scholarly journals The Impact of Higher Education Problem Based Learning in 21st Century: Evidence from Malaysia & Pakistan

2021 ◽  
Vol 6 (2) ◽  
pp. 160-169
Author(s):  
Muhammad Nasir Khan ◽  
Sufi Amin
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Higher Education Institutions ◽  
Problem Based Learning ◽  
Cross Sectional ◽  
Traditional Assessment ◽  
Equal Importance ◽  
Impact Of Higher Education ◽  
New Phenomena ◽  
The Impact

Problem based learning (PBL) approach has attained prominence due to its novelty in higher education. Problem based learning is pedagogical shift from traditional educational approaches to innovative educational approaches. Problem based learning alerts and challenges to classical and traditional assessment approaches because PBL is concerned with unique assessment approaches. Alternative pedagogies and assessment approaches enhance and give new insights to the effectiveness of PBL at higher education level. Students of higher education institutions learn through cognitions, socialization and experimental connections. Different students make different cognitive, social and experiential connections. This new phenomena has given new insights to the idea of shift of pedagogical paradigm in higher education with focus of teaching to learning. This approach has got prominence in scientific research and has equal importance in various fields of knowledge. It is equally important in other fields of knowledge. The major objective of this study was to explore the impact of higher education problem based learning in comparative perspectives of Malaysia and Pakistan. The participants of the study were included from Malaysia and Pakistan. Cross sectional research design has been used to analyze the collected data to achieve the objectives of the study. The study is significant for researchers in higher education institutions in comprehending the impact of higher education problem based learning in 21st century. Keywords: Problem-Based Learning, Higher Education, Impact, Teaching & Learning

scholarly journals ASSESSING THE INFLUENCE OF SERVICE RECOVERY STRATEGIES ON DISTRIBUTIVE JUSTICE IN HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 77 (4) ◽  
pp. 478-488
Author(s):  
Steven K. Msosa ◽  
Jeevarathnam P. Govender
Keyword(s):  
Higher Education ◽  
Distributive Justice ◽  
Service Failure ◽  
Higher Education Institutions ◽  
Service Recovery ◽  
Cross Sectional ◽  
Non Profit ◽  
Recovery Strategies ◽  
Quantitative Descriptive ◽  
The Impact

In recent times, students in higher education institutions have raised their expectations and are becoming less tolerant to poor service. The reality is that service failures are bound to happen. However, effective service recovery strategies could minimise the impact of service failure. The aim of this research was to analyse the influence of service recovery strategies on distributive justice in higher education institutions. A total of 430 students from three public universities in South Africa participated in this research as respondents. The research adopted a quantitative, descriptive and cross-sectional approach. The findings of this research showed that compensation and explanation have a positive and significant influence on distributive justice. Furthermore, the results showed a positive and insignificant influence of apology on distributive justice. The findings of this research are a wake up call to higher education institutions to focus on the two strategies of service recovery, namely explanation and compensation to achieve distributive justice. Thus, higher education institutions should firstly, focus on the use of an explanation to achieve distributive justice because it is offered at no cost compared to compensation which normally wears a financial face. This is based on the fact that higher education institutions are non profit making institutions such that they cannot afford to offer financial compensation on regular basis to address student problems. Ultimately, higher education institutions are advised to consider the severity of service failure before offering any form of service recovery to avoid double deviation. Keywords: distributive justice, field-based research, higher education institutions, service failure, service recovery strategies.

scholarly journals Five perils of the impact agenda in higher education

2018 ◽  
Author(s):  
Tristan McCowan
Keyword(s):  
Higher Education ◽  
Linear Relationship ◽  
Research Evaluation ◽  
Higher Education Institutions ◽  
Normative Dimension ◽  
Key Dimensions ◽  
Source Form ◽  
Impact Of Higher Education ◽  
The Impact ◽  
Policy Attention

The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities.

scholarly journals The COVID-19 Pandemic: Challenges Faced and Lessons Learned Regarding Distance Learning in Lebanese Higher Education Institutions

2020 ◽  
Vol 10 (10) ◽  
pp. 1259
Author(s):  
Maha Mouchantaf
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Language Teachers ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
The Impact

In the past few months, due to the Covid-19 (Coronavirus) outbreak, most educational establishments in Lebanon, including schools and higher education institutions, made the transition to distance learning. This research sought to explore the impact of the Covid-19 pandemic and the challenges that it currently poses to higher education. More specifically, it aimed to evaluate the views of language teachers with regards to online teaching to better understand both its advantages and disadvantages in comparison to face-to-face education. The study also offered insight on the educator’s feedback and their presented solutions that will lead to a better experience with online learning. A quantitative cross-sectional online survey was implemented for the purpose of this study.

scholarly journals The impact of Perceived Justice on Students’ Negative Emotional Responses during Service Recovery

2020 ◽  
Vol 9 (5) ◽  
pp. 230
Author(s):  
Steven Kayambazinthu Msosa
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Negative Emotions ◽  
Service Recovery ◽  
Emotional Responses ◽  
Interactional Justice ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Perceived Justice ◽  
The Impact

This study sought to evaluate the impact of perceived justice on students’ negative emotional responses during service recovery. Quantitative, descriptive multi-variate regression analysis and a cross-sectional study were undertaken using a judgmental sample of 430 students drawn from three public Higher Education Institutions in South Africa. The results of this study showed that all the dimensions of justice, viz. procedural, distributive and interactional justice, have a negative and significant impact on negative emotions. The findings of this study could assist Higher Education institutional managers to interrogate the fairness of the processes used in Higher Education Institutions to address student grievances because they have a negative and significant impact on students’ negative emotions.

