scholarly journals Cultivating an Institutional Culture that Values Teaching Developing a Repository of Effective Practices

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Lindsay Shaw ◽  
Jill Grose ◽  
Erika Kustra ◽  
Lori Goff ◽  
Donna Ellis ◽  
...  
Keyword(s):  
Higher Education ◽  
Future Development ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Institutional Culture ◽  
Effective Practices ◽  
Teaching Culture ◽  
Institutional Cultures

Educational researchers developed an online repository of effective practices contributing to or enhancing the teaching culture at multiple higher education institutions as part of a larger project exploring institutional teaching culture. The repository was designed to be a companion document to the Institutional Teaching Culture Perception Surveys (ITCPS), a resource for administrators, educational developers, and Centers for Teaching and Learning (CTL) striving to cultivate institutional cultures that support the development of teaching and learning. This paper outlines the methods for developing this repository, summarizes findings, identifies some of the practices included and highlights areas for future development.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

scholarly journals Implications of Excellence in Research and Teaching

2015 ◽  
pp. 13-15 ◽  
Author(s):  
Johannes Wespel ◽  
Dominic Orr ◽  
Michael Jaeger
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Public Funding ◽  
Teaching Performance ◽  
Research And Teaching ◽  
Funding Mechanisms

Stratification of higher education is currently being driven by public funding schemes, among other things. Building on a survey of excellence funding initiatives across OECD member countries based on the measurement of excellence in higher education institutions, this contribution focuses on how teaching and learning are integrated into these highly selective funding mechanisms. It turns out that teaching performance is generally much less significant than research. Possible reasons and consequences for this result are discussed.

scholarly journals The impacts of international, national and institutional conditions for higher education on the primary processes of teaching and learning in the higher education institutions in Vietnam

2010 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Truong Trinh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
System Quality ◽  
Institutional Conditions ◽  
Vietnamese Higher Education ◽  
Challenges And Opportunities

This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.

scholarly journals Attitudinal Barriers Encountered by Students with Disabilities in Higher Education Institutions

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Nageswara Rao Ambati
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Andhra Pradesh ◽  
Peer Group ◽  
Higher Education Institutions ◽  
Second Phase ◽  
Snowball Sampling ◽  
Higher Education Curriculum ◽  
Attitudinal Barriers

The present study is an exploratory in nature. The papers aims to understand the attitudinal barriers encountered by students with disabilities in higher education institutions and its impact on their learning experiences. The study was conducted in the erstwhile State of Andhra Pradesh (now bifurcated in to Andhra Pradesh and Telangana), India. For this study, the researcher selected three universities in different parts of Andhra Pradesh by using purposive sampling. In the second phase the researcher interviewed 100 students with disabilities from the selected universities by using snowball sampling. For this study, quantitative and qualitative data analyses were used and in most cases quotes of real text for each theme were maintained and used extensively. The findings of the paper covered characteristics of students with disabilities, attitudinal barriers faced by them. The findings of the study suggests that changes are needed to be made, not only in the physical environment in which teaching and learning takes place, but also in the way in which higher education curriculum is organised, delivered and assessed and changes should also come in attitudes of teachers, university administration, peer group and public at large.

scholarly journals Intention to Use Mobile Learning in Higher Education Institutions: Review Paper

2020 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ayad Shihan Izkair ◽  
Muhammad Modi Lakulu ◽  
Ibtihal Hassan Mussa
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Review Paper ◽  
Higher Education Institutions ◽  
Educational Activity ◽  
Intention To Use ◽  
Use Of Technology

Mobile learning is presently taking part in associate degree more and more important role within the instructional method, additionally as within the development of teaching and learning ways for higher education. The power to find out ‘on the go– anytime, anywhere, is changing into more and more fashionable. The advantages offered by mobile learning are important. On the opposite hand, the implementation of mobile learning in educational activity relies on users’ acceptance of technology. Acceptance and intention to use mobile learning may be a topic of growing interest within the field of education. The model of the unified theory of acceptance and use of technology (UTAUT) is planned and developed by researchers via a mixture of eight major theories in activity prediction. UTAUT is among the foremost fashionable and up to date model in information technology acceptance. This is review paper aiming to review UTAUT’s previous studies of intention to use mobile learning. In conclusion, this research provides insight regarding the necessary factors for planning and designing an intention to use mobile learning model in higher education institutions.

scholarly journals Running drop-in advice services in a university setting

2014 ◽  
Vol 19 ◽  
pp. 383
Author(s):  
John Russell
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Community ◽  
Practical Knowledge ◽  
Higher Education Institutions ◽  
Innovative Teaching ◽  
Transferable Skills ◽  
Legal Advice ◽  
The Law ◽  
Law Student

<p>In October 2011, London South Bank University (‘LSBU’) opened a new Drop-In Legal Advice Clinic where law student volunteers – working under the supervision of practising solicitors – provide free, on-the-spot, face-to-face legal advice to the general public. Our aim was to establish a drop-in advice service which would deliver a tangible benefit to the local community, develop students’ practical knowledge of the law in context, and provide a basis for developing a teaching and learning resource for other higher education institutions. In February 2012, we were highlighted in the Million+ think tank’s report on innovative teaching in modern universities, ‘Teaching that Matters’, as involving students in a valuable community service while gaining real-world legal experience, developing transferable skills and enhancing their employability prospects. In April 2012, we won a £5,000 LSBU Vice-Chancellor’s Enterprising Staff Award for our demonstration of enterprise in enhancing the student experience and employability, providing a significant benefit for the local community, and demonstrating a wider significance to other higher education institutions nationwide. The Legal Advice Clinic is now key to the marketing strategy for the Law Department. This paper describes our new service in its first year of operation.</p>

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