scholarly journals Application of Exploratory Factor Analysis in the Construction of a Self-Perception Model of Informational Competences in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2332
Author(s):  
Belén Quintero Ordóñez ◽  
Ignacio González López ◽  
Eloísa Reche Urbano ◽  
Juan Antonio Fuentes Esparrell
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Professional Development ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Practical Application ◽  
Use Of Technology ◽  
Ready Availability ◽  
Perception Model ◽  
Specific Learning

The progress experienced by society resulting from the ready availability of information through the use of technology highlights the need to develop specific learning related to informational competences (IC) in educational settings where future professionals are trained to educate others, specifically in university degrees in social sciences. This study seeks to ascertain the opinions of students enrolled in these degrees at the Universidad de Córdoba (Spain) with regard to the knowledge they consider that they possess about IC for their future professional development, through the practical application of exploratory factor analysis. The methodology designed is based on a descriptive, non-experimental, correlational survey. The results show that factor analysis is a fundamental tool for obtaining results in terms of students’ perception of their knowledge of IC because its psychometric value has confirmed construct validity and enabled us to break down the items that made up the four initial dimensions of IC into eight factors to improve the understanding and explanation of these IC.

A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning

2021 ◽  
pp. 019263652110089
Author(s):  
Samuel F. Fancera
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Educational Outcomes ◽  
School Leaders ◽  
Reliable Instrument

The purpose of this research was to develop and test an instrument to measure school leaders’ use of Twitter for professional development (PD) and learning. Findings from an exploratory factor analysis indicate that the resulting nine-item Twitter for PD Scale offers a valid and reliable instrument to measure school leaders’ use of Twitter for PD and learning. Researchers and practitioners can use the Twitter for PD Scale to measure the influence of Twitter-delivered PD on various educational outcomes.

Reversing the Tyranny of Distance Education

2017 ◽  
pp. 232-255
Author(s):  
Maria Northcote ◽  
Kevin P. Gosselin ◽  
Daniel Reynaud ◽  
Peter Kilgour ◽  
Malcolm Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Education ◽  
Course Design ◽  
Threshold Concepts ◽  
Development Programs ◽  
Self Confidence ◽  
Use Of Technology ◽  
Education Environment ◽  
Professional Development Programs

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

scholarly journals The Structure of Human Capital Management Practices in the Higher Education System of Pakistan

2020 ◽  
Vol 8 (1) ◽  
pp. 84-94
Author(s):  
Nadeem Uz Zaman ◽  
◽  
Jan Mohammad ◽  
Abdul Naeem ◽  
Beenish Malik ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Education System ◽  
Management Practices ◽  
Capital Management ◽  
Human Capital Management ◽  
Online Questionnaire ◽  
Higher Education System

This study attempts to explore the structure of human capital management (HCM) practices in the higher education system of Pakistan. The study does not consider the respondents to be conceptually aware of the concept of HCM, yet the prevailing practice within the HRM system might reflect a transition towards HCM. We collected our data using a selfadministered online questionnaire from 299 employees in the University of Pakistan. The data thus collected were analyzed using an exploratory factor analysis first and then a confirmatory factor analysis to further validate the structure highlighted in the data in the exploratory factor analysis. We found that there does exist a structure that can be related to HCM in the universities of Pakistan. Five components, as such, were highlighted in our analysis though we had initially added seven to the original survey. The component of talent was merged into knowledge and the component of retention was merged into supporting activities. This suggested the relevant correlations between these pairs. Thus, the structure suggests that Pakistani Higher Institutes (HIs) look for talent within education and knowledge rather than any separable aspect of human capital. Moreover, we found the retention is embedded into supporting activities. The study implicitly finds and claims that the mindset towards the implication of HCM is developing and performance evaluation and reward system are being considered as important trends in HIs of Pakistan. The study mainly focused on all the universities of Pakistan. It might be possible that the situation is different in the private and public sector HIs.

Attitudes of Faculty toward Unionization

1989 ◽  
Vol 65 (3) ◽  
pp. 995-1000 ◽  
Author(s):  
Carol Rodriguez ◽  
John Rearden
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Collective Bargaining ◽  
Exploratory Factor Analysis ◽  
Fine Arts ◽  
Faculty Attitudes ◽  
University Faculty ◽  
Faculty Perception ◽  
Abuse Of Power ◽  
Midwestern University

A scale to measure attitudes of university faculty toward collective bargaining was developed by selecting items along a continuum of favorability toward unions. 262 faculty (49%) at a public midwestern university where collective bargaining has been in effect responded to the scale. The scale readily discriminated between union members and nonmembers and between faculty who did or did not sign a petition to decertify the union. Faculty in fine arts, education, and the library had significantly more favorable attitudes toward unionization. Exploratory factor analysis of the items in the scale produced three interpretable factors: perceived union benefits to faculty, faculty dissonance over the issue of unionization vs professionalism, and faculty perception of union abuse of power. The scale can be used in the study of faculty attitudes toward collective bargaining in higher education.

scholarly journals Educating to inspire active learning approaches in mathematics in Norwegian universities

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Simon Goodchild ◽  
Kirsten Bjørkestøl ◽  
Inger Christin Borge ◽  
Hans Kristian Nilsen ◽  
Odd Helge Mjellem Tonheim
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Statistical Analysis ◽  
Active Learning ◽  
Exploratory Factor Analysis ◽  
Descriptive Statistics ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Mathematics Courses ◽  
Making Sense

This is a report of an analysis of some of the data generated by a national survey of teaching approaches used in higher education mathematics courses. The overall purpose of the survey was to explore how widespread is the use of teaching approaches that might promote students’ active learning of mathematics. The paper includes a brief presentation of the authors meaning of the expression “teaching actions that have the potential to promote active learning”. The analysis focuses on the responses of 95 lecturers working in 13 Norwegian HE institutions. The goal is to expose underlying patterns in lecturers’ responses to questions about the teaching actions they may incorporate in their practice. The analysis incorporates descriptive statistics (e.g., mean scores) and exploratory factor analysis to expose underlying reasons for patterns of lecturers’ responses. Qualitative, interpretative approaches are used, both in the design of the survey instrument and in making sense of the outcome from the statistical analysis.

