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| aeihe |
competence based approach |
1 |
1 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec95 |
20 |
|
251 |
259 |
9 |
A useful role for competence statements in post-compulsory teacher education? |
Burchell, Helen ;
|
|
POST-compulsory education ; OUTCOME-based education ; GREAT Britain ;
|
Argues for an interactive model of competence as a basis for the development and use of competence statements in the context of an initial qualification for lecturers in post-compulsory education and training (PCET) in Great Britain. Contrasts of competencies framed in relatively general terms with those of standards established by the Training and Development Lead Body. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9512240213&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9512240213&lang=es |
| aeihe |
competence based approach |
2 |
2 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2016 |
41 |
10.1080/02602938.2016.1164830 |
721 |
732 |
12 |
Assessing scientific reasoning: a comprehensive evaluation of item features that affect item difficulty. |
Stiller, Jurik ; Hartmann, Stefan ; Mathesius, Sabrina ; Straube, Philipp ; Tiemann, Rüdiger ; Nordmeier, Volkhard ; Krüger, Dirk ; Upmeier zu Belzen, Annette ;
|
Primary Science Education, Humboldt-Universität zu Berlin, Berlin, Germany ; Biology Education, Humboldt-Universität zu Berlin, Berlin, Germany ; Biology Education, Freie Universität Berlin, Berlin, Germany ; Physics Education, Freie Universität Berlin, Berlin, Germany ; Chemistry Education, Humboldt-Universität zu Berlin, Berlin, Germany ;
|
CORE competencies ; HIGHER education ; STUDENT teachers ; EDUCATIONAL tests & measurements ; REASONING (Logic) ;
|
The aim of this study was to improve the criterion-related test score interpretation of a text-based assessment of scientific reasoning competencies in higher education by evaluating factors which systematically affect item difficulty. To provide evidence about the specific demands which test items of various difficulty make on pre-service teachers’ scientific reasoning competencies, we applied a general linear mixed model which allows estimation of the impact of item features on the response observations. The item features had been identified during a standard setting process. Results indicate important predictive potential of one formal item feature (length of response options), two features based on cognitive demands (processing data from tables, processing abstract concepts) and one feature based on solid knowledge (specialist terms). The revealed predictive potential of item features was in accordance with the cognitive demands operationalised in our competence model. Thus, we conclude that the findings support the validity of our interpretation of the test scores as measures of scientific reasoning competencies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266739&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266739&lang=es |
| aeihe |
competence based approach |
3 |
3 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2015 |
40 |
10.1080/02602938.2014.884536 |
33 |
44 |
12 |
Assessing students’ performance by measured patterns of perceived strengths: does preference make a difference? |
Urda, Julie ; Ramocki, Stephen P. ;
|
Department of Management and Marketing, Rhode Island College, Providence, RI, USA ;
|
Grading & marking (Students) -- Universities & colleges ; Performance ; College student attitudes ; Memorization ; Higher education ; Preferences (Philosophy) ;
|
This paper is an empirical field study of whether college students’ preferences for assessment type correspond to their performance in assessment that tests that particular strength. For example, if students say they prefer assessment that tests their creativity, do they actually perform better on assessment tasks requiring the use of creativity? Seventy-eight students in three different courses were surveyed to determine their preferences in four types of assessment: memorisation, analysis, creativity and practical application. These preferences were then compared to student grades on corresponding forms of assessment to see if the preferences corresponded to actual performance. The study found that, while students had a clear preference for memorisation, they were not likely to deliver their best performances on memorisation tasks. There was no relationship at all between student preferences in assessment type and their performance in the respective assessments. These results indicate that, while in theory assessing students based on their preferences is reasonable for improved learning, we were not able to find evidence that it actually leads to higher performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99907662&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99907662&lang=es |
| aeihe |
competence based approach |
4 |
4 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2009 |
34 |
10.1080/02602930802187316 |
553 |
563 |
11 |
Assessment as text production: drawing on systemic functional linguistics to frame the design and analysis of assessment tasks. |
Hughes, Clair ;
|
University of Queensland, Queensland, Australia. ;
|
Language & languages ; Higher education ; Teaching ; Learning ; Communicative competence ; Linguistics ; Literary ethics ; Originality in literature ; Functionalism (Linguistics) ;
|
The plentiful and steadily increasing literature on teaching and learning in higher education has produced a number of helpful frameworks and guidelines that can be applied to the development and communication of assessment practice. The continued prevalence of much imprecise, unclear and otherwise confusing terminology around the discussion of assessment tasks, however, indicates the lack of a framework that facilitates understanding of individual task components. This paper describes an approach to addressing this gap in the literature through the development of an assessment task design framework drawn from systemic functional linguistics. To date, application of the framework has included the support of academics in 'designing out' opportunities for plagiarism and the succinct description of assessment innovations. The paper concludes that the framework has the potential not only to underpin more purposeful design and analysis of assessment tasks but also to introduce academics to a vast but generally unfamiliar literature on the systematic development of academic communication skills and to encourage the critique of assessment as cultural practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44014548&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44014548&lang=es |
| aeihe |
competence based approach |
5 |
5 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2010 |
35 |
10.1080/02602938.2010.500103 |
661 |
673 |
13 |
Assessment of competence in clinical reasoning and decision-making under uncertainty: the script concordance test method. |
Ramaekers, Stephan ; Kremer, Wim ; Pilot, Albert ; Beukelen, Peter van ; Keulen, Hanno van ;
|
IVLOS Institute of Education, Utrecht University, 3508TC Utrecht, The Netherlands ; Faculty of Veterinary Medicine, Utrecht University, 3508TC Utrecht, The Netherlands ;
|
DECISION making ; RELIABILITY (Personality trait) ; COMPETENCY tests (Education) ; PROBLEM solving ; INDIVIDUAL development ;
|
Real-life, complex problems often require that decisions are made despite limited information or insufficient time to explore all relevant aspects. Incorporating authentic uncertainties into an assessment, however, poses problems in establishing results and analysing their methodological qualities. This study aims at developing a test on clinical decision-making in veterinary medicine and establishing its reliability and validity. The test is based on the script concordance test method and covers a large sample of authentic cases and uncertainties. The answer key was compiled with reference to the professional judgements and decisions of a panel of experienced practitioners. From a substantive appraisal of the cases and items, the analysis of the test results and the responses from the experienced practitioners, it is concluded that this test validly represents the problems, decisions and uncertainties of clinical practice. In spite of the hindrances caused by the uncertainties included in the test, the reliability and validity of the test and its results could be evaluated and proved to meet measurement criteria. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54379899&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54379899&lang=es |
| aeihe |
competence based approach |
6 |
6 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep99 |
24 |
|
315 |
326 |
12 |
Assessment of Competence in Radiography Education. |
Burchell, Helen ; Higgs, Tony ;
|
|
RADIOGRAPHY ; ACTION research ; EVALUATION ; STUDY & teaching ;
|
ABSTRACT An action research project concerning the development of clinical assessment procedures in radiography education investigated the views of university-based clinical lecturers and hospital radiographers concerning the existing assessment framework. Based on the outcomes of this initial review a revised summative assessment tool was developed, including assessment of professional conduct as well as technical competence. Evaluative comment from radiographers and students on the trialling of the tool was positive, and would seem to indicate a sound basis for further development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2333440&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2333440&lang=es |
| aeihe |
competence based approach |
7 |
7 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2010 |
35 |
10.1080/02602930902862842 |
419 |
434 |
16 |
Bases of competence: an instrument for self and institutional assessment. |
Berdrow, Iris ; Evers, Frederick T. ;
|
Department of Management, Bentley University, Waltham, MA, USA ; Teaching Support Services, Day Hall Room 123, University of Guelph, Ontario, Canada ;
|
STUDENT-centered learning ; OUTCOME assessment (Education) ; SELF-evaluation ; OUTCOME-based education ; ACADEMIC achievement ; CAREER development ; STUDENTS -- Rating of ; EDUCATIONAL innovations ; COMMUNICATION in education ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
|
The Bases of Competence model provides a general framework for learner-centred skill development and programme-focused outcomes assessment. Based on previous research, the Bases of Competence model describes 17 skills and four base competencies important to graduates to achieve high performance in the workplace. Taking this work from research to relevant educational application as a tool for student self-assessment and institutional outcomes assessment is the focus of this paper. Results from a multi-year, multi-course assessment initiative indicate that students rate themselves stronger in the foundation base competencies of Communicating and Managing Self, and weaker in more complex competencies of Managing People and Tasks and Mobilising Innovation and Change. Comparisons of skill confidence within each base competence as well as between year, student level, gender and beginning versus end of semester are presented as well. These results are discussed and suggestions made for programme design. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095603&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095603&lang=es |
| aeihe |
competence based approach |
8 |
8 |
Assessment & Evaluation in Higher Education |
02602938 |
2017 |
42 |
10.1080/02602938.2015.1118433 |
398 |
414 |
17 |
Boosting vocabulary learning through self-assessment in an English language teaching context. |
Micán, Adriana Duque ; Medina, Liliana Cuesta ;
|
Universidad de La Sabana, Chía, Colombia ;
|
VOCABULARY -- Study & teaching ; ENGLISH language -- Study & teaching ; SELF-evaluation ; FLUENCY (Language learning) ; FORMATIVE tests ; YOUNG adults ; HIGHER education ;
|
This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and artefacts in the form of audio recordings. By contrasting and analysing data sources, and the results obtained from pre- and post-speaking tasks, through a mixed method design approach, it was found that when students self-assess, they are able to acknowledge their learning strengths and drawbacks. This practice enabled students to set learning commitments, use learning strategies that also allow them to raise awareness and take further actions, while self-monitoring them. Consequently, initial improvements in students' oral fluency development were evinced through the implementation of a systematic cycle that applies self-assessment as a formative assessment source. Thus, the students entered a process in which they gradually become more able to self-monitor, judge and react towards their own gains in language and learning. Findings highlighted the value of goal setting as an essential component in self-assessment. Further longitudinal studies may well support the long-lasting effects of this strategy in similar educational contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121241291&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121241291&lang=es |
| aeihe |
competence based approach |
9 |
9 |
Assessment & Evaluation in Higher Education |
02602938 |
May2017 |
42 |
10.1080/02602938.2015.1118433 |
398 |
414 |
17 |
Boosting vocabulary learning through self-assessment in an English language teaching context. |
Duque Micán, Adriana ; Cuesta Medina, Liliana ;
|
Universidad de La Sabana, Chía, Colombia ;
|
ENGLISH language -- Study & teaching (Higher) ; HIGHER education ; VOCABULARY -- Study & teaching (Higher) ; LEARNING ; SELF-evaluation ;
|
This study explores the influence of self-assessment of vocabulary competence on a group of students’ oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students’ learning logs, field notes and artefacts in the form of audio recordings. By contrasting and analysing data sources, and the results obtained from pre- and post-speaking tasks, through a mixed method design approach, it was found that when students self-assess, they are able to acknowledge their learning strengths and drawbacks. This practice enabled students to set learning commitments, use learning strategies that also allow them to raise awareness and take further actions, while self-monitoring them. Consequently, initial improvements in students’ oral fluency development were evinced through the implementation of a systematic cycle that applies self-assessment as a formative assessment source. Thus, the students entered a process in which they gradually become more able to self-monitor, judge and react towards their own gains in language and learning. Findings highlighted the value of goal setting as an essential component in self-assessment. Further longitudinal studies may well support the long-lasting effects of this strategy in similar educational contexts. |
Academic Journal |
Art Reproduction |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121234986&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121234986&lang=es |
| aeihe |
competence based approach |
10 |
10 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2008 |
33 |
10.1080/02602930601122985 |
87 |
102 |
16 |
Enhancing curriculum and delivery: linking assessment to learning objectives. |
Combs, Kathryn L. ; Gibson, Sharon K. ; Hays, Julie M. ; Saly, Jane ; Wendt, John T. ;
|
University of St Thomas, Minnesota, USA ;
|
CURRICULUM evaluation ; EDUCATIONAL evaluation ; COLLEGE students ; FEEDBACK (Psychology) ; LEARNING ; EDUCATION ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
Typical university-wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course-specific learning objectives both pre- and post-course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27794889&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27794889&lang=es |
| aeihe |
competence based approach |
11 |
11 |
Assessment & Evaluation in Higher Education |
02602938 |
May2013 |
38 |
10.1080/02602938.2011.630975 |
273 |
287 |
15 |
Enhancing professional writing skills of veterinary technology students: linking assessment and clinical practice in a communications course. |
Clarke, Patricia ; Schull, Daniel ; Coleman, Glen ; Pitt, Rachael ; Manathunga, Catherine ;
|
Faculty of Science, School of Veterinary Science, The University of Queensland, Brisbane, Australia ; Faculty of Humanities and Social Science, La Trobe University, Melbourne, Australia ; Faculty of Education, Victoria University of Wellington, Wellington, New Zealand ;
|
ANIMAL health technology ; AUTHORSHIP ; COMPOSITION (Language arts) ; VETERINARY students ; VETERINARIANS ; TECHNICAL writing ; Independent Artists, Writers, and Performers ; Veterinary Services ; STUDY & teaching ;
|
Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86887241&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86887241&lang=es |
| aeihe |
competence based approach |
12 |
12 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2001 |
26 |
10.1080/02602930120052369 |
189 |
212 |
24 |
Exploring the Gap Between Evidence and Judgement: using video vignettes for practice-based assessment of physiotherapy undergraduates. |
Cross, Vinette ; Hicks, Carolyn ; Barwell, Fred ;
|
|
Health occupations students ; Clinical competence ; Offices of Physical, Occupational and Speech Therapists, and Audiologists ; Physical therapists ; Rating ;
|
The range of conditions necessary for valid and reliable assessment of clinical competence may result in a gap between amount of evidence available from performance and that required for safe inferences of competence. Two assessment forms were compared for validity and reliability, using six video vignettes of undergraduates on placement. Form A was currently in use on the programme. Form B was developed from a Delphi study involving 108 physiotherapy practitioners' perceptions of competence. Effects of training on assessment decisions were also investigated. Results indicated wide differences in individual ability to assess students. Good students tended to be rated less positively than deserved and poor students better than deserved. Judgements were more valid and reliable on Form B than on Form A (A: ω = 0.496, rho = 0.61; B: ω = 0.647, rho = 0.71) Judgements on both forms were more reliable after training than before (before: ω = 0.524, rho = 0.62; after: ω = 0.620, rho = 0.70). Factor analysis of assessment data from both forms indicated Form B had greater validity amongst clinical assessors. It is concluded that video vignettes are effective in monitoring assessors' judgements and helping to identify the amount of evidence that can reasonably and reliably be collected by clinicians assessing undergraduates in the clinical environment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4645530&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4645530&lang=es |
| aeihe |
competence based approach |
13 |
13 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2011 |
36 |
10.1080/02602930903221469 |
171 |
183 |
13 |
Formative assessment of procedural skills: students' responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument. |
Nestel, Debra ; Kneebone, Roger ; Nolan, Carmel ; Akhtar, Kash ; Darzi, Ara ;
|
Gippsland Medical School, Monash University, Churchill, Victoria 3842, Australia ; Division of Surgery, Oncology, Reproductive Biology and Anaesthetics, Imperial College, London, UK ; Charing Cross Hospital, London, UK ;
|
Formative tests ; Summative tests ; Medical education ; Clinical competence ; Psychology of medical students ; Colleges, Universities, and Professional Schools ;
|
Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment - the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through 'stations' or 'scenarios' undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students' responses to these two assessments. Third-year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient-centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario-based assessments such as the IPPI reflect real-world issues of patient-centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=57948817&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=57948817&lang=es |
| aeihe |
competence based approach |
14 |
14 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr94 |
19 |
|
3 |
16 |
14 |
General issues about assessment of competence. |
Hager, Paul ; Gonczi, Andrew ;
|
|
OUTCOME-based education ;
|
Discusses issues about competency-based assessment. Inference of competence; Integrated approaches to assessing performance; Format of objective structured clinical examinations; Assessment of knowledge; Process and outcomes in competency-based assessment; Comparison between professional judgement and objectivity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9512194465&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9512194465&lang=es |
| aeihe |
competence based approach |
15 |
15 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2013 |
38 |
10.1080/02602938.2013.771255 |
998 |
1011 |
14 |
Initiating self-assessment strategies in novice physiotherapy students: a method case study. |
Young, Catherine ;
|
School of Rehabilitation Sciences, Griffith University, Southport, Australia. ;
|
Physical therapy education ; Clinical competence ; Students -- Self-rating of ; Self-evaluation ; Scoring rubrics ; Higher education ; Physical therapy students ; Perceived Stress Scale ;
|
Student self- and peer-assessment strategies ideally are instigated early in programmes for health professionals. This study presents an innovative method of stimulating critical evaluation of clinical skills learned in the practical class setting for first year physiotherapy students. Twice in the semester (beginning and end) students assessed mock clinical demonstrations using examples of two widely discrepant approaches to evaluation of clinical skills: (1) a detailed analytical rubric of listed criteria and (2) a broad holistic, competency-based proforma. Anonymously, 67 students rated the usefulness of the activity to learning. They provided estimates of individual self-efficacy to make fair and reliable judgements in grading the demonstrations using the rubric and proforma and contemporaneous levels of personal stress with the perceived stress scale_10. Students reported that the activities aided their learning of course work on both occasions. By the end of semester the change in students’ self-efficacy to grade the demonstrations with the proforma was significantly greater than that for the rubric. The changes flag a deep understanding of the analytic and holistic methods used by class examiners and future clinical educators. Practical experience with assessing clinical performances enhanced student familiarity with the practical assessment and was associated with a reduction in pre-examination personal stress levels. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=91281572&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=91281572&lang=es |
| aeihe |
competence based approach |
16 |
16 |
Assessment & Evaluation in Higher Education |
02602938 |
May2012 |
37 |
10.1080/02602938.2010.534766 |
379 |
391 |
13 |
Linking assessment to undergraduate student capabilities through portfolio examination. |
O'Sullivan, Anthony J. ; Harris, Peter ; Hughes, Chris S. ; Toohey, Susan M. ; Balasooriya, Chinthaka ; Velan, Gary ; Kumar, Rakesh K. ; McNeil, H. Patrick ;
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Department of Medicine, St. George Clinical School, University of New South Wales, Australia ; School of Public Health and Community Medicine, University of New South Wales, Australia ; School of Medical Sciences, University of New South Wales, Australia ; South Western Sydney Clinical School, University of New South Wales, Australia ;
|
Portfolios in education ; Learning ; Students ; Grading & marking (Students) ; Self-efficacy in students ;
|
Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self‐direction. This article describes an e‐portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205–248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self‐direction and reflection in all assessments promotes regular review of progress. This e‐portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self‐directed learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74278596&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74278596&lang=es |
| aeihe |
competence based approach |
17 |
17 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2007 |
32 |
10.1080/02602930601116979 |
613 |
630 |
18 |
Load and academic attainment in two business schools. |
Donnelly, Mike ; McCormack, Darcy ; Rimmer, Russell ;
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Queen Margaret University, Scotland ; LaTrobe University, Australia ; University of Paisley, Scotland ;
|
Business education ; Performance ; Universities & colleges ; School integration ; Australia ; Scotland ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ;
|
In this paper the relationship between academic load (the number of modules attempted) and academic performance is investigated in a Scottish and an Australian university. An engagement approach to academic integration is employed, in which there is feedback between load and performance, and in which there is scope for diminishing returns to the study of additional modules once loads become high. The results indicate that full-time students reduced module load in response to information on academic performance. At the Scottish business school many non-traditional students had taken up opportunities to enter university under the UK government's drive to widen participation. In that school load reduction was undertaken at twice the rate of the Australian business school. For women, reductions from full-time loads by one or two modules appear rational in that better average marks result. There are indications that status as a widening participation entrant, the learning and assessment environment, the funding regime and rest-of-life demands have influences on load reduction and on academic performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=26946245&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=26946245&lang=es |
| aeihe |
competence based approach |
18 |
18 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep99 |
24 |
|
301 |
314 |
14 |
Peer and Teacher Assessment of the Oral and Written Tasks of a Group Project. |
Cheng, Winnie ; Warren, Martin ;
|
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TRAINING ; STUDENTS ; GROUP work in education ;
|
ABSTRACT Undergraduate students, and their class teachers, assessed the performance of their peers in three oral and written tasks as part of a group project. The two sets of marks awarded by peers and teachers were subsequently compared to find out whether the students were competent to assess their peers alongside their class teachers and whether this competence, or lack of it, was partly determined by the nature of the task being assessed. A number of statistical tests were run to establish the levels of agreement, the ranges, differences and relationship between peer and teacher assessments. The results have led us to conclude that the peer assessments are not sufficiently reliable to be used to supplement teacher assessments. Students' competencies in peer assessment do not appear to be dependent on the nature of the task being assessed, but there is some evidence that practical experience of assessing a particular task type can lead to an improvement in students' assessment skills when they assess a similar task. The paper also discusses possible improvements in peer assessment procedures based on the experiences gained. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2333439&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2333439&lang=es |
| aeihe |
competence based approach |
19 |
19 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2014 |
39 |
10.1080/02602938.2013.792106 |
38 |
52 |
15 |
Professional competence standards and frameworks in the United Kingdom. |
Lester, Stan ;
|
Stan Lester Developments, Taunton, UK. ;
|
Curriculum frameworks ; Occupational training ; Career education ; Core competencies ; Young adults ; Higher education ; Colleges, Universities, and Professional Schools ; Vocational Rehabilitation Services ; Educational standards -- Great Britain ; Professional standards ; Occupations -- Great Britain ;
|
Competence frameworks and standards are increasingly used by professions in the UK, driven by pressures for professional accountability, and particularly by the trend towards assessing practice before fully-qualified status is granted. A review of 40 UK frameworks indicated that most are concerned primarily with the ability to undertake work activities and roles to an appropriate standard: i.e. they reflect a predominantly external or activity-based approach to competence. The better frameworks recognise that competence standards cannot provide prescriptions for practice, reflecting the need for practitioners to act intelligently and ethically, and to make judgements in complex and unpredictable situations. They also support valid, robust and consistent assessment, and are capable of being adopted in different practice contexts while remaining sufficiently precise. The overall standard of competence frameworks is, however, variable, with some being little more than adapted course curricula or simple lists of activities that rely on a high level of tacit agreement about what is needed in practice. The ‘project’ of developing professional competence frameworks is a work in progress, with much to be learned from the best examples of the type. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885843&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885843&lang=es |
| aeihe |
competence based approach |
20 |
20 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec95 |
20 |
|
237 |
249 |
13 |
Professional pathways: A case for measurements in more than one dimension. |
Lester, Stan ;
|
|
PROFESSIONAL education ; GREAT Britain ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
|
Discusses developments in professional education in Great Britain which lead to competence-based National Vocational Qualifications (NVQs) being offered alongside academic awards made within the Credit Accumulation and Transfer (CAT) system. Difference between the NVQ and CAT systems; Dimensions for measurement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9512240212&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9512240212&lang=es |
| aeihe |
competence based approach |
21 |
21 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2013 |
38 |
10.1080/02602938.2012.658019 |
520 |
535 |
16 |
Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills. |
Hay, Peter J. ; Engstrom, Craig ; Green, Anita ; Friis, Peter ; Dickens, Sue ; Macdonald, Doune ;
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School of Human Movement Studies, The University of Queensland , St Lucia , Australia ;
|
Self-evaluation ; Educational evaluation ; Clinical competence ; Clinical education ; Knee injuries ;
|
This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme.eCAPS was implemented to trial this web-based approach for promoting the efficacy ofpracticalskills assessment in knee joint examinations for a pre-clinical cohort of second year medical students.eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N = 40).eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786442&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786442&lang=es |
| aeihe |
competence based approach |
22 |
22 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2008 |
33 |
10.1080/02602930701773059 |
647 |
660 |
14 |
Revisiting disposition assessment in teacher education: broadening the focus. |
Eunjoo Jung ; Rhodes, Dent M. ;
|
College of Education and Human Development, University of Louisville, Louisville, KY, USA ; College of Education, Illinois State University, Normal, IL, USA ;
|
TEACHER training ; EDUCATIONAL evaluation ; PERFORMANCE ; TEACHING ; ABILITY ; UNITED States ;
|
Today's teacher education programmes across the world strive to equip future teachers with the high-quality knowledge, skills and dispositions necessary to teach students. The assessment of teacher dispositions has thus become essential to cultivate those qualities. However, the current approach to disposition assessment in the United States focuses on personal characteristics and character-related dispositions and is frequently used as a sorting device to identify those who appear to be inadequately disposed to teaching. Expanding on earlier work by the author and colleagues, this paper examines the issue of whether more efforts should be made to incorporate elements to assess competence-related dispositions in conjunction with the character-related dispositions across assessment tools and, if so, how this could be accomplished. In addition, this paper will clarify some dispositional concepts and terms used interchangeably that actually differ from one another and can confuse the consistency of disposition assessment. Finally, a framework for assessing technology disposition as an example of competence-related disposition and for broadening the focus of disposition assessment is suggested. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35256064&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35256064&lang=es |
| aeihe |
competence based approach |
23 |
23 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2009 |
34 |
10.1080/02602930801956893 |
149 |
157 |
9 |
Students' perceptions of undertaking workplace tasks within a foundation degree - health and social care. |
Thurgate, Claire ; MacGregor, Janet ;
|
Faculty of Health and Social Care, Canterbury Christ Church University, Canterbury, UK ;
|
Experiential learning ; Higher education ; Learning ; Educational planning ; Active learning ; Focus groups ; Work environment ; Performance standards ; Quality standards ;
|
Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student's workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students' perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self-esteem, however, some groups need specialist skills training where workplace competence is required. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37140058&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37140058&lang=es |
| aeihe |
competence based approach |
24 |
24 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2013 |
38 |
10.1080/02602938.2011.618878 |
183 |
197 |
15 |
The challenge of assessing professional competence in work integrated learning. |
McNamara, Judith ;
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Law School, Queensland University of Technology, Brisbane, Australia ;
|
Student attitudes ; Outcome-based education ; Work environment ; Undergraduates -- Research ; Supervisors ;
|
A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students’ demonstration of professional competence in the workplace. The assessment of professional competence in WIL is, however, problematic. It may be impractical for the academic supervisor to directly assess professional competence if there are a large number of students in external placements. If evidence of professional competence is provided by the student, the student’s ability to articulate his or her own capabilities will interfere with the validity of the assessment. If evidence of professional competency is provided by the supervisor then the assessment is heavily dependent on the individual supervisor and may be unreliable. This paper will examine the literature relating to the assessment of professional competence in WIL. The paper will be informed by the author’s experience in coordinating a WIL subject in an undergraduate law course. It will recommend that a mix of evidence provided by the student, the workplace supervisor and the academic supervisor should be used to assess professional competence in WIL. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85285280&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85285280&lang=es |
| aeihe |
competence based approach |
25 |
25 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2000 |
25 |
10.1080/026029300449290 |
407 |
419 |
13 |
The Professional Accreditation of Conservator-Restorers: developing a competence-based professional assessment system. |
Lester, Stan ;
|
|
EDUCATIONAL tests & measurements ; PROFESSIONAL employees ; GREAT Britain ;
|
The accreditation and registration systems used by professional bodies serve a number of purposes including offering clients a measure of confidence, creating or maintaining a market niche, and raising the profile of the profession. The currently dominant technocratic model of professional accreditation normally places a high value on examining knowledge, with sometimes a secondary assessment of practice. A few UK professional associations are beginning to accept practice-based accreditation, generally as an alternative to their mainstream systems. Conservators and restorers represent a small occupational group in the process of professionalising. A recent project has seen agreement on a practice-based system as the primary route to professional accreditation. This system draws on some of the principles established through UK occupational standards and National Vocational Qualifications, while incorporating modifications to aid clarity, improve the ease and rigour of assessment, and reflect intelligent, reflective practice. The approach used raises some issues and questions about how and on what grounds professional practitioners are accredited, and how occupational standards can be applied and assessed in a professional context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3990959&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3990959&lang=es |
| aeihe |
competence based approach |
26 |
26 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2013 |
38 |
10.1080/02602938.2012.680015 |
646 |
661 |
16 |
The relationship between perceived competence and earned credits in competence-based higher education. |
Kamphorst, J.C. ; Hofman, W.H.A. ; Jansen, E.P.W.A. ; Terlouw, C. ;
|
Hanze University Groningen , Groningen , The Netherlands ; University of Groningen , Groningen , The Netherlands ; Saxion University Enschede , Enschede , The Netherlands ;
|
Outcome assessment (Education) ; Motivation in education ; Psychology of students ; Higher education ; Netherlands ;
|
We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explaining perceived competence than in explaining earned credits. Perceived competence and earned credits, as two sides of the same coin in competence-based education, are only weakly related. Furthermore, this study shows that it is most likely that perceived competence affects earned credits, but a model in which earned credits affects perceived competence as possible causal relationship was also accepted, although the relationship remains weak. The practical implication of this study is that, as long as perceived competence and the number of credits are not related, competence-based higher education will not obtain optimal efficiency. For participants and researchers in higher education, it remains important to be aware that different learning goals may evoke different study behaviours in students, and the challenge for higher education is to align these goals. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88260754&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88260754&lang=es |
| aeihe |
competence based approach |
27 |
27 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2009 |
34 |
10.1080/02602930801955994 |
243 |
251 |
9 |
The trouble with resits ... |
Pell, Godfrey ; Boursicot, Katherine ; Roberts, Trudie ;
|
University of Leeds, Leeds, UK ; Queen Mary University of London, London, UK ;
|
Educators ; Educational planning ; Educational attainment ; Clinical competence ; Undergraduates ; Performance standards ;
|
In the criterion-based clinical assessment context, and more broadly, examination resits continue to present an ongoing dilemma to educators. The number of students involved is generally a small percentage of the cohort, but it is precisely with these students that institutions bear a heavy responsibility in ensuring they reach a sufficiently high standard of performance, and are accurately assessed. The students must be given a “fair” opportunity to reach the appropriate standard(s), but at the same time, especially when clinical skills are being assessed, the public must be protected from incompetent practitioners. However, this creates a delicate tension for institutions since resits present an additional financial burden, and student failures adversely effect external funding. This paper investigates and compares the main clinical assessment and resit profiles of students in two medical schools, each of which employs a different standard setting methodology. The analysis demonstrates that resit students improve their performance by a substantial amount; this finding applies across all undergraduate clinical levels. The key issue under investigation is whether resits, as currently constituted, offer an unfair advantage to the resit student. In essence, are resits are too easy? |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37140062&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37140062&lang=es |
| aeihe |
competence based approach |
28 |
28 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2010 |
35 |
10.1080/02602930802563094 |
71 |
82 |
12 |
Web-based student feedback: comparing teaching-award and research-award recipients. |
Symbaluk, Diane G. ; Howell, Andrew J. ;
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Department of Sociology, Grant MacEwan College, Edmonton, Canada. ; Department of Psychology, Grant MacEwan College, Edmonton, Canada. ;
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Student evaluation of teachers ; College teachers ; Universities & colleges ; Teaching ; Internet in education ; Higher education ; Colleges, Universities, and Professional Schools ; Questionnaires ; Internet surveys ;
|
We examined web-based ratings and open-ended comments of teaching-award winners (n = 120) and research-award winners (n = 119) to determine if teaching-award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching-award winners higher than research-award winners on measures of teaching quality (i.e. helpfulness and clarity). A higher percentage of teaching-award recipients relative to research-award recipients received positive open-ended comments about competence, use of humour, clarity, appearance and personality as well as both positive and negative open-ended comments about level of course difficulty. We discuss implications of these findings for lending credibility to the RateMyProfessors.com indices and for promoting published faculty evaluations at post-secondary institutions more generally. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49142000&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49142000&lang=es |
| aeihe |
competence based approach |
29 |
29 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2014 |
39 |
10.1080/02602938.2013.803026 |
154 |
167 |
14 |
Workplace educators’ interpretations of their assessment practices: a view through a critical practice lens. |
Trede, Franziska ; Smith, Megan ;
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The Education For Practice Institute, Charles Sturt University, Silverwater, Australia. ; Faculty of Science, Charles Sturt University, Silverwater, Australia. ;
|
Educators' attitudes ; Self-evaluation ; Rating of students ; Adults ; Professional education ; Offices of Physical, Occupational and Speech Therapists, and Audiologists ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Judgment (Psychology) ; Employee training -- Evaluation ; Training of physical therapists ;
|
In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93279080&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93279080&lang=es |
| aeihe |
competence |
1 |
30 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2000 |
25 |
10.1080/02602930050031270 |
109 |
119 |
11 |
A Linguistic Perspective on Multiple Choice Questioning. |
Paxton, Moragh ;
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Faculty of Commerce, University of Cape Town, South Africa ;
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Multiple choice examinations ; Examinations ;
|
This article critiques the over-emphasis on multiple choice testing in some large first year classes as well as the poor design and construction of many of these tests, and calls for the use of multiple choice questions as part of a broader and more diverse range of assessment measures. It argues that this kind of testing means that students are not given enough opportunity to develop communicative competence in the discourses of the academic disciplines they are studying. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=3254641&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=3254641&lang=es |
| aeihe |
competence |
2 |
31 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2010 |
35 |
10.1080/02602931003763954 |
351 |
356 |
6 |
A new look at resits: are they simply a second chance? |
Ricketts, Chris ;
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Peninsula College of Medicine and Dentistry, University of Plymouth, Plymouth, UK ;
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EDUCATIONAL tests & measurements ; EDUCATIONAL evaluation ; TEST interpretation ; STUDENTS -- Rating of ; ABILITY testing ; GRADING & marking (Students) ; COMPREHENSION -- Testing ;
|
The article challenges common practice in relation to resits of ignoring the main assessment results and making high-stakes decisions on the basis of resit results alone. Implications for institutions, students and educators are discussed. The proposal is that not all resits should be treated equally and that, in some circumstances, more robust decisions can be made by combining resit results with the results from the main assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095598&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095598&lang=es |
| aeihe |
competence |
3 |
32 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2016 |
41 |
10.1080/02602938.2016.1164830 |
721 |
732 |
12 |
Assessing scientific reasoning: a comprehensive evaluation of item features that affect item difficulty. |
Stiller, Jurik ; Hartmann, Stefan ; Mathesius, Sabrina ; Straube, Philipp ; Tiemann, Rüdiger ; Nordmeier, Volkhard ; Krüger, Dirk ; Upmeier zu Belzen, Annette ;
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Primary Science Education, Humboldt-Universität zu Berlin, Berlin, Germany ; Biology Education, Humboldt-Universität zu Berlin, Berlin, Germany ; Biology Education, Freie Universität Berlin, Berlin, Germany ; Physics Education, Freie Universität Berlin, Berlin, Germany ; Chemistry Education, Humboldt-Universität zu Berlin, Berlin, Germany ;
|
CORE competencies ; HIGHER education ; STUDENT teachers ; EDUCATIONAL tests & measurements ; REASONING (Logic) ;
|
The aim of this study was to improve the criterion-related test score interpretation of a text-based assessment of scientific reasoning competencies in higher education by evaluating factors which systematically affect item difficulty. To provide evidence about the specific demands which test items of various difficulty make on pre-service teachers’ scientific reasoning competencies, we applied a general linear mixed model which allows estimation of the impact of item features on the response observations. The item features had been identified during a standard setting process. Results indicate important predictive potential of one formal item feature (length of response options), two features based on cognitive demands (processing data from tables, processing abstract concepts) and one feature based on solid knowledge (specialist terms). The revealed predictive potential of item features was in accordance with the cognitive demands operationalised in our competence model. Thus, we conclude that the findings support the validity of our interpretation of the test scores as measures of scientific reasoning competencies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266739&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266739&lang=es |
| aeihe |
competence |
4 |
33 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2015 |
40 |
10.1080/02602938.2014.884536 |
33 |
44 |
12 |
Assessing students’ performance by measured patterns of perceived strengths: does preference make a difference? |
Urda, Julie ; Ramocki, Stephen P. ;
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Department of Management and Marketing, Rhode Island College, Providence, RI, USA ;
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PREFERENCES (Philosophy) ; GRADING & marking (Students) -- Universities & colleges ; PERFORMANCE ; COLLEGE students -- Attitudes ; MEMORIZATION ; HIGHER education ;
|
This paper is an empirical field study of whether college students’ preferences for assessment type correspond to their performance in assessment that tests that particular strength. For example, if students say they prefer assessment that tests their creativity, do they actually perform better on assessment tasks requiring the use of creativity? Seventy-eight students in three different courses were surveyed to determine their preferences in four types of assessment: memorisation, analysis, creativity and practical application. These preferences were then compared to student grades on corresponding forms of assessment to see if the preferences corresponded to actual performance. The study found that, while students had a clear preference for memorisation, they were not likely to deliver their best performances on memorisation tasks. There was no relationship at all between student preferences in assessment type and their performance in the respective assessments. These results indicate that, while in theory assessing students based on their preferences is reasonable for improved learning, we were not able to find evidence that it actually leads to higher performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99907662&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99907662&lang=es |
| aeihe |
competence |
5 |
34 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2009 |
34 |
10.1080/02602930802187316 |
553 |
563 |
11 |
Assessment as text production: drawing on systemic functional linguistics to frame the design and analysis of assessment tasks. |
Hughes, Clair ;
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University of Queensland, Queensland, Australia. ;
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LINGUISTICS ; LANGUAGE & languages ; HIGHER education ; TEACHING ; LEARNING ; COMMUNICATIVE competence ; LITERARY ethics ; ORIGINALITY in literature ; FUNCTIONALISM (Linguistics) ;
|
The plentiful and steadily increasing literature on teaching and learning in higher education has produced a number of helpful frameworks and guidelines that can be applied to the development and communication of assessment practice. The continued prevalence of much imprecise, unclear and otherwise confusing terminology around the discussion of assessment tasks, however, indicates the lack of a framework that facilitates understanding of individual task components. This paper describes an approach to addressing this gap in the literature through the development of an assessment task design framework drawn from systemic functional linguistics. To date, application of the framework has included the support of academics in 'designing out' opportunities for plagiarism and the succinct description of assessment innovations. The paper concludes that the framework has the potential not only to underpin more purposeful design and analysis of assessment tasks but also to introduce academics to a vast but generally unfamiliar literature on the systematic development of academic communication skills and to encourage the critique of assessment as cultural practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=44014548&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=44014548&lang=es |
| aeihe |
competence |
6 |
35 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2013 |
38 |
10.1080/02602938.2011.598636 |
44 |
60 |
17 |
Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’. |
Smith, Calvin Douglas ; Worsfold, Kate ; Davies, Lynda ; Fisher, Ron ; McPhail, Ruth ;
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Griffith University, GIHE, Brisbane, Australia ; Griffith University, GIHE, Gold Coast Campus, Brisbane, Australia ; Griffith University, AEL, Mt Gravatt Campus, Brisbane, Australia ; Griffith University, GBS, Gold Coast Campus, Brisbane, Australia ;
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LITERACY ; EDUCATIONAL evaluation ; STUDENT development ; PERFORMANCE ; TEACHING ;
|
In this paper, we report on a study to quantify the impact on student learning and on student assessment literacy of a brief assessment literacy intervention. We first define ‘assessment literacy’ then report on the development and validation of an assessment literacy measurement instrument. Using a pseudo-experimental design, we quantified the impact of an assessment literacy-building intervention on students’ assessment literacy levels and on their subsequent performance on an assessment task. The intervention involved students in the experimental condition analysing, discussing and applying an assessment rubric to actual examples of student work that exemplified extremes of standards of performance on the task (e.g. poor, excellent). Results showed that such a procedure could be expected to impact positively on assessment literacy levels and on student performance (on a similar or related task). Regression analyses indicated that the greatest predictor of enhanced student marks (on the assessment task that was the subject of the experiment), was the development of their ability to judge standards of performance on student work created in response to a similar task. The intervention took just 50 minutes indicating a good educational return on the pedagogical investment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=84918650&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=84918650&lang=es |
| aeihe |
competence |
7 |
36 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2010 |
35 |
10.1080/02602938.2010.500103 |
661 |
673 |
13 |
Assessment of competence in clinical reasoning and decision-making under uncertainty: the script concordance test method. |
Ramaekers, Stephan ; Kremer, Wim ; Pilot, Albert ; Beukelen, Peter van ; Keulen, Hanno van ;
|
IVLOS Institute of Education, Utrecht University, 3508TC Utrecht, The Netherlands ; Faculty of Veterinary Medicine, Utrecht University, 3508TC Utrecht, The Netherlands ;
|
DECISION making ; RELIABILITY (Personality trait) ; COMPETENCY tests (Education) ; PROBLEM solving ; INDIVIDUAL development ;
|
Real-life, complex problems often require that decisions are made despite limited information or insufficient time to explore all relevant aspects. Incorporating authentic uncertainties into an assessment, however, poses problems in establishing results and analysing their methodological qualities. This study aims at developing a test on clinical decision-making in veterinary medicine and establishing its reliability and validity. The test is based on the script concordance test method and covers a large sample of authentic cases and uncertainties. The answer key was compiled with reference to the professional judgements and decisions of a panel of experienced practitioners. From a substantive appraisal of the cases and items, the analysis of the test results and the responses from the experienced practitioners, it is concluded that this test validly represents the problems, decisions and uncertainties of clinical practice. In spite of the hindrances caused by the uncertainties included in the test, the reliability and validity of the test and its results could be evaluated and proved to meet measurement criteria. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54379899&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54379899&lang=es |
| aeihe |
competence |
8 |
37 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep99 |
24 |
|
315 |
326 |
12 |
Assessment of Competence in Radiography Education. |
Burchell, Helen ; Higgs, Tony ;
|
|
Action research ; Evaluation ; Radiography -- Study & teaching ;
|
ABSTRACT An action research project concerning the development of clinical assessment procedures in radiography education investigated the views of university-based clinical lecturers and hospital radiographers concerning the existing assessment framework. Based on the outcomes of this initial review a revised summative assessment tool was developed, including assessment of professional conduct as well as technical competence. Evaluative comment from radiographers and students on the trialling of the tool was positive, and would seem to indicate a sound basis for further development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2333440&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2333440&lang=es |
| aeihe |
competence |
9 |
38 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2002 |
27 |
10.1080/0260293022000020291 |
529 |
538 |
10 |
Assessment of Students' Personal Development as Part of Preparation for Professional Work—is it desirable and is it feasible? |
Toohey, Susan ;
|
|
STUDENTS -- Psychology ; MATURATION (Psychology) ; MEDICINE ; STUDENTS -- Self-rating of ; FEEDBACK (Psychology) ;
|
Personal attributes such as self-appraisal, willingness to take responsibility for continued learning, self-management and ability to work with others are significant factors in effective professional practice. This article explores the issues that arise when development of such personal attributes is identified as one of the goals of a new undergraduate medical programme. The issue of whether such personal learning should be assessed is examined, as well as the question of what assessment methods might be appropriate for evaluating this form of learning. The conclusion reached by this medical faculty is that such personal learning should be assessed, but that the purpose of such assessment should not be to certify competence but rather to harness and direct the powerful effects of assessment onto an important aspect of practice and to provide opportunities for students to reflect, self-evaluate and receive feedback. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7584451&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7584451&lang=es |
| aeihe |
competence |
10 |
39 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2011 |
36 |
10.1080/02602938.2011.581859 |
381 |
383 |
3 |
Assessment of vocational competence in higher education: reflections and prospects. |
Gijbels, David ;
|
Research in Education and Professional Development, Institute for Education and Information Sciences, Antwerp University, Antwerp, Belgium. ;
|
EDUCATIONAL evaluation ; HIGHER education ; PERFORMANCE ; VOCATIONAL education ; PRODUCTIVE life span ; Colleges, Universities, and Professional Schools ; Vocational Rehabilitation Services ;
|
In this article the author comments on the studies related to the assessment of vocational competence in higher education published in the special section of the journal. He states that the studies present good examples of current research on the assessment of vocational competences in higher education, however they also illustrate the difficulties faced by research in this area. He states that these difficulties may be due the due to the difference between higher education and working life. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61157504&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61157504&lang=es |
| aeihe |
competence |
11 |
40 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2010 |
35 |
10.1080/02602930902862842 |
419 |
434 |
16 |
Bases of competence: an instrument for self and institutional assessment. |
Berdrow, Iris ; Evers, Frederick T. ;
|
Department of Management, Bentley University, Waltham, MA, USA ; Teaching Support Services, Day Hall Room 123, University of Guelph, Ontario, Canada ;
|
STUDENT-centered learning ; OUTCOME assessment (Education) ; SELF-evaluation ; OUTCOME-based education ; ACADEMIC achievement ; CAREER development ; STUDENTS -- Rating of ; EDUCATIONAL innovations ; COMMUNICATION in education ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
|
The Bases of Competence model provides a general framework for learner-centred skill development and programme-focused outcomes assessment. Based on previous research, the Bases of Competence model describes 17 skills and four base competencies important to graduates to achieve high performance in the workplace. Taking this work from research to relevant educational application as a tool for student self-assessment and institutional outcomes assessment is the focus of this paper. Results from a multi-year, multi-course assessment initiative indicate that students rate themselves stronger in the foundation base competencies of Communicating and Managing Self, and weaker in more complex competencies of Managing People and Tasks and Mobilising Innovation and Change. Comparisons of skill confidence within each base competence as well as between year, student level, gender and beginning versus end of semester are presented as well. These results are discussed and suggestions made for programme design. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095603&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095603&lang=es |
| aeihe |
competence |
12 |
41 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar1999 |
24 |
|
105 |
104 |
0 |
Book Reviews. |
PARTINGTON, PATRICIA A. ;
|
|
University of Learning, The (Book) ;
|
Reviews the book `The University of Learning: Beyond Quality and Competence in Higher Education,' by John Bowden and Ference Marton. ISBN 0 7494 2292 0. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1672454&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1672454&lang=es |
| aeihe |
competence |
13 |
42 |
Assessment & Evaluation in Higher Education |
02602938 |
May2017 |
42 |
10.1080/02602938.2015.1118433 |
398 |
414 |
17 |
Boosting vocabulary learning through self-assessment in an English language teaching context. |
Duque Micán, Adriana ; Cuesta Medina, Liliana ;
|
Universidad de La Sabana, Chía, Colombia ;
|
ENGLISH language -- Study & teaching (Higher) ; HIGHER education ; VOCABULARY -- Study & teaching (Higher) ; LEARNING ; SELF-evaluation ;
|
This study explores the influence of self-assessment of vocabulary competence on a group of students’ oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students’ learning logs, field notes and artefacts in the form of audio recordings. By contrasting and analysing data sources, and the results obtained from pre- and post-speaking tasks, through a mixed method design approach, it was found that when students self-assess, they are able to acknowledge their learning strengths and drawbacks. This practice enabled students to set learning commitments, use learning strategies that also allow them to raise awareness and take further actions, while self-monitoring them. Consequently, initial improvements in students’ oral fluency development were evinced through the implementation of a systematic cycle that applies self-assessment as a formative assessment source. Thus, the students entered a process in which they gradually become more able to self-monitor, judge and react towards their own gains in language and learning. Findings highlighted the value of goal setting as an essential component in self-assessment. Further longitudinal studies may well support the long-lasting effects of this strategy in similar educational contexts. |
Academic Journal |
Art Reproduction |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121234986&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121234986&lang=es |
| aeihe |
competence |
14 |
43 |
Assessment & Evaluation in Higher Education |
02602938 |
2017 |
42 |
10.1080/02602938.2015.1118433 |
398 |
414 |
17 |
Boosting vocabulary learning through self-assessment in an English language teaching context. |
Micán, Adriana Duque ; Medina, Liliana Cuesta ;
|
Universidad de La Sabana, Chía, Colombia ;
|
VOCABULARY -- Study & teaching ; ENGLISH language -- Study & teaching ; SELF-evaluation ; FLUENCY (Language learning) ; FORMATIVE tests ; YOUNG adults ; HIGHER education ;
|
This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and artefacts in the form of audio recordings. By contrasting and analysing data sources, and the results obtained from pre- and post-speaking tasks, through a mixed method design approach, it was found that when students self-assess, they are able to acknowledge their learning strengths and drawbacks. This practice enabled students to set learning commitments, use learning strategies that also allow them to raise awareness and take further actions, while self-monitoring them. Consequently, initial improvements in students' oral fluency development were evinced through the implementation of a systematic cycle that applies self-assessment as a formative assessment source. Thus, the students entered a process in which they gradually become more able to self-monitor, judge and react towards their own gains in language and learning. Findings highlighted the value of goal setting as an essential component in self-assessment. Further longitudinal studies may well support the long-lasting effects of this strategy in similar educational contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121241291&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121241291&lang=es |
| aeihe |
competence |
15 |
44 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2011 |
36 |
10.1080/02602938.2011.553274 |
385 |
398 |
14 |
Comparing students' perceived and actual competence in higher vocational education. |
Baartman, Liesbeth ; Ruijs, Lotte ;
|
Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, The Netherlands. ; Department of Pedagogical and Educational Sciences, Utrecht University, Utrecht, The Netherlands. ;
|
TECHNICAL education ; VOCATIONAL education ; CURRICULA (Courses of study) ; SELF-efficacy ; APPLIED psychology ; Colleges, Universities, and Professional Schools ; Vocational Rehabilitation Services ;
|
This article studies the relationship between students' perceived competence - operationalised in self-efficacy beliefs - and their competence as assessed by the educational institute. Contrary to previous studies, the current study focuses on competence instead of on isolated knowledge and skills. Students (N = 169) in four subsequent years of a social work bachelor programme filled out a questionnaire. Perceived competence appears to increase during the four-year programme, with a dip in Year 3. This might be due to internships starting in Year 3, offering students a more realistic picture of the complexity of the work. Students appear to overestimate their competence at the start of the course, and underestimate it when leaving school. Because a slight overestimation of one's competence is favourable to tackle complex tasks and persist during setbacks, curricula could pay more attention to realistic student perceptions of their competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61157507&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61157507&lang=es |
| aeihe |
competence |
16 |
45 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2008 |
33 |
10.1080/02602930701773067 |
599 |
605 |
7 |
Curriculum-embedded performance assessment in higher education: maximum efficiency and minimum disruption. |
Cummings, Rhoda ; Maddux, Cleborne D. ; Richmond, Aaron ;
|
University of Nevada, Reno, Nevada, USA ; Metropolitan State College of Denver, Colorado, USA ;
|
HIGHER education ; CURRICULA (Courses of study) ; PERFORMANCE ; EDUCATIONAL evaluation ; EDUCATIONAL psychology ; COLLEGE teachers ; Educational Support Services ;
|
Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workloads, reduce time for scholarly activities, eliminate professional autonomy, and reduce faculty work into component parts or discrete technical competences. This paper describes how curriculum-embedded performance assessment can be used to evaluate student and programme effectiveness without placing an undue burden on faculty. Examples of the use of curriculum-embedded performance assessment strategies in a graduate-level educational psychology programme are provided. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35256056&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35256056&lang=es |
| aeihe |
competence |
17 |
46 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2011 |
36 |
10.1080/02602938.2011.581858 |
377 |
380 |
4 |
Editorial. |
Baartman, Liesbeth ; Braun, Edith ;
|
Eindhoven School of Education, Eindhoven University of Technology, The Netherlands. ; Schul- und Unterrichtsforchung, Freie Universitat Berlin, Germany. ;
|
BOLOGNA process (European higher education) ; TEACHERS ;
|
An introduction to the special section on the Bologna Process for higher educational reform in Europe is presented in which the author discusses articles on the reform of teacher education as a consequence of the Bologna Process by Christine Bieri and Patricia Schuler, the predictive validity of self-rating surveys as a way of assessing vocational competence by Edith Braun and colleagues, and the difference between basic skills needed by a beginning teacher and level of professionalism by Elke Struyf and colleagues. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61157509&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61157509&lang=es |
| aeihe |
competence |
18 |
47 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2012 |
37 |
10.1080/02602938.2010.515009 |
99 |
112 |
14 |
Effectiveness of a simulated clinical examination in the assessment of the clinical competencies of entry-level trainees in a family medicine residency programme. |
Curran, Vernon R. ; Butler, Roger ; Duke, Pauline ; Eaton, William H. ; Moffatt, Scott M. ; Sherman, Greg P. ; Pottle, Madge ;
|
Faculty of Medicine, Memorial University of Newfoundland, Canada ;
|
CLINICAL trials ; CLINICAL competence ; MEDICAL students ; MEDICAL education ; FAMILY medicine -- Study & teaching ; RESIDENTS (Medicine) -- Training of ; FOCUS groups ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Colleges, Universities, and Professional Schools ; TRAINING of ;
|
Clinical competence is a multidimensional concept and encompasses a variety of skills including procedural, problem-solving and clinical judgement. The initial stages of postgraduate medical training are believed to be a particularly important time for the development of clinical skill competencies. This study reports on an evaluation of a Simulated Clinical Examination (SCE) method as a means of assessing the clinical skill competencies of entry-level family medicine residents. Two entering cohorts of PGY1 family medicine residents (N = 35) participated in a SCE encompassing realistic clinical encounters with standardised patients (SPs). Residents were asked to complete pre- and post-evaluation surveys, and both faculty and residents were invited to participate in separate focus groups. The SCE was perceived as a useful method during the early phases of postgraduate training for assessing clinical skill competencies, providing constructive feedback to residents and enhancing self-awareness and confidence. The SCE also appeared to be useful in fostering confidence in interviewing and diagnostic reasoning, however self-reported confidence in the ability to perform clinical skill tasks related to history taking, physical examination and differential diagnosis was not associated with observed performance in these areas. The SCE was an effective technique for benchmarking skill performance, however further research is required to evaluate the effect of this on the self-assessment abilities of trainees over the course of postgraduate medical education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698315&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698315&lang=es |
| aeihe |
competence |
19 |
48 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2008 |
33 |
10.1080/02602930601122985 |
87 |
102 |
16 |
Enhancing curriculum and delivery: linking assessment to learning objectives. |
Combs, Kathryn L. ; Gibson, Sharon K. ; Hays, Julie M. ; Saly, Jane ; Wendt, John T. ;
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University of St Thomas, Minnesota, USA ;
|
CURRICULUM evaluation ; EDUCATIONAL evaluation ; COLLEGE students ; FEEDBACK (Psychology) ; LEARNING ; EDUCATION ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
Typical university-wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course-specific learning objectives both pre- and post-course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27794889&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27794889&lang=es |
| aeihe |
competence |
20 |
49 |
Assessment & Evaluation in Higher Education |
02602938 |
May2013 |
38 |
10.1080/02602938.2011.630975 |
273 |
287 |
15 |
Enhancing professional writing skills of veterinary technology students: linking assessment and clinical practice in a communications course. |
Clarke, Patricia ; Schull, Daniel ; Coleman, Glen ; Pitt, Rachael ; Manathunga, Catherine ;
|
Faculty of Science, School of Veterinary Science, The University of Queensland, Brisbane, Australia ; Faculty of Humanities and Social Science, La Trobe University, Melbourne, Australia ; Faculty of Education, Victoria University of Wellington, Wellington, New Zealand ;
|
ANIMAL health technology ; AUTHORSHIP ; COMPOSITION (Language arts) ; VETERINARY students ; VETERINARIANS ; TECHNICAL writing ; Independent Artists, Writers, and Performers ; Veterinary Services ; STUDY & teaching ;
|
Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86887241&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86887241&lang=es |
| aeihe |
competence |
21 |
50 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2015 |
40 |
10.1080/02602938.2014.909005 |
309 |
328 |
20 |
Evaluating the impact of the Erasmus programme: skills and European identity. |
Jacobone, Vittoria ; Moro, Giuseppe ;
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Department of Education Sciences, University of Bari ‘Aldo Moro’, Bari, Italy ;
|
FOREIGN study ; EUROPEANIZATION ; CULTURAL identity ; EMPLOYABILITY ; CULTURAL awareness ; EUROPEANS ; PSYCHOLOGY ; HUMAN capital ; YOUNG adults ; HIGHER education ;
|
The primary purpose of this study lies in the evaluation of what students acquire from studies abroad in the context of credit mobility, in terms of competence development and personal growth, compared with that gained by students completing their study or internship in their home country. A pre-post test design, with both an experimental group and a control group, was employed for students participating in the Erasmus programme and those continuing their regular course of study at their home university. The findings obtained suggest that study abroad programmes have a positive impact on the perception of university students. The highest values among Erasmus students in terms of outcomes were attributed to cultural enhancement, personal development and foreign language proficiency. Study abroad has, furthermore, a Europeanising impact inasmuch as it affects the self-identity of students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=100398484&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=100398484&lang=es |
| aeihe |
competence |
22 |
51 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2001 |
26 |
10.1080/02602930120052369 |
189 |
212 |
24 |
Exploring the Gap Between Evidence and Judgement: using video vignettes for practice-based assessment of physiotherapy undergraduates. |
Cross, Vinette ; Hicks, Carolyn ; Barwell, Fred ;
|
|
HEALTH occupations students ; PHYSICAL therapists ; CLINICAL competence ; RATING ; Offices of Physical, Occupational and Speech Therapists, and Audiologists ;
|
The range of conditions necessary for valid and reliable assessment of clinical competence may result in a gap between amount of evidence available from performance and that required for safe inferences of competence. Two assessment forms were compared for validity and reliability, using six video vignettes of undergraduates on placement. Form A was currently in use on the programme. Form B was developed from a Delphi study involving 108 physiotherapy practitioners' perceptions of competence. Effects of training on assessment decisions were also investigated. Results indicated wide differences in individual ability to assess students. Good students tended to be rated less positively than deserved and poor students better than deserved. Judgements were more valid and reliable on Form B than on Form A (A: ω = 0.496, rho = 0.61; B: ω = 0.647, rho = 0.71) Judgements on both forms were more reliable after training than before (before: ω = 0.524, rho = 0.62; after: ω = 0.620, rho = 0.70). Factor analysis of assessment data from both forms indicated Form B had greater validity amongst clinical assessors. It is concluded that video vignettes are effective in monitoring assessors' judgements and helping to identify the amount of evidence that can reasonably and reliably be collected by clinicians assessing undergraduates in the clinical environment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4645530&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4645530&lang=es |
| aeihe |
competence |
23 |
52 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2013 |
38 |
10.1080/02602938.2013.771133 |
978 |
997 |
20 |
Factors influencing assessment quality in higher vocational education. |
Baartman, Liesbeth ; Gulikers, Judith ; Dijkstra, Asha ;
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Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, The Netherlands. ; Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, The Netherlands. ; Social Sciences Group, Chairgroup Education and Competence Studies, Wageningen University, Wageningen, The Netherlands. ; Avans University of Applied Sciences, Arnhem, The Netherlands. ;
|
VOCATIONAL education -- Research ; VOCATIONAL school students ; VOCATIONAL teachers ; STUDENTS -- Self-rating of ; EDUCATIONAL tests & measurements ; VOCATIONAL education -- Evaluation ; HIGHER education ; PROFESSIONAL education ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Vocational Rehabilitation Services ;
|
The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4–11 teachers and 3–10 students participated. The purpose of this article is to critically examine the quality of assessment in higher vocational education, to identify critical factors influencing assessment quality and to study whether self-evaluation leads to concrete points for improvement. Results show that strong points are fitness for purpose, comparability and fairness. Weak points are reproducibility of decisions and development of self-regulated learning. Critical factors are the translation of competences into assessment criteria to be used in daily lessons and the involvement of the work field. The self-evaluations generated many points for improvement, but not all were translated into actions. Altogether, this article provides a rich picture of assessment quality in higher education and identifies quality aspects that need improvement, (partly) confirming other research on current assessment methods. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=91281571&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=91281571&lang=es |
| aeihe |
competence |
24 |
53 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2011 |
36 |
10.1080/02602930903221469 |
171 |
183 |
13 |
Formative assessment of procedural skills: students' responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument. |
Nestel, Debra ; Kneebone, Roger ; Nolan, Carmel ; Akhtar, Kash ; Darzi, Ara ;
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Gippsland Medical School, Monash University, Churchill, Victoria 3842, Australia ; Division of Surgery, Oncology, Reproductive Biology and Anaesthetics, Imperial College, London, UK ; Charing Cross Hospital, London, UK ;
|
FORMATIVE tests ; SUMMATIVE tests ; MEDICAL education ; CLINICAL competence ; MEDICAL students -- Psychology ; Colleges, Universities, and Professional Schools ;
|
Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment - the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through 'stations' or 'scenarios' undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students' responses to these two assessments. Third-year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient-centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario-based assessments such as the IPPI reflect real-world issues of patient-centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=57948817&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=57948817&lang=es |
| aeihe |
competence |
25 |
54 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2013 |
38 |
10.1080/02602938.2013.771255 |
998 |
1011 |
14 |
Initiating self-assessment strategies in novice physiotherapy students: a method case study. |
Young, Catherine ;
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School of Rehabilitation Sciences, Griffith University, Southport, Australia. ;
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PHYSICAL therapy -- Study & teaching ; PHYSICAL therapy students ; CLINICAL competence ; STUDENTS -- Self-rating of ; SELF-evaluation ; PERCEIVED Stress Scale ; SCORING rubrics ; HIGHER education ;
|
Student self- and peer-assessment strategies ideally are instigated early in programmes for health professionals. This study presents an innovative method of stimulating critical evaluation of clinical skills learned in the practical class setting for first year physiotherapy students. Twice in the semester (beginning and end) students assessed mock clinical demonstrations using examples of two widely discrepant approaches to evaluation of clinical skills: (1) a detailed analytical rubric of listed criteria and (2) a broad holistic, competency-based proforma. Anonymously, 67 students rated the usefulness of the activity to learning. They provided estimates of individual self-efficacy to make fair and reliable judgements in grading the demonstrations using the rubric and proforma and contemporaneous levels of personal stress with the perceived stress scale_10. Students reported that the activities aided their learning of course work on both occasions. By the end of semester the change in students’ self-efficacy to grade the demonstrations with the proforma was significantly greater than that for the rubric. The changes flag a deep understanding of the analytic and holistic methods used by class examiners and future clinical educators. Practical experience with assessing clinical performances enhanced student familiarity with the practical assessment and was associated with a reduction in pre-examination personal stress levels. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=91281572&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=91281572&lang=es |
| aeihe |
competence |
26 |
55 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2007 |
32 |
10.1080/02602930601117134 |
657 |
665 |
9 |
Intake assessments for alternative teacher education: moving from legitimation towards predictive validity. |
Ackley, Blaine C. ; Fallon, Moira A. ; Brouwer, Niels ;
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University of Portland, Oregon, USA ; State University of New York, Brockport, USA ; Radboud University Nijmegen, The Netherlands ;
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TEACHERS -- Training of ; EDUCATION ; PERFORMANCE ; EVALUATION ; PREDICTIVE validity ; EDUCATIONAL tests & measurements ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ;
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There is little empirical evidence concerning the predictive validity of indicators used in intake assessments for alternative teacher education programs. However, pinpointing potentially successful candidates requires predictors of teacher competence, which may be used to assess candidates' dispositions, knowledge and skills. Available evidence regarding six possible predictors of teacher competence is examined and their limitations and possibilities are pointed out. Recommendations and methodological guidelines are given for developing and using these indicators in valid and reliable ways. Directions are explored for instrument development and assessment practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26946242&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26946242&lang=es |
| aeihe |
competence |
27 |
56 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2010 |
35 |
10.1080/02602930902862867 |
449 |
461 |
13 |
Laboratory assessment in chemistry: an analysis of the adequacy of the assessment process. |
Prades, Anna ; Espinar, Sebastian Rodriguez ;
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Catalan University Quality Assurance Agency (AQU Catalunya), Barcelona, Spain ; University of Barcelona and AQU Catalunya, Barcelona, Spain ;
|
PERFORMANCE evaluation ; CHEMICAL laboratories ; ACTIVITY programs in education ; TASK performance ; ACCREDITATION (Education) ; CAREER development ; MASTERY learning ; TASK analysis ; ACADEMIC enrichment ; Administration of Education Programs ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Research and development in the physical, engineering and life sciences ;
|
The requirement that universities prepare students in practical competences, and assess the extent to which pre-established objectives are achieved, is generally accepted to be of growing importance. As a result, on one hand, there is an increasing volume of research related to task performance in assessment. On the other hand, there are comparatively few studies which analyse the assessment process in a laboratory context. The laboratory offers itself as an educational and training tool of some importance, both in chemistry and in the experimental sciences in general. Studies which have been carried out to date into the importance of laboratory work as a source of value added have, however, been far from conclusive. This research uses interviews with laboratory teachers to analyse the typology of the competences which enter the assessment process, and to determine the extent to which the laboratory assessment process complies with standard validity requirements. Results obtained show that laboratory assessment in chemistry allows for a valuation of the degree of integration of theory and practice, and of the level of development of professional competence in the laboratory. Current assessment strategies do not, however, include all the competences developed in the laboratory context, nor are they sufficiently reliable to offer accreditation of those that are assessed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095601&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095601&lang=es |
| aeihe |
competence |
28 |
57 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2012 |
37 |
10.1080/02602938.2010.494233 |
19 |
32 |
14 |
Learning intercultural communication through group work oriented to the world beyond the classroom. |
Liu, Shuang ; Dall'Alba, Gloria ;
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School of Journalism and Communication, University of Queensland, Australia ; School of Education, University of Queensland, Australia ;
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CROSS-cultural communication in education ; GROUP work in education ; COMMUNICATIVE competence ; ACTIVITY programs in education ; UNDERGRADUATES ; STUDENT participation ; AUSTRALIA ;
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Competence in intercultural communication has become a necessity for functioning effectively in our increasingly globalised and multicultural society. This study reports the use of a group project to enhance students’ learning of intercultural communication. Participants were from a large undergraduate class in an Australian university. The aim of the course is to encourage students to develop knowledge of intercultural communication by orienting themselves to the world beyond the classroom, and by learning from each other’s experiences and perspectives. In a group project assignment, students used the knowledge and skills gained in class to resolve practical problems that they encountered in intercultural interactions outside the classroom. This paper focused on students’ experience of working in groups, and links between this experience and performance on the group project. Our study confirms previous research that demonstrates active engagement in group work can enhance learning outcomes. It also goes further in showing that groups that more highly rated their learning of intercultural communication through the group work experience obtained higher grades on the project. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698309&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698309&lang=es |
| aeihe |
competence |
29 |
58 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2016 |
41 |
10.1080/02602938.2014.979132 |
35 |
52 |
18 |
Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions. |
Rodríguez-Gómez, Gregorio ; Quesada-Serra, Victoria ; Ibarra-Sáiz, María Soledad ;
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EVAL for Research Group – Faculty of Educational Sciences, University of Cadiz, Puerto Real, Spain ;
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EDUCATIONAL evaluation ; COMPUTER network resources ; LECTURES & lecturing ; TEACHING methods ; STUDENT participation ; CURRICULUM planning ; EDUCATIONAL technology ; HIGHER education ; YOUNG adults ;
|
