scholarly journals Higher Education Stakeholders’ Views on Learning Analytics Policy Recommendations for Supporting Study Success

2019 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Research Question ◽  
Successful Implementation ◽  
Policy Recommendations ◽  
Study Success ◽  
Main Research ◽  
Success In Higher Education ◽  
Education Stakeholders

<p class="0abstract"><span lang="EN-AU">Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education experts’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy recommendations from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption in Germany, this study focusses on the German university context and examines how ready German university stakeholders are to adopt learning analytics. In order to validate the policy recommendations, we conducted an interview study from June to August 2018 with 37 German higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation.</span></p>

scholarly journals COED SPORTS AS AN ‘INTEGRATION TOOL’ IN HELLENIC MILITARY HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
E. Kefi-Chatzichamperi ◽  
I. Kamberidou ◽  
N. Patsantaras
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Armed Forces ◽  
Naval Academy ◽  
Structured Interviews ◽  
Gender Integration ◽  
Main Research ◽  
The Military ◽  
Mixed Gender

<p>This study focuses on women’s integration in the military through sports, and particularly coed sports in the Hellenic Military Higher Education Institutions: 1) the Hellenic Army Academy, 2) the Hellenic Military Academy of Corps Officers, 3) the Hellenic Military Nursing Academy, 4) the Hellenic Naval Academy, and 5) the Hellenic Air Force Academy. We argue that coed sports (mixed-gender teams) can be used as an integration tool in military institutions, although research on this topic is scarce. Our study begins with a literature review on gender, the military, and sport combining a qualitative and quantitative approach to facilitate a better understanding of how women and men navigate and perceive the meaning of their mixed-gender military sport experience in the Hellenic Military Higher Education Institutions. Initially, twelve Greek women, active officers in the Armed Forces, took part in a series of semi-structured interviews. The twelve women, all high-ranking military officers today—between the ages of 25 to 49—were randomly chosen. Subsequently, a total of 120 active officers of both genders responded to the Greek version of the "Group Environment Questionnaire" (Angelonidis, 1995). From a total of 18 questions, nine were selected to examine gender integration through sport. The main research question is whether sport in the five military higher education academies/schools in Greece contributes to gender integration as perceived and understood by the 120 participants (female and male officers). The findings showed that integration is a process involving non-isolation, meaning acceptance of the gender subject (the officer cadet/military student) regardless of his/her gender into the team, as opposed to his/her exclusion, and as a result the union-unity-acceptance in a sport team of all the subjects (officer cadets of both genders). According to the results of the analysis, there is a statistically significant interaction between the variables 'joint participation of men and women in sports' and the 'integration of women' in the five Hellenic Military Higher Education Institutions. The results of this study indicate that mixed-gender military sport programs serve as a means for gender integration, unity, and cohesion. Other than strengthening physical capacity, fitness and performance, the findings confirm that coed military sport activities could prevent sexism; eliminate or reduce gender harassment, discrimination, and stereotypes; strengthen interpersonal communication/relationships and teamwork; reinforce team and social cohesion, unity, and cooperation skills.</p><p> </p><p>&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0765/a.php" alt="Hit counter" /&gt;&lt;/p&gt;</p>

Integrating sustainability in higher education: a Swedish case

2020 ◽  
Vol 21 (6) ◽  
pp. 1131-1150
Author(s):  
Daniela Argento ◽  
Daniel Einarson ◽  
Lennart Mårtensson ◽  
Christel Persson ◽  
Karin Wendin ◽  
...  
Keyword(s):  
Higher Education ◽  
Intrinsic Motivation ◽  
Higher Education Institutions ◽  
Research Question ◽  
Holistic Approach ◽  
Organizational Structures ◽  
Successful Implementation ◽  
Institutional Work ◽  
Content Type ◽  
Long Run

Purpose This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach.

scholarly journals Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data

2020 ◽  
Author(s):  
Martine Schophuizen ◽  
Karel Kreijns ◽  
Slavi Stoyanov ◽  
Scott Rosas ◽  
Marco Kalz
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Group Analysis ◽  
Open Educational Resources ◽  
Main Research ◽  
Organizational Challenges ◽  
Challenges And Opportunities ◽  
Group Concept

Abstract Openness in education is not a consistent term or value since “open” is used to describe various things and often means different things to different individuals. In a research context, it is important to identify the many interpretation(s) and perspectives of openness being investigated, especially since the underlying ideas behind these different interpretations and contexts can yield different results. Not much empirical research on the implementation aspects of open education exists, especially comparing open educational resources (OER) and open online education (OOE). This empirical study addresses this gap, exploring identification and prioritization of organizational challenges and opportunities of two subgroups of projects (i.e. OER focused or OOE focused) within various higher education institutions in The Netherlands. The main research question in this study is: Does the project character (OER focus vs. OOE focus) of innovation projects lead to perceived differences by actors involved in their implementation? Findings indicate that there are differences in conceptual as well as practical representation between the two groups. These findings imply that higher education institutions need to internally adapt to the needs of various manifestations of “openness” to be able to fully benefit from opportunities and overcome challenges.

scholarly journals Predictive Learning Analytics 'At Scale': Guidelines to Successful Implementation in Higher Education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Christothea Herodotou ◽  
Bart Rienties ◽  
Barry Verdin ◽  
Avinash Boroowa
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Analytics ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Successful Implementation ◽  
Students At Risk ◽  
Educational Stakeholders ◽  
Predictive Learning