Looking at Linear Algebra Teaching Practices Through Multimodal Narratives

2019 ◽  
pp. 126-146
Author(s):  
Cecília Costa ◽  
Ricardo Gonçalves
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Linear Algebra ◽  
Teaching Practices ◽  
Geometric Approach ◽  
Teaching Sequence ◽  
Use Of Technology ◽  
Research Studies

There is a lack of research studies on teaching practices in higher education, which does not contribute to a greater and better reflection on the failure in some disciplines, namely in linear algebra. Multimodal narrative (MN) is a facilitator of research in this field. This chapter describes how the use of MN of linear algebra classes was done and allowed reflection on and modification of the practices. Formative situations are presented: 1) planned and successful, 2) planned and less achieved, 3) unexpected and successful, and 4) unexpected and less achieved. Two transversal aspects to the teaching sequence are also presented: use of technology and geometric approach. This study made it possible to recognize the MN's potential as a tool to “observe” and analyze linear algebra teaching practices in diverse aspects. It also shows that MN analysis allowed linear algebra teachers to promote their professional development regardless of the teacher's experience.

scholarly journals Development of Academic Leadership Scale: A Study of Validity and Reliability

2021 ◽  
Vol 11 ◽  
Author(s):  
İsmail Karsantık ◽  
Münevver Çetin
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Factor Analysis ◽  
Academic Staff ◽  
Academic Leadership ◽  
Faculty Members ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Higher Education Culture ◽  
Education Culture

Leadership is considered as an ancient and multidimensional concept. Due to its contribution to the development of academic staff, the creation of a common culture in line with the interests and needs of stakeholders and the vision of the institution, and the distribution of workload, performance evaluation and management of resource use, academic leadership is associated with the concepts of professional development, higher education culture, and higher education management. The 50-item draft scale prepared by reviewing the related literature was given to 57 faculty members in the piloting stage, 490 faculty members in the exploratory factor analysis (EFA) stage, and 200 faculty members in the confirmatory factor analysis (CFA) stage. The sample of the study was chosen by using the maximum variation sampling method. The three sub-dimensions (professional development, higher education culture and higher education administration) obtained as a result of the EFA applied to reveal the construct validity of the scale were also confirmed by the CFA. The reliability of the scale was found by calculating the Cronbach's alpha coefficient and each of its three sub-dimensions was found to be highly reliable. The results show that the Academic Leadership Scale is a valid and reliable measurement tool that can be used to reveal the academic leadership perceptions of faculty members.

scholarly journals Development and Validation of a Scale to Measure the Motivation to Pursue a Graduate Course

2019 ◽  
pp. 196-207
Author(s):  
Diana Arango-Botero ◽  
Salim Chalela ◽  
Alejandro Valencia-Arias
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Work Conditions ◽  
Total Variance ◽  
Graduate Course ◽  
Motivation Factors ◽  
Cultural Variables ◽  
Exploratory Factor Analyses ◽  
Motivation Scale

Introduction. The article considers some motivation factors related to pursue a graduate course. The authors analysed aspects related to learning, better economic and work conditions, better job opportunities, alternatives to grow professionally, among other elements. Our purpose was to develop and validate a motivation scale to pursue higher education studies. Material and Methods. Self-administered questionnaires answered by senior students of undergraduate programs in our city Medellin (Colombia) and exploratory factor analyses were employed. The methodological basis of the study is the processing and analysis of interv iew materials and student surveys. Results. In the first exploratory factor analysis (n = 315 registers), three of four factors were retained (eigenvalue equal or greater than 1.0): Economics, Employment and educational competitiveness, and Institutional promotion and support. The factor solution explained 62.62 % of the total variance. The second exploratory factor analysis (n = 316 registers) confirmed the extraction of the same factors with 64.041 % of the total variance explained by them. Discussion and Conclusion. An individual’s motivations depend not only on economic aspects or the work of higher education institutions but also on subjective elements associated with individual, social and cultural variables. For that reason, the motivation scale developed in our research will enable directors of institutions and universities that offer graduate programs to direct their promotional and advertising efforts to reach a greater number of people considering their expectati ons and needs.

scholarly journals Missing values in exploratory factor analysis: A ‘best of all possible worlds’ approach to imputation for incomplete survey data

2021 ◽  
Author(s):  
Bas Bosma ◽  
Arjen van Witteloostuijn
Keyword(s):  
Social Sciences ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Possible Worlds ◽  
Missing Values ◽  
Ease Of Use ◽  
Factor Analyses ◽  
Imputation Methods ◽  
The Social

In the social sciences, multi-item scales and factor analyses are standard tools in survey research. In the social sciences, such tools are omnipresent, as are, unavoidably, nonresponses. The question is how to handle missing values when an exploratory factor analysis is intended. Deletion methods will result in — oftentimes substantial and damaging — reduction of power. The seemingly obvious alternative is to keep all respondents and apply imputation to missing values. However, with the true factor structure unknown, theoretically recommendable multiple imputation methods cannot simply be applied. Instead of declaring an entire method unsuitable for exploratory analysis, we propose an approach that keeps the relevant aspects of various methods and combines these by sacrificing less relevant aspects. Doing so, we keep understanding and ease of use in mind, aiming for an approach that is more rigorous and ‘correct’ than what is commonly used in practice, whilst still being straightforward enough to actually be used.

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