Analysis of Accounting Student Perceptions towards the Desire for a Career as Qualified Accountants: Case Study on Higher Education in Medan

In the context of the internationalization of higher education, international student mobility has in recent decades become an important strategic direction for countries as well as for institutions of higher education. In our study, we analysed Slovene Erasmus student perceptions of the development of their cognitive, interpersonal and intrapersonal competences through their stay abroad. The analysis shows that students perceive international learning mobility as an important factor for the development of their skills, as a mode of a more profound learning process through interactions in an international environment. It supports the development of their cognitive, interpersonal and intrapersonal competences through a social process between individuals from different cultural, organizational, social and personal values. Our research shows that the type of mobility affects the intensity and type of skills developed, with traineeships having more substantial competence development implications.

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Student Perceptions and Uses of Wireless Handheld Devices

Models for Interdisciplinary Mobile Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-60960-511-7.ch013 ◽

2011 ◽

pp. 231-246

Author(s):

Raj Gururajan ◽

Abdul Hafeez-Baig ◽

P. A. Danaher ◽

Linda De George-Walker

Keyword(s):

Higher Education ◽

Student Perceptions ◽

The Other ◽

Handheld Devices ◽

Case Study Method ◽

Early 21St Century ◽

Perceived Performance ◽

Facilitating Conditions ◽

The One

The chapter draws on a case study method using factor and regression analysis to interpret the questionnaire responses about the uses of wireless handheld devices in higher education. The principal findings included that behavior and attitude contribute strongly to the perceived performance of using such devices in the chosen context, and that facilitating conditions have a more complex and mediated relationship with behavior and attitude on the one hand and perceived performance on the other. The authors elaborate the implications of those findings for increasing alignment across several different interfaces related to blended and mobile learning in the early 21st century.

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Teaching excellence and how it is awarded: A Canadian case study

Canadian Journal of Higher Education ◽

10.47678/cjhe.v50i1.188519 ◽

2020 ◽

Vol 50 (1) ◽

pp. 40-52

Author(s):

Janice Miller-Young ◽

Melina Sinclair ◽

Sarah Forgie

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Teaching And Learning ◽

Teaching Practice ◽

Future Research ◽

Teaching Excellence ◽

Canadian Higher Education ◽

Teaching Awards ◽

Insight Into

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.

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Teaching excellence and how it is awarded: A Canadian case study

Canadian Journal of Higher Education ◽

10.7202/1069650ar ◽

2020 ◽

Vol 50 (1) ◽

pp. 40-52

Author(s):

Janice Miller-Young ◽

Melina Sinclair ◽

Sarah Forgie

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Teaching And Learning ◽

Teaching Practice ◽

Future Research ◽

Teaching Excellence ◽

Canadian Higher Education ◽

Teaching Awards ◽

Insight Into

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.

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‘Because Sometimes Your Failures Can Also Teach You Certain Skills’: Lecturer and Student Perceptions of Employability Skills at a Transnational University

Qualitative Research in Education ◽

10.17583/qre.2017.2583 ◽

2017 ◽

Vol 6 (3) ◽

pp. 241 ◽

Cited By ~ 2

Author(s):

Richard Paterson

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Systematic Approach ◽

Soft Skills ◽

Employability Skills ◽

Specific Knowledge ◽

Graduate Degrees ◽

International University ◽

Education Courses

This exploratory study investigates lecturers’ and students’ understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.

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Student Perceptions and Uses of Wireless Handheld Devices

Wireless Technologies ◽

10.4018/978-1-61350-101-6.ch512 ◽

2012 ◽

pp. 1323-1338

Author(s):

Raj Gururajan ◽

Abdul Hafeez-Baig ◽

P. A. Danaher ◽

Linda De George-Walker

Keyword(s):

Higher Education ◽

Student Perceptions ◽

The Other ◽

Handheld Devices ◽

Case Study Method ◽

Early 21St Century ◽

Perceived Performance ◽

Facilitating Conditions ◽

The One

The chapter draws on a case study method using factor and regression analysis to interpret the questionnaire responses about the uses of wireless handheld devices in higher education. The principal findings included that behavior and attitude contribute strongly to the perceived performance of using such devices in the chosen context, and that facilitating conditions have a more complex and mediated relationship with behavior and attitude on the one hand and perceived performance on the other. The authors elaborate the implications of those findings for increasing alignment across several different interfaces related to blended and mobile learning in the early 21st century.

Download Full-text