Transforming tertiary institutions for mass higher education through distance and open learning approaches in Africa: a telescopic view

<p>Mass higher education is a huge force to be reckoned with and its existence, already in the expansion of tertiary institutions is undeniable. This study will focus on three countries: Lebanon, Kenya and Oman. The purpose of this study is to evaluate mass tertiary education progress in these countries. It will synthesize data results of gross enrollment ratios, demographics, internationalization and GDP per capita of these countries which we will use as indicators of the progress and direction that mass tertiary education is taking. The principal conclusions of our data will reveal that all 3 countries are experiencing progress only at different rates for varied and different reasons. The findings of this paper are significant as they will aid in informing the governments of the specific countries and other stakeholders who invest in higher education to understand the challenges hindering progress and ensuring that world class academic standards are upheld.</p>

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The design of an empirical cross-boundary collaborative open learning framework

Open Praxis ◽

10.5944/openpraxis.10.4.907 ◽

2018 ◽

Vol 10 (4) ◽

pp. 325 ◽

Cited By ~ 2

Author(s):

Chrissi Nerantzi

Keyword(s):

Higher Education ◽

Lived Experience ◽

Academic Staff ◽

Academic Development ◽

Learning Approaches ◽

Open Learning ◽

Collective Case Study ◽

Learning And Teaching ◽

Individual Interviews ◽

Learning Framework

This paper reports on the design and development of an empirical cross-boundary, collaborative open learning framework for cross-institutional academic development. The framework is one of the key outputs of a phenomenographic study into the lived experience of open learners in two open cross-institutional courses. Data was collected through individual interviews from 22 study participants from two courses that made up a collective case study. These courses were offered by UK higher education institutions in collaboration with informal partners nationally and internationally and were selected as these had different collaborative learning features built-in that could be explored. Course participants in these two courses include academic staff who teach or support learning and further open learners. The empirical design framework is proposed to support the development and implementation of cross-boundary collaborative open learning approaches within cross-institutional academic development and may also be useful in further learning and teaching settings in higher education.

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THE EFFECT OF REPUTATION AND COMPETENCE ON CUSTOMER LOYALTY THROUGH CUSTOMER SATISFACTION

International Journal of Business and Applied Social Science ◽

10.33642/ijbass.v6n5p6 ◽

2020 ◽

pp. 66-72

Author(s):

Ari Dwi Astono ◽

Widji Astuti ◽

Harianto Respati

Keyword(s):

Higher Education ◽

Regression Analysis ◽

Customer Satisfaction ◽

Customer Loyalty ◽

Sampling Method ◽

Higher Education Institutions ◽

Direct Influence ◽

Tertiary Institutions ◽

Central Java ◽

Analysis Technique

This study aims to analyze the effect of reputation, competence on customer loyalty with customer satisfaction as an intervening variable. The population in this study were students of private tertiary institutions in Central Java who are members of Services for Higher Education Institutions Region VI, while a sample of 5 private universities, using the purposive sampling method, was taken with the Slovin formula of 190 respondents. The analysis technique uses regression analysis. Research results show the customer satisfaction variable can be an intervening variable or able to mediate between the direct influence of the reputation variable and the competency variable on customer loyalty variables.

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The Prospects and Risks Connected with Increasing the Level of Self-Organisation in Students

Siberian Pedagogical Journal ◽

10.15293/1813-4718.2005.07 ◽

2020 ◽

pp. 75-81

Author(s):

Svetlana Alexandrovna Kosareva ◽

Keyword(s):

Higher Education ◽

Professional Competence ◽

Initial Level ◽

Education Institution ◽

Diagnostic Methods ◽

Study Guide ◽

Learning Approaches ◽

Control Groups ◽

Self Organisation ◽

And Control

The paper describes the method for increasing the level of self-organisation in students which has been developed by the author. It also contains the method testing results and presents the prospects and risks teachers could face while applying the method in a higher education institution. The purpose of this study is to find out the prospects and risks of applying the method for increasing the level of self-organisation in students and to determine the ways of reducing the risks. Methodology. The author points out the learning approaches which were the basis of developing the method and describes diagnostic methods for determining students’ self-organisation levels. The work focused on increasing each student’s initial level consists of a theoretical and a practical part and includes project activities on creating a study guide. The results of the study. The method developed proved to be effective. It was established by diagnosing the final level of self-organisation in students in the experimental and control groups. The paper considers the advantages of the method among which there is universal character, flexibility, improvements to teacher’s and students’ professional competence, etc. At the same time it is necessary to be aware of the risks due to the increased amount of teacher’s work and the fact that students’ work within the project tends to be monotonous. In conclusion, the prospects of the method for increasing the level of self-organisation in students are related to its advantages and the final results of the work. The risks of its use can be reduced with the help of the measures proposed in the paper.

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From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

Online Learning ◽

10.24059/olj.v15i2.181 ◽

2011 ◽

Vol 15 (2) ◽

Author(s):

Peter P. Smith

Keyword(s):

Higher Education ◽

Knowledge Economy ◽

Good Practice ◽

The United States ◽

The Other ◽

Secondary System ◽

Mass Higher Education ◽

Post Secondary ◽

One Year ◽

The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

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