Various frameworks that acknowledge the importance of assessment as a core aspect of the learning process have been proposed to enhance life-long learning and promote participative strategies. In this context, learning-oriented e-assessment was developed to enhance learning through assessment in a technology-mediated context. Using a quantitative–qualitative mixed research method, the current study aimed to analyse the effects of a learning-oriented e-assessment training and guidance programme on university lecturers’ perceptions of the importance of assessment, their competence in assessment and their actual use of assessment, and to consider lecturers’ experience and perception when implementing learning-oriented e-assessment in one of their courses. The results of the quantitative research showed a significant difference between the pre-test and post-test measures in the competence and use criteria for the following four categories: ‘assessment planning and design’, ‘monitoring of student learning’, ‘participation of students in the assessment process’ and ‘improvement and changes to the assessment process’. The qualitative results support the quantitative outcomes, providing some insight into lecturers’ perception of the experience. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111984987&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111984987&lang=es |
| aeihe |
competence |
30 |
59 |
Assessment & Evaluation in Higher Education |
02602938 |
May2012 |
37 |
10.1080/02602938.2010.534766 |
379 |
391 |
13 |
Linking assessment to undergraduate student capabilities through portfolio examination. |
O'Sullivan, Anthony J. ; Harris, Peter ; Hughes, Chris S. ; Toohey, Susan M. ; Balasooriya, Chinthaka ; Velan, Gary ; Kumar, Rakesh K. ; McNeil, H. Patrick ;
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Department of Medicine, St. George Clinical School, University of New South Wales, Australia ; School of Public Health and Community Medicine, University of New South Wales, Australia ; School of Medical Sciences, University of New South Wales, Australia ; South Western Sydney Clinical School, University of New South Wales, Australia ;
|
PORTFOLIOS in education ; LEARNING ; STUDENTS ; GRADING & marking (Students) ; SELF-efficacy in students ;
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Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self‐direction. This article describes an e‐portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205–248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self‐direction and reflection in all assessments promotes regular review of progress. This e‐portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self‐directed learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278596&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278596&lang=es |
| aeihe |
competence |
31 |
60 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2007 |
32 |
10.1080/02602930601116979 |
613 |
630 |
18 |
Load and academic attainment in two business schools. |
Donnelly, Mike ; McCormack, Darcy ; Rimmer, Russell ;
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Queen Margaret University, Scotland ; LaTrobe University, Australia ; University of Paisley, Scotland ;
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BUSINESS education ; PERFORMANCE ; UNIVERSITIES & colleges ; SCHOOL integration ; AUSTRALIA ; SCOTLAND ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ;
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In this paper the relationship between academic load (the number of modules attempted) and academic performance is investigated in a Scottish and an Australian university. An engagement approach to academic integration is employed, in which there is feedback between load and performance, and in which there is scope for diminishing returns to the study of additional modules once loads become high. The results indicate that full-time students reduced module load in response to information on academic performance. At the Scottish business school many non-traditional students had taken up opportunities to enter university under the UK government's drive to widen participation. In that school load reduction was undertaken at twice the rate of the Australian business school. For women, reductions from full-time loads by one or two modules appear rational in that better average marks result. There are indications that status as a widening participation entrant, the learning and assessment environment, the funding regime and rest-of-life demands have influences on load reduction and on academic performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26946245&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26946245&lang=es |
| aeihe |
competence |
32 |
61 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2010 |
35 |
10.1080/02602931003782525 |
577 |
595 |
19 |
Non-traditional learners in higher education: comparison of a traditional MCQ examination with concept mapping to assess learning in a dental radiological science course. |
Hay, David B. ; Tan, Po Li ; Whaites, Eric ;
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King's Learning Institute, King's College London, 57 Waterloo Road, London SE1 8WA, UK. ; Department of Dental Radiology, Floor 23, Guy's Tower, Guy's Hospital, London SE1 9RT, UK. ;
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HIGHER education ; DENTAL radiography ; ALTERNATIVE assessment (Education) ; EDUCATIONAL evaluation ; POSTSECONDARY education ; MULTIPLE choice examinations ; MEDICAL sciences ; DEMOGRAPHY ; QUANTITATIVE research ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Other Technical and Trade Schools ; Diagnostic Imaging Centers ; STUDY & teaching ;
|
The aim of this study is to argue for alternative assessment methods (i.e. concept map) considering the changes in demography in higher education. In the case of school of dentistry, for example, there is an urgent call for a catalyst for new assessment methods in dental education in view of the drive to comprehensively assess professional competence to cater to the current work requirement; this quantitative study compared two different approaches to assessment following a first-year undergraduate course for dental and hygiene and therapy students. The assessment methods compared were multiple-choice questions and concept mapping. The data suggest that concept mapping can be appropriate for non-traditional students (i.e. adult learners), particularly those who already have professional experience in related practice. This is because concept mapping allows learners to locate their new knowledge in a broader social and experiential frame. The implications are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=53155622&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=53155622&lang=es |
| aeihe |
competence |
33 |
62 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep99 |
24 |
|
301 |
314 |
14 |
Peer and Teacher Assessment of the Oral and Written Tasks of a Group Project. |
Cheng, Winnie ; Warren, Martin ;
|
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Training ; Students ; Group work in education ;
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ABSTRACT Undergraduate students, and their class teachers, assessed the performance of their peers in three oral and written tasks as part of a group project. The two sets of marks awarded by peers and teachers were subsequently compared to find out whether the students were competent to assess their peers alongside their class teachers and whether this competence, or lack of it, was partly determined by the nature of the task being assessed. A number of statistical tests were run to establish the levels of agreement, the ranges, differences and relationship between peer and teacher assessments. The results have led us to conclude that the peer assessments are not sufficiently reliable to be used to supplement teacher assessments. Students' competencies in peer assessment do not appear to be dependent on the nature of the task being assessed, but there is some evidence that practical experience of assessing a particular task type can lead to an improvement in students' assessment skills when they assess a similar task. The paper also discusses possible improvements in peer assessment procedures based on the experiences gained. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2333439&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2333439&lang=es |
| aeihe |
competence |
34 |
63 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2014 |
39 |
10.1080/02602938.2013.792106 |
38 |
52 |
15 |
Professional competence standards and frameworks in the United Kingdom. |
Lester, Stan ;
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Stan Lester Developments, Taunton, UK. ;
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EDUCATIONAL standards ; CURRICULUM frameworks ; PROFESSIONAL standards ; OCCUPATIONS ; OCCUPATIONAL training ; CAREER education ; CORE competencies ; YOUNG adults ; HIGHER education ; Colleges, Universities, and Professional Schools ; Vocational Rehabilitation Services ; GREAT Britain ;
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Competence frameworks and standards are increasingly used by professions in the UK, driven by pressures for professional accountability, and particularly by the trend towards assessing practice before fully-qualified status is granted. A review of 40 UK frameworks indicated that most are concerned primarily with the ability to undertake work activities and roles to an appropriate standard: i.e. they reflect a predominantly external or activity-based approach to competence. The better frameworks recognise that competence standards cannot provide prescriptions for practice, reflecting the need for practitioners to act intelligently and ethically, and to make judgements in complex and unpredictable situations. They also support valid, robust and consistent assessment, and are capable of being adopted in different practice contexts while remaining sufficiently precise. The overall standard of competence frameworks is, however, variable, with some being little more than adapted course curricula or simple lists of activities that rely on a high level of tacit agreement about what is needed in practice. The ‘project’ of developing professional competence frameworks is a work in progress, with much to be learned from the best examples of the type. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=92885843&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=92885843&lang=es |
| aeihe |
competence |
35 |
64 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2013 |
38 |
10.1080/02602938.2012.658019 |
520 |
535 |
16 |
Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills. |
Hay, Peter J. ; Engstrom, Craig ; Green, Anita ; Friis, Peter ; Dickens, Sue ; Macdonald, Doune ;
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School of Human Movement Studies, The University of Queensland , St Lucia , Australia ;
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SELF-evaluation ; EDUCATIONAL evaluation ; CLINICAL competence ; CLINICAL education ; KNEE -- Wounds & injuries ;
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This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme.eCAPS was implemented to trial this web-based approach for promoting the efficacy ofpracticalskills assessment in knee joint examinations for a pre-clinical cohort of second year medical students.eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N = 40).eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87786442&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87786442&lang=es |
| aeihe |
competence |
36 |
65 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2010 |
35 |
10.1080/02602930902862834 |
403 |
417 |
15 |
Reciprocal peer coaching and its use as a formative assessment strategy for first-year students. |
Asghar, Amanda ;
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Faculty of Health, Leeds Metropolitan University, Leeds, UK ;
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GROUP work in education ; COLLEGE freshmen ; PEER counseling of students ; FORMATIVE tests ; LEARNING strategies ; SELF regulation ; SELF-efficacy in students ; MOTOR ability ; MEDICAL logic ; GREAT Britain ;
|
Co-operative learning is underused as a teaching and learning strategy in higher education and yet is ideal for courses that require students to learn skills that require manual dexterity, knowledge and clinical reasoning - key elements of professional and clinical competence. Reciprocal peer coaching (RPC) is a form of co-operative or peer-assisted learning that encourages individual students in small groups to coach each other in turn so that the outcome of the process is a more rounded understanding and a more skilful execution of the task in hand than if the student was learning in isolation. Used as a formative assessment strategy, RPC has the capacity to increase motivation in students due to the nature of the shared interdependent goal, and to provide immediate feedback to students on completion of the assessment. The purpose of this research was to interview a group of first-year students to elicit their perceptions of the RPC process. The data were analysed from a phenomenological perspective and revealed three themes: motivating learning, learning in groups and the context of learning. The findings were subsequently explored in relation to the concept of self-regulation of learning and the benefits which RPC as a formative assessment strategy has in promoting students' self-regulation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095594&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51095594&lang=es |
| aeihe |
competence |
37 |
66 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2008 |
33 |
10.1080/02602930701292498 |
179 |
190 |
12 |
Relationships between student characteristics and self-, peer and tutor evaluations of oral presentations. |
Langan, A. Mark ; Shuker, David M. ; Cullen, W. Rod ; Penney, David ; Preziosi, Richard F. ; Wheater, C. Philip ;
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Manchester Metropolitan University, Manchester, UK. ; Edinburgh University, Edinburgh, UK. ; Manchester University, Manchester, UK. ;
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GRADING & marking (Students) ; TUTORS & tutoring ; ACADEMIC achievement ; ORAL communication ; CURRICULA (Courses of study) ; STUDENTS -- Rating of ; PERFORMANCE ; SELF-evaluation ; WOMEN -- Education ; All other schools and instruction ; Exam Preparation and Tutoring ;
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There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self- and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor-awarded marks than those from self-assessment. For self-assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close-knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self-evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self-assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self-assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the 'dip' in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31159431&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31159431&lang=es |
| aeihe |
competence |
38 |
67 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2008 |
33 |
10.1080/02602930701773059 |
647 |
660 |
14 |
Revisiting disposition assessment in teacher education: broadening the focus. |
Eunjoo Jung ; Rhodes, Dent M. ;
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College of Education and Human Development, University of Louisville, Louisville, KY, USA ; College of Education, Illinois State University, Normal, IL, USA ;
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TEACHER training ; EDUCATIONAL evaluation ; PERFORMANCE ; TEACHING ; ABILITY ; UNITED States ;
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Today's teacher education programmes across the world strive to equip future teachers with the high-quality knowledge, skills and dispositions necessary to teach students. The assessment of teacher dispositions has thus become essential to cultivate those qualities. However, the current approach to disposition assessment in the United States focuses on personal characteristics and character-related dispositions and is frequently used as a sorting device to identify those who appear to be inadequately disposed to teaching. Expanding on earlier work by the author and colleagues, this paper examines the issue of whether more efforts should be made to incorporate elements to assess competence-related dispositions in conjunction with the character-related dispositions across assessment tools and, if so, how this could be accomplished. In addition, this paper will clarify some dispositional concepts and terms used interchangeably that actually differ from one another and can confuse the consistency of disposition assessment. Finally, a framework for assessing technology disposition as an example of competence-related disposition and for broadening the focus of disposition assessment is suggested. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35256064&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35256064&lang=es |
| aeihe |
competence |
39 |
68 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2016 |
41 |
10.1080/02602938.2016.1167164 |
750 |
769 |
20 |
Student motivation in low-stakes assessment contexts: an exploratory analysis in engineering mechanics. |
Musekamp, Frank ; Pearce, Jacob ;
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Competence Assessment and Evaluation, Institute for Educational Monitoring and Quality Development, Hamburg, Germany ; Assessment and Psychometric Research, Australian Council for Educational Research, Melbourne, Australia ;
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MOTIVATION in education ; EDUCATIONAL tests & measurements ; APPLIED mechanics ; PEARSON correlation (Statistics) ; REGRESSION analysis ; QUESTIONNAIRES ;
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The goal of this paper is to examine the relationship of student motivation and achievement in low-stakes assessment contexts. Using Pearson product-moment correlations and hierarchical linear regression modelling to analyse data on 794 tertiary students who undertook a low-stakes engineering mechanics assessment (along with the questionnaire of current motivation and the ‘Effort Thermometer’), we find that different measures of student motivation (effort, interest, sense of challenge, expectancy of success and anxiety to fail) showed atypical correlation patterns. The nature of the correlations further varies depending on the type of test booklet used by students. The difficulty of the early items in the assessment were positively correlated with ‘anxiety’ and ‘success’, but negatively correlated with ‘interest’. In the light of our findings, we suggest that future research should systematically explore (taking into account testing conditions like test booklet design and test-item format) the implications of student motivation for achievement in low-stakes assessment contexts. Until the consequences of these processes are better understood, the validity of assessment data generated in low-stake conditions in the higher education sector will continue to be questioned. With a greater understanding of these processes, steps could be taken to correct for student motivation in such settings, thus increasing the utility of such assessments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266740&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266740&lang=es |
| aeihe |
competence |
40 |
69 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2017 |
42 |
10.1080/02602938.2015.1084492 |
98 |
114 |
17 |
Student perceptions of communication skills in undergraduate science at an Australian research-intensive university. |
Mercer-Mapstone, Lucy D ; Matthews, Kelly E ;
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Sustainable Minerals Institute, The University of Queensland, Brisbane, Australia ; Institute for Teaching and Learning Innovation and Faculty of Science, The University of Queensland, Brisbane, Australia ;
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COMMUNICATIVE competence ; SCIENCE education (Higher) ; SCIENCE student attitudes ; COMMUNICATION in education ; CURRICULUM planning ; HIGHER education ; AUSTRALIA ;
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Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119208784&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119208784&lang=es |
| aeihe |
competence |
41 |
70 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2009 |
34 |
10.1080/02602930801956893 |
149 |
157 |
9 |
Students' perceptions of undertaking workplace tasks within a foundation degree - health and social care. |
Thurgate, Claire ; MacGregor, Janet ;
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Faculty of Health and Social Care, Canterbury Christ Church University, Canterbury, UK ;
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EXPERIENTIAL learning ; HIGHER education ; LEARNING ; WORK environment ; EDUCATIONAL planning ; ACTIVE learning ; FOCUS groups ; PERFORMANCE standards ; QUALITY standards ;
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Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student's workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students' perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self-esteem, however, some groups need specialist skills training where workplace competence is required. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37140058&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37140058&lang=es |
| aeihe |
competence |
42 |
71 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2013 |
38 |
10.1080/02602938.2011.618878 |
183 |
197 |
15 |
The challenge of assessing professional competence in work integrated learning. |
McNamara, Judith ;
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Law School, Queensland University of Technology, Brisbane, Australia ;
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WORK environment ; STUDENTS -- Attitudes ; OUTCOME-based education ; UNDERGRADUATES ; RESEARCH ; SUPERVISORS ;
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A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students’ demonstration of professional competence in the workplace. The assessment of professional competence in WIL is, however, problematic. It may be impractical for the academic supervisor to directly assess professional competence if there are a large number of students in external placements. If evidence of professional competence is provided by the student, the student’s ability to articulate his or her own capabilities will interfere with the validity of the assessment. If evidence of professional competency is provided by the supervisor then the assessment is heavily dependent on the individual supervisor and may be unreliable. This paper will examine the literature relating to the assessment of professional competence in WIL. The paper will be informed by the author’s experience in coordinating a WIL subject in an undergraduate law course. It will recommend that a mix of evidence provided by the student, the workplace supervisor and the academic supervisor should be used to assess professional competence in WIL. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85285280&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85285280&lang=es |
| aeihe |
competence |
43 |
72 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2009 |
34 |
10.1080/02602930801955960 |
105 |
114 |
10 |
The impact of an elaborated assessee's role in peer assessment. |
Minjeong Kim ;
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Hanyang University, Seoul, Korea. ;
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METACOGNITION ; MOTIVATION (Psychology) ; STUDENTS ; FEEDBACK (Psychology) ; LEARNING ; EDUCATION ; PERFORMANCE ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
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The purpose of this study was to investigate the effects of an elaborated assessee's role on metacognitive awareness, performance and attitude in peer assessment. Two intact groups (a total of 82 students) were randomly assigned to a treatment condition (having back-feedback activity) or a control condition (not having back-feedback activity). The results indicated that, regarding metacognitive awareness, when participants played the elaborated assessee role, they tended to report higher metacognitive awareness in their learning process. Regarding performance, when participants played the elaborated assessee role, they tended to receive better scores in making a concept map. Regarding attitude, when participants played the elaborated assessee role, they reported greater motivation towards the peer assessment. The findings of this study suggest instructional implications for those who want to employ peer assessment as a learning method by showing the effectiveness of a well-developed role design, specifically one that includes the back-feedback activity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36623180&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36623180&lang=es |
| aeihe |
competence |
44 |
73 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2012 |
37 |
10.1080/02602938.2011.583981 |
907 |
918 |
12 |
The influence of emotional intelligence on academic progress and achievement in UK university students. |
Pope, Debbie ; Roper, Claire ; Qualter, Pamela ;
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Social & Psychological Sciences, Edge Hill University, Ormskirk, UK ; Psychology, University of Central Lancashire, Preston, UK ;
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EMOTIONAL intelligence ; ACADEMIC achievement ; COLLEGE students ; GRADE point average ; CORE competencies ; GREAT Britain ;
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Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using the Emotional Competence Inventory-University Edition (ECI-U II). Performance was assessed using retention statistics and students’ final average percentage mark (APM) at the end of their degree course. Results showed that there were no differences in overall EI or specific EI competencies in those students who graduated compared to those who failed to graduate. Whilst global EI did not significantly predict final APM, specific EI competencies (conscientiousness, adaptability, empathy, organisational awareness, and building bonds) significantly predicted APM after controlling for gender. Recommendations for the implementation of EI training in higher education institutions are considered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83369749&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83369749&lang=es |
| aeihe |
competence |
45 |
74 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2000 |
25 |
10.1080/026029300449290 |
407 |
419 |
13 |
The Professional Accreditation of Conservator-Restorers: developing a competence-based professional assessment system. |
Lester, Stan ;
|
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Educational tests & measurements ; Great Britain ; Professional employees ;
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The accreditation and registration systems used by professional bodies serve a number of purposes including offering clients a measure of confidence, creating or maintaining a market niche, and raising the profile of the profession. The currently dominant technocratic model of professional accreditation normally places a high value on examining knowledge, with sometimes a secondary assessment of practice. A few UK professional associations are beginning to accept practice-based accreditation, generally as an alternative to their mainstream systems. Conservators and restorers represent a small occupational group in the process of professionalising. A recent project has seen agreement on a practice-based system as the primary route to professional accreditation. This system draws on some of the principles established through UK occupational standards and National Vocational Qualifications, while incorporating modifications to aid clarity, improve the ease and rigour of assessment, and reflect intelligent, reflective practice. The approach used raises some issues and questions about how and on what grounds professional practitioners are accredited, and how occupational standards can be applied and assessed in a professional context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=3990959&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=3990959&lang=es |
| aeihe |
competence |
46 |
75 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2013 |
38 |
10.1080/02602938.2012.680015 |
646 |
661 |
16 |
The relationship between perceived competence and earned credits in competence-based higher education. |
Kamphorst, J.C. ; Hofman, W.H.A. ; Jansen, E.P.W.A. ; Terlouw, C. ;
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Hanze University Groningen , Groningen , The Netherlands ; University of Groningen , Groningen , The Netherlands ; Saxion University Enschede , Enschede , The Netherlands ;
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OUTCOME assessment (Education) ; MOTIVATION in education ; STUDENTS -- Psychology ; HIGHER education ; NETHERLANDS ;
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We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explaining perceived competence than in explaining earned credits. Perceived competence and earned credits, as two sides of the same coin in competence-based education, are only weakly related. Furthermore, this study shows that it is most likely that perceived competence affects earned credits, but a model in which earned credits affects perceived competence as possible causal relationship was also accepted, although the relationship remains weak. The practical implication of this study is that, as long as perceived competence and the number of credits are not related, competence-based higher education will not obtain optimal efficiency. For participants and researchers in higher education, it remains important to be aware that different learning goals may evoke different study behaviours in students, and the challenge for higher education is to align these goals. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88260754&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88260754&lang=es |
| aeihe |
competence |
47 |
76 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2009 |
34 |
10.1080/02602930801955994 |
243 |
251 |
9 |
The trouble with resits ... |
Pell, Godfrey ; Boursicot, Katherine ; Roberts, Trudie ;
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University of Leeds, Leeds, UK ; Queen Mary University of London, London, UK ;
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EDUCATORS ; EDUCATIONAL planning ; EDUCATIONAL attainment ; PERFORMANCE standards ; CLINICAL competence ; UNDERGRADUATES ;
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In the criterion-based clinical assessment context, and more broadly, examination resits continue to present an ongoing dilemma to educators. The number of students involved is generally a small percentage of the cohort, but it is precisely with these students that institutions bear a heavy responsibility in ensuring they reach a sufficiently high standard of performance, and are accurately assessed. The students must be given a “fair” opportunity to reach the appropriate standard(s), but at the same time, especially when clinical skills are being assessed, the public must be protected from incompetent practitioners. However, this creates a delicate tension for institutions since resits present an additional financial burden, and student failures adversely effect external funding. This paper investigates and compares the main clinical assessment and resit profiles of students in two medical schools, each of which employs a different standard setting methodology. The analysis demonstrates that resit students improve their performance by a substantial amount; this finding applies across all undergraduate clinical levels. The key issue under investigation is whether resits, as currently constituted, offer an unfair advantage to the resit student. In essence, are resits are too easy? |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37140062&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37140062&lang=es |
| aeihe |
competence |
48 |
77 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2009 |
34 |
10.1080/02602930802062659 |
401 |
413 |
13 |
Validity and reliability of portfolio assessment in pre-service teacher education. |
Meeus, Wil ; Van Petegem, Peter ; Engels, Nadine ;
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Universiteit Antwerpen, Antwerp, Belgium ; Vrije Universiteit Brussel, Brussels, Belgium ;
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PORTFOLIO assessment (Education) ; STUDENT teaching ; TEACHERS -- Training of ; EDUCATION -- Study & teaching ; PSYCHOMETRICS ; CORE competencies ; LIFE skills ; GOAL Attainment Scaling ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
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This article concentrates on the validity and reliability of portfolio assessment as used in pre-service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre-service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self-regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=41038678&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=41038678&lang=es |
| aeihe |
competence |
49 |
78 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2010 |
35 |
10.1080/02602930802563094 |
71 |
82 |
12 |
Web-based student feedback: comparing teaching-award and research-award recipients. |
Symbaluk, Diane G. ; Howell, Andrew J. ;
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Department of Sociology, Grant MacEwan College, Edmonton, Canada. ; Department of Psychology, Grant MacEwan College, Edmonton, Canada. ;
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STUDENT evaluation of teachers ; QUESTIONNAIRES ; INTERNET surveys ; COLLEGE teachers ; UNIVERSITIES & colleges ; TEACHING ; INTERNET in education ; HIGHER education ; Colleges, Universities, and Professional Schools ;
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We examined web-based ratings and open-ended comments of teaching-award winners (n = 120) and research-award winners (n = 119) to determine if teaching-award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching-award winners higher than research-award winners on measures of teaching quality (i.e. helpfulness and clarity). A higher percentage of teaching-award recipients relative to research-award recipients received positive open-ended comments about competence, use of humour, clarity, appearance and personality as well as both positive and negative open-ended comments about level of course difficulty. We discuss implications of these findings for lending credibility to the RateMyProfessors.com indices and for promoting published faculty evaluations at post-secondary institutions more generally. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49142000&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49142000&lang=es |
| aeihe |
competence |
50 |
79 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2014 |
39 |
10.1080/02602938.2013.803026 |
154 |
167 |
14 |
Workplace educators’ interpretations of their assessment practices: a view through a critical practice lens. |
Trede, Franziska ; Smith, Megan ;
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The Education For Practice Institute, Charles Sturt University, Silverwater, Australia. ; Faculty of Science, Charles Sturt University, Silverwater, Australia. ;
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EDUCATORS -- Attitudes ; SELF-evaluation ; JUDGMENT (Psychology) ; EMPLOYEE training -- Evaluation ; PHYSICAL therapists -- Training of ; STUDENTS -- Rating of ; ADULTS ; PROFESSIONAL education ; Offices of Physical, Occupational and Speech Therapists, and Audiologists ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
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In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialised into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=93279080&lang=es |
| aeihe |
competence |
1 |
80 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec95 |
20 |
|
251 |
259 |
9 |
A useful role for competence statements in post-compulsory teacher education? |
Burchell, Helen ;
|
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Post-compulsory education ; Outcome-based education ; Great Britain ;
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Argues for an interactive model of competence as a basis for the development and use of competence statements in the context of an initial qualification for lecturers in post-compulsory education and training (PCET) in Great Britain. Contrasts of competencies framed in relatively general terms with those of standards established by the Training and Development Lead Body. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9512240213&lang=es |
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| aeihe |
competence |
2 |
81 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr95 |
20 |
|
134 |
133 |
0 |
Book reviews. |
Blackwell, Richard ;
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Limits of Competence: Knowledge, Higher Education & Society, The (Book) ;
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Reviews the book `The Limits of Competence: Knowledge, Higher Education and Society,' by R. Barnett. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9506261074&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9506261074&lang=es |
| aeihe |
competence |
3 |
82 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr94 |
19 |
|
3 |
16 |
14 |
General issues about assessment of competence. |
Hager, Paul ; Gonczi, Andrew ;
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Outcome-based education ;
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Discusses issues about competency-based assessment. Inference of competence; Integrated approaches to assessing performance; Format of objective structured clinical examinations; Assessment of knowledge; Process and outcomes in competency-based assessment; Comparison between professional judgement and objectivity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9512194465&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9512194465&lang=es |
| aeihe |
competence |
4 |
83 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun98 |
23 |
|
117 |
139 |
23 |
Implications for the assessment of the teaching competence of staff in higher education of some... |
Husbands, Christopher T. ;
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Teacher evaluation ; Student evaluation of teachers ; England ; London (England) ;
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Discusses the implications for the assessment of the teaching competence of higher education staff of some correlates of students' ratings of different teaching styles in London, England. Description of the structure of the data on students' evaluation of each teaching mode; Students' views of each teaching mode by various independent variables. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=852918&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=852918&lang=es |
| aeihe |
competence |
5 |
84 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr95 |
20 |
|
125 |
132 |
8 |
Peer and self-assessment at tertiary level--an experiential report. |
Oldfield, Keith A. ; Macalpine, J. Mark K. ;
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Student evaluation of curriculum ; Peer review (Professional performance) ; Self-evaluation ;
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Reports on a process of developing student involvement in assessment of learning. Use of group activities, of peer and self-assessment, and of peer evaluation/assessment of the contributions of individuals to group performance; Measurement of the competence of students in making assessments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9506261072&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9506261072&lang=es |
| aeihe |
competence |
6 |
85 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec95 |
20 |
|
237 |
249 |
13 |
Professional pathways: A case for measurements in more than one dimension. |
Lester, Stan ;
|
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Professional education ; Great Britain ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
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Discusses developments in professional education in Great Britain which lead to competence-based National Vocational Qualifications (NVQs) being offered alongside academic awards made within the Credit Accumulation and Transfer (CAT) system. Difference between the NVQ and CAT systems; Dimensions for measurement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9512240212&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9512240212&lang=es |
| aeihe |
competence |
7 |
86 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun96 |
21 |
|
131 |
146 |
16 |
The reliability, validity and evaluation of the objective structured clinical examination in... |
Woodburn, Jim ; Sutcliffe, Nick ;
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Health occupations students ; Clinical competence ;
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Evaluates the adaption of the objective structured clinical examination (OSCE) for the assessment of clinical skills in podiatry or chiropody students. Issues validity, repeatability and stability of student performance over time; Participating students' level of acceptance of the OSCE format. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9606250761&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9606250761&lang=es |
| aeihe |
program learning outcomes |
1 |
87 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2013 |
38 |
10.1080/02602938.2012.658020 |
492 |
506 |
15 |
A case study of assessment of graduate learning outcomes at the programme, course and task level. |
Hughes, Clair ;
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The Teaching and Educational Development Institute, The University of Queensland , Brisbane , Australia ;
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EDUCATIONAL quality ; GRADUATES ; LEARNING ability ; ARCHAEOLOGY -- Study & teaching ; TASK analysis ;
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A shift in emphasis from educational inputs to academic outcomes as the basis for judgements of educational quality in many parts of the world has intensified efforts to develop assessment practices that provide convincing evidence that students have achieved or made progress towards the graduate learning outcomes specified for a programme of study. Examples of sound and feasible practice are still relatively rare in this area, so when assessment practices observed during the initial stages of an evaluation of a curriculum innovation in an archaeology programme conveyed an impression of unusually high quality, the original evaluation plan was expanded in order to allow further investigation. The resulting case study describes the features that contributed to assessment quality at the programme, course and task level. As the general principles and guidelines for effective practice are comprehensively addressed in current assessment literature, this case has a particular focus on the ‘technical’ such as task analysis and task relationship patterns. Though contextualised in the archaeology discipline, the study seeks to illuminate aspects of practice in terms that enable academics outside this field to identify implications for practice in their own disciplinary or institutional contexts. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87479347&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87479347&lang=es |
| aeihe |
program learning outcomes |
2 |
88 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2016 |
41 |
10.1080/02602938.2015.1048505 |
869 |
884 |
16 |
A fundamental misalignment: intended learning and assessment practices in undergraduate science research projects. |
Wilson, Anna ; Howitt, Susan ; Higgins, Denise ;
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School of Education, University of Stirling, Stirling, UK ; Research School of Biology, Australian National University, Canberra, Australia ;
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LEARNING ; RESEARCH ; COMPREHENSION ; EDUCATION ; HIGHER education ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
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Authentic experiences of research are seen as valuable elements of undergraduate science, providing motivation for students and linking the research and teaching activities of academics. But as such experiences are made available to increasing numbers of students as formal, graded parts of the curriculum, important questions are raised about their pedagogical function and the ways in which they are assessed. This article draws on interviews with academics involved in the provision of such experiences to ask: what do academicsintendthat their students learn, and do conventional approaches to project assessment relate clearly and effectively to these intended outcomes? We describe four categories of intended learning and suggest that conventional approaches to assessment are fundamentally misaligned with most of these outcomes. We argue that this is due to the focus of these approaches on the products, rather than the processes and experiences, of research, a focus that partly arises from a sense of discomfort with assessment based on context-dependent judgements informed by subconscious expertise. We further suggest that alternative approaches to assessment could build on academics’ own descriptions of the experiences and behaviours they value in students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116621127&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116621127&lang=es |
| aeihe |
program learning outcomes |
3 |
89 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2007 |
32 |
10.1080/02602930600848309 |
79 |
87 |
9 |
An exploration of Biggs’ constructive alignment in the context of work‐based learning. |
Walsh, Anita ;
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Faculty of Continuing Education, Birkbeck, University of London, 26 Russell Square, London WC1B 5DQ, UK ;
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ACTIVE learning ; EXPERIENTIAL learning ; STUDENTS -- Attitudes ; CONTINUING education ; ACTIVITY programs in education ; TEACHING methods ; COLLEGE teachers ; Professional and Management Development Training ; TEACHING for Quality Learning at University (Book) ; BIGGS, John ;
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The paper will explore Biggs’ concept of constructive alignment in the context of work‐based learning (WBL). In his book Teaching for Quality Learning at University Biggs quotes Tyler making the claim that ‘Learning takes place through the active behaviour of the student: it is what he does that he learns, not what the teacher does’. Biggs’ model is student‐centred and outcomes focused, and has been very influential in the area of staff development relating to learning and teaching. The model emerged and has mostly been considered in the context of formal education. However, the strong emphasis on the student and the nature of the learning (as opposed to the location in which the learning takes place) lends itself well to the area of WBL. With the rapid expansion of awards such as the Foundation Degree, many academic colleagues are becoming involved in the supporting and assessing of WBL. For those staff whose background has been in formal teaching, it can prove difficult to achieve the change in perspective which is necessary to effectively support work‐based students. Biggs’ model, which has been very influential inside HE, potentially offers a way of providing guidance to colleagues when they are required to engage with the evaluation and assessment of WBL. The intention here is to consider the constructive alignment model and explore the extent to which it can be applied in a WBL context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23002115&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23002115&lang=es |
| aeihe |
program learning outcomes |
4 |
90 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2002 |
27 |
10.1080/0260293022000020282 |
511 |
527 |
17 |
Applying the Structure of the Observed Learning Outcomes (SOLO) Taxonomy on Student's Learning Outcomes: an empirical study. |
Chan, Charles C. ; Tsui, M. S. ; Chan, Mandy Y. C. ; Hong, Joe H. ;
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COGNITIVE learning ; THEORY of self-knowledge ;
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This article explores the application of different educational taxonomies in measuring students' cognitive learning outcomes. The objectives were to compare three educational taxonomies—namely, the Structure of the Observed Learning Outcomes (SOLO) taxonomy, Bloom's taxonomy and reflective thinking measurement model—and to test the application value of these taxonomies. A comparative literature review was conducted to provide an underlying conceptual framework. Recommendations from this review were examined experimentally. Scripts of long essay papers and short classroom discussion responses were analyzed by the modified versions of the taxonomies. It was found that SOLO is suitable for measuring different kinds of learning outcomes. However, finer categorization of SOLO levels did not eradicate the problem of SOLO's conceptual ambiguity. It is suggested that the next step of research should be on setting up panels of judges to find out which taxonomy is suitable for measuring what learning outcomes under which contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7584452&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7584452&lang=es |
| aeihe |
program learning outcomes |
5 |
91 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2017 |
42 |
10.1080/02602938.2016.1174187 |
625 |
644 |
20 |
Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. |
Zimbardi, Kirsten ; Colthorpe, Kay ; Dekker, Andrew ; Engstrom, Craig ; Bugarcic, Andrea ; Worthy, Peter ; Victor, Ruban ; Chunduri, Prasad ; Lluka, Lesley ; Long, Phil ;
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School of Biomedical Science, University of Queensland, St Lucia, Australia ; School of IT & Electrical Engineering, University of Queensland, St Lucia, Australia ; School of Human Movement Studies, University of Queensland, St Lucia, Australia ; Endeavour College of Natural Health, Gold Coast, Australia ; Learning Sciences, University of Texas at Austin, Austin, TX, USA ;
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Feedback (Psychology) ; Academic achievement ; Educational evaluation ; Internet in education ; Young adults ; Higher education ;
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Feedback is known to have a large influence on student learning gains, and the emergence of online tools has greatly enhanced the opportunity for delivering timely, expressive, digital feedback and for investigating its learning impacts. However, to date there have been no large quantitative investigations of the feedback provided by large teams of markers, feedback use by large cohorts of students, nor its impact on students’ academic performance across successive assessment tasks. We have developed an innovative online system to collect large-scale data on digital feedback provision and use. Our markers (n = 38) used both audio and typed feedback modalities extensively, providing 388 ± 4 and 1126 ± 37 words per report for first- and second-year students, respectively. Furthermore, 92% of first year and 85% of second-year students accessed their feedback, with 58% accessing their feedback for over an hour. Lastly, the amount of time students spent interacting with feedback is significantly related to the rate of improvement in subsequent assessment tasks. This study challenges assertions that many students do not collect, or use, their feedback. More importantly, we offer novel insights into the relationships between feedback provision, feedback use and successful academic outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121235002&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121235002&lang=es |
| aeihe |
program learning outcomes |
6 |
92 |
Assessment & Evaluation in Higher Education |
02602938 |
Nov2016 |
41 |
10.1080/02602938.2015.1047319 |
1033 |
1048 |
16 |
Assessing complexity in learning outcomes – a comparison between the SOLO taxonomy and the model of hierarchical complexity. |
Stålne, Kristian ; Kjellström, Sofia ; Utriainen, Jukka ;
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Department of Construction Sciences, Faculty of Engineering, Construction Sciences, Lund University, Lund, Sweden ; School of Health and Welfare, Jönköping Academy for Improvement in Health and Welfare, Jönköping University, Jönköping, Sweden ; Department of Education, University of Jyväskylä, Jyväskylä, Finland ;
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LEARNING ; COMPREHENSION ; EDUCATION ; HIGHER education ; POSTSECONDARY education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Business and Secretarial Schools ; Apprenticeship Training ; Other Technical and Trade Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Cosmetology and Barber Schools ;
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An important aspect of higher education is to educate students who can manage complex relationships and solve complex problems. Teachers need to be able to evaluate course content with regard to complexity, as well as evaluate students’ ability to assimilate complex content and express it in the form of a learning outcome. One model for evaluating complexity is the Structure of Observed Learning Outcomes (SOLO) taxonomy. The aim of this analysis is to address the limitations of the SOLO taxonomy in detecting the more subtle differences of the learning outcomes and to clarify the concept of learning modes. This is done by analysing the SOLO taxonomy by means of the model of hierarchical complexity (MHC). The two models are compared by examining their respective theoretical background, the definitions and descriptions of the stages of each model, as well as through evaluating examples illustrating the SOLO levels using MHC. The two models can be viewed as compatible, with MHC also being able to put the SOLO taxonomy in an adult development context, thereby emphasising the importance of developing the students’ access to complex thinking. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117808128&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117808128&lang=es |
| aeihe |
program learning outcomes |
7 |
93 |
Assessment & Evaluation in Higher Education |
02602938 |
May2016 |
41 |
10.1080/02602938.2015.1018132 |
414 |
426 |
13 |
Assessing learning in a sociology department: what do students say that they learn? |
Bandini, Julia ; Shostak, Sara ; Cunningham, David ; Cadge, Wendy ;
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Department of Sociology, Brandeis University, Waltham, MA, USA ;
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SOCIOLOGY education ; ACADEMIC achievement -- Evaluation ; EDUCATIONAL tests & measurements ; LEARNING -- Evaluation ; SOCIOLOGY students ; YOUNG adults ; HIGHER education ; GREAT Britain ;
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Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students’ learning. This qualitative study builds on previous research on assessment by asking what students in one American university department see themselves learning in the sociology major. Rather than asking students to reflect on whatwethink they are learning, we asked open-ended questions about skills, topics and modes of education they considered most significant to their learning. The 25 sociology majors in our study included second-year students, graduating fourth-year students and alumni who had graduated five years prior, enabling us to compare what students have learned or are learning across cohorts. Our findings demonstrate that students emphasise a common collection of skills, topics and – especially – modes of learning in the major, despite their various course selections and interests within the discipline, and also that majors’ orientations to sociology vary as they move through, and beyond, the undergraduate curriculum. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113744759&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113744759&lang=es |
| aeihe |
program learning outcomes |
8 |
94 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2016 |
41 |
10.1080/02602938.2016.1169501 |
655 |
661 |
7 |
Assessing student learning outcomes in higher education: challenges and international perspectives. |
Zlatkin-Troitschanskaia, Olga ; Pant, Hans Anand ; Coates, Hamish ;
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Department of Business and Economics Education, Johannes Gutenberg University Mainz, Germany ; Department of Research Methods in Education, Humboldt University of Berlin, Germany ; Melbourne Centre for the Study of Higher Education (CSHE), University of Melbourne, Australia ;
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TEACHING ; HIGHER education ;
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An introduction is presented in which the editor discusses various articles within the issue on topics including teaching practices in higher education, knowledge and skills in higher education, and international assessment of student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266743&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266743&lang=es |
| aeihe |
program learning outcomes |
9 |
95 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2016 |
41 |
10.1080/02602938.2016.1160273 |
662 |
676 |
15 |
Assessing student learning outcomes internationally: insights and frontiers. |
Coates, Hamish ;
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Centre for the Study of Higher Education, University of Melbourne, Parkville, Australia ;
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HIGHER education ; UNIVERSITIES & colleges ; EDUCATIONAL change ; EDUCATION & state ; LEARNING ; Other provincial and territorial public administration ; Other local, municipal and regional public administration ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
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As higher education systems and institutions expand, more energy is being invested in ensuring that sufficient learning has been achieved to warrant the award of a qualification. Many commonly used assessment approaches do not scale well, and there remains a pressing need for reform. This paper distils insights from international investigations of student learning outcomes assessment, using this analysis to chart frontiers for innovation. This paper sets out principles for guiding change in this field, presents an evaluation of progress via a review of signature assessment initiatives, reviews likely facilitators and blockers and, through these analyses, derives a strategy for spurring development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266735&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266735&lang=es |
| aeihe |
program learning outcomes |
10 |
96 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2006 |
31 |
10.1080/02602930600679639 |
597 |
609 |
13 |
Assessment and the fear of punishment: how the protection of anonymity positively influenced the design and outcomes of postsecondary assessment. |
Kramer, Philip ;
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College of Saint Benedict and Saint John's University, Minnesota, USA ;
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Postsecondary education ; Higher education ; Public schools ; Educational evaluation ; Educational tests & measurements ; General education ; Curricula (Courses of study) ; Educators ; Rocky Mountains ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Other Technical and Trade Schools ; Elementary and Secondary Schools ;
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This study examines how a state system of higher education, located in the Rocky Mountains area of the United States, allowed faculty members from the state's public institutions of higher education to control the design and implementation of a pilot assessment of statewide general education courses. One of the primary reasons faculty were allowed to control the assessment process was to assuage the commonly held fear by faculty, academic departments, and institutions that they could be punished for the poor assessment results of their students who took the pilot assessment. An important conclusion of this study is that the promise of anonymity, given by the state board of regents (and tacitly by the legislature) to individual faculty members, academic departments, and institutions, was essential to the success of the assessment process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=20855312&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=20855312&lang=es |
| aeihe |
program learning outcomes |
11 |
97 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug95 |
20 |
|
175 |
189 |
15 |
Assessment for learning: Quality and taxonomies. |
Imrie, Bradford W. ;
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LEARNING ability testing ; STUDENTS -- Rating of ; HONG Kong (China) ; CHINA ;
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Discusses principles and procedures of taxonomies for assessing students' learning and performance in a study conducted in Hong Kong. Categories of experiential taxonomies including exposure; Link between objectives, assessment and outcomes; Indication of quality assurance. |
Academic Journal |
Article |
English |
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| aeihe |
program learning outcomes |
12 |
98 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2013 |
38 |
10.1080/02602938.2011.609314 |
114 |
124 |
11 |
Assessment guiding learning: developing graduate qualities in an experiential learning programme. |
Clements, Michael David ; Cord, Bonnie Amelia ;
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Swinburne University of Technology, Melbourne, Australia ; University of Wollongong, Wollongong, Australia ;
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Experiential learning ; Graduates ; Higher education ; Educational evaluation ; Private sector ;
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As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders. Issues concerning assessing work-oriented learning are explored as well as what assessment methods might be most appropriate for enhancing and evaluating learning in this context. Feedback from stakeholders on the structure of the programme and its assessment are discussed as well as the question of how to maintain work-related programmes in HE. If such programmes continue to focus assessment and design around student learning, students will not only have the opportunity to apply their knowledge in a practical context, they will also be maximising their personal learning outcomes with the added advantage of being better equipped to compete in an increasingly competitive marketplace. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=84918655&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=84918655&lang=es |
| aeihe |
program learning outcomes |
13 |
99 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2003 |
28 |
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279 |
295 |
17 |
Assessment Outcomes of Pre-service Teachers. |
Oh, Deborah ; Slovacek, Simeon ; Tucker, Susan ; Hafner, Ann ;
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Student teachers ; Educational evaluation ;
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As a response to the shortage of credentialed teachers in California, a four-year major called Urban Learning (ULRN), combining both the undergraduate and a teaching credential program was developed by professors at the Charter College of Education at California State University, Los Angeles. The assessment results of the program after its first two-year pilot period showed that ULRN students (N = 153) exhibited higher motivation to learn and tended to take fuller course loads as compared to other undergraduate students at the university. This was attributed to faculty collaboration and cohort modeling of the program. Compared to students in the regular credential programs, ULRN students were more likely to remain enrolled in their program and more likely to complete the program and graduate sooner. This blended program as a whole including the assessment course appeared to have help pre-service teachers become competent as teachers. This blended program with its structure emphasizing efficiency and effectiveness was comparatively successful. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9744009&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9744009&lang=es |
| aeihe |
program learning outcomes |
14 |
100 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2009 |
34 |
10.1080/02602930802255154 |
579 |
594 |
16 |
Australian pharmacy programme experiential placements: comprehensive planning for assessment and evaluation. |
Owen, Susanne ; Stupans, Ieva ;
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Division of Education, Arts and Social Sciences, University of South Australia, Australia. ; Division of Health Sciences, University of South Australia, Australia. ;
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Educational evaluation ; Universities & colleges -- Planning ; Students ; University & college accreditation ; Pharmaceutical education ; Learning ; Study skills ; Education ; Australia ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Exam Preparation and Tutoring ; Colleges, Universities, and Professional Schools ;
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Experiential placements are increasingly recognised as an essential component of university programmes, providing students with real-world contexts to apply their knowledge and to develop practical skills and personal attributes. In Australia, professions such as pharmacy have traditionally developed experiential placement programmes within state and territory regulatory requirements and situations. The evolution of national competency and accreditation frameworks provide opportunities for collaborative approaches, including consideration of experiential placements. A research study was conducted in 2007 using Australian Government Carrick Institute funding to map experiential placements across Australian pharmacy programmes. Based on university interviews and programme mapping, consultations with over 250 participants and handbook analysis, various structures and approaches for university experiential placements were evident. In relation to learning and assessment tasks, some universities use some elements of planning process. In these, objectives are linked to pre-placement preparatory and placement learning tasks and there are opportunities for student negotiation of assessment tasks and criteria. However, in relation to assessment and explicit criteria, links to the competencies of the profession and to more generic skills were generally vague. While student evaluations of experiential placement programmes were usually evident, a systematic evaluation process involving various stakeholders including transparent processes and feedback regarding the impact on future programme planning was not present. This study highlights the importance of comprehensive planning and scaffolding of learning related to competency and other outcomes, including relevant assessment tasks and explicit criteria based on graduated descriptors during experiential placements. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44014546&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44014546&lang=es |
| aeihe |
program learning outcomes |
15 |
101 |
Assessment & Evaluation in Higher Education |
02602938 |
Jul2010 |
35 |
10.1080/02602930902862842 |
419 |
434 |
16 |
Bases of competence: an instrument for self and institutional assessment. |
Berdrow, Iris ; Evers, Frederick T. ;
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Department of Management, Bentley University, Waltham, MA, USA ; Teaching Support Services, Day Hall Room 123, University of Guelph, Ontario, Canada ;
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Student-centered learning ; Outcome assessment (Education) ; Self-evaluation ; Outcome-based education ; Academic achievement ; Career development ; Rating of students ; Educational innovations ; Communication in education ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
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The Bases of Competence model provides a general framework for learner-centred skill development and programme-focused outcomes assessment. Based on previous research, the Bases of Competence model describes 17 skills and four base competencies important to graduates to achieve high performance in the workplace. Taking this work from research to relevant educational application as a tool for student self-assessment and institutional outcomes assessment is the focus of this paper. Results from a multi-year, multi-course assessment initiative indicate that students rate themselves stronger in the foundation base competencies of Communicating and Managing Self, and weaker in more complex competencies of Managing People and Tasks and Mobilising Innovation and Change. Comparisons of skill confidence within each base competence as well as between year, student level, gender and beginning versus end of semester are presented as well. These results are discussed and suggestions made for programme design. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51095603&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51095603&lang=es |
| aeihe |
program learning outcomes |
16 |
102 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2016 |
41 |
10.1080/02602938.2015.1070116 |
1129 |
1143 |
15 |
Combination of logical conditions and arithmetic operations to assign a mark to a course based on multidimensional learning outcomes. |
Sérandour, Guillaume ; Illanes, Alfredo ; Maturana, Jorge ; Cádiz, Janet ;
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Facultad de Ciencias de la Ingniería, Universidad Austral de Chile, Valdivia, Chile ; Departamiento de Aseguramiento de la Calidad e Innovación Curricular, Universidad Austral de Chile, Valdivia, Chile ;
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ARITHMETIC ; MATHEMATICS ; LEARNING ; COMPREHENSION ; HIGHER education ;
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Assessment is a notorious source of preoccupation for faculty and university governing bodies, especially when an institution initiates curricular reforms which shift the programme learning outcomes for knowledge to competencies. One obstacle to acceptance arises from a culture of quantitative assessment (often represented by a single mark), which is at odds with the concept of outcome assessment which is by essence subjective, qualitative and multidimensional. The method presented here is specifically concerned with learning activities where students need to demonstrate competency in learning outcomes of different natures. It describes a methodological framework that can be used in any programme that aims at developing multidimensional learners, but operates in a context where the final assessment product is a single quantitative grade. This method follows a classical approach to the evaluation of each learning outcome. It then proposes an innovative way of ranking students by categorising their overall performance based on conditions that reflect the integral nature of the learning process, to allow teaching staff to assign a range of marks for each student. Finally, a last step allows a quantitative ranking of students within each category, yielding a single quantitative mark for the course while remaining coherent with the learning goals. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118585691&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118585691&lang=es |
| aeihe |
program learning outcomes |
17 |
103 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2006 |
31 |
10.1080/02602930500262379 |
71 |
90 |
20 |
Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. |
Elander, James ; Harrington, Katherine ; Norton, Lin ; Robinson, Hannah ; Reddy, Pete ;
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Thames Valley University, UK ; London Metropolitan University, UK ; Liverpool Hope University College, UK ; Aston University, Birmingham, UK ;
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TEACHING ; LEARNING ; CRITICAL thinking ; THOUGHT & thinking ; EDUCATION ; INSTRUCTIONAL systems ; ACADEMIC discourse ; LEARNING ability ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
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Assessment criteria are increasingly incorporated into teaching, making it important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the extent to which four core criteria for student writing—critical thinking, use of language, structuring, and argument—refer to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning. The analysis showed that all four of the core criteria describe to some extent properties of text resulting from using skills, but none qualify fully as descriptions of the outcomes of applying generic skills. Most also describe certain aspects of the outcomes of taking a deep approach to learning. Critical thinking and argument correspond most closely to the outcomes of complex learning. At lower levels of performance, use of language and structuring describe the outcomes of applying transferable skills. At higher levels of performance, they describe the outcomes of taking a deep approach to learning. We propose that the type of learning required to meet the core criteria is most usefully and accurately conceptualized as the learning of complex skills , and that this provides a conceptual framework for maximizing the benefits of using assessment criteria as part of teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18969822&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18969822&lang=es |
| aeihe |
program learning outcomes |
18 |
104 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug92 |
17 |
|
89 |
100 |
12 |
Consolidating learning from experience. |
Leat, David ; McCarthy, Steve ;
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TEACHERS -- Training of ; GREAT Britain ;
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Describes an experiential learning program at the University of Newcastle upon Tyne in England in which teams of postgraduate trainee teachers undertook problem solving placements in local businesses and public services. Outcome of the program; Learning context; Discussion of the outcomes; Conclusions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9707110471&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9707110471&lang=es |
| aeihe |
program learning outcomes |
19 |
105 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2005 |
30 |
10.1080/02602930500063843 |
273 |
285 |
13 |
Contested discourses: assessing the outcomes of learning from experience for the award of credit in higher education. |
Peters, Helen ;
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London Metropolitan University, UK ;
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HIGHER education ; DISCOURSE analysis ; EDUCATION ; LEARNING ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
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When mature students enter higher education they bring with them a wealth of knowledge and experience gained in their lives outside of education. A majority of higher education institutions in the UK and elsewhere around the world have now set up systems for recognizing and accrediting such learning. However the processes of assessing learning from experience tend to conform to other higher education assessment processes, originally devised for the assessment of learning gained through study in an educational context. This poses a dilemma for the students presenting their learning for assessment, those advising or guiding them and those assessing the learning. How can learning gained in a life/work setting be quantified and evaluated in academic terms? What happens in this process? This paper takes a discourse analysis approach to examine the process from both student and assessor perspectives, and proposes some strategies for bridging the gap in discourse between the outside world and academia. |
Academic Journal |
Article |
English |
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| aeihe |
program learning outcomes |
20 |
106 |
Assessment & Evaluation in Higher Education |
02602938 |
May2016 |
41 |
10.1080/02602938.2015.1022136 |
450 |
465 |
16 |
Criterion-referenced and norm-referenced assessments: compatibility and complementarity. |
Lok, Beatrice ; McNaught, Carmel ; Young, Kenneth ;
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Centre for the Advancement of Learning and Teaching (CALT), University College London, London, UK ; The Chinese University of Hong Kong, Hong Kong, China ;
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Criterion referenced tests ; Curriculum planning ; Grade inflation ; Learning strategies ; Educational quality ; Higher education ;
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The tension between criterion-referenced and norm-referenced assessment is examined in the context of curriculum planning and assessment in outcomes-based approaches to higher education. This paper argues the importance of a criterion-referenced assessment approach once an outcomes-based approach has been adopted. It further discusses the implementation of criterion-referenced assessment, considering to what extent the criteria and standards adopted are implicitly norm referenced. It introduces a compatible interpretation of criterion-referenced and norm-referenced assessments in higher education, and illustrates how their combined use can avoid grade inflation and also provide useful information to educators, employers and learners. Instead of seeing criterion referencing and norm referencing as a dichotomy, assessment in higher education benefits from their synthesis through a feedback loop that emphasises alignment between learning and assessment; such feedback and alignment are essential features of quality assurance and enhancement. |
Academic Journal |
Article |
English |
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| aeihe |
program learning outcomes |
21 |
107 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2008 |
33 |
10.1080/02602930701772762 |
631 |
645 |
15 |
Design-focused evaluation. |
Smith, Calvin ;
|
Griffith Institute for Higher Education, Mt Gravatt campus, Griffith University, Nathan, Queensland, Australia ;
|
Educational evaluation ; Instructional systems design ; Curriculum planning ; Effective teaching ; Learning ; Education ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ;
|
In this paper an approach to the writing of evaluation questions is outlined and developed which focuses attention on the question of the effectiveness of an educational design for bringing about the learning it is intended to facilitate. The approach develops from the idea that all educational designs rely on instructional alignment, implicitly or explicitly, and succeed or fail to the extent to which the implementation of that alignment is effective. The approach to evaluation that is described, design-focused evaluation, utilises students' experiences of instructional designs and strategies and focuses questions on students' awareness of the effectiveness of those strategies for facilitating the intended learning outcomes. Detailed advice is given on the construction of items that fit with the approach described and that maximise the generalisability of the approach to most if not all educational settings and designs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=35256065&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=35256065&lang=es |
| aeihe |
program learning outcomes |
22 |
108 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2010 |
35 |
10.1080/02602930802691572 |
191 |
208 |
18 |
Developing an instrument to characterise peer-led groups in collaborative learning environments: assessing problem-solving approach and group interaction. |
Pazos, Pilar ; Micari, Marina ; Light, Gregory ;
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Old Dominion University, Norfolk, VA, USA. ; Northwestern University, Evanston, IL, USA. ;
|
TEAM learning approach in education ; LEARNING ; TEACHERS ; EDUCATION -- Research ; PROBLEM solving ; FACTOR analysis ; GROUP work in education ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
|
Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to assess peer-led group learning. This paper illustrates the development of a classification system for peer-led learning groups and an instrument based on this classification system. The instrument evaluates small learning groups on two important aspects of group learning: problem solving approach and group interaction style. We provide evidence of the factor structure of the two dimensions using both exploratory and confirmatory factor analysis. We also provide information about the reliability of the two scales as measured by the Cronbach's alpha coefficient. Data from a large peer-led learning programme was used to conduct the factor analysis. Results from the factor analysis confirmed that the instrument is actually measuring two key characteristics of small learning groups: problem solving approach and group interaction style, characteristics that have been linked to effective functioning of the group and to the student learning outcomes. This instrument may be particularly appealing to practitioners (faculty members, those running small-group learning programmes, etc.) because it is easy to use and it does not require extensive time for analysis. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49142002&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49142002&lang=es |
| aeihe |
program learning outcomes |
23 |
109 |
Assessment & Evaluation in Higher Education |
02602938 |
May2016 |
41 |
10.1080/02602938.2015.1008398 |
331 |
349 |
19 |
Does calibration reduce variability in the assessment of accounting learning outcomes? |
O’Connell, Brendan ; De Lange, Paul ; Freeman, Mark ; Hancock, Phil ; Abraham, Anne ; Howieson, Bryan ; Watty, Kim ;
|
School of Accounting, RMIT University, Melbourne, Australia ; Curtin Business School, Curtin University, Perth, Australia ; The University of Sydney Business School, The University of Sydney, Sydney, Australia ; University of Western Australia Business School, University of Western Australia, Perth, Australia ; School of Accounting, University of Western Sydney, Sydney, Australia ; School of Accounting and Finance, University of Adelaide, Adelaide, Australia ; School of Accounting Economics & Finance, Deakin University, Melbourne, Australia ;
|
ACCOUNTING -- Study & teaching (Secondary) ; CALIBRATION ; VARIABILITY (Psychometrics) ; EDUCATIONAL standards ; EDUCATIONAL tests & measurements ; SECONDARY education ; HIGHER education ; Administration of Education Programs ; Elementary and Secondary Schools ; Other Accounting Services ;
|
Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113744754&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113744754&lang=es |
| aeihe |
program learning outcomes |
24 |
110 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2005 |
30 |
10.1080/02602930500260761 |
641 |
656 |
16 |
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1. |
Barrie, Simon ; Ginns, Paul ; Prosser, Michael ;
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The University of Sydney, Australia ;
|
TEACHING ; LEARNING ; HIGHER education ; QUALITY assurance ; COLLEGE students ; UNIVERSITIES & colleges ; Colleges, Universities, and Professional Schools ;
|
This paper describes an evidence‐based quality assurance system for teaching and learning, which takes as its starting point a well‐researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and describe how the university's teaching quality assurance policy and systems have been implemented. We then consider the extent to which the project has achieved its goals of fostering an evidence‐based approach to teaching consistent with the student learning perspective on which the policy and systems are based. We also present data on student learning experiences showing reliable changes in the quality of the student learning experience. We discuss the applied significance of these changes, with a particular focus on changes in the experiences of commencing first year university students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18289947&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18289947&lang=es |
| aeihe |
program learning outcomes |
25 |
111 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2014 |
39 |
10.1080/02602938.2013.871222 |
759 |
775 |
17 |
Enhancing student learning of research methods through the use of undergraduate teaching assistants. |
Crowe, Jessica ; Ceresola, Ryan ; Silva, Tony ;
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Department of Sociology, Southern Illinois University Carbondale, Carbondale, IL, USA ;
|
TEACHERS' assistants ; RESEARCH ; LEARNING ; RESEARCH -- Methodology ; ACADEMIC achievement ; UNIVERSITIES & colleges ; ACADEMIC achievement -- Research ; HIGHER education ; STUDY & teaching ;
|
By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96539451&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96539451&lang=es |
| aeihe |
program learning outcomes |
26 |
112 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2014 |
39 |
10.1080/02602938.2013.819566 |
205 |
222 |
18 |
Establishing the critical elements that determine authentic assessment. |
Ashford-Rowe, Kevin ; Herrington, Janice ; Brown, Christine ;
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Learning and Teaching Centre, Australian Catholic University, Sydney, Australia. ; School of Education, Education and Humanities, Murdoch University, Perth, Australia. ; Centre for Educational Development, Innovation and Recognition, University of Wollongong, Wollongong, Australia. ;
|
Authentic assessment ; Authentic learning ; Curriculum frameworks ; Rating of students ; Educational evaluation ; Young adults ; Higher education ;
|
This study sought to determine the critical elements of an authentic learning activity, design them into an applicable framework and then use this framework to guide the design, development and application of work-relevant assessment. Its purpose was to formulate an effective model of task design and assessment. The first phase of the study identified from the literature critical elements that determined assessment as being authentic, and presented these to practitioners and experts for feedback. In phase two, it codified the elements into a framework that was then applied to the redesign of assessments in an army course. Phase three involved student evaluation of the redesigned assessment activities. This led to further review and revision of elements in phase four. The study outcomes suggest that it is possible, by identifying and codifying individual elements, to determine the ways in which the authenticity of an individual assessment activity might be enhanced. The paper concludes with a literature update on the framework elements that lead to suggestions for further research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93279082&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93279082&lang=es |
| aeihe |
program learning outcomes |
27 |
113 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2008 |
33 |
10.1080/02602930701773034 |
619 |
630 |
12 |
eVALUate: an evaluation instrument for measuring students' perceptions of their engagement and learning outcomes. |
Oliver, Beverley ; Tucker, Beatrice ; Gupta, Ritu ; Shelley Yeo ;
|
Curtin University of Technology, Western Australia ;
|
Educational evaluation ; Learning ; Higher education ; Effective teaching ; Universities & colleges ; Australia ; Colleges, Universities, and Professional Schools ;
|
In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities' internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester-long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes-focused education paradigm. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=35256066&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=35256066&lang=es |
| aeihe |
program learning outcomes |
28 |
114 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2012 |
37 |
10.1080/02602938.2010.496531 |
57 |
72 |
16 |
Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. |
Spronken-Smith, Rachel ; Walker, Rebecca ; Batchelor, Julie ; O’Steen, Billy ; Angelo, Tom ;
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Higher Education Development Centre, University of Otago, New Zealand ; Library, Learning and Information Services, Christchurch Polytechnic Institute of Technology, New Zealand ; University Centre for Teaching and Learning, University of Canterbury, New Zealand ; University Teaching Development Centre, Victoria University of Wellington, New Zealand ;
|
INQUIRY-based learning ; OUTCOME-based education ; DISTANCE education ; STUDENT surveys ; UNDERGRADUATES ; UNIVERSITIES & colleges -- Faculty ; NEW Zealand ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Colleges, Universities, and Professional Schools ;
|
Inquiry-based learning (IBL) is promoted as a teaching approach that can enhance student learning outcomes. IBL can be categorised according to scale (e.g. tasks, course/module/paper, degree), mode (structured, guided, open) and framing (information or discovery-oriented). Our research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels. All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well-designed inquiry experience. Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry. For the framing of IBL, courses using discovery-oriented IBL were more highly rated than information-oriented IBL. Overall, the most highly rated course design was open, discovery-oriented IBL, but other types of IBL remained important in terms of developing research and inquiry skills. To determine whether all types of IBL courses are promoting enhanced ILOs compared to more traditionally taught courses, a comparative study should be undertaken. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698312&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698312&lang=es |
