates the need for more frequent collaborative tasks and progress with additional measures that develop students’ collaboration abilities in higher education.

Bridging the gap between end user needs and science capability: decision making under uncertainty

2014 ◽  
Vol 61 (1) ◽  
pp. 57-74 ◽  
Author(s):  
AS Kiem ◽  
DC Verdon-Kidd ◽  
EK Austin
Keyword(s):  
Decision Making ◽  
User Needs ◽  
Decision Making Under Uncertainty ◽  
End User

EURODEMO: End-user needs

2009 ◽  
Vol 17 (3) ◽  
pp. 333-334 ◽  
Author(s):  
David Edwards
Keyword(s):  
User Needs ◽  
End User

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

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.

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