Web-Based DSS for Resource Allocation in Higher Education

2021 ◽  
Vol 13 (4) ◽  
pp. 71-93
Author(s):  
Carolina Lino Martins ◽  
Pascale Zaraté ◽  
Adiel Teixeira de Almeida ◽  
Jônatas Araújo de Almeida ◽  
Danielle Costa Morais
Keyword(s):  
Higher Education ◽  
Resource Allocation ◽  
End User ◽  
Allocation Model ◽  
Web Based ◽  
Scarce Resources ◽  
Clear Vision ◽  
Education Decision ◽  
Higher Education Organizations ◽  
Resource Allocation System

The allocation of scarce resources is a complex higher education decision problem, especially when it comes to budget constraints. Therefore, the authors propose a multicriteria web-based decision support system for resource allocation in higher education organizations. To do so, they define an MCDA/M resource allocation model, based on a project portfolio selection problem to set the percentage of the total budget that every alternative should receive. For the web-based DSS, they develop a database model to store and retrieve data, define the user's interface, and they use a web platform to transform the prototype into a web-based system. Also, they run an empirical analysis with an end-user to test the DSS. They show that the system can provide a clear vision of how the resource allocation system works; the mechanism as a whole becomes more transparent to those involved, enabling them to make efficient and reasonable decisions.

scholarly journals An Analysis of the Time-Driven Activity-Based Costing System in Foundation Higher Education Organizations

2021 ◽  
Vol 11 (2Pt2) ◽  
pp. 537-549
Author(s):  
Burçin Tutcu
Keyword(s):  
Higher Education ◽  
Cost Management ◽  
Vocational School ◽  
Activity Based Costing ◽  
Scarce Resources ◽  
Service Production ◽  
Costing System ◽  
Program Costs ◽  
Traditional Costing ◽  
Higher Education Organizations

Changes in globalization and technology have made the competition in the education sector more in-tense. This change in competition has reduced the profit margins of educational organizations. In order to maintain their market share and maintain their assets under these conditions, organizations have had to put greater stress on cost management. Today, cost management has moved beyond simply being a sub-system of accounting and has become one of the main tasks of business management. Higher education organizations need to use scarce resources effectively and efficiently to achieve their goals, develop long-term strategies, and maintain their existence. The extent to which resources are used by whom and for what time should be determined correctly. The outputs obtained during this process should be checked and interpreted correctly. This study was designed as a case study and conducted in a vocational school of a foundation university in Istanbul. The aim of this study is to examine the service production process in foundation vocational school with different costing methods and to compare the results. For this purpose, the costs of the vocational school for the 2016-2017 accounting period were calculated by using both the traditional costing method and the time-driven activity-based cost-ing method. These two methods were then compared to find out their degree of accuracy in calculating the program costs.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

The Politics of Distance Edcucation

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 3
Author(s):  
Mark Peterson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Interactive Television ◽  
Small Population ◽  
The Internet ◽  
Instructional Software ◽  
College Level ◽  
Web Based ◽  
Political Perceptions ◽  
Fiscal Efficiency

"Distance education" at the college level is well over a century old.  It has served the needs of a numerically large, but proportionately small population of learners who have eschewed the campus classroom.  These correspondence school enrollees, educational TV watchers, and audiocassette listeners have had only modest impact on the structure, mission, and strategy of the institutions serving them.  But that is now changing, and changing very dramatically.  The advent of the Internet, interactive television technology, and web-based instructional software, coupled with administrative and political perceptions of educational reformation and fiscal efficiency, may be causing nothing less than a revolution in higher education.  By applying a feminist model of assessment called "unthinking technology," that is to say, exploring the potential, but unthought of socio-political aspects of this technological revolution, this paper raises significant questions about the security of the traditional academic enterprise.  "The Politics of Distance Education" urges a pro-active embrace of these technologies by the academy in order to enable a legitimate "competency for grievance" so that the protection of the validity of higher education, and legitimacy of the academic profession can be ethically defended and publicly respected, rather than being viewed as mulish resistance to the inevitable.

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