Quality Administration and Management in Higher Education in Nigeria: Implications for Human Resource Development

The purpose of this chapter is to identify the current status of instructional design courses in human resource development (HRD) graduate programs. The authors examined the curricular content of HRD academic programs in the USA and suggested critical considerations to improve instructional design practices in higher education settings. By reviewing information about 124 institutions with graduate HRD programs, they found that 27 of the institutions (21.8%) offer required and/or elective instructional design courses. In addition, the authors conducted an in-depth review of those 27 institutions to identify the affiliations and features of their HRD programs (college, school, department, program names, degrees, and the existence of online programs). To better understand the instructional design practices in higher education settings, they also discuss three instructional approaches for instructional design, consideration for using technology-mediated instructional design, and instructional design models for learning transfer. Finally, the authors present conclusions and recommendations for future research.

Download Full-text

Learning Organization Disciplines in Higher Education Institutions: An Approach to Human Resource Development in Jordan

Innovative Higher Education ◽

10.1007/s10755-010-9170-8 ◽

2010 ◽

Vol 36 (4) ◽

pp. 273-285 ◽

Cited By ~ 5

Author(s):

Samer Khasawneh

Keyword(s):

Higher Education ◽

Human Resource Development ◽

Human Resource ◽

Learning Organization ◽

Higher Education Institutions ◽

Resource Development

Download Full-text

Human Resource Development in Higher Education: A Case Study of Academic Arrangement (Contractual) Teachers in Jammu And Kashmir State

IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) ◽

10.21013/jmss.v5.n2.p11 ◽

2016 ◽

Vol 5 (2) ◽

pp. 335

Author(s):

Showkat Khalil Wani

Keyword(s):

Higher Education ◽

Human Resource Development ◽

Human Resource ◽

Continuous Process ◽

Resource Development ◽

Global Level ◽

Education Department ◽

Jammu And Kashmir

<p><em>Human Resource Development is a continuous process. It helps to increase the competencies of people as per the changing requirements in present day world. The development of human resource (teaching Faculty) in higher education department is of utmost importance. The higher education department is responsible for providing skilled and competitive workforce to organizations at global level. Higher education department also contributes towards the economic growth of the country. It can fulfill the workforce need of organizations only when its own workforce is developed and competitive as per present day requirements. Keeping in view the role of higher education in economy, and importance of higher education department at global level, this paper is an attempt to highlight issues / problems faces by college teachers working in different colleges of Jammu and Kashmir State.</em></p>

Download Full-text

Learning style instruments in Arab countries: an analysis of existing literature

European Journal of Training and Development ◽

10.1108/ejtd-06-2020-0112 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Darwish Abdulrahman Yousef

Keyword(s):

Higher Education ◽

Learning Styles ◽

Human Resource Development ◽

Learning Style ◽

Human Resource ◽

Reliability And Validity ◽

Resource Development ◽

Arab Countries ◽

Education Students ◽

Content Type

Purpose The purpose of this study is to examine learning style instruments used in Arab countries to measure higher education students’ learning styles, identify the most common instruments and determine whether the reliability and validity of these instruments have been verified in Arab contexts. Design/methodology/approach A comprehensive review of the existing literature using several databases and search engines. Descriptive statistics, such as frequencies and percentages were used to present the results. Findings There are only a few published studies related to learning styles in Arab countries, with the majority published between 2012 and 2016 using samples drawn from Saudi Arabia, the United Arab Emirates and Iraq. The most common learning style instrument is the Felder–Silverman/Solomon Index of Learning Styles. The reliability and validity of this instrument require further investigation. Research limitations/implications This study is not without limitations. First, it covers only publications in the English language. Second, the paper focuses on research involving higher education students. Third, only research that was available online was used in this study. Nonetheless, the findings have several implications for researchers, educators and human resource development managers. For researchers, this study highlights research gaps that need to be filled. It also serves as a basis for more analytical and in-depth studies. The data also helps educators become more informed about the learning style instruments commonly used in the Arab context and whether the results from these instruments are dependable. Human resource development managers can draw on these findings to choose instruments that have proven reliable and valid. Originality/value This study is the first attempt to examine learning style instruments used in Arab countries and to explore whether the reliability and validity of these instruments have been verified in Arab contexts. This paper is a useful contribution to research into learning styles and learning style instruments.

Download Full-text

A Review of Methods for Selecting Learning Technologies

Enhancing E-Learning with Media-Rich Content and Interactions ◽

10.4018/978-1-59904-732-4.ch004 ◽

2008 ◽

pp. 42-66

Author(s):

Richard Caladine

Keyword(s):

Higher Education ◽

Decision Making ◽

Human Resource Development ◽

Human Resource ◽

Resource Development ◽

Learning Technologies ◽

Recent Past ◽

Degree Of Confidence

In the recent past, the role of learning technologies in the human resource development and higher education sectors has changed, and today technology plays a central role in learning in many courses, subjects, and programs. In several places in the literature, learning technologies have been classified and categorized, resulting in the development of theoretical or conceptual bases upon which an understanding of the nature and role of learning technologies can be built. In many cases these bases are intended to inform the process of decision making regarding the planned use of learning technologies with some degree of confidence in the appropriateness of the result. Two clear levels of decision making regarding the use of learning technologies have been identified in the literature as the strategic and tactical (Bates, 1995).

Download Full-text