| aeihe |
program learning outcomes |
29 |
115 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2017 |
42 |
10.1080/02602938.2016.1161004 |
548 |
563 |
16 |
Evaluating the impact of an academic teacher development program: practical realities of an evidence-based study. |
Rathbun, Gail A. ; Leatherman, Jane ; Jensen, Rebecca ;
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Centre for the Enhancement of Learning and Teaching, Indiana University Purdue University, Fort Wayne, IN, USA ;
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Teacher development ; University faculty ; Course evaluation (Education) ; Study skills ; Young adults ; Higher education ; Exam Preparation and Tutoring ; Colleges, Universities, and Professional Schools ;
|
This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade distributions, programme activity reports, interviews and vita, and concluded that the centre’s impact was greatest on tenure-track faculty who struggled with their teaching. Far more useful to future improvement, however, were the insights gained from reflection on study methods, the researchers’ emotional responses to their findings, their struggle to make sense of the data and grappling with the definition of ‘impact’. In this paper, the researchers share useful lessons learned and illustrate the difficulties inherent in evaluating academic development programmes, with a view to qualifying recommendations currently prevailing in the literature. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234997&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234997&lang=es |
| aeihe |
program learning outcomes |
30 |
116 |
Assessment & Evaluation in Higher Education |
02602938 |
Nov2013 |
38 |
10.1080/02602938.2012.751962 |
857 |
874 |
18 |
Evaluating the level of degree programmes in higher education: the case of nursing. |
Rexwinkel, Trudy ; Haenen, Jacques ; Pilot, Albert ;
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Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands. ;
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Educational evaluation ; Program effectiveness (Education) ; Higher education ; Nursing education ; Educational attainment ; Professionalism ;
|
The European Quality Assurance system demands that the degree programme level is represented in terms of quantitative outcomes to be valid and reliable. To meet this need the Educational Level Evaluator (ELE) was devised. This conceptually designed procedure with instrumentation aiming to evaluate the level of a degree validly and reliably still needed empirical evidence. In this study the ELE was carried out in collaboration with five professional bachelor nursing degree programmes. The degree programme level was conceptualised into disciplinary thinking and professional attitude. Disciplinary thinking refers to higher order thinking on complex disciplinary problems. Professional attitude refers to processing attitudinal characteristics of the profession that the study addresses. The level was operationalised into themes, resulting in good face validity: nursing science, care plan, diagnosing, and nurse–person relationships, and specified by learning outcomes representing the bachelor level (0.78). The learning outcomes were processed in a questionnaire for recent graduates (N = 470). Four components ≥ 1 eigenvalue measured the conceptualised themes explaining 72–80% variance and scale reliability from 0.78 in the single samples. With this study the level was evaluated validly and reliably and the conceptual design was demonstrated to be evidence-based. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90363521&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90363521&lang=es |
| aeihe |
program learning outcomes |
31 |
117 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2010 |
35 |
10.1080/02602930902977764 |
745 |
758 |
14 |
Evaluation of oral production learning outcomes for higher education in Spain. |
Pierce, Joana ; Robisco, Maria del Mar ;
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Department of Applied Linguistics, Polytechnic University of Madrid, Madrid, Spain ;
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HIGHER education -- Research ; LANGUAGE & education ; SECOND language acquisition ; LEARNING ; ENGINEERING students ; ARCHITECTURE students ; SPAIN ;
|
Higher education institutions across Europe are currently involved in a major process of reforming and restructuring as part of the Bologna process which stresses the role of competences and outcomes in curriculum design. This paper reports on the findings of a research project whose purpose was to assess the clarity and the appropriate calibrations of oral production learning outcomes specifically developed for students of engineering and architecture in higher education. Two studies to evaluate the learning outcome descriptors in terms of clarity and calibration to levels of the common framework for language were carried out on three groups of engineering students and another on a group of 13 experienced educators. The results show that problematic learning outcomes can be classified into three types; oral production outcomes describing strategy use; outcomes describing technical activities and outcomes whose language was found to be difficult to understand by the learners, especially outcomes containing dead metaphors. This paper considers the practical implications of these findings for future research on the learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54379894&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54379894&lang=es |
| aeihe |
program learning outcomes |
32 |
118 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2007 |
32 |
10.1080/02602930600896498 |
271 |
283 |
13 |
'Feed-forward': improving students' use of tutors' comments. |
Duncan, Neil ;
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University of Wolverhampton, UK ;
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Educational evaluation ; Educational productivity ; Rating of students ; Activity programs in education ; Learning ; Feedback (Psychology) ; Comprehension ; Education ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Interviewing ;
|
A small-scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students' forthcoming assignments, in other words old feedback was applied to a new task. A number of additional teaching and learning interventions were provided for participants and the statistical outcomes showed a small gain in the grades achieved against those who did not participate. Interviews were held with participants that indicated a number of reasons why feedback was not optimized to assist further learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24505070&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24505070&lang=es |
| aeihe |
program learning outcomes |
33 |
119 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2015 |
40 |
10.1080/02602938.2014.974503 |
1142 |
1158 |
17 |
Framing student evaluations of university learning and teaching: discursive strategies and textual outcomes. |
Ryan, Mary ;
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Faculty of Education, Queensland University of Technology, Brisbane, Australia ;
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STUDENT evaluation of curriculum ; STUDENT evaluation of college teachers ; COLLEGE teaching ; EVALUATION ; REFLECTIVE learning ; DISCUSSION in education ;
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Evaluation in higher education is an evolving social practice; that is, it involves what people, institutions and broader systems do and say, how they do and say it, what they value, the effects of these practices and values, and how meanings are ascribed. The textual products (verbal, written, visual and gestural) that inform and are produced by, for and through evaluative practices are important, as they promulgate particular kinds of meanings and values in specific contexts. This paper reports on an exploratory study that sought to investigate, using discourse analysis, the types of evaluative practices that were ascribed value, and the student responses that ensued, in different evaluative instruments. Findings indicate that when a reflective approach is taken to evaluation, students’ responses are more considered, they interrogate their own engagement in the learning context and they are more likely to demonstrate reconstructive thought. These findings have implications for reframing evaluation as reflective learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426783&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426783&lang=es |
| aeihe |
program learning outcomes |
34 |
120 |
Assessment & Evaluation in Higher Education |
02602938 |
May2017 |
42 |
10.1080/02602938.2016.1139097 |
492 |
494 |
3 |
Higher education learning outcomes assessment: international perspectives. |
Strydom, Francois ;
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Centre for Teaching and Learning, University of the Free State, South Africa ;
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HIGHER education ; LEARNING ; NONFICTION ; HIGHER Education Learning Outcomes Assessment: International Perspectives (Book) ; COATES, Hamish ;
|
|
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121234992&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121234992&lang=es |
| aeihe |
program learning outcomes |
35 |
121 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2009 |
34 |
10.1080/02602930802226502 |
565 |
577 |
13 |
How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes. |
Meyers, Noel M. ; Nulty, Duncan D. ;
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Faculty of Business, University of Tasmania, Hobart, Australia. ; Griffith Institute for Higher Education, Griffith University, Brisbane, Australia. ;
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CURRICULA (Courses of study) ; INSTRUCTIONAL systems ; SCHOOL discipline ; LEARNING ; TEACHING ; COLLEGE discipline ; COLLEGE students ; SCIENTISTS ; COMPREHENSION ;
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In this article, we articulate five principles of curriculum design and illustrate their application in a third-year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students' learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited - and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners' thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=44014547&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=44014547&lang=es |
| aeihe |
program learning outcomes |
36 |
122 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2012 |
37 |
10.1080/02602938.2010.494234 |
33 |
43 |
11 |
Integrative assessment: reframing assessment practice for current and future learning. |
Crisp, Geoffrey T. ;
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Centre for Learning and Professional Development, University of Adelaide, Australia ;
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Educational evaluation ; Learning ; Higher education ; Formative evaluation ; Summative tests ; Diagnostic tests (Education) ; Curriculum planning ;
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The requirement to provide timely formative tasks that are designed to facilitate student learning and autonomy has provoked a wider examination of the role of assessment in higher education and encouraged further investigation of the alignment of learning, teaching and assessment in curriculum design frameworks. Many current authors have proposed that the primary purpose of assessment is to enhance current and future learning and that current practice tends to overemphasise the importance of assessment for progression and certification purposes. This paper proposes that a clearer distinction be made between assessment tasks designed to facilitate and test current learning through the use of formative and summative assessments, and those tasks primarily designed to enhance future learning, which could be better termed integrative assessments. This distinction would allow students and teachers to have greater clarity around the proposed outcomes and reward mechanisms associated with assessment tasks and feedback. This paper proposes that teachers should strive to incorporate four different types of assessment tasks throughout a programme of study, namely diagnostic, formative, integrative and summative tasks, and that the outcomes and reward mechanisms for different assessment types be explained more clearly to students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67698310&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67698310&lang=es |
| aeihe |
program learning outcomes |
37 |
123 |
Assessment & Evaluation in Higher Education |
02602938 |
May2014 |
39 |
10.1080/02602938.2013.832728 |
326 |
338 |
13 |
Interventions in teaching first-year law: feeding forward to improve learning outcomes. |
Walker, Sonia ; Hobson, Julia ;
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School of Law, Murdoch University, Murdoch, Australia ; Student Learning Centre, Murdoch University, Murdoch, Australia ;
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EDUCATIONAL intervention ; FEEDBACK (Psychology) ; TEACHING methods ; TACIT knowledge ; COLLEGE students -- Rating of ; UNIVERSITIES & colleges -- Curricula ; YOUNG adults ; HIGHER education ; Colleges, Universities, and Professional Schools ;
|
Aligned assessment is a cornerstone of higher education curriculum design. Yet, it does not address the problem of how students learnhowthey should proceed when faced with a new assessment task. That teaching task is often left to the role of ‘feedback’. This article examines changes to a first year law unit, introduced following negative student feedback about an assessment task. The feedback made apparent a lack of alignment between staff and student expectations as to what was being assessed and how it was being assessed. The article considers formative assessment through a feed-forward model, and relates this to the design and process of the intervention. The teaching method of the feed-forward model is detailed. The analysis of the results shows that a number of key misperceptions were held by students as to the points of difficulty in the assignment. A significant number of students also found it extremely difficult to judge the quality of past assignments against a marking guide. This direct feeding forward allowed some of the students’ tacit and false assumptions to emerge and be addressed, before they began their first major assessment, resulting in improved pass rates for the assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94465470&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94465470&lang=es |
| aeihe |
program learning outcomes |
38 |
124 |
Assessment & Evaluation in Higher Education |
02602938 |
May2012 |
37 |
10.1080/02602938.2010.534764 |
349 |
368 |
20 |
Joined up thinking? Evaluating the use of concept‐mapping to develop complex system learning. |
Stewart, Martyn ;
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Academic Enhancement Unit, Liverpool John Moores University, UK ;
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Learning ; Students ; Educational evaluation ; Natural history ; Mappings (Mathematics) ;
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In the physical and natural sciences, the complexity of natural systems and their interactions is becoming better understood. With increased emphasis on learning about complex systems, students will be encountering concepts that are dynamic, ill‐structured and interconnected. Concept‐mapping is a method considered particularly valuable for enabling learning in subject areas that are complex or ill‐structured. Evaluations of concept‐mapping tend to reflect their many applications. Many evaluations that try to measure enhancements in learning use test scores or grade‐point averages as performance indicators, which provide little information on how cognitive processes have developed. In this study, a modification of the Biggs and Collis’ Structure of the Observed Learning Outcomes (SOLO) taxonomy is applied to measure differences in the cognitive and structural complexity of learning outcomes between groups of students who participated in a concept‐mapping activity with those from a cohort that did not. The evaluation demonstrated that the intervention was effective in enabling the great majority of students to achieve better connectivity in thinking, though improvements in overall performance were less significant. Almost all students perceived the intervention to be of value to their learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74278594&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74278594&lang=es |
| aeihe |
program learning outcomes |
39 |
125 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2015 |
40 |
10.1080/02602938.2014.963836 |
1050 |
1069 |
20 |
Measuring the impact of inquiry-based learning on outcomes and student satisfaction. |
Zafra-Gómez, José Luis ; Román-Martínez, Isabel ; Gómez-Miranda, María Elena ;
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Departamento de Economía Financiera y Contabilidad, Universidad de Granada, Granada, Spain ;
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INQUIRY-based learning ; COLLEGE teaching ; FINANCIAL statements ; COLLEGE student attitudes ; COLLEGE attendance ; GRADING & marking (Students) -- Universities & colleges ; STUDY & teaching ;
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The aim of this study is to determine the impact of inquiry-based learning (IBL) on students’ academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant relationship between academic performance and IBL, which is considered useful for better understanding of the subject. While students’ satisfaction is directly associated with class attendance and motivation and with the perceived usefulness of IBL, it is unaffected by attendance at tutorials. We conclude, therefore, that students become more involved in learning and acquire increased knowledge of the subject when an IBL-based method is followed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426776&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426776&lang=es |
| aeihe |
program learning outcomes |
40 |
126 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2016 |
41 |
10.1080/02602938.2016.1168772 |
695 |
720 |
26 |
On the practices and challenges of measuring higher education value added: the case of Colombia. |
Shavelson, Richard J. ; Domingue, Benjamin W. ; Mariño, Julián P. ; Molina Mantilla, Adriana ; Morales Forero, Andrés ; Wiley, Edward E. ;
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SK Partners, LLC, Menlo Park, CA, USA ; Education, Stanford University, Stanford, CA, USA ; CIFE, Faculty of Education, University of the Andes, Bogota, Colombia ; Statistics Department, Instituto Colombiano para la Evaluación de la Educación, Bogota, Colombia ;
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HIGHER education ; LEARNING ; COLLEGE students ; UNIVERSITIES & colleges ; SECONDARY schools ; Colleges, Universities, and Professional Schools ; UNITED States ;
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Changes in the nature of higher education are leading towards increased interest in the assessment of student learning. This study considers an attempt to apply value-added models for the purposes of comparing student learning across institutions, taking care to discuss special considerations inherent to the application of these models to higher education. Using standardised outcome data from Colombia on 64,000 students, this study focuses on the amount of ability sorting that exists and the effect of model specification and choice of outcome on the subsequent results. The level of student ability clustering into colleges was shown to be comparable to both primary/secondary schools and higher education institutions in the United States. As in other studies, models that controlled for contextual effects tended to result in very different rankings of institutions as compared to models without contextual effects. Rankings were approximately as sensitive to the choice of outcome (subject specific vs. generic) as the choice of model, although the subject-specific models did explain more of the overall varation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266742&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116266742&lang=es |
| aeihe |
program learning outcomes |
41 |
127 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2017 |
42 |
10.1080/02602938.2015.1087463 |
151 |
167 |
17 |
Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study. |
Curtis, Elana ; Wikaire, Erena ; Jiang, Yannan ; McMillan, Louise ; Loto, Robert ; Fonua, Sonia ; Herbert, Rowan ; Hori, Melissa ; Ko, Teri ; Newport, Rochelle ; Salter, David ; Wiles, Janine ; Airini ; Reid, Papaarangi ;
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Department of Māori Health, University of Auckland, Auckland, New Zealand ; Department of Statistics, University of Auckland, Auckland, New Zealand ; Department of Chemical Sciences, University of Auckland, Auckland, New Zealand ; Department of Social and Community Health, University of Auckland, Auckland, New Zealand ; Faculty of Human, Social and Educational Development, Thompson Rivers Univerity, Kamloops, Canada ;
|
Science education (Higher) ; Educational outcomes ; Educational programs ; Curriculum change ; Postsecondary education ; Undergraduates ; Higher education ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Junior Colleges ; Colleges, Universities, and Professional Schools ;
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Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119208787&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119208787&lang=es |
| aeihe |
program learning outcomes |
42 |
128 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2012 |
37 |
10.1080/02602938.2010.527917 |
259 |
271 |
13 |
Outcomes assessment: an examination of the ETS major field test and the comprehensive business exam. |
Hahn, William ; Bowlin, Lyle L. ; Welch, Timothy ;
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College of Business and Legal Studies, Southeastern University, USA ;
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Educational tests & measurements ; Business students ; Grading & marking (Students) ; Learning ; Curricula (Courses of study) ;
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This study is the first to examine student performance differences between the major field test in business (MFTB) and the comprehensive business exam (CBE). Results reveal students performed at a statistically significant 50.8 percentile ranking on the CBE compared to a 38.0 percentile ranking on the MFTB. Additionally, this study finds that students transferring business core courses with a grade point average (GPA) of 2.5 or lower perform at a statistically significant lower level on both the MFTB and the CBE than those transferring business core courses with GPAs higher than 2.5. These findings have important implications for assessment of learning purposes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=71115429&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=71115429&lang=es |
| aeihe |
program learning outcomes |
43 |
129 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2006 |
31 |
10.1080/02602930500262346 |
19 |
36 |
18 |
Peer assessment in university teaching: evaluating seven course designs. |
van den Berg, Ineke ; Admiraal, Wilfried ; Pilot, Albert ;
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University of Utrecht, The Netherlands ;
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College teaching ; Teaching ; Assessment of education ; Educational evaluation ; Written communication ; Learning ; Students ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Literature ;
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Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18969821&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18969821&lang=es |
| aeihe |
program learning outcomes |
44 |
130 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2017 |
42 |
10.1080/02602938.2016.1161725 |
564 |
579 |
16 |
Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise. |
Matthews, Kelly E ; Adams, Peter ; Goos, Merrilyn ;
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Faculty of Science, Institute for Teaching & Learning Innovation, University of Queensland, Brisbane, Australia ; Faculty of Science, University of Queensland, Brisbane, Australia ; School of Education, University of Queensland, Brisbane, Australia ;
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College students ; Young adults ; Higher education ; Life science education (Higher) ; Quantitative research ;
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In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final-year bioscience students’ responses to an assessment task comprised of quantitative reasoning questions across 10 mathematical and statistical topics. The question guiding the study was:do final year science students graduate knowing the quantitative skills that they have, and knowing the quantitative skills that they do not have?Confidence indicators for the 10 topics gathered students’ perceptions of their quantitative skills. Students were assigned to one of four categories: high performance-high confidence; low performance-low confidence; high performance-low confidence; or low performance-high confidence – with those in the first two categories demonstrating evaluative expertise. Results showed the majority of students effectively evaluated their quantitative skills as low performance-low confidence. We argue that the application of evaluative expertise to make sense of this graduate learning outcome can further the debate on how assuring graduate learning outcomes can enhance student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234998&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234998&lang=es |
| aeihe |
program learning outcomes |
45 |
131 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2007 |
32 |
10.1080/02602930600896548 |
285 |
299 |
15 |
Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree. |
Case, Stephen ;
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University of Wales Swansea UK ;
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Educational evaluation ; Educational productivity ; Rating of students ; Educational tests & measurements ; Criminology ; Educational standards ; Learning goals ; Education ; Swansea University (Swansea, Wales) ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Administration of Education Programs ; Crime ;
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A reconfigured and realigned system of assessment feedback was implemented with undergraduates taking criminology modules at Swansea University. The reformulated system integrated explicit engagement with assessment criteria in feedback given on an electronic template form with the use of a statement bank and the offer of follow-up, feedback consolidation meetings with the tutor. Student module evaluation feedback questionnaires demonstrated a positive qualitative impact upon students' ratings of their awareness and understanding of module learning outcomes, assessment criteria and required levels of learning; moving the focus of assessment feedback from teaching to (higher-order) learning. Substantive qualitative impact has also been evidenced by departmental adoption of the reconfigured assessment process as standard. Quantitative impact was evidenced in the form of improvements in assessment performance within-modules and within students from 2004-2005 to 2005-2006. The educational implications of the study findings are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24505069&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24505069&lang=es |
| aeihe |
program learning outcomes |
46 |
132 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2015 |
40 |
10.1080/02602938.2015.1009871 |
855 |
866 |
12 |
Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education. |
Shephard, Kerry ; Harraway, John ; Lovelock, Brent ; Mirosa, Miranda ; Skeaff, Sheila ; Slooten, Liz ; Strack, Mick ; Furnari, Mary ; Jowett, Tim ; Deaker, Lynley ;
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Higher Education Development Centre, University of Otago, Dunedin, New Zealand ; Department of Mathematics & Statistics, University of Otago, Dunedin, New Zealand ; Department of Tourism, University of Otago, Dunedin, New Zealand ; Department of Food Science, University of Otago, Dunedin, New Zealand ; Department of Human Nutrition, University of Otago, Dunedin, New Zealand ; Department of Zoology, University of Otago, Dunedin, New Zealand ; School of Surveying, University of Otago, Dunedin, New Zealand ;
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Aims & objectives of higher education ; Educational outcomes ; Affective education ; Young adults ; Higher education ; University of Otago ; Administration of General Economic Programs ; Sustainable development ; Educational evaluation -- Universities & colleges ;
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This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable development’ is substantially a quest for affective change. We describe approaches to categorise affective outcomes and conclude that ‘education for sustainable development’ objectives comprise higher order affective outcomes (leading to behavioural change) that are challenging for higher education to address. Our own work emphasises the need for student anonymity as these higher order outcomes are assessed, evaluated, monitored, researched or otherwise measured using research instruments that focus on worldview. A longitudinal mixed-effects repeat-measures statistical model is described that enables higher education institutions to answer the question of whether or not ‘education for sustainable development’ objectives are being achieved. Discussion links affect to critical reasoning and addresses the possibility of documenting and assessing the development of lower and mid-order affective outcomes. We conclude that ‘education for sustainable development’ objectives need to be clearly articulated if higher education is to be able to assess, or evaluate, their achievement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108930637&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108930637&lang=es |
| aeihe |
program learning outcomes |
47 |
133 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2004 |
29 |
10.1080/0260293042000188447 |
141 |
157 |
17 |
The assignment that triggered change: assessment and the relational learning model for generic capabilities. |
Edwards, Sylvia Lauretta ; Bruce, Christine Susan ;
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Centre for Information Innovation, Faculty of Information Technology, Queensland University of Technology, Brisbane, Australia ;
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Learning ; Educational tests & measurements ; Educational evaluation ; Teaching ; Students ; Higher education ;
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In a context where changes in conceptions or experiences associated with learning generic skills is a desirable learning outcome, how can assessment instruments be designed to bring about the desired changes? In this paper we show how understanding the variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes. Our research has revealed that from a student's perspective two major elements produce changes in conception or experience. From a teacher's perspective, these changes should lead the student into desirable learning outcomes. The two elements identified by students are assignments designed to encourage reflection and the characteristics of the teaching staff. On the basis of students' perceptions, therefore, we are further challenged to carefully construct assessment to bring about change. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=12888384&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=12888384&lang=es |
| aeihe |
program learning outcomes |
48 |
134 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2017 |
42 |
10.1080/02602938.2016.1186149 |
737 |
755 |
19 |
The use of portfolios to foster professionalism: attributes, outcomes, and recommendations. |
Franco, Renato Soleiman ; Franco, Camila Ament Giuliani dos Santos ; Pestana, Olívia ; Severo, Milton ; Ferreira, Maria Amélia ;
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School of Medicine, Pontifical Catholic University of Paraná, Curitiba, Brazil ; Department of Medical Education and Simulation, Faculty of Medicine, University of Porto, Porto, Portugal ; Faculty of Arts, University of Porto, Porto, Portugal ;
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Medical students ; Undergraduates ; Learning ; Teaching methods ; Professionalism -- Study & teaching (Higher) ;
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The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1257 papers. Of these, 11 articles met all inclusion criteria. According to the papers, the use of portfolios for teaching professionalism shows versatility, supports learning strategies and has the potential to be used in different contexts, including for formative and summative purposes. The weaknesses were based on the artificiality of the reflections, deficient instructions, time-consuming processes and preference among students for other teaching methods. Students complained about feeling that the reflection was ‘forced’, and they tended to write based on social conventions rather than reveal their true thoughts. Reflection is a powerful component of the portfolio, but the method by which it is taught could easily ruin its potential to boost professionalism. Requiring reflection did not ensure its achievement; increased understanding by students regarding how and why they were doing it, the clarity of assessment methods and constructive feedback might strengthen the potential for success. A framework was designed to support faculty members in developing and applying portfolios with a clear and broad view of this teaching strategy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=123089261&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=123089261&lang=es |
| aeihe |
program learning outcomes |
49 |
135 |
Assessment & Evaluation in Higher Education |
02602938 |
Nov2016 |
41 |
10.1080/02602938.2015.1064858 |
1081 |
1099 |
19 |
Three in-course assessment reforms to improve higher education learning outcomes. |
Sadler, D. Royce ;
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School of Education, The University of Queensland, Brisbane, Australia ;
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Higher education ; Education ; Postsecondary education ; Learning ; Comprehension ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Other Technical and Trade Schools ; Business and Secretarial Schools ; Apprenticeship Training ; Junior Colleges ; Cosmetology and Barber Schools ; Colleges, Universities, and Professional Schools ;
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A current international concern is that, for too large a proportion of graduates, their higher order cognitive and practical capabilities are below acceptable levels. The constituent courses of academic programmes are the most logical sites for developing these capabilities. Contributing to patchy attainment are deficiencies in three particular aspects of assessment practice: the design and specifications of many assessment tasks; the minimum requirements for awarding a passing grade in a course and granting credit towards the degree; and the accumulation of points derived from quizzes, assessments or activities completed during the teaching period. Rethinking and reforming these would lead to improvements for significant sub-populations of students. Pursuing such a goal would also have significant positive implications for academic teachers, but be contingent on favourable contextual settings including departmental and institutional priorities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117808135&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117808135&lang=es |
| aeihe |
program learning outcomes |
50 |
136 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2003 |
28 |
|
215 |
227 |
13 |
Toward Improving Student Learning: policy issues and design structures in course-level outcomes assessment. |
Carey, James O. ; Gregory, Vicki L. ;
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Educational evaluation ; Learning ;
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Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9743975&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9743975&lang=es |
| aeihe |
program learning outcomes |
1 |
137 |
Assessment & Evaluation in Higher Education |
02602938 |
May2013 |
38 |
10.1080/02602938.2011.630978 |
326 |
348 |
23 |
A study of sustainable assessment theory in higher education tutorials. |
Beck, Robert J. ; Skinner, William F. ; Schwabrow, Lynsey A. ;
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Lawrence University, Appleton, WI, USA ;
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Higher education -- Evaluation ; Tutors & tutoring ; Scoring rubrics ; Self-evaluation ; All other schools and instruction ; Exam Preparation and Tutoring ; Sustainability ; Reliability (Personality trait) ;
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A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86887244&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86887244&lang=es |
| aeihe |
program learning outcomes |
2 |
138 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2013 |
38 |
10.1080/02602938.2012.658018 |
477 |
491 |
15 |
An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. |
Wang, Xiaoyan ; Su, Yelin ; Cheung, Stephen ; Wong, Eva ; Kwong, Theresa ;
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Centre for Holistic Teaching and Learning , Hong Kong Baptist University , Hong Kong , China ;
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INTELLECTUAL development ; CLASSROOM environment ; EDUCATION -- Research ; TEACHING methods ; PEDAGOGICAL content knowledge ; FEEDBACK (Psychology) ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
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This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87479346&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87479346&lang=es |
| aeihe |
program learning outcomes |
3 |
139 |
Assessment & Evaluation in Higher Education |
02602938 |
May2010 |
35 |
10.1080/02602930903221477 |
315 |
324 |
10 |
An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities. |
Goos, Merrilyn ; Hughes, Clair ;
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Teaching and Educational Development Institute, The University of Queensland, Queensland, Australia. ;
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Higher education -- Evaluation ; Confidence ; Learning ability ; Intellectual development ; Leadership ; Followership ; Hispanic American leadership ; Surveys ; Quantitative research ;
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Ongoing and rapid change is having a significant impact on the social and cultural contexts of assessment in higher education. Change and innovation have been driven not only by advances in our knowledge of effective practice but also by government policies, the latter often resulting in uncertainty regarding the freedoms and responsibilities of the academic role and erosion of professional confidence. As confidence is considered central to the ability to learn about and master new practices, understanding and enhancing this significant component of an assessment culture is therefore a fundamental challenge to institutional efforts to improve assessment practice. This paper reports the outcomes of an investigation of academic confidence, a preliminary 'mapping' activity undertaken to inform plans for developing the assessment leadership capacities of course/subject coordinators. The investigation took the form of an online survey of all course coordinators. Outcomes include the identification of areas of high and low confidence and their correlation with demographic data such as length of experience. Open-ended comments provided rich qualitative data on possible reasons for high and low confidence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49754282&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49754282&lang=es |
| aeihe |
program learning outcomes |
4 |
140 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2007 |
32 |
10.1080/02602930600800854 |
107 |
120 |
14 |
Assessing and analyzing change in attitudes in the classroom. |
Tractenberg, Rochelle E. ; Chaterji, Ranjana ; Haramati, Aviad ;
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Georgetown University School of Medicine. Washington, DC. USA ;
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Classroom environment ; Attitude (Psychology) ; Instructional systems ; Learning ; Students ;
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We explore three analytic methods that can be used to quantify and qualify changes in attitude and similar outcomes that may be encountered in the educational context. These methods can be used or adapted whenever the outcome of interest is change in a generally unmeasurable attribute, such as attitude. The analyses we describe focus on: (1) change in total 'attitude score'; (2) item-level changes in attitudes towards different topics; and (3) 'attitude shift' that is defined based on a qualified change algorithm. In our example data, the total-score approach gives a general index to the level of positive attitude; the item-level approach gives the median level of positive attitude and indicates items with the most positive/negative attitude (i.e., items to target in future iterations). The qualified change approach provides an objective measure of whether a shift in attitude has occurred. Each analysis is described with its advantages and disadvantages using the data from a survey of 70 preclinical first and second year medical students before and after an elective 11-week interactive seminar (22 contact hours) which introduced elements of complementary and alternative medicine (CAM) into programmed medical school training. When assessing changes that are more qualitative than quantitative, any of these methods can be employed to derive either descriptive or inferential statistics. The methods are straightforward and are appropriate when measurements are imperfect, ratings are subjective and differences are not necessarily absolute |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=25390327&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=25390327&lang=es |
| aeihe |
program learning outcomes |
5 |
141 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2016 |
41 |
10.1080/02602938.2016.1168358 |
677 |
694 |
18 |
Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence. |
Liu, Ou Lydia ; Mao, Liyang ; Frankel, Lois ; Xu, Jun ;
|
Educational Testing Service, Princeton, NJ, USA ; Higher Education Group, Assessment Development Division, Educational Testing Service, Princeton, NJ, USA ; Center for Data Analysis Research, Educational Testing Service, Princeton, NJ, USA ;
|
Educational tests & measurements ; Critical thinking ; Higher education ; Grade point average ; College freshmen ; Universities & colleges -- Officials & employees ;
|
Critical thinking is a learning outcome highly valued by higher education institutions and the workforce. The Educational Testing Service (ETS) has designed a next generation assessment, the HEIghtenTMcritical thinking assessment, to measure students’ critical thinking skills in analytical and synthetic dimensions. This paper introduces the theoretical framework that guided the assessment design, and also reports on the preliminary validity evidence of the pilot data from over 3000 students from 35 two and four-year institutions. The critical thinking scores demonstrated satisfactory total and subscale reliabilities, were reasonably correlated with SAT scores, high school grade point average (GPA), and college GPA, and were able to detect cross-sectional performance difference between freshmen and seniors. In addition, most examinees reported having tried their best when taking the test. Results show that test-taking motivation has a significant impact on performance. We encourage institutions to pay attention to motivational issues in implementing low-stakes learning outcomes assessment such as the HEIghten™ critical thinking assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116266741&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116266741&lang=es |
| aeihe |
program learning outcomes |
6 |
142 |
Assessment & Evaluation in Higher Education |
02602938 |
May2017 |
42 |
10.1080/02602938.2015.1116497 |
378 |
397 |
20 |
Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills. |
Britton, Emily ; Simper, Natalie ; Leger, Andrew ; Stephenson, Jenn ;
|
Queen’s University, Kingston, Canada ;
|
Higher education ; Peer review of students ; Rating of students ; Self-evaluation ; Learning ;
|
Effective teamwork skills are essential for success in an increasingly team-based workplace. However, research suggests that there is often confusion concerning how teamwork is measured and assessed, making it difficult to develop these skills in undergraduate curricula. The goal of the present study was to develop a sustainable tool for assessing individual teamwork skills, with the intention of refining and measuring these skills over time. The TeamUp rubric was selected as the preliminary standardised measure of teamwork and tested in a second year undergraduate course (Phase One). Although the tool displayed acceptable psychometric properties, there was concern that it was too lengthy, compromising student completion. This prompted refinement and modification leading to the development of the Team-Q, which was again tested in the same undergraduate course (Phase Two). The new tool had high internal consistency, as well as conceptual similarity to other measures of teamwork. Estimates of inter-rater reliability were within a satisfactory range, although it was determined that logistical issues limited the feasibility of external evaluations. Preliminary evidence suggests that teamwork skills improve over time when taught and assessed, providing support for the continued application of the Team-Q as a tool for developing teamwork skills in undergraduate education. |
Academic Journal |
Art Reproduction |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234985&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234985&lang=es |
| aeihe |
program learning outcomes |
7 |
143 |
Assessment & Evaluation in Higher Education |
02602938 |
Nov2015 |
40 |
10.1080/02602938.2014.956684 |
898 |
913 |
16 |
Assessing the culture of teaching and learning through a syllabus review. |
Stanny, Claudia ; Gonzalez, Melissa ; McGowan, Britt ;
|
Center for University Teaching, Learning and Assessment and Department of Psychology, University of West Florida, Pensacola, FL, USA ; University of West Florida Libraries, University of West Florida, Pensacola, FL, USA ;
|
COURSE outlines (Education) ; COLLEGE environment ; COURSE organization (Education) ; SCORING rubrics ; STUDENT assignments ; INFORMATION literacy ; UNIVERSITIES & colleges ; CONTENT analysis (Communication) ; BEST practices ; HIGHER education ;
|
Content analysis of course syllabi can answer a variety of questions about the structure of courses and the campus culture of teaching and learning. The authors report a review of the full population of undergraduate syllabi at one institution during one academic term (n = 1153), including rubric design and training procedures for reviewers. The authors discuss the rich data generated by a comprehensive analysis of syllabus content, including student learning outcomes, descriptions of assignments and projects, and descriptions of activities and strategies instructors use to promote student learning. The review generated inventories of courses that addressed learning outcomes and associated assignments. Librarians and the Centre for Teaching, Learning and Assessment will use these inventories to approach departments and faculty with shared interests (e.g. information literacy, high-impact pedagogical practices, twenty-first century skills) and initiate collaborations to develop library workshops, resource materials and new or improved assignments to promote these learning outcomes. The review findings document changes in the campus culture of teaching and learning and inform efforts for continuous improvement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=109967421&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=109967421&lang=es |
| aeihe |
program learning outcomes |
8 |
144 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2016 |
41 |
10.1080/02602938.2015.1052369 |
917 |
937 |
21 |
Assessment and its outcomes: the influence of disciplines and institutions. |
Simpson, Adrian ;
|
School of Education, Durham University, Durham, UK ;
|
Evaluation research ; Educational evaluation ; Curriculum alignment ; College curriculum ; Higher education ; Colleges, Universities, and Professional Schools ;
|
Existing research provides evidence at the module level of systematic differences in patterns of assessment, marks achieved and distributions of marks between different disciplines. This paper examines those issues at the degree course level, and suggests reasons for the presence or absence of those module-level relationships at this higher level. The analysis finds that both discipline and institution have large and roughly equal impact on the balance between assessment types. However, contrary to the suggestions in the literature, that balance has virtually no independent impact on degree outcomes. The analysis also discovers that, while there is only a small independent impact of disciplines on average degree marks compared to the institutional impact, disciplines do have a larger relative impact on the distribution of those marks. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116621129&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116621129&lang=es |
| aeihe |
program learning outcomes |
9 |
145 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2009 |
34 |
10.1080/02602930802302196 |
621 |
639 |
19 |
Bones, boys, bombs and booze: an exploratory study of the reliability of marking dissertations across disciplines. |
Bettany-Saltikov, Josette ; Kilinc, Stephanie ; Stow, Karen ;
|
School of Health and Social Care, University of Teesside, Middlesbrough, UK. ; School of Social Sciences and Law, University of Teesside, Middlesbrough, UK. ; Derbyshire Constabulary, Derbyshire, UK. ;
|
Educational evaluation ; Academic dissertations ; Authors ; Universities & colleges ; College teachers ; Grading & marking (Students) ; University of Teesside ; Independent Artists, Writers, and Performers ; Independent writers and authors ; Independent actors, comedians and performers ; Colleges, Universities, and Professional Schools ; Lecturers ; Judgment (Psychology) ;
|
The primary aim of this study was to evaluate the reliability of the University's Masters' level (M-level) generic assessment criteria when used by lecturers from different disciplines. A further aim was to evaluate if subject-specific knowledge was essential to marking these dissertations. Four senior lecturers from diverse disciplines participated in this study. The University of Teesside's generic M-level assessment criteria were used and formatted into a grid. The assessment criteria related to the learning outcomes, the depth of understanding, the complexity of analysis and synthesis and the structure and academic presentation of the work. As well as a quantitative mark, a qualitative statement for the reason behind the judgement was required. Each lecturer provided a dissertation that had previously been marked. All participants then marked each of the four projects using the M-level grid and comments sheet. The study found very good inter-rater reliability. For any one project, the variation in marks from the original mark was no more than 6% on average. This study also found that subject-specific knowledge was not essential to marking when using generic assessment criteria in terms of the reliability of marks. The authors acknowledge the exploratory nature of these results and hope other lecturers will join in the exploration to test the robustness of generic assessment criteria across disciplines. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49234919&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49234919&lang=es |
| aeihe |
program learning outcomes |
10 |
146 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2017 |
42 |
10.1080/02602938.2016.1195333 |
812 |
822 |
11 |
Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy. |
Nixon, Sarah ; Brooman, Simon ; Murphy, Becky ; Fearon, Damien ;
|
Liverpool John Moores University, Liverpool, UK ;
|
Perception ; College students ; Educational evaluation ; Program attitudes (Education) ; Program effectiveness (Education) ;
|
This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer cooperation with students. Second-year students (n = 48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase 1 sought their perceptions of feedback. Phase 2 saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language; and a close association with tutors. The emergence of strategies specific to each course is discussed, along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving assessment feedback practices. Outcomes recommended here include changes to practice such as a team approach to feedback development, the content and style of feedback, developing the usefulness of feedback for future work and the need for teams to periodically revisit staff development in this area. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=123089266&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=123089266&lang=es |
| aeihe |
program learning outcomes |
11 |
147 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2014 |
39 |
10.1080/02602938.2014.881979 |
1017 |
1029 |
13 |
Closing the feedback loop: physics undergraduates’ use of feedback comments on laboratory coursework. |
Donovan, Pam ;
|
Physics & Astronomy, University College London, London, UK ;
|
Feedback (Psychology) ; Student evaluation of curriculum ; Educational outcomes ; Peer review of students ; Higher education ; Physics students -- Attitudes ; Quality control ;
|
The laboratory notebooks of physics undergraduates taking two second-year practical courses were audited to discover whether they had used feedback comments in their subsequent coursework. Ninety-five per cent of the 37 students on the first course and 100% of the 14 students on the second course whose work was audited had used feedback. The marker’s comments were classified into two groups based on whether they addressed simple (mastery) or complex (developmental) learning outcomes. Mastery comments were more likely to be acted on than developmental comments which aimed to extend students’ skills and understanding to higher levels. This has implications for the use of feedback audit as a quality control process, since the feedback which is most commonly applied by students is not the most valuable for the development of higher order skills. Following reflection on the results for the first course, students taking the second course were given responsibility for checking their peers’ notebooks against preset criteria. Peer checking improved students’ marks but did not eliminate the need for mastery feedback. It is argued that a direct audit of students’ use of feedback is particularly valuable when undertaken by the teacher who provides the feedback. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98053858&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98053858&lang=es |
| aeihe |
program learning outcomes |
12 |
148 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2007 |
32 |
10.1080/02602930600898544 |
417 |
432 |
16 |
Developing generic criteria and standards for assessment in law: processes and (by)products. |
Hughes, Clair ; Cappa, Clare ;
|
University of Queensland, Australia ;
|
LEGAL education ; LEARNING ; STUDY skills ; LEARNING ability ; STUDY environment ; COLLEGE student orientation ; CONCENTRATED study ; COMPREHENSION ; EDUCATION ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Exam Preparation and Tutoring ;
|
This paper reports the outcomes of a School of Law project undertaken in response to issues arising during the implementation of an institutional criterion-referenced assessment policy. The project involved the development of a set of generic assessment criteria and standards, or rubric, which could be customized to the requirements of individual law subjects. Of significance are the key decisions that shaped the generic resource and additional outcomes or byproducts of the project which include the professional learning experienced by individual members of the project working party and the identification of mutually reinforcing relationships between criterion-referenced assessment practice and other institutional policies and priorities. The paper concludes that analysis of project processes can produce findings whose value and significance are of equal interest to those resulting from implementation studies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=25508045&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=25508045&lang=es |
| aeihe |
program learning outcomes |
13 |
149 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2015 |
40 |
10.1080/02602938.2014.885931 |
60 |
73 |
14 |
Disaggregating assessment to close the loop and improve student learning. |
Rawls, Janita ; Hammons, Stacy ;
|
School of Business, Georgia Gwinnett College, Lawrenceville, GA, USA ; School of Social and Behavioral Sciences and Business, Indiana Wesleyan University, Marion, IN, USA ;
|
STUDENT engagement ; UNIVERSITIES & colleges ; NONTRADITIONAL college students ; EDUCATIONAL acceleration ; EVALUATION ; CRITICAL thinking ; ORAL communication ; WRITTEN communication ; LEARNING ; HIGHER education ;
|
This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were examined. Within- and between-group learning outcome differences with freshmen and seniors in both instructional formats were tested to determine if instructional goals were met and student learning transpired. A quantitative, single case analysis method was used to determine significance with the items relating to these outcomes. Results indicated that seniors in both instructional formats typically reported greater engagement scores than freshmen, and that accelerated students tended to report more engagement than their conventional counterparts. These findings were most robust for the critical thinking outcome. Ramifications for student learning and relevant instructional formats are then explored, so as to close the loop with assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99907663&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99907663&lang=es |
| aeihe |
program learning outcomes |
14 |
150 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2006 |
31 |
10.1080/02602930500353061 |
379 |
394 |
16 |
Do students value feedback? Student perceptions of tutors’ written responses. |
Weaver, Melanie ;
|
Department of Strategic Management & Marketing, Nottingham Business School, Nottingham Trent University, Burton Street, Nottingham NG1 4BU, UK ;
|
CONTENT analysis (Communication) ; LEARNING ; STUDENTS ; WRITTEN communication ; RESPONSE consistency ; FEEDBACK (Psychology) ; PSYCHOLOGY of learning ; WRITING ; COMMUNICATION -- Research ;
|
The topic of feedback to students is an under‐researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student‐centred approach to learning. A multi‐method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19031740&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19031740&lang=es |
| aeihe |
program learning outcomes |
15 |
151 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2013 |
38 |
10.1080/02602938.2012.670197 |
599 |
610 |
12 |
Effectively feeding forward from one written assessment task to the next. |
Vardi, Iris ;
|
CBS Learning and Teaching Centre, Curtin University , Perth , Australia ;
|
Feedback (Psychology) ; Educational tests & measurements ; Tutors & tutoring ; Grading & marking (Students) ; Learning ; All other schools and instruction ; Exam Preparation and Tutoring ;
|
Most studies into lecturers’ written feedback focus on the types of feedback found to be effective when students have the opportunity to act on that feedback, revise their written assignment and improve the mark they receive. But often students do not have this opportunity. Typically, they receive a mark and feedback on an assignment that they will never be able to rework and resubmit. This can leave students unsure about what to do with the feedback they receive. This paper reports on the use of high impact written feedback from lecturers that significantly improved student outcomes and grades from one assessment task to the next. It examines a range of factors which together make feedback in this context effective including: assessment design, use of grading standards and tutor training. These findings from a very large unit have significant implications for teaching staff who want to use feedback to feed forward and make a real difference to their students’ learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786447&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786447&lang=es |
| aeihe |
program learning outcomes |
16 |
152 |
Assessment & Evaluation in Higher Education |
02602938 |
May2011 |
36 |
10.1080/02602930903428676 |
315 |
330 |
16 |
Engaged pedagogy: a study of the use of reflective journals in accounting education. |
Bisman, Jayne ;
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School of Accounting, Faculty of Business, Charles Sturt University, Panorama Avenue, Bathurst NSW 2795, Australia. ;
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Accounting education ; Education ; Teaching ; Learning ; Other Accounting Services ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Managerial accounting ;
|
This paper provides a report on a study of innovation in postgraduate education in which a reflective learning journal was used for formal assessment purposes in a management accounting course. Prompted by the discourse on the shortcomings of accounting education in terms of learning processes, learning experiences and learning outcomes, the reflective journal was designed to address concerns related to poor uptake of teaching and learning innovations in the discipline and recognised deficiencies in the generic competencies of accounting graduates. Utilising action research methods, the incremental approach to the implementation of the assessment activity is described and evaluated based on an analysis of 73 journal submissions across a five-year period. The results, while based on a sample of limited size, indicated a dichotomy in surface versus deep approaches to learning in reference to the assessment task, but with improvements in student performances and learning outcomes when more radical change to the learning journal assessment item was introduced. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=59529908&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=59529908&lang=es |
| aeihe |
program learning outcomes |
17 |
153 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun99 |
24 |
|
147 |
156 |
10 |
Equipping Leaders to Capitalise on the Outcomes of Quality Assessment in Higher Education. |
Meade, Phil ; Morgan, Margaret ; Heath, Chris ;
|
|
Educational leadership ; New Zealand ; Dunedin (N.Z.) ; University of Otago ;
|
Focuses on an innovative program developed by the University of Otago in New Zealand to provide academic and administrative leaders with an opportunity to enhance those skills and attributes needed to meet the challenges of change arising from audit and other reforms. Information on the quality audit process in New Zealand; Leadership challenges at the University of Otago; Evolution of the university's Leadership Development Programme. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2043959&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2043959&lang=es |
| aeihe |
program learning outcomes |
18 |
154 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2015 |
40 |
10.1080/02602938.2015.1027083 |
(vii) |
-1 |
0 |
Erratum. |
|
|
EDUCATIONAL outcomes ; SUSTAINABILITY ; STUDY & teaching (Higher) ; SHEPHARD, Kerry ;
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A correction is presented to the article "Seeking Learning Outcomes Appropriate for 'Education for Sustainable Development' and for Higher Education" by K. Shephard, J. Harraway, and B. Lovelock, as well as others, in the online version of the journal, noting the mistaken gender description of author Kerry Shephard. |
Academic Journal |
Correction Notice |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426785&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426785&lang=es |
| aeihe |
program learning outcomes |
19 |
155 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2016 |
41 |
10.1080/02602938.2014.976810 |
1 |
14 |
14 |
Evaluate to improve: useful approaches to student evaluation. |
Golding, Clinton ; Adam, Lee ;
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Higher Education Development Centre, University of Otago, Dunedin, New Zealand ;
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Student evaluation of college teachers ; Teacher attitudes ; Course evaluation (Education) ; Feedback (Psychology) ; Educational outcomes ; Young adults ; Higher education ;
|
Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher’s approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups with award-winning university teachers who use student evaluations to improve their teaching, and we identified how they approach their evaluation data. We found that these teachers take a reflective approach, aiming for constant improvement, and see their evaluation data as formative feedback, useful for improving learning outcomes for their students. We summarise this as the improvement approach, and we offer it for other teachers to emulate. We argue that if teachers take this reflective, formative, student-centred approach, they can also use student evaluations to improve their teaching, and this approach should be fostered by institutions to encourage more teachers to use student evaluations to improve their teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=111984985&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=111984985&lang=es |
| aeihe |
program learning outcomes |
20 |
156 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2007 |
32 |
10.1080/02602930600886572 |
35 |
43 |
9 |
Evaluation of an access route to higher education through a work‐based assessment strategy. |
Harvey, Morag ; Slaughter, Tim ;
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The Open University, UK ;
|
Higher education ; Postsecondary education ; College curriculum ; Curricula (Courses of study) ; Experiential learning ; Milton Keynes (England) ; England ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Self-efficacy ; Open University (Milton Keynes, England) ;
|
The Open University (OU) is the UK’s largest university, with over 200,000 people studying, part time and at a distance, a range of undergraduate and postgraduate courses and packs. Research and development carried out at the OU’s Centre for Outcomes‐Based Education (COBE), has provided a new way of enabling students to be accredited at higher education level for their learning in the workplace. This approach to the assessment of work‐based learning (WBL) involves recognizing the learning that has taken place below higher education (HE) level and enabling students to achieve 30 credits at higher education level through specially designed assessment. WBL below HE level is represented in the UK by National Qualifications Framework (NQF) Level 3 qualifications, such as National Vocational Qualifications (NVQ’s). This new assessment strategy, based on the theory of self‐efficacy put forward by theorists such as Dweck (1999) and Bandura (1997), involves mapping learning outcomes from relevant NQF level 3 qualifications onto the generic learning outcomes for 30 credits of work‐based learning at higher education level. Students who have completed this conversion course are therefore in a good position to further their studies at higher education level. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=23002117&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=23002117&lang=es |
| aeihe |
program learning outcomes |
21 |
157 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2012 |
37 |
10.1080/02602938.2011.572153 |
747 |
760 |
14 |
Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. |
Weurlander, Maria ; Söderberg, Magnus ; Scheja, Max ; Hult, Håkan ; Wernerson, Annika ;
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Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden ; Department of Laboratory Medicine, Division of Pathology, Karolinska Institutet, Sweden ; Safety Assessment, AstraZeneca, Sweden ; Department of Education, Stockholm University, Sweden ;
|
FORMATIVE tests ; CURRICULA (Courses of study) ; MEDICAL education ; HIGHER education ; EDUCATIONAL tests & measurements ; CURRICULUM planning ; Colleges, Universities, and Professional Schools ;
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This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of these two forms of assessment. All students were engaged in both assessment methods, which were conducted a few weeks apart, and data were collected soon after each assessment. Our findings suggest that formative assessments motivate students to study, make them aware of what they have learned and where they need to study more. Thus, formative assessment can act as a tool for learning, contributing to the process and outcomes of learning. A closer look at students’ experiences of each form of assessment reveals interesting differences. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=79379255&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=79379255&lang=es |
| aeihe |
program learning outcomes |
22 |
158 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2003 |
28 |
|
423 |
434 |
12 |
Facilitating Holistic Curriculum Development. |
Shapiro, Daniel F. ;
|
|
Higher education ; Curriculum planning ; Learning & scholarship ; Environmental sciences ;
|
There is a movement in higher education to think of a curriculum less as a sequence of independent courses and more as a set of highly integrated learning and assessment experiences designed to help students develop clearly defined outcomes. This paper reports on a case study that illustrates how internal curriculum assessment processes used by an environmental science and policy department in an institution of higher education lead to the creation of an innovative tenure-track faculty line for someone whose primary activities and scholarship focus not on traditional disciplinary scholarship but instead on coordinating the holistic development of an integrated curriculum. This paper goes on to show how I, the person hired into this position, am facilitating the coordinated development of a senior thesis programme, a junior entry course into the major and a disciplinary writing programme for the purpose of developing a more integrated curriculum. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9738910&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9738910&lang=es |
| aeihe |
program learning outcomes |
23 |
159 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2011 |
36 |
10.1080/02602938.2010.483275 |
687 |
699 |
13 |
Group work in healthcare students' education: what do we think we are doing? |
Brown, Cary A. ; McIlroy, Kelly ;
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Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, 2-64 Corbett Hall, Edmonton, Alberta, Canada T6G 2G4. ; McIlroy OccupationalTherapy Consulting, 97-51149 Range Road 231, Sherwood Park, Alberta, Canada T8B 1K5. ;
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MEDICAL care -- Study & teaching ; GRADUATES ; UNDERGRADUATES ; STUDENT assignments ; TEACHERS ;
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Group learning activities (GLAs) are integral components of graduate and undergraduate programmes across disciplines. Students' multidimensional perception of GLAs and preferred learning style influences learning outcomes. Educators need to be aware of the potential for negative learning experiences associated with group activities and provide structured support and feedback to students. Routinely gathered student feedback, revealing unanticipated themes related to group assignments, provided the impetus for the authors to examine the issue in greater depth. This discussion paper will explore the critical elements of successful group learning by comparing themes emerging from analysis of these student preferences related to group learning against evidence from the literature. Student learning style, goals and past experiences with GLAs are critical determinants of the final learning outcome. To decrease negative experiences in GLAs, we recommend: use of group work in formative rather than summative projects; building student confidence by providing a step-wise introduction to GLAs with open discussion of the positive and negative consequences of conflict; and the use of effective role modelling. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60977219&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60977219&lang=es |
| aeihe |
program learning outcomes |
24 |
160 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2014 |
39 |
10.1080/02602938.2013.860421 |
657 |
677 |
21 |
How does student peer review influence perceptions, engagement and academic outcomes? A case study. |
Mulder, Raoul ; Baik, Chi ; Naylor, Ryan ; Pearce, Jon ;
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Department of Zoology, University of Melbourne, Melbourne, Australia ; Centre for the Study of Higher Education, University of Melbourne,Melbourne, Australia ; Department of Computing and Information Systems, University of Melbourne, Melbourne, Australia ;
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PEER review of students ; RESEARCH ; FORMATIVE tests ; GRADING & marking (Students) ; STUDENT engagement ; ACADEMIC achievement -- Research ; COLLEGE students -- Attitudes ; HIGHER education ;
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Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we examined: (1) students’ perceptions of the peer review process before and after peer review, (2) content of the peer reviews and what kinds of feedback were adopted and (3) the effect of participation in peer review on performance (grades) in the assessment task. Students overwhelmingly perceived peer review to be beneficial, and the opportunity to participate in peer review resulted in a significant improvement in the quality of work submitted for assessment. Students who benefited most from peer review were those of below-median performance, and the magnitude of benefit was related to the degree to which students engaged with the peer review process. Our study confirms that participation in peer review can lead to important improvements in performance and learning outcomes. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96539444&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96539444&lang=es |
| aeihe |
program learning outcomes |
25 |
161 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2014 |
39 |
10.1080/02602938.2013.779634 |
21 |
37 |
17 |
Implementation and outcomes of online self and peer assessment on group based honours research projects. |
Wu, Chengqing ; Chanda, Emmanuel ; Willison, John ;
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School of Civil, Environmental and Mining Engineering, University of Adelaide, Adelaide, Australia. ; Centre for Learning and Professional Development, University of Adelaide, Adelaide, Australia. ;
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Universities & colleges -- Honors courses ; Students -- Self-rating of ; Peer review of students ; Group work in education ; Engineering education in universities & colleges ; Young adults ; Higher education ; University of Adelaide ; Colleges, Universities, and Professional Schools ; Group work in research ;
|
Honours research projects in the School of Civil, Environmental and Mining Engineering at the University of Adelaide are run with small groups of students working with an academic supervisor in a chosen area for one year. The research project is mainly self-directed study, which makes it very difficult to fairly assess the contribution of individual students to a group-based research project. Until recently, a paper-based method of self and peer assessment (SPA) for the honours research projects was used to assess the projects. This was unsatisfactory for both students and academic staff, who found that the same mark was often awarded by the peers to each student without feedback. In 2010, therefore, an online SPA tool, SPARK, together with a set of newly developed assessment criteria, were used for SPA by the honours students. The new SPA criteria are based on teamwork and research skills, and the new rating scales reflect standard academic grades. Surveys of the students confirmed that they found the criteria and scales much more suitable for the assessment of group work and design projects. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885842&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885842&lang=es |
| aeihe |
program learning outcomes |
26 |
162 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2003 |
28 |
|
147 |
164 |
18 |
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes. |
Rust, Chris ; Price, Margaret ; O'Donovan, Berry ;
|
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EDUCATIONAL tests & measurements ; TACIT knowledge ; LEARNING ;
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This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly through such an intervention, and that this improvement may last over time and be transferable, at least within similar contexts. This work is a development within a longer and ongoing research project into criterion-referenced assessment tools and processes which has been undertaken in the pursuit of a conceptually sound and functional assessment framework that would promote and encourage common standards of assessment; that project is also summarised. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9234418&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9234418&lang=es |
| aeihe |
program learning outcomes |
27 |
163 |
Assessment & Evaluation in Higher Education |
02602938 |
May2010 |
35 |
10.1080/02602930903221485 |
325 |
334 |
10 |
Influences on the assessment of graduate attributes in higher education. |
Hughes, Clair ; Barrie, Simon ;
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Teaching and Educational Development Institute, The University of Queensland, St Lucia, Brisbane 4072, Australia. ; Institute for Teaching and Learning, The University of Sydney, Sydney, Australia. ;
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Higher education -- Evaluation ; College graduates ; College student attitudes ; Postsecondary education ; Academic achievement ; Academic improvement ; Learning ; Curricula (Courses of study) ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Other Technical and Trade Schools ; Quality assurance ;
|
Graduate attributes have received considerable attention in recent years as universities seek to renew and articulate their purposes. Though many claims are made with respect to the implementation of graduate attributes, there is growing acceptance of the proposition that the strongest evidence of their achievement is their explicit embedding in assessment. While university policies espouse the assessment of graduate attributes, studies have suggested that the effectiveness of this undertaking is often limited by the influence of a range of diverse but interrelated factors. This paper discusses these influential factors and argues that the assessment of graduate attributes is a complex issue that is unlikely to be resolved unless these factors are addressed at a systemic level. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49754281&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49754281&lang=es |
| aeihe |
program learning outcomes |
28 |
164 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2004 |
29 |
|
41 |
61 |
21 |
Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. |
Frank, Moti ; Barzilai, Abigail ;
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Technion-Israel Institute of Technology, Israel ;
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STUDENT teachers -- Training of ; SCIENCE -- Study & teaching (Secondary) ; TECHNOLOGY -- Study & teaching (Secondary) ; TEACHERS -- Training of ; HIGHER education ; EDUCATION ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
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This paper deals with a required methods course, based on the national curriculum of science and technology for junior high schools. The course participants are pre-service teachers who study towards a B.Sc. degree in education in science and technology parallel to their studies in one of the faculties of sciences or engineering. Working in small teams, the students carry out a project in a Project-Based Learning (PBL) environment. The final outcomes of the project are group and individual written reports, a portfolio, a multimedia presentation and a physical model. The research question was: what implementation issues and processes do higher education students encounter in a Project-Based Learning environment which involves an alternative assessment approach? Qualitative and quantitative tools for collecting data included 'the participant as observer' observations at the classroom, semi-structured interviews with students, questionnaire, and analysis of students' reports and products. The findings relate to the advantages of PBL from the students' point of view, the challenges students experienced and perceived while conducting their projects, and the benefits students may gain from formative assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12511351&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12511351&lang=es |
| aeihe |
program learning outcomes |
29 |
165 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2013 |
38 |
10.1080/02602938.2012.661842 |
567 |
579 |
13 |
Integrating assessment matrices in feedback loops to promote research skill development in postgraduate research projects. |
Venning, Jackie ; Buisman-Pijlman, Femke ;
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School of Earth and Environmental Sciences, University of Adelaide , South Australia , Australia ; Discipline of Pharmacology, University of Adelaide , South Australia , Australia ;
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UNIVERSITIES & colleges -- Graduate work ; RESEARCH & development projects ; LEARNING ; FEEDBACK (Psychology) ; UNIVERSITY of Adelaide ; Colleges, Universities, and Professional Schools ;
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Assessment tasks can focus student efforts in what they choose to study. This paper describes the development and initial application of an assessment matrix to support student learning in postgraduate research studies at the University of Adelaide. Students and supervisors in the multi-disciplinary Master programmes also benefit from the clear descriptors to clarify expectations and standardise grading. This reflective paper explores the capacity of a matrix to improve constructive alignment between research course objectives and learning outcomes when it is an integral part of feedback loops. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87786445&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87786445&lang=es |
| aeihe |
program learning outcomes |
30 |
166 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2012 |
37 |
10.1080/02602938.2010.494233 |
19 |
32 |
14 |
Learning intercultural communication through group work oriented to the world beyond the classroom. |
Liu, Shuang ; Dall'Alba, Gloria ;
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School of Journalism and Communication, University of Queensland, Australia ; School of Education, University of Queensland, Australia ;
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CROSS-cultural communication in education ; GROUP work in education ; COMMUNICATIVE competence ; ACTIVITY programs in education ; UNDERGRADUATES ; STUDENT participation ; AUSTRALIA ;
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Competence in intercultural communication has become a necessity for functioning effectively in our increasingly globalised and multicultural society. This study reports the use of a group project to enhance students’ learning of intercultural communication. Participants were from a large undergraduate class in an Australian university. The aim of the course is to encourage students to develop knowledge of intercultural communication by orienting themselves to the world beyond the classroom, and by learning from each other’s experiences and perspectives. In a group project assignment, students used the knowledge and skills gained in class to resolve practical problems that they encountered in intercultural interactions outside the classroom. This paper focused on students’ experience of working in groups, and links between this experience and performance on the group project. Our study confirms previous research that demonstrates active engagement in group work can enhance learning outcomes. It also goes further in showing that groups that more highly rated their learning of intercultural communication through the group work experience obtained higher grades on the project. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698309&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67698309&lang=es |
| aeihe |
program learning outcomes |
31 |
167 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2016 |
41 |
10.1080/02602938.2014.979132 |
35 |
52 |
18 |
Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions. |
Rodríguez-Gómez, Gregorio ; Quesada-Serra, Victoria ; Ibarra-Sáiz, María Soledad ;
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EVAL for Research Group – Faculty of Educational Sciences, University of Cadiz, Puerto Real, Spain ;
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EDUCATIONAL evaluation ; COMPUTER network resources ; LECTURES & lecturing ; TEACHING methods ; STUDENT participation ; CURRICULUM planning ; EDUCATIONAL technology ; HIGHER education ; YOUNG adults ;
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Various frameworks that acknowledge the importance of assessment as a core aspect of the learning process have been proposed to enhance life-long learning and promote participative strategies. In this context, learning-oriented e-assessment was developed to enhance learning through assessment in a technology-mediated context. Using a quantitative–qualitative mixed research method, the current study aimed to analyse the effects of a learning-oriented e-assessment training and guidance programme on university lecturers’ perceptions of the importance of assessment, their competence in assessment and their actual use of assessment, and to consider lecturers’ experience and perception when implementing learning-oriented e-assessment in one of their courses. The results of the quantitative research showed a significant difference between the pre-test and post-test measures in the competence and use criteria for the following four categories: ‘assessment planning and design’, ‘monitoring of student learning’, ‘participation of students in the assessment process’ and ‘improvement and changes to the assessment process’. The qualitative results support the quantitative outcomes, providing some insight into lecturers’ perception of the experience. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111984987&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111984987&lang=es |
| aeihe |
program learning outcomes |
32 |
168 |
Assessment & Evaluation in Higher Education |
02602938 |
May2012 |
37 |
10.1080/02602938.2010.534766 |
379 |
391 |
13 |
Linking assessment to undergraduate student capabilities through portfolio examination. |
O'Sullivan, Anthony J. ; Harris, Peter ; Hughes, Chris S. ; Toohey, Susan M. ; Balasooriya, Chinthaka ; Velan, Gary ; Kumar, Rakesh K. ; McNeil, H. Patrick ;
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Department of Medicine, St. George Clinical School, University of New South Wales, Australia ; School of Public Health and Community Medicine, University of New South Wales, Australia ; School of Medical Sciences, University of New South Wales, Australia ; South Western Sydney Clinical School, University of New South Wales, Australia ;
|
PORTFOLIOS in education ; LEARNING ; STUDENTS ; GRADING & marking (Students) ; SELF-efficacy in students ;