“New Normal”: Analisis Penerimaan Menggunakan Balance Score Card

2020 ◽  
Vol 3 (2) ◽  
pp. 396-402
Author(s):  
Maria Florentina Rumba ◽  
Margaretha P.N Rozady ◽  
Theresia W. Mado
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Normal Phase ◽  
Physical Contact ◽  
New Normal ◽  
Face To Face ◽  
Balance Score Card ◽  
Score Card ◽  
Pros And Cons ◽  
The Impact

Abstrak: Kebiasaan manusia berubah karena adanya wabah COVID-19, hal ini berpengaruh ketika manusia masuk ke dalam fase new normal. New normal diartikan sebagai keadaan yang tidak biasa dilakukan sebelumnya, yang kemudian dijadikan sebagai standar atau kebiasaan baru yang mesti dilakukan manusia untuk dirinya sendiri maupun untuk bersosialisasi dengan orang lain. Kebiasaan baru ini pun menimbulkan pro dan kontra seiring dengan dampak yang timbul. Lembaga pendidikan tinggi merupakan salah satu yang merasakan dampak penerapan new normal. Perkuliahan yang selama ini dilakukan secara online/daring, akan kembali dilakukan secara luring/tatap muka, dengan tetap menerapkan protokol COVID-19 seperti mengenakan masker, menjaga jarak, mengenakan sarung tangan, serta tidak melakukan kontak fisik seperti berjabat tangan. Masalah yang muncul bukan hanya kecemasan orang tua terhadap anak – anaknya, tetapi bagaimana lembaga pendidikan tinggi mengatur segala sumber daya yang dimiliki agar memenuhi standar penerapan new normal. penelitian ini bertujuan untuk mengetahui penerimaan  terhadap kondisi normal yang baru menggunakan Perspektif balance score card. Abstract: Human habits change because of the COVID-19 outbreak, this affects when humans enter the new normal phase. New normal is defined as a condition that is not normally done before, which is then used as a standard or new habits that must be done by humans for themselves or to socialize with others. This new habit also raises the pros and cons along with the impact arising with the new normal. Higher education institutions are the ones who feel the impact of implementing new normal. Lectures that have been conducted online / online will be re-done offline / face to face, while still applying the COVID-19 protocol such as wearing a mask, keeping a distance, wearing gloves, and not making physical contact such as shaking hands. The problem that arises is not only parents' anxiety about their children, but how higher education institutions regulate all available resources to meet new normal implementation standards. This study aims to determine acceptance of new normal conditions using the balance score card Perspective.

Critical Role of Global and Culturally Responsive Leadership for Higher Education in the 21st-Century

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Eric Archer ◽  
Yuqian Zhang
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Culturally Responsive ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Global Leadership ◽  
Technological Revolution ◽  
Culturally Responsive Leadership ◽  
Leadership Curriculum

“We are on the precipice of an epoch,” in which 21st century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson, Treverton, Moini and Lindstrom (2003) have urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders in all sectors. This essay examines the critical role of global and culturally responsive leadership for graduates of higher education institutions.

Student entrepreneurship ecosystems at Australian higher education institutions

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alex Maritz ◽  
Quan Nguyen ◽  
Sergey Ivanov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
University Student ◽  
Content Type ◽  
Student Entrepreneurship ◽  
Start Up ◽  
Entrepreneurship Ecosystems ◽  
Start Ups ◽  
The Impact

PurposeDespite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative emergent enquiry approach to explore best practice SEEs in Australia, complimented by narratives from leading scholars in higher education institutions with the aim of delineating the integrative components of SEEs.Design/methodology/approachAdopting the entrepreneurial ecosystem framework and aligned to the social cognitive theory, this paper explores the components and dynamics of SEEs, contributing to an understanding of how such components can better support the growth, sustainability and success of student start-ups. The authors extend entrepreneurship research on social construction using narrative research.FindingsThe findings provide guidelines for researchers, entrepreneurship scholars and educators, entrepreneurship students, policymakers and practitioners to enhance the impact and success of university student start-ups by adopting a student ecosystem approach.Research limitations/implicationsThe narratives represent a limited number of universities with an opportunity for further research to empirically measure the impact and outcomes of SEEs. The research is exploratory, inherently conceptual and emergent, providing an opportunity for validation of narrative frameworks in future studies.Practical implicationsThe findings may assist university managers to be more aware of their own subconscious preferences to student entrepreneurship and start-up initiatives, which may be useful in refining their impact and offerings regarding a quest toward the entrepreneurial university.Social implicationsFrom social perspectives, the alignment of the components of SEE has the ability to enhance and shift the entrepreneurial mindset of entrepreneurship students, notwithstanding enhancement of intentionality and self-efficacy.Originality/valueThis is the first study of SEEs in Australia, highlighting the importance of the integration of entrepreneurship education programs, entrepreneurship education ecosystems, the entrepreneurial university and specific start-up initiatives such as university accelerators. Furthermore, students may enhance their entrepreneurial mindset by actively engaging in such ecosystems.

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