Instructional Technology Plans for Higher Education Institutions

2011 ◽  
pp. 419-438
Author(s):  
Hasan Tinmaz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Three Dimensions ◽  
Technology Planning ◽  
Major Purpose ◽  
Technology Knowledge ◽  
Technology Plans ◽  
Software Analysis ◽  
Planning Project ◽  
Knowledge Value

Technology planning is an indispensable activity for all higher education institutions nowadays. The major purpose of the technology planning is to utilize technologies effectively and implement them for communicative, managerial and instructional purposes. This chapter offers a dynamic and adaptable framework for technology planning project in higher education institutions. Basically, the framework compares the mission and vision in terms of three dimensions; Peopleware, Hardware and Software. Peopleware focuses on all people within faculty organizations such as students, academicians and administrators and analyze their current situation in terms of four different interrelated points (technology knowledge, value, belief and attitude) to depict their levels (naïve, apprentice, professional and experienced). In the hardware analysis, the author analyzes personal computers, networking tools, other peripherals (printers, scanners, and etc…) and the building. For software analysis, starting with the operating system, entire software required for instructional and professional purposes are documented. In the last step, project team analyzes the data holistically and creates yearly developmental activities in terms of applicable recommendations.

scholarly journals Data on Orientation to Happiness in Higher Education Institutions from Mexico and El Salvador

Data ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Domingo Villavicencio-Aguilar ◽  
Edgardo René Chacón-Andrade ◽  
Maria Fernanda Durón-Ramos
Keyword(s):  
Higher Education ◽  
El Salvador ◽  
Latin American ◽  
Higher Education Institutions ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Stepwise Multiple Regression ◽  
Teacher Student ◽  
And Gender ◽  
Student’S T

Happiness-oriented people are vital in every society; this is a construct formed by three different types of happiness: pleasure, meaning, and engagement, and it is considered as an indicator of mental health. This study aims to provide data on the levels of orientation to happiness in higher-education teachers and students. The present paper contains data about the perception of this positive aspect in two Latin American countries, Mexico and El Salvador. Structure instruments to measure the orientation to happiness were administrated to 397 teachers and 260 students. This data descriptor presents descriptive statistics (mean, standard deviation), internal consistency (Cronbach’s alpha), and differences (Student’s t-test) presented by country, population (teacher/student), and gender of their orientation to happiness and its three dimensions: meaning, pleasure, and engagement. Stepwise-multiple-regression-analysis results are also presented. Results indicated that participants from both countries reported medium–high levels of meaning and engagement happiness; teachers reported higher levels than those of students in these two dimensions. Happiness resulting from pleasure activities was the least reported in general. Males and females presented very similar levels of orientation to happiness. Only the population (teacher/student) showed a predictive relationship with orientation to happiness; however, the model explained a small portion of variance in this variable, which indicated that other factors are more critical when promoting orientation to happiness in higher-education institutions.

scholarly journals Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

2020 ◽  
Vol 12 (21) ◽  
pp. 9069
Author(s):  
Guillermo Rodríguez-Abitia ◽  
Sandra Martínez-Pérez ◽  
Maria Soledad Ramirez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Three Dimensions ◽  
Diagnostic Study ◽  
Use Of Technology ◽  
Digital Gap ◽  
Teaching Learning

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

scholarly journals Sustainable development in higher education

Economica ◽  
2021 ◽  
Author(s):  
Natalia Timbaliuc ◽  
◽  
Aliona Gusuvati ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Classification System ◽  
Higher Education Institutions ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Important Work ◽  
Economic Issues

Nowadays, humanity is increasingly focusing on the principles of sustainable development, which are becoming more and more important, and universities are acting as agents to promote these principles in society. Many universities are doing important work regarding environmental issues, but also social and economic issues, thus including the three dimensions of sustainability. This article highlights important concepts related to sustainable development, compares and contrasts the definitions of education for sustainable development versus environmental education. The aim of this study is to examine the need to create a universal tool for assessing sustainability and to incorporate it into the classification system of universities. Finally, it can be said that higher education institutions need to make more strenuous efforts to improve their performance in relation to the variables of environment, infrastructure, transport and education.

scholarly journals Socio-Economic Distribution and Higher Education Participation of Students in Kenya

2015 ◽  
Vol 7 (3) ◽  
pp. 49
Author(s):  
John Mugun Boit
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Higher Education Institutions ◽  
Three Dimensions ◽  
School Level ◽  
School Students ◽  
Higher Education Participation ◽  
Education Participation ◽  
The Government ◽  
Economic Distribution