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Portfolios are an established method of assessment, although concerns do exist around their validity for capabilities such as reflection and self‐direction. This article describes an e‐portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities. In Year 3, a portfolio review occurs (205–248 students per year), focusing on students' grades and feedback from assessments and a reflective essay is submitted. In the essay, students reflect on their progress, identify areas of weakness and detail plans for improvement. Progress in each capability is summatively graded against specific criteria and feedback is provided. Students progressively accumulate evidence of learning linked to the graduate capabilities. The provision of sufficient structure prevents evasion of areas of weakness. Importantly, the equal weighting given to all graduate capabilities emphasises that competence in all areas is required. The requirement for a degree of self‐direction and reflection in all assessments promotes regular review of progress. This e‐portfolio explicitly links graduate outcomes with assessment in order to drive learning. Further research is required to evaluate acceptability to students, as well as the efficacy of portfolios in developing reflective practice and self‐directed learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278596&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278596&lang=es |
| aeihe |
program learning outcomes |
33 |
169 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2013 |
38 |
10.1080/02602938.2011.618880 |
211 |
223 |
13 |
Linking student evaluations to institutional goals: a change story. |
Palermo, Josephine ;
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School of Psychology, Deakin University, Burwood, Australia ;
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Student evaluation of teachers ; Educational evaluation ; Educators -- Universities & colleges ; Australia ; New Zealand ; Universities & colleges -- Australia ; Universities & colleges -- New Zealand ; Marsh, Herbert ;
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For the past 30 years, beginning with the seminal work of Herbert Marsh in Australia and New Zealand, institutions of higher education have developed internal practices and procedures to collect and analyse student evaluations of teaching and learning. However, the question remains: has this development resulted in the achievement of institutional goals that maximise learning across all teaching contexts? As is the case in many other countries, a recent review of Australian national student evaluation data failed to conclude that student evaluations have improved overall teaching. However, these data have made student perceptions of teaching and learning more salient in the minds of tertiary educators. Certainly, teaching staff are aware of the impacts of student evaluations on informed decision-making, such as the continuation or discontinuation of courses, and on their promotion processes. This paper will review student evaluation practices according to criteria used in change theories, such as the transtheoretical change model (TTM). TTM construes organisational change as a process involving progress through a series of five stages: precontemplation, contemplation, preparation, action and maintenance. This paper will focus on organisational and behavioural outcomes that can be linked to the use of student data. It will recommend strategies for better aligning evaluation results to the stages of change. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85285282&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85285282&lang=es |
| aeihe |
program learning outcomes |
34 |
170 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr95 |
20 |
|
37 |
44 |
8 |
Maximizing the use of pre-existing assessment results for improvement in higher education. |
Franklin, Darlene A. ; Tolbert, Rebecca P. ;
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Achievement tests ; Nursing -- Congresses ;
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Describes how student performance on achievement tests from the National League for Nursing (NLN) have been used as diagnostic tools for assessing student and program outcomes in nursing. Positive changes that have occurred from maximizing the use of NLN examination outcomes; Key factors in developing an effective continuous quality improvement program. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9506261064&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9506261064&lang=es |
| aeihe |
program learning outcomes |
35 |
171 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2017 |
42 |
10.1080/02602938.2015.1089977 |
169 |
181 |
13 |
New assessment process in an introductory undergraduate physics laboratory: an exploration on collaborative learning. |
Leung, Anthony C.K. ; Hashemi Pour, Banafsheh ; Reynolds, Dan ; Jerzak, Stanislaw ;
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Department of Physics and Astronomy, York University, Toronto, Canada ;
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PHYSICS laboratories ; LABORATORIES ; COLLABORATIVE learning ; EDUCATIONAL cooperation ; HIGHER education ; Medical Laboratories ; Testing Laboratories ; Veterinary Services ;
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A new team learning assessment process was designed and tested in a first-year university physics laboratory class. The assessment process was designed to provide a strong incentive for students to cooperate and feel responsible for each other’s learning and fostering a sense of collaboration rather than competition. Specifically, the new assessment process involves randomly dividing students into teams of four to work on a physics experiment and, at the end of the laboratory session, randomly selecting only one team member to carry out a post-laboratory session performance task. The results indicate that learning outcomes were not compromised in the new assessment process and that peer instruction was employed to a greater extent compared to our standard process. Student responses from a post-assessment survey revealed that 76% of students considered our new assessment process to be fair, whereas 57% of students felt our standard process was fair. The new assessment process used in this study led to a 75% reduction in grading duties – an advantage for large class management. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119500156&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119500156&lang=es |
| aeihe |
program learning outcomes |
36 |
172 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2000 |
25 |
10.1080/02602930050031298 |
135 |
147 |
13 |
Occupational Therapy Students as Peer Assessors in Viva Examinations. |
MacKenzie, Lynette ;
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University of Newcastle, Callaghan, New South Wales, LYNETTE MACKENZIE, Australia ;
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EDUCATIONAL tests & measurements ; PROBLEM-based learning ; OCCUPATIONAL therapy ;
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This study was undertaken in order to evaluate the use of students as peer assessors, in collaboration with academic tutors, in the assessment of second-year viva examinations as part of a problem based learning occupational therapy curriculum. Data were collected from three consecutive cohorts of second-year students (N = 93), and an assessment was made of the reliability of the academic tutor marking, and the reliability of peer marking against the tutor marks. Results demonstrated that overall ratings of the viva examination performances given by the panel of assessors (two peer assessors and one academic tutor), were significantly correlated. On some occasions, such as the assessment of a borderline student, the ratings given were not as closely correlated. Some modifications of the examination process are suggested in order to optimise the reliability of the outcomes, but the study results lend support for the practice of peer assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3254643&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3254643&lang=es |
| aeihe |
program learning outcomes |
37 |
173 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2014 |
39 |
10.1080/02602938.2013.803027 |
168 |
178 |
11 |
Outcomes of synergetic peer assessment: first-year experience. |
Hodgson, Paula ; Chan, Kitty ; Liu, Justina ;
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Education Development and Gateway Education, City University of Hong Kong, Kowloon, Hong Kong. ; School of Nursing, Hong Kong Polytechnic University, Kowloon, Hong Kong. ;
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Nursing students ; Peer review of students ; College freshmen ; Nursing education ; Teaching methods ; Group work in education ; Adults ; Young adults ; Higher education ;
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Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher’s input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semi-structured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer’s direct guidance. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93279081&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93279081&lang=es |
| aeihe |
program learning outcomes |
38 |
174 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec99 |
24 |
|
413 |
426 |
14 |
Peer Learning and Assessment. |
Boud, David ; Cohen, Ruth ; Sampson, Jane ;
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LEARNING ; TEACHING ;
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ABSTRACT Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However, many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in connection with peer learning and suggests ways in which the benefits of this approach can be maintained while still meeting the formal assessment requirements of the course. It discusses the use of group assessment, peer feedback and self-assessment, assessment of participation and negotiated assessment and concludes with the identification of a number of issues which remain to be addressed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2984076&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2984076&lang=es |
| aeihe |
program learning outcomes |
39 |
175 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2004 |
29 |
|
597 |
610 |
14 |
Program assessment and program improvement: closing the loop. |
Soundarajan, Neelam ;
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Computer and Information Science, Ohio State University, Columbus, OH 43210, USA ;
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Accreditation (Education) ; Educational standards ; Curricula (Courses of study) ; Engineering education ; Educational programs ; Educational evaluation ; Administration of Education Programs ;
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Engineering Criteria 2000 (EC 2000), the recently revised set of accreditation criteria for engineering programs in the USA, places considerable stress on outcomes assessments. EC 2000 requires the assessment results to be used to identify program improvements and for such usage and the resulting improvements to be documented. While numerous assessment instruments have been developed and discussed in the literature, less attention has been paid to the question of how to use these to improve the programs or to document this usage. In this paper, we present an approach that serves both to identify possible improvements based on the results of assessments, as well as to provide high quality documentation. As an added bonus, it also helps incoming students and new faculty to get a good understanding of the structure and evolution of the program. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=13436161&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=13436161&lang=es |
| aeihe |
program learning outcomes |
40 |
176 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2013 |
38 |
10.1080/02602938.2012.658019 |
520 |
535 |
16 |
Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills. |
Hay, Peter J. ; Engstrom, Craig ; Green, Anita ; Friis, Peter ; Dickens, Sue ; Macdonald, Doune ;
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School of Human Movement Studies, The University of Queensland , St Lucia , Australia ;
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Self-evaluation ; Educational evaluation ; Clinical competence ; Clinical education ; Knee injuries ;
|
This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme.eCAPS was implemented to trial this web-based approach for promoting the efficacy ofpracticalskills assessment in knee joint examinations for a pre-clinical cohort of second year medical students.eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N = 40).eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786442&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786442&lang=es |
| aeihe |
program learning outcomes |
41 |
177 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2012 |
37 |
10.1080/02602938.2011.560720 |
637 |
652 |
16 |
Selecting value-added models for postsecondary institutional assessment. |
Steedle, Jeffrey T. ;
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Council for Aid to Education, 215 Lexington Ave., Floor 21, New York, NY, 10016, USA ;
|
Academic ability ; Learning ability ; Academic achievement ; Higher education ; Learning ; Universities & colleges ; Colleges, Universities, and Professional Schools ;
|
Value-added scores from tests of college learning indicate how score gains compare to those expected from students of similar entering academic ability. Unfortunately, the choice of value-added model can impact results, and this makes it difficult to determine which results to trust. The research presented here demonstrates how value-added models can be compared on three criteria: reliability, year-to-year consistency and information about score precision. To illustrate, the original Collegiate Learning Assessment value-added model is compared to a new model that employs hierarchical linear modelling. Results indicate that scores produced by the two models are similar, but the new model produces scores that are more reliable and more consistent across years. Furthermore, the new approach provides school-specific indicators of value-added score precision. Although the reliability of value-added scores is sufficient to inform discussions about improving general education programmes, reliability is currently inadequate for making dependable, high-stakes comparisons between postsecondary institutions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=79379248&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=79379248&lang=es |
| aeihe |
program learning outcomes |
42 |
178 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2014 |
39 |
10.1080/02602938.2013.848336 |
461 |
478 |
18 |
Social moderation, assessment and assuring standards for accounting graduates. |
Watty, Kim ; Freeman, Mark ; Howieson, Bryan ; Hancock, Phil ; O’Connell, Brendan ; de Lange, Paul ; Abraham, Anne ;
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Accounting Economics and Finance, Deakin University, Melbourne, Australia ; Business School, Sydney University, Sydney, Australia ; Accounting and Finance, University of Adelaide, Adelaide, Australia ; Business School, University of Western Australia, Perth, Australia ; Accounting, RMIT University, Melbourne, Australia ; Business School, Curtin University, Bentley, Australia ; School of Business (Accounting), University of Western Sydney, Sydney, Australia ;
|
EDUCATIONAL standards ; ACCOUNTING students ; HIGHER education ; EDUCATIONAL accountability ; HIGHER education -- Standards ; ACADEMIC achievement ; Administration of Education Programs ; AUSTRALIA ;
|
Evidencing student achievement of standards is a growing imperative worldwide. Key stakeholders (including current and prospective students, government, regulators and employers) want confidence that threshold learning standards in an accounting degree have been assured. Australia’s new higher education regulatory environment requires that student achievements are benchmarked against intended programme learning outcomes, guided by published disciplinary standards and a national qualifications framework, and against other higher education providers. Here, we report on a process involving academics from 10 universities, aided by professional practitioners, to establish and equip assessors to reliably assure threshold learning standards in accounting that are nationally comparable. Importantly, we are learning more about how standards are interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we report outcomes of three multi-part calibration interventions, situated around judgements of the quality of thewritten communication skillsexhibited in student work and their related assessment tasks. Qualitative data from 30 participants in the calibration process suggest that they perceive that the process both assists them both in developing a shared understanding of the accounting threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94856705&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94856705&lang=es |
| aeihe |
program learning outcomes |
43 |
179 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2009 |
34 |
10.1080/02602930801956034 |
305 |
319 |
15 |
Sophisticated tasks in e-assessment: what are they and what are their benefits? |
Boyle, Andrew ; Hutchison, Dougal ;
|
Office of the Qualifications and Examinations Regulator (Ofqual), UK ; National Foundation for Educational Research, UK ;
|
Higher education ; Formative tests ; Educational tests & measurements ; Education research ; Learning ; Rating of students ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Taxonomy ;
|
This article asserts the importance of e-assessment. It further suggests that assessment questions and tasks will change substantially as the art of e-assessment progresses. The article then exemplifies sophisticated e-assessment tasks, notes taxonomic schemes that have attempted to classify them and seeks to identify aspects of their definition. Next, some key claims for sophisticated e-assessment tasks are summarised and evaluated. These claims are: (1) sophisticated e-assessment tasks can be used to assess novel constructs, and (2) sophisticated e-assessment tasks can be used to address summative and formative assessment purposes. In the final part of the article, issues arising from the article's findings are discussed and necessary areas for further research are noted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=38595050&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=38595050&lang=es |
| aeihe |
program learning outcomes |
44 |
180 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2017 |
42 |
10.1080/02602938.2015.1084492 |
98 |
114 |
17 |
Student perceptions of communication skills in undergraduate science at an Australian research-intensive university. |
Mercer-Mapstone, Lucy D ; Matthews, Kelly E ;
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Sustainable Minerals Institute, The University of Queensland, Brisbane, Australia ; Institute for Teaching and Learning Innovation and Faculty of Science, The University of Queensland, Brisbane, Australia ;
|
COMMUNICATIVE competence ; SCIENCE education (Higher) ; SCIENCE student attitudes ; COMMUNICATION in education ; CURRICULUM planning ; HIGHER education ; AUSTRALIA ;
|
Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119208784&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119208784&lang=es |
| aeihe |
program learning outcomes |
45 |
181 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2013 |
38 |
10.1080/02602938.2012.680015 |
646 |
661 |
16 |
The relationship between perceived competence and earned credits in competence-based higher education. |
Kamphorst, J.C. ; Hofman, W.H.A. ; Jansen, E.P.W.A. ; Terlouw, C. ;
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Hanze University Groningen , Groningen , The Netherlands ; University of Groningen , Groningen , The Netherlands ; Saxion University Enschede , Enschede , The Netherlands ;
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OUTCOME assessment (Education) ; MOTIVATION in education ; STUDENTS -- Psychology ; HIGHER education ; NETHERLANDS ;
|
We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explaining perceived competence than in explaining earned credits. Perceived competence and earned credits, as two sides of the same coin in competence-based education, are only weakly related. Furthermore, this study shows that it is most likely that perceived competence affects earned credits, but a model in which earned credits affects perceived competence as possible causal relationship was also accepted, although the relationship remains weak. The practical implication of this study is that, as long as perceived competence and the number of credits are not related, competence-based higher education will not obtain optimal efficiency. For participants and researchers in higher education, it remains important to be aware that different learning goals may evoke different study behaviours in students, and the challenge for higher education is to align these goals. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88260754&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88260754&lang=es |
| aeihe |
program learning outcomes |
46 |
182 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2011 |
36 |
10.1080/02602938.2010.481041 |
673 |
686 |
14 |
The relationship of deep and surface study approaches on factual and applied test-bank multiple-choice question performance. |
Yonker, Julie E. ;
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Department of Psychology, Calvin College, Burton SE, Grand Rapids, MI, USA. ;
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TEXTBOOK publishing ; LEARNING ; COMPUTER assisted instruction ; COLLEGE teachers ; STUDENTS ; Book Publishers ;
|
With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher-generated multiple-choice question (MCQ) exams in their courses. Multiple-choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined the influence student study approaches have on performance of shallow compared to deep, cognitive process outcomes measured by scores on factual versus application MCQ test bank questions respectively. Fifty-six introduction to psychology students, aged 18-52 years, completed a modified version of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) to access deep or surface study approaches. Mid-term and final exam MCQ were equally divided between factual and application questions from the textbook publisher test bank. Overall, students performed significantly better on factual MCQ, with older students achieving higher factual and applied scores. Results suggest younger students tend to use a surface approach to study, with reproduction of what was taught to meet minimum requirements. With age statistically controlled, analyses demonstrated that the surface learning approach negatively impacts MCQ performance on questions categorised as factual and applied more than a deep learning approach benefits MCQ performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60977218&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60977218&lang=es |
| aeihe |
program learning outcomes |
47 |
183 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2003 |
28 |
|
333 |
349 |
17 |
The SUNY Assessment Initiative: initial campus and system perspectives. |
Francis, Patricia L. ; Steven, Donald A. ;
|
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Higher education ; Educational evaluation ;
|
The State University of New York (SUNY) is in the process of implementing a remarkably ambitious and collegial system-wide assessment of general education and academic majors across its 64 campuses. The SUNY Assessment Initiative is founded upon a balanced view of assessment as both accountability and improvement as well as the utilization of best assessment practices. Another fundamental component is the critical role of faculty governance in the assessment of student learning outcomes, at the campus and system levels. This paper explains the rationale underlying the SUNY Assessment Initiative, describes specific procedures and processes involved in its implementation, and provides a preliminary report on its status. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9744021&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9744021&lang=es |
| aeihe |
program learning outcomes |
48 |
184 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2002 |
27 |
10.1080/0260293022000001337 |
309 |
323 |
15 |
The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment. |
Orsmond, Paul ; Merry, Stephen ; Reiling, Kevin ;
|
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COLLEGE students ; LEARNING ;
|
This paper reports a study which implemented a method of student self and peer assessment involving student constructed marking criteria in the presence of exemplars. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the evaluation of (1) student self and peer marking and tutor marking for individual marking criteria following the use of exemplars; (2) the role of exemplars in providing a focus for formative feedback about subject standards. The present study shows that: (a) the use of exemplars can help students demonstrate greater understanding of both marking criteria and subject standards; (b) the use of exemplars can help students learning so that higher quality outcomes are produced; (c) the use of exemplars forms a focus for meaningful formative feedback; (d) students may make more objective judgements as a result of peer assessment compared to self-assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7067087&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7067087&lang=es |
| aeihe |
program learning outcomes |
49 |
185 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2008 |
33 |
10.1080/02602930701699023 |
559 |
566 |
8 |
Vets and videos: student learning from context-based assessment in a pre-clinical science course. |
Seddon, Jennifer ;
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University of Queensland, Australia ;
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MEDICINE ; THERAPEUTICS ; LIFE sciences ; MEDICAL libraries ; VETERINARY medicine ; ANIMAL diseases ; WORK environment ; COMPREHENSION ; LEARNING ability ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Libraries and Archives ; Veterinary Services ;
|
To increase the perceived relevance of pre-clinical science courses to undergraduates, a context-based assessment item was introduced to a genetics course that occurs early within a five-year veterinary science programme. The aim was to make a direct link between genetic concepts and the future clinical profession of the students. In the assessment task, students used problem-solving skills to deduce relationships between genetic variants and nose and coat colour in dogs and to determine breeding strategies to obtain a specified colour combination. The assignment was contextualised by students presenting their results as a role-play video of a veterinarian/client consultation. The students responded enthusiastically, finding relevance and enjoyment in the task. Together with the higher cognitive skills required, contextualisation is likely to be responsible for the deeper style of learning that was adopted by the majority of students. Hence, making explicit links between pre-clinical content and its use in a workplace setting can lead to improved learning outcomes |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=34280658&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=34280658&lang=es |
| aeihe |
program learning outcomes |
50 |
186 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec94 |
19 |
|
247 |
257 |
11 |
Work-based learning & quality assurance in higher education. |
Winter, Richard ;
|
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QUALITY assurance ; UNIVERSITIES & colleges ; HIGHER education -- Research ;
|
Dicusses the quality assurance and work-based learning in higher education. Application of the terms `fitness for purpose' and `meeting customer expectation' in management of educational institutions; Purpose and outcomes of work-based learning; Quality assurance and the nature of higher education awards; Higher education quality and `The Customer'; Conclusions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9707202698&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9707202698&lang=es |
| aeihe |
program learning outcomes |
1 |
187 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2011 |
36 |
10.1080/02602938.2010.488795 |
797 |
815 |
19 |
A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking. |
Bell, Amani ; Kelton, Jill ; McDonagh, Nadia ; Mladenovic, Rosina ; Morrison, Kellie ;
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Institute for Teaching and Learning, The University of Sydney, Australia ; Career and Employer Relations Office, Faculty of Economics and Business, The University of Sydney, Australia ; Office of Learning and Teaching in Economics and Business, Faculty of Economics and Business, The University of Sydney, Australia ; Discipline of Accounting, Faculty of Economics and Business, The University of Sydney, Australia ;
|
CRITICAL thinking ; STUDENT journals ; BUSINESS education ; HIGHER education ; TEACHERS ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ;
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The use of reflective learning journals to encourage higher order learning outcomes is a growing area in higher education research and practice. However, without a unified and clear definition of reflection, identifying and assessing reflection is problematic for educators. In an attempt to address this issue, in 1999 Kember and colleagues devised a coding scheme based on the work of Mezirow, to identify and assess levels of reflective thinking in students' written journals. We evaluated the usefulness of this coding scheme in a business education context. Findings revealed that the scheme was useful in identifying categories of reflective thinking. Inter‐coder agreement was 0.802 which is satisfactory. On average, 65% of the journal content was coded as non‐reflection and 35% as reflection. A further outcome of the research was to refine the coding scheme and to provide suggestions for its application in teaching practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=66554117&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=66554117&lang=es |
| aeihe |
program learning outcomes |
2 |
188 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2012 |
37 |
10.1080/02602938.2011.596923 |
1003 |
1021 |
19 |
A Mastery Rubric for the design and evaluation of an institutional curriculum in the responsible conduct of research. |
Tractenberg, Rochelle E. ; FitzGerald, Kevin T. ;
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Department of Neurology, Georgetown University School of Medicine, Washington, DC, USA ; Department of Oncology, Center for Clinical Bioethics, Georgetown University Medical Center, Washington, DC, USA ;
|
Curriculum evaluation ; Curricula (Courses of study) ; Course evaluation (Education) ; Outcome-based education ; Cognitive Strategy Instruction ; Self-presentation ;
|
We describe a Mastery Rubric for the design and evaluation of an institutional curriculum in the responsible conduct of research (RCR), motivated by new federal (US) research funding requirements for documenting this training over investigators’ careers. A Mastery Rubric outlines the desired knowledge, skills and abilities (KSAs) for a course or curriculum, rather than for an assignment, together with descriptions of a learner’s performance and/or capabilities from novice to proficiency, expertise or mastery of the curricular target(s). Our MR encompasses, formalises and provides a roadmap for the institutional implementation of career-spanning training in RCR. The rubric highlights the KSAs that support learning goal articulation for the targeted content areas; it also promotes assessment that demonstrates development in the target KSAs and encourages reflection and cognitive self-monitoring throughout RCR training over the scientist’s career. It represents a flexible, criterion-referenced definition of ‘success’ for both individuals and the institution itself – concretely reflecting the institution’s norms and standards with respect to RCR and representing a flexible mechanism for self-monitoring by individuals as well as the institution. A Mastery Rubric for a curriculum in the RCR can be generated using any topical KSA framework. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=83369756&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=83369756&lang=es |
| aeihe |
program learning outcomes |
3 |
189 |
Assessment & Evaluation in Higher Education |
02602938 |
2017 |
42 |
10.1080/02602938.2015.1120858 |
443 |
462 |
20 |
Another look at college student's ratings of course quality: data from Penn State student surveys in three settings. |
Willits, Fern ; Brennan, Mark ;
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Department of Agricultural Economics, Sociology, and Education, The Pennsylvania State University, University Park, PA 16802, USA ;
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EDUCATIONAL quality ; WEB-based instruction ; STUDENT evaluation of teachers ; STUDENT evaluation of curriculum ; EFFECTIVE teaching ; COLLABORATIVE learning ; HIGHER education ;
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This study assessed the relationships of student attributes, course characteristics and course outcomes to college students' ratings of course quality in three types of settings. The analysis utilised data from online surveys of samples of college students conducted in 2011 and 2012 at the Pennsylvania State University. Included in the analysis were: (1) 1805 students at the main campus; (2) 1453 students at 19 smaller satellite campus locations of the university scattered across the state; and (3) 522 students participating in online degree programmes through Penn State's World Campus. Students were asked to rate the quality of instruction they received in a randomly selected course in which they had been enrolled during the previous semester, and to respond to a number of questions about the course, the instructor's behaviour and themselves. The relationships of these factors to how students rated the course were assessed for subjects in the three study settings. In all three settings, student and course characteristics, course difficulty and amount of required work had little effect on course ratings. Grade received was modestly related to course rating. However, instructor's use of selected recommended pedagogical practices and students' perceptions of how much they felt they learned were by far the strongest correlates of students' course evaluations. Implications of these findings are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121241287&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121241287&lang=es |
| aeihe |
program learning outcomes |
4 |
190 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2015 |
40 |
10.1080/02602938.2014.963837 |
1032 |
1049 |
18 |
Assessing and improving the quality of undergraduate teaching in China: the Course Experience Questionnaire. |
Yin, Hongbiao ; Wang, Wenlan ;
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Department of Curriculum and Instruction, Chinese University of Hong Kong, Hong Kong SAR, China ; Department of Curriculum and Instruction, South China Normal University, Guangzhou, China ;
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COLLEGE teaching -- Methodology ; HIGHER education ; HIGHER education -- Evaluation ; CLASSROOM environment ; UNIVERSITIES & colleges ; EDUCATIONAL quality ; COLLEGE student surveys ; ACADEMIC freedom ; CHINA ;
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Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students’ course experience, the learning outcomes demonstrated by the students and the learning environment. Two thousand and forty-three second-year students participated in a questionnaire survey. The results indicated that different aspects of the students’ course experience variously affected learning outcomes, such as overall satisfaction with the course, academic efficacy and the development of generic skills. These results reflected the characteristics of undergraduate teaching in China, and highlighted the need to enhance student autonomy and self-study. In addition, the appropriateness of learning resources and the level of academic freedom in the institutions were found to more powerfully influence students’ course experience than the provision of supportive facilities and services. These findings have implications for improving undergraduate teaching and its quality assurance in China. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426777&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110426777&lang=es |
| aeihe |
program learning outcomes |
5 |
191 |
Assessment & Evaluation in Higher Education |
02602938 |
Nov2012 |
37 |
10.1080/02602938.2011.576313 |
861 |
874 |
14 |
Assessing practical laboratory skills in undergraduate molecular biology courses. |
Hunt, Lynne ; Koenders, Annette ; Gynnild, Vidar ;
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University of Southern Queensland, Toowoomba, Australia ; University of Western Australia, Perth, Australia ; School of Natural Sciences, Edith Cowan University, Joondalup, Australia ; Educational Development Service, Norwegian University of Science & Technology (NTNU), PLU, Trondheim, Norway ;
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UNDERGRADUATES ; MOLECULAR biology ; EMPLOYMENT (Economic theory) ; QUESTIONNAIRES ; AUTHENTICITY (Philosophy) ;
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This study explored a new strategy of assessing laboratory skills in a molecular biology course to improve: student effort in preparation for and participation in laboratory work; valid evaluation of learning outcomes; and students’ employment prospects through provision of evidence of their skills. Previously, assessment was based on written laboratory reports and examinations, not on the demonstration of practical skills per se. This action research project involved altering the assessment design so that a greater proportion of the marks was allocated to active participation and learning in the laboratory, partially replacing a single examination with direct observation of student participation and learning over a prolonged period of weekly laboratory sessions. We ascertained staff and students’ perceptions of the new assessment processes by means of a Likert scale questionnaire, student focus group and individual staff interviews. Overall, students and staff evaluated the new assessment structure positively, citing fairness, authenticity and reward for effort. Results also revealed the need for specific training of staff in this form of assessment and indicated staff–student ratios made assessment burdensome. Four out of five students reported that an increased awareness of the importance of practical laboratory skills stimulated them to greater efforts to achieve. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=82935665&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=82935665&lang=es |
| aeihe |
program learning outcomes |
6 |
192 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2012 |
37 |
10.1080/02602938.2010.547929 |
499 |
511 |
13 |
Assessing the impact of a university teaching development programme. |
Trigwell, Keith ; Caballero Rodriguez, Katia ; Han, Feifei ;
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Institute for Teaching and Learning, University of Sydney, Australia ; Faculty of Education and Humanities, University of Granada, Spain ;
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Classes (Groups of students) ; Teachers ; College teaching ; Research ; Management science ;
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Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme report, on average, higher satisfaction scores than students in the classes of the same teacher before she/he completed the programme. Students in the faculties where the programme is completed by a higher proportion of academic staff report greater change to levels of satisfaction in the quality of their degree over the seven‐year period of the study. The methodology adopted involves several new approaches to evaluation and confirms the need for the use of an evaluation framework and multi‐indicator strategy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75047550&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75047550&lang=es |
| aeihe |
program learning outcomes |
7 |
193 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep96 |
21 |
|
215 |
227 |
13 |
Assessing the practicum. |
Toohey, Susan ; Ryan, Greg ;
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PRACTICUMS ; PROFESSIONAL education ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
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Assesses the practicum as it is documented in literature and analyzes some of the strengths and weaknesses of the assessment methods used. Practicum's appearance in different forms in professional education; Kinds of learning outcomes that can be achieved through learning in the workplace; Variations in assessment philosophies and methods. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9609200203&lang=es |
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| aeihe |
program learning outcomes |
8 |
194 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2003 |
28 |
|
135 |
145 |
11 |
Assessing the Teaching Quality of Accounting Programmes: an evaluation of the Course Experience Questionnaire. |
Byrne, Marann ; Flood, Barbara ;
|
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HIGHER education ; ACCOUNTING -- Study & teaching ; TEACHING -- Evaluation ; Other Accounting Services ;
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In recent years, measuring the efficiency and effectiveness of higher education has become a major issue. National governments are now demanding greater public accountability for funds invested in the sector, resulting in the emergence of various performance indicators relating to both teaching and research. The Course Experience Questionnaire (CEQ) was developed to measure the perceived quality of teaching in degree programmes. It evolved from research that identified curriculum, teaching and assessment as key determinants of students' approaches to learning and, in turn, the quality of their learning outcomes. The CEQ data are intended for use in making comparisons within fields of study over time and/or across institutions. However, no European study has reported on its suitability to evaluate teaching within an accounting programme. This paper outlines the development of the CEQ and confirms its reliability and construct validity for use in the accounting discipline in an Irish context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9234415&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9234415&lang=es |
| aeihe |
program learning outcomes |
9 |
195 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2001 |
26 |
10.1080/02602930120093878 |
539 |
549 |
11 |
Assessing the Use of Flexible Assessment. |
Cook, Averil ;
|
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EDUCATIONAL tests & measurements ; UNIVERSITIES & colleges ; QUEENSLAND ; BRISBANE (Qld.) ; UNIVERSITY of Queensland ; Colleges, Universities, and Professional Schools ;
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A course which has a large student enrolment consequently puts a heavy load on instructors both in the presentation and the assessment areas. In the School of Economics at the University of Queensland, this is the case for the quantitative analysis subjects. Assessment for many years has been through mid-semester and end of semester exams, as well as Computer Managed Learning (CML) assignments. In 2000 it was decided to incorporate a system of flexible assessment where neither the CML nor the mid-semester exam was compulsory. The outcomes are assessed and the advantages and disadvantages discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5531097&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5531097&lang=es |
| aeihe |
program learning outcomes |
10 |
196 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2017 |
42 |
10.1080/02602938.2016.1177484 |
673 |
689 |
17 |
Beyond translation: adapting a performance-task-based assessment of critical thinking ability for use in Rwanda. |
Schendel, Rebecca ; Tolmie, Andrew ;
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Department of Education, Practice and Society, UCL Institute of Education, London, UK ; Department of Psychology and Human Development, UCL Institute of Education, London, UK ;
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CRITICAL thinking education in universities & colleges ; COLLEGE students ; ANALYTICAL skills ; EDUCATION ; CROSS-cultural studies ; RWANDA ;
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Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed in Western contexts, despite the clear dangers of such an approach. Cultural bias in assessment can best be overcome by explicitly developing tests for use in specific contexts. However, resource constraints often prevent this possibility. An alternative strategy is to adapt an existing instrument for use in a particular context. Although adaptation is the norm for high-stakes cross-cultural assessments, it is often not attempted for single country research studies. This may be due to an assumption that adaptation is excessively technical or will add significantly to a study timeline. In this article, which relies on data from a recent study in Rwanda, we present a methodology for adapting a performance-task-based assessment of critical thinking. Our experience with this methodology suggests that small teams can adapt instruments in a relatively short time frame, and that the benefits of doing so far outweigh any cost. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123089257&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123089257&lang=es |
| aeihe |
program learning outcomes |
11 |
197 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2008 |
33 |
10.1080/02602930701698942 |
517 |
533 |
17 |
Building effectiveness in teaching through targeted evaluation and response: connecting evaluation to teaching improvement in higher education. |
Smith, Calvin ;
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Griffith Institute for Higher Education, Griffith University, Brisbane, Australia ;
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TEACHER-student relationships ; CURRICULA (Courses of study) ; STUDENT evaluation of teachers ; MATURATION (Psychology) ; DEVELOPMENTAL psychology ; SELF-help techniques ; SOCIAL maturity scales ; CAREER development ; PROFESSIONAL education ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; PSYCHOLOGICAL aspects ;
|
This paper describes the development of a model for integrating student evaluation of teaching results with academic development opportunities, in new ways that take into account theoretical and practical developments in both fields. The model is described in terms of five phases or components: (1) the basic student evaluation system; (2) an interpretive guidance system that helps lecturers understand and interpret their results; (3) a longitudinal reporting system that initiates opportunities for staff to engage in personal and professional development in the context of a learning community; (4) a structured professional development programme that builds a faculty learning community, in which the members utilise extended cycles of evaluation based on (5) a comprehensive evaluation model designed to develop and encourage the collection of evaluation data from a variety of sources concerning the quality and impact of teaching: the teacher; student learning outcomes; student experience; and the teacher's peers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=34280652&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=34280652&lang=es |
| aeihe |
program learning outcomes |
12 |
198 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2014 |
39 |
10.1080/02602938.2013.772951 |
1 |
20 |
20 |
Cognitive maps and the structure of observed learning outcome assessment of physiotherapy students’ ethical reasoning knowledge. |
Jones, Mark ; van Kessel, Gisela ; Swisher, Laura ; Beckstead, Jason ; Edwards, Ian ;
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School of Health Sciences (Physiotherapy), University of South Australia, Adelaide, Australia. ; School of Physical Therapy & Rehabilitation Sciences, University of South Florida, Tampa, FL, USA. ; College of Nursing, University of South Florida, Tampa, FL, USA. ;
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Outcome assessment (Education) ; Medical ethics education ; Educational tests & measurements ; Cognitive maps (Psychology) ; Rating of college students ; Young adults ; Higher education ; Physical therapy students ;
|
Assessment of student learning in complex areas is challenging, particularly when there is interest in students’ deeper understanding and connectivity of concepts. Assessment of ethics learning has been limited by lack of consensus regarding what is effective and an overfocus on quantification at the expense of clinical or ethical relevance. Cognitive maps provide one means to evaluate depth and personal meaning of students’ ethics knowledge. A pre-/post-test design using cognitive maps and the structure of observed learning outcome (SOLO) taxonomy was used to assess student learning on completion of a six-week intensive ethics course. Thirty-seven students completed the research. Student learning was supported by significant changes in component (content, labelling, relationships and structure/visual message), and total pre- and post-test cognitive map scores, and significant change in pre- and post-test SOLO scores. A strong relationship was found between cognitive map improvement and SOLO improvement. Student written commentaries describing their post-test cognitive map provided a richer, more elaborated account of their understanding that qualitatively enhanced their cognitive maps. Cognitive maps offer an alternative to traditional ethics assessment strategies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885841&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885841&lang=es |
| aeihe |
program learning outcomes |
13 |
199 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2008 |
33 |
10.1080/02602930701773026 |
699 |
709 |
11 |
Controlling response shift bias: the use of the retrospective pre-test design in the evaluation of a master's programme. |
Drennan, Jonathan ; Hyde, Abbey ;
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University College Dublin, Eire ;
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Master of arts degree ; Educational evaluation ; Higher education ; College students ; Test design & construction ; Testing equipment ;
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Traditionally the measures used to evaluate the impact of an educational programme on student outcomes and the extent to which students change is a comparison of the student's pre-test scores with his/her post-test scores. However, this method of evaluating change may be problematic due to the confounding factor of response shift bias when student self-reports of change are used. Response shift bias occurs when the student's internal frame of reference of the construct being measured, for example research ability or critical thinking, changes between the pre-test and the post-test due to the influence of the educational programme. To control for response shift bias the retrospective pre-test method was used to evaluate the outcomes achieved from students completing a research module at master's level. The retrospective pre-test method differs from the traditional pre-test-post-test design in that both post-test and pre-test perceptions of respondents are collected at the same time. The findings indicated that response shift bias was evident in that the programme had significantly greater impact on outcomes than identified using the traditional pre-test-post-test design leading to the conclusion that students may overestimate their ability at the commencement of an educational programme. The retrospective pre-test design is not a replacement for the traditional pre-test-post-test measures but may be a useful adjunct in the evaluation of the impact of educational programmes on student outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=35256060&lang=es |
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| aeihe |
program learning outcomes |
14 |
200 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec97 |
22 |
|
385 |
396 |
12 |
Detecting gender bias in peer marking of students' group process work. |
Falchikov, Nancy ; Magin, Douglas ;
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Peer review (Professional performance) ; Teacher-student relationships ;
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Examines concerns relating to the reliability of teacher and student peer assessments. Correlation analyses comparing student and teacher marks; Benefits of the use of multiple ratings; Examination of the distinction between gender differences and gender bias; Technique used for detecting gender bias; Conditions required in achieving valid outcomes from peer rating. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85638&lang=es |
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| aeihe |
program learning outcomes |
15 |
201 |
Assessment & Evaluation in Higher Education |
02602938 |
Nov2012 |
37 |
10.1080/02602938.2011.576311 |
829 |
845 |
17 |
Development and trialling of a graduated descriptors tool for Australian pharmacy students. |
Stupans, Ieva ; Owen, Susanne ; McKauge, Leigh ; Pont, Lisa ; Ryan, Greg ; Woulfe, Jim ;
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University of New England, Armidale, Australia ; University of South Australia, Adelaide, Australia ; University of Queensland, Brisbane, St Lucia, Australia ; University of Sydney, Sydney, Australia ;
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Outcome-based education ; Learning ; Discussion ; Australia ; Pharmacies and Drug Stores ; Pharmacy ;
|
Profession-derived competency standards are key determinants for curriculum and assessment in many professional university programmes. An Australian Learning and Teaching Council funded project used a participatory action research approach to enable the collaborative development of a graduated (or incremental) descriptors tool related to competencies, applicable to Australian pharmacy students at various stages within their university programmes. Consultations with pharmacy professional/registration organisations, students, preceptors and academics throughout Australia were undertaken. Recording of key themes of discussions and progressive development of the tool occurred. Initial trialling of the tool in pharmacy programmes at two different Australian universities has indicated that students were ambivalent regarding the tool and, for example, its usefulness for self-assessment against competencies and its role in supporting learning. Preceptors, supporting students on placements, were however very positive about the tool, its usefulness in supporting learning and in supporting discussions between preceptors and students. |
Academic Journal |
Article |
English |
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| aeihe |
program learning outcomes |
16 |
202 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2002 |
27 |
10.1080/02602930120105090 |
95 |
104 |
10 |
EAST: developing an electronic assessment and storage tool. |
Edwards, Katherine I. ; Fernandez, Eugenia ; Milionis, Tracey M. ; Williamson, David M. ;
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EDUCATIONAL technology ; STUDENTS -- Rating of ; INFORMATION storage & retrieval systems ;
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Assessment is an ongoing process that evaluates samples of completed student assignments to determine whether the underlying curriculum effectively produces the desired learning outcomes. Each year, the current system of tracking and storing artefacts for assessment becomes increasingly difficult. Compiling the results is a time-consuming process. EAST provides a cohesive web-based solution for managing assessment artefacts. EAST aids the assessment effort through the ability to easily store artefacts in electronic form, support and record the assessment of student work, and ease the development of reports. This paper discusses the analysis, development and features of EAST. The first section discusses the analysis phase of the project, highlighting the system objectives and the requirements of the EAST system. The second section details how the EAST system was developed and implemented. In the last section, features of the system are described and its contribution to the school's assessment effort is discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5655274&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5655274&lang=es |
| aeihe |
program learning outcomes |
17 |
203 |
Assessment & Evaluation in Higher Education |
02602938 |
May2013 |
38 |
10.1080/02602938.2011.630975 |
273 |
287 |
15 |
Enhancing professional writing skills of veterinary technology students: linking assessment and clinical practice in a communications course. |
Clarke, Patricia ; Schull, Daniel ; Coleman, Glen ; Pitt, Rachael ; Manathunga, Catherine ;
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Faculty of Science, School of Veterinary Science, The University of Queensland, Brisbane, Australia ; Faculty of Humanities and Social Science, La Trobe University, Melbourne, Australia ; Faculty of Education, Victoria University of Wellington, Wellington, New Zealand ;
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ANIMAL health technology ; AUTHORSHIP ; COMPOSITION (Language arts) ; VETERINARY students ; VETERINARIANS ; TECHNICAL writing ; Independent Artists, Writers, and Performers ; Veterinary Services ; STUDY & teaching ;
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Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86887241&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86887241&lang=es |
| aeihe |
program learning outcomes |
18 |
204 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2011 |
36 |
10.1080/02602930903173959 |
13 |
25 |
13 |
Examinations and the ESL student - more evidence of particular disadvantages. |
Smith, Chris ;
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University of Adelaide Business School, 10 Pulteney Street, Adelaide, South Australia 5005, Australia. ;
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Second language acquisition ; English as a foreign language ; Business schools ; Grading & marking (Students) ; Great Britain ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Language Schools ;
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Two years of assessment results from the full-time MBA of a highly ranked UK business school are examined to compare the outcomes for students for whom English is a second language (ESL) with those for whom English is a primary language (EPL). The results suggest that the overall higher level of higher-degree outcomes for the EPL group is underpinned by evidence of an interaction between assessment methodology (coursework versus timed, closed book examinations) and assessment outcomes with examinations particularly disadvantaging the ESL cohort in terms of final grades. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55815885&lang=es |
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| aeihe |
program learning outcomes |
19 |
205 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec99 |
24 |
|
365 |
377 |
13 |
Examining Student Satisfaction with Group Projects and Peer Assessment. |
Gatfield, Terry ;
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Rating of students ; Group work in education ; Satisfaction ;
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ABSTRACT The efficiency and effectiveness of learning outcomes in groupwork and in peer assessment is well attested in the higher education literature. However, there is little evidence that any quantitative measures of student satisfaction have been undertaken with the group process and peer assessment. In this paper a peer assessment method is explained and a study detailed which was undertaken on a cohort of 261 students to measure student satisfaction of the assessment process. It was found that there were high levels of student satisfaction with groupwork and in the adopted assessment method. Further analysis revealed that there were no effects on the levels of satisfaction of students with the independent variables gender and age. Yet, there was a fairly significant difference in the levels of satisfaction of students having work experience favouring those without. Finally, there was found to be a substantial difference in the levels of satisfaction between Australian and international students with international students expressing higher values. It is recommended that this study be extended to other subjects and disciplines. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2984072&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2984072&lang=es |
| aeihe |
program learning outcomes |
20 |
206 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2016 |
41 |
10.1080/02602938.2015.1071779 |
1193 |
1205 |
13 |
Faculty-student engagement in teaching observation and assessment: a Hong Kong initiative. |
Pounder, James S. ; Ho Hung-lam, Elizabeth ; Groves, Julie May ;
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Teaching and Learning Centre, Lingnan University, Hong Kong, Hong Kong ; Department of English, Lingnan University, Hong Kong, Hong Kong ; Centre for the Advancement of Outcomes Based Education, Lingnan University, Hong Kong, Hong Kong ;
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Teaching ; Education ; Students ; Consultants ; Higher education ; Administrative Management and General Management Consulting Services ; Marketing Consulting Services ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
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There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118585694&lang=es |
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| aeihe |
program learning outcomes |
21 |
207 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep2013 |
38 |
10.1080/02602938.2012.691153 |
687 |
697 |
11 |
Feedforward strategies in the first-year experience of online and distributed learning environments. |
Baker, David John ; Zuvela, Danielle ;
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Humanities , Griffith University , Brisbane , Australia ;
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Distance education ; Educational planning ; Educational tests & measurements ; Educational standards ; Outcome-based education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Feedforward neural networks ;
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Feedforward is an educational strategy focusing on providing students with prior exposure to, and prior practise with assessment in order to clarify expectations and standards. Current research into feedforward has yet to fully consider the specificity of online and distributed learning environments. We have developed a feedforward-based approach to teaching a large first year prerequisite course in screen history involving the modified and critical use of exemplars and assessment guidance in ways designed to stimulate self and peer assessment throughout the course. Our focus is the improvement of task compliance, quality and criteria in order to stimulate meaningful engagement with assessment and enhanced student performance in the unit. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88260757&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88260757&lang=es |
| aeihe |
program learning outcomes |
22 |
208 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug92 |
17 |
|
153 |
162 |
10 |
Keeping it live: Staff development as an essential part... |
Powell, Loraine A. ;
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Career development ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
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Assesses the effectiveness of promoting staff development as the central strategy for change within the EATE initiative. Context for change; Aims and purposes of the study; Findings and limitations; Outcomes of the staff development program; How EATE can maximize its influence on its further development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9707110482&lang=es |
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| aeihe |
program learning outcomes |
23 |
209 |
Assessment & Evaluation in Higher Education |
02602938 |
Apr2009 |
34 |
10.1080/02602930801955978 |
209 |
220 |
12 |
Marking and moderation in the UK: false assumptions and wasted resources. |
Bloxham, Sue ;
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Centre for the Development of Learning and Teaching, University of Cumbria, Lancaster, UK ;
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GRADING & marking (Students) ; UNIVERSITIES & colleges ; EDUCATIONAL tests & measurements ; EDUCATIONAL planning ; EDUCATIONAL quality ; HIGHER education ; EVALUATION ; GREAT Britain ; Colleges, Universities, and Professional Schools ;
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This article challenges a number of assumptions underlying marking of student work in British universities. It argues that, in developing rigorous moderation procedures, we have created a huge burden for markers which adds little to accuracy and reliability but creates additional work for staff, constrains assessment choices and slows down feedback to students. In this under-researched area of higher education, the article will explore whether there are other ways to provide confidence in marking and grading. These might divert this energy into productive activities with useful outcomes for students and learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37140065&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37140065&lang=es |
| aeihe |
program learning outcomes |
24 |
210 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2010 |
35 |
10.1080/02602930802474177 |
33 |
40 |
8 |
Marking identifiable scripts: following up student concerns. |
Owen, Cathy ; Stefaniak, John ; Corrigan, Gerry ;
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Australian National University, Canberra, Australia. ;
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Grading & marking (Students) ; Medical students ; Educational evaluation ; Examiners (Education) ; Educational tests & measurements ; Rating of students ; Higher education ; Evaluation ; Medical education ; Colleges, Universities, and Professional Schools ;
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Introduction: Medical student concern that the submission of named examination scripts to examiners could cause bias initiated a study on the effect of identified and de-identified scripts on assessment outcome. Methods: Data were collected from a convenience examination sample of Year 1 (n = 88 students; n = 29 questions) and Year 2 scripts (n = 75 students; n = 27 questions). Scripts were randomised for presentation to examiners with or without identification for all of a given student's work. Assessment outcomes, by year and marking condition, were a non-normal distribution. Results: Non-parametric analysis determined that there were no systematic differences in assessment outcome under the two marking conditions (MW < 0.05). Conclusion: We continue for a range of pedagogical reasons to present identified papers to examiners. Importantly, this study also demonstrates a research-led approach to resolving student queries. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49141994&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49141994&lang=es |
| aeihe |
program learning outcomes |
25 |
211 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2011 |
36 |
10.1080/02602930903197917 |
81 |
94 |
14 |
Measuring value-added in higher education: conditions and caveats - results from using the Measure of Academic Proficiency and Progress (MAPP™). |
Liu, Ou Lydia ;
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Educational Testing Service, 666 Rosedale Road, ETS MS 16-R, Princeton, NJ 08541, USA. ;
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Higher education ; Universities & colleges ; Postsecondary education ; Education ; United States ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Apprenticeship Training ; Other Technical and Trade Schools ;
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The Commission on the Future of Higher Education in the USA emphasises accountability in higher education as one of its key areas of interest. A programme, called the Voluntary System of Accountability, was developed to evaluate the effectiveness of general public college education. This study examines how students progress in college, indicated by the performance difference between freshmen and seniors after controlling for admission scores, can be measured using the Measure of Academic Proficiency and Progress™ (MAPP™) test. A total of 6196 students from 23 institutions was included in this study. Results indicated that MAPP was able to differentiate between the performance of freshmen and seniors after controlling for SAT®/ACT scores. The institutions were classified into 10 groups on the basis of the difference in the actual versus expected MAPP performance. The assumptions and implications of linking student learning growth to institutional effectiveness are discussed. Methodological issues on value-added calculation and student motivation in taking standardised tests are also noted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55815883&lang=es |
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| aeihe |
program learning outcomes |
26 |
212 |
Assessment & Evaluation in Higher Education |
02602938 |
Dec2015 |
40 |
10.1080/02602938.2014.969193 |
1079 |
1094 |
16 |
Not seeing the wood for the trees: developing a feedback analysis tool to explore feed forward in modularised programmes. |
Hughes, Gwyneth ; Smith, Holly ; Creese, Brian ;
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Department of Lifelong and Comparative Education, Institute of Education, London, UK ;
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Feedback (Psychology) ; Student assignments ; College majors ; Self-efficacy in students ; Higher education -- Great Britain ; Drafts (Authorship) ;
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This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback profiling tool was developed to categorise feedback on draft and final work. The analysis of feedback on 63 samples of draft work and 154 samples of final work showed different patterns. There were more feedback comments on draft work, and the feedback comments were dominated by advice and critique, while the feedback comments on the final work were overwhelmingly dominated by praise. This pattern of feedback is problematised in terms of feed forward from one module to the next, as students work towards the development of programme-level outcomes. Ipsative feedback (on progress) and feed forward in terms of disciplinary-specific skills and programme-level outcomes are recommended to enable students to act on feedback on end-of-module work, and develop students’ capacity to recontextualise disciplinary-specific skills throughout a programme. Some developmental applications for the feedback profiling tool are also suggested. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110426779&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110426779&lang=es |
| aeihe |
program learning outcomes |
27 |
213 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2017 |
42 |
10.1080/02602938.2015.1100265 |
208 |
225 |
18 |
Professional field in the accreditation process: examining information technology programmes at Dutch Universities of Applied Sciences. |
Frederik, Hans ; Hasanefendic, Sandra ; van der Sijde, Peter ;
|
Vrije Universiteit Amsterdam, The Netherlands ; ISCTE-IUL, School of Sociology and Public Policy, Lisbon, Portugal ; Center for Innovation, Technology and Policy Research, IN+, Instituto Superior Técnico, Lisbon, Portugal ;
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ACCREDITATION (Education) ; INFORMATION technology ; TECHNOLOGY ; UNIVERSITIES & colleges ; HIGHER education ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
|
In this paper, we analyse 53 Dutch accreditation reports in the field of information technology to assess the mechanisms of the reported involvement of the professional field in the undergraduate programmes of universities of applied sciences. The results of qualitative content analysis reveal a coupling effect in reporting on mechanisms of interaction. Although the involvement of the professional field is tightly coupled with the undergraduate programmes at universities of applied sciences at the strategic level, there is an under-representation of university-industry interaction on an operational level, which suggests the need to explore the actual interaction taking place between the professional field and the programmes. Simultaneously, our results indicate that accreditation reports are not able to provide a holistic picture of professional field engagement in the curriculum of undergraduate programmes at the operational level, which questions their role in acknowledging the role of industry in shaping and achieving intended learning outcomes. Perhaps policymakers should consider introducing other tools or standards for addressing the outcome of the engagement and the responsiveness of the programmes at universities of applied sciences to the professional field. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119500159&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119500159&lang=es |
| aeihe |
program learning outcomes |
28 |
214 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2016 |
41 |
10.1080/02602938.2015.1030333 |
548 |
559 |
12 |
Quality assurance of assessment and moderation discourses involving sessional staff. |
Grainger, Peter ; Adie, Lenore ; Weir, Katie ;
|
Education, University of the Sunshine Coast, Sippy Downs, Australia ; Faculty of Education, School of Learning and Professional Studies, Queensland University of Technology, Brisbane, Australia ; Education, Griffith University, Gold Coast, Australia ;
|
Postsecondary education ; Academic achievement ; Higher education ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Other Technical and Trade Schools ; Quality assurance ; Curricula (Courses of study) -- Australia ; Education -- Australia ; Moderation (Statistics) ;
|
Quality assurance is a major agenda in tertiary education. The casualisation of academic work, especially in teaching, is also a quality assurance issue. Casual or sessional staff members teach and assess more than 50% of all university courses in Australia, and yet the research in relation to the role sessional staff play in quality assurance of student assessment outcomes is scarce. Moderation processes are a pivotal part of robust quality assurance measures. Drawing upon previous work surrounding four discourses of moderation, this pilot project reports the results of research into the role and impact of sessional staff in moderation processes at tertiary level. Qualitative data were gathered through focus interviews. Results, in the form of various moderation discourses, indicate that sessional staff impact the formal quality assurance processes in numerous ways. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114149343&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114149343&lang=es |
| aeihe |
program learning outcomes |
29 |
215 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2009 |
34 |
10.1080/02602930802071080 |
257 |
272 |
16 |
Quick win or slow burn: modelling UK HE CAA uptake. |
Warburton, Bill ;
|
University of Southampton, Southampton, UK ;
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EDUCATION -- Research ; HIGHER education ; RISK management in business ; RISK exposure ; QUALITY assurance ; HIGHER education -- Aims & objectives ; INDUSTRIAL management ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ;
|
The uptake of CAA in UK higher education (HE) on a large scale lags behind the expectations of CAA specialists. A research project was undertaken with the aim of discovering and addressing the underlying reasons for this. The research was conducted according to Strauss and Corbin's (1998) prescription for grounded theory (GT) research. During three years a 200,000 word dataset was compiled from a national survey by questionnaire and interview with tutors, learning technologists, managers and QA staff. This article describes a dual-path theory of CAA uptake that emerged from an analysis of the dataset, as given by Warburton in 2006. Tutors' motivations and perceptions of risk were found to influence the way they use CAA and this is significant in credit-bearing applications where poor outcomes have long lasting effects on uptake. Institutions can benefit from using project risk management techniques to manage these risks. Ways in which this dual-path theory might be used to understand and improve CAA uptake are proposed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=38595045&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=38595045&lang=es |
| aeihe |
program learning outcomes |
30 |
216 |
Assessment & Evaluation in Higher Education |
02602938 |
May2014 |
39 |
10.1080/02602938.2013.830282 |
293 |
309 |
17 |
Sex does not matter: gender bias and gender differences in peer assessments of contributions to group work. |
Tucker, Richard ;
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School of Architecture and Building, Deakin University, Geelong, Australia ;
|
Peer review of students ; Group work in education ; Education of women ; Rating of college students ; Sex discrimination in education ; Self-evaluation ; Young adults ; Adults ; Higher education ;
|
This paper considers the possibility of gender bias in peer ratings for contributions to team assignments, as measured by an online self-and-peer assessment tool. The research was conducted to determine whether peer assessment led to reliable and fair marking outcomes. The methodology of Falchikov and Magin was followed in order to test their finding that gender has no discernable impact on peer ratings. Data from over 1500 participants at two universities enrolled in four different degree programmes were analysed. The research indicates an absence of gender bias in six case studies. The research also found that women received significantly higher ratings than men. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94465467&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94465467&lang=es |
| aeihe |
program learning outcomes |
31 |
217 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2005 |
30 |
10.1080/02602930500187014 |
489 |
505 |
17 |
Student experiences of assessment in two problem‐based dental curricula: Adelaide and Dublin. |
Winning, Tracey ; Lim, Elaine ; Townsend, Grant ;
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The University of Adelaide, Australia ;
|
DENTISTRY -- Study & teaching ; CURRICULUM planning ; EDUCATIONAL change ; UNIVERSITIES & colleges ; PUBLIC institutions ; Colleges, Universities, and Professional Schools ;
|
Dental students in third (n = 35) and fifth years (n = 50) at Adelaide and Trinity College Dental Schools were surveyed about their experiences of assessment and their perceptions of the importance of particular aspects of assessment. Students reported on their assessment experience within their programmes by describing a critical assessment incident and their response to it, and also rated assessment purposes and features using a 5‐point Likert scale of relative importance. The students described a range of assessment methods, including group assignments, vivas, laboratory assessment, and problem‐based learning tutorials, but written examinations/tests and clinical assessment were discussed most frequently. Negative assessment experiences were commonly noted. The two most frequently raised issues were lack of congruence between student and staff perceptions of performance, and not receiving adequate feedback. There were no significant differences between years or schools in students’ ratings of the importance of assessment purposes. Overall, the students rated the provision of feedback on learning and motivation for learning as the most important purposes (> 80%). Patient‐based scenarios were rated as the most important method for judging students’ learning (> 90%), whilst group‐work tasks were rated of little importance. Overall, students rated clear requirements and feedback as the most important characteristics for positive assessment outcomes. Students’ ratings of assessment purposes, characteristics and methods closely matched the features of good assessment practice found in the literature. However, their assessment experiences indicate the need for review of assessment in both schools, particularly related to student–staff expectations of performance levels, and the provision of feedback. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18021606&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18021606&lang=es |
| aeihe |
program learning outcomes |
32 |
218 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2012 |
37 |
10.1080/02602938.2010.515015 |
163 |
178 |
16 |
Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. |
Fernandes, Sandra ; Flores, Maria Assunção ; Lima, Rui Manuel ;
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Research Centre for Education, University of Minho, Portugal ; Department of Curriculum Studies and Educational Technology, Institute of Education, University of Minho, Portugal ; Department of Production and Systems, School of Engineering, University of Minho, Portugal ;
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ACTIVITY programs in education ; ENGINEERING -- Study & teaching ; ENGINEERING students ; INDUSTRIAL arts ;
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According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71115422&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71115422&lang=es |
| aeihe |
program learning outcomes |
33 |
219 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2017 |
42 |
10.1080/02602938.2015.1082533 |
37 |
60 |
24 |
Teaching criteria that matter in university academic promotions. |
Subbaye, Reshma ; Vithal, Renuka ;
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University Teaching and Learning Office, University of KwaZulu-Natal, Durban, South Africa ;
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Academic titles (Higher education) ; Teacher portfolios ; Effective teaching ; Peer review of teachers ; Promotion (School) ; Higher education ;
|
While many universities have taken steps to recognise teaching in academic promotions, debate continues on the teaching criteria to be used and their evaluation. This article analyses the 10 criteria that inform the evaluation of teaching and eventual promotion decisions at a South African university: rationale for teaching, teaching methods, postgraduate supervision, assessment, student evaluations, peer evaluations, ongoing study of higher education, developing courses, sharing teaching experiences and special recognition of teaching. The study investigated which criteria, if any, were significant in the overall evaluation of teaching and in academic promotion outcomes for different rank levels. The unexpected key finding was that each of the criteria demonstrated statistically significant correlations and differences with both teaching evaluations and promotion outcomes. While all 10 teaching criteria mattered in the evaluation of teaching and academic promotion outcomes, postgraduate supervision and sharing teaching experiences were especially important for those who were successful at the rank of full professor. A multidimensional approach that rigorously assesses multiple criteria in evaluating teaching at all rank levels, including the professoriate, contributes to its credence and currency in academic promotions. Analyses of actual assessments of teaching criteria and their relation to promotion outcomes can contribute to consensus on evaluating teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119208781&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119208781&lang=es |
| aeihe |
program learning outcomes |
34 |
220 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2013 |
38 |
10.1080/02602938.2011.618878 |
183 |
197 |
15 |
The challenge of assessing professional competence in work integrated learning. |
McNamara, Judith ;
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Law School, Queensland University of Technology, Brisbane, Australia ;
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Student attitudes ; Outcome-based education ; Work environment ; Undergraduates -- Research ; Supervisors ;
|
A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students’ demonstration of professional competence in the workplace. The assessment of professional competence in WIL is, however, problematic. It may be impractical for the academic supervisor to directly assess professional competence if there are a large number of students in external placements. If evidence of professional competence is provided by the student, the student’s ability to articulate his or her own capabilities will interfere with the validity of the assessment. If evidence of professional competency is provided by the supervisor then the assessment is heavily dependent on the individual supervisor and may be unreliable. This paper will examine the literature relating to the assessment of professional competence in WIL. The paper will be informed by the author’s experience in coordinating a WIL subject in an undergraduate law course. It will recommend that a mix of evidence provided by the student, the workplace supervisor and the academic supervisor should be used to assess professional competence in WIL. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85285280&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85285280&lang=es |
| aeihe |
program learning outcomes |
35 |
221 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2016 |
41 |
10.1080/02602938.2014.998169 |
228 |
244 |
17 |
The contribution of rubrics to the validity of performance assessment: a study of the conservation–restoration and design undergraduate degrees. |
Menéndez-Varela, José-Luis ; Gregori-Giralt, Eva ;
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Department of History of Art, University of Barcelona, Barcelona, Spain ;
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SCORING rubrics ; COLLEGE students -- Rating of ; TEST validity ; CONSERVATION & restoration -- Study & teaching ; DESIGN -- Study & teaching (Higher) ; FACTOR analysis ; ANALYSIS of variance ; YOUNG adults ; HIGHER education ;
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Rubrics have attained considerable importance in the authentic and sustainable assessment paradigm; nevertheless, few studies have examined their contribution to validity, especially outside the domain of educational studies. This empirical study used a quantitative approach to analyse the validity of a rubrics-based performance assessment. Raters evaluated the performance of 84 first-year university students producing service-learning projects for the Conservation–Restoration and Design degrees. The study data comprised the 9240 scores given by two teachers and three student tutors, who assessed the students’ projects on three occasions during the semester. Factor analyses confirmed that the students attained the expected learning outcomes and made significant learning progress. This learning progress was also corroborated by analyses of variance. The attainment of the learning goals and the evidence of learning progress demonstrated the validity of the inferences drawn from the assessment system. In addition, the results highlighted the need to consider rubrics as a first-order teaching resource and not only as a scoring tool. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=112213019&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=112213019&lang=es |
| aeihe |
program learning outcomes |
36 |
222 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2009 |
34 |
10.1080/02602930802071049 |
491 |
498 |
8 |
The effects of a competency-oriented learning environment and tutor feedback on students' reflection skills. |
Smits, Marieke ; Sluijsmans, Dominique ; Jochems, Wim ;
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Open University of the Netherlands, Heerlen, The Netherlands. ;
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Outcome-based education ; Tutors & tutoring ; Remedial teaching ; Nursing students ; Competency tests (Education) ; Ability testing ; Students ; Learning ; Curricula (Courses of study) ; All other schools and instruction ; Exam Preparation and Tutoring ;
|
This study investigates the effects of a competency-oriented course and the effects of feedback training on students' reflection skills. Thirty-one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency-oriented course, which included more performance-oriented tasks based on competencies and a performance-based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non-trained tutors (control group). After each course, all students wrote a reflection report. Results show that students' reflection reports after the competency-oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non-trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency-oriented design of courses enhances students' reflection skills, but that the training in feedback skills needs to be reconsidered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44014544&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44014544&lang=es |
| aeihe |
program learning outcomes |
37 |
223 |
Assessment & Evaluation in Higher Education |
