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2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Enna Moroeroe

PurposeScholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.Design/methodology/approachData for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.FindingsAn analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.Originality/valueThe current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.


2021 ◽  
Vol 37 (3) ◽  
pp. 851-860
Author(s):  
Yasir YASIR ◽  
◽  
Yohannes FIRZAL ◽  
Andri SULISTYANI ◽  
Chelsy YESICHA ◽  
...  

This study aims to explain the higher education institution's role in developing Koto Sentajo as tourism village and to understand the tourism communication model that synergizes with other stakeholders. This study uses a qualitative approach that emphasizes more on depth. The method describing is done by the reality that occurs by interacting directly with the research subject. The results showed that higher education institutions have an essential role in developing a tourism village development model. This communication model is useful for attracting local governments and other stakeholders to establish the Koto Sentajo tourism village. The penta helix communication model involves five main actors, namely the campus, corporate CSR, the community, the mass media, and the Kuantan Singingi regency's local government, to develop the tourism village. The communication and collaboration between stakeholders in empowering the community can accelerate the Koto Sentajo tourism village's realization as a leading cultural heritage destination.


2021 ◽  
Vol 92 ◽  
pp. 102081
Author(s):  
Anne-Roos Verbree ◽  
Lientje Maas ◽  
Lisette Hornstra ◽  
Leoniek Wijngaards-de Meij

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Emlyn Dodd ◽  
Sonal Singh ◽  
Jim Micsko ◽  
Kylie Austin ◽  
Carolina Morison ◽  
...  

The COVID-19 pandemic caused a rapid and unprecedented shift of widening participation and outreach activities to online and remote delivery. The impact of this went beyond practitioners and the university sector; positive and negative implications are felt by stakeholders and the broader community. This shift online is discussed through the lens of a multi-university perspective, using four case studies from university outreach programs in one Australian state. The article provides a holistic view of the lessons learned and discoveries made, informing future program design and delivery. These programs include primary and secondary students, teachers, parents, guardians and carers, and work within a range of low socioeconomic and regional, rural and remote contexts. We argue that the fundamentally necessary shift online created a profound legacy and bears potential to increase accessibility (via diversity and scale), but, simultaneously, that care must be applied if substituting face-to-face engagement with that online. While this article primarily focuses on issues of value to practitioners, it also discusses important implications for academics, support staff, and university executive regarding the access and participation of underrepresented cohorts during times of mass change.


2021 ◽  
Author(s):  
Xiaowei Xu ◽  
Ben Waltmann ◽  
Laura van der Erve ◽  
Jack Britton

2021 ◽  
Author(s):  
Xiaowei Xu ◽  
Ben Waltmann ◽  
Laura van der Erve ◽  
Jack Britton
Keyword(s):  

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .


2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Cheng Tak Chan

In terms of English learning, whether native English-speaking teachers (NESTs) surpass non-native English-speaking teachers (NNESTs) or vice versa has been a heated topic. These two types of teachers have their own respective benefits and drawbacks with respect to English teaching. Most of the current related studies are on the traditional educational classroom setting in both secondary school and higher education. However, the study of the virtual learning platform as a method of teaching English is rare. This research displays valuable significance in identifying whether parents in Macao have a preference towards NESTs and NNESTs before they purchase the online synchronous one-on-one English lessons for their children. This qualitative study, after two participants were interviewed, concludes that they both prefer NESTs due to their authentic accent and pronunciation and believe it is more suitable in such a speaking-andlistening oriented online lesson. Price is not the prioritized factor to consider. They are generally satisfied with the teaching style of the online NESTs but it is also important to take note of the teaching approach conducted in the online lessons towards children, to ensure that it holds their interest appropriately.


Author(s):  
Maisarah Ahmad Kamil ◽  
Ahmad Mazli Muhammad

This paper reports a systematic literature review that was conducted to explore the areas of research pertaining to English language workplace communication needs in order to design courses in English for Occupational Purposes (EOP) that can better meet the demands of the industry. Articles from Scopus, ScienceDirect and Emerald Insight were extracted following the five-step method of conducting a systematic literature review. In total, 133 articles were analysed. From the analysis, it was found that most studies focused on examining the needs of the learners, or the needs of the industry; very few studies triangulated the findings between different stakeholders to obtain a better picture of the needs, wants, and gaps between the target situation and the present situation. Additionally, most studies focused on language tasks required and did not pay due emphasis on the competencies required to perform the tasks well. Thus, the outcome of this review is a proposed theoretical model to develop professional communication competence among new graduates that is intended to be used in a future study to address the gaps found in this review. Practically, the review also sheds light on gaps that exist in current research that can be addressed in future research, especially for higher education institutions (HEIs) that are working to design and develop courses in EOP to improve English language communication skills for employability.


2021 ◽  
Vol 6 ◽  
Author(s):  
Tia Fechter ◽  
Ting Dai ◽  
Jennifer G. Cromley ◽  
Frank E. Nelson ◽  
Martin Van Boekel ◽  
...  

The Inference-Making and Reasoning in Biology (IMRB) measure is an assessment tool intended to 1) aid university personnel in advising students on course enrollment, 2) identify students in need of interventions to increase their reasoning skills and likelihood of completing STEM majors, 3) support instructors in determining growth in students’ reasoning skills, and 4) provide a measuring tool to gauge success of higher-education interventions intended to increase reasoning skills. Validity arguments for these four uses of the IMRB are provided by implementing a validity argument approach. This work exemplifies the advantages of framing validation studies within a validity argument framework.


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