The Necessary Competencies for Selecting Academic Leaders in the Sultanate of Oman in Light of the Vision of the Education Strategy 2040

This study aims to search for the necessary competencies to choose academic leaders in the Sultanate of Oman in light of the vision of the 2040 education strategy. To achieve this aim, a qualitative approach is used, by preparing an interview card that includes five main questions. The sample of the interview consists of nine individuals who occupy leadership positions at the university and whose work is related to the educational field. The sample consists of (the dean of the faculty and his assistants, a sample of department heads, the dean of admission and registration, directors of centres, and the head of the Quality and Accreditation Unit). The data collection period took about one month. The qualitative method is used to analyse the responses of the corresponding sample using the coding system NVivo according to the study fields. The results of the study show that one of the most important competencies mentioned in the responses is the following competencies: personal competencies, professional competencies, communicational competencies, planning competencies, adequacy of practices, and technological competencies, in addition to the importance of academic leaders possessing the cognitive ability in two main dimensions (academic specialization and professional specialization). Furthermore, there is the importance of having a cultural horizon that helps them deal with various groups of society. As for the factors that influence the academic leader's success and make him distinguished, these are his ability to work with others, to take responsibility, to have the drive for accomplishments, to have the ability to negotiate and conclude deals, and to have the ability to deal with crises or risks. Based on the results of the study, several recommendations and proposals are developed.

Investigating digital technological competencies amongst black Asian minority ethnic construction students in the UK

Purpose This study aims to investigate digital technology (DT) competencies, training and awareness amongst Black Asian Minority Ethnic (BAME) construction students in the UK. Design/methodology/approach This study uses a quantitative online survey to investigate both BAME Construction Undergraduates Graduate Students (CUGS) and staff studying on and teaching on Construction programmes. The investigation examined their opinions as to their own awareness of their competencies and training regarding DT. Findings Findings indicate that BAME CUGS were mostly “very proficient” in the use of basic DT, such as required to complete an authentic assessment that typifies a real-life scenario. For example, sending and receiving emails, Excel, Word, computer literacy/basic IT skills, browsing searching materials, PowerPoint, specialist IT skills, mobile devices, tablet and social media handles. However, findings revealed that training awareness and competencies in new DT is shallow, and BAME CUGS are probably not ready for the digitalised construction world. Respondents were mainly within the “probably aware” range, and very few were within the “definitely aware” range, on the Likert scale adopted. New DTs that fell within the “definitely aware” range are BIM, offsite construction and manufacturing, 3D printing, cloud computing and collaboration. Research limitations/implications It is acknowledged that expanding the sample size to other universities and exploring BAME industry professionals’ narratives could further enrich the discussion. However, these limitations did not impact the robust practical and theoretical implications provided to CUGS, Higher Education (HE)sectors, University staff and industry emerging from the analysis and findings achieved in the study. Still, it is being recommended for future work to consider. Originality/value The study provides valuable recommendations helpful to HE institutions, industry and government. Recommendations provided include a need to review and update the current curriculum, robust partnership between academia and industry, increase government funding, upskilling and training staff in the new DT.

Kaizen in Automotive Innovation: How the Hungarian Automotive Clusters Can Profit From the Adoption of Kaizen Principles – A Literature Review of the Central European Automotive Industry

Due to historical, political, and cultural similarities the Central European (CE) domestic market grew to one of the closest and most integrated economic networks of the world. Sharing the necessary technological competencies and resources, industries like the au-tomotive industry arose to cross-bordering ecosystems. In contrast to the supply chains of other consumer goods, Hungary established a suitable environment to become dominant in the primary industry of manufacturing rather than a sole cost-reducing supplier. However, the analysis of current organizational framework of operating automotive enterprises in CE highlighted, that long existing concepts like Kaizen are still not tailored into the day-to-day business concept. Consequent-ly, competitors from other hemispheres might have an impactful market advantage. Thus, the purpose of this paper focuses on the barriers of implementing said organizational changes and identifying necessary steps towards internal reorganisation in Hungary while keeping the se-curity of known and long-established structures alike. By analysing the experiences of neighbouring countries which are also part of the CE supply chain, critical factors are revealed. The findings of the paper elaborate on the positive long-term effects of Kaizen for this specific industrial sector as well as drafting a recommended innovation roadmap for the Hungarian automotive innovation.

Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member

<p style="text-align: justify;">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>

Promoting pre-service English teachers’ technological awareness in ELT: narratives from a border area of Indonesia

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.

Challenges of Teaching Control Engineering to Seafarers According to IMO – STCW 2010 Convention During the Mutated Corona Virus (COVID – 19) Pandemic

Mutated corona virus (COVID – 19) pandemic waves attack has significant impact in the maritime sector, and disrupted the smooth functioning of various teaching activities. Following precautionary extra – ordinary measures to limit the spread of infections, on – line implementation to the IMO- STCW 2010 convention was achieved to convey knowledge and proficiency regardless of lecturer’s, candidate’s, and instructor’s capabilities and experience in technological competencies as regard to readiness, accessibility, and platform. The present work is practically based, that is containing enough theories to present adequate understanding of the conceptual relations and cognitive processes. The curricula is complaint with the mandatory minimum requirement for certification for electrical, electronic, and control engineering at the operational and management levels for both principles and practical knowledge for targeted engineering cadets. Barriers in implementing the complete requirements of the IMO- STCW 2010 online encompass: evaluating and assessment lecturer’s and cadet’s satisfaction level, insufficient teaching hours allocated, evaluating teaching syllabus and lecturer’s confidence, reaction and participation, poor or even limited direct communication between lecturers and cadets, difficulty adjusting learning style, technical difficulties faced by lecturers in online teaching and assessments

Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university

Not surprisingly, the number of online universities continues to expand—especially in Covid-19 times. These institutions all offer “online education” with diverse institutional, technological, and pedagogical processes. However, a fundamental element has to do with the experience of the students, and how they adapt to the educational model of the online university in which they are studying. In this article, we present the main results of the case-study developed in one of the most historical and relevant virtual universities in an international context. We have explored and analysed the process of adaptation to the educational model by the student body, and their perceptions of their interactions with the pedagogical, institutional, and technological elements designed to support their learning. Qualitative and quantitative methods are used to gather and analyse the data. From 1715 students who participated in the survey and the perceptions of 30 students individually interviewed, the results show positive evaluations regarding the integration and adoption of technological competencies, and also, that the online education generally serves as a responsive model to the emergent needs of the learner. However, the results also show that students have important concerns regarding the pedagogical and institutional support provided.

The Effectiveness of Developing a CALL Curriculum Using TESOL Technology Standards on Providing English Language Students with Technological Competencies "This article is extracted from an unpublished PhD dissertation by the first author"

The purpose of this study was to develop Computer-Assisted Language Learning (CALL) curriculum using TESOL technology standards and examine its effect on providing the technological competencies for female students at the Faculty of Languages and Translation at Imam Mohammad University. A descriptive-analytic approach has been used through the analysis of CALL curriculum documents. Moreover، the study utilized a quasi-experimental method for implementing the intervention of the study on a sample consisting of 63 students randomly assigned to two groups: an experimental group of 31 studying the developed curriculum and a control group of 32 studying the regular curriculum. Data collection was carried out by using the technological competencies rubric and test. The results revealed that TESOL standards are weakly met in the CALL curriculum، with a total rate of 36.1%. The CALL curriculum developed was shown to be effective in providing the sample with the targeted technological competencies، with an eta squared value of 0.74 of the total score of the rubric and 0.91 for the test. It recommended enlightening the staff who are responsible for the preparation of the language teacher in the field of "CALL" in the various educational institutions، about TESOL technology standards, as a reliable reference framework for the classification of technological competencies, the identification of needs, and as a guide for planning, implementation, and evaluation. Keywords: computer-assisted language learning, CALL, technological competencies،, TESOL technology standards * This article is extracted from an unpublished PhD dissertation by the first researcher: Mashael Mubark Alqhtani, entitled “Developing the CALL method in the light of TESOL technical standards and its effectiveness in providing female students at the College of Languages at Imam Muhammad Ibn Saud Islamic University the necessary technical competencies”. Imam Muhammad bin Saud University, Saudi Arabia.