02602938 |
Jan2002 |
27 |
10.1080/02602930120105054 |
49 |
64 |
16 |
The Impact of Student Perceptions and Characteristics on Teaching Evaluations: a case study in finance education. |
Worthington, Andrew C. ;
|
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STUDENT evaluation of teachers ; STUDENTS -- Attitudes ; FINANCE -- Study & teaching ; TEACHING ;
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This study uses an ordered probit model to examine the impact of student characteristics and perceptions of the teaching evaluation process on student ratings. The results indicate that expected grade, ethnic background, gender and age are a significant influence on student ratings. A primary student-based influence on teaching evaluation performance would appear to be the perceived potential outcome of the evaluation in terms of tenure, promotion and salary decisions, and improvements in teaching and staff allocation. The impact of student perceptions and characteristics is also found to vary across the various dimensions of teaching performance with the potential bias being highest for evaluation questions relating to overall performance, and lowest for questions relating to formative assessment and deep learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5655277&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5655277&lang=es |
| aeihe |
program learning outcomes |
38 |
224 |
Assessment & Evaluation in Higher Education |
02602938 |
Feb2003 |
28 |
|
47 |
58 |
12 |
The Potential of a Methodology for University-wide Multimedia and Educational Technology Evaluation. |
Devlin, Marcia ; James, Richard ;
|
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MULTIMEDIA systems ; EDUCATIONAL technology ; STUDENT evaluation of curriculum ; MELBOURNE (Vic.) ; VICTORIA ;
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Reports on the methodology used for a review conducted at the University of Melbourne to determine the impact of teaching, learning and student study habits of multimedia and educational technology. Students' attitudes; Use of information technology products; Outcomes and effectiveness of this methodology. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9259422&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9259422&lang=es |
| aeihe |
program learning outcomes |
39 |
225 |
Assessment & Evaluation in Higher Education |
02602938 |
Jun2013 |
38 |
10.1080/02602938.2011.645014 |
436 |
450 |
15 |
The student experience of piloting multi-modal performance feedback tools in health and social care practice (work)-based settings. |
Dearnley, C.A. ; Taylor, J.D. ; Laxton, J.C. ; Rinomhota, S. ; Nkosana-Nyawata, I. ;
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School of Health Studies , University of Bradford , Bradford , UK ; Technology Enhanced Learning Team , Leeds Metropolitan University , Leeds , UK ; Faculty of Medicine and Health , University of Leeds , Leeds , UK ; School of Healthcare , University of Leeds , Leeds , UK ; School of Human & Health Sciences , University of Huddersfield , Huddersfield , UK ;
|
Psychology of college students ; Interprofessional education ; Undergraduates ; Outcome-based education ; Best practices ; Feedback (Psychology) -- Research ;
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The aim of this study was to evaluate newly developed performance feedback tools from the student perspective. The tools were innovative in both their mode of delivery and the range of stakeholders they involved in the feedback process. By using the tools in health and social care settings, students were able to engage in interprofessional assessment of common competences and obtain performance feedback from a range of stakeholders not commonly involved in work-based learning; these included peers and service users. This paper discusses the ways in which the performance feedback tools were developed by a collaborative programme and compares their delivery, across a wide range of professions and work-based settings, in paper-based, web-based and mobile formats. The tools were evaluated through a series of profession-specific focus groups involving 85 students and 7 professions. The data were analysed thematically and reduced to three key categories: mode of delivery, assessment tool dynamics and work-based issues. These will be discussed in detail. The students agreed that the structured way of capturing and documenting feedback from several sources would support their practice placement learning. The reflective nature of the tools and the capacity for guiding reflection was also welcomed. The concepts of gaining service user, peer and/or interprofessional feedback on performance were new to some professions and evoked questions of reliability and validity, alongside appreciation of the value they added to the assessment process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87479343&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87479343&lang=es |
| aeihe |
program learning outcomes |
40 |
226 |
Assessment & Evaluation in Higher Education |
02602938 |
Mar2000 |
25 |
10.1080/02602930050025006 |
23 |
38 |
16 |
The Use of Student Derived Marking Criteria in Peer and Self-assessment. |
Orsmond, Paul ; Merry, Stephen ; Reiling, Kevin ;
|
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GRADING & marking (Students) ; STUDENTS -- Self-rating of ;
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This paper reports a study which implemented and evaluated a method of student self and peer assessment involving student constructed marking criteria. The theme of the importance of marking criteria (Orsmond et al ., 1996, 1997) is developed. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the comparison and evaluation of (1) student self and tutor marking for individual marking criteria; (2) student self and peer marking for individual marking criteria; and (3) student and tutor marking for student constructed and tutor provided individual marking criteria. The present study shows that: (a) students may be less able to discriminate between individual marking criteria which they have constructed compared to marking criteria that have been provided; (b) asking students to construct their own marking criteria in discussion with tutors or fellow students does not enhance agreement between student/tutor or student/student marking; and (c) allowing students to construct their own marking criteria may lead to different learning outcomes compared to providing students with a marking criteria. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3701155&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3701155&lang=es |
| aeihe |
program learning outcomes |
41 |
227 |
Assessment & Evaluation in Higher Education |
02602938 |
Oct2004 |
29 |
|
625 |
642 |
18 |
Undergraduate project work: can directed tutor support enhance skills development? |
Orsmond, Paul ; Merry, Stephen ; Reiling, Kevin ;
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Senior Lecturer, Biological Sciences, Staffordshire University, UK ; Principal Lecturer, Staffordshire University, UK ;
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Rating of college students ; Educational tests & measurements ; Educational evaluation ; Intellectual development ; Activity programs in education ; Tutors & tutoring ; Exam Preparation and Tutoring ; All other schools and instruction ; Questionnaires ;
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Students' perceptions of their skills development and the overall value of their undergraduate project work were evaluated using data derived from questionnaires. Thirty-nine students completing their second year of study (i.e. prior to the commencement of project work) and 42 students completing their third-year project work took part. Thirteen tutors also completed questionnaires. They were asked to give their perceptions as to what skills project students developed and what attributes of project work enhanced both students' personal development and students assessment grades. Results showed a shift in students' perceptions of the types of skills reinforced, developed and assessed within project work during the course of their third-year project. Their perceived views did not fully coincide with tutors' perceptions of student skills development, although evaluation of both the assessment and personal importance of particular aspects of project work showed some interesting relationships between students and tutors. The diversity of opinion shown in these results may be due to lack of clarification of assessment criteria rather than a ‘hidden curriculum’. For example, the distinction between presentation of work and scientific writing may not be clear from an initial reading of the criteria. The outcomes of this study, with particular reference to the relationship between scientific writing and thinking, have implications regarding tutor and student discussion, the development of marking criteria and the use of plenary project support sessions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=13436164&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=13436164&lang=es |
| aeihe |
program learning outcomes |
42 |
228 |
Assessment & Evaluation in Higher Education |
02602938 |
Sep99 |
24 |
|
261 |
272 |
12 |
Using Students Journals of Course Evaluation. |
Wagner, Zita M. ;
|
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DIARY (Literary form) ; HIGHER education ; CURRICULUM evaluation ;
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ABSTRACT The evaluation of courses has become more important than ever in the higher education sector. Information is commonly collected from students on their perceptions of a course using questionnaires, discussions or interviews. This paper discusses the use of a student learning journal as a means of collecting data on the effectiveness of a course. Students in a graduate diploma course at the University of Technology, Sydney use learning journals to record and reflect on their development as a teacher/trainer over one semester. The evaluator of the course obtains qualitative data from the journals regarding students' perceptions of the course content, structure, activities and assessment. The main advantages of this technique include the longitudinal perspective it gives on students perceptions of a course and also that it provides information on the whole course, particularly on whether whole course outcomes are being met. Collecting information from student journals also has the advantage that the data were not written specifically for course evaluation. Issues regarding validity, confidentiality and data analysis using student journals are addressed in this paper as is the place of this technique in a quality assurance scheme for a course. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2333436&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2333436&lang=es |
| aeihe |
program learning outcomes |
43 |
229 |
Assessment & Evaluation in Higher Education |
02602938 |
May2017 |
42 |
10.1080/02602938.2015.1109054 |
329 |
346 |
18 |
What if best practice is too expensive? Feedback on oral presentations and efficient use of resources. |
Leger, Lawrence A. ; Glass, Karligash ; Katsiampa, Paraskevi ; Liu, Shibo ; Sirichand, Kavita ;
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School of Business and Economics, Loughborough University, Loughborough, UK ; Sheffield Business School, Sheffield Hallam University, Sheffield, UK ;
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Best practices ; Student presentations ; Alternative assessment (Education) ; Training ; Feedback (Psychology) ;
|
We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes. |
Academic Journal |
Art Reproduction |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234982&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121234982&lang=es |
| aeihe |
soft skills |
1 |
230 |
Assessment & Evaluation in Higher Education |
02602938 |
Aug2015 |
40 |
10.1080/02602938.2014.950189 |
698 |
711 |
14 |
Evaluation of curriculum and student learning needs using 360 degree assessment. |
Ladyshewsky, Richard ; Taplin, Ross ;
|
Curtin Graduate School of Business, Curtin University, Perth, Australia ; Department of Audit, Assurance & Accounting Technologies, Curtin University, Perth, Australia ;
|
EDUCATIONAL tests & measurements ; COURSE evaluation (Education) ; MASTER of business administration degree ; STUDENTS -- Self-rating of ; CURRICULUM frameworks ; CURRICULA (Courses of study) ; ADULTS ; HIGHER education ;
|
This research used a 360 degree assessment tool modelled from the competing values framework to assess the curriculum. A total of 100 Master’s of Business Administration students and 746 of their work colleagues completed the 360 degree assessment tool. The students were enrolled in a course on leadership and management. The results of the assessment demonstrated similar patterns of strengths and development needs between the mean self-assessment of the students and those of their work colleagues, although work colleagues tended to assess the students slightly higher. The patterns revealed development needs in soft skills such as conflict management and mentoring, as well as in strategic management and project planning. Gender effects were evident with women needing particular development in competencies related to developing and communicating a vision, setting goals and objectives and designing and organising. The results provide evidence-based approach to assessing curriculum. As many programmes use a variety of assessment tools in their programmes, collecting data across cohorts can be a valuable evidence-based strategy to assess and evaluate curriculum content against real learner needs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103187700&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103187700&lang=es |
| alihe |
competence based approach |
1 |
231 |
Active Learning in Higher Education |
14697874 |
Jul2013 |
14 |
10.1177/1469787413481131 |
149 |
161 |
13 |
Assessment feedback only on demand: Supporting the few not supplying the many. |
Jones, Ollie ; Gorra, Andrea ;
|
|
Feedback (Psychology) ; School failure ; Student engagement ; Performance ; Undergraduates ; Courseware ; Numeric databases ;
|
There are many pressures on academics to ‘satisfy’ students’ needs for feedback, not least the inclusion of questions about feedback. Many have commentated on the lack of student engagement with summative feedback while most believe that feedback is necessary to improve individual student performance. Several have looked at a range of reasons why students do not collect their feedback, but investigated in this article is how many students collected summative feedback and why they did so. This article outlines an action research–based intervention that involved offering feedback ‘on demand’ to undergraduate students and utilised access statistics data from the virtual learning environment to identify the actual rate of feedback collection by students. Investigated is whether or not there is a discernible preference for seeking feedback where there is a difference between the expected grade and the actual grade. Student survey and the virtual learning environment access data were used to indicate whether students are satisfied with a few short comments and a marking grid, if the mark is similar to their expectations. The resource efficiency and effectiveness for academic staff in terms of providing detailed individual feedback to all students are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88284762&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88284762&lang=es |
| alihe |
competence based approach |
2 |
232 |
Active Learning in Higher Education |
14697874 |
Jul2007 |
8 |
10.1177/1469787407077992 |
117 |
137 |
21 |
Investigating the baseline skills of research students using a competency-based self-assessment method. |
BROMLEY, ANTHONY P. ; BORAN, JAMES R. ; MYDDELTON, WILLIAM A. ;
|
University of Leeds,UK ; University of Manchester,UK ; University of London,UK ;
|
NEEDS assessment ; GRADUATE students ; SELF-evaluation ; STUDENTS -- Self-rating of ; EDUCATIONAL evaluation ; TRAINING needs ; RESEARCH ; STUDENT research ; RESEARCH skills ;
|
Recent government-led initiatives are changing the nature of the UK PhD to support the greater development of transferable skills. There are similar initiatives internationally. A key requirement and challenge is to effectively assess the 'baseline' skills of a cohort on entry to a research programme and then monitor their progress in personal development. This article describes an innovative methodology that combines competence model and training needs analysis theory to create an effective self-assessment tool: the Development Needs Analysis (DNA), for collection of baseline data. The DNA provides a means for effective self-assessment of skills, and is capable of highlighting particular needs of students grouped by, for example, date of birth and home vs. overseas status. The methodology is broadly applicable in determination of the baseline skills of students and allows practitioners to tailor learning and teaching to the requirements of a cohort. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26019093&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26019093&lang=es |
| alihe |
competence based approach |
3 |
233 |
Active Learning in Higher Education |
14697874 |
July 2010 |
11 |
10.1177/1469787410365653 |
87 |
95 |
9 |
The role of programme directors as academic leaders. |
Milburn, Peter C. ;
|
|
Educational leadership ; College administrator attitudes ; College administrators ; Occupational roles ; School directors ; Core competencies ; Higher education ; Educational programs ; School administration ;
|
This exploratory study investigates the academic leadership roles and responsibilities performed by programme directors in higher education (also known as programme leaders or course leaders). It will be argued there has been a lack of recognition and research into the leadership role for programme directors, attention instead focusing on departmental heads and senior managers. The many challenges facing higher education are discussed, including the need for effective leadership. Failure to recognize, identify and develop the skills involved could be a costly omission for any institution. The study described in this article draws on a number of in-depth informal interviews with academic staff, each encouraged to reflect and ‘tell their story’ regarding their role in providing academic leadership and to explore key themes and critical factors to achieving success and to consider if the perspective on academic leadership at programme director level can be identified. The study identifies themes which suggest that programme directors provide a unique and influential academic leadership role; one that has a significant impact on the quality of student learning and programme innovation. The findings also suggest a programme director's ability to lead is not derived from positional authority but in their ability to influence by transforming policy into practice. The concept of ‘influence’ represents a recurring theme in both the literature and the findings of the study. The degree to which programme directors have influence is governed by the individual's personal attributes and the situation within which they operate. The organizational structure that best permits programme directors to develop their leadership potential is one based on shared or distributed leadership. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508172651&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508172651&lang=es |
| alihe |
competence based approach |
4 |
234 |
Active Learning in Higher Education |
14697874 |
03/01/2011 |
12 |
10.1177/1469787410387725 |
11 |
21 |
11 |
Unrestricted student blogging: Implications for active learning in a virtual text-based environment. |
Deed, Craig ; Edwards, Anthony ;
|
Faculty of Education, La Trobe University, Australia ; Faculty of Education, Liverpool Hope University, United Kingdom ;
|
BLOGS ; WEB-based instruction ; COGNITIVE learning ; COMMUNICATION & technology ; ACTIVE learning ; BEHAVIORAL assessment ; Internet Publishing and Broadcasting and Web Search Portals ;
|
Realizing the potential for web-based communication provides a challenge for educators. The purpose here is to report students’ behavioural and cognitive strategies for active learning when using an unrestricted blog in an academic context. This provides insight into how students are making sense of the incorporation of Web 2.0 technology into higher education. An analytical framework was created to investigate the willingness and competence of students to engage in the social and virtual construction of knowledge. The analysis indicated that, while the students appear to have wanted to complete the task efficiently, the process of critically constructing knowledge was not pursued with vigour. The main implication is therefore that students need to either prepare themselves or be prepared by educators to combine their informal experience of communication technology with academic requirements for actively constructing knowledge in virtual environments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=59818755&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=59818755&lang=es |
| alihe |
competence |
1 |
235 |
Active Learning in Higher Education |
14697874 |
Jul2013 |
14 |
10.1177/1469787413481131 |
149 |
161 |
13 |
Assessment feedback only on demand: Supporting the few not supplying the many. |
Jones, Ollie ; Gorra, Andrea ;
|
|
FEEDBACK (Psychology) ; SCHOOL failure ; STUDENT engagement ; PERFORMANCE ; UNDERGRADUATES ; COURSEWARE ; NUMERIC databases ;
|
There are many pressures on academics to ‘satisfy’ students’ needs for feedback, not least the inclusion of questions about feedback. Many have commentated on the lack of student engagement with summative feedback while most believe that feedback is necessary to improve individual student performance. Several have looked at a range of reasons why students do not collect their feedback, but investigated in this article is how many students collected summative feedback and why they did so. This article outlines an action research–based intervention that involved offering feedback ‘on demand’ to undergraduate students and utilised access statistics data from the virtual learning environment to identify the actual rate of feedback collection by students. Investigated is whether or not there is a discernible preference for seeking feedback where there is a difference between the expected grade and the actual grade. Student survey and the virtual learning environment access data were used to indicate whether students are satisfied with a few short comments and a marking grid, if the mark is similar to their expectations. The resource efficiency and effectiveness for academic staff in terms of providing detailed individual feedback to all students are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88284762&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88284762&lang=es |
| alihe |
competence |
2 |
236 |
Active Learning in Higher Education |
14697874 |
Nov2011 |
12 |
10.1177/1469787411415082 |
151 |
162 |
12 |
Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment. |
Smith, Charlene M. ; Sodano, Todd M. ;
|
St John Fisher College, Rochester, New York, USA ;
|
TEACHING methods ; SELF-evaluation ; ACADEMIC ability ; COMMUNICATIVE competence ; NURSING students ; JOURNALISM students ; LECTURES & lecturing ;
|
As digital natives from the ‘wired’ Net Generation permeate today’s classrooms, and educators adapt to students’ digital expectations, exploring the pedagogical use of educational technology is essential for today’s faculty. Student competency in oral communication and presentation skills transcends disciplines in higher education, as does the need for students to self-assess their performance for self-regulated learning. This study compared the self-perceptions of undergraduate communication/journalism and nursing students who used lecture capture technology for critiquing and analyzing their presentation skills with self-perceptions of students who did not use lecture capture technology. Findings revealed students in both groups lacked self-confidence and competence in presentation skills. Of significance, students using lecture capture technology were more likely to apply what they learned from the self-assessment when developing future presentations. It is suggested that faculty focus on presentation skill delivery, in addition to presentation content, to assist students in developing presentation competencies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70212323&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70212323&lang=es |
| alihe |
competence |
3 |
237 |
Active Learning in Higher Education |
14697874 |
July 2007 |
8 |
10.1177/1469787407077992 |
117 |
137 |
21 |
Investigating the baseline skills of research students using a competency-based self-assessment method. |
Bromley, Anthony P. ; Boran, James R. ; Myddelton, William A. ;
|
|
Great Britain ; Research personnel -- Training of ; Self-evaluation ; Needs assessment ; Competency-based education -- Great Britain ; Graduate students ; Students -- Self-rating of ; Educational evaluation ; Training needs ; Research ; Student research ; Research skills ;
|
Recent government-led initiatives are changing the nature of the UK PhD to support the greater development of transferable skills. There are similar initiatives internationally. A key requirement and challenge is to effectively assess the ‘baseline’ skills of a cohort on entry to a research programme and then monitor their progress in personal development. This article describes an innovative methodology that combines competence model and training needs analysis theory to create an effective self-assessment tool: the Development Needs Analysis (DNA), for collection of baseline data. The DNA provides a means for effective self-assessment of skills, and is capable of highlighting particular needs of students grouped by, for example, date of birth and home vs. overseas status. The methodology is broadly applicable in determination of the baseline skills of students and allows practitioners to tailor learning and teaching to the requirements of a cohort. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507990816&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507990816&lang=es |
| alihe |
competence |
4 |
238 |
Active Learning in Higher Education |
14697874 |
Jul2014 |
15 |
10.1177/1469787414527391 |
157 |
171 |
15 |
Peer review in higher education: Student perceptions before and after participation. |
Mulder, Raoul A ; Pearce, Jon M ; Baik, Chi ;
|
|
PEER review of students ; RESEARCH ; COLLEGE students -- Psychology -- Research ; FEEDBACK (Psychology) -- Research ; FORMATIVE tests ; LEARNING ; HIGHER education ; PSYCHOLOGICAL aspects ;
|
Peer review is integral to academic endeavour, but opportunities for students to benefit from peer review in higher education remain limited, and relatively little is known about how student perceptions influence their appreciation of peer review. University student perceptions were examined before and after experiencing student peer review in four university subjects differing in discipline, year level and class size. Prior to engaging in peer review, students had remarkably high expectations of both the process and the competence of their peers as reviewers. Students reported high satisfaction levels with the peer-review process and its positive impact on their learning, and particularly showed an enhanced appreciation of the influence of review writing on learning. However, a modest overall downward shift in positive perceptions was observed following peer review, suggesting that student opinions of peer review became somewhat more polarized as a consequence of their experiences. Drawing on survey response data and student comments, several recommendations are made that may help to improve student perceptions of peer review and ensure that the diverse learning benefits of the peer-review process are achieved. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96131836&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96131836&lang=es |
| alihe |
competence |
5 |
239 |
Active Learning in Higher Education |
14697874 |
November 2006 |
7 |
10.1177/1469787406071214 |
243 |
255 |
13 |
The locus of power in UK universities: Its impact on educational development centres. |
Lomas, Laurie ;
|
|
Great Britain ; School centralization ; University & college administration ; Organizational structure ; Universities & colleges -- Social conditions ; College presidents ; Occupational roles ; Educational planning ; Learning strategies ; Psychology of learning ; Universities & colleges ; Core competencies ; Education research ; Central places ; Organizational change ;
|
This article identifies the increasing demands on United Kingdom universities brought about by the expanded government agenda and the entry of higher numbers of more diverse students. It analyses the changes in organizational structures and cultures and identifies a centralizing tendency in terms of power to meet these demands. There is a focus on directors of educational development centres to explore how they have responded to the challenge of implementing their universities' teaching and learning strategies in a changing and uncertain environment. There is an examination of how they identify the locus of power, their priorities, the leadership skills they employ and the coalitions they build. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507930474&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507930474&lang=es |
| alihe |
competence |
6 |
240 |
Active Learning in Higher Education |
14697874 |
July 2010 |
11 |
10.1177/1469787410365653 |
87 |
95 |
9 |
The role of programme directors as academic leaders. |
Milburn, Peter C. ;
|
|
Educational leadership ; College administrator attitudes ; College administrators ; Occupational roles ; School directors ; Core competencies ; Higher education ; Educational programs ; School administration ;
|
This exploratory study investigates the academic leadership roles and responsibilities performed by programme directors in higher education (also known as programme leaders or course leaders). It will be argued there has been a lack of recognition and research into the leadership role for programme directors, attention instead focusing on departmental heads and senior managers. The many challenges facing higher education are discussed, including the need for effective leadership. Failure to recognize, identify and develop the skills involved could be a costly omission for any institution. The study described in this article draws on a number of in-depth informal interviews with academic staff, each encouraged to reflect and ‘tell their story’ regarding their role in providing academic leadership and to explore key themes and critical factors to achieving success and to consider if the perspective on academic leadership at programme director level can be identified. The study identifies themes which suggest that programme directors provide a unique and influential academic leadership role; one that has a significant impact on the quality of student learning and programme innovation. The findings also suggest a programme director's ability to lead is not derived from positional authority but in their ability to influence by transforming policy into practice. The concept of ‘influence’ represents a recurring theme in both the literature and the findings of the study. The degree to which programme directors have influence is governed by the individual's personal attributes and the situation within which they operate. The organizational structure that best permits programme directors to develop their leadership potential is one based on shared or distributed leadership. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508172651&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508172651&lang=es |
| alihe |
competence |
7 |
241 |
Active Learning in Higher Education |
14697874 |
Mar2016 |
17 |
10.1177/1469787415616720 |
77 |
88 |
12 |
Tutoring the tutors: Supporting effective personal tutoring. |
McFarlane, Kathryn J. ;
|
Staffordshire University, UK ;
|
STUDENT engagement ; SCHOOL dropouts -- Prevention ; TUTORING services ; TOURISM -- Study & teaching ; ETHNOGRAPHIC analysis ; All other schools and instruction ; Exam Preparation and Tutoring ;
|
The research into personal tutoring in higher education from a tutor’s perspective suggests that tutors lack training in tutoring and may lack clarity as to the purpose and boundaries of the role. This article explores personal tutors’ perceptions of their confidence and competence in relation to personal tutoring and identifies strategies that might be adopted to enhance support for them. Existing literature suggests that while personal tutoring contributes significantly to student engagement with learning, its quality is dependent on individual tutors, some of whom may lack confidence in supporting students from diverse backgrounds. To examine this further, research interviews were conducted with tutors who had a variety of higher education and other professional experience. While there was some alignment between the findings and the literature, the research also revealed contrasting approaches within personal tutoring interactions, the positive and negative impact of previous professional experience on perceived competence and confidence as a personal tutor, and the continuous development needs of more experienced tutors. It is argued that there may be a connection between the latter and support provided to those in other helping professions, where supervision is prevalent. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113847546&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113847546&lang=es |
| alihe |
competence |
8 |
242 |
Active Learning in Higher Education |
14697874 |
March 2011 |
12 |
10.1177/1469787410387725 |
11 |
21 |
11 |
Unrestricted student blogging: Implications for active learning in a virtual text-based environment. |
Deed, Craig ; Edwards, Anthony ;
|
|
Blogs ; Virtual reality in education ; Active learning ; College student attitudes ; Web-based instruction ; Cognitive learning ; Communication & technology ; Behavioral assessment ;
|
Realizing the potential for web-based communication provides a challenge for educators. The purpose here is to report students' behavioural and cognitive strategies for active learning when using an unrestricted blog in an academic context. This provides insight into how students are making sense of the incorporation of Web 2.0 technology into higher education. An analytical framework was created to investigate the willingness and competence of students to engage in the social and virtual construction of knowledge. The analysis indicated that, while the students appear to have wanted to complete the task efficiently, the process of critically constructing knowledge was not pursued with vigour. The main implication is therefore that students need to either prepare themselves or be prepared by educators to combine their informal experience of communication technology with academic requirements for actively constructing knowledge in virtual environments. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508192120&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508192120&lang=es |
| alihe |
program learning outcomes |
1 |
243 |
Active Learning in Higher Education |
14697874 |
Jul2014 |
15 |
10.1177/1469787414527394 |
101 |
115 |
15 |
A focus on students’ use of Twitter – their interactions with each other, content and interface. |
Prestridge, Sarah ;
|
Griffith University, Australia ;
|
ACTIVE learning ; RESEARCH ; INTERNET in higher education ; STUDENT engagement ; ONLINE social networks -- Research ; LEARNING Management System (Computer software) ; HIGHER education ; TWITTER (Web resource) ; TWITTER (Web resource) -- Research ;
|
In their advertising campaigns, universities depict students using computers, laptops, mobile phones, iPads and tablets as learning devices. Regardless of the marketing used, there is value in enlisting the advantages of any medium that can aid deep thinking and increase student engagement. This study offers new knowledge about conceptualising Twitter as a knowledge construction tool leveraged through mobile devices. A qualitative approach was conducted to investigate the learning outcomes of students’ use of Twitter when it was implemented as a learning device. The use of Twitter was investigated to provide insight into the ways students and instructors interacted in this environment, how the content was made active and how the functionality of the tool and its conceptualisation impedes and/or supports the learning process. The results indicate that student-initiated interaction supported by instructor use of participatory pedagogies enables substantive dialogue through Twitter and that paraphrasing was the most common way students made learning active. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96131838&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96131838&lang=es |
| alihe |
program learning outcomes |
2 |
244 |
Active Learning in Higher Education |
14697874 |
Mar2004 |
5 |
10.1177/1469787404040458 |
27 |
42 |
16 |
Access, astronomy and science fiction: A case study in curriculum design. |
Saunders, Danny ; Brake, Mark ; Griffiths, Martin ;
|
|
Study & teaching of science fiction ; Curriculum planning -- Universities & colleges ; Astronomy education in universities & colleges ; Adult education -- Wales ; Nontraditional college students ; Science fiction ; Adventure stories ; Popular culture ; Curricula (Courses of study) ;
|
It is argued that a positive response to lifelong learning policies involves the use of imaginative curriculum design in order to attract learners from disadvantaged backgrounds who are otherwise alienated from higher education. In this article a case study is presented based on the popularity of science fiction within popular culture, beginning with community-based modules in the South Wales valleys and culminating in a complete BSc honours award in Science and Science Fiction. This experiment in curriculum engineering has recruited adult learners, as well as school-leavers, and has led to the use of innovative teaching and learning methods that complement curriculum objectives and outcomes. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507894792&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507894792&lang=es |
| alihe |
program learning outcomes |
3 |
245 |
Active Learning in Higher Education |
14697874 |
Mar2004 |
5 |
|
27 |
42 |
16 |
Access, Astronomy and Science Fiction: A Case Study in Curriculum Design. |
Danny Saunders ; Mark Brake ; Martin Griffiths ; Rosi Thornton ;
|
University of Glamorgan, UK, Email: dmsaunde@glam.ac.uk ; University of Glamorgan, UK ;
|
SCIENCE fiction ; ADVENTURE stories ; POPULAR culture ; CURRICULA (Courses of study) ;
|
It is argued that a positive response to lifelong learning policies involves the use of imaginative curriculum design in order to attract learners from disadvantaged backgrounds who are otherwise alienated from higher education. In this article a case study is presented based on the popularity of science fiction within popular culture, beginning with community-based modules in the South Wales valleys and culminating in a complete BSc honours award in Science and Science Fiction. This experiment in curriculum engineering has recruited adult learners, as well as school-leavers, and has led to the use of innovative teaching and learning methods that complement curriculum objectives and outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13082422&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13082422&lang=es |
| alihe |
program learning outcomes |
4 |
246 |
Active Learning in Higher Education |
14697874 |
Jul2005 |
6 |
10.1177/1469787405054238 |
132 |
144 |
13 |
Analysing student perceptions of transferable skills via undergraduate degree programmes. |
Burke, Veronica ; Jones, Ian ; Doherty, Mike ;
|
Principal Teaching Fellow, University of Luton Business School, UK. ; Field Chair of Leisure and Sport Field, University of Luton, UK. ; University of Luton, UK. ;
|
HIGHER education ; WORK environment ; LEARNING ; UNIVERSITIES & colleges ; EDUCATION ; STUDENTS ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Colleges, Universities, and Professional Schools ;
|
Despite the assumption that 'transferable' skills are part and parcel of a graduate's portfolio, there is a lack of information about the extent to which such skills may be perceived by students to be valuable. Although the skills agenda has been at the forefront of Higher Education (HE) provision for some time, contemporary studies focus upon measurement issues and neglect the process aspects of skills learning and development. There is also a lack of research to support methodologies aimed at promoting optimal transfer of skills to work environments. It is apparent that there is a certain lack of clarity about the linkage between the nature of the learning environments that may be provided, and the types of outcomes that are purported to accrue. Accordingly, focusing on this context, the investigation had two objectives: first, to assess students' perceptions of the knowledge and skills acquired during their undergraduate degree programmes; and second, to evaluate the perceived effectiveness of the strategies adopted in respect of learning transfer. At the University of Luton 116 Level Three students completed a questionnaire that covered all the major skill descriptors of the university's skills template. The results revealed statistically significant differences between the two closely related programmes in terms of perceived skills acquisition. Although the findings indicated that students were moderately satisfied with the skills acquired, a potential cause for concern was that one in five students did not perceive any transfer strategies to be effective. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17876930&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17876930&lang=es |
| alihe |
program learning outcomes |
5 |
247 |
Active Learning in Higher Education |
14697874 |
Jul2015 |
16 |
10.1177/1469787415574049 |
149 |
164 |
16 |
Can pay, should pay? Exploring employer and student perceptions of paid and unpaid placements. |
Smith, Sally ; Smith, Colin ; Caddell, Martha ;
|
|
Internship programs ; Employment of college students ; Employability ; College placement services ; Employers ;
|
Students can benefit from applying their emerging skillsets through a work placement, both in terms of consolidating their learning and in gaining a better appreciation of their subject area. However, the main motivation for students in completing a work placement is in their increased employability skills. The aim of this study is to identify the core issues underpinning the ‘paid versus unpaid’ student work debate through a unique opportunity to access student and employer experiences. The study explores motivations, experiences and outcomes from different placement models – both paid and unpaid – for students and employers. Using separate surveys for students and employers, drivers, motivations and experiences were explored. Employers from large multi-nationals to small- and medium-sized enterprises, from profit-making organisations to the third sector, took part in the study. Overall, the data support the argument that placements should be paid, highlighting the benefits accruing both to students and to employers from payment being a component of the placement experience. This is particularly the case when a placement is for an extended period of time and the work being undertaken is equivalent to that of a regular employee. However, the value of work experience to students, paid or unpaid, emerges strongly from the study, and so, finally, the article highlights issues and questions arising for the higher education sector. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=103338467&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=103338467&lang=es |
| alihe |
program learning outcomes |
6 |
248 |
Active Learning in Higher Education |
14697874 |
Nov2010 |
11 |
10.1177/1469787410379684 |
213 |
224 |
12 |
Choices of approaches in e-moderation: Conclusions from a grounded theory study. |
Vlachopoulos, Panos ; Cowan, John ;
|
Educational Development Centre, Hong Kong Polytechnic University, Hong Kong, pvlachopoulos@hotmail.com ; The Open University, UK, j.cowan@napier.ac.uk ;
|
|
Much has been published in recent years about the desirable nature of facilitated interactions in online discussions for educational purposes. However, little has been reported about the roles that tutors actually adopt in real-life learning contexts, how these range between ‘tutoring, ‘managing’ and ‘facilitating’, and what the distinctions between these three roles may be. In this article choices of priorities in e-moderation, which were made in three naturalistic (real-life) case studies by three higher education practitioners, are identified and discussed. These contrasting approaches were captured and analysed using grounded theory principles. The article also discusses the occasions when the facilitation was less effective than might have been desired. It finally summarizes the potential of various approaches within e-moderation — and some of the attendant risks. The finding is that principles and practices developed for face-to-face support of student-directed learning were found equally applicable in e-moderated online group work, despite several significant differences between the two types of setting. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54875141&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54875141&lang=es |
| alihe |
program learning outcomes |
7 |
249 |
Active Learning in Higher Education |
14697874 |
Mar2009 |
10 |
10.1177/1469787408100195 |
56 |
70 |
15 |
Collaborative testing. |
Kapitanoff, Susan H. ;
|
American Jewish University, Los Angeles, USA ;
|
ACTIVE learning ; EDUCATION -- Evaluation ; TASK analysis (Education) ; SOCIAL interaction ; EDUCATIONAL psychology ; TEST scoring ; STRESS (Psychology) ; STUDENTS -- Psychology ; STUDENTS -- Attitudes ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
Research has demonstrated that collaborative testing, working on tests in groups, leads to improved test scores but the mechanism by which this occurs has not been specified. Three factors were proposed as mediators: cognitive processes, interpersonal interactions and reduced test-anxiety. Thirty-three students completed a multiple-choice exam individually and in two-person collaborative groups. Test anxiety was reduced but was not directly related to increased exam scores. Improved exam scores were directly related to three cognitive processes: remembering information better, an increased ability to think about the information being tested and having good discussions. Both direct and indirect paths between cognitive variables and enhanced test outcomes were found. Good interpersonal interactions were independently related to satisfaction with the collaborative process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36795185&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36795185&lang=es |
| alihe |
program learning outcomes |
8 |
250 |
Active Learning in Higher Education |
14697874 |
March 2010 |
11 |
10.1177/1469787409355872 |
21 |
30 |
10 |
Complexity, cues and relationships: Student perceptions of feedback. |
Pokorny, Helen ; Pickford, Pamela ;
|
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Feedback (Psychology) ; College student attitudes ; Teacher-student communication ; Students ; Education research ; Student surveys ; Research ;
|
This article discusses issues relating to the effectiveness of feedback and the student perspective. The study described provides rich data relating to student perceptions of useful feedback, their perceptions of feedback cues and their feelings about the importance of feedback relationships in the process. The outcomes suggest that written feedback is often not the most effective tool for helping students to improve their learning. The students in this study had much broader perceptions of useful feedback. Their perceptions challenge some of the assumptions that might be seen to underpin auditing approaches to monitoring the quality of feedback such as that of the National Student Survey. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508147170&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508147170&lang=es |
| alihe |
program learning outcomes |
9 |
251 |
Active Learning in Higher Education |
14697874 |
Jul2006 |
7 |
10.1177/1469787406064753 |
185 |
196 |
12 |
Contrasting views of induction. |
Harland, Tony ;
|
University of Otago, New Zealand ;
|
EDUCATORS ; PROFESSIONAL relationships ; INTERPERSONAL relations ; UNIVERSITIES & colleges ; NARRATIVES ; ACTIONS & defenses (Law) ; UNIVERSITIES & colleges -- Faculty ; EDUCATION ; TEACHERS ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
|
This article focuses on the induction experiences of new academic staff and the role of their head of department in this process. Respondents reflected on personal experiences and their narratives give a fine-grained account of the same event from two contrasting perspectives. We expected to find that the heads would be key figures in the induction process, but we discovered a more complex situation in which contributions were largely hidden or indirect. We encountered many contradictions as each party recalled events. Meaningful communication had been sporadic at best, and professional and personal relationships were left undeveloped. In all cases, there was little genuine understanding of the potential of induction, and this was particularly evident in the lack of personal action displayed by the new academics. Some heads had developed a deeper theoretical position on induction but few of their ideas were realized in practice. We propose that this was mainly due to the heads' lack of experience and because induction outcomes were not systematically evaluated. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=21842904&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=21842904&lang=es |
| alihe |
program learning outcomes |
10 |
252 |
Active Learning in Higher Education |
14697874 |
July 2006 |
7 |
10.1177/1469787406064753 |
185 |
196 |
12 |
Contrasting views of induction: The experiences of new academic staff and their heads of department. |
Staniforth, David ; Harland, Tony ;
|
|
First year college teachers ; College teacher attitude ; Tasks ; Departmental chairpersons (Education) ; Departmental chairpersons (Education) -- Attitudes ; Educators ; Professional relationships ; Interpersonal relations ; Universities & colleges ; Narratives ; Actions & defenses (Law) ; University faculty ; Education ; Teachers ;
|
This article focuses on the induction experiences of new academic staff and the role of their head of department in this process. Respondents reflected on personal experiences and their narratives give a fine-grained account of the same event from two contrasting perspectives. We expected to find that the heads would be key figures in the induction process, but we discovered a more complex situation in which contributions were largely hidden or indirect. We encountered many contradictions as each party recalled events. Meaningful communication had been sporadic at best, and professional and personal relationships were left undeveloped. In all cases, there was little genuine understanding of the potential of induction, and this was particularly evident in the lack of personal action displayed by the new academics. Some heads had developed a deeper theoretical position on induction but few of their ideas were realized in practice. We propose that this was mainly due to the heads' lack of experience and because induction outcomes were not systematically evaluated. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507899754&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507899754&lang=es |
| alihe |
program learning outcomes |
11 |
253 |
Active Learning in Higher Education |
14697874 |
Nov2011 |
12 |
10.1177/1469787411417410 |
145 |
150 |
6 |
Editorial. |
Baldwin, Lynne P. ;
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Brunel University, UK ;
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Educational technology ; Social comparison ;
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An introduction is presented in which the editor discusses various articles within the issue on topics including the use of lecture capture technology, the relationship between performance, anxiety, and the quality of interaction between learners, and the roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70212325&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70212325&lang=es |
| alihe |
program learning outcomes |
12 |
254 |
Active Learning in Higher Education |
14697874 |
November 2007 |
8 |
10.1177/1469787407081888 |
219 |
231 |
13 |
Effects of performance assessment on the achievement and motivation of graduate students. |
Hancock, Dawson R. ;
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Authentic assessment ; Graduate education ; Academic achievement -- Universities & colleges ; Achievement motivation ; Educational evaluation ; Teaching methods -- Evaluation ; Academic achievement ; Higher education ; Postsecondary education ; Education ; Motivation (Psychology) ; Qualitative research ;
|
This study explored the impact of performance assessment versus traditional paper-and-pencil assessment on graduate students' achievement and motivation to learn while enrolled in a 16-lesson course on program evaluation methods. Students in two sections of the course were exposed to the same content and instructional methods, with one exception: students in one section were exposed to performance assessment during which they demonstrated their knowledge and skills while conducting a program evaluation in a 4th grade classroom, whereas students in the other section were provided with a written scenario of that 4th grade program and were required to answer questions on a traditional paper-and-pencil test about program evaluation methods. Results revealed that students exposed to performance assessment achieved somewhat higher scores on the final examination and demonstrated significantly higher levels of motivation to learn than did students evaluated by traditional paper-and-pencil tests. Qualitative analysis of the students' written expressions about the course and of their comments from group interviews revealed possible explanations for these outcomes. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508015776&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508015776&lang=es |
| alihe |
program learning outcomes |
13 |
255 |
Active Learning in Higher Education |
14697874 |
Mar2000 |
1 |
|
79 |
92 |
14 |
Encouraging students to reflect as part of the assignment process: student responses and tutor feedback. |
Mary Thorpe ;
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The Open University, UK ;
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ADULT learning ; REFLECTION (Philosophy) ;
|
Reflective activities, in some cases quite extensive teaching material about reflection's role in adult learning, have been used within distance-taught courses at the Open University, UK for more than a decade. This article summarizes the outcomes of an evaluation of the use of reflection in the assessment of a second level technology course in the Open University undergraduate programme. Two questions are addressed: how effectively do students engage in reflection when required to do so in these circumstances, and what responses to their reflections do their tutors make? The evidence from student scripts is that students find some types of reflection more difficult than others, notably setting and applying criteria to their own work. More guidance on these types of reflection produced improvements, but evidence suggests that students still found the exercise challenging. Tutor comments were also improved in both quantity and quality, following additional guidance and support from the course team. The course experience demonstrates that reflection by students is more effective when supported by the substantive goals of the course and where the course team persist in and improve on their method of implementation of the strategy |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9776653&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9776653&lang=es |
| alihe |
program learning outcomes |
14 |
256 |
Active Learning in Higher Education |
14697874 |
Jul2015 |
16 |
10.1177/1469787415574180 |
87 |
101 |
15 |
Facebook as a tool for learning purposes: Analysis of the determinants leading to improved students’ learning. |
Nkhoma, Mathews ; Cong, Hiep Pham ; Au, Bill ; Lam, Tri ; Richardson, Joan ; Smith, Ross ; El-Den, Jamal ;
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SOCIAL media in education ; STUDENT engagement ; INTERNET in higher education ; COLLEGE students -- Social networks ; PEER relations ; HIGHER education ; FACEBOOK (Web resource) ;
|
The study described in this article aims to investigate the use of out-of-class communication between students and instructors using Facebook as a means of interaction for learning. How often/how much students use such an online social network and the clarification as to the reasons for online communication are the two exogenous variables used to measure the perceptions that students have about the impact of online social networking on their learning. How students perceive the quality of the content of student–instructor interaction on Facebook is treated as a mediating variable in the research model. How students perceive their performance is used as a proxy for their learning outcomes and is treated as the endogenous variable. A questionnaire was developed and used, and the analysis of the data gathered from the questionnaire was conducted using a measurement model and a structural model. The results of the study revealed that how often/how much students use an online social network and the reasons that they give for using online communication have a significant positive impact on how they perceive the quality of the content of student–instructor interaction on Facebook. In addition, the results demonstrated that the use of Facebook has a negative impact when it comes to the students’ perceptions of the quality of the content of student–instructor interaction on their perceived performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103338471&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103338471&lang=es |
| alihe |
program learning outcomes |
15 |
257 |
Active Learning in Higher Education |
14697874 |
July 2010 |
11 |
10.1177/1469787410365651 |
119 |
129 |
11 |
Improving learning through meta assessment. |
McDonald, Betty ;
|
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Academic achievement ; Mathematics ; Mathematics education (Higher) ; Examinations ; Mathematics education ; Outcome assessment (Education) ; Learning ability ; Meta-analysis ; Postsecondary education ; Student assignments ;
|
Meta assessment goes beyond assessment in that it examines not only the elements of assessment but also the necessary and sufficient conditions as well as the needs of the assessment. Meta assessment in education tends to be the domain of course designers, planners and policy makers but rarely that of students. This article examines the role of meta assessment in improving student learning. The sample comprised 50 mathematics students from a tertiary educational institution. Achievement scores from the experimental group (those who did standardized meta-assessment training) on a difficult and an easy teacher-made assignment showed that those students performed better than their untrained counterparts from the control group. Findings from semi-structured interviews demonstrated both the breadth and depth of student understanding. This research fills the gap in the literature by demonstrating in a practical way how students who receive standardized meta-assessment training practise reflection and experience learning advantages. From this work, practitioners could take away sufficient stimulus material for developing additional in-depth questions for meta-assessment training and also some best practices that could be used in training their own students. Practitioners would be in a better position to formulate appropriate assessments for their students, assessments that encourage deep thinking and foster lifelong learning. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508172630&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508172630&lang=es |
| alihe |
program learning outcomes |
16 |
258 |
Active Learning in Higher Education |
14697874 |
November 2010 |
11 |
10.1177/1469787410379680 |
167 |
177 |
11 |
Improving student engagement: Ten proposals for action. |
Zepke, Nick ; Leach, Linda ;
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College teaching -- Research ; Teaching methods research ; Engagement (Philosophy) -- Research ;
|
Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their engagement, and hence success. This article reports on two syntheses of research literature on student engagement and how this can be enhanced. It first synthesizes 93 research studies from ten countries to develop a conceptual organizer for student engagement that consists of four perspectives identified in the research: student motivation; transactions between teachers and students; institutional support; and engagement for active citizenship. Secondly, the article synthesizes findings from these perspectives as ten propositions for improving student engagement in higher education. It concludes by identifying some limitations with the conceptual organizer and one suggestion for developing a more integrated approach to student engagement. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508194954&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508194954&lang=es |
| alihe |
program learning outcomes |
17 |
259 |
Active Learning in Higher Education |
14697874 |
March 2006 |
7 |
10.1177/1469787406063216 |
73 |
86 |
14 |
Integrating personal development and career planning. |
Monks, Kathy ; Conway, Edel ; Dhuigneain, Muireann Ni ;
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Dublin (Ireland) ; Great Britain ; Dublin City University ; School librarian participation in curriculum planning ; Business schools ; Vocational guidance ; Career development ; Educational counseling ; College students ; Students ; Professional education ; Higher education ; Learning ;
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This article describes the way in which colleagues from the Business faculty, the Careers Service and the Library at Dublin City University collaborated to design and deliver an integrated approach to personal development planning (PDP) with the aim of motivating first year undergraduate students to take greater responsibility for their own learning, development and career planning. The article describes the approach adopted in the introduction of the PDP module and the measures used to evaluate its outcomes. There are indications from the research that undertaking PDP benefits students in several ways. In particular, it appears to impact on student retention by clarifying career goals and increasing motivation towards the chosen degree programme. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507875373&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507875373&lang=es |
| alihe |
program learning outcomes |
18 |
260 |
Active Learning in Higher Education |
14697874 |
March 2005 |
6 |
10.1177/1469787405049946 |
46 |
59 |
14 |
Integration and adaptation: Approaches to the student retention and achievement puzzle. |
Zepke, Nick ; Leach, Linda ;
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Surveys -- Universities & colleges ; School holding power -- Universities & colleges ; Academic achievement -- Universities & colleges ; College student adjustment ; School dropout prevention ; Postsecondary education ; Lectures & lecturing ; Surveys ; Grade repetition ; Academic degrees ;
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Tertiary institutions are under increasing pressure to improve student outcomes such as retention, persistence and completion. In 2002, the New Zealand Ministry of Education commissioned a team of Massey University researchers to conduct a best evidence synthesis of literature on how institutions might improve student outcomes. Our study found two different discourses on this. One predominates, centring on what institutions do to fit students into their existing cultures. The other is still emerging and challenges the dominant discourse. Rather than requiring students to fit the existing institutional culture, it suggests that cultures be adapted to better fit the needs of increasingly diverse students. This article has four sections. First, a survey of background literature introduces competing theoretical approaches to outcomes research. Second, we explain how the survey was conducted. Third, we summarize the findings of 146 research studies. Finally we raise some challenges for practice based on the emerging discourse. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507976782&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507976782&lang=es |
| alihe |
program learning outcomes |
19 |
261 |
Active Learning in Higher Education |
14697874 |
Nov2011 |
12 |
10.1177/1469787411415078 |
175 |
187 |
13 |
Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes. |
Micari, Marina ; Drane, Denise ;
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Northwestern University, Evanston, Illinois, USA ;
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INTIMIDATION ; STUDENTS -- Psychology ; EDUCATIONAL programs ; SAT (Educational test) ; AT-risk students ; SOCIAL comparison ; STEM education ;
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This study examines the relationship of social-comparison concern, comfort, and self-efficacy to course performance and program persistence in a small-group learning environment. As part of the study, 205 undergraduates in a peer-led, small-group science learning program were surveyed at the beginning and end of the academic term; surveys addressed self-efficacy for the course, comfort participating in the small groups, and concern about comparison with others in the groups. Results indicated that while social-comparison concern and comfort were unrelated to prior academic preparation (as measured by grade point average and SAT mathematics score), they were related to self-efficacy, ethnic minority status, and gender, as well as to persistence in the program and final grade. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70212321&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70212321&lang=es |
| alihe |
program learning outcomes |
20 |
262 |
Active Learning in Higher Education |
14697874 |
Nov2016 |
17 |
10.1177/1469787416654795 |
223 |
233 |
11 |
Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study. |
Chan, Yiu-Kong ;
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The University of Hong Kong, People’s Republic of China ;
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STUDENT activities ; ACTIVE learning ; COGNITIVE learning ; ACADEMIC achievement ; ACADEMIC discourse ; YOUNG adults ; HIGHER education ;
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Learning effectiveness requires an understanding of the relationship among extracurricular activities, learning approach and academic performance and, it is argued, this helps educators develop techniques designed to enrich learning effectiveness. Biggs’ Presage–Process–Product model on student learning has identified the relationship among individual difference, learning approaches and academic achievement in higher education. Studies have typically revealed that the deep approach is positively associated with academic achievement. It is argued that extracurricular activities enhance students’ confidence in their ability which in turn encourages deep learning. Comparatively little is known about such relationship. The main aims of this study are to examine the effect of the learning approach on academic outcomes and the effect of extracurricular activities on the learning approach and academic outcomes. A total of 131 full-time students participated in this research using Revised Two-Factor Study Process Questionnaire to examine the fit of the variables to hypothesised model. The results indicate a positive relationship between deep approach and academic outcomes. Students with active involvement in extracurricular activities are more likely to use the deep approach. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119442624&lang=es |
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| alihe |
program learning outcomes |
21 |
263 |
Active Learning in Higher Education |
14697874 |
November 2005 |
6 |
10.1177/1469787405059575 |
243 |
255 |
13 |
Managing the transition into higher education: An on-line Spiral Induction Programme. |
Laing, Christopher ; Robinson, Alan ; Johnston, Veronique ;
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College student adjustment ; Counseling in higher education ; Computers ; Educational counseling ; Higher education ; Internet in education ; Students ; Education ; Learning ; Feedback (Psychology) ;
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In helping students manage the transition into higher education, there must be (i) an understanding of the needs and expectations of the students, and (ii) a process that inducts the students into the needs and expectations of higher education. This premise underpins the on-line Spiral Induction Programme (onSIP) developed at Southampton Institute. onSIP consists of various on-line activities designed to help students take responsibility for their own learning; feedback from these activities enables both staff and students to identify if and what additional support is required. The intention was to provide a real-time analysis and indication of those students who may be ‘at risk’, allowing for the appropriate targeting of timely support. Initial results indicate a positive reaction by the students to onSIP. In addition, the predictive feedback from onSIP demonstrates a good correlation with the end-of-year outcomes for a cohort of technology students at Southampton Institute. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
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| alihe |
program learning outcomes |
22 |
264 |
Active Learning in Higher Education |
14697874 |
Nov2011 |
12 |
10.1177/1469787411415083 |
189 |
201 |
13 |
Peer observation of teaching: A decoupled process. |
Chamberlain, John Martyn ; D’Artrey, Meriel ; Rowe, Deborah-Anne ;
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Loughborough University, Leicester, UK ; University of Chester, UK ;
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Teaching methods ; Continuing education ; Teacher evaluation ; Higher education ; Professional and Management Development Training ; Research subjects (Persons) ; Appreciation (Accounting) ;
|
This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher’s continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also reported that it could operate superficially as a tick box exercise, that its outcomes were frequently decoupled from formal staff development processes, and that its purpose and usefulness therefore seemed unclear. This article argues that the presence of decoupling reinforces the need to account for structural factors that can interact with peer observation of teaching to ensure it is a meaningful exercise for all teaching staff. It concludes that the published academic literature is perhaps guilty of overplaying the role of personal choice and individual tutor characteristics when addressing the complex issue that is staff disengagement with peer observation of teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70212324&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70212324&lang=es |
| alihe |
program learning outcomes |
23 |
265 |
Active Learning in Higher Education |
14697874 |
Nov2016 |
17 |
10.1177/1469787416654794 |
179 |
192 |
14 |
Peer review as a strategy for improving students’ writing process. |
Baker, Kimberly M. ;
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University of Northern Iowa, USA ;
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Peer review (Professional performance) ; Peer review of academic writing ; Academic discourse ; Written communication ; Penmanship ; Young adults ; Higher education ;
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Peer review is an established strategy for improving the quality of students’ writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers’ revisions after engaging in peer review. This study draws from a peer-review assignment conducted over 3 years in upper-division, discipline-specific courses. The data reveal these strategies force students to begin writing earlier in the semester, help the students offer formative feedback to their peers, and encourage students to substantially revise their drafts before submitting the final paper. This study reveals the importance of assessing the peer-review process. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119442623&lang=es |
| alihe |
program learning outcomes |
24 |
266 |
Active Learning in Higher Education |
14697874 |
Nov2009 |
10 |
10.1177/1469787409343190 |
265 |
277 |
13 |
Performance of cooperative learning groups in a postgraduate education research methodology course: The role of social interdependence. |
Onwuegbuzie, Anthony J. ; Collins, Kathleen M. T. ; Jiao, Qun G. ;
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Department of Educational Leadership and Counseling, Sam Houston State University, Huntsville, Texas 77341, USA ; Department of Curriculum and Instruction, University of Arkansas, Fayetteville, AR 72701, USA ; Newman Library, Baruch College, 151 E 25th Street, Box H-0520, New York, NY 10010, USA ;
|
GROUP work in education ; CONTINUING education ; RESEARCH -- Methodology ; GRADUATE students ; REGRESSION (Psychology) ; INDIVIDUALISM ; ACTIVE learning ; Professional and Management Development Training ;
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This study investigated the degree that social interdependence predicted the achievement of 26 cooperative learning groups. Social interdependence was assessed in terms of postgraduate students' individual orientation (that is, cooperative, competitive, and individualistic). Participants were 84 postgraduate students enrolled in an introductory-level education research methodology course. An all possible subsets multiple regression was used to identify a combination of social interdependence variables that predict achievement. Results indicate that postgraduate students' levels of individualism predict achievement in a research methodology course. Specifically, groups consisting of students with the greatest individualistic orientation tend to produce the article critiques receiving a high evaluation, regardless of how heterogeneous the group is with respect to levels of individualism. This finding adds validity to the theories of active and cooperative learning and to the incremental support towards using cooperative learning groups to promote postgraduate students' active learning in research methodology courses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45222654&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45222654&lang=es |
| alihe |
program learning outcomes |
25 |
267 |
Active Learning in Higher Education |
14697874 |
Mar2000 |
1 |
|
132 |
151 |
20 |
Programme specification and its role in promoting an outcomes model of learning. |
Norman Jackson ;
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University of Surrey, UK ;
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LEARNING ; CURRICULA (Courses of study) ;
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Programme specifications will have an important influence on academic practice in UK higher education. They will provide concise summary descriptions of the educational learning outcomes of programmes. They are intended to promote and support a systematic process of critical reflection on the curriculum and the means by which the desired outcomes are achieved and demonstrated. They will provide a foundation for the public assurance of academic standards in universities and colleges and will provide the initial point of contact between an institution's evaluative and assurance processes and the new peer review process of academic review. They will show how programmes and awards relate to the HE qualifications framework now being developed by the Quality Assurance Agency for Higher Education. This article tries to explain some of the thinking that underlies policy so that those responsible for implementing it will have a better understanding of what it is trying to do and why it has been shaped in the way it has. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9776658&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9776658&lang=es |
| alihe |
program learning outcomes |
26 |
268 |
Active Learning in Higher Education |
14697874 |
Mar2016 |
17 |
10.1177/1469787415616721 |
13 |
23 |
11 |
Qualitatively different university student experiences of inquiry: Associations among approaches to inquiry, technologies and perceptions of the learning environment. |
Ellis, Robert A. ;
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The University of Sydney, Australia ;
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COLLEGE students ; UNIVERSITIES & colleges -- Curricula ; EDUCATIONAL technology ; TEACHING methods ; MATHEMATICS -- Study & teaching ; Colleges, Universities, and Professional Schools ;
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There is variation in the university student experience of learning. Prior research has shown that factors that shape this include student characteristics, the learning context, student perceptions of that context and approaches to learning and their learning outcomes. In blended contexts, there is a need to identify variables which can explain why some students are more successful than others in order to shed light on why students in the same course completing the same activities in the same teaching environment experience these perhaps very differently and also achieve different outcomes. To address these issues, this study looks at first-year university students who were required to engage in online inquiry as a key part of their learning experience. This study offers a way of revealing qualitative differences in the student experience of learning in the students’ blended course. It suggests that differences in the quality of the experience can be revealed by variation in the quality of approaches to inquiry and learning technologies, differences in student perceptions of online workload and the integration of the class and online contexts. These differences were found to be logically and positively related to student achievement indicated by course marks, which provide implications for the design and teaching of courses in blended contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113847547&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113847547&lang=es |
| alihe |
program learning outcomes |
27 |
269 |
Active Learning in Higher Education |
14697874 |
Nov2009 |
10 |
10.1177/1469787409343189 |
237 |
252 |
16 |
Recognizing the enhancement of graduate attributes and employability through part-time work while at university. |
Muldoon, Robyn ;
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Teaching and Learning Centre, University of New England, NSW 2351, Australia ;
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CAREER development ; EMPLOYABILITY ; PART-time employment ; UNIVERSITIES & colleges -- Curricula ; STUDENT development ; STUDENT activities ; COLLEGE students ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
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The encouragement of the development of a set of graduate attributes to enhance employability in universities is not new. Mostly, however, it takes place within the formal curriculum. This article presents a case study of the outcomes of an institutional award for student development through extra-curricular activity. There are three categories of extra-curricular activity which qualify for the award: non-accredited learning and training; professional development; and community/voluntary work. The professional development category includes part-time work. This article focuses on just one component of the institutional award: part-time work. It looks at the range of paid and voluntary work undertaken by students during their studies, what they gain from it in terms of graduate attributes and the impact of institutional recognition of it. It seems that part-time work is a useful avenue for the development of graduate attributes and other desirable personal qualities, and enhances students' employability. Additionally, students appear to benefit from institutional recognition of extracurricular achievement while at university. Because of the small sample size, the results of this study may not be generalizable but the underlying notion of recognizing and rewarding student development through part-time work is transferable. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45222652&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45222652&lang=es |
| alihe |
program learning outcomes |
28 |
270 |
Active Learning in Higher Education |
14697874 |
Mar2016 |
17 |
10.1177/1469787415616727 |
51 |
61 |
11 |
Reverse teaching: Exploring student perceptions of “flip teaching”. |
Nguyen, Bang ; Yu, Xiaoyu ; Japutra, Arnold ; Chen, Cheng-Hao Steve ;
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East China University of Science and Technology, P.R. China ; Shanghai University, P.R. China ; Tarumanagara University, Indonesia ; University of Southampton, UK ;
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Flipped classrooms ; Perception testing ; Educational technology ; Educational literature ; Internet in education ;
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The concept of reverse teaching, considered by some as the education model of the future due to increasing technological availability in the classroom, has received great attention in education research lately. However, the focus of these studies has mainly been on the understanding of reverse teaching in terms of its application rather than exploring the students’ perceptions of reverse teaching itself. This study explores the students’ perceptions of reverse teaching. Based on 28 in-depth interviews, this study submits a conceptualization of reverse teaching from the students’ point-of-view. The concept of reverse teaching constitutes three dimensions, expanding our knowledge of the construct. The study posits a crucial link between preparation, interaction, outcomes, and the understanding of reverse teaching. Guidelines are proposed for reverse teaching, extending existing literatures, with insights and implications for educators. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=113847549&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=113847549&lang=es |
| alihe |
program learning outcomes |
29 |
271 |
Active Learning in Higher Education |
14697874 |
Jul2013 |
14 |
10.1177/1469787413481132 |
109 |
122 |
14 |
Self-regulation and autonomy in problem- and project-based learning environments. |
Stefanou, Candice ; Stolk, Jonathan D ; Prince, Michael ; Chen, John C ; Lord, Susan M ;
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SELF-culture ; LEARNER autonomy ; PROJECT method in teaching ; PROBLEM-based learning ; CONTEXTUAL learning ; INSTRUCTIONAL systems design ; MOTIVATION in education ; STUDENT-centered learning ;
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Investigations of the relationships between contexts in which learning occurs and students’ behaviours, cognitions and motivations may further our understanding of how instruction is related to students’ development as self-regulated learners. In this study, student self-regulated learning strategies in problem-based learning and project-based learning environments were examined to determine whether student self-regulation outcomes differed depending on the instructional design. Quantitative results showed that student motivations and behaviours were not statistically different in the two settings. Differences in cognitions associated with self-regulated learning were, however, observed in the two settings, with students in the project-based environments reporting higher levels of elaboration, critical thinking and metacognition. In addition, students in the project-based courses reported higher perceived autonomy support, or the degree to which they perceived their instructors provided them with supportive opportunities to act and think independently compared to students in the problem-based courses. These findings indicate that different non-traditional student-centred learning environments may support different outcomes related to self-regulated learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88284763&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88284763&lang=es |
| alihe |
program learning outcomes |
30 |
272 |
Active Learning in Higher Education |
14697874 |
Mar2009 |
10 |
10.1177/1469787408100194 |
41 |
55 |
15 |
Students pay attention! |
Young, Mark S. ; Robinson, Stephanie ; Alberts, Phil ;
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Brunel University, UK ;
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STUDENT interests ; STUDENTS -- Attitudes ; EDUCATIONAL standards -- Social aspects ; ACTIVE learning ; LEARNING goals ; STUDENT-centered learning ; ERGONOMICS ; ATTENTION ;
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Maintaining student concentration in lectures has long been a challenge for lecturers. Pedagogical research consistently finds a drop in attention between 10 and 30 minutes into the lecture, which has been associated with the passive nature of the standard format, and has consequences for learning approaches and outcomes. A similar phenomenon has been observed in ergonomics for some time, known as the vigilance decrement. In this article, we present an exploratory effort to detect the vigilance decrement in four different lecture formats, by adopting an ergonomics measurement tool which has been related to vigilance, and relating the findings to students' assessment results. It was found that standard lecture formats do induce a vigilance decrement, and this can adversely affect learning of the material. Conversely, vigilance degradation is avoided when presentation is varied, though this is not necessarily associated with interactive participation techniques. Implications for lecturing styles, learning approaches and pedagogical research methods are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36795184&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36795184&lang=es |
| alihe |
program learning outcomes |
31 |
273 |
Active Learning in Higher Education |
14697874 |
Nov2015 |
16 |
10.1177/1469787415589532 |
197 |
209 |
13 |
The effects of ePortfolio-based learning model on student self-regulated learning. |
Nguyen, Lap Trung ; Ikeda, Mitsuru ;
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Hoa Sen University, Vietnam ; Japan Advanced Institute of Science and Technology, Japan ;
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Outcome-based education ; Electronic portfolios in education ; Portfolios in education ; Higher education ; Self-culture -- Research ;
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Self-regulated learners are aware of their knowledge and skills and proactive in learning. They view learning as a controllable process and accept more responsibility for the results of this process. The research described in this article proposes, implements, and evaluates an ePortfolio-based self-regulated learning model. An ePortfolio system was developed based on self-regulated learning theories. This ePortfolio system was used in designing a learning model for fostering self-regulated learning in higher education. Two surveys were conducted with the Motivated Strategies for Learning Questionnaire at the beginning and at the end of the courses. The differences in Motivated Strategies for Learning Questionnaire scales between pre-test and post-test, or control group and experimental group were evaluated. The trace data of learning activity were also analyzed to evaluate the effects of the learning model on students’ self-regulated learning. The results show that students implemented self-regulated learning processes, and their intrinsic goal orientation, metacognitive self-regulation, effort regulation, elaboration, rehearsal, and critical thinking improved after applying ePortfolio-based learning model in the courses. In conclusion, the ePortfolio system and the proposed learning model had positive effects on students’ self-regulated learning skills. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=111153026&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=111153026&lang=es |
| alihe |
program learning outcomes |
32 |
274 |
Active Learning in Higher Education |
14697874 |
Aug2002 |
3 |
10.1177/1469787402003002004 |
145 |
158 |
14 |
The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? |
Rust, Chris ;
|
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Higher education -- Great Britain ; Academic achievement -- Universities & colleges ; Higher education -- Evaluation ; Student-centered learning ; Educational counseling ; Literature ;