<p>The disparity in higher education participation is a perverse problem in most developing<br />countries. The purpose of this study was to examine the socio-economic distribution of<br />students and higher education participation of students in Kenya from three dimensions:<br />students’ parents socio-economic backgrounds, parental occupational status, and parental<br />level of education. The survey sample compromising 581 respondents was selected from<br />three higher education institutions namely; a public university, a private university and a<br />polytechnic institution. Findings indicatethat despite the overall expansion towards mass<br />systems imbalances in participation based on student socio-economic background is a major<br />factor in Kenyan higher education institutions. The study reveals that higher education is<br />selective, not only in terms of type of secondary school students attended but across parental<br />traits such as father’s education and occupation. The economic capacity of parents is very<br />crucial in determining who can take advantage of the best available education provision and<br />how far a student goes up the education ladder. These findings further confirm the perverse<br />social selection and class bias in higher education institutions with students from lower<br />socioeconomic backgrounds less likely to participate in higher education as students from<br />middle and higher socioeconomic backgrounds. This makes higher education access in Kenya<br />to be highly inequitable. This disproportionate representationpresents a major challenge for<br />education policy. In order to achieve equity and enhance access to tertiary level education,<br />amongst all socio-economic groups, the government should seriously address disparities in<br />school outcomes, both at primary school level and between the various secondary school<br />types and barriers to access that are due to financial obstacles.</p>

scholarly journals The Contribution of Higher Education Institutions to the SDGs. An Evaluation of Sustainability Reporting Practices

2021 ◽  
Vol 11 (3) ◽  
pp. 97
Author(s):  
Fabio Caputo ◽  
Lorenzo Ligorio ◽  
Simone Pizzi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Sustainability Reporting ◽  
Three Dimensions ◽  
Public And Private ◽  
Level Of Involvement ◽  
The Public ◽  
Reporting Practices ◽  
Agenda 2030 ◽  
Sustainability Reports

The introduction of Agenda 2030 has impacted the public and private sectors. Agenda 2030 is a document that aims to promote collaboration and partnership between countries and the population for the achievement of 17 SDGs, which cover all the three dimensions of sustainability: environmental, social, and economic. Within the public organizations, higher education institutions (HEIs) have shown certain attention on the topic. In particular, for many HEIs, the publication of sustainability reports has represented an instrument to disclose and publicize their commitment to the 17 Sustainable Development Goals (SDGs). To shed light on the highly fragmented panorama of the disclosure of SDGs in the context of HEIs, the present study employed a content analysis on publicly available sustainability reports published only by the HEIs that adopted the GRI Standards as reporting guidelines. The results show the centrality of the social and environmental issues within the disclosed information. Moreover, the provision of a thematic analysis on the SDGs disclosure sections revealed the interest of the sampled HEIs in increasing the level of involvement of their stakeholders.

scholarly journals Sustaining Continuous Engagement in Value Co-creation Among Individuals in Universities Using Online Platforms: Role of Knowledge Self-Efficacy, Commitment and Perceived Benefits

2021 ◽  
Vol 12 ◽  
Author(s):  
Nabil Hasan Al-kumaim ◽  
Abdulsalam K. Alhazmi ◽  
T. Ramayah ◽  
Muhammad Salman Shabbir ◽  
Nadhmi A. Gazem
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Web Applications ◽  
Higher Education Institutions ◽  
Analysis Tool ◽  
Perceived Benefits ◽  
Personal Factors ◽  
Online Forums ◽  
Software Analysis ◽  
Online Platforms

Value Co-Creation (VCC) plays a major role in engaging knowledgeable individuals in a community via innovation, problem solving, and new service/product development. This study investigates the personal factors that influence individuals’ engagement in value co-creation in Higher Education Institutions (HEIs) through the use of online platforms. Some higher education institutions have successfully established or used appropriate online platforms, such as online forums, web applications, and mobile applications to engage their community in ideation or crowdsourcing as a part of the value co-creation process. On the other hand, some HEIs have failed to engage their community in value co-creation activities, and even if they managed to engage some individuals in value co-creation once, they failed to sustain these individuals’ engagement in value co-creation using online platforms. Using the Stimulus Organism Response (S-O-R) framework, this study examines the relationship between relevant personal factors (commitment and knowledge self-efficacy) and other motivational factors that provide perceived benefits with value co-creation engagement. Data was collected from 308 respondents at five Malaysian research universities. The software analysis tool Smart PLS is used for data analysis and validation. The results demonstrate that personal factors and perceived benefits as a motivational factor has a significant effect on individual engagement in value co-creation. However, the significance of these findings varies from one individual to another. The implications of these findings are discussed.

scholarly journals Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?

