scholarly journals The effectiveness of the language used in the marketing and advertising of selected eThekwini and Elangeni TVET colleges

2017 ◽  
Author(s):  
◽  
Ntokozo Gregory Zulu
Keyword(s):  
Rural Areas ◽  
Target Population ◽  
Marketing Strategies ◽  
First Year ◽  
Prospective Students ◽  
First Year Students ◽  
Language Style ◽  
The Us ◽  
Average Students ◽  
The Impact

TVET colleges have to overcome the negative views of the prospective students that their marketing strategies are meant to attract. This research offers an approach which focusses specifically on the language used in TVET marketing and the impact which this is likely to have on the prospective students. The investigation targeted 40 first year students from 2 different TVETs in order to ascertain their responses to the language of the TVET advertisements. The researcher used questionnaires to collect data. . All of the respondents were randomly selected. The findings of this study show that the targeted audience were not consulted or surveyed; language style did not suit the age and background of the average students it is meant to address; and the marketing strategies did not reach societies such as those in deep rural areas. The study concludes that TVET marketing strategies are inadequate. TVET management has not interrogated the effectiveness of its marketing strategies. The US model that they adopted does not meet the expectations of the target population.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Sustainable Tourism, Economic Growth and Employment—The Case of the Wine Routes of Spain

2021 ◽  
Vol 13 (13) ◽  
pp. 7164
Author(s):  
Guillermo Vázquez Vicente ◽  
Victor Martín Barroso ◽  
Francisco José Blanco Jiménez
Keyword(s):  
Economic Growth ◽  
Economic Impact ◽  
Rural Areas ◽  
Local Development ◽  
Tourism Industry ◽  
Wine Tourism ◽  
Development Tool ◽  
The Us ◽  
The Impact ◽  
Positive Effect

Tourism has become a priority in national and regional development policies and is considered a source of economic growth, particularly in rural areas. Nowadays, wine tourism is an important form of tourism and has become a local development tool for rural areas. Regional tourism development studies based on wine tourism have a long history in several countries such as the US and Australia, but are more recent in Europe. Although Spain is a leading country in the tourism industry, with an enormous wine-growing tradition, the literature examining the economic impact of wine tourism in Spanish economy is scarce. In an attempt to fill this gap, the main objective of this paper is to analyze the impact of wine tourism on economic growth and employment in Spain. More specifically, by applying panel data techniques, we study the economic impact of tourism in nine Spanish wine routes in the period from 2008 to 2018. Our results suggest that tourism in these wine routes had a positive effect on economic growth. However, we do not find clear evidence of a positive effect on employment generation.

Japan: The "Haves" are Gaining and the "Have-Nots" are Losing

2015 ◽  
Author(s):  
Yoshiaki Obara
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
First Year ◽  
Prospective Students ◽  
Risk Of Falling ◽  
First Year Students ◽  
Rural Colleges ◽  
Negative Cycle ◽  
Rural Institutions

Many Japanese private higher education institutions also face a risk of falling into the "losing group." It seems that small/rural colleges end up receiving less extra income from admissions over the tei-in (the quota for first-year students) level. This loss creates less scholarship money for capable students. The small/rural institutions are likely to lose prospective students as a negative cycle works against them. This tendency, in turn, augments the opportunities available to large, metropolitan higher education institutions. In Japan, a clear division is anticipated, with the larger institutions getting much larger and the smaller and rural ones getting much smaller. This is a hard fact that we will face in the foreseeable future.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes

2021 ◽  
Vol 13 (2) ◽  
pp. 323-339
Author(s):  
Natalia Yevheniivna Dmitrenko ◽  
Iuliia Oleksiivna Budas
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
First Year ◽  
Written Feedback ◽  
Peer Observation ◽  
First Year Students ◽  
Self Regulated Learning ◽  
University Course ◽  
Learning Competence ◽  
The Impact

The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

Closing the Gap: Preparing Computing Students for Employment through Embedding Work-Related Learning in the Taught Curriculum

2012 ◽  
Vol 26 (4) ◽  
pp. 317-322 ◽  
Author(s):  
Sabine McKinnon ◽  
June McCrae
Keyword(s):  
Student Feedback ◽  
Learning Activities ◽  
Employability Skills ◽  
First Year ◽  
First Year Students ◽  
Work Related ◽  
Confidence Levels ◽  
Closing The Gap ◽  
Computing Curriculum ◽  
The Impact

This paper presents the findings from a pilot study which explored the impact of embedding work-related learning activities in the first-year computing curriculum at Glasgow Caledonian University. Students worked in teams on practical projects which were formally assessed and the researchers gathered student feedback using two online surveys (n=159) and focus groups (n=29). The findings indicate that 85% of the students felt that their learning on the module had improved their employability skills but that their confidence levels in most skills were lower at the end of the module. The paper suggests that first-year students' realistic awareness of their own skills gaps leads to more focused learning in their remaining years of study.

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback

2020 ◽  
pp. 100-126
Author(s):  
James McDowell
Keyword(s):  
Cognitive Theory ◽  
Methodological Approach ◽  
Learning Assessment ◽  
Practice Research ◽  
First Year ◽  
Technology Enhanced Learning ◽  
First Year Students ◽  
Educational Applications ◽  
The Impact ◽  
Enhanced Learning

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

scholarly journals Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

2019 ◽  
Vol 9 (4) ◽  
pp. 265
Author(s):  
Chambers ◽  
Salter ◽  
Muldrow
Keyword(s):  
At Risk ◽  
Scientific Literacy ◽  
Student Experiences ◽  
Control Group ◽  
First Year ◽  
Students At Risk ◽  
First Year Students ◽  
Stem Pipeline ◽  
Literacy Course ◽  
The Impact

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results (φ 0.34, p < 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.

Impact of cooperative learning on teamwork competence

2019 ◽  
Vol 32 (1) ◽  
pp. 93-106 ◽  
Author(s):  
Melany Hebles ◽  
Concepción Yaniz-Álvarez-de-Eulate ◽  
Mauricio Jara
Keyword(s):  
Cooperative Learning ◽  
Collective Efficacy ◽  
Business Students ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Content Type ◽  
Five Dimensions ◽  
Complex Dimensions ◽  
The Impact

PurposeThe purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC).Design/methodology/approachThe authors used a quasi-experimental pre-post design with a previous cohort as control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control).FindingsThe authors’ results show that CL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management.Research limitations/implicationsThis paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to development and improvement of less complex dimensions of TC. More complex dimensions require a longer period of time to be developed.Practical implicationsThis research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business.Originality/valueThis is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.

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