Predictive Learning Analytics (PLA) aim to improve learning by identifying students at risk of failing their studies. Yet, little is known about how best to integrate and scaffold PLA initiatives into higher education institutions. Towards this end, it becomes essential to capture and analyze the perceptions of relevant educational stakeholders (i.e., managers, teachers, students) about PLA. This paper presents an “at scale” implementation of PLA at a distance learning higher education institution and details, in particular, the perspectives of 20 educational managers involved in the implementation. It concludes with a set of recommendations about how best to adopt and apply large-scale PLA initiatives in higher education.

scholarly journals The Role of Higher Education Institutions in the Implementation of Circular Economy in Latin America

2021 ◽  
Vol 13 (17) ◽  
pp. 9805
Author(s):  
Daniel A. Salas ◽  
Paulina Criollo ◽  
Angel D. Ramirez
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Circular Economy ◽  
Higher Education Institutions ◽  
Research Question ◽  
Developed Countries ◽  
Main Research ◽  
Global North ◽  
Latin American Countries

Circular economy (CE) describes a sustainable alternative approach to the current linear economy system. It is a growing topic among scholars, practitioners, and decisionmakers; it encompasses several concepts related to sustainability and requires the synergy of multiple actors for success, including higher education institutions (HEIs) as one of the most relevant ones. Current CE is based mostly on experiences in Global North developed countries, where the concept has gained great attention and has already influenced policies and strategies. However, CE in Latin American countries (LA countries) have not yet received such attention. Thus, some “unique problems” may remain unattended, and efforts to attain a CE are more likely to fail. Likewise, the study shows how the role of HEIs in CE in LA countries has not yet been fully explored, as the literature on this topic is scarce. This paper aims to address the main research question: what is the role of HEIs in the transition to a CE in Latin American countries? For this, a two-fold methodology was performed: (i) a systematic review which allows understanding of the trends of CE research in LA and the extent of the HEIs involvement; and (ii) a narrative review, which provides insights into the state of the art of CE research (gaps, drivers, and barriers) in LA countries and how this relates to HEIs. This approach drew implications for the role of HEIs in the implementation of CE in LA countries. HEIs are key actors in this transition, contributing in several ways to the CE by collaborating with industry, assisting policy makers, building human and intellectual capital, supporting community engagement projects, influencing campus culture, linking with international CE networks, and promoting an inclusive CE discourse. This research contributes to the CE body of knowledge from a Latin-American Global South perspective by discussing the factors that aim to define the role of HEIs in the CE transition in LA countries.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

A barrier diagnostic framework in process of digital transformation in higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bayu Rima Aditya ◽  
Ridi Ferdiana ◽  
Sri Suning Kusumawardani
Keyword(s):  
Higher Education ◽  
Process Model ◽  
Design Science ◽  
Research Question ◽  
Science Research ◽  
Digital Transformation ◽  
Successful Implementation ◽  
Content Type ◽  
Systematic Understanding ◽  
Diagnostic Framework

PurposeExisting literature has reported a barrier list that could affect the implementation of digital transformation in higher education, yet the research question of how to identify barriers remained unanswered. Thus, this study intended to address this gap.Design/methodology/approachThe research design adopted a mixed-methods approach based on the problem-centered design science research (DSR) process model for the development and evaluation of framework.FindingsThis study proposed a systematic framework of three sets of components: (1) the initial set of barriers; (2) the barrier rating scheme and (3) the barrier scoring matrix. The three-component of the framework is to identify and prioritize barriers to the successful implementation of digital transformation in higher education.Research limitations/implicationsThe evaluation of the framework was only based on an expert opinion.Practical implicationsThis study provided a direction to the policymakers for designing sensible strategies to increase the chances of a successful digital transformation in higher education.Originality/valueThis study contributes to the knowledge body by offering a more systematic understanding of barriers to digital transformation in higher education.

scholarly journals Internal barriers to supply chain management implementation in a South African traditional university

2018 ◽  
Vol 12 ◽  
Author(s):  
Mamokgadi Z. Masete ◽  
Chengedzai Mafini
Keyword(s):  
Higher Education ◽  
Supply Chain ◽  
Supply Chain Management ◽  
South African ◽  
Management Practices ◽  
Higher Education Institutions ◽  
Successful Implementation ◽  
Public Higher Education ◽  
Chain Management ◽  
Internal Barriers

Background: The demand for higher education in South Africa continues to increase, placing pressure on public higher education institutions to satisfy this demand. Supply chain management is one of the practices that may be implemented to ensure that public universities improve their operations and can, therefore, meet the increased demand for higher education in the country.Objectives: This study aimed to explore the barriers to the implementation of supply chain management practices at a South African public university.Method: The study used a qualitative case study approach using a sample of 17 members of management and staff at a South African traditional university in the Limpopo Province. Data were collected using a combination of a focus group discussion and semi-structured in-depth interviews.Results: The study generated eight themes that embody the barriers to the implementation of supply chain management at the institution. These themes were labelled as stakeholder buy-in, knowledge of supply chain management, supply chain systems and processes, procurement policy and practices, implementation of supply chain management, stakeholder change management, human resource management and organisational culture.Conclusion: Various internal barriers impair the implementation of supply chain management practices at the institution. Administration at the institution has invested limited resources, time and initiatives to ensure the successful implementation of supply chain management. The focus should be directed to finding lasting solutions to each of the barriers identified in this study. Further studies should address the issue of external barriers to supply chain management in public higher education institutions.

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