2020 ◽  
Vol 12 (18) ◽  
pp. 7502
Author(s):  
Leyla Angélica Sandoval Hamón ◽  
Ana Paula Martinho ◽  
M. Rosário Ramos ◽  
Cecilia Elizabeth Bayas Aldaz
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Repeated Measures ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Three Dimensions ◽  
Sustainable Solutions ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
The Impact

Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students.

scholarly journals Service Quality: Pengembangan Instrumen Penilaian Jasa Layanan Pendidikan

2017 ◽  
Vol 2 (3) ◽  
pp. 134-156
Author(s):  
Agustinus Februadi ◽  
Mukaram
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Higher Education Institutions ◽  
Reliability And Validity ◽  
Teaching Quality ◽  
Three Dimensions ◽  
Confirmatory Factor ◽  
Using Data ◽  
Quality In Higher Education ◽  
Faculty And Administrators

Students’ evaluations of teaching (SETs) have been an important and the most commonly used method for evaluating teaching quality in higher education institutions. They provide feedback from students to faculty and administrators. The majority SET instruments used in Indonesia were developed based on the faculty/administrators’ knowledge and experience or adopted from other higher education institutions with or without modifications. This study aims to develop a SET instrument based on both educational theory and empirical data. Using data collected from a total of 755 students of Politeknik Negeri Bandung, the underlying dimensions and the psychometric properties of the instrument were tested. The exploratory factor analysis generated a three-factor solution. A confirmatory factor analysis was then run to cross-validate the item indicators of each factor/dimension. The reliability and validity of the instrument were also tested. The final version of SET instrument encompasses 15 items in three dimensions. The three dimensions were labeled as preparation and organization (4 items), instructional delivery (7 items), and examination and feedback (4 items). Although it was developed using student samples from Politeknik Negeri Bandung, the newly developed instrument can be used in any higher education institutions.

scholarly journals Service Quality: Pengembangan Instrumen Penilaian Jasa Layanan Pendidikan

2017 ◽  
Vol 2 (3) ◽  
pp. 134
Author(s):  
Agustinus Februadi ◽  
Mukaram Mukaram
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Higher Education Institutions ◽  
Reliability And Validity ◽  
Teaching Quality ◽  
Three Dimensions ◽  
Confirmatory Factor ◽  
Using Data ◽  
Quality In Higher Education ◽  
Faculty And Administrators

Students’ evaluations of teaching (SETs) have been an important and the most commonly used method for evaluating teaching quality in higher education institutions. They provide feedback from students to faculty and administrators. The majority SET instruments used in Indonesia were developed based on the faculty/administrators’ knowledge and experience or adopted from other higher education institutions with or without modifications. This study aims to develop a SET instrument based on both educational theory and empirical data. Using data collected from a total of 755 students of Politeknik Negeri Bandung, the underlying dimensions and the psychometric properties of the instrument were tested. The exploratory factor analysis generated a three-factor solution. A confirmatory factor analysis was then run to cross-validate the item indicators of each factor/dimension. The reliability and validity of the instrument were also tested. The final version of SET instrument encompasses 15 items in three dimensions. The three dimensions were labeled as preparation and organization (4 items), instructional delivery (7 items), and examination and feedback (4 items). Although it was developed using student samples from Politeknik Negeri Bandung, the newly developed instrument can be used in any higher education institutions.

scholarly journals Socio-Adaptive Thinking of Searching for an Architectural Connection to Improve the Lives of Students with Special Physical Needs as a Special Kind of Philosophical Communication

wisdom ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 48-57
Author(s):  
Galyna HNAT ◽  
Ihor HNES ◽  
Liubov SOLOVII ◽  
Lyudmyla HNES ◽  
Volodymyr BABYAK
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Special Kind ◽  
Social Adaptation ◽  
Educational Institutions ◽  
Western World ◽  
Social Infrastructure ◽  
Major Purpose ◽  
Persons With Disabilities ◽  
Modern Cities

An analysis of the spiritual situation in the modern, in particular the Western, world prompts the idea that a person's place in it is becoming increasingly uncertain and contradictory. This is especially evident in the context of various conflicts arising among people with disabilities due to infrastructure problems in educational institutions. It is obvious that disabled people and various categories of mentally and physically weakened people are a very significant part of our society, for which accessible and comfortable conditions of life and rehabilitation should be created. This requirement should be considered among the fundamental, and it should apply to many significant objects of the social infrastructure of modern cities, including their higher educational institutions. The major purpose of this article is to determine the ways of adapting the architectural environment of higher education institutions to the needs of persons with disabilities. The object of the research is the buildings and structures of higher education institutions. To achieve the goal of our research we have used a IDEF0 model in the context of achieving social adaptation and improving communication.

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