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In the context of a worldwide paradigm shift towards student-centred outcomes-based approaches, and at a time when many UK departments are developing learning, teaching and assessment strategies, this article reviews what the research literature says about the impact of assessment on students' learning. It then proceeds to translate that into practical suggestions for practice with the specific intention that this should help to inform departments in the development of appropriate assessment strategies and learner-centred assessment practices which meet the Quality Assurance Agency (QAA) general principles on assessment. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507773723&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507773723&lang=es |
| alihe |
program learning outcomes |
33 |
275 |
Active Learning in Higher Education |
14697874 |
Aug2002 |
3 |
|
145 |
158 |
14 |
The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? |
Chris Rust ;
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Oxford Brookes University, UK, ;
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EDUCATIONAL counseling ; LITERATURE ;
|
In the context of a worldwide paradigm shift towards student-centred outcomes-based approaches, and at a time when many UK departments are developing learning, teaching and assessment strategies, this article reviews what the research literature says about the impact of assessment on students' learning. It then proceeds to translate that into practical suggestions for practice with the specific intention that this should help to inform departments in the development of appropriate assessment strategies and learner-centred assessment practices which meet the Quality Assurance Agency (QAA) general principles on assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=10105761&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=10105761&lang=es |
| alihe |
program learning outcomes |
34 |
276 |
Active Learning in Higher Education |
14697874 |
Nov2011 |
12 |
10.1177/1469787411415081 |
203 |
215 |
13 |
The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. |
Stuart, Mary ; Lido, Catherine ; Morgan, Jessica ; Solomon, Lucy ; May, Steve ;
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University of Lincoln, Lincoln, UK ; Thames Valley University, Brentford, UK ; University of Greenwich, London, UK ; University of Sussex, Falmer, UK ; Kingston University, Kingston-upon-Thames, UK ;
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Student activities ; Social conditions of students ; Social networks ; Employment interviewing ; Other Individual and Family Services ; Graduates -- Employment ; Minorities ;
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This research examined extracurricular activity (ECA) effects on students’ experiences, outcomes and future job prospects. A survey of diverse undergraduate students, along with alumni and potential employer interviews, revealed differences in students’ engagement with ECAs beyond the classroom. Variations between ‘traditional’ and ‘widening participation’ student groups emerged, with older and ethnic minority students spending more time with non-university ECAs, engaged in family, religious and solitary activities. Lower socio-economic status (SES) students spent more time working, and less time engaging in ECAs. Alumni reflected ECAs as key to developing self-identity, social networks and career prospects/pathways. Employers stressed the value of ECAs for ‘distinguishing’ candidates, providing evidence of cultural fit, leadership, commitment, and ‘selling’ original activities. As (university-linked) ECAs were key for undergraduate outcomes and graduate employment prospects, emerging ethnic, age and SES patterns of engagement have implications for persistent inequalities in employment (despite widening participation agendas). |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70212322&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70212322&lang=es |
| alihe |
program learning outcomes |
35 |
277 |
Active Learning in Higher Education |
14697874 |
Jul2011 |
12 |
10.1177/1469787411402483 |
133 |
142 |
10 |
The relative benefits found for students with and without learning disabilities taking a first-year university preparation course. |
Reed, Maureen J. ; Kennett, Deborah J. ; Lewis, Tanya ; Lund-Lucas, Eunice ;
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Ryerson University, Ontario, Canada ; Trent University, Ontario, Canada ; University of Toronto, Ontario, Canada ;
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LEARNING disabilities ; SELF-efficacy in students ; EXPLANATORY style (Psychology) ; RESOURCEFULNESS ; POSTSECONDARY education ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
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Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups. First-level students with and without learning disabilities were tested on variables known to influence academic performance at the beginning and end of a university preparation course. Results revealed that students entering university with and without learning disabilities have similar challenges. Both groups showed increases in attentiveness, and academic and general resourcefulness after the course. Students with learning disabilities experienced greater gains in academic self-efficacy in comparison to their non-disabled peers. The study showed benefits in including psychosocial measures in a university preparation course, and that integrating students with learning disabilities into the course could help to alleviate the limited resources of disabilities programs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61767649&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61767649&lang=es |
| alihe |
program learning outcomes |
36 |
278 |
Active Learning in Higher Education |
14697874 |
November 2002 |
3 |
10.1177/1469787402003003002 |
205 |
219 |
15 |
The role and integration of learning outcomes into the educational process. |
Watson, Paul ;
|
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Competency-based education ; Training of construction industry employees ; Authentic assessment ; Technical institutes ; Academic achievement -- Universities & colleges ; Sheffield Hallam University (Sheffield, England) ; Learning ; Education ;
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This article provides a rationale for the adoption of a learning outcomes approach for delivering a curriculum. Included is a unit guide framework for establishing the learning outcomes and the incorporation of an appropriate assessment strategy. This format has been adopted at Sheffield Hallam University and has proved to be most successful. In order to provide validity for this approach, the article contains an example of the use of a learning outcomes model related to the requirements of professional bodies involved in the education of construction students within higher education establishments. Professional bodies have assisted in determining a set of common learning outcomes which all construction graduates should be capable of performing. However, higher education is charged with designing a strategy for delivering the common learning outcomes. Therefore, an appropriate methodology for addressing this issue built around the construction example is provided in the form of an implementation model. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507787826&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507787826&lang=es |
| alihe |
program learning outcomes |
37 |
279 |
Active Learning in Higher Education |
14697874 |
Nov2002 |
3 |
|
205 |
219 |
15 |
The role and integration of learning outcomes into the educational process. |
Paul Watson ;
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Sheffield Hallam University, UK ;
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LEARNING ; EDUCATION ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ;
|
This article provides a rationale for the adoption of a learning outcomes approach for delivering a curriculum. Included is a unit guide framework for establishing the learning outcomes and the incorporation of an appropriate assessment strategy. This format has been adopted at Sheffield Hallam University and has proved to be most successful. In order to provide validity for this approach, the article contains an example of the use of a learning outcomes model related to the requirements of professional bodies involved in the education of construction students within higher education establishments. Professional bodies have assisted in determining a set of common learning outcomes which all construction graduates should be capable of performing. However, higher education is charged with designing a strategy for delivering the common learning outcomes. Therefore, an appropriate methodology for addressing this issue built around the construction example is provided in the form of an implementation model. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9679934&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9679934&lang=es |
| alihe |
program learning outcomes |
38 |
280 |
Active Learning in Higher Education |
14697874 |
November 2002 |
3 |
10.1177/1469787402003003003 |
220 |
233 |
14 |
The trouble with learning outcomes. |
Hussey, Trevor ; Smith, Patrick ;
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Competency-based education ; Authentic assessment ; Higher education -- Evaluation ; Academic achievement -- Universities & colleges ; Education ; Learning ;
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Recent decades have seen an increasing stress on the need to monitor and manage educators, and hold them to account. This article argues that, while learning outcomes can be valuable if properly used, they have been misappropriated and adopted widely at all levels within the education system to facilitate the managerial process. This has led to their distortion. The claim that they can be made precise by being written with a prescribed vocabulary of special descriptors so as to serve as objective, measurable devices for monitoring performance, is fundamentally mistaken, and they may be damaging to education when used in this way. After a brief sketch of the background to the notion of learning outcomes, arguments are presented to show their vacuity and uselessness when misused in this way, and explanations of their inadequacies are offered. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507787820&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507787820&lang=es |
| alihe |
program learning outcomes |
39 |
281 |
Active Learning in Higher Education |
14697874 |
Nov2002 |
3 |
|
220 |
233 |
14 |
The trouble with learning outcomes. |
Trevor Hussey ;
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Buckinghamshire Chilterns University College, UK ;
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EDUCATION ; LEARNING ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ;
|
Recent decades have seen an increasing stress on the need to monitor and manage educators, and hold them to account. This article argues that, while learning outcomes can be valuable if properly used, they have been misappropriated and adopted widely at all levels within the education system to facilitate the managerial process. This has led to their distortion. The claim that they can be made precise by being written with a prescribed vocabulary of special descriptors so as to serve as objective, measurable devices for monitoring performance, is fundamentally mistaken, and they may be damaging to education when used in this way. After a brief sketch of the background to the notion of learning outcomes, arguments are presented to show their vacuity and uselessness when misused in this way, and explanations of their inadequacies are offered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9679935&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9679935&lang=es |
| alihe |
program learning outcomes |
40 |
282 |
Active Learning in Higher Education |
14697874 |
Nov2008 |
9 |
10.1177/1469787408095848 |
231 |
248 |
18 |
Using action research to teach students to manage team learning and improve teamwork satisfaction. |
Scott-Ladd, Brenda ; Chan, Christopher C. A. ;
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Murdoch University, Australia ; York University, Canada ;
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TEAM learning approach in education ; GROUP work in education ; COLLABORATIVE learning ; ACTIVITY programs in education ; LEARNING ; STUDY skills ; LEARNING ability ; ACTIVE learning ; REFLECTIVE learning ; Exam Preparation and Tutoring ;
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This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semesterlong action research project over two semesters. The students were educated on team development, team processes and conflict management and how to review and enhance team development. Teaching staff supported the approach and students were regularly encouraged to reflect on and learn about how their behaviour contributed to team effectiveness. This approach encouraged student participation and ownership as well as early intervention if problems arose. Findings suggest that when students are taught to manage the processes of teamwork and take greater ownership of managing conflict and team relations they report less conflict and less social loafing and are more satisfied with their learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=34930988&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=34930988&lang=es |
| alihe |
program learning outcomes |
41 |
283 |
Active Learning in Higher Education |
14697874 |
Mar2017 |
18 |
10.1177/1469787417693501 |
37 |
50 |
14 |
Using case method to enrich students’ learning outcomes. |
Nkhoma, Mathews ; Sriratanaviriyakul, Narumon ; Quang, Huy Le ;
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RMIT University Vietnam, Vietnam ;
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STUDENT engagement ; STUDENTS -- Psychology ; PSYCHOLOGY of learning ; UNDERGRADUATES ; PERFORMANCE evaluation ;
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There is a need to examine the effect of using discussion cases to enrich students’ learning outcomes. A research framework was created to study this multidimensional relationship, via the instruments of interactivity, students’ time devotion and students’ engagement in order to find which factors could improve learning outcomes, including positive group interaction and individual learning performance. The findings from three cohorts of undergraduate students of the same course indicated that interactivity with peers and with the lecturers during the case discussion in classes improved emotional engagement, which in turn positively influenced positive group interaction and individual learning performance. The study also found that students’ emotional engagement was a significant factor in enriching outcomes. Although there was a lack of direct impact of interactivity on learning outcomes, there were many reasons attributed to it. The time that students devoted to the task, as a result of interactivity with the lecturer, was a significant predictor of emotional academic engagement, but it did not predict desirable learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122718585&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122718585&lang=es |
| alihe |
program learning outcomes |
42 |
284 |
Active Learning in Higher Education |
14697874 |
March 2011 |
12 |
10.1177/1469787410387816 |
35 |
44 |
10 |
Using Flip cam corders for active classroom metacognitive reflection. |
Hargis, Jace ; Marotta, Sebastian M. ;
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Camcorders ; Digital video -- Equipment & supplies ; Teaching aids & devices -- Evaluation ; Achievement motivation ; Discussion in education ; Student participation ; Educational technology ; Teaching aids & devices ; Teaching methods ; Active learning ; College teachers ; College students ;
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A Center for Teaching and Learning provided Flip camcorders to a group of 10 new faculty members, who were asked to use this teaching tool in their classroom instruction. The classes included mathematics, political science, computer engineering, psychology, business, music and dance. The qualitative results indicate that all faculty members and many students enjoyed the experience. Faculty identified innovative methods to integrate the camera into their classroom teaching, which resulted in more engagement and positive student outcomes. Several faculty members developed methods, procedures, assessment rubrics and guidelines for using the Flip in assignments. The major finding may be the breadth of generalizability for the use of this tool across disciplines for increasing student engagement. The primary goal of this research is to provide data on one of many emerging technology tools to help faculty exploring potential devices for continued improvement and understanding of how we learn. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508192208&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508192208&lang=es |
| alihe |
program learning outcomes |
43 |
285 |
Active Learning in Higher Education |
14697874 |
03/01/2011 |
12 |
10.1177/1469787410387816 |
35 |
44 |
10 |
Using Flip camcorders for active classroom metacognitive reflection. |
Hargis, Jace ; Marotta, Sebastian M. ;
|
University of the Pacific, Stockton, California, USA ;
|
CAMCORDERS ; EDUCATIONAL technology ; TEACHING aids & devices ; TEACHING methods ; ACTIVE learning ; COLLEGE teachers ; COLLEGE students ; Audio and Video Equipment Manufacturing ;
|
A Center for Teaching and Learning provided Flip camcorders to a group of 10 new faculty members, who were asked to use this teaching tool in their classroom instruction. The classes included mathematics, political science, computer engineering, psychology, business, music and dance. The qualitative results indicate that all faculty members and many students enjoyed the experience. Faculty identified innovative methods to integrate the camera into their classroom teaching, which resulted in more engagement and positive student outcomes. Several faculty members developed methods, procedures, assessment rubrics and guidelines for using the Flip in assignments. The major finding may be the breadth of generalizability for the use of this tool across disciplines for increasing student engagement. The primary goal of this research is to provide data on one of many emerging technology tools to help faculty exploring potential devices for continued improvement and understanding of how we learn. |
Academic Journal |
Article |
English |
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| heq |
competence based approach |
1 |
286 |
Higher Education Quarterly |
09515224 |
Jul2007 |
61 |
10.1111/j.1468-2273.2007.00361.x |
391 |
405 |
15 |
A Framework for Transition: Supporting ‘Learning to Learn’ in Higher Education. |
Wingate, Ursula ;
|
King's College London ;
|
LEARNING ; HIGHER education ; EDUCATIONAL change ; EDUCATIONAL planning ; CURRICULUM frameworks ; EFFECTIVE teaching ; UNIVERSITIES & colleges ; COLLEGE students ; Colleges, Universities, and Professional Schools ;
|
In this paper, a framework for developing first-year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject-specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning. |
Academic Journal |
Article |
English |
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| heq |
competence based approach |
2 |
287 |
Higher Education Quarterly |
09515224 |
January 2006 |
60 |
10.1111/j.1468-2273.2006.00308.x |
74 |
90 |
17 |
Setting Standards in a Professional Education Course: Defining the Concept of the Minimally Competent Student in Performance-Based Assessment Level of Graduation Medical School. |
Boursicot, Katherine ; Roberts, Trudie ;
|
|
Great Britain ; Educational accountability ; Medical education ; Authentic assessment ; Medical education examinations ; Medicine -- Study & teaching ; Medical education standards ; Professional education ; Higher education ; Educational standards ; Medical schools ; Clinical competence ; Social skills ; Professionalism ; Professional orientations ; Education research ;
|
A study examined the descriptors for minimally competent students at graduation from medical school in Great Britain. The data were obtained from five medical schools. Results revealed conformity in descriptors across medical schools for knowledge and clinical skill proficiency but showed much less consistency in use of descriptors covering interpersonal skills, communication skills, and professionalism. The implications of these results are discussed. |
Academic Journal |
Article |
English |
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| heq |
competence based approach |
3 |
288 |
Higher Education Quarterly |
09515224 |
Jan2006 |
60 |
10.1111/j.1468-2273.2006.00308.x |
74 |
90 |
17 |
Setting Standards in a Professional Higher Education Course: Defining the Concept of the Minimally Competent Student in Performance-Based Assessment at the Level of Graduation from Medical School |
Boursicot, Katharine ; Roberts, Trudie ;
|
University of London ; Cambridge University School of Clinical Medicine, Cambridge ; Leeds University Medical School ;
|
PROFESSIONAL education ; EDUCATION, Higher ; EDUCATION -- Standards ; MEDICINE -- Study & teaching ; MEDICAL colleges ; CLINICAL competence ; SOCIAL skills ; PROFESSIONALISM ; PROFESSIONAL orientations ; EDUCATION -- Research ;
|
In this era of audit and accountability, there is an imperative to demonstrate and document that appropriate standards have been set in professional education. In medicine, stakeholders want assurance that graduates have attained the required level of competence to be awarded a provisional licence to practise. To investigate the results of a previous study, which revealed that different medical schools set significantly different pass marks for graduating examinations, we examined the descriptors for the minimally competent or ‘borderline’ students which the participants had produced. In this paper we analyse the differences in these descriptors. There was good agreement in the areas of knowledge and clinical skills proficiencies but much less consistency in the use of descriptors covering the themes of communication skills, interpersonal skills and professionalism. It may be that clinicians are not used to thinking about the ‘borderline’ area of clinical competence and have difficulty in translating this nebulous concept into a numerical score. |
Academic Journal |
Article |
English |
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| heq |
competence based approach |
4 |
289 |
Higher Education Quarterly |
09515224 |
Jan2006 |
60 |
10.1111/j.1468-2273.2006.00308.x |
74 |
90 |
17 |
Setting Standards in a Professional Higher Education Course: Defining the Concept of the Minimally Competent Student in Performance-Based Assessment at the Level of Graduation from Medical School. |
Boursicot, Katharine ; Roberts, Trudie ;
|
University of London ; Cambridge University School of Clinical Medicine, Cambridge ; Leeds University Medical School ;
|
PROFESSIONAL education ; HIGHER education ; EDUCATIONAL standards ; MEDICINE -- Study & teaching ; MEDICAL schools ; CLINICAL competence ; SOCIAL skills ; PROFESSIONALISM ; PROFESSIONAL orientations ; EDUCATION -- Research ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
|
In this era of audit and accountability, there is an imperative to demonstrate and document that appropriate standards have been set in professional education. In medicine, stakeholders want assurance that graduates have attained the required level of competence to be awarded a provisional licence to practise. To investigate the results of a previous study, which revealed that different medical schools set significantly different pass marks for graduating examinations, we examined the descriptors for the minimally competent or ‘borderline’ students which the participants had produced. In this paper we analyse the differences in these descriptors. There was good agreement in the areas of knowledge and clinical skills proficiencies but much less consistency in the use of descriptors covering the themes of communication skills, interpersonal skills and professionalism. It may be that clinicians are not used to thinking about the ‘borderline’ area of clinical competence and have difficulty in translating this nebulous concept into a numerical score. |
Academic Journal |
Article |
English |
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| heq |
competence based approach |
5 |
290 |
Higher Education Quarterly |
09515224 |
October 2001 |
55 |
10.1111/1468-2273.00197 |
436 |
451 |
16 |
Tutors as professional role models, with particular reference to undergraduate business education. |
Ottewill, Roger ;
|
|
Great Britain ; Business teachers ; Duty ; Business education -- Great Britain ; Professionalism ; Role models ; Tutors & tutoring ; Business education ; Higher education ;
|
The tutor's position as a professional role model is discussed, with specific reference to undergraduate business education. The attributes associated with being a professional role model are technical competence, a concern for high standards, adherence to an ethical imperative, a responsible approach to the exercise of autonomy, and a willingness to engage in reflective practice. However, there are a number of factors that inhibit the performance of this role, the most significant of which are academic and disciplinary traditions, countervailing pressures, and limited control over important aspects of the student learning environment. The implications for students of tutors as professional role models are discussed in relation to aspects of the contemporary student experience such as the increasing amount of student learning time that is essentially self-managed, the demands of reflective practice, and the qualities about which employers often seek comment when requesting references. |
Academic Journal |
Article |
English |
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| heq |
competence |
1 |
291 |
Higher Education Quarterly |
09515224 |
July 2007 |
61 |
10.1111/j.1468-2273.2007.00361.x |
391 |
405 |
15 |
A Framework for Transition: Supporting ‘Learning to Learn’ in Higher Education. |
Wingate, Ursula ;
|
|
College student adjustment ; Concept learning ; College teaching -- Methodology ; Learning ; Higher education ; Educational change ; Educational planning ; Curriculum frameworks ; Effective teaching ; Universities & colleges ; College students ;
|
The writers present a framework for developing first-year students' learning. The framework aims to increase university managers' and teachers' awareness that the currently predominant skills approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and that a holistic, subject-specific approach is needed to support all students in the complex process of learning to learn in higher education. This framework aims to help students make the transition to university by helping them understand what is expected from them at university, addressing their conceptions of learning and knowledge, and gradually developing their competence as independent learners in addition to their competence in constructing knowledge in their discipline. |
Academic Journal |
Article |
English |
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| heq |
competence |
2 |
292 |
Higher Education Quarterly |
09515224 |
Apr2017 |
71 |
10.1111/hequ.12119 |
159 |
181 |
23 |
An Exploratory Study of Chinese University Undergraduates' Global Competence: Effects of Internationalisation at Home and Motivation. |
Meng, Qian ; Zhu, Chang ; Cao, Chun ;
|
Vrije Universiteit Brussel and Changchun University of Science and Technology ; Vrije Universiteit Brussel ;
|
UNDERGRADUATES ; STUDENTS ; GLOBALIZATION ; MOTIVATION (Psychology) ; HIGHER education ; CHINA ; ATTITUDES ;
|
Global competence is categorised into three dimensions: knowledge, skills/experience and attitudes. This study aims to investigate the global competence discrepancies of Chinese undergraduates in universities and regions of different development levels, as well as the effects of internationalisation efforts at home and students' motivation on global competence. To this end, 2,695 students within nine universities (three 985 project universities, three 211 project universities and three provincial universities) in three Chinese cities (Beijing, Nanjing and Changchun) participated in this survey. The findings revealed that Chinese undergraduates have positive global attitudes, but they seem to lack sufficient global knowledge. Students from 985 project universities reported gaining higher global competence than students from 211 project and provincial universities, and students from Beijing reported higher global competence than students from Nanjing and Changchun. Competence discrepancies concerning fields of study were also found. The results of hierarchical regression analysis suggest that gender, 985 and 211 project universities, Beijing city, social sciences and humanities, experience of contact with foreigners on campus activities, enrolment in courses related to internationalisation and students' motivation were predictive of Chinese students' global competence. |
Academic Journal |
Article |
English |
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| heq |
competence |
3 |
293 |
Higher Education Quarterly |
09515224 |
April 1995 |
49 |
|
179 |
181 |
3 |
Developing professional knowledge and competence (Book Review) |
Hyland, Terry ;
|
|
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|
Reviews in this articles: Professionalism and Competence in Higher Education Developing Professional Knowledge and Competence, Michael Eraut A future for quality? Managerialism and the Academic Profession: Quality and Control, Martin Trow International policy patterns Higher Education Policy: an international comparative perspective, edited by Leo Goedegebuure, Frans Kaiser, Peter Maassen, Lynn Meek, Frans van Vught and Egbert de Weert |
Review |
Book Review |
Undetermined |
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| heq |
competence |
4 |
294 |
Higher Education Quarterly |
09515224 |
Jan2006 |
60 |
10.1111/j.1468-2273.2006.00310.x |
108 |
110 |
3 |
Professions, Competence & Informal Learning. |
Haigh, Jackie ;
|
Division of Midwifery and Women’s Health, Unity Building, 25 Trinity Road, Bradford, BD5 0BB, UK ;
|
BOOKS ; PROFESSIONAL education ; NONFICTION ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; REVIEWS ; PROFESSIONS, Competence & Informal Learning (Book) ; CHEETHAM, Graham ; CHIVERS, Geoff ;
|
Books reviewed: Graham Cheetham and Geoff Chivers (2005) Professions, Competence and Informal Learning. Cheltenham: Edward Elgar. 337 pp. ISBN 1-84376-408-3; £69.95. Reviewed by Jackie Haigh, Division of Midwifery and Women's Health, Unity Building, 25 Trinity Road, Bradford, BD5 0BB, UK |
Academic Journal |
Abstract |
English |
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| heq |
competence |
5 |
295 |
Higher Education Quarterly |
09515224 |
January 2006 |
60 |
10.1111/j.1468-2273.2006.00310.x |
108 |
110 |
3 |
Professions, Competence, and Informal Learning |
Haigh, Jackie ;
|
|
Books -- Reviews ; Professional education ; Nonfiction ; Professions, Competence & Informal Learning (Book) ; Cheetham, Graham ; Chivers, Geoff ;
|
Books reviewed: Graham Cheetham and Geoff Chivers (2005) Professions, Competence and Informal Learning. Cheltenham: Edward Elgar. 337 pp. ISBN 1-84376-408-3; £69.95. Reviewed by Jackie Haigh, Division of Midwifery and Women's Health, Unity Building, 25 Trinity Road, Bradford, BD5 0BB, UK |
Review |
Book Review |
English |
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| heq |
competence |
6 |
296 |
Higher Education Quarterly |
09515224 |
January 2006 |
60 |
10.1111/j.1468-2273.2006.00308.x |
74 |
90 |
17 |
Setting Standards in a Professional Education Course: Defining the Concept of the Minimally Competent Student in Performance-Based Assessment Level of Graduation Medical School. |
Boursicot, Katherine ; Roberts, Trudie ;
|
|
Great Britain ; Educational accountability ; Medical education ; Authentic assessment ; Medical education examinations ; Medicine -- Study & teaching ; Medical education standards ; Professional education ; Higher education ; Educational standards ; Medical schools ; Clinical competence ; Social skills ; Professionalism ; Professional orientations ; Education research ;
|
A study examined the descriptors for minimally competent students at graduation from medical school in Great Britain. The data were obtained from five medical schools. Results revealed conformity in descriptors across medical schools for knowledge and clinical skill proficiency but showed much less consistency in use of descriptors covering interpersonal skills, communication skills, and professionalism. The implications of these results are discussed. |
Academic Journal |
Article |
English |
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| heq |
competence |
7 |
297 |
Higher Education Quarterly |
09515224 |
Jan2006 |
60 |
10.1111/j.1468-2273.2006.00308.x |
74 |
90 |
17 |
Setting Standards in a Professional Higher Education Course: Defining the Concept of the Minimally Competent Student in Performance-Based Assessment at the Level of Graduation from Medical School |
Boursicot, Katharine ; Roberts, Trudie ;
|
University of London ; Cambridge University School of Clinical Medicine, Cambridge ; Leeds University Medical School ;
|
PROFESSIONAL education ; EDUCATION, Higher ; EDUCATION -- Standards ; MEDICINE -- Study & teaching ; MEDICAL colleges ; CLINICAL competence ; SOCIAL skills ; PROFESSIONALISM ; PROFESSIONAL orientations ; EDUCATION -- Research ;
|
In this era of audit and accountability, there is an imperative to demonstrate and document that appropriate standards have been set in professional education. In medicine, stakeholders want assurance that graduates have attained the required level of competence to be awarded a provisional licence to practise. To investigate the results of a previous study, which revealed that different medical schools set significantly different pass marks for graduating examinations, we examined the descriptors for the minimally competent or ‘borderline’ students which the participants had produced. In this paper we analyse the differences in these descriptors. There was good agreement in the areas of knowledge and clinical skills proficiencies but much less consistency in the use of descriptors covering the themes of communication skills, interpersonal skills and professionalism. It may be that clinicians are not used to thinking about the ‘borderline’ area of clinical competence and have difficulty in translating this nebulous concept into a numerical score. |
Academic Journal |
Article |
English |
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| heq |
competence |
8 |
298 |
Higher Education Quarterly |
09515224 |
Apr2017 |
71 |
10.1111/hequ.12124 |
127 |
128 |
2 |
Systems, Organizations and Students. |
Fumasoli, Tatiana ;
|
|
GENDER differences (Psychology) ; DISTANCE education ; GENERATION Y ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
An introduction is presented in which the editor discusses various reports within the issue on topics including the concept of entrepreneurial university, the role of gender differences in online learning among the Millennials and the propensity for global competence among the Chinese students. |
Academic Journal |
Editorial |
English |
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| heq |
competence |
9 |
299 |
Higher Education Quarterly |
09515224 |
October 2008 |
62 |
10.1111/j.1468-2273.2008.00398.x |
358 |
376 |
19 |
Tensions in Higher Education Leadership: Towards a Multi-Level Model of Leadership Practice. |
Bolden, Richard ; Petrov, Georgy ; Gosling, Jonathan ;
|
|
Great Britain ; Educational leadership ; University & college administration ; Higher education ; Core competencies ; Industrial organization (Management) ; Group identity ; Universities & colleges ; Professional employees ; Academic programs ;
|
A study examined tensions in higher education leadership. Participants were 152 leaders at 12 universities in the U.K. Results revealed that five dimensions of leadership practice—personal, social, structural, contextual, and developmental—influenced perceptions and experiences of leadership. Expanding on the results, a multilevel model of university leadership practice is provided. |
Academic Journal |
Article |
English |
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| heq |
competence |
10 |
300 |
Higher Education Quarterly |
09515224 |
October 2001 |
55 |
10.1111/1468-2273.00197 |
436 |
451 |
16 |
Tutors as professional role models, with particular reference to undergraduate business education. |
Ottewill, Roger ;
|
|
Great Britain ; Business teachers ; Duty ; Business education -- Great Britain ; Professionalism ; Role models ; Tutors & tutoring ; Business education ; Higher education ;
|
The tutor's position as a professional role model is discussed, with specific reference to undergraduate business education. The attributes associated with being a professional role model are technical competence, a concern for high standards, adherence to an ethical imperative, a responsible approach to the exercise of autonomy, and a willingness to engage in reflective practice. However, there are a number of factors that inhibit the performance of this role, the most significant of which are academic and disciplinary traditions, countervailing pressures, and limited control over important aspects of the student learning environment. The implications for students of tutors as professional role models are discussed in relation to aspects of the contemporary student experience such as the increasing amount of student learning time that is essentially self-managed, the demands of reflective practice, and the qualities about which employers often seek comment when requesting references. |
Academic Journal |
Article |
English |
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| heq |
program learning outcomes |
1 |
301 |
Higher Education Quarterly |
09515224 |
Jan2006 |
60 |
10.1111/j.1468-2273.2006.00306.x |
27 |
51 |
25 |
Chinese Students in a UK Business School: Hearing the Student Voice in Reflective Teaching and Learning Practice. |
Turner, Yvonne ;
|
University of Newcastle upon Tyne Business School ;
|
CHINESE students in foreign countries ; GRADUATE students ; BUSINESS schools ; INTERNATIONALISM ; REFLECTIVE teaching ; CURRICULA (Courses of study) ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ;
|
This paper presents the outcomes of a study carried out in 2001–2002 with nine postgraduate students from China, enrolled on taught master's programmes in a UK university business school. The aims of the research were to explore the development of the students’ orientations to learning during their year of study in the UK, and to explore how the researcher's interactions with the study group contributed to her professional reflections and influenced her academic practice. The main conclusions of the project were that participants’ underlying approaches to learning did not change substantially over the year, owing to the culturally implicit nature of UK academic conventions and that they experienced high levels of emotional isolation and loneliness, which affected their academic confidence. |
Academic Journal |
Article |
English |
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| heq |
program learning outcomes |
2 |
302 |
Higher Education Quarterly |
09515224 |
Jul2001 |
55 |
|
257 |
269 |
13 |
Credits, Qualifications and the Fluttering Standard. |
Bridges, Paul H. ; Tory, Jane H. ;
|
University of Derby. ; Sheffield Hallam University. ;
|
GRADING & marking (Students) ; EDUCATIONAL tests & measurements ; ACADEMIC achievement ; EDUCATIONAL evaluation ; LEARNING ; EDUCATION ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
The primary function of credit is to help assess the equivalence of learning and to facilitate student transfer within and between institutions. Recently, attention has focused on the role credit may have in defining the academic standards of qualifications. Some recently proposed qualifications frameworks are one-dimensional in that they have levels as the only measurable parameter. Such 'frameworks' are not true frameworks because there is no basis for differentiating the qualifications at each level. Other frameworks are two-dimensional, using credits and levels as the two parameters. Where the award of credit for a module reflects the satisfactory completion of all the designated learning outcomes at a specified level, there is a clear basis for relating credit to academic standards. In this situation, plotting the credit requirements for qualifications onto a framework that comprises levels and credits makes an important contribution towards understanding the relative standards of the qualifications. |
Academic Journal |
Article |
English |
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| heq |
program learning outcomes |
3 |
303 |
Higher Education Quarterly |
09515224 |
Jan1999 |
53 |
|
29 |
48 |
20 |
Empowerng or Ensnaring?: The Implications of Outcome-based Assessment in Higher Education. |
Ecclestone, Kathryn ;
|
|
OUTCOME-based education ; HIGHER education ;
|
Trends towards more prescriptive formats of outcome-based assessment in higher education are integral to proposals by the Dearing Committee to create national degree standards and a new system of external examiners. Potentially, outcome-based assessment can enhance students' motivation and autonomy and have positive effects on curriculum development. However, if taken too far, it also endangers more critical, open-ended notions of studentcentred learning. This paper explores possible implications of outcome-based assessment in higher education and relates these to the experience of General National Vocational Qualifications in further education. This shows that debate about outcome-based assessment has become almost entirely technical. If unchecked, there is a real danger that uncritical acceptance of increasingly prescriptive, standardised outcomes will create cynical, instrumental attitudes to learning in teachers and students alike and remove critical dimensions of student-centredness from higher education. |
Academic Journal |
Article |
English |
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| heq |
program learning outcomes |
4 |
304 |
Higher Education Quarterly |
09515224 |
Oct2008 |
62 |
10.1111/j.1468-2273.2008.00397.x |
322 |
339 |
18 |
Not Enough Science or Not Enough Learning? Exploring the Gaps between Leadership Theory and Practice. |
Middlehurst, Robin ;
|
Kingston University and Leadership Foundation for Higher Education ;
|
LEARNING ability ; LEADERSHIP ; SYSTEMS theory ; HIGHER education ; SOCIAL institutions ; PROFESSIONAL employees ; ACADEMIC programs ; EMPLOYEE empowerment ; THEORY (Philosophy) ;
|
This paper addresses the relationships between leadership theory, practice and development, drawing on both the higher education and wider leadership literature. It explores why challenges and problems exist within the contested field of leadership theory and why gaps remain between theory and practice after more than a century of research – and indeed, with increasing levels of research, scholarship and development in the last 25 years. After highlighting the importance of context for theory, practice and development, the first section of the paper examines a range of factors that contribute to theoretical ‘contests’ including different starting assumptions made by researchers, the different focus of studies, examination of different causal links to explain leadership, differences in values and cultural lenses and different constructs, terminology and perspectives. The second section examines the challenges faced by leadership practitioners, as individuals, and through exercising leadership as a collective responsibility in the context of changing operating environments within higher education institutions and across sectors and countries. The author highlights three areas where some re-thinking of the links between theory and practice are necessary – at the input stage, linking research findings and recruitment practices; in terms of outcomes, by researching links between leaders, leadership and performance; and in process terms, to examine more deeply complex and relational dynamic of leadership in action. The third section offers a number of specific suggestions as to how closer alignment between theory, practice and development can be achieved. The paper concludes by arguing for greater maturity (in research, practice and development) that acknowledges that leadership is played out in complex, dynamic and changing social systems. A stronger emphasis on ‘leadership learning’ should deliver both better science and better outcomes for leaders and led in higher education. |
Academic Journal |
Article |
English |
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| heq |
program learning outcomes |
5 |
305 |
Higher Education Quarterly |
09515224 |
Apr2016 |
70 |
10.1111/hequ.12085 |
127 |
144 |
18 |
Performance Indicators in Indonesian Universities: The Perception of Academics. |
Gaus, Nurdiana ; Hall, David ;
|
University of Manchester ;
|
State universities & colleges ; Outcome-based education ; Teaching ; Research ; Learning ; Scholars -- Attitudes ; Key performance indicators (Management) ;
|
This study aimed to explore the perceptions of Indonesian academics towards the implementation of Performance Indicators (PIs) on teaching and research. The study was a case study using semi-structured interviews, conducted with 30 academics in three state universities in Indonesia. The results of the study revealed academics believed that outcome indicators used in PIs for control mechanisms have neglected the humane side of the teaching and learning process, and scientific research. Academics also perceived that PIs are valuable for improving daunting workplace conditions and poor institutional culture if they are used for the improvement of internal management. The findings of this study, if seriously considered, may provide information for policy makers to revisit and refine the existing indicators used to measure academics' teaching and research performance. This can be implemented by taking into account the collegial nature, organised anarchy, of a bottom-up approach that emphasises the emancipation of academics to determine what elements of their teaching and research should be covered and be measured. This research argues that indicators used for PIs can be a blend of quantitative and qualitative measures, which compensate for each other. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114190509&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114190509&lang=es |
| heq |
program learning outcomes |
6 |
306 |
Higher Education Quarterly |
09515224 |
October 1996 |
50 |
10.1111/j.1468-2273.1996.tb01707.x |
295 |
311 |
17 |
Quality assessment with national institutional rankings and performance funding: the Australian experiment, 1993-1995. |
Harman, Grant Stewart ;
|
|
Australia ; Higher education -- Evaluation ; Auditing ; Education ; Universities & colleges -- Finance ;
|
The writer provides an overview of the Australian quality assurance or quality assessment program that ran for three years from 1993 to 1995. The program consisted of an annual academic audit of participating institutions that focused on quality assurance processes and quality outcomes. Because it was distinct from the programs that have emerged in most Organization for Economic Cooperation and Development countries in recent years and because of its major effects on Australian higher education, the program has been of considerable international interest. Critics and supporters have agreed that it has had substantial effects on universities. In particular, it has led to a more serious approach to evaluation and quality assurance, a new emphasis on the assessment of outputs and client satisfaction, and more serious attempts to link integrated strategic planning to annual budgeting. However, there have also been considerable criticisms and concerns. The government is now evaluating the program and considering whether it should be continued and, if so, in what form. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507522454&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507522454&lang=es |
| heq |
program learning outcomes |
7 |
307 |
Higher Education Quarterly |
09515224 |
Apr2002 |
56 |
|
188 |
203 |
16 |
Quality Assurance: Meeting the Needs of the User. |
Randall, John ;
|
|
HIGHER education ; ACADEMIC achievement ; EDUCATION -- Evaluation ; GREAT Britain ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
Both students and employers, the main users of the higher education system, need to have confidence that qualifications attest accurately to past achievement and current ability. The standards represented by higher education qualifications need to be explicit and, in an employment market that is increasingly global, qualifications must have a universal currency. The frameworks of higher education qualifications published recently in the United Kingdom provide explicit benchmarks, and do so in a manner that enables international comparisons to be drawn. Users need assurance that the programmes of study leading to qualifications are effective in enabling the learner both to achieve, and to demonstrate achievement of, the standards embodied in intended learning outcomes. Students in particular want to know that the education in which they are investing will meet their expectations. However, proposed changes in quality assurance of higher education suggest an unwillingness on the part of institutions to demonstrate that the standards embodied in the qualifications framework are being delivered. The interests of the providers appear to be given supremacy over those of the users. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7402550&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7402550&lang=es |
| heq |
program learning outcomes |
8 |
308 |
Higher Education Quarterly |
09515224 |
October 2000 |
54 |
10.1111/1468-2273.00164 |
323 |
342 |
20 |
The new UK quality framework. |
Brown, Roger ;
|
|
Great Britain ; Quality Assurance Agency for Higher Education ; Higher education standards ; Educational quality ; Higher education ; Great Britain. Quality Assurance Agency ;
|
The writer discusses the Quality Assurance Agency for Higher Education's quality framework in Great Britain. This new framework focuses on program outcome standards, the quality of learning opportunities, and institutional management of standards and quality. However, an examination of the framework in terms of its coverage and focus, the balance between the different aspects of quality assurance, the balance between reliance on external and internal processes, its effectiveness, and its consistency with other policies for higher education raises two important questions. These questions relate to the complexity and feasibility of the framework and its ability in practice to produce reliable and consistent outcomes and to the extent to which the framework will accommodate increasing diversity of institutional mission and practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507722454&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507722454&lang=es |
| heq |
program learning outcomes |
9 |
309 |
Higher Education Quarterly |
09515224 |
July 2000 |
54 |
10.1111/1468-2273.00160 |
274 |
283 |
10 |
The UK research assessment exercise: unintended consequences. |
Elton, Lewis ;
|
|
Great Britain ; Financing of research ; Universities & colleges -- Research ; Research -- Evaluation ; Learning & scholarship ;
|
Many of the consequences that have ensued from successive Research Assessment Exercises (RAEs) in Great Britain have been unintended. Moreover, a high proportion of these, especially the longer term consequences, are deleterious or potentially so. The most profound and almost certainly the most competitive of these harmful consequences is the punitive and adversarial spirit evoked by and clearly inherent in the RAE. Therefore, it is essential that the forthcoming more fundamental review of the RAE increases awareness of such potentially deleterious outcomes, so that they can be avoided. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507705580&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507705580&lang=es |
| heq |
soft skills |
1 |
310 |
Higher Education Quarterly |
09515224 |
Jul2012 |
66 |
10.1111/j.1468-2273.2012.00523.x |
293 |
307 |
15 |
The Gendered Shaping of University Leadership in Australia, South Africa and the United Kingdom. |
White, Kate ; Bagilhole, Barbara ; Riordan, Sarah ;
|
University of Ballarat, ; Loughborough University, ; organisational psychologist, South Africa, ;
|
EDUCATIONAL leadership ; UNIVERSITIES & colleges -- Administration ; SCHOOL management teams ; SCHOOL administrators ; TRANSFORMATIONAL leadership ; TRANSACTIONAL leadership ; Colleges, Universities, and Professional Schools ;
|
This article analyses career trajectories into university management in Australia, South Africa and the United Kingdom (UK), skills required to operate effectively and the power of vice-chancellors (VCs) and their impact on the gendered shaping of university leadership. It is based on qualitative research with 56 male and female senior managers. The research found that the typical career path was modelled on male academic careers. Not surprisingly, in South Africa and the UK the perception of the top university leader was of a man but in Australia, where more women have been VCs, there was no such assumption. Characteristics valued in university leaders in Australia and South Africa were 'soft' leadership traits, but in the UK 'hard' aggressive and competitive leadership prevailed. VCs are enormously powerful and can shape the gender balance in management teams and thereby potentially broadening leadership styles beyond the predominant transactional model to include transformational leadership. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=77568923&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=77568923&lang=es |
| herad |
competence based approach |
1 |
311 |
Higher Education Research & Development |
07294360 |
Oct2013 |
32 |
10.1080/07294360.2013.777037 |
734 |
747 |
14 |
A systematic approach to embedding academic numeracy at university. |
Galligan, Linda ;
|
Department of Mathematics and Computing , University of Southern Queensland , Toowoomba , Australia ;
|
EDUCATIONAL programs ; HIGHER education ; ACADEMIC achievement ; CONFIDENCE ; MATHEMATICAL ability ; NUMERACY ;
|
This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students' competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms ofobuchenie(teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level. Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this under-researched area. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89358678&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89358678&lang=es |
| herad |
competence based approach |
2 |
312 |
Higher Education Research & Development |
07294360 |
Dec2011 |
30 |
10.1080/07294360.2010.527929 |
681 |
695 |
15 |
Assessing the success of a discipline-based communication skills development and enhancement program in a graduate accounting course. |
Barratt, Catherine ; Hanlon, Dean ; Rankin, Michaela ;
|
Centre for the Advancement of Learning and Teaching, Monash University, Australia ; Department of Accounting and Finance, Monash University, Australia ;
|
Diagnostic tests (Education) ; Accounting education ; Communicative competence ; Academic support programs ; Composition (Language arts) ; Workshops (Adult education) ; Other Accounting Services ; Educational Support Services ;
|
In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students' writing ability within their final semester accounting subject. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
| herad |
competence based approach |
3 |
313 |
Higher Education Research & Development |
07294360 |
Jun2009 |
28 |
10.1080/07294360902725074 |
209 |
226 |
18 |
Helping students value cultural diversity through research-based teaching. |
Deakins, Eric ;
|
University of Waikato Management School, Department of Management Systems, Hamilton, New Zealand ;
|
Foreign students ; Higher education ; Teaching methods ; Cognitive ability ; Cultural pluralism ; New Zealand ; Multiculturalism ;
|
Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross-national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher education setting. A research-based teaching approach progressively increased student engagement with higher order cognitive skills and both topic and process were aligned in such a way that training opportunities in intercultural competence were explored while also providing a process that offered further training in intercultural competence. Enduring appreciation of cultural diversity issues was achieved via deep styles of teaching and learning that raised awareness, changed attitudes and behaviour and ultimately impacted classroom culture. Initiative design, evaluation and results are described and limitations noted. The findings should be of interest to teachers of multicultural students and to academics studying cultural diversity issues. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37139758&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37139758&lang=es |
| herad |
competence based approach |
4 |
314 |
Higher Education Research & Development |
07294360 |
Jun017 |
36 |
10.1080/07294360.2016.1229269 |
645 |
659 |
15 |
Integration models for indigenous public health curricula. |
Coombe, Leanne ; Lee, Vanessa ; Robinson, Priscilla ;
|
Faculty of Medicine, The University of Queensland, Herston, Australia ; Faculty of Health Sciences, The University of Sydney, Sydney, Australia ; Department of Public Health, La Trobe University, Melbourne, Australia ;
|
Public health education ; Curricula (Courses of study) ; Master's degree ; Health and Welfare Funds ; Universities & colleges -- Australia ; Deep learning (Machine learning) ; Cultural competence ;
|
All graduates of Master of Public Health (MPH) programmes in Australia are expected to achieve a core set of Indigenous public health competencies designed to train ‘judgement safe practitioners’. A curriculum framework document was developed alongside the competencies to assist programme providers to integrate appropriate Indigenous content, but it does not describe the intended integration model. A review of MPH programmes was undertaken to determine the extent of integration, identify examples of best practice and explore how integration can be improved. Data from the consolidated review findings were analysed using a staged approach. Several models of curricula integration were identified, building on known models, and definitions developed that differentiate features according to the extent of integration achieved. The model recommended in the literature as best practice, known to promote deep learning, was found in only one of the reviewed programmes. This combination model supports development of reflexive practitioners who can operate across different disciplines and ways of knowing. Enablers and barriers were explored to explain why some integration models were more commonly found. Implications for curriculum reform are outlined with strategies to assist implementation of a combined integration model, a necessary learning approach to enhance student cultural competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122542398&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122542398&lang=es |
| herad |
competence based approach |
5 |
315 |
Higher Education Research & Development |
07294360 |
Oct2015 |
34 |
10.1080/07294360.2015.1011096 |
1045 |
1059 |
15 |
Leniency and halo bias in industry-based assessments of student competencies: a critical, sector-based analysis. |
Wolf, Katharina ;
|
School of Marketing, Curtin University, Perth, Australia ;
|
Rating of students ; Core competencies ; Internship programs ; Business education ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Halo effect (Psychology) ;
|
Industry placements are popular means to provide students with an opportunity to apply their skills, knowledge and experience in a ‘real world’ setting. Within this context, supervisor feedback allows educators to measure students’ performance beyond academic objectives, by benchmarking it against industry expectations. However, industry assessments appear to be frequently clouded and overwhelmingly positive by nature, which questions the reliability and validity of supervisors’ judgement of competencies. Supervisor bias has been paid much attention within the context of clinical placements, as well as within the domain of social work. However, the concept has been largely ignored within business education, despite the increasing emphasis on – and deep integration of – work-integrated learning in the business curriculum. This paper sets out to address this gap by examining variances in mark distribution and apparent leniency in the context of a final-year, compulsory placement unit, based on observations and data collected over nine semesters (n = 546). The focus of this study is on gaining an understanding of the reasons behind assessment bias and the pressures placed on industry assessors. The data indicate that different types of placement locations apply dissimilar standards when assessing student performance. The author identifies three statistically different placement types (small business, not-for-profit and professional), which influence the strength and risk of grader bias, hence ultimately the assessment outcome. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004242&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004242&lang=es |
| herad |
competence based approach |
6 |
316 |
Higher Education Research & Development |
07294360 |
Dec2016 |
35 |
10.1080/07294360.2016.1144572 |
1210 |
1227 |
18 |
The benefits and challenges of academic writing retreats: an integrative review. |
Kornhaber, Rachel ; Cross, Merylin ; Betihavas, Vasiliki ; Bridgman, Heather ;
|
School of Health Sciences, University of Tasmania, Alexandria, NSW, Australia ; Centre for Rural Health, School of Health Sciences, University of Tasmania, Launceston, Tasmania, Australia ; Sydney Nursing School, The University of Sydney, Sydney, Australia ;
|
ACADEMIC discourse ; HIGHER education ; ELECTRONIC data processing ; THEMATIC analysis ; PUBLICATIONS ; Data Processing, Hosting, and Related Services ;
|
The immediate drivers to increase publication outputs in higher education are government and research funding, organisational status, performance expectations and personal career aspirations. Writing retreats are one of a range of strategies used by universities to boost publication output. The aims of this integrative review were to synthesise the available evidence, identify the attributes, benefits and challenges of academic writing retreats and examine the components that facilitate publication output. The review was based on a systematic search of six electronic databases. Of the 296 articles identified, 11 primary research papers met the inclusion criteria. Thematic analysis of the data highlighted a raft of personal, professional and organisational benefits of writing retreats. The five key elements of writing retreats conducive to increasing publication output were protected time and space; community of practice; development of academic writing competence; intra-personal benefits and organisational investment. Participants involved achieved greater publication outputs, particularly when provided ongoing support. Further research is required to examine more substantively the feasibility of writing retreats, their cost-effectiveness and the features that increase publication outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119450810&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119450810&lang=es |
| herad |
competence based approach |
7 |
317 |
Higher Education Research & Development |
07294360 |
Oct2015 |
34 |
10.1080/07294360.2015.1011097 |
828 |
840 |
13 |
The limits of cultural competence: an Indigenous Studies perspective. |
Carey, Michelle ;
|
Australian Indigenous Studies, Murdoch University, Perth, Australia ;
|
CULTURAL competence ; CURRICULUM planning ; CULTURAL pluralism ; CULTURAL identity ; REFLEXIVITY ;
|
Taking the Universities Australia report,National best practice framework for Indigenous cultural competency in Australian universities(2011) as the starting point for its discussion, this paper examines the applicability of cultural competence in the design and delivery of Australian Indigenous Studies. It argues that both the conceptual underpinnings and the operationalisation of cultural competence necessitate an over-reliance on essentialised notions of Indigeneity, cast in radical opposition to non-Indigeneity, which negate multiple and diverse expressions of Indigenous identity and lived experience. Thus, this approach perpetuates the very colonialist logics Indigenous Studies should endeavour to overcome. Secondly, it argues that cultural competency's emphasis on non-Indigenous self-reflexivity, broadly consistent as it is with both scholarship and praxis in Indigenous Studies, is represented in some of the literature as uncritical deference to an always-unified Indigeneity, thereby exacerbating the original essentialising impulse evident in the cultural competence paradigm. Therefore, this paper proposes that Indigenous Studies should explore the limits of self-reflexivity, with a view to establishing a genuinely anti-colonial/decolonising praxis that incorporates the capacity to negotiate Indigenous intracultural diversity along with other markers for identity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110004243&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110004243&lang=es |
| herad |
competence |
1 |
318 |
Higher Education Research & Development |
07294360 |
Oct2013 |
32 |
10.1080/07294360.2013.777037 |
734 |
747 |
14 |
A systematic approach to embedding academic numeracy at university. |
Galligan, Linda ;
|
Department of Mathematics and Computing , University of Southern Queensland , Toowoomba , Australia ;
|
Educational programs ; Higher education ; Academic achievement ; Confidence ; Mathematical ability ; Numeracy ;
|
This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students' competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms ofobuchenie(teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level. Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this under-researched area. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89358678&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89358678&lang=es |
| herad |
competence |
2 |
319 |
Higher Education Research & Development |
07294360 |
Feb2015 |
34 |
10.1080/07294360.2014.934331 |
117 |
130 |
14 |
Adaptive research supervision: exploring expert thesis supervisors' practical knowledge. |
de Kleijn, Renske A.M. ; Meijer, Paulien C. ; Brekelmans, Mieke ; Pilot, Albert ;
|
Department of Education, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, the Netherlands ;
|
Academic dissertations ; College students ; Educational psychology ; Higher education ; Educational Support Services ; Supervision ;
|
Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to asadaptivity.In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about diagnosing student characteristics in order to determine students' needs and concurrent adaptive support strategies. The findings suggest that next to competence, supervisors also diagnose elements of students' determination and context. With respect to support strategies, it is suggested that supervisors adapt to student needs in terms of explicating standards, quality or consequences, division of responsibilities, providing more/less critical feedback and sympathising. The complexity of the relationship between diagnosing student characteristics and adapting support strategies is illustrated and needs further study. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047535&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047535&lang=es |
| herad |
competence |
3 |
320 |
Higher Education Research & Development |
07294360 |
Dec2011 |
30 |
10.1080/07294360.2010.527929 |
681 |
695 |
15 |
Assessing the success of a discipline-based communication skills development and enhancement program in a graduate accounting course. |
Barratt, Catherine ; Hanlon, Dean ; Rankin, Michaela ;
|
Centre for the Advancement of Learning and Teaching, Monash University, Australia ; Department of Accounting and Finance, Monash University, Australia ;
|
Diagnostic tests (Education) ; Accounting education ; Communicative competence ; Academic support programs ; Composition (Language arts) ; Workshops (Adult education) ; Other Accounting Services ; Educational Support Services ;
|
In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students' writing ability within their final semester accounting subject. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
| herad |
competence |
4 |
321 |
Higher Education Research & Development |
07294360 |
Apr2015 |
34 |
10.1080/07294360.2014.957658 |
324 |
337 |
14 |
Building capacity through action research curricula reviews. |
Lee, Vanessa ; Coombe, Leanne ; Robinson, Priscilla ;
|
Faculty of Health Sciences, The University of Sydney, Sydney, Australia ; Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Australia ; School of Public Health and Human Biosciences, La Trobe University, Melbourne, Australia ;
|
Public health education (Higher) ; Core competencies ; Transformative learning ; Health and Welfare Funds ; Health of indigenous peoples ; Universities & colleges -- Australia ;
|
In Australia, graduates of Master of Public Health (MPH) programmes are expected to achieve a set of core competencies, including a subset that is specifically related to Indigenous health. This paper reports on the methods utilised in a project which was designed using action research to strengthen Indigenous public health curricula within MPH programmes at Australian universities. This aim is achieved through the use of three interlinked ‘action–reflection’ cycles, involving individual Indigenous public health academics who, through their membership in a scholarly network, have undertaken a series of curriculum reviews, which have in turn influenced organisational change in universities. The project results demonstrated how action research can successfully strengthen Indigenous public health curricula. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101451026&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101451026&lang=es |
| herad |
competence |
5 |
322 |
Research in Higher Education |
03610365 |
May2016 |
57 |
10.1007/s11162-015-9386-7 |
363 |
393 |
31 |
Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students' Communication, Teamwork, and Leadership Skills. |
Carter, Deborah ; Ro, Hyun ; Alcott, Benjamin ; Lattuca, Lisa ;
|
School of Educational Studies, Claremont Graduate University, 150 E. 10th Street, Harper 202 Claremont 91711 USA ; Department of Higher Education and Student Affairs, Bowling Green State University, Bowling Green USA ; Faculty of Education, University of Cambridge, Cambridge UK ; Center for the Study of Higher and Postsecondary Education, University of Michigan, Ann Arbor USA ;
|
ENGINEERING students ; COMMUNICATIVE competence ; COMMUNICATION ; CURRICULA (Courses of study) ; STUDENT research ;
|
This study examined the impact of undergraduate research (UR) in engineering, focusing on three particular learning outcomes: communication, teamwork, and leadership. The study included 5126 students across 31 colleges of engineering. The authors employed propensity score matching method to address the selection bias for selection into (and differential availability of) UR programs. Engineering students who engage in UR tend to report higher skill levels, but when curriculum and classroom experiences are taken into account, there is no significant effect of UR on teamwork and leadership skills. Not accounting for college experiences such as curricular, classroom, and other co-curricular experiences may overestimate the positive relationship between UR participation and professional skills. After propensity score adjustment, we found that UR provided a significant predictor of communication skills; a finding that provides support for previous research regarding the importance of communication skills as an outcome of UR. The study highlights the importance of taking into account selection bias when assessing the effect of co-curricular programs on student learning. Implications of the study include expanding undergraduate research opportunities when possible and incorporating communication and leadership skill development into required course curriculum. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114192289&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114192289&lang=es |
| herad |
competence |
6 |
323 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903046884 |
443 |
455 |
13 |
Consumer learning for university students: a case for a curriculum. |
Crafford, Sharon ; Bitzer, Eli ;
|
Faculty of Applied Sciences, Cape Peninsula University of Technology, South Africa. ; Faculty of Education, Centre for Higher and Adult Education, Stellenbosch University, South Africa. ;
|
Curricula (Courses of study) ; Universities & colleges ; College students ; Postsecondary education ; Qualitative research ; Higher education ; Consumer education ; South Africa ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Apprenticeship Training ; Other Technical and Trade Schools ; Cape Peninsula (South Africa) ;
|
This article indicates how the application of a simplified version of the analytical abstraction method (AAM) was used in curriculum development for consumer learning at one higher education institution in South Africa. We used a case study design and qualitative research methodology to generate data through semi-structured interviews with eight learning facilitators at the Cape Peninsula University of Technology. This data set forms the basis of the reported research. Application of basic- and higher-level analysis resulted in the identification of patterns that confirmed the need for consumer learning and informed the situation analysis with regard to a 'readiness climate' at the institution. We also gained insight into aspects that need to be considered during curriculum development for consumer learning as the AAM has proved to be a useful guiding tool in developing a structured explanatory framework for curriculum development. The article concludes with the view that the promotion of consumer learning in university curricula has been under-researched and that, despite current efforts, university curricula are slow to adopt consumer learning as a critical learning outcome. We suggest several possibilities that might assist in overcoming this inertia. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187570&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187570&lang=es |
| herad |
competence |
7 |
324 |
Higher Education Research & Development |
07294360 |
Mar2017 |
36 |
10.1080/07294360.2016.1208154 |
325 |
342 |
18 |
Developing a teacher identity in the university context: a systematic review of the literature. |
van Lankveld, Thea ; Schoonenboom, Judith ; Volman, Monique ; Croiset, Gerda ; Beishuizen, Jos ;
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VU Academic Centre for Human Behaviour and Movement, LEARN!, VU University Amsterdam, Amsterdam, The Netherlands ; Research in Education, LEARN!, VUmc School of Medical Sciences, Amsterdam, The Netherlands ; Department of Education, University of Vienna, Vienna, Austria ; Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands ;
|
College teacher attitude ; College teachers -- Professional ethics ; Teaching methods ; Physically active people -- Identity ; Meta-analysis ;
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This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher identity. While contact with students and staff development programmes were experienced as strengthening teacher identity, the wider context of higher education was experienced as having a constraining effect. Furthermore, the impact of the direct work environment was experienced as either strengthening or constraining, depending on whether or not teaching is valued in the department. Five psychological processes were found to be involved in the development of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of competence, a sense of commitment, and imagining a future career trajectory. The findings suggest that developing a teacher identity in the higher education context is not a smooth process. In order to empower university teachers, it is important to reward teaching excellence and build community. Staff development activities can play a role in helping teachers to develop strategies for gaining confidence and taking active control of their work situation, both individually and collectively. The authors argue that more attention should be paid to the implicit messages that departments convey to their teaching faculty. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120999753&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120999753&lang=es |
| herad |
competence |
8 |
325 |
Research in Higher Education |
03610365 |
September 2008 |
49 |
10.1007/s11162-008-9086-7 |
531 |
554 |
24 |
Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium. |
Gilis, Annelies ; Clement, Mieke ; Laga, Lies ; Pauwels, Paul ;
|
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Belgium ; Student-centered learning ; College teachers ; Job qualifications ; College teacher attitude ; Academic achievement -- Evaluation ; Educational evaluation ; Services for students ; Higher education -- Belgium ; Teacher evaluation ; Constructivism (Education) ; Educational planning ; Teaching ;
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The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507995051&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507995051&lang=es |
| herad |
competence |
9 |
326 |
Research in Higher Education |
03610365 |
March 2006 |
47 |
10.1007/s11162-005-8884-4 |
149 |
175 |
27 |
First things first: Developing academic competence in the first year of college. |
Reason, Robert D. ; Terenzini, Patrick T. ; Domingo, Robert J. ;
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San Francisco (Calif.) ; California ; College environment ; School holding power -- Universities & colleges ; Academic achievement ; College freshmen ; College student development programs ; College students ; Education & state ; Personality development ; Educational surveys ; Cognitive ability ; Educational evaluation ;
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Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507871384&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507871384&lang=es |
| herad |
competence |
10 |
327 |
Higher Education Research & Development |
07294360 |
Feb2015 |
34 |
10.1080/07294360.2014.934330 |
188 |
204 |
17 |
Formative journeys of first-year college students: tensions and intersections with intercultural theory. |
Shaw, Marta ; Lee, Amy ; Williams, Rhiannon ;
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Department of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis, MN, USA ; Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN, USA ;
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College students ; Multicultural education ; Higher education ; University of Minnesota ; Cultural competence ;
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Development of intercultural skills is recognized as an essential outcome of a college education, but in order to facilitate students' growth effectively, we must understand the points of the developmental journey at which students enter the college classroom. This study tests four hypotheses developed on the basis of leading models of intercultural development in relation to first-year students' levels of maturity, attitudes toward difference, capacity for productive interaction and emotions experienced in the face of difference. To test the hypotheses, we collected written narratives on a formative encounter with difference from 414 incoming students at the University of Minnesota. Each narrative was coded for an initial, intermediate or advanced stage of intercultural development, as well as for the outcomes of the interaction and emotions experienced in the course of the encounter. Findings indicate that: (1) only 21% of respondents display evidence of ethnorelative thinking; (2) the majority report very positive attitudes toward difference, but show evidence of veiled detachment and minimization; (3) there is no difference in reports of productive interaction between those who do and do not display mindfulness and (4) the emotions experienced at various stages of intercultural maturity do not yield a pattern of increasing comfort. We conclude that the points at which our students begin their intercultural journey may differ slightly from what is suggested by leading developmental models, and recommend adjusting the starting point of programming aimed at supporting intercultural competence development in college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047534&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047534&lang=es |
| herad |
competence |
11 |
328 |
Higher Education Research & Development |
07294360 |
Oct2011 |
30 |
10.1080/07294360.2011.598453 |
635 |
646 |
12 |
Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme. |
Spiro, Jane ;
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Westminster Institute of Education, Oxford Brookes University, UK ;
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Multicultural education ; Education & globalization ; Tutors & tutoring ; Ability testing ; Exam Preparation and Tutoring ; All other schools and instruction ; Cross-cultural studies ; Foreign students -- Social aspects ;
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In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=65336419&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=65336419&lang=es |
| herad |
competence |
12 |
329 |
Higher Education Research & Development |
07294360 |
Jun2009 |
28 |
10.1080/07294360902725074 |
209 |
226 |
18 |
Helping students value cultural diversity through research-based teaching. |
Deakins, Eric ;
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University of Waikato Management School, Department of Management Systems, Hamilton, New Zealand ;
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Foreign students ; Higher education ; Teaching methods ; Cognitive ability ; Cultural pluralism ; New Zealand ; Multiculturalism ;
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Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross-national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher education setting. A research-based teaching approach progressively increased student engagement with higher order cognitive skills and both topic and process were aligned in such a way that training opportunities in intercultural competence were explored while also providing a process that offered further training in intercultural competence. Enduring appreciation of cultural diversity issues was achieved via deep styles of teaching and learning that raised awareness, changed attitudes and behaviour and ultimately impacted classroom culture. Initiative design, evaluation and results are described and limitations noted. The findings should be of interest to teachers of multicultural students and to academics studying cultural diversity issues. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37139758&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37139758&lang=es |
| herad |
competence |
13 |
330 |
Higher Education Research & Development |
07294360 |
Jun017 |
36 |
10.1080/07294360.2016.1229269 |
645 |
659 |
15 |
Integration models for indigenous public health curricula. |
Coombe, Leanne ; Lee, Vanessa ; Robinson, Priscilla ;
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Faculty of Medicine, The University of Queensland, Herston, Australia ; Faculty of Health Sciences, The University of Sydney, Sydney, Australia ; Department of Public Health, La Trobe University, Melbourne, Australia ;
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Public health education ; Curricula (Courses of study) ; Master's degree ; Health and Welfare Funds ; Universities & colleges -- Australia ; Deep learning (Machine learning) ; Cultural competence ;
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All graduates of Master of Public Health (MPH) programmes in Australia are expected to achieve a core set of Indigenous public health competencies designed to train ‘judgement safe practitioners’. A curriculum framework document was developed alongside the competencies to assist programme providers to integrate appropriate Indigenous content, but it does not describe the intended integration model. A review of MPH programmes was undertaken to determine the extent of integration, identify examples of best practice and explore how integration can be improved. Data from the consolidated review findings were analysed using a staged approach. Several models of curricula integration were identified, building on known models, and definitions developed that differentiate features according to the extent of integration achieved. The model recommended in the literature as best practice, known to promote deep learning, was found in only one of the reviewed programmes. This combination model supports development of reflexive practitioners who can operate across different disciplines and ways of knowing. Enablers and barriers were explored to explain why some integration models were more commonly found. Implications for curriculum reform are outlined with strategies to assist implementation of a combined integration model, a necessary learning approach to enhance student cultural competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122542398&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122542398&lang=es |
| herad |
competence |
14 |
331 |
Higher Education Research & Development |
07294360 |
Jul2003 |
22 |
|
183 |
192 |
10 |
Internationalisation of Business Education: Meaning and implementation. |
Edwards, Ron ; Crosling, Glenda ; Petrovic-Lazarovic, Sonja ; O'Neill, Peter ;
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Higher education ; Curricula (Courses of study) ; Globalization ; Business ;
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The internationalisation of business has been one of the most prominent features of the second half of the twentieth century, with its pace and breadth touching all elements of the value-adding network. In this environment, the higher education sector has been revising its aims and objectives to incorporate an international dimension to the skills and knowledge development of students. However, interpretation of the educational challenges posed by internationalisation in the form of guidelines that specify how the curriculum might be internationalised, is in its infancy. Despite early efforts, little work has been done to translate this trend into a developmental overview of curriculum delivery. This paper begins by synthesising the literature regarding globalisation, curriculum internationalisation and student learning in higher education. It seeks to bridge the gap between the aims of curriculum internationalisation and the subject curriculum. It applies well-accepted educational principles to the task by presenting a three-stage typology of business curriculum internationalisation. These stages are international awareness, international competence and international expertise. Directions for further research are also provided. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9756005&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9756005&lang=es |
| herad |
competence |
15 |
332 |
Higher Education Research & Development |
07294360 |
Oct2015 |
34 |
10.1080/07294360.2015.1011096 |
1045 |
1059 |
15 |
Leniency and halo bias in industry-based assessments of student competencies: a critical, sector-based analysis. |
Wolf, Katharina ;
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School of Marketing, Curtin University, Perth, Australia ;
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Rating of students ; Core competencies ; Internship programs ; Business education ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Halo effect (Psychology) ;
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Industry placements are popular means to provide students with an opportunity to apply their skills, knowledge and experience in a ‘real world’ setting. Within this context, supervisor feedback allows educators to measure students’ performance beyond academic objectives, by benchmarking it against industry expectations. However, industry assessments appear to be frequently clouded and overwhelmingly positive by nature, which questions the reliability and validity of supervisors’ judgement of competencies. Supervisor bias has been paid much attention within the context of clinical placements, as well as within the domain of social work. However, the concept has been largely ignored within business education, despite the increasing emphasis on – and deep integration of – work-integrated learning in the business curriculum. This paper sets out to address this gap by examining variances in mark distribution and apparent leniency in the context of a final-year, compulsory placement unit, based on observations and data collected over nine semesters (n = 546). The focus of this study is on gaining an understanding of the reasons behind assessment bias and the pressures placed on industry assessors. The data indicate that different types of placement locations apply dissimilar standards when assessing student performance. The author identifies three statistically different placement types (small business, not-for-profit and professional), which influence the strength and risk of grader bias, hence ultimately the assessment outcome. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004242&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004242&lang=es |
| herad |
competence |
16 |
333 |
Research in Higher Education |
03610365 |
Jun97 |
38 |
|
365 |
378 |
14 |
Right Tracks—Wrong Rails: The Development of Generic Skills in Higher Education. |
Leckey, Janet F. ; McGuigan, Maureen A. ;
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Educational Development Unit, University of Ulster at Jordanstown, Shore Road, Newtonabbey, Co. Antrim BT37 0QB, Northern Ireland ;
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Higher education ;
|
Higher education is being encouraged to provide the graduates needed by commerce and industry in order to ensure economic development and enhance competitiveness. Throughout Europe and America, recent findings indicate that employers show a preference for teamwork, communication, and self-skilIs above knowledge, degree classification, intelligence, and reputation of the institution the graduate attended. Progressively less emphasis on traditional degrees and more on the validation of competence is clearly discernible. But the question persists: Are our higher education institutions meeting the challenge? Employing a large-scale extensive questionnaire, this study explores student and academic staff views within a higher education institution in the U.K. Results indicate that while staff and students ascribe equal importance to key generic skills, they differ in their views of the extent to which a number of such skills are currently being developed through course content. It is time for higher education to address explicitly the issue of the place of transferable skis in the curriculum. This problem is not unique to Europe. Indeed, the need for a concerted effort by teachers and policymakers in higher education to help rebuild American workforce competence has been repeatedly highlighted. Development work in this area should be a priority. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9706281579&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9706281579&lang=es |
| herad |
competence |
17 |
334 |
Higher Education Research & Development |
07294360 |
Aug2013 |
32 |
10.1080/07294360.2012.700918 |
561 |
574 |
14 |
Swimming in the deep end: transnational teaching as culture learning? |
Hoare, Lynnel ;
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School of Management , RMIT University , Melbourne , Australia ;
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Education -- Study & teaching ; Teachers ; Learning ; Educators ; Human capital ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
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Drawing upon the experiences of a group of academics who were responsible for the teaching and coordination of a newly established offshore program, this study considers intercultural learning during transnational education (TNE) sojourns and demonstrates that the personal and pedagogical adaptation required of academics is significant. The study combines data from pre-, during- and post-sojourn interviews with detailed observations of offshore teaching. This ethnographic methodology provides a detailed account of the TNE experience that is rare in the literature. The study adds support to the contention that the acknowledgement of cultural distance, rather than the adoption of a universalist mindset, is a precondition for development of intercultural competence through transnational teaching. The reflections of the respondents indicate that when transnational educators are prepared to learn from the ambiguity encountered during offshore teaching, they have the capacity to experience personal growth and to add significantly to their university's human capital. The paper argues that this ‘preparedness’ to learn should not be left to chance lest it does not eventuate and that the responsibility for development is shared between transnational educators, who must be open to change and prepared to engage in self-reflection that can be confronting, and universities, who must formally recognise the need to provide time, resources and quality, ethical learning interventions in order to facilitate the development of intercultural competence in all staff, especially those who teach overseas. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88892886&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88892886&lang=es |
| herad |
competence |
18 |
335 |
Higher Education Research & Development |
07294360 |
Dec2016 |
35 |
10.1080/07294360.2016.1144572 |
1210 |
1227 |
18 |
The benefits and challenges of academic writing retreats: an integrative review. |
Kornhaber, Rachel ; Cross, Merylin ; Betihavas, Vasiliki ; Bridgman, Heather ;
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School of Health Sciences, University of Tasmania, Alexandria, NSW, Australia ; Centre for Rural Health, School of Health Sciences, University of Tasmania, Launceston, Tasmania, Australia ; Sydney Nursing School, The University of Sydney, Sydney, Australia ;
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Academic discourse ; Higher education ; Electronic data processing ; Data Processing, Hosting, and Related Services ; Thematic analysis ; Publications ;
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The immediate drivers to increase publication outputs in higher education are government and research funding, organisational status, performance expectations and personal career aspirations. Writing retreats are one of a range of strategies used by universities to boost publication output. The aims of this integrative review were to synthesise the available evidence, identify the attributes, benefits and challenges of academic writing retreats and examine the components that facilitate publication output. The review was based on a systematic search of six electronic databases. Of the 296 articles identified, 11 primary research papers met the inclusion criteria. Thematic analysis of the data highlighted a raft of personal, professional and organisational benefits of writing retreats. The five key elements of writing retreats conducive to increasing publication output were protected time and space; community of practice; development of academic writing competence; intra-personal benefits and organisational investment. Participants involved achieved greater publication outputs, particularly when provided ongoing support. Further research is required to examine more substantively the feasibility of writing retreats, their cost-effectiveness and the features that increase publication outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119450810&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119450810&lang=es |
| herad |
competence |
19 |
336 |
International Perspectives on Higher Education Research |
14793628 |
2013 |
8 |
10.1108/S1479-3628(2013)0000008014 |
195 |
227 |
33 |
THE EXPERIENCE OF CONDUCTING A STUDY OF RACIAL OR ETHNIC DYNAMICS: VOICES OF DOCTORAL STUDENTS IN COLLEGES OF EDUCATION. |
Howley, Aimee ; Middleton, Renée A. ; Howley, Marged ; Williams, Natalie F. ; Pressley, Laura Jeanette ;
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Doctoral students ; Student research ; Race identity ; Race relations ; Ethnology ;
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A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: "How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?" The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the experience of conducting dissertation research with a focus on racial and/or ethnic dynamics. Analysis of interview data pointed to the salience of "advocacy" in the experiences of participants. Advocacy connected to doctoral research by affording opportunities for personal advancement and by affording opportunities to promote social change. Further interpretation revealed differences in the importance of the two types of advocacy for White and Black participants, especially in consideration of their racial identity statuses. Despite such nuances, the experience of conducting dissertation research reinforced all participants' previous commitments to social justice and advocacy, but it did not help them develop more wide-ranging and systematic strategies for working as advocates of social justice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85865841&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85865841&lang=es |
| herad |
competence |
20 |
337 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903146858 |
509 |
522 |
14 |
The impact on career direction of a tertiary management programme for mid-career ICT professionals. |
Hooper, Tony ;
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School of Information Management, Victoria University of Wellington, New Zealand. ;
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Career development ; Motivation (Psychology) ; Undergraduate programs ; Curricula (Courses of study) ; Autonomy (Psychology) ; Learning ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Management ; Intrinsic factor (Physiology) ;
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The motivation of mid-career students can be expected to be more considered and intense than students whose studies continue from undergraduate programmes. How students perceive their personal circumstances and their career when they first make the decision to enrol and what happens as a result of their studies can reveal how mid-career management programmes can be structured to ensure greater alignment with student needs and therefore greater student satisfaction. It can also inform curriculum development and marketing strategy. This investigation indicates that the motivators that triggered the enrolment decision often evolve into intrinsic motivators as a result of the study experience and this can lead on to deeper learning and greater satisfaction with learning outcomes. Self-determination theory posits the need for autonomy as an antecedent of intrinsic motivation. Providing autonomy support in course content and curriculum design as well as competence support and relatedness in assignments and assessment can be expected to result in greater intrinsic motivation and deeper learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44032252&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44032252&lang=es |
| herad |
competence |
21 |
338 |
Higher Education Research & Development |
07294360 |
Oct2015 |
34 |
10.1080/07294360.2015.1011097 |
828 |
840 |
13 |
The limits of cultural competence: an Indigenous Studies perspective. |
Carey, Michelle ;
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Australian Indigenous Studies, Murdoch University, Perth, Australia ;
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Curriculum planning ; Cultural pluralism ; Cultural identity ; Cultural competence ; Reflexivity ;
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Taking the Universities Australia report,National best practice framework for Indigenous cultural competency in Australian universities(2011) as the starting point for its discussion, this paper examines the applicability of cultural competence in the design and delivery of Australian Indigenous Studies. It argues that both the conceptual underpinnings and the operationalisation of cultural competence necessitate an over-reliance on essentialised notions of Indigeneity, cast in radical opposition to non-Indigeneity, which negate multiple and diverse expressions of Indigenous identity and lived experience. Thus, this approach perpetuates the very colonialist logics Indigenous Studies should endeavour to overcome. Secondly, it argues that cultural competency's emphasis on non-Indigenous self-reflexivity, broadly consistent as it is with both scholarship and praxis in Indigenous Studies, is represented in some of the literature as uncritical deference to an always-unified Indigeneity, thereby exacerbating the original essentialising impulse evident in the cultural competence paradigm. Therefore, this paper proposes that Indigenous Studies should explore the limits of self-reflexivity, with a view to establishing a genuinely anti-colonial/decolonising praxis that incorporates the capacity to negotiate Indigenous intracultural diversity along with other markers for identity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004243&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004243&lang=es |
| herad |
program learning outcomes |
1 |
339 |
Higher Education Research & Development |
07294360 |
May2001 |
20 |
10.1080/07924360120043630 |
35 |
52 |
18 |
A Learning-to-learn Program in a First-year Chemistry Class. |
Zeegers, Petrus ; Martin, Lisa ;
|
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EDUCATIONAL evaluation ; HIGHER education ; AUSTRALIA ;
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This article describes a national teaching project which set out to address the problem of high student attrition and failure in a first-year introductory chemistry topic, through the introduction of a student-focused learning-to-learn program presented in context and which uses authentic course materials. The program focused on developing students' understanding of the learning process and of their own learning, both in general and in chemistry in particular. As part of the project the student approach to learning was evaluated and monitored by use of the Biggs study process questionnaire (SPQ). Results indicate that students who participated in the program were less inclined to engage only in surface learning activities, achieved better assessment outcomes and persisted with their studies. The 1997 class as a whole showed an overall increase in pass rate and a decline in attrition rate compared to the 1996 cohort. SPQ scale scores were generally not powerful predictors of academic success but positive correlation was observed with the deep approach and achieving approach scales for the third SPQ trial period. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4363697&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4363697&lang=es |
| herad |
program learning outcomes |
2 |
340 |
Higher Education Research & Development |
07294360 |
Dec2007 |
26 |
10.1080/07294360701658575 |
347 |
361 |
15 |
A quantitative approach to assessment of work-based learning outcomes: an urban planning application. |
Freestone, Robert ; Williams, Peter ; Thompson, Susan ; Trembath, Kerry ;
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University of New South Wales, Australia ;
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EDUCATION -- Evaluation ; POSTSECONDARY education ; EVALUATION ; STUDENTS ; EFFECTIVE teaching ; URBAN planning ; AUSTRALIA ; Administration of Urban Planning and Community and Rural Development ; Land Subdivision ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
|
Assessing student perceptions and opinions of their university education is now standard in quality assurance processes for learning and teaching. In Australia, the Course Experience Questionnaire (CEQ) has been institutionalised as a national survey of graduand opinion and is used as the key indicator of tertiary teaching quality. A little-used variant called the Work Experience Questionnaire (WEQ) provides an adaptation to the specific case of work-based learning. Work-based learning is a vital component of many professional degrees. It is a staple of urban planning education and yet there are few reported evaluations of specific student learning experiences. This paper illustrates the utility of the WEQ methodology when applied to codify the views of undergraduate urban planning students following a 'sandwich year' of industry training. The specific results are discussed and the wider implications of the model are assessed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27240011&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27240011&lang=es |
| herad |
program learning outcomes |
3 |
341 |
Higher Education Research & Development |
07294360 |
Aug2004 |
23 |
10.1080/0729436042000235391 |
261 |
275 |
15 |
A research-based approach to generic graduate attributes policy. |
Barrie, Simon C. ;
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University of Sydney, Australia ;
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EDUCATION ; LEARNING ; RESEARCH ; EDUCATION & state ; UNIVERSITIES & colleges -- Graduate work ; TEACHING ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Other local, municipal and regional public administration ; Other provincial and territorial public administration ; Colleges, Universities, and Professional Schools ;
|
For many years universities around the world have sought to articulate the nature of the education they offer to their students through a description of the generic qualities and skills their graduates possess. Despite the lengthy history of the rhetoric of such policy claims, universities' endeavours to describe generic attributes of graduates continue to lack a clear theoretical or conceptual base and are characterized by a plurality of view-points. Furthermore, despite extensive funding in some quarters, overall, efforts to foster the development of generic attributes appear to have met with limited success. Recent research has shed some light on this apparent variability in policy and practice. It is apparent that Australian university teachers charged with responsibility for developing students' generic graduate attributes do not share a common understanding of either the nature of these outcomes, or the teaching and learning processes that might facilitate the development of these outcomes. Instead academics hold qualitatively different conceptions of the phenomenon of graduate attributes. This paper considers how the qualitatively different conceptions of graduate attributes identified in this research have been applied to the challenge of revising a university's policy statement specifying the generic attributes of its graduates. The paper outlines the key findings of the research and then describes how the university's revision of its policy statement has built upon this research, adopting a research-led approach to academic development. The resultant two-tiered policy is presented and the key academic development processes associated with the disciplinary contextualization of this framework are considered. The discussion explores some of the implications of this novel approach to structuring a university's policy, in particular, the variation in the relationship between discipline knowledge and generic attributes which was a key feature of the qualitative variation in understandings identified in the research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=14350178&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=14350178&lang=es |
| herad |
program learning outcomes |
4 |
342 |
Higher Education Research & Development |
07294360 |
Jul2001 |
20 |
10.1080/07294360120064394 |
127 |
145 |
19 |
A Triangulated Approach to the Modelling of Learning Outcomes in First Year Economics. |
Meyer, Jan H. F. ; Shanahan, Martin P. ;
|
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ECONOMICS ; COLLEGE freshmen ; UNIVERSITIES & colleges ; HIGHER education ; SOUTH Australia ; ADELAIDE (S. Aust.) ; Colleges, Universities, and Professional Schools ;
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Initial insights derived from modelling aspects of learning outcomes in the first year study of economics are presented. Of particular interest are three forms of entering students' prior knowledge: (a) subject-specific prior knowledge; (b) conceptions of learning, and (c) learning history. Part 1 compares the analyses of variance of inventory responses of the 1998 first year cohorts of the Universities of Adelaide and South Australia. Results across the two universities are consistent in confirming the significant effects of having studied economics at school, having English as a second language, and holding economic misconceptions, on (end of semester one) learning outcomes. Part 2 models learning outcomes using three approaches: (a) a single dimension of variation (selected from a more complex common factor model) which is then used to inform; (b) a k-means cluster analysis; and (c) a non-linear regression analysis. This "triangulation" of approaches produces different but complementary insights into the underlying relationships being modelled and improves our understanding of the learning engagement processes of entering first year economics students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4645667&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4645667&lang=es |
| herad |
program learning outcomes |
5 |
343 |
Higher Education Research & Development |
07294360 |
Nov2002 |
21 |
10.1080/0729436022000020779 |
273 |
287 |
15 |
Ability and Achievement Characteristics of Australian University Students with Self-Reported Specific Learning Disabilities. |
Heubeck, Bernd G. ; Latimer, Shane ;
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The Australian National University ;
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COLLEGE students with disabilities ; LEARNING disabilities ; DISABILITY evaluation ; AUSTRALIA ;
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There is a lack of empirical data on the ability and achievement characteristics of Australian university students seeking accommodation under the Disability Discrimination Act because of Specific Learning Disabilities (SLD). A series of 30 self-referred students was assessed individually using an extensive test battery (WJ-R) based on a modern, comprehensive model of intelligence and achievement. Comparisons with known characteristics of North American students with and without SLD are reported as well as individual profile patterns relevant to definitions of SLD. Intra-cognitive weaknesses were found in cognitive processing speed, memory, auditory and visual intelligence. Contrary to expectation, reading was not an area of weakness. As expected, basic writing skills were poor for many students (18 out of 30). The variability of profile patterns requires an individualised approach to assessment, careful translation into recommendations, and ongoing evaluation of learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7699014&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7699014&lang=es |
| herad |
program learning outcomes |
6 |
344 |
Higher Education Research & Development |
07294360 |
Aug2005 |
24 |
10.1080/07294360500153992 |
265 |
280 |
16 |
Across the divide: teaching a transnational MBA in a second language. |
Debowski, Shelda ;
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University of Western Australia ;
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MASTER of business administration degree ; BUSINESS education ; ACADEMIC degrees ; EDUCATION ; CHINA ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ;
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China is a growing market for the provision of transnational programs. However, there are many challenges associated with providing good—quality learning opportunities while ensuring cost-effectiveness, particularly in bilingual programs. This paper describes the experience of business academics teaching a postgraduate MBA program in Mandarin to students located in China. The academics found that their attempts to provide an effective teaching/learning environment while teaching through translators led to many additional challenges, including increased rigidity of teaching processes and difficulties in monitoring learning outcomes. The paper identifies some ways in which staff teaching transnationally might be supported, while also suggesting that teaching across a language divide needs to be carefully considered before universities venture into this complex educational setting. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17540110&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17540110&lang=es |
| herad |
program learning outcomes |
7 |
345 |
Higher Education Research & Development |
07294360 |
Jun2016 |
35 |
10.1080/07294360.2015.1107887 |
619 |
633 |
15 |
Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. |
White, Paul J. ; Larson, Ian ; Styles, Kim ; Yuriev, Elizabeth ; Evans, Darrell R. ; Rangachari, P.K. ; Short, Jennifer L. ; Exintaris, Betty ; Malone, Daniel T. ; Davie, Briana ; Eise, Nicole ; Mc Namara, Kevin ; Naidu, Somaiya ;
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Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia ; Learning and Teaching, Monash University, Melbourne, VIC, Australia ; Bachelor of Health Sciences Program, McMaster University, Hamilton, ON, Canada ;
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ACTIVE learning ; RESEARCH ; HIGHER education -- Research ; TEACHING methods ; TEACHING -- Methodology ; DIDACTIC method (Teaching method) ;
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The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114606950&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114606950&lang=es |
| herad |
program learning outcomes |
8 |
346 |
Higher Education Research & Development |
07294360 |
Dec2011 |
30 |
10.1080/07294360.2010.527929 |
681 |
695 |
15 |
Assessing the success of a discipline-based communication skills development and enhancement program in a graduate accounting course. |
Barratt, Catherine ; Hanlon, Dean ; Rankin, Michaela ;
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Centre for the Advancement of Learning and Teaching, Monash University, Australia ; Department of Accounting and Finance, Monash University, Australia ;
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Diagnostic tests (Education) ; Accounting education ; Communicative competence ; Academic support programs ; Composition (Language arts) ; Workshops (Adult education) ; Other Accounting Services ; Educational Support Services ;
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In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students' writing ability within their final semester accounting subject. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
| herad |
program learning outcomes |
9 |
347 |
Higher Education Research & Development |
07294360 |
Oct2010 |
29 |
10.1080/07294360.2010.502289 |
561 |
574 |
14 |
Balancing student learning and commercial outcomes in the workplace. |
Lee, Geoffrey ; McGuiggan, Robyn ; Holland, Barbara ;
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Engagement, University of Western Sydney, Australia ; College of Business, University of Western Sydney, Australia ;
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COOPERATIVE education ; HIGHER education research ; LEARNING ; RESEARCH ; STUDENTS ; TRAINING ; RESEARCH & development ; ACTIVITY programs in education ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Research and Development in Biotechnology ;
|
Community engagement is growing across higher education. Cooperative education and other internships are well established in the literature as pedagogies with links to experiential and connected learning. Cooperative programs combine business, industry, educational providers and students paid on-the-job. Most studies of work-based learning focus on individual or small group-based models. This paper reports on a large and complex work-integrated project involving 35 students from seven disciplines in an Australian higher education context. The students took 10 weeks to research, design and implement an online financial skills training program for small business owners. Students worked in teams to create an online content management system, design the website, develop and edit content and produce audio visual material. Feedback from industry partners and students identified that greater attention to planning, student selection and overall project management could have increased the overall benefits. Findings suggest specific ways to improve large group work-based programs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=53539110&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=53539110&lang=es |
| herad |
program learning outcomes |
10 |
348 |
Higher Education Research & Development |
07294360 |
Oct2013 |
32 |
10.1080/07294360.2012.711301 |
748 |
764 |
17 |
Blended teaching and learning: a two-way systems approach. |
Hamilton, John ; Tee, SingWhat ;
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School of Business , James Cook University , Cairns , Australia ;
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College students ; Blended learning ; Interactive learning ; Transfer of training ; Learning ability ; Personal construct theory ;
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A first-year tertiary-student structural equation modelling approach builds understanding of blended learning. The Biggs' 3P teaching-and-learning-systems model displays significant two-way interactions between each of its presage, process and product constructs. This study validates the Biggs' approach as a dynamic interactive learning system. The student learning processes occur through teacher contributions, mixed with learning interactions and feedback systems. Greater learning, knowledge and skills transfer is possible when students are suitably pre-prepared/pre-skilled for their ensuing learning experiences and for the varieties of teaching/learning interactions that they encounter. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89358666&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89358666&lang=es |
| herad |
program learning outcomes |
11 |
349 |
Higher Education Research & Development |
07294360 |
Mar2008 |
27 |
10.1080/07294360701658716 |
31 |
41 |
11 |
Bridging the implementation gap: a teacher-as-learner approach to teaching and learning policy. |
Harvey, Arlene ; Kamvounias, Patty ;
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University of Sydney, Sydney, Australia ;
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UNIVERSITIES & colleges ; TEACHING ; LEARNING ; TEACHER evaluation ; HIGHER education ; EDUCATION ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Colleges, Universities, and Professional Schools ;
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A major dilemma facing higher educational institutions around the world is how to achieve quality outcomes for students in an increasingly internationalised and competitive environment. To effect change in teaching and learning, we advocate a teacher-as-learner approach to the implementation of teaching and learning policy. Our approach has been influenced by approaches to change management as well as contemporary educational theories, such as constructive alignment and deep and surface approaches to learning. In this paper we use these approaches to evaluate the success of a policy initiative designed to encourage subject coordinators to use a faculty-endorsed template to embed graduate attributes into their subject outlines. The difficulties experienced by teachers at the disciplinary level in using the subject outline template illustrate how a seemingly positive and well-intentioned initiative can have a potentially minimal effect on teaching and learning practice and, as a consequence, student learning. We suggest that the Course Experience Questionnaire provides a useful model for evaluating not only teaching but also the management of teaching. As teachers responsible for the implementation of teaching and learning policies, we hope our views will provide a more integrated approach to teaching and learning changes in the higher educational context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27541266&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27541266&lang=es |
| herad |
program learning outcomes |
12 |
350 |
Higher Education Research & Development |
07294360 |
Oct2013 |
32 |
10.1080/07294360.2012.709832 |
776 |
790 |
15 |
Business graduate employability – where are we going wrong? |
Jackson, Denise ;
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Faculty of Business & Law , Edith Cowan University , Joondalup , Western Australia ;
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EMPLOYABILITY ; BUSINESS education ; BUSINESS school graduates ; COMPETITION (Economics) ; WORK environment ; CAPITALISTS & financiers ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; EMPLOYMENT ;
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Persistent gaps in certain non-technical skills in business graduates continue to impact on organisational performance and global competitiveness. Despite business schools' best efforts in developing non-technical skills, widely acknowledged as fundamental to graduate employability, there has been considerably less attention to measuring skill outcomes and even less on their subsequent transfer to the workplace. It appears stakeholders are assuming transfer occurs automatically in graduates, neglecting the influence of learning program, learner and workplace characteristics on this complex process and its potential impact on graduate employability. This paper unpacks the concept of transfer and proposes a model of graduate employability that incorporates the process. Measures for empirical analysis are discussed. Testing the model would indicate the extent to which transfer occurs and highlight collaborative strategies for employers, universities and graduates in nurturing learning and workplace environments in which transfer may flourish, taking us one step closer to the elusive ‘work-ready’ graduate. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89358665&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89358665&lang=es |
| herad |
program learning outcomes |
13 |
351 |
Higher Education Research & Development |
07294360 |
Dec2009 |
28 |
10.1080/07294360903226403 |
597 |
613 |
17 |
Collaborative teaching in a linguistically and culturally diverse higher education setting: a case study of a postgraduate accounting program. |
Evans, Elaine ; Tindale, Jen ; Cable, Dawn ; Hamil Mead, Suzanne ;
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Department of Accounting and Finance, Macquarie University, Sydney, Australia. ;
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Professional education ; Higher education ; Business communication ; Curricula (Courses of study) ; Universities & colleges ; Australia ; Other Accounting Services ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Accounting ;
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The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project's interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and development and describing the way in which it is supporting the integration of professional communication skills and discipline-specific content within the Master of Accounting program. In particular, the paper demonstrates that discipline specialists working in a continuous and collaborative relationship with English language specialists, to integrate and assess communication skills and enrich the curriculum, leads to better outcomes for students and staff. The paper contributes to a growing literature on approaches that integrate particular graduate attributes into programs with diverse student populations, rather than bolt-on interventions by language specialists that have limited outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49233721&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49233721&lang=es |
| herad |
program learning outcomes |
14 |
352 |
Higher Education Research & Development |
07294360 |
Jun2016 |
35 |
10.1080/07294360.2015.1107875 |
545 |
559 |
15 |
Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences. |
Matthews, Kelly E. ; Belward, Shaun ; Coady, Carmel ; Rylands, Leanne ; Simbag, Vilma ;
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The Institute for Teaching and Learning Innovation, The University of Queensland, Brisbane, QLD, Australia ; School of Engineering and Physical Sciences, James Cook University, Townsville, QLD, Australia ; School of Computing, Engineering and Mathematics, University of Western Sydney, Sydney, NSW, Australia ;
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CURRICULUM planning ; RESEARCH ; LIFE sciences ; HIGHER education ; POSTSECONDARY education ; CURRICULA (Courses of study) ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
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Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114606938&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114606938&lang=es |
| herad |
program learning outcomes |
15 |
353 |
Higher Education Research & Development |
07294360 |
Oct2016 |
35 |
10.1080/07294360.2016.1139554 |
1011 |
1024 |
14 |
Developing emerging leaders using professional learning conversations. |
Readman, Kylie ; Rowe, Jennifer ;
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Centre for Support and Advancement of Learning and Teaching, University of the Sunshine Coast, Sippy Downs, Queensland, Australia ; School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, Queensland, Australia ;
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PROFESSIONAL learning communities ; HIGHER education ; UNIVERSITIES & colleges ; EDUCATIONAL leadership ; PROFESSIONAL education ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; AUSTRALIA ;
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Leadership in learning and teaching is a strategic priority for Australian universities, in that it is critical for improving the quality of higher education. Opportunities for academic staff to prepare for such leadership, especially during the early phases of their career, are not well embedded. This article reports on the implementation of a leadership development program for emerging leaders of learning and teaching in higher education that developed and utilised a professional learning conversation protocol. The results demonstrate that participating in the conversations had a range of positive outcomes for participants and the organisation in which the program was offered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117876905&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117876905&lang=es |
| herad |
program learning outcomes |
16 |
354 |
Higher Education Research & Development |
07294360 |
Jun2008 |
27 |
10.1080/07294360701805234 |
95 |
106 |
12 |
Doing course evaluation as if learning matters most. |
Edström, Kristina ;
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Royal Institute of Technology (KTH), Stockholm, Sweden. ;
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Educational evaluation ; Learning ; Aims & objectives of education ; Higher education ; Educational planning ; Technical education planning ; Stockholm (Sweden) ; Sweden ; Royal Institute of Technology (Stockholm, Sweden) ;
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This paper investigates barriers for using course evaluation as a tool for improving student learning, through the analysis of course evaluation practices at The Royal Institute of Technology (KTH), a technical university in Stockholm. Although there is a policy on development-focused course evaluation at KTH, several stakeholders have expressed dissatisfaction with its poor results. Interviews were conducted with faculty and student representatives to investigate the perceived purpose and focus of evaluation and its current utilization. Results show that evaluation is teaching- and teacher-focused. As course development is not in the foreground, evaluations merely have a fire alarm function. It is argued that course evaluation should be regarded as a component of constructive alignment, together with the intended learning outcomes, learning activities and assessment. Finally, the concept system alignment is proposed, extending constructive alignment to the institutional level. The evaluation task can generally be said to be: to describe what actually happens in that which seems to happen to tell why precisely this happens, and to state the possibilities for something else to happen. (Franke-Wikberg & Lundgren, 1980, p. 148) |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=31730372&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=31730372&lang=es |
| herad |
program learning outcomes |
17 |
355 |
Higher Education Research & Development |
07294360 |
May2004 |
23 |
|
131 |
145 |
15 |
Engaging university learning: the experiences of students entering university via recognition of prior industrial experience. |
Cantwell, Robert H. ; Scevak, Jill J. ;
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School of Education, University of Newcastle, University Drive, Callaghan, NSW, Australia ;
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STUDENTS ; EDUCATION ; ADJUSTMENT (Psychology) ; EXPERIENCE ; SOCIAL adjustment ; LEARNING ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
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In this study, the academic experiences of 33 male students from an industrial background were investigated as they completed a two-year education degree. The purpose of the study was to investigate the quality of student adjustment to an academic environment following extensive industrial training and experience. Students completed a series of questionnaires relating to learning as well as a series of open-ended questions relating to academic and social adjustment. Data indicated that while students had developed a positive learning profile, a continued belief in the structural simplicity of knowledge appeared to have a significant diminishing effect on the quality of adjustment and on the quality of learning outcomes. Open-ended responses revealed patterns of academic adjustment consistent with the restricted understanding of the nature of university learning. Implications of these data for both recognition of prior learning (RPL) entry and ongoing support are broached. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13310119&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13310119&lang=es |
| herad |
program learning outcomes |
18 |
356 |
Higher Education Research & Development |
07294360 |
Dec2015 |
34 |
10.1080/07294360.2015.1024625 |
1251 |
1269 |
19 |
Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: a learning community approach to assessment. |
Taylor, Sue ; Ryan, Mary ; Pearce, Jon ;
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School of Accountancy, QUT Business School, Queensland University of Technology, Brisbane, Australia ; School of Cultural and Language Studies in Education, Faculty of Education, Queensland University of Technology, Brisbane, Australia ; Department of Computing and Information Systems, University of Melbourne, Melbourne, Australia ;
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WEB-based instruction ; REFLECTIVE learning ; STUDENT engagement ; HIGHER education ; DIVERSITY in education ;
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Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a result, assessment processes are under scrutiny, creating tensions between standardisation and measurability and the development of creative and reflective learners. These tensions are further highlighted in the context of large undergraduate subjects, learner diversity and time-poor academics and students. Research suggests that high level and complex learning is best developed when assessment, combined with effective feedback practices, involves students as partners in these processes. This article reports on a four-phase, cross-institution and cross-discipline project designed to embed peer-review processes as part of the assessment in two large, under-graduate accounting classes. Using a social constructivist view of learning, which emphasises the role of both teacher and learner in the development of complex cognitive understandings, we undertook an iterative process of peer review. Successive phases built upon students’ feedback and achievements and input from language/learning and curriculum experts to improve the teaching and learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111479808&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111479808&lang=es |
| herad |
program learning outcomes |
19 |
357 |
Higher Education Research & Development |
07294360 |
Oct2015 |
34 |
10.1080/07294360.2015.1011098 |
1014 |
1030 |
17 |
Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand. |
Spronken-Smith, R. ; Bond, C. ; McLean, A. ; Frielick, S. ; Smith, N. ; Jenkins, M. ; Marshall, S. ;
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Higher Education Development Centre, University of Otago, Dunedin, New Zealand ; Centre for Learning and Teaching, AUT University, Auckland, New Zealand ; Formerly of Christchurch Polytechnic Institute of Technology, Christchurch, New Zealand ; University Teaching Development Centre, Victoria University of Wellington, Wellington, New Zealand ;
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Educational outcomes ; Academic achievement ; Professional education ; Higher education & state ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Universities & colleges -- New Zealand ;
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Our research addressed two aims: to develop a systematic way to evaluate institutional engagement with graduate outcomes and to explore such engagement in higher education institutions in Aotearoa/New Zealand. An online survey was completed by 14/29 institutions with nine follow-up interviews to gather information on institutional engagement with graduate outcomes. Using a Maturity Modelling approach with indicators of planning, systems, delivery, assessment, evaluation and professional development support for graduate outcomes, we assessed the level of engagement in each institution. Results revealed patchy engagement across the polytechnic and university sectors. There was strong engagement with the planning, systems and delivery of graduate outcomes, particularly in the polytechnic sector, but much lower engagement with their assessment and evaluation, and overall, weak engagement with professional development support for graduate outcomes. Some mechanisms for promoting engagement with graduate outcomes were external drivers, a teaching-focused culture, strong leadership from the top and enabling structures. Our findings can inform institutional policies and practices in order to support not only compliance, but more importantly engagement with the graduate outcome agenda to improve the student learning experience. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004244&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004244&lang=es |
| herad |
program learning outcomes |
20 |
358 |
Higher Education Research & Development |
07294360 |
Apr2012 |
31 |
10.1080/07294360.2011.558072 |
247 |
262 |
16 |
Evaluating the quality of work-integrated learning curricula: a comprehensive framework. |
Smith, Calvin ;
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GIHE, Griffith University, Australia ;
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CURRICULA (Courses of study) ; EDUCATION ; QUALITY of work life ; LEARNING ; GREAT Britain ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ;
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There are many different forms that work-integrated learning (WIL) takes and variants go by a range of different names. Based on current literature, key dimensions, shared by the various and disparate forms of WIL curricula, were identified and operationalised in a measurement model. The key dimensions identified were: authenticity, integrated learning supports (both at university and the workplace), alignment (of teaching and learning activities and assessments with integrative learning outcomes), supervisor access and induction/preparation processes. It is suggested that variations in the way that WIL courses or subjects are designed within these dimensions are the basis for different expressions of the quality of such courses. A latent construct measurement model was developed and validated with a sample of Australian and UK students. This paper presents the model and discusses the results of the validation study. It is proposed that the measures validated in this study will be useful for evaluating a wide variety of WIL curricula. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278474&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278474&lang=es |
| herad |
program learning outcomes |
21 |
359 |
Higher Education Research & Development |
07294360 |
Aug2012 |
31 |
10.1080/07294360.2011.634384 |
449 |
463 |
15 |
Evoked prior experiences in first-year university student learning. |
Ashwin, Paul ; Trigwell, Keith ;
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Department of Educational Research, County South, Lancaster University, Lancaster, UK ; Institute for Learning and Teaching, The University of Sydney, New South Wales, Australia ;
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Learning ; Undergraduates ; Classroom environment ; Higher education ; Gender inequality ;
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In this article, we focus on three aspects of students' prior experiences of learning: evoked conceptions of learning, evoked motivation and evoked self-efficacy. We show how, for a first-year undergraduate population, these three aspects of evoked prior experience relate to students' approaches to learning and their perceptions of the learning environment as well as to their previous schooling, their gender and the broad discipline area in which they are studying. In doing so, we confirm that evoked prior experiences are distinct and measurable and can be used to better understand the ways in which students experience learning in higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78066033&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78066033&lang=es |
| herad |
program learning outcomes |
22 |
360 |
Higher Education Research & Development |
07294360 |
Apr2014 |
33 |
10.1080/07294360.2013.832161 |
325 |
340 |
16 |
Expectancy-value and cognitive process outcomes in mathematics learning: a structural equation analysis. |
Phan, Huy P. ;
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School of Education, Faculty of the Professions, University of New England, Armidale, Australia ;
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LEARNING ; ACADEMIC achievement ; COLLEGE students ; MATHEMATICS ; EDUCATION ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
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Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n= 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test variousa priorianda posteriorimodels. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=95004710&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=95004710&lang=es |
| herad |
program learning outcomes |
23 |
361 |
Higher Education Research & Development |
07294360 |
May2003 |
22 |
|
43 |
56 |
14 |
Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning. |
Blunsdon, Betsy ; Reed, Ken ; McNeil, Nicola ; McEachern, Steven ;
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TEACHING ; DATA analysis ; HIGHER education ;
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This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students: • enjoyed this way of learning; • believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and • felt that what they have learned could be applied elsewhere. We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9330747&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9330747&lang=es |
| herad |
program learning outcomes |
24 |
362 |
Higher Education Research & Development |
07294360 |
Jul2014 |
33 |
10.1080/07294360.2013.863837 |
769 |
782 |
14 |
Exploring the links between mentoring and work-integrated learning. |
Smith-Ruig, Theresa ;
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UNE Business School, University of New England, Armidale, NSW, Australia ;
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LAW students ; LEGAL education ; MENTORING ; HIGHER education ; AUSTRALIA ;
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The role of work-integrated learning (WIL) is a popular focus at many universities, including among academics in the business disciplines in Australia. This article explores whether a mentoring programme provided for female business and law students results in similar benefits as those reported for WIL activities and, hence, provides career- and study-related benefits for the participating students. While research into mentoring is not a new phenomenon, this qualitative study focuses on mentees as students who are assigned mentors from a range of organisations, rather than the typical studies which have both parties employed in an organisational context. The study explores the career-related and psycho-social benefits reported by students in a mentoring programme, including increased confidence, improved knowledge about their chosen profession, stronger career focus/understanding and, for some, opportunities leading to employment post-study. These benefits are then considered in relation to how they mirror the outcomes of WIL. While the sample size is small, the findings have implications for academics and career development professionals in higher education seeking to better integrate theoretical knowledge with the realities of the workplace, thereby helping to prepare students more effectively for their careers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96652185&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96652185&lang=es |
| herad |
program learning outcomes |
25 |
363 |
Higher Education Research & Development |
07294360 |
Jun2015 |
34 |
10.1080/07294360.2014.911249 |
581 |
595 |
15 |
Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes. |
Lawson, Romy ; Taylor, Tracy ; French, Erica ; Fallshaw, Eveline ; Hall, Cathy ; Kinash, Shelley ; Summers, Jane ;
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Learning, Teaching & Curriculum, University of Wollongong, Sydney, NSW, Australia ; QUT Business School, Queensland University of Technology, Brisbane, QLD, Australia ; International Academic Policies, Royal Melbourne Institute of Technology, Melbourne, VIC, Australia ; College of Business, Royal Melbourne Institute of Technology, Melbourne, VIC, Australia ; Quality, Teaching, and Learning, Bond University, Gold Coast, QLD, Australia ; Faculty of Business and Law, University of Southern Queensland, Toowoomba, QLD, Australia ;
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EDUCATIONAL quality ; DESCRIPTIVE statistics ; DATA analysis ; EDUCATION ; QUALITY assurance ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
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Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n = 25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103104717&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103104717&lang=es |
| herad |
program learning outcomes |
26 |
364 |
Higher Education Research & Development |
07294360 |
Oct2016 |
35 |
10.1080/07294360.2016.1138450 |
895 |
909 |
15 |
Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes. |
Delany, Clare ; Kosta, Lauren ; Ewen, Shaun ; Nicholson, Patricia ; Remedios, Louisa ; Harms, Louise ;
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Department of Physiotherapy, School of Health Sciences, The University of Melbourne, Melbourne, Australia ; Department of Social Work, School of Health Sciences, The University of Melbourne, Melbourne, Australia ; Melbourne Poche Centre for Indigenous Health, The University of Melbourne, Melbourne, Australia ; Department of Nursing, School of Health Sciences, The University of Melbourne, Melbourne, Australia ;
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GLOBALIZATION ; EDUCATIONAL standards ; HEALTH education ; TEACHING methods ; LEARNING ; Administration of Education Programs ;
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With the globalisation of university education, national frameworks are commonly used to prescribe standardised learning outcomes and achieve accountability. However, these frameworks are generally not accompanied by guiding pedagogy to support academics in adjusting their teaching practices to achieve the set outcomes. This paper reports the results of a scoping review of health science literature aimed at identifying pedagogy and teaching strategies relevant to achieve the learning outcomes specified by the Australian Qualifications Framework at a master's degree level. Eight practical teaching messages emerged from the review and three broad pedagogical trends were identified: the need to use authentic disciplinary-based learning activities; ensure that students are able to discover different perspectives about future practice and bring student reflection about their own knowledge into curricula. More critically, the review highlights that academics attempting to translate national learning outcome frameworks into their teaching practices face a complex and time-consuming task which may involve searching beyond their own disciplinary focus to identify practical teaching strategies to meet prescribed learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117876892&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117876892&lang=es |
| herad |
program learning outcomes |
27 |
365 |
Higher Education Research & Development |
07294360 |
Apr2013 |
32 |
10.1080/07294360.2012.676026 |
272 |
286 |
15 |
Implementation of criteria and standards-based assessment: an analysis of first-year learning guides. |
Thomson, Rosemary ;
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Teaching Development Unit, University of Western Sydney, Penrith, Australia ;
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Educational standards ; Educational evaluation ; Semester system in education ; Outcome-based education ; Administration of Education Programs ; Universities & colleges -- Australia ; Education & state -- Australia ;
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Assessment expectations are communicated to students in various ways and at different points in the semester. The provision of written information in learning guides given to students at the start of semester articulates what they are to do and how well they are to perform in assessment tasks. This paper examines how assessment expectations at an Australian university were communicated by staff in 159 first-year units (subjects) in the first year of university-wide implementation of criteria and standards-based assessment and learning guides policies. A framework was developed to analyse the extent and types of assessment information provided in learning guides. The paper provides a snapshot of the types of assessment used in the first year, including exams and analytical, reflective and authentic tasks. The paper contributes to an understanding of how university-wide assessment policy implementation can be evaluated through an examination of documents produced by staff. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86060262&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86060262&lang=es |
| herad |
program learning outcomes |
28 |
366 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903067005 |
401 |
416 |
16 |
Improving the academic outcomes of undergraduate ESL students: the case for discipline-based academic skills programs. |
Baik, Chi ; Greig, Joan ;
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Centre for the Study of Higher Education, University of Melbourne, Australia. ; Faculty of Architecture, Building and Planning, University of Melbourne, Australia. ;
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Educational evaluation ; College students ; Graduate English language education ; Undergraduates ; Rating of students ; Academic achievement -- Evaluation ; Higher education ; Australia ; Architecture students ;
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This article examines the impact of an adjunct English language tutorial program on the academic performance of first-year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline-specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed-method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline-specific approach to language and academic skills support and that regular participation in a content-based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer-term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline-based programs for ESL students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187565&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187565&lang=es |
| herad |
program learning outcomes |
29 |
367 |
Higher Education Research & Development |
07294360 |
Apr2010 |
29 |
10.1080/07294360903470977 |
151 |
165 |
15 |
Intelligent design: student perceptions of teaching and learning in large social work classes. |
Moulding, Nicole Therese ;
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School of Psychology, Social Work and Social Policy, University of South Australia, Magill, Australia. ;
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SOCIAL work education ; SOCIAL sciences -- Study & teaching ; CRITICAL thinking ; PROBLEM solving ; POSTSECONDARY education ; HIGHER education ; EDUCATION -- Research ; LEARNING ; CLASSES (Groups of students) ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Other Technical and Trade Schools ; Research and Development in the Social Sciences and Humanities ; Other Individual and Family Services ;
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Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students' perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student-centred learning and constructive alignment. Findings revealed that well-integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student-centred course compared with an earlier traditional lecture-style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student-centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49140847&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49140847&lang=es |
| herad |
program learning outcomes |
30 |
368 |
Higher Education Research & Development |
07294360 |
May2000 |
19 |
10.1080/07294360050020499 |
89 |
102 |
14 |
International Students, Learning Environments and Perceptions: a case study using the Delphi technique. |
Robertson, Margaret ; Line, Martin ; Jones, Susan ; Thomas, Sharon ;
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FOREIGN students ; DELPHI method ; AUSTRALIA ;
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While there are a number of reports on problems faced by international students in Australia, there is little information on the perceptions of such students relative to those of the academic staff teaching them. Using the Delphi technique, whereby problems identified are narrowed by consensus, a study conducted at one Australian university highlighted some expected and some unexpected outcomes. Difficulty understanding colloquial language, cost of tuition and feelings of isolation ranked highest amongst the problems cited by international students. Academic staff were critical of their own speed of lecturing, as well as international students' poor writing and critical thinking skills. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3972448&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3972448&lang=es |
| herad |
program learning outcomes |
31 |
369 |
Higher Education Research & Development |
07294360 |
Feb2014 |
33 |
10.1080/07294360.2013.870982 |
129 |
143 |
15 |
Leadership of learning and teaching in the creative arts. |
de la Harpe, Barbara ; Mason, Thembi ;
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Design and Social Context College Office, RMIT University, Melbourne, Australia ;
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LEADERSHIP ; HIGHER education ; LEARNING ; ARTS ; COMMUNICATION in education ;
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The leadership of learning and teaching (L&T) in higher education has evolved over recent years. Part of the evolutionary process has seen the rise of the appointment of Associate Deans L&T (Academic, Education,inter alia). Implicit in this role is the assumption by many that associate deans are responsible for leading L&T. Through interviews with 25 associate deans with one or more creative arts disciplines within their remit, we explore the leadership of the L&T landscape of the creative arts. We specifically consider the associate deans' understanding of the leadership of L&T, and their perspectives on who is responsible for the leadership of L&T for the creative arts. Collectively, associate deans articulated a sophisticated understanding of L&T leadership, including the words vision, innovation, strategic thinking, communication, translation, advocacy and influence. However, the variation in individual descriptions of leadership aspects according to the three L&T leadership conceptions identified by Marshall and colleagues [(2011). Leading and managing learning and teaching in higher education.Higher Education Research & Development,30(2), 87–103], ranged from low level understanding to high level understanding based on an analysis using the Structured Observed Learning Outcomes taxonomy [Biggs, J., & Collis, K. (1982).Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press]. When it came to who was leading L&T, there were diverse views ranging from ‘me’ to ‘no one’. The research suggests that the key to associate deans articulating a more sophisticated view of leadership of L&T may be through attaining a L&T qualification; having experience in the role; and publishing in the discipline of higher education L&T. These findings may guide those recruiting into the field of leadership of L&T, and be helpful for those who are planning a career in the area. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94340967&lang=es |
| herad |
program learning outcomes |
32 |
370 |
Higher Education Research & Development |
07294360 |
Feb2004 |
23 |
10.1080/0729436032000168504 |
73 |
93 |
21 |
Learning through discussions. |
Ellis, Robert A. ; Calvo, Rafael ; Levy, David ; Tan, Kelvin ;
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Institute of Teaching and Learning, The University of Sydney ; University of Technology ;
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EXPERIENTIAL learning ; DISCUSSION ; HIGHER education ; ACTIVE learning ; COMPREHENSION ; EDUCATIONAL technology ;
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Students studying a third-year e-commerce subject experienced face-to-face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in this study. This study uses qualitative approaches to investigate the variation in the students' understanding of what they were learning through discussions, and how they went about engaging in them. Quantitative analyses are used to investigate how the students' experience related to their performance. Key outcomes of the study include that the quality of the students' experience of learning through discussions is positively related to their performance and that face-to-face and online discussions have qualitatively different benefits for learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12492567&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12492567&lang=es |
| herad |
program learning outcomes |
33 |
371 |
Higher Education Research & Development |
07294360 |
Apr2012 |
31 |
10.1080/07294360.2010.542558 |
139 |
154 |
16 |
Literacies in the humanities: the student voice. |
McNaught, Carmel ; Ng, Sarah S.W. ; Chow, Helen ;
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Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, Hong Kong, SAR China ; Kellogg College, University of Oxford, UK ;
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CURRICULA (Courses of study) ; HUMANITIES ; LITERACY ; EDUCATION ; GRADUATE students ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ;
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Humanities includes a diverse range of disciplines in which little literature has explored in any depth the desired learning outcomes. This study was designed to articulate and illustrate learning outcomes in the humanities from students' voices and work. Undergraduate students in their final year, postgraduate students and recent alumni from the Faculty of Arts at a Hong Kong university were interviewed individually or in groups of three to four. They discussed their desired and actual learning outcomes in three areas: the overall university experience, studying in the humanities and their studies in their specific majors. The students' comments were grouped into 16 categories of description. Seventy-three pieces of student work were collected and matched to the 16 categories to illustrate students' perceptions. A common set of qualities was found in all the humanities programmes. The findings have been helpful in bringing the student voice into internal discussions about outcomes-based approaches to teaching and learning and how these approaches relate to internal quality-assurance and curriculum-change processes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278468&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74278468&lang=es |
| herad |
program learning outcomes |
34 |
372 |
Higher Education Research & Development |
07294360 |
Apr2011 |
30 |
10.1080/07294360.2010.512628 |
151 |
163 |
13 |
Monitoring the pathways and outcomes of people from disadvantaged backgrounds and graduate groups. |
Edwards, Daniel ; Coates, Hamish ;
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Australian Council for Educational Research, Camberwell, Australia ; Centre for Population and Urban Research, Monash University, Clayton, Australia ; LH Martin Institute, University of Melbourne, Parkville, Australia ;
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Educational planning ; Higher education & state ; Educational outcomes ; Educational tests & measurements ; Australia ; Social integration ; College graduates -- Psychology ;
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The development of a strong and vibrant knowledge economy is linked directly to successful learning outcomes among university graduates. Building evidence-based insights on graduate outcomes plays a particularly important role in shaping planning and practice. To this end, this paper analyses some key findings from the Graduate Pathways Survey, the first national study in Australia of bachelor degree graduates' outcomes five years after course completion. It focuses on the outcomes of graduates from disadvantaged groups, people of particular significance in an expanding and increasingly important higher education system. After advancing the rational for this analysis, the paper sketches the overall research approach. The paper continues with an analysis of education and employment outcomes for the target groups, and concludes by summarising implications for building further research insights. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=59362528&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=59362528&lang=es |
| herad |
program learning outcomes |
35 |
373 |
Higher Education Research & Development |
07294360 |
Dec2009 |
28 |
10.1080/07294360903161147 |
585 |
596 |
12 |
More than experiential learning or volunteering: a case study of community service learning within the Australian context. |
Parker, Elizabeth Anne ; Myers, Natasha ; Higgins, Helen Christine ; Oddsson, Thorun ; Price, Meegan ; Gould, Trish ;
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School of Public Health, Queensland University of Technology, Brisbane, Australia. ; Blue Care, Brisbane, Australia. ;
|
SOCIAL services ; CURRICULA (Courses of study) ; EXPERIENTIAL learning ; UNIVERSITIES & colleges ; PROFESSIONAL education ; CAREER development ; QUEENSLAND ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Other Individual and Family Services ;
|
Community service learning is the integration of experiential learning and community service into coursework such that community needs are met and students gain both professional skills and a sense of civic responsibility. A critical component is student reflection. This paper provides an example of the application of community service learning within an undergraduate health unit at the Queensland University of Technology. Based on survey data from 36 program participants, it demonstrates the impact of CSL on student outcomes. Results show that students benefited by developing autonomy through real world experiences, through increased self-assurance and achievement of personal growth, through gaining new insights into the operations of community service organisations and through moving towards becoming responsible citizens. Students expect their CSL experience to have long-lasting impact on their lives, with two-thirds of participants noting that they would like to continue volunteering as part of their future development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49233722&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49233722&lang=es |
| herad |
program learning outcomes |
36 |
374 |
Higher Education Research & Development |
07294360 |
Apr2012 |
31 |
10.1080/07294360.2011.555390 |
201 |
215 |
15 |
Perceptions of optimal conditions for teaching and learning: a case study from Flinders University. |
Glenn, Diana ; Patel, Fay ; Kutieleh, Salah ; Robbins, Jane ; Smigiel, Heather ; Wilson, Alan ;
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Centre for University Teaching, Flinders University, Australia ;
|
University faculty ; Higher education ; Teaching ; Learning ; Colleges, Universities, and Professional Schools ;
|
Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74278472&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74278472&lang=es |
| herad |
program learning outcomes |
37 |
375 |
Higher Education Research & Development |
07294360 |
Aug2010 |
29 |
10.1080/07294361003601883 |
405 |
420 |
16 |
'Please remember we are not all brilliant': undergraduates' experiences of an elite, research-intensive degree at a research-intensive university. |
Howitt, Susan ; Wilson, Anna ; Wilson, Kate ; Roberts, Pam ;
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Research School of Biology, Australian National University, Canberra, Australia. ; Research School of Physics and Engineering, Australian National University, Canberra, Australia. ; Research Student Development Centre, Australian National University, Canberra, Australia. ; Centre for Educational Development and Academic Methods, Australian National University, Canberra, Australia. ;
|
UNDERGRADUATES ; RESEARCH ; LEARNING ; COLLEGE students ; ACTIVITY programs in education ; EFFECTIVE teaching ; ELITE (Social sciences) ; SOCIAL learning ; CURRICULA (Courses of study) ; LEARNING ability ; LIFE skills ;
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Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research-based undergraduate degree program at a research-intensive university. These students complete six research projects during their degree and we aimed to delineate factors that students perceive as leading to either good or bad experiences. Two factors stand out as contributing to a successful research experience: the supervisor, with students reporting both pedagogic and affective benefits of good supervision; and the feeling that they are doing authentic science. Surprisingly, given the research-intensive nature of this degree, the learning gains students report relate to both an appreciation of what research is like and life skills, such as time management, rather than scientific thinking skills. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51519132&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51519132&lang=es |
| herad |
program learning outcomes |
38 |
376 |
Higher Education Research & Development |
07294360 |
Aug2013 |
32 |
10.1080/07294360.2012.704902 |
617 |
631 |
15 |
Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance. |
Quinn, Frances ; Stein, Sarah ;
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School of Education , University of New England , Armidale , Australia ; Higher Education Development Centre , University of Otago , Dunedin , New Zealand ;
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LEARNING ; BIOLOGY -- Study & teaching ; LIFE sciences ; STUDENTS ; EDUCATION ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ;
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This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88892888&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88892888&lang=es |
| herad |
program learning outcomes |
39 |
377 |
Higher Education Research & Development |
07294360 |
Dec2007 |
26 |
10.1080/07294360701658633 |
425 |
442 |
18 |
Show me the money! An empirical analysis of mentoring outcomes for women in academia. |
Gardiner, Maria ; Tiggemann, Marika ; Kearns, Hugh ; Marshall, Kelly ;
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Flinders University, Australia ;
|
Mentoring in education ; University & college employees ; Evidence-based education ; Higher education ; Colleges, Universities, and Professional Schools ; Women ; Mentoring ;
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This paper discusses and comprehensively evaluates a mentoring scheme for junior female academics. The program aimed to address the under-representation of women in senior positions by increasing participation in networks and improving women's research performance. A multifaceted, longitudinal design, including a control group, was used to evaluate the success of mentoring in terms of the benefits for the women and for the university. The results indicate mentoring was very beneficial, showing that mentees were more likely to stay in the university, received more grant income and higher level of promotion, and had better perceptions of themselves as academics compared with non-mentored female academics. This indicates that not only do women themselves benefit from mentoring but that universities can confidently implement well-designed initiatives, knowing that they will receive a significant return on investment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=27240013&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=27240013&lang=es |
| herad |
program learning outcomes |
40 |
378 |
Higher Education Research & Development |
07294360 |
Sep2008 |
27 |
10.1080/07294360802183754 |
169 |
186 |
18 |
Social constructivist teaching methods in Australian universities - reported uptake and perceived learning effects: a survey of lecturers. |
Hanson, James M. ; Sinclair, Kenneth E. ;
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School of Business, University of New South Wales, Sydney, Australia ; Faculty of Education and Social Work, University of Sydney, Sydney, Australia ;
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Activity programs in education ; Teaching ; Business education ; Teaching methods ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Independent Artists, Writers, and Performers ; Independent actors, comedians and performers ; Lecturers ; Surveys ; Human services ; Human services personnel ; Social legislation ;
|
Pragmatic social constructivist teaching methods require students to construct knowledge by engaging collaboratively with realistic problems, cases or projects. It is hypothesised that they are more effective than traditional didactic teaching methods in developing undergraduate students': (1) theoretical knowledge; (2) profession-specific skills; and (3) knowledge creation capacity. Results of a survey show the second and third learning effects to be salient among Australian university lecturers, but not the first. Lecturers report that these teaching methods have been adopted more widely in human service-related faculties and design-related faculties than in business-related faculties, possibly owing to the lesser emphasis placed by business lecturers on developing students' profession-specific skills and knowledge creation capacity. A corresponding survey of business practitioners revealed a surprising gap between the value that business practitioners place on new graduates' knowledge creation capacity and the rather limited emphasis that business lecturers place upon developing that capacity in their undergraduate students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33278427&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33278427&lang=es |
| herad |
program learning outcomes |
41 |
379 |
Higher Education Research & Development |
07294360 |
Jan2017 |
36 |
10.1080/07294360.2016.1176998 |
158 |
170 |
13 |
Student learning approaches in the UAE: the case for the achieving domain. |
McLaughlin, James ; Durrant, Philip ;
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Department of General Studies, Higher Colleges of Technology, Abu Dhabi, United Arab Emirates ; Graduate School of Education, University of Exeter, Exeter, UK ;
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ACADEMIC achievement ; VOCATIONAL education ; COGNITIVE styles ; FACTOR analysis ; QUESTIONNAIRES ; Colleges, Universities, and Professional Schools ; Vocational Rehabilitation Services ;
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The deep versus surface learning approach dichotomy has dominated recent research in student learning approach dimensions. However, the achievement dimension may differ in importance in non-Western and vocational tertiary settings. The aim was to assess how Emirati tertiary students could be characterized in terms of their learning approaches. The study looked into emergent learning factors that may be important in Emirati students. The students were Emirati men in a first-year English for academic purposes programme at a tertiary college (N = 252). The students completed the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) to determine learning orientation along the deep and surface approach dimensions. A factor analysis was carried out to assess emergent dimensions in the data. The results on the deep and surface dimensions were inconclusive. However, the factor analysis suggested a disposition towards a construct that we characterize as ‘attainment of satisfaction from learning’. In addition, the factor analysis suggested the possibility of the achieving domain emerging as a separate construct from the surface domain in this context, contrasting with previous research employing the R-SPQ-2F. The results suggest that the deep versus surface learning approach model may not sufficiently represent the complexity of student motivations and strategies in the current context. In addition, student affect tied to outcomes is discussed as an important though perhaps overlooked dimension in non-Western contexts. The implications of the results to future research are considered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=120128996&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=120128996&lang=es |
| herad |
program learning outcomes |
42 |
380 |
Higher Education Research & Development |
07294360 |
Feb2004 |
23 |
10.1080/0729436032000168487 |
35 |
56 |
22 |
Student learning in higher education: a path analysis of academic achievement in science. |
Zeegers, Peter ;
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Student Learning Centre, Flinders University ;
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LEARNING ; HIGHER education ; ACADEMIC achievement ; SCIENCE -- Study & teaching (Higher) ; POSTSECONDARY education ; COMPREHENSION ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
|
Learning outcomes in higher education are of considerable interest to students, teaching staff, researchers, tertiary education institutions and funding authorities. To improve the quality of learning outcomes may require a better understanding of what happens in the learning process from the perspective of the learner. This study makes use of a number of current instruments for the evaluation of student learning to explore aspects of learning outcomes in terms of academic achievement. The students evaluated were either in their first year of study (N = 194) or in the third year of their course (N = 118). A causal mode of learning outcomes was developed for each group and evaluated using the PLSPATH program to explore the impact of student-related causative factors. A number of these factors were shown to have a direct effect on student academic achievement, as measured by annual grade point average (GPA), with some consistency across two year-levels. The most important factor in predicting academic performance for both groups was students' prior academic performance. Approaches to learning and English language skills were also shown to have some predictive value. Students' metacognitive skills and selfefficacy, though showing strong inter-relationships with other factors, did not show a direct effect on academic achievement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12492555&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12492555&lang=es |
| herad |
program learning outcomes |
43 |
381 |
Higher Education Research & Development |
07294360 |
Feb2015 |
34 |
10.1080/07294360.2014.934327 |
74 |
88 |
15 |
Students' experience of problem-based learning in virtual space. |
Gibbings, Peter ; Lidstone, John ; Bruce, Christine ;
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Faculty of Engineering and Surveying, University of Southern Queensland, Toowoomba, Australia ; Faculty of Education, Queensland University of Technology, Brisbane, Australia ; School of Information Systems, Faculty of Science and Technology, University of Southern Queensland, Toowoomba, Australia ;
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PROBLEM-based learning ; VIRTUAL reality ; STUDENT engagement ; COLLEGE students ; HIGHER education ;
|
This paper reports outcomes of a study focused on discovering qualitatively different ways students experience problem-based learning in virtual space. A well-accepted and documented qualitative research method was adopted for this study. Five qualitatively different conceptions are described, each revealing characteristics of increasingly complex student experiences. Establishing characteristics of these more complex experiences assists teachers in facilitating students’ engagement and encouraging deeper learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101047531&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101047531&lang=es |
| herad |
program learning outcomes |
44 |
382 |
Higher Education Research & Development |
07294360 |
Aug2012 |
31 |
10.1080/07294360.2011.559194 |
525 |
539 |
15 |
Successful development of generic capabilities in an undergraduate medical education program. |
McNeil, H. Patrick ; Scicluna, Helen A. ; Boyle, Patrick ; Grimm, Michael C. ; Gibson, Kathryn A. ; Jones, Philip D. ;
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The South Western Sydney Clinical School, Faculty of Medicine, University of New South Wales, Sydney, Australia ; Medical Education and Student Office, Faculty of Medicine, University of New South Wales, Sydney, Australia ; St George Clinical School, Faculty of Medicine, University of New South Wales, Sydney, Australia ;
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Undergraduates ; Undergraduate programs ; Medical education ; Problem solving ; Sydney (N.S.W.) ; New South Wales ; University of New South Wales ; Colleges, Universities, and Professional Schools ;
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The development of generic capabilities or graduate attributes in communication, teamwork, critical analysis of information, problem solving and ethical practice is widely recognised as a desired outcome of higher education. This emphasis on generic capabilities has emerged despite ongoing debates about the concept and development of such capabilities. A recent review of comprehensive audits of Australian universities has found little evidence that such outcomes are being achieved. We used data from four different evaluations, both qualitative and quantitative, to explore whether these important generic capabilities are being learned by undergraduate students in the University of New South Wales (UNSW) new Medicine Program. University of New South Wales medical students are significantly more positive than other UNSW students that their university experience is developing several generic capabilities. Measurements concerning generic skills development from the Australian 2009 Learning and Teaching Performance Fund process support these findings. Analyses of qualitative data from two methodologically different student surveys found consistent evidence that medical students value generic capability development in the UNSW program. Furthermore, we report evidence that current UNSW medical students rate their clinical learning in professional placements as a significantly better experience than students in the previous discipline-based program. We believe this is a consequence of generic capability learning in the early years of the new program, such that our students are better prepared to maximise the value of learning from professional experiences. Our results represent consistent evidence of successful generic capability development as a result of a program-wide innovation in undergraduate education. To validate further our conclusions, external assessments of our graduates' generic capabilities in-action in the workplace are currently being obtained. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78066027&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78066027&lang=es |
| herad |
program learning outcomes |
45 |
383 |
Higher Education Research & Development |
07294360 |
Jun017 |
36 |
10.1080/07294360.2016.1208641 |
702 |
715 |
14 |
Teaching groups as midlevel sociocultural contexts for developing teaching and learning: a case study and comparison to microcultures. |
Heinrich, Eva ;
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School of Engineering and Advanced Technology, Massey University, Palmerston North, New Zealand ;
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TEACHERS ; UNIVERSITIES & colleges ; SOCIOCULTURAL factors ; EDUCATIONAL planning ; TEACHING ; NEW Zealand ;
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Using a case-study approach, the structures, interactions and cultures in four teaching groups at a New Zealand university are explored. The aim of the research is to better understand the potential of teaching groups for assisting academic development. To contextualize this work, the case-study outcomes are compared to research on microcultures. Similarities between strong teaching groups and strong microcultures are found, pointing to the potential of drawing on findings from microculture research. In particular, the use of social commons as a theoretical framework seems indicated, presenting teaching quality as a group and not just individual concern. Differences between the contexts stem from the sole focus of teaching groups on teaching compared to the combined research and teaching mandate of microcultures. As research often dominates teaching, the suggestion is made that teaching groups provide more suitable contexts for addressing teaching issues. The research recommends that organizational units in higher education should identify and analyse teaching groups and build on those groups in addressing teaching quality. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122542396&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122542396&lang=es |
| herad |
program learning outcomes |
46 |
384 |
Higher Education Research & Development |
07294360 |
Oct2016 |
35 |
10.1080/07294360.2016.1139550 |
910 |
924 |
15 |
The purposes and processes of master's thesis supervision: a comparison of Chinese and Dutch supervisors. |
Hu, Yanjuan ; van der Rijst, Roeland Matthijs ; van Veen, Klaas ; Verloop, Nico ;
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Faculty of Education, Southwest University, Chongqing, People's Republic of China ; ICLON Graduate School of Teaching, Leiden University, Leiden, The Netherlands ; Teacher Education, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands ;
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INQUIRY-based learning ; CHINESE students in foreign countries ; FOREIGN students ; TEACHING methods ; HIGHER education ;
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The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes supervisors of master's theses aim for in two cultures, China and the Netherlands, and how they help their students to achieve these learning outcomes. Semi-structured interviews with 10 Chinese and 10 Dutch supervisors revealed, besides a strong resemblance, some clear differences between the two groups. For example, the Chinese supervisors aim to prepare their students for future jobs and use explicit assessment and regulation to monitor student progress, while the Dutch supervisors aim to enhance student well-being and use implicit regulation, emotional support and frequent posing of questions to facilitate student learning. Implications for cross-cultural and international education are provided. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117876901&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117876901&lang=es |
| herad |
program learning outcomes |
47 |
385 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903067013 |
385 |
400 |
16 |
The relative effects of university success courses and individualized interventions for students with learning disabilities. |
Reed, Maureen J. ; Kennett, Deborah J. ; Lewis, Tanya ; Lund-Lucas, Eunice ; Stallberg, Carolyn ; Newbold, Inez L. ;
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Department of Psychology, Ryerson University, Toronto, Canada. ; Department of Psychology, Trent University, Peterborough, Canada. ; Department of Arts-Learning Success, Ryerson University, Toronto, Canada. ; Disabilities Services, Trent University, Peterborough, Canada. ; Access, Ryerson University, Toronto, Canada. ;
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Curricula (Courses of study) ; Education of learning disabled persons ; Universities & colleges ; Higher education ; Educational evaluation ; College students ; Self-efficacy in students ; Rating of students ; Colleges, Universities, and Professional Schools ;
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Little is known about the relative effects of post-secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course-intervention), (2) have regular individual interventions (high-intervention) or (3) use services only as needed (low-intervention). Pre- and post-test comparisons revealed improvements in academic self-efficacy and academic resourcefulness for students in the course- and high-intervention groups. The course-intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high-intervention group and had significantly higher year-end GPAs in comparison to the low-intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post-secondary learning and academic skills. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187566&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187566&lang=es |
| herad |
program learning outcomes |
48 |
386 |
Higher Education Research & Development |
07294360 |
Sep2014 |
33 |
10.1080/07294360.2014.890566 |
903 |
920 |
18 |
Transforming the twenty-first-century campus to enhance the net-generation student learning experience: using evidence-based design to determine what works and why in virtual/physical teaching spaces. |
Fisher, Kenn ; Newton, Clare ;
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Faculty of Architecture, Building & Planning, University of Melbourne, Parkville, Victoria, Australia ;
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EVIDENCE-based design (Architecture) ; VIRTUAL classrooms ; MOBILE communication systems in education ; WIRELESS communication systems ; EDUCATIONAL technology ; HIGHER education ; EFFECTIVE teaching ; Radio and Television Broadcasting and Wireless Communications Equipment Manufacturing ; Wireless Telecommunications Carriers (except Satellite) ;
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The twenty-first century has seen the rapid emergence of wireless broadband and mobile communications devices which are inexorably changing the way people communicate, collaborate, create and transfer knowledge. Yet many higher education campus learning environments were designed and built in the nineteenth and twentieth centuries prior to wireless broadband networks. Now, new learning environments are being re-engineered to meet these emerging technologies with significant challenges to existing pedagogical practices. However, these next generation learning environments (NGLEs) have not been evaluated thoroughly to see if they actually work as they are scaled up across the higher education system. Whilst there have been a range of NGLEs designed globally – with Australia leading in the past five years or so – it is timely that a more rigorous research methodology drawing from health facility evidence-based design is taken to evaluate their effectiveness in improving the student experience and learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=98604927&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=98604927&lang=es |
| herad |
program learning outcomes |
49 |
387 |
International Perspectives on Higher Education Research |
14793628 |
2014 |
12 |
10.1108/S1479-362820140000012014 |
199 |
218 |
20 |
TRANSITION TO NEXT GENERATION LEARNING SPACES. |
Hall-van den Elsen, Cathy ; Palaskas, Tom ;
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Study centers ; Classrooms -- Research ; Teaching research ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Learning -- Research ; Continuing education -- Research ; Professional education -- Research ;
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This chapter takes an implementation case study approach to inform project planners, senior academics, and academic developers about the design and implementation of a professional development (PD) program that prepared 700 faculty in an Australian university to reimagine their teaching practice. The catalyst for this transformation was the move from traditional classrooms to next generation learning spaces (NGLS) in the newly constructed and purpose-built environment of RMIT University's Swanston Academic Building (SAB). The study identifies the challenges and change management issues faced by the project team, faculty, and other stakeholders. Default teach&g styles for many tertiary teachers can replicate the "best" and "worst" practices from their own student experience. As actors in their own classrooms tertiary teachers autonomously create learning environments that they consider appropriate to communicate the content, context, and culture of their particular discipline. The design and implementation of the PD and transition plan took into account the needs and perceptions of staff from each discipline area, the affordances of the new learning spaces, and their associated technologies. This chapter contributes to a growing body of knowledge about the experience of academic and teaching staff during transition from traditional to NGLS, providing a description of the process undertaken in one university, the outcomes achieved, and the lessons learnt. |
Academic Journal |
Book Chapter |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97586816&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97586816&lang=es |
| herad |
program learning outcomes |
50 |
388 |
Higher Education Research & Development |
07294360 |
Feb2012 |
31 |
10.1080/07294360.2012.642839 |
39 |
55 |
17 |
What the student does: teaching for enhanced learning. |
Biggs, John ;
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Professional Development Centre, University of New South Wales, Australia ;
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Educational standards ; Active learning ; Problem-based learning ; Teachers ; Educational evaluation ; Administration of Education Programs ;
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Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70707853&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=70707853&lang=es |
| herad |
program learning outcomes |
1 |
389 |
Higher Education Research & Development |
07294360 |
Jan2017 |
36 |
10.1080/07294360.2016.1170767 |
43 |
58 |
16 |
A framework for enabling graduate outcomes in undergraduate programmes. |
Bond, C. H. ; Spronken-Smith, R. ; McLean, A. ; Smith, N. ; Frielick, S. ; Jenkins, M. ; Marshall, S. ;
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Higher Education Development Centre, University of Otago, Dunedin, New Zealand ; Centre for Learning and Teaching, AUT University, Coventry University, Coventry, New Zealand ; Academic Development Team, Coventry University, Coventry, UK ; Centre for Academic Development, Victoria University of Wellington, Wellington, New Zealand ;
|
Graduation rate ; Undergraduate programs ; Educational leadership ; Postsecondary education ; Inclusive education ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
|
Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120128992&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120128992&lang=es |
| herad |
program learning outcomes |
2 |
390 |
Higher Education Research & Development |
07294360 |
Feb2012 |
31 |
10.1080/07294360.2012.642842 |
79 |
92 |
14 |
A research-based approach to generic graduate attributes policy. |
Barrie, Simon C. ;
|
The Institute for Teaching and Learning, The University of Sydney, Australia ;
|
UNIVERSITIES & colleges ; EDUCATIONAL planning ; COLLEGE teachers ; COLLEGE graduates ; HIGHER education ; AUSTRALIA ;
|
For many years universities around the world have sought to articulate the nature of the education they offer to their students through a description of the generic qualities and skills their graduates possess. Despite the lengthy history of the rhetoric of such policy claims, universities' endeavours to describe generic attributes of graduates continue to lack a clear theoretical or conceptual base and are characterized by a plurality of view-points. Furthermore, despite extensive funding in some quarters, overall, efforts to foster the development of generic attributes appear to have met with limited success. Recent research has shed some light on this apparent variability in policy and practice. It is apparent that Australian university teachers charged with responsibility for developing students' generic graduate attributes do not share a common understanding of either the nature of these outcomes, or the teaching and learning processes that might facilitate the development of these outcomes. Instead academics hold qualitatively different conceptions of the phenomenon of graduate attributes. This paper considers how the qualitatively different conceptions of graduate attributes identified in this research have been applied to the challenge of revising a university's policy statement specifying the generic attributes of its graduates. The paper outlines the key findings of the research and then describes how the university's revision of its policy statement has built upon this research, adopting a research-led approach to academic development. The resultant two-tiered policy is presented and the key academic development processes associated with the disciplinary contextualization of this framework are considered. The discussion explores some of the implications of this novel approach to structuring a university's policy, in particular, the variation in the relationship between discipline knowledge and generic attributes which was a key feature of the qualitative variation in understandings identified in the research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70707856&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70707856&lang=es |
| herad |
program learning outcomes |
3 |
391 |
Higher Education Research & Development |
07294360 |
Jul2014 |
33 |
10.1080/07294360.2013.863840 |
794 |
806 |
13 |
An analysis of the effectiveness of feedback to students on assessed work. |
Taylor, Craig ; Burke da Silva, Karen ;
|
School of Humanities, Flinders University of South Australia, Adelaide, Australia ; School of Biology, Flinders University of South Australia, Adelaide, Australia ;
|
Students ; Higher education ; College students ; School discipline ; Australia ;
|
This paper presents the views of students, from a range of schools and disciplines, on the effectiveness of current assessment feedback practices at Flinders University. We also report on a workshop on feedback with teachers. Overall, individual written comments were found to be the most useful form of feedback. However, there was significant variation with the level of satisfaction with feedback and the relative usefulness of different forms of feedback across the different schools and disciplines. This research suggests both the need to improve the effectiveness of such feedback and to tailor the forms of feedback offered to students according to the distinctive teaching and learning environments in different schools and disciplines. To that end, innovation and further research on feedback are justified, and some suggestions are offered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96652188&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96652188&lang=es |
| herad |
program learning outcomes |
4 |
392 |
Higher Education Research & Development |
07294360 |
Jun99 |
18 |
|
173 |
183 |
11 |
An Evaluation of Innovative Projects Involving Communication and Information Technology in Higher Education. |
Alexander, Shirley ;
|
|
INFORMATION technology ; STUDENTS ; HIGHER education ; AUSTRALIA ;
|
Evaluates the contribution of information technology to student learning in higher education in Australia. Significance of communication and information technology in projects; Intention of improving student learning outcomes; Advantages of information technology. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=6206499&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=6206499&lang=es |
| herad |
program learning outcomes |
5 |
393 |
Higher Education Research & Development |
07294360 |
Feb2012 |
31 |
10.1080/07294360.2012.642840 |
57 |
64 |
8 |
Challenges and visions for higher education in a complex world: commentary on Barnett and Barrie. |
Austin, Ann E. ;
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Department of Educational Administration, Michigan State University, USA ;
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HIGHER education -- Research ; TEACHER participation in curriculum planning ; TEACHER-student relationships ; UNIVERSITIES & colleges ; EDUCATIONAL planning ; Colleges, Universities, and Professional Schools ; BARNETT, Ronald, 1947- ;
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The article comments on two articles related to higher education by Simon C. Barrie and Ronald Barnett, which was published in this journal. The author reflects on Barnett's article, which focuses on the need for teachers within higher education institutions to prepare students for an uncertain world. She agrees with him on the roles and responsibilities of higher education institutions. She also comments on Barries thoughtful and practical discussions about purpose and learning outcomes. |
Academic Journal |
Opinion |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70707854&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=70707854&lang=es |
| herad |
program learning outcomes |
6 |
394 |
Higher Education Research & Development |
07294360 |
Aug2013 |
32 |
10.1080/07294360.2012.705262 |
646 |
659 |
14 |
Dancing with the devil: formative peer assessment and academic performance. |
Snowball, Jen D. ; Mostert, Markus ;
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Department of Economics and Economic History , Rhodes University , Grahamstown , South Africa ; Centre for Higher Education Research, Teaching and Learning , Rhodes University , Grahamstown , South Africa ;
|
Computer assisted instruction ; Remedial teaching ; Correlation (Statistics) ; Essay (Literary form) ; Economics ;
|
Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88892889&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88892889&lang=es |
| herad |
program learning outcomes |
7 |
395 |
Higher Education Research & Development |
07294360 |
Mar2017 |
36 |
10.1080/07294360.2017.1263467 |
444 |
447 |
4 |
Death of the PhD: when industry partners determine doctoral outcomes. |
Frick, Liezel ; McKenna, Sioux ; Muthama, Evelyn ;
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Faculty of Education, Stellenbosch University, Stellenbosch, South Africa ; Centre for Higher Education Research, Teaching and Learning, Rhodes University, Grahamstown, South Africa ;
|
Graduate education ; Graduate students ; Colleges, Universities, and Professional Schools ;
|
An introduction to the journal is presented in which the editor focuses on the Review of Australia's Research Training System (ACOLA) report in 2016. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120999760&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120999760&lang=es |
| herad |
program learning outcomes |
8 |
396 |
Higher Education Research & Development |
07294360 |
Nov2001 |
20 |
10.1080/07294360120108377 |
281 |
291 |
11 |
Epistemological Beliefs in Pre-service Teacher Education Students. |
Brownlee, Joanne ;
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Queensland University of Technology ;
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SOCIAL epistemology ; STUDENTS ; AUSTRALIA ;
|
This study investigated the nature of pre-service teacher education students' epistemological beliefs or beliefs about knowing. Semi-structured interviews were conducted with 29 students at QUT using an interview schedule similar to that used by Belenky et al. (1986). The interviews took place at the end of a year-long Graduate Diploma in Teacher Education course and were analysed using a descriptive-interpretative approach to data analysis. This means that although categories of beliefs emerged from the data, the descriptions of these categories were influenced by the epistemological beliefs literature. The interview analysis showed that, as a group, students' beliefs ranged from naïve beliefs in the reception of absolute truths to more sophisticated beliefs in the construction of reasoned truths. These categories were similar to those described by Perry (1970), Belenky et al. (1986) and Baxter Magolda (1993). The categories of beliefs were also analysed in terms of structural aspects using the SOLO (Structure of Learning Outcomes) (Biggs & Collis, 1982, 1989) taxonomy as a guide. This part of the analysis was concerned with investigating how students' responses were organised or structured. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5563058&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5563058&lang=es |
| herad |
program learning outcomes |
9 |
397 |
Higher Education Research & Development |
07294360 |
Dec2013 |
32 |
10.1080/07294360.2013.806437 |
871 |
887 |
17 |
Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies. |
Faulkner, Margaret ; Mahfuzul Aziz, Syed ; Waye, Vicki ; Smith, Elizabeth ;
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Learning and Teaching UnitUniversity of South Australia, Adelaide, South Australia ; School of EngineeringUniversity of South Australia, Mawson Lakes, Australia ; Division of BusinessUniversity of South Australia, Adelaide, South Australia ; School of Natural and Built EnvironmentsUniversity of South Australia, Adelaide, South Australia ;
|
HIGHER education ; POSTSECONDARY education ; LEARNING ; EDUCATIONAL standards ; Administration of Education Programs ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Other Technical and Trade Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Apprenticeship Training ; UNIVERSITY of South Australia -- Curricula ;
|
Since the late-1990s, the University of South Australia has embedded seven Graduate Qualities across all programs. Subsequently, the higher education landscape has changed dramatically in terms of national policies and standards, as well as technologies available to support learning and teaching. Most higher education institutions now have their own list of qualities or attributes developed by graduates. Further changes in Australia include quality assurance accredited through a national body, such as the Tertiary Education Quality and Standards Agency, and the development of disciplinary Threshold Learning Outcomes under the Learning and Teaching Academic Standards project. Similar changes are underway internationally. A multi-disciplinary research project at University of South Australia explored how ePortfolios might enhance this learning environment with a focus on aligning standards, Graduate Qualities and professional requirements. This paper outlines approaches taken in Engineering and Law undergraduate programs using two different ePortfolio tools (PebblePad and Mahara), where we sought to discover if this would empower learners to articulate their achievements and to understand professional frameworks. Lessons learnt and evaluation data are presented, along with recommendations to support a progressive developmental approach across programs. Whilst the experiences relate to two disciplinary areas, the approach taken can be adapted for other programs. Many of the insights gained also apply to strategies that exclude ePortfolio tools. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=92886102&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=92886102&lang=es |
| herad |
program learning outcomes |
10 |
398 |
Higher Education Research & Development |
07294360 |
Feb2009 |
28 |
10.1080/07294360802444339 |
17 |
29 |
13 |
Facing up to the challenge: why is it so hard to develop graduate attributes? |
Green, Wendy ; Hammer, Sarah ; Star, Cassandra ;
|
Teaching & Educational Development Institute, University of Queensland ; Learning & Teaching Support Unit, University of Southern Queensland ; Flinders Institute of Public Policy & Management and School of Political & International Studies, Flinders University ;
|
Employment of college graduates ; Employability ; Training of college teachers ; Higher education & state ; Australia ; Colleges, Universities, and Professional Schools ; Universities & colleges -- Research ;
|
Debate continues regarding the nature and desirability of graduate attributes, driven partly by stakeholder expectations that universities will prepare employees for the knowledge economy and partly by higher education academics and learning specialists. While universities appear to have accepted their new vocational role, there is considerable confusion over how these things - graduate skills, attributes or capabilities - should be defined and implemented. Conceptual confusion combined with a range of external pressures and internal management issues have the potential to derail this important project. To date, stakeholders such as government and business, as well as universities have seriously underestimated the kind of cultural, institutional and policy changes required to implement the graduate skills agenda. This paper outlines the issues that will need to be addressed by the higher education sector if universities are to play a proactive rather than reactive role in shaping this agenda. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37222978&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37222978&lang=es |
| herad |
program learning outcomes |
11 |
399 |
International Perspectives on Higher Education Research |
14793628 |
2014 |
12 |
10.1108/S1479-362820140000012013 |
175 |
198 |
24 |
FACTORS THAT SHAPE PEDAGOGICAL PRACTICES IN NEXT GENERATION LEARNING SPACES. |
Carr, Nicola ; Fraser, Kym ;
|
|
Study centers ; Classrooms -- Research ; School facilities ; Teaching research ; Education research ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Learning -- Research ;
|
International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply retrofitting an existing classroom as an NGLS conservatively costs SAUD200,O00, while developing new build- ings often cost in the region of 100 million dollars and over the last five years, many universities in Australia, Europe and North America have developed new buildings. Despite this considerable investment, it appears that the full potential of these spaces is not being realised. While researchers argue that a more student centred learning approach to teaching has inspired the design of next generation learning spaces (Tom, Voss, & Scheetz, 2008) and that changed spaces change practice (Joint Information Systems Committee, 2009) when 'confronted' with a next generation learning spaces for the first time, anecdotes suggest that many academics resort to teaching as they have always taught and as they were taught. This chapter highlights factors that influence teaching practices, showing that they are to be found in the external, organisational and personal domains. We argue that in order to fully realise significant improvements in student outcomes through the sector's investment in next generation learning spaces, universities need to provide holistic and systematic support across three domains - the external, the organisational and the personal domains, by changing policies, systems, procedures and localised practices to better facilitate changes in teaching practices that maximise the potential of next generation learning spaces. |
Academic Journal |
Book Chapter |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97586815&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97586815&lang=es |
| herad |
program learning outcomes |
12 |
400 |
Higher Education Research & Development |
07294360 |
Feb2015 |
34 |
10.1080/07294360.2014.934330 |
188 |
204 |
17 |
Formative journeys of first-year college students: tensions and intersections with intercultural theory. |
Shaw, Marta ; Lee, Amy ; Williams, Rhiannon ;
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Department of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis, MN, USA ; Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN, USA ;
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College students ; Multicultural education ; Higher education ; University of Minnesota ; Cultural competence ;
|
Development of intercultural skills is recognized as an essential outcome of a college education, but in order to facilitate students' growth effectively, we must understand the points of the developmental journey at which students enter the college classroom. This study tests four hypotheses developed on the basis of leading models of intercultural development in relation to first-year students' levels of maturity, attitudes toward difference, capacity for productive interaction and emotions experienced in the face of difference. To test the hypotheses, we collected written narratives on a formative encounter with difference from 414 incoming students at the University of Minnesota. Each narrative was coded for an initial, intermediate or advanced stage of intercultural development, as well as for the outcomes of the interaction and emotions experienced in the course of the encounter. Findings indicate that: (1) only 21% of respondents display evidence of ethnorelative thinking; (2) the majority report very positive attitudes toward difference, but show evidence of veiled detachment and minimization; (3) there is no difference in reports of productive interaction between those who do and do not display mindfulness and (4) the emotions experienced at various stages of intercultural maturity do not yield a pattern of increasing comfort. We conclude that the points at which our students begin their intercultural journey may differ slightly from what is suggested by leading developmental models, and recommend adjusting the starting point of programming aimed at supporting intercultural competence development in college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047534&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047534&lang=es |
| herad |
program learning outcomes |
13 |
401 |
Higher Education Research & Development |
07294360 |
2016 |
35 |
10.1080/07294360.2015.1137881 |
741 |
754 |
14 |
Good CoPs and bad CoPs: facilitating reform in first-year assessment via a Community of Practice. |
Howlett, Catherine ; Arthur, James Michael ; Ferreira, Jo Anne ;
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School of Environment, Griffith University, Nathan, Australia ;
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COMMUNITIES ; COLLEGE freshmen ; LEARNING ; UNIVERSITIES & colleges ; PROFESSIONAL education ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
|
The idea and implementation of learning communities are gaining favour in higher education institutions. In particular, there are a number of successful examples to emerge of the application of the Community of Practice (CoP) framework proposed by Wenger [(1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Harvard Business School Press] for fostering a learning environment for academics around their teaching practice. In this paper, we describe and reflect on the efficacy of a CoP process that was implemented within our university. The purpose of this CoP was to provide a space for academics to focus on assessment practices for first-year courses and identify opportunities for professional development in this area. For a variety of reasons detailed in the paper, the efficacy of this CoP was limited, and we conclude that in the current higher education environment in Australia, success with CoP approaches to improve learning and teaching outcomes may prove limited. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117855899&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117855899&lang=es |
| herad |
program learning outcomes |
14 |
402 |
Higher Education Research & Development |
07294360 |
Jun2013 |
32 |
10.1080/07294360.2012.682052 |
450 |
463 |
14 |
Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges. |
Oliver, Beverley ;
|
Office of Assessment, Learning and Teaching , Curtin University , Perth , Western Australia ;
|
Curriculum change ; College curriculum ; Electronic portfolios in education ; Self-evaluation ; School employees ; Colleges, Universities, and Professional Schools ; Graduates -- Education ;
|
Curtin University's Curriculum 2010 (C2010) initiative aimed at ensuring degree programs were excellent and sustainable. Before C2010, graduate attributes were not universally emphasised and indicators showed room for improvement in generic skills. C2010 focused on embedding graduate attributes through three strategies. The first was embedding graduate attributes in degree programs and mapping for constructive alignment of outcomes and assessments. The second strategy was related: programs were reviewed drawing on evidence including perspectives of graduates, employers and program teams on the relative importance of graduate attributes and the extent to which they were generally demonstrated or developed. The third strategy was a university-wide eportfolio system enabling students' self- and peer-assessment of graduate attributes. Since completion of C2010, proxy indicators show improvement. However, this paper highlights the challenges associated with graduate attributes and renewal. These include: academic staff engagement, the time needed for innovations to come to fruition and evidencing achievement of graduate attributes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786205&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87786205&lang=es |
| herad |
program learning outcomes |
15 |
403 |
Higher Education Research & Development |
07294360 |
2016 |
35 |
10.1080/07294360.2015.1137873 |
712 |
726 |
15 |
Helping doctoral students teach: transitioning to early career academia through cognitive apprenticeship. |
Greer, Dominique A. ; Cathcart, Abby ; Neale, Larry ;
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School of Advertising, Marketing and Public Relations, QUT Business School, Queensland University of Technology, Brisbane, Australia ; School of Management, QUT Business School, Queensland University of Technology, Brisbane, Australia ;
|
Doctoral students ; Apprenticeship programs ; Outcome-based education ; Teaching ; Occupations ; Apprenticeship Training ; All other schools and instruction ;
|
Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching development intervention that aims to improve the teaching self-efficacy of doctoral candidates. To conduct this research, we apply the theoretical framework of Cognitive Apprenticeship Theory, a theory of social learning that requires learners to participate in a community of inquiry. Participants report significantly higher levels of teaching selfefficacy and a stronger sense of connectedness to the wider academic community. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117855897&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117855897&lang=es |
| herad |
program learning outcomes |
16 |
404 |
Higher Education Research & Development |
07294360 |
Apr2013 |
32 |
10.1080/07294360.2012.674496 |
287 |
299 |
13 |
Higher education emotions: a scale development exercise. |
White, Christopher J. ;
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Department of Learning and Teaching, School of Finance, Economics and Marketing, RMIT University, Melbourne, Australia ;
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Emotions (Psychology) ; Outcome-based education ; Educational outcomes ; Higher education -- Psychological aspects ; Satisfaction ; Loyalty ;
|
Emotion experienced in the classroom has been shown to influence subject-level satisfaction and loyalty to the institution. To date, a valid and reliable scale to measure higher-education satisfaction emotions does not exist and this study aims to rectify this shortfall. After a qualitative and quantitative investigation, 14 emotions that formed three dimensions were retained. These emotions, when combined with performance perceptions, explained 71% of the variance in satisfaction with a learning and teaching experience that, in turn, explained 82% of the variance in loyalty to the institution. This scale can complement existing evaluation instruments and assist education managers and marketers in capturing a richer understanding of their students' experience, which, if managed correctly, can lead to enhanced reputation and increased future enrolments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86060260&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86060260&lang=es |
| herad |
program learning outcomes |
17 |
405 |
Higher Education Research & Development |
07294360 |
Jan2017 |
36 |
10.1080/07294360.2017.1249071 |
36 |
42 |
7 |
Higher education for the public good in post-conflict societies – curricular justice and pedagogical demands: a response from Cyprus and South Africa. |
Zembylas, Michalinos ;
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Program of Educational Studies, Open University of Cyprus, Latsia, Cyprus ; Institute for Reconciliation and Social Justice, University of the Free State, Bloemfontein, South Africa ;
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Higher education -- Social aspects ; Outcome assessment (Education) ; Teaching methods ; Higher education -- Cyprus ; Higher education -- South Africa ; Connell, Raewyn ;
|
The author discusses the essay of sociologist Raewyn Connell about the social aspect of higher education. Topics include the public good of higher education in post-conflict societies of Cyprus and South Africa, incorporation of curricular justice in learning spaces, and importance of pedagogical practices in educational outcomes. |
Academic Journal |
Opinion |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120129008&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120129008&lang=es |
| herad |
program learning outcomes |
18 |
406 |
Higher Education Research & Development |
07294360 |
Dec2012 |
31 |
10.1080/07294360.2012.669748 |
797 |
810 |
14 |
Increasing international and domestic student interaction through group work: a case study from the humanities. |
Cruickshank, Ken ; Chen, Honglin ; Warren, Stan ;
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Faculty of Education and Social Work, University of Sydney, Sydney, Australia ; Faculty of Education, University of Wollongong, Wollongong, Australia ;
|
Foreign students ; Group work in education ; Cultural pluralism ; Classroom activities ; Multiculturalism ;
|
This article explores the use of group work strategies to increase student interaction and learning. Despite the growing linguistic and cultural diversity in tertiary institutions, there is strong evidence of minimal interaction between ‘domestic’ and ‘international’ students in classrooms and in wider university contexts. This study investigates the implementation of teaching and learning strategies in an undergraduate class comprising domestic and international students from Education and Arts. The strategies relate to in-class group work, tutorial groups and assessment design. The findings indicate greater class interaction, higher satisfaction ratings and better learning outcomes as a result of the strategies. The article argues for three key features underpinning the pedagogy: where international students can work from a position of power equality in class, where both groups of students can enact the role of ‘experts’ and where support in language and learning how to learn is embedded in assessment and outcomes. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=83845182&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=83845182&lang=es |
| herad |
program learning outcomes |
19 |
407 |
Higher Education Research & Development |
07294360 |
Aug2010 |
29 |
10.1080/07294361003601875 |
421 |
431 |
11 |
Infusing an inter-professional and inter-university perspective into healthcare education. |
Goldberg, Lynette R. ; Koontz, Jennifer Scott ; Downs, David ; Uhlig, Paul ; Kumar, Neil G. ; Shah, Sapna ; Clark, Paige E. ; Coiner, Christina ; Crumrine, Daiquirie ;
|
Communication Sciences and Disorders, Wichita State University, Wichita, USA. ; Department of Family Medicine, University of Kansas School of Medicine-Wichita, Wichita, USA. ; Department of Preventive Medicine and Public Health, University of Kansas School of Medicine-Wichita, Wichita, USA. ; Department of Vascular Surgery, University of Rochester Medical Center, Rochester, USA. ; Oregon Health Sciences University, Portland, USA. ; Speech-Language Pathology Department, Regional Medical Center, Salina, Kansas, USA. ;
|
Higher education ; Health education ; Medical students ; Activity programs in higher education ; Education research ; Medical education ; Learning ability ; Quality of life ; United States ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Colleges, Universities, and Professional Schools ; Preventive health services ;
|
A national (USA) student-led, case-based CLinician/Administrator Relationship Improvement OrganizatioN (CLARION) competition focuses students in medical and related healthcare programs on the provision of healthcare that is safe, timely, equitable, patient-centred, effective and efficient. Students work in four-person, inter-professional teams to research and analyse a designated case. They then present their findings and recommendations to a panel of independent judges. Students, with support from their faculty advisors, approach the case as they see fit. Following initial participation in this CLARION competition, an inter-professional team of students from two universities and their advisory faculty developed a two-semester, pre-competition course as a model to facilitate transformation in healthcare education. The course is theoretical, empirical and practical. It has multiple levels of learning and is designed to mentor students, develop faculty, measure learning outcomes and stimulate administrators in higher education to think creatively about curriculum development across disciplines. This integrated and inter-professional approach is pivotal in healthcare education to ensure students learn safe and evidence-based clinical practice that meets the highest standards for quality care. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51519142&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51519142&lang=es |
| herad |
program learning outcomes |
20 |
408 |
Higher Education Research & Development |
07294360 |
Aug2012 |
31 |
10.1080/07294360.2011.629361 |
493 |
510 |
18 |
Major influences on the teaching and assessment of graduate attributes. |
de la Harpe, Barbara ; David, Christina ;
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Department of Learning and Teaching, College of Design and Social Context, RMIT University, Melbourne, Australia ;
|
TEACHING ; CURRICULA (Courses of study) ; UNIVERSITIES & colleges ; QUALITY (Philosophy) ; GRADUATE students ; PSYCHOLOGY ; AUSTRALIA ;
|
Efforts to systematically integrate graduate attributes across university curricula have relied on academic staff acceptance and ability to translate top-down policy into teaching practice. The literature and anecdotal reports over the past two decades show limited success in the area using this approach. Why is this so? Teaching staff across 16 Australian universities were surveyed, as part of an Australian Learning and Teaching Council-funded grant, regarding their beliefs about graduate attributes and their willingness and confidence to teach and assess them. The study found that although 73% of academic staff surveyed believed graduate attributes were important, there was a substantial difference between beliefs and actual emphasis reported in practice. We consider the major influences on the teaching and assessment of graduate attributes, the implications for policy development and implementation, and propose a rethink in relation to how to work towards improved graduate attribute outcomes in universities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=78066032&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=78066032&lang=es |
| herad |
program learning outcomes |
21 |
409 |
Higher Education Research & Development |
07294360 |
Aug2013 |
32 |
10.1080/07294360.2012.754410 |
672 |
686 |
15 |
Measuring the research experience of research postgraduate students in Hong Kong. |
Zeng, Lily M. ; Webster, Beverley J. ; Ginns, Paul ;
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Centre for the Enhancement of Teaching and Learning, The University of Hong Kong , Hong Kong, China ; Centre for Excellence in Learning and Teaching, Faculty of Business and Economics, The University of Melbourne , Melbourne , Australia ; Faculty of Education and Social Work , University of Sydney , Sydney , Australia ;
|
MANAGEMENT science ; CAREER development ; INTELLECTUALS ; GRADUATE students ; SCIENTIFIC method ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
|
To date, there has been little research in non-Western contexts exploring the research experience of research higher degree (RHD) students and the effect of research experience on student outcomes. The purposes of this study were to validate the Student Research Experience Questionnaire (SREQ) developed in Australia in the Hong Kong context and to explore the relationships between student research experiences and their perceived skill development and overall satisfaction with their research degree experiences. Data were collected from 599 RHD students. The results supported the construct validity of four SREQ scales (supervision, infrastructure, intellectual climate and skill development). The results of the structural equation modelling suggested that supervision related to students' perceived skill development and overall satisfaction, while intellectual climate and infrastructure were related to overall satisfaction only. The data provide a better understanding of how we can promote positive learning outcomes of RHD students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88892894&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88892894&lang=es |
| herad |
program learning outcomes |
22 |
410 |
Higher Education Research & Development |
07294360 |
Feb2006 |
25 |
10.1080/07294360500453012 |
3 |
17 |
15 |
Reframing our approach to doctoral programs: an integrative framework for action and research. |
McAlpine, Lynn ; Norton, Judith ;
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McGill University, Montreal, Canada ;
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Education research ; Doctoral programs ; Doctor of education degree ; Students ; Experience ; Higher education ; Universities & colleges ; Learning & scholarship ; Scholarships ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Grantmaking Foundations ; Colleges, Universities, and Professional Schools ; Repentance ;
|
A serious problem exists in the academic world, namely doctoral education attrition rates that approach 50% in some disciplines. Yet, calls for action have generally been ad hoc rather than theory driven. Further, research has not been conceived and implemented with sufficient breadth to integrate factors influencing the outcomes across the societal/supra-societal, institutional and departmental/disciplinary contexts. Concurrently, epistemological questions are being directed at the appropriateness of both the content and the process of doctoral programs. In this paper, we propose as a heuristic, an integrative framework of nested contexts to guide both research and action. The framework integrates the range of factors influencing doctoral student experience, so that we can envision responding to this issue in a coherent and effective fashion. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19495377&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19495377&lang=es |
| herad |
program learning outcomes |
23 |
411 |
Higher Education Research & Development |
07294360 |
Jun2015 |
34 |
10.1080/07294360.2014.973384 |
568 |
580 |
13 |
Reviving the ancient virtues in the scholarship of teaching, with a slight critical twist. |
Kreber, Carolin ;
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Institute for Education, Community and Society, The University of Edinburgh, Edinburgh, UK ;
|
Teaching methodology ; Teaching methods ; Educational psychology ; Education ; Educational innovations ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
|
This conceptual study argues that the scholarship of teaching is not just an evidence-based but also a virtues-based practice. To this end, it pursues two interrelated objectives. First, it seeks to show that the scholarship of teaching is supported by theintellectualvirtues of ‘episteme’ (theoretical knowledge), ‘techne’ (productive knowledge) and ‘phronesis’ (practical knowledge). These three intellectual virtues stand in a particular relationship to one another and phronesis assumes a vital mediating function infusing the scholarship of teaching with the practical wisdom required in concrete situations. Phronesis, particularly a critically inspired phronesis, also enables the proper development and enactment ofmoralvirtues, especially truthfulness, justice and courage, without which the standards associated with scholarship could not be upheld. It is further argued that the scholarship of teaching is usefully enriched by recognising two different versions of evidence-based practice: one is concerned with the evidence of instrumental effectiveness between strategies and outcomes; the other with evidence of the internal consistency between strategies and desired outcomes. It is proposed that analysing the scholarship of teaching through the lens of virtue helps appreciate what kind of a practice the scholarship of teaching is and the challenges involved in engaging with it well. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=103104729&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=103104729&lang=es |
| herad |
program learning outcomes |
24 |
412 |
Higher Education Research & Development |
07294360 |
Dec2015 |
34 |
10.1080/07294360.2015.1024635 |
1311 |
1323 |
13 |
Student engagement research: thinking beyond the mainstream. |
Zepke, Nick ;
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Institute of Education, Massey University, Palmerston North, New Zealand ;
|
CITIZENSHIP ; CRITICAL theory ; HIGHER education ; STUDENT engagement ; SUBJECTIVE well-being (Psychology) ;
|
Student engagement is highly visible in higher education research about learning and teaching, but lacks a single meaning. It can be conceived narrowly as a set of student and institutional behaviours in a classroom or holistically and critically as a social–cultural ecosystem in which engagement is the glue linking classroom, personal background and the wider community as essential contributors to learning. The narrow view is characterized as a mainstream view of student engagement, and the holistic and critical view as thinking beyond this mainstream. The article first discusses the mainstream view. Here, engagement is seen as a generic indicator of quality learning and teaching and successful student outcomes. Second, it critiques this view, arguing that it is too narrow and should embrace the more holistic vision. Third, the article discusses a holistic view of student engagement. Foremost, it advocates active student participation in classroom and curriculum management, wider community development through critical active citizenship and personal and social well-being. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111479818&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111479818&lang=es |
| herad |
program learning outcomes |
25 |
413 |
Higher Education Research & Development |
07294360 |
Nov2006 |
25 |
10.1080/07294360600947400 |
387 |
402 |
16 |
The delicate dance: the assessment implications of awarding students vocational qualifications within university degrees. |
Smith, Erica ; Bush, Tony ;
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Charles Sturt University, New South Wales, Australia ;
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Educational evaluation ; Outcome-based education ; Vocational education ; Training ; Students ; Job qualifications ; Universities & colleges ; Academic degrees ; Australia ; Colleges, Universities, and Professional Schools ; Vocational Rehabilitation Services ; Embeddings (Mathematics) ;
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This paper explores the implications for assessment of embedding qualifications from the vocational education and training (VET) sector within university qualifications. As VET qualifications are now all competency based, assessment in the two sectors is quite different, since universities have generally eschewed competency-based training and assessment. A general discussion of the issues is followed by the results of a small-scale research study carried out in the VET discipline area itself, with participants drawn from the AVTEC list of VET teacher-educators. Telephone interviews were conducted with nine Australian university academics involved with such qualifications; and data were extracted from a broader study of students who had undertaken the Certificate IV in Assessment and Workplace Training embedded within degrees and graduate diplomas in VET at one of these universities. It is clear that there are many assessment challenges involved with the practice of embedding, which have not yet been systematically addressed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=25084361&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=25084361&lang=es |
| herad |
program learning outcomes |
26 |
414 |
Higher Education Research & Development |
07294360 |
Aug2004 |
23 |
10.1080/0729436042000235454 |
375 |
388 |
14 |
The generic skills debate in research higher degrees. |
Gilbert, Rob ; Balatti, Jo ; Turner, Phil ; Whitehouse, Hilary ;
|
James Cook University, Australia ;
|
Research ; Education ; Academic degrees ; Teaching ; Instructional systems ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Filibusters (Political science) ;
|
Generic or transferable skills as outcomes of research higher degrees have been the subject of considerable development and debate in universities in recent times. The development of generic skills has been motivated by the belief that there are skills which all graduates should possess, and which would be applicable to a wide range of tasks and contexts beyond the university setting. This paper reviews these developments and debates drawing on a literature from the USA, the UK, with particular reference to Australia. It cites examples of generic skills programs and considers evidence of students' responses to them. Reviewing criticisms which have been levelled at the idea of generic skills in research higher degrees, the discussion identifies a number of questions which need to be addressed if this development is to succeed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=14350179&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=14350179&lang=es |
| herad |
program learning outcomes |
27 |
415 |
Higher Education Research & Development |
07294360 |
Feb2009 |
28 |
10.1080/07294360802444347 |
31 |
44 |
14 |
The graduate attributes we've overlooked: enhancing graduate employability through career management skills. |
Bridgstock, Ruth ;
|
Centre for Learning Innovation, Queensland University of Technology, Australia ;
|
Employment of college graduates ; Employability ; Career development ; Australia ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Labor market ; Higher education & state -- Finance ;
|
Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information- and knowledge-intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self-manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self-management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37222977&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37222977&lang=es |
| herad |
program learning outcomes |
28 |
416 |
Higher Education Research & Development |
07294360 |
Apr2015 |
34 |
10.1080/07294360.2014.958069 |
368 |
382 |
15 |
The impact of FTP on commitment to career choices: situating within a social cognitive perspective. |
Phan, Huy P. ;
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School of Education, University of New England, Armidale, NSW, Australia ;
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Motivation in education ; Decision making ; Outcome assessment (Education) ; Academic achievement ; Vocational guidance ; Vocational Rehabilitation Services ; Time perspective ; Social cognitive theory ;
|
Future time perspective (FTP) is an important theoretical construct that may assist educators in their understanding of individuals' learning, motivation and decision-making. There is empirical evidence attesting to the predictive effects of anticipation of future goals on both cognitive and non-cognitive outcomes. The present study, based on previous conceptualizations, proposes the statistical testing of the impact of FTP on commitment to career choices and academic achievement in the subject educational psychology, via personal self-efficacy beliefs and effort expenditure. Two hundred and fifty-six first-year university students (151 women and 105 men) were administered a number of Likert-scale inventories and path analytical procedures were used to validate the hypothesized structural relations. The results yielded from a comparison of different a priori models indicate the impact of FTP on commitment to career choices and academic achievement indirectly, via personal self-efficacy. Personal self-efficacy is also found to exert positive effects on vocational exploration and academic achievement, highlighting the potency of social cognitive theory. In general, the findings obtained provide empirical grounding for applied educational practices and continuing research development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101451027&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101451027&lang=es |
| herad |
program learning outcomes |
29 |
417 |
Higher Education Research & Development |
07294360 |
May2006 |
25 |
10.1080/07294360600610370 |
131 |
145 |
15 |
The impact of institutional factors on student academic results: implications for ‘quality’ in universities. |
Wimshurst, Kerry ; Wortley, Richard ; Bates, Merrelyn ; Allard, Troy ;
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Griffith University, Brisbane, Australia ;
|
EFFECTIVE teaching ; STUDENTS -- Rating of ; LEARNING ; ACADEMIC achievement ; SCHOOL failure ; GRADING & marking (Students) ; STAKEHOLDERS ; MODERATION ; UNIVERSITIES & colleges ; Colleges, Universities, and Professional Schools ;
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This paper situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project that aimed to investigate factors related to academic success and failure in a Faculty of Arts. The study, initially, identified a range of student demographic and biographical factors significantly related to academic success and failure. However, there was also evidence of pronounced differences in grading practices between different components (courses, programs, schools) within the institution. The paper explores the implications of such inconsistencies for the institutional mechanisms and processes that have typically been advocated as sufficient safeguards of quality. It concludes that the tendency of governments and other stakeholders to now champion performance indicators, along with the shifting focus towards quality ‘outcomes’, are likely to increasingly throw the strengths and weaknesses of institutional assessment practices into stark relief. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=20693360&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=20693360&lang=es |
| herad |
program learning outcomes |
30 |
418 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903146858 |
509 |
522 |
14 |
The impact on career direction of a tertiary management programme for mid-career ICT professionals. |
Hooper, Tony ;
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School of Information Management, Victoria University of Wellington, New Zealand. ;
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Career development ; Motivation (Psychology) ; Undergraduate programs ; Curricula (Courses of study) ; Autonomy (Psychology) ; Learning ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Management ; Intrinsic factor (Physiology) ;
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The motivation of mid-career students can be expected to be more considered and intense than students whose studies continue from undergraduate programmes. How students perceive their personal circumstances and their career when they first make the decision to enrol and what happens as a result of their studies can reveal how mid-career management programmes can be structured to ensure greater alignment with student needs and therefore greater student satisfaction. It can also inform curriculum development and marketing strategy. This investigation indicates that the motivators that triggered the enrolment decision often evolve into intrinsic motivators as a result of the study experience and this can lead on to deeper learning and greater satisfaction with learning outcomes. Self-determination theory posits the need for autonomy as an antecedent of intrinsic motivation. Providing autonomy support in course content and curriculum design as well as competence support and relatedness in assignments and assessment can be expected to result in greater intrinsic motivation and deeper learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44032252&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44032252&lang=es |
| herad |
program learning outcomes |
31 |
419 |
Higher Education Research & Development |
07294360 |
Jul2014 |
33 |
10.1080/07294360.2013.863841 |
712 |
727 |
16 |
The influence of question type, text availability, answer confidence and language background on student comprehension of an expository text. |
Marmolejo-Ramos, Fernando ; Miller, Julia ; Habel, Chad ;
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Faculty of the Professions, School of Education, University of Adelaide, Adelaide, Australia ;
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STUDENTS ; HIGHER education ; COLLEGE students ; LECTURERS ; AUSTRALIA ; Independent actors, comedians and performers ; Independent Artists, Writers, and Performers ;
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Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96652189&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96652189&lang=es |
| herad |
program learning outcomes |
32 |
420 |
Higher Education Research & Development |
07294360 |
May2017 |
36 |
10.1080/07294360.2017.1288705 |
612 |
624 |
13 |
The missing measure? Academic identity and the induction process. |
Billot, Jennie ; King, Virginia ;
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Graduate Research School, Auckland University of Technology, Auckland, New Zealand ; Centre for Excellence in Learning Enhancement, Coventry University, Coventry, UK ;
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Universities & colleges ; Educational accountability ; Career development ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Administration of Human Resource Programs (except Education, Public Health, and Veterans' Affairs Programs) ; Colleges, Universities, and Professional Schools ; Personnel departments ; Socialization ;
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The effectiveness of academic induction is under-monitored by higher education institutions (HEIs) despite growing evidence that some academics, facing increased expectations and rising accountability within higher education (HE), perceive a lack of support from their institution. In this paper, we argue that HEIs should follow the example of other sectors to promote socialisation through adequate and supportive scaffolding of the multiple responsibilities that new academics are required to take on. We offer a dual lens into the induction of early career academics in the contemporary university. Using corpus analysis techniques, we survey recent research into induction from the fields of HE studies and of human resources (HR). The HR literature displays a greater emphasis on organisational socialisation but also on performance measures. Secondly, drawing on an empirical study of researcher experiences within a measured and funding-directed environment, we surface the challenges faced by new academics and the tensions of juggling multiple roles and identities. We find that induction programmes that encourage and educate individuals to take responsibility for their socialisation can enhance positive outcomes. Paradoxically, traditional, one-size-fits-all, induction that focuses on the ‘doing’ of academic practice leaves individuals unequally prepared for academic life. The empirical study findings echo claims in the literature that communities of practice can act to positively support newer academics. The induction challenge then is to provide personalised, professional scaffolding for scholarly development and to monitor its effectiveness, while seeking opportunities to build a more supportive academic culture. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121703283&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121703283&lang=es |
| herad |
program learning outcomes |
33 |
421 |
Higher Education Research & Development |
07294360 |
May2001 |
20 |
10.1080/07924360120043658 |
71 |
79 |
9 |
The Self-evaluation of Medical Communication Skills. |
Chur-Hansen, Anna ;
|
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COMMUNICATION in medicine ; MEDICAL students ; AUSTRALIA ;
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Self-evaluation of professional skills is recognised to be an essential requirement in undergraduate medical education, yet this aspect of learning is rarely taught in an explicit and systematic fashion. This paper reports on a teaching project in which first year Australian and international medical students self-evaluated their ability to demonstrate medical communication skills during two interviews with a standardised patient. These self-evaluations were compared with clinical tutors' evaluations of the same interactions, for the purpose of formative assessment. Students' self-evaluations showed moderate, significant correlations with those of their tutor. Students improved in their medical communication skills across the two interviews, whilst English language proficiency as assessed by a standardised screening instrument, was not indicative of ability. Further research is necessary to ascertain whether short-term interventions result in enduring outcomes in both improved medical communication skills and a capacity to self-assess. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4363695&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4363695&lang=es |
| herad |
program learning outcomes |
34 |
422 |
Higher Education Research & Development |
07294360 |
2016 |
35 |
10.1080/07294360.2015.1137880 |
643 |
657 |
15 |
Using phenomenography to build an understanding of how university people conceptualise their community-engaged activities. |
Brown, Kim ; Shephard, Kerry ; Warren, David ; Hesson, Gala ; Fleming, Jean ;
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College of Education, University of Otago, Dunedin, New Zealand ; Higher Education Development Centre, University of Otago, Dunedin, New Zealand ; Department of Chemistry, University of Otago, Dunedin, New Zealand ; Centre for Science Communication, University of Otago, Dunedin, New Zealand ;
|
Phenomenography ; Higher education ; College students ; Communities ; Outcome assessment (Education) ;
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Higher education institutions are seeking greater community engagement through academic, social and civic activity. In response, researcher attention has turned to impacts on students' education, and benefits to both university and community partners. This phenomenographic study examines how a diverse group of teachers, researchers and administrators at one New Zealand university conceptualised their involvement in community-engaged learning and teaching. We identified an outcome space where university people conceived their community engagement in three ways: within an expert/novice discourse, as advocacy, and in the most complex conception, as reciprocal learning. When working with and within communities, we suggest that university people should be supported to approach community engagement as reciprocal learning rather than adopting approaches that render community partners in passive roles. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117855892&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117855892&lang=es |
| herad |
program learning outcomes |
35 |
423 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903146833 |
481 |
494 |
14 |
Work placement experience: should I stay or should I go? |
Bullock, Kate ; Gould, Virginia ; Hejmadi, Momna ; Lock, Gary ;
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Department of Education, University of Bath, UK. ;
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WORK environment ; HIGHER education ; UNDERGRADUATES ; COLLEGE placement services ; EDUCATION ; STUDENTS ; PERCEPTION ; MANAGEMENT science ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
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The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students' work placement experiences. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=44032254&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=44032254&lang=es |
| herad |
soft skills |
1 |
424 |
Higher Education Research & Development |
07294360 |
Sep2014 |
33 |
10.1080/07294360.2014.890574 |
1007 |
1019 |
13 |
The entrepreneurial subjectivity of successful researchers. |
Sinclair, Jennifer ; Cuthbert, Denise ; Barnacle, Robyn ;
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School of Graduate Research, RMIT University, Melbourne, Australia ;
|
Scholars ; Career development ; Doctoral degree ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Subjectivity ; Surveys ;
|
This article begins the work of examining what kind of doctoral experiences positively influence researcher development, and what other attributes may contribute to a successful research career. It reports preliminary findings from the analysis of survey responses by a sample of successful mid-career researchers. Positive doctoral experiences and the early establishment of research activity are found to be important to researcher development. Successful researchers were also found to be able to acknowledge the importance of their ‘soft skills’, and to have flexible, responsive and adaptive dispositions. We term this disposition ‘an entrepreneurial subjectivity’ and argue that it is an important and under-examined characteristic of the successful researcher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98604935&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98604935&lang=es |
| iahe |
competence based approach |
1 |
425 |
Internet & Higher Education |
10967516 |
Jan2013 |
16 |
10.1016/j.iheduc.2012.01.003 |
51 |
56 |
6 |
A study of the effects of goal orientation on the reflective ability of electronic portfolio users |
Cheng, Gary ; Chau, Juliana ;
|
Teaching and Learning Centre, Lingnan University, Tuen Mun, Hong Kong ; English Learning Centre, The Hong Kong Polytechnic University, Hung Hom, Hong Kong ;
|
ELECTRONIC portfolios in education ; GOAL (Psychology) ; STUDENTS ; TEACHING aids & devices ; PERSISTENCE (Personality trait) ; PERFORMANCE evaluation ; COMPUTER file sharing ;
|
Abstract: This paper explores and discusses the effects of different goal orientations on students'' reflective ability as demonstrated in their electronic portfolios (ePortfolios). Primary data was collected from 54 showcases (digital containers) generated by 26 undergraduate students on an ePortfolio platform over a period of 3months. The participants had the flexibility to determine their showcase content in their ePortfolio, but were required to follow a structured showcase format composed of setting a goal, uploading digital files in support of the identified goal and reflecting on the learning experience. This study reveals that most participants tended to set mastery goals rather than performance goals in their showcases, while some selected a combination of both. It is also found that participants with dual goal orientations (mastery goals and performance-approach goals) appeared to demonstrate a higher level of persistence and reflection than those with only single goal orientations (mastery goals or performance goals) in their ePortfolio. The findings suggest that the ePortfolio is a valuable tool in fostering students'' reflective competence by emphasizing both process (mastery-oriented) and product (performance-oriented). |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83655425&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83655425&lang=es |
| iahe |
competence based approach |
2 |
426 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Jan2009 |
|
|
354 |
358 |
5 |
AN AUTOMATIC TOOL SUPPORTING LIFE-LONG LEARNING BASED ON A SEMANTIC-ORIENTED APPROACH FOR COMPARING QUALIFICATIONS. |
Gatteschi, Valentina ; Lamberti, Fabrizio ; Salassa, Fabio ; Demartini, Claudio ;
|
Dipartimento di Automatica e Informatica Politecnico di Torino, Corso Duca degli Abruzzi 24, 10129, Torino Italy ; Dipartimento dei Sistemi di Produzione ed Economia dell'Azienda Politecnico di Torino, Corso Duca degli Abruzzi 24, 10129, Torino Italy ;
|
European Union ; Vocational Rehabilitation Services ; Colleges, Universities, and Professional Schools ; Student mobility ; Vocational education ; Higher education ;
|
Students' mobility is a relevant topic but, while in Higher Education transfers between Universities are a praxis, in Vocational Educational and Training are still a declaration of intent. The main obstacles are basically related to the heterogeneity of national qualification systems, and to the lack for definitive transparency measures. Although several European instruments are being introduced in this perspective (like the European Qualification Framework), the internationalization process is still in a preliminary phase. In this paper, a methodology exploiting formal descriptions for supporting the creation of mutual understanding and for defining transnational referencing rules is defined. Rules, developed by actors involved in VET provision, are then applied to a knowledge base hosting annotated national qualifications to experiment qualification comparison and to measure competence gap. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63694370&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63694370&lang=es |
| iahe |
competence based approach |
3 |
427 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.07.002 |
87 |
100 |
14 |
Applying a web-based training to foster self-regulated learning — Effects of an intervention for large numbers of participants. |
Bellhäuser, Henrik ; Lösch, Thomas ; Winter, Charlotte ; Schmitz, Bernhard ;
|
Johannes Gutenberg University Mainz, Germany ; Eberhard Karls Universität Tübingen, Germany ; Technische Universität Darmstadt, Germany ;
|
Web-based instruction ; Self-culture ; Control groups (Research) ; Performance evaluation ; Multivariate analysis ;
|
Trainings on self-regulated learning (SRL) have been shown to be effective in improving both competence of self-regulated learning and objective measures of performance. However, human trainers can reach only a limited number of people at a time. Web-based trainings (WBT) could improve efficiency, as they can be distributed to potentially unlimited numbers of participants. We developed a WBT based on the process model of SRL by Schmitz and Wiese (2006) and tested it with 211 university students in a randomized control evaluation study including additional process analyses of learning diaries. Results showed that the training had significant effects on SRL knowledge, SRL behavior measured by questionnaires and diaries, as well as on self-efficacy. Time-series analyses revealed a positive linear trend in SRL for the training group but not for the control group as well as intervention effects for each of the three WBT lessons. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117734694&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117734694&lang=es |
| iahe |
competence based approach |
4 |
428 |
Internet & Higher Education |
10967516 |
Jan2009 |
12 |
10.1016/j.iheduc.2008.12.001 |
26 |
34 |
9 |
Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity |
Tapanes, Marie A. ; Smith, Glenn G. ; White, James A. ;
|
4202 E. Fowler Avenue, College of Education, Tampa, FL 33620-5650, United States ; 4202 E. Fowler Avenue, EDU 162, Tampa, FL 33620-5650, United States ;
|
CULTURAL pluralism ; WEB-based instruction ; COGNITIVE dissonance ; INDIVIDUALISM ;
|
Abstract: Online learning courses are hypothesized to be influenced by the instructors'' and students'' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede''s individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students'' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36781744&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36781744&lang=es |
| iahe |
competence based approach |
5 |
429 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.07.004 |
122 |
131 |
10 |
Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. |
Tirado Morueta, Ramón ; Maraver López, Pablo ; Hernando Gómez, Ángel ; Harris, Victor W. ;
|
Department of Education, University of Huelva (Spain), Campus “El Carmen”, C.P. 21071, Spain ; Department of Family, Youth and Community Sciences, University of Florida, P.O. Box 110310, 3028D McCarty Hall D, Gainesville, FL 32611, United States ;
|
Cognitive ability ; Electronic discussion groups ; Web-based instruction ; Internet Publishing and Broadcasting and Web Search Portals ; Task performance ; Social skills ; Risk-taking (Psychology) ;
|
The purpose of the current study was to explore social and cognitive relationships among students when they are solving complex cognitive tasks in online discussion forums (self-regulated). An online course targeting interventions for risk behaviors was developed in the Virtual Campus of Andalusia, Spain. A total of 9878 units of meaning posted in 96 online discussion forums during three academic years (2010–11, 2011–12 and 2012–13) were analyzed through the Community of Inquiry (CoI) framework. The degree to which online tasks at three different levels of cognitive demand (analyze, evaluate and create) triggered cognitive and social processes were examined. The results indicate that there was a specific increasing trend in the frequency of cognitive and social activity according to the requirement of the task. This study also found that the nature of the learning task modulated the different components of social and cognitive presence in these contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117734684&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117734684&lang=es |
| iahe |
competence based approach |
6 |
430 |
Internet & Higher Education |
10967516 |
Oct2013 |
19 |
10.1016/j.iheduc.2013.08.002 |
36 |
48 |
13 |
Facilitation of computer-supported collaborative learning in mixed- versus same-culture dyads: Does a collaboration script help? |
Popov, Vitaliy ; Biemans, Harm J.A. ; Brinkman, Dine ; Kuznetsov, Andrei N. ; Mulder, Martin ;
|
Education and Competence Studies Chair Group, Wageningen University, Hollandseweg 1, 6700 EW Wageningen, The Netherlands ; Foreign Languages and Culture Studies Chair Group, Academy of Professional Development and Re-Training of Educators, Golovinskoye shosse, bld. 8-2a, 125212 Moscow, Russia ;
|
Computers in education ; Collaborative learning ; Multicultural education ; Discussion in education ; Web-based instruction ; College students ;
|
Abstract: To foster collaboration and improve the quality of students' discussions in mixed- and same- culture learner groups engaged in computer-supported collaborative learning (CSCL), a collaboration script was introduced. A 2×2-factorial design was used to examine the effects of using this collaboration script on students' online collaborative behavior and the quality of their discussions. A total of 130 university students worked in dyads on a topic concerned with intercultural communication. Culturally mixed dyads working with the script showed a higher frequency of seeking input and social interaction than the students in the other three types of dyads. Same-culture dyads working with the script showed a lower frequency of planning activity than same-culture dyads working without the script. Independent of script condition, the same-culture dyads displayed a higher frequency of contributing activity and showed a higher quality of online discussion than the mixed-culture dyads. Collaboration in culturally mixed groups is less than optimal and may require extra facilitation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90637484&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90637484&lang=es |
| iahe |
competence based approach |
7 |
431 |
Internet & Higher Education |
10967516 |
Jun2010 |
13 |
10.1016/j.iheduc.2009.12.005 |
115 |
126 |
12 |
Globalizing social justice education: The case of The Global Solidarity Network Study e-Broad Program. |
Harrison, Yvonne D. ; Kostic, Kevin ; Toton, Suzanne C. ; Zurek, Jerome ;
|
Center for Nonprofit Social Enterprise Management, Institute of Public Service, Seattle University, 901 12th Ave., Seattle, WA, 98122, United States ; Catholic Relief Services, 228 W. Lexington St., Baltimore, MD 21201, United States ; Christian Ethics, Theology and Religious Studies Department, Villanova University, 800 Lancaster Avenue, Villanova, PA 19085, United States ; Communication Department, Cabrini College, Radnor, PA 19087, United States ;
|
Global studies ; Catholic universities & colleges ; Web-based instruction ; Colleges, Universities, and Professional Schools ; Social justice ; Cultural competence ; Information & communication technologies ; Social institutions ;
|
Abstract: This paper documents the development, implementation, and evaluation of The Global Solidarity Network Study e-Broad Program (GSNSeBP), an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and three Catholic higher education institutions, enhances the traditional relationship by better connecting students and faculty to those who work on the front lines of social injustice in the developing world. At the same time it disrupts the relationship because it introduces a new form of engagement into the global education arena (e.g. classes study ebroad not abroad). Evaluation findings suggest the program resulted in educational benefits at individual (issue knowledge, compassion, feelings of advocacy etc.), course (course concepts, quality, alignment with the university mission etc.) and social levels (network effect of involving others in social justice issues and causes). A number of information and communications technology effectiveness (ICTe) influences accounted for differences in participant engagement and the perceived impact of the program lending support for the claim that success needs to be managed. The paper concludes with the question of the risk of not managing the program for effectiveness. At this stage of the digital and global education revolution in Catholic higher education, a low level of effectiveness is a relatively low level problem. However, for institutions with a global engagement agenda, being digitally deficient puts them at a disadvantage in achieving their goals relative to those who have successfully globalized academic education. Moreover, it is our belief that left unmanaged there will be a widening of the digital effectiveness divide (DED) that is, the creation of a new type of “disadvantaged” academic institution, one that lacks the capacity to use modern tools to develop culturally competent global citizens. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51437807&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51437807&lang=es |
| iahe |
competence based approach |
8 |
432 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.07.001 |
79 |
86 |
8 |
Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. |
Türel, Yalın Kılıç ;
|
Department of Computer Education and Instructional Technology, Fırat University, 23199 Elazığ, Turkey ;
|
Team learning approach in education ; Undergraduates ; Blended learning ; Collaborative learning ; Task performance ; Social skills ;
|
The main purpose of this study is to examine relationships between the social abilities, perceived team learning, and the performances of students in a blended learning setting. The participants, 82 undergraduate students, worked in small teams on a research method task over one semester. The instruments used for this study included a five-factor social ability scale and a one-dimensional perceived collaborative learning scale. The results showed moderate significant relationships between students' perceived team learning scores and students' peer social presence scores as well as weaker relationships between team learning and two social ability subscales, written communication skills and instructor social presence. There appears to be an important effect of peer social presence that is linked to learning and performance. Using a blended learning model may have an important impact on increasing social interaction and learning with a team learning approach thereby helping students undertake comprehensive tasks and increase student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117734687&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117734687&lang=es |
| iahe |
competence based approach |
9 |
433 |
Internet & Higher Education |
10967516 |
Jul2016 |
30 |
10.1016/j.iheduc.2016.03.003 |
21 |
29 |
9 |
Supporting students' motivation for e-learning: Teachers matter on and offline. |
Fryer, Luke K. ; Bovee, H. Nicholas ;
|
The University of Sydney, Faculty of Education and Social Work, Australia ; Kyushu Sangyo University, Language Education and Research Centre, Japan ;
|
Mobile communication systems in education ; Blended learning ; Outcome-based education ; Standardized tests ; English language education ; Structural equation modeling ;
|
In e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they receive during in-class instruction (in blended learning scenarios), are essential components of the e-learning experience that must be accounted for when seeking to explain students' motivation and learning outcomes in these contexts. This study therefore aimed to test the longitudinal effects of teacher support, prior subject competence, and prior experience with computers and smartphones, on student motivation for e-learning and finally e-learning completion. Employing five data points collected over one academic year, first-year Japanese university students (n = 975) studying English as a foreign language completed surveys at three time points. Cross-lagged panel structural equation modelling was undertaken with the finalized latent variables, prior subject competency (standardized test), and year-end e-learning completion rates. Perceived teacher support was found to have a broad range of direct and mediated effects on students' motivations for e-learning. Effort beliefs were consistent predictors of task value and ability beliefs after accounting for auto-lagged effects. E-learning completion was chiefly predicted by ability beliefs. The practical and theoretical implications for e-learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=115824015&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=115824015&lang=es |
| iahe |
competence |
1 |
434 |
Internet & Higher Education |
10967516 |
Jan2013 |
16 |
10.1016/j.iheduc.2012.01.003 |
51 |
56 |
6 |
A study of the effects of goal orientation on the reflective ability of electronic portfolio users |
Cheng, Gary ; Chau, Juliana ;
|
Teaching and Learning Centre, Lingnan University, Tuen Mun, Hong Kong ; English Learning Centre, The Hong Kong Polytechnic University, Hung Hom, Hong Kong ;
|
ELECTRONIC portfolios in education ; GOAL (Psychology) ; STUDENTS ; TEACHING aids & devices ; PERSISTENCE (Personality trait) ; PERFORMANCE evaluation ; COMPUTER file sharing ;
|
Abstract: This paper explores and discusses the effects of different goal orientations on students'' reflective ability as demonstrated in their electronic portfolios (ePortfolios). Primary data was collected from 54 showcases (digital containers) generated by 26 undergraduate students on an ePortfolio platform over a period of 3months. The participants had the flexibility to determine their showcase content in their ePortfolio, but were required to follow a structured showcase format composed of setting a goal, uploading digital files in support of the identified goal and reflecting on the learning experience. This study reveals that most participants tended to set mastery goals rather than performance goals in their showcases, while some selected a combination of both. It is also found that participants with dual goal orientations (mastery goals and performance-approach goals) appeared to demonstrate a higher level of persistence and reflection than those with only single goal orientations (mastery goals or performance goals) in their ePortfolio. The findings suggest that the ePortfolio is a valuable tool in fostering students'' reflective competence by emphasizing both process (mastery-oriented) and product (performance-oriented). |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83655425&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83655425&lang=es |
| iahe |
competence |
2 |
435 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Jan2009 |
|
|
354 |
358 |
5 |
AN AUTOMATIC TOOL SUPPORTING LIFE-LONG LEARNING BASED ON A SEMANTIC-ORIENTED APPROACH FOR COMPARING QUALIFICATIONS. |
Gatteschi, Valentina ; Lamberti, Fabrizio ; Salassa, Fabio ; Demartini, Claudio ;
|
Dipartimento di Automatica e Informatica Politecnico di Torino, Corso Duca degli Abruzzi 24, 10129, Torino Italy ; Dipartimento dei Sistemi di Produzione ed Economia dell'Azienda Politecnico di Torino, Corso Duca degli Abruzzi 24, 10129, Torino Italy ;
|
European Union ; Vocational Rehabilitation