scholarly journals The Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma

2016 ◽  
Vol 142 (12) ◽  
pp. 37-42
Author(s):  
Gilbert M.
Keyword(s):  
Higher Learning ◽  
The University ◽  
Learning Institutions

EDUCATIONAL CURRICULUM AND ENTREPRENEURSHIP CULTURE AMONG THE YOUTH: A CASE STUDY OF UNIVERSITY OF ZULULAND

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Thobile Radebe ◽  
◽  
Makhosazana Vezi-Magigaba
Keyword(s):  
Higher Learning ◽  
Specific Reference ◽  
Venture Creation ◽  
Educational Curriculum ◽  
Entrepreneurial Skills ◽  
Policy Shift ◽  
Youth Entrepreneurship ◽  
The University ◽  
Learning Institutions

Youth entrepreneurship is broadly considered as an important factor of economic growth, job creation and poverty alleviation. Lack of education and training pose major challenges for youth participation in entrepreneurship. This study examines the extent to which the educational curriculum fosters an entrepreneurship culture among the youth, with specific reference to the University of Zululand. The mixed method study surveyed three hundred and seventy-four (374) students and interviewed eleven (11) heads of departments from different faculties at the University of Zululand. The key findings indicated that the university educational curriculum does not equip the students with entrepreneurial skills and mindsets that enable them to start their own businesses. More significantly, the entrepreneurship is only taught in business management departments where the focus is biased towards theory rather than the practical aspects of business ventures. The study concluded that the educational curriculum was too theoretical and that universities has not yet recognized the significance of teaching entrepreneurship across all faculties. The main recommendations are the need for a policy shift towards teaching entrepreneurship in all universities faculties and placing emphasis on the practical aspects of venture creation in entrepreneurship studies, as well as developing incubation centres for grooming entrepreneurs at higher learning institutions.

Authentic Experiences of CHamoru Students During the COVID-19 Pandemic

2022 ◽  
pp. 219-233
Author(s):  
Perry Jason Camacho Pangelinan
Keyword(s):  
Academic Experiences ◽  
Academic Programs ◽  
Higher Learning ◽  
Collective Case Study ◽  
Academic Resiliency ◽  
Global Epidemic ◽  
Institutions Of Higher Learning ◽  
The University ◽  
Learning Institutions

The year 2020 has been an especially difficult year for people and organizations all over the world because of the COVID-19 pandemic. Higher learning institutions and their respective stakeholders are no exception and have been severely impacted by the pandemic resulting in the reshaping of higher education regionally, nationally, and internationally. This chapter examined the University of Guam's (UOG) response to the COVID-19 pandemic and understanding the authentic academic experiences of indigenous CHamoru students during the global epidemic. The current study employed a qualitative approach using a collective case study of 10 CHamoru male and female students who attended UOG for at least one semester during the COVID-19 pandemic. The chapter concludes with the recommendation that institutions of higher learning analyze and possibly revise or design academic programs that will sustain academic resiliency in its indigenous student communities.

scholarly journals CHALLENGES IN DEVELOPING AND SUPPORTING ENTREPRENEURSHIP EDUCATION: A CASE STUDY OF THE UNIVERSITY OF ZULULAND

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Thobile N Radebe ◽  
◽  
Makhosazana F Vezi-Magigaba
Keyword(s):  
South African ◽  
Education System ◽  
Entrepreneurship Education ◽  
Higher Learning ◽  
Primary Data ◽  
Self Employment ◽  
Entrepreneurial Culture ◽  
The University ◽  
Learning Institutions

Entrepreneurship education is broadly considered an important factor in promoting an entrepreneurial culture among higher education students. Considering the importance of entrepreneurship with regard to economic growth, job creation and poverty alleviation, there is a need to train entrepreneurs and to equip them with an entrepreneurial culture that promotes entrepreneurship. However, the South African education system is lacking when it comes to entrepreneurship education. The education system seems to promote the white-collar jobs rather than self-employment, and the methodology that is used to teach entrepreneurship studies, focuses more on the theory of entrepreneurship than on its practice. Against this background, this study sought to identify the challenges to develop and support entrepreneurship education by focusing on the University of Zululand as a case study. The researcher used primary data for this study. The study adopted a qualitative approach, where data was collected using interview schedules from 11 heads of departments of the university’s faculties. The results from the study show that the development of curriculum, inexperienced educators, and the methodology used to teach entrepreneurship education, are some of the challenges that are hindering the promotion of entrepreneurship education. A policy implication that arose from these findings, is that there is a need for the development of entrepreneurship-based curriculum to promote entrepreneurship. The policymakers were also encouraged to employ educators who are qualified and experienced in teaching entrepreneurship. The development of incubation centres for grooming entrepreneurs at higher learning institutions was also recommended.

Postgraduates’ Perceptions in Completion of Their Study

2021 ◽  
Vol 8 ◽  
pp. 91-107
Author(s):  
Teoh Sian Hoon ◽  
Geethanjali Narayanan ◽  
Raja Normi Raja Mohamad ◽  
Gurnam Kaur Sidhu
Keyword(s):  
Higher Learning ◽  
Research Writing ◽  
Institutional Factor ◽  
Postgraduate Students ◽  
Construction Of Knowledge ◽  
Learning Challenges ◽  
Academic Competencies ◽  
Conducting Research ◽  
The University ◽  
Learning Institutions

This study was conducted to investigate the postgraduate students’ perceptions towards their experiences of completion of their studies. The population of this study consisted of postgraduate students in a public university in Selangor. The sample comprised 104 randomly selected postgraduate students from the university. A 5-point Likert scale questionnaire was administered to the samples. The questionnaire consisted of four domains, namely student factor, supervisor factor, institutional factor and challenges faced by the students. This study discovered that (1) the postgraduate students perceived supervisors as a determinant factor that contributes toward conducting research. (2) they perceived their academic competencies in research writing as moderate and (3) the supervisor factor has a significant and inverse relationship on challenges faced by the postgraduate students, i.e. the efforts and competencies of supervisors reduced challenges of the postgraduate students to complete their research. Based on the findings, it was suggested that higher learning institutions should highlight on the construction of knowledge through active interaction between lecturers and students. This type of assistance has become a platform for the students to cope up with the learning challenges they were facing in higher education.

A Case Study of Translanguagingin Bilingual Teaching and Learning in Public Universities in Malaysia

2021 ◽  
Vol 12 (3) ◽  
pp. 381-389
Author(s):  
Zuraini Ramli Et.al
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Public Universities ◽  
Higher Learning ◽  
Medium Of Instruction ◽  
Bilingual Teaching ◽  
Audio Recordings ◽  
Learning Institutions ◽  
Cross Language

This study aims to explore the cross-language learning, referred astranslanguaging in bilingual teaching and learning(T&L) at the level of higher learning institutions, through the analysis of case studies conducted at three Public Universities (UA) in Malaysia. This study uses a case study method involving three lecturers in three UAs in Malaysia. Data is derived from audio recordings of three lectures per lecturer, in-class observations, as well as interviews with lecturers and a group of students from each class.Alllecture recordings and interviews were transcribed and qualitatively analysed.This study shows that translanguaging occurs in all recorded T&L sessions.Translanguagingbecomes the practice for bothlecturers and students as it encourages students to be more interactive and responsive and to prepare students to join the broaderscientific community on an international level.This study is equally crucial for both partiessince the use of a language ​​other than the medium of instruction should be given space in T&L in public universities which uses English as the medium of instruction.

Cybersecurity

2020 ◽  
pp. 255-274
Author(s):  
Adel Ismail Al-Alawi ◽  
Arpita A. Mehrotra ◽  
Sara Abdulrahman Al-Bassam
Keyword(s):  
Qualitative Case Study ◽  
Research Data ◽  
Higher Learning ◽  
The Internet ◽  
Semistructured Interviews ◽  
Research Questions ◽  
Learning Institutions ◽  
The Way

The internet has revolutionized the way people communicate, how they manage their business, and even how they conduct their studies. Organizations can conduct meetings virtually and store all their data online. With this convenience, however, comes the risk of cybercrime (CC). Some of the world's most renowned organizations have found themselves having to incur huge recovery costs after falling prey to CC. Higher learning institutions' databases are increasingly falling victim to CCs, owing to the vast amounts of personal and research data they harbor. Despite this, the area of CCs in learning institutions remains understudied. This chapter seeks to identify how CC is manifested in such institutions and the specific cybersecurity measures that stakeholders could use to minimize their exposure to the same. The qualitative case study was designed to explore the research questions, and collected data through semistructured interviews. The findings showed hacking, phishing, and spoofing as the most common manifestations of cybercrime in higher learning institutions.

Virtualization in Practice

2012 ◽  
Vol 8 (4) ◽  
pp. 90-104
Author(s):  
Eduardo Correia
Keyword(s):  
Higher Learning ◽  
Virtual Networks ◽  
Active Directory ◽  
Learning Institutions ◽  
Specific Scenario ◽  
The Way

Virtualization has the potential to revolutionise the way networking is taught in higher learning institutions. This article outlines, through the use of a case study, the way in which VMware Workstation and VMware ESX Server are used so that each student in the class runs his or her own set of seven virtual servers, including a Linux router. The Linux router connects virtual networks within the context of student physical machines to one another as well as a lecturer virtual server, which runs on an ESX server. In this way, a class of twenty two students can together run an enterprise-like network comprising of some 177 servers and implement Microsoft Active Directory sites and associated services in order to optimize a specific scenario-based replication topology.

Higher Learning int eh Pacific

2011 ◽  
pp. 248-273
Author(s):  
Kirk Johnson ◽  
Jonathan K. Lee ◽  
Rebecca A. Stephenson ◽  
Julius C.S. Cena
Keyword(s):  
Lessons Learned ◽  
Higher Learning ◽  
Pacific Region ◽  
Academic Goals ◽  
Central Focus ◽  
The Pacific ◽  
Challenges And Opportunities ◽  
The University ◽  
The Western Pacific

This chapter provides an overview of particular issues of diversity and technology within an island university. The chapter’s central focus rests on the complexity of both concepts within the context of higher education in the Pacific. In particular, the chapter highlights both the challenges and opportunities that the university faces as it attempts to address the unique multicultural landscape of the Western Pacific region and its technological realities. It focuses on a capstone senior-level course as a case study, and explores the possibilities inherent in directly addressing issues of diversity and technology while at the same time accomplishing the course’s prescribed academic goals. The chapter concludes by outlining 10 important lessons learned from the experience that others can benefit from, and establishes the importance of such a capstone experience for both students and faculty alike.

scholarly journals The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

2020 ◽  
Vol 15 (01) ◽  
pp. 140
Author(s):  
Juliana Samuel Kamaghe ◽  
Edith Talina Luhanga ◽  
Michael Kisangiri
Keyword(s):  
Visually Impaired ◽  
Learning Technologies ◽  
Assistive Technologies ◽  
Higher Learning ◽  
Drop Out ◽  
Internet Users ◽  
E Learning ◽  
Visually Impaired Students ◽  
The University ◽  
Learning Institutions

In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

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