Improving Teaching and Learning in Higher Education Institutions: Is Discussion Method Theanswer?

2021 ◽  
pp. 147-163
Author(s):  
Isaac Kofi Biney
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Playing Field ◽  
Narrative Design ◽  
Lecture Method ◽  
Negative Comments ◽  
Sampling Procedures

This paper explores the role of discussion method in teaching for improving learning in higher education institutions. Teaching and learning are inseparable. However, teaching becomes effective only when it leads to meaningful learning. The lecture method for teaching dominates the classrooms in higher education institutions and is receiving negative comments from all stakeholders. Discussion method is considered superior by experts as it is more democratic by nature. It is inclusive, participatory and holds the key for empowering learners to be critical thinkers. A descriptive narrative design was employed for conducting the study. Qualitative techniques were employed at several stages throughout the study. Purposive and accidental sampling procedures were used. Semi-structured interviews guide were used for collecting data and ideas from the participants. It emerged that discussion method for teaching in classrooms possesses the power to stimulate quiet and shy-looking learners open up, think, participate and follow the instructions offered during discussions in the classrooms. It is recommended that the discussion method for teaching be employed because it creates an equal playing field for students to think critically and contribute to lessons.

scholarly journals Challenges in Information and Cybersecurity program offering at Higher Education Institutions

10.29007/nptx ◽  
2019 ◽  
Author(s):  
Seapei Nozimbali Mogoane ◽  
Salah Kabanda
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Influencing Factors ◽  
Higher Education Institutions ◽  
External Factors ◽  
Top Management ◽  
Structured Interviews ◽  
Factors Influencing ◽  
Postgraduate Level

This study examines the role of higher education institutions (HEIs) in addressing cybersecurity challenges, in the wake of a prominent shortage of skills, specifically those related to information and cybersecurity professionals. Using qualitative semi structured interviews, the study sought to identify the factors influencing the offering of an information and cybersecurity curriculum at HEIs. The findings show that internal influencing factors were top management and individual academic’s awareness of information and cybersecurity, internal expertise, offering the program only at postgraduate level, and the workload and bureaucracy associated with having the program. External factors perceived to influence information and cybersecurity curriculum at HEIs include pressure from industry and stakeholders as well as institutional bodies that help shape curriculum development.

scholarly journals Challenges Experienced by Public Higher Education Institutions of Learning in the Implementation of Training and Development: A Case Study of Saudi Arabian Higher Education

2021 ◽  
Vol 10 (2) ◽  
pp. 36
Author(s):  
Majed Bin Othayman ◽  
Abdulrahim Meshari ◽  
John Mulyata ◽  
Yaw Debrah
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Saudi Arabian ◽  
Training And Development ◽  
Human Resource Managers ◽  
Structured Interviews ◽  
Learning And Teaching

The present case study aimed to investigate challenges in learning in Saudi Arabia’s higher education institutions in the context of the implementation of training and development. A qualitative study design was used, and semi-structured interviews were conducted with 75 faculty members and human resource managers working in four public universities in Saudi Arabia. The interviews were recorded, and thematic analysis was applied to the collected data. On-campus and off-campus methods are used to implement training programmes in all four universities, regardless of the flaws of both types of training. Due to a lack of time, the majority of respondents indicated that their heavy teaching workload prevented them from engaging in university training and development. Multifactorial challenges are involved in the higher education institutions of learning with regards to the application of training and development in Saudi Arabia. One of the most significant obstacles that Saudi Arabian institution administrators face in their attempts to innovate and strengthen learning and teaching methods and methodologies is a shortage of qualified and domestic trained faculty. Because of contact breakdowns, hiring highly skilled and technically trained international teachers, for example, introduces language gaps and reduces the efficacy of teaching and learning processes. The key consideration is the execution of preparation and growth; universities have a smaller chance of achieving the goal value. With too much money being spent on training and growth, the question is not what organizations should prepare, but, rather, whether training is worthwhile and efficient.

scholarly journals Knowledge management in higher education institutions in Mauritius

2018 ◽  
Vol 32 (7) ◽  
pp. 1319-1332 ◽  
Author(s):  
Poonam Veer Ramjeawon ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Research Knowledge ◽  
Public And Private ◽  
Content Type ◽  
Km Strategy ◽  
Training Programmes

Purpose The purpose of this paper is to research on knowledge management (KM) in higher education institutions (HEIs) by studying its processes, knowledge creation (KC), knowledge sharing (KS) and knowledge transfer (KT), in Mauritius. Design/methodology/approach Semi-structured interviews were conducted with senior staff in the main public and private HEIs in Mauritius. Questions focussed on KM strategy and processes. Interviews were recorded and transcribed prior to thematic analysis. Findings Although participants could discuss KM processes, none of the participating institutions had a KM strategy. All institutions are involved in KC and acquisition, KS and KT. In addition to research, knowledge was regarded as being created through teaching and learning activities, consultancies, organisational documentation and acquisition from external sources. Knowledge is shared among peers during departmental and curriculum meetings, through annual research seminars and during conferences and publications in journals. KT with industry through consultancies is restricted to a few public HEIs. In the remaining HEIs, KT is limited to their students joining the workforce and to organising tailor-made courses and training programmes for public and private institutions. The study also provides evidence that some processes and activities contribute to more than one of KC, sharing and transfer. Originality/value This study contributes to the very limited body of research into KM processes in countries with developing higher education sectors. In addition, this research disaggregates the processes associated with KC, sharing and transfer, whilst also examining the relationship between them.

scholarly journals RELATIONSHIP MARKETING AND ITS ROLE IN THE EXPERIENCE OF INTERNATIONAL STUDENTS IN THE UNITED KINGDOM HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 18 (4) ◽  
pp. 69-76
Author(s):  
Trevor Omoruyi ◽  
Grażyna Rembielak
Keyword(s):  
Higher Education ◽  
International Students ◽  
Relationship Marketing ◽  
International Student ◽  
Higher Education Institutions ◽  
Global Market ◽  
Structured Interviews ◽  
Global Marketplace ◽  
The Uk

The purpose of this study is to investigate the role of the RM approach in the experience of international students in business schools within the UK Higher Education Institutions (HEIs). The Relationship Marketing (RM) strategy has gained recognition over the years, especially within the last decade, which can be seen in the Higher Education (HE) sector. The HE sector has in recent times been highly competitive, especially in the global market. Despite this growth in competition, there has been little or no effort in the application of RM strategy by HE Institutions competing in the global marketplace for international students. The growing competition has been driven by the goal HEI’s have to internationalise and attract, recruit and retain the best international students. Higher Education Institutions have become aware of the contributions that international students bring to these institutions. Hence, efforts are geared towards retaining international students. This study considers the role of using RM with international students. The relevant data was collected from face-to-face semi-structured interviews and focus groups, which were conducted with university managers and international students across four universities in the UK. The study identifies several impacts of using RM on international students’ overall experience. It further highlights aspects of the RM approach that are more significant to international students’ experience. The study concluded that the RM approach positively affects international student experience if effectively developed and implemented.

A view from the other side: interpretations of widening participation by a post-1992 university

2009 ◽  
Vol 12 (3) ◽  
pp. 196-208
Author(s):  
Nic Lightfoot
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
Teaching And Learning ◽  
The Other ◽  
Widening Participation ◽  
Structured Interviews ◽  
Academic Practice ◽  
University Culture ◽  
The University

The role of the academic in interpreting the complex and confused concept of widening participation is central to the practice of widening participation within higher education. These interpretations are bound up within the context of what it means to be an academic, and external constraints on that role. Government policy has insufficiently challenged perceptions of that role to bring about a transformation to academic practice. This research, through the use of semi-structured interviews, illuminates the perspectives of academics, in a range of roles, to the widening participation agenda and outlines the alternative priorities of those academics. Ultimately, the impetus for transformation is not one which will occur internally to the university and it is argued that stakeholders, in the absence of realistic government pressure, must play a part in bringing about a university culture which places teaching and learning and not subject disciplines at the centre of its practice.

SMEs and HEIs: Observations from Brunei Darussalam and Germany

2020 ◽  
pp. 095042222094474
Author(s):  
Jana Heilmaier ◽  
Mayyer Ling
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Data Collection ◽  
Qualitative Methodology ◽  
Transition Economy ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Brunei Darussalam ◽  
Key Issues

This paper explores the role of higher education institutions in enhancing the small and medium-sized enterprise (SME) ecosystem in Brunei Darussalam, particularly with regard to improving the spirit of entrepreneurship and the motivation to seek opportunities independently to propel the country’s transition economy forward. A qualitative methodology was adopted for data collection, using semi-structured interviews with Bruneian and German SME owner/managers and sales representatives. The economics perspective of the institutional framework was employed to identify the formal and informal constraints faced by SMEs in Brunei Darussalam. Recommendations are offered to inform the relevant stakeholders about the key issues faced by SMEs so that appropriate forms of guidance and benchmarking can be provided to facilitate the country’s economic development.

scholarly journals Insights from Academics Teaching International Students in Australia

2020 ◽  
Author(s):  
Dawn Joseph ◽  
Kay Hartwig
Keyword(s):  
Higher Education ◽  
International Students ◽  
Interpretative Phenomenological Analysis ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
The Body ◽  
Structured Interviews ◽  
Learning Programs

Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in teacher education programs. Drawing on semi-structured interviews, we used Interpretative Phenomenological Analysis (IPA) as an analytical tool to code and analyse our data. Some of the challenges, dilemmas and opportunities are discussed under three overarching themes (Academic staff teaching experiences, Perceptions of navigating the Australian Cultural Context, and Staff valuing student opportunities). Based on the findings, we offer recommendations for higher education institutions to consider for academic staff when supporting students (international and local) from diverse cultures and languages.

scholarly journals The Role of Leadership Competencies in Supporting the Al Nahda University for Becoming a Learning Organization: A New Qualitative Framework of the DLOQ

2019 ◽  
Vol 10 (2) ◽  
pp. 43
Author(s):  
Said Sayed Shabban Abdo Sayed ◽  
David Edgar
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Higher Education Institutions ◽  
Leadership Competencies ◽  
Organizational Level ◽  
Structured Interviews ◽  
Individual Group ◽  
Global Response ◽  
Complementary Component

Purpose: The purpose of this study is to contribute to research on learning organizations in higher education institutions (HEIs), by researching the role of individual, group, and organization competencies and skills that support the (NUB) Al Nahda University in Egypt toward becoming a learning organization.Design/methodology/approach: Semi-structured interviews were conducted with eight executive academics and researchers in (NUB) Al Nahda University in Egypt. Questions emphasised leadership competencies, including those at individual, group, and organizational level, for utilising their skills in creating, sharing and transferring knowledge for modifying and changing their behaviour to achieve a learning organization.Findings: Leadership competencies emerged as a complementary component to the DLOQ framework and it was found that the Seven Characteristics (7Cs) proposed by Watkins and Marsick (2003) did not lead to being a learning organization, nor did being a learning organization lead to knowledge performance and financial performance by itself unless fully supported by leadership competencies, as was confirmed in the case of the Al-Nahda University operating in Egypt.Originality/value: There is still a lack of investigation and global response to the question of how leadership competencies can support learning inside higher education institutions. The outcomes of this research allow a better understanding of how leadership competencies can support the process of becoming a learning organization in HEIs, via a qualitative investigation of the DLOQ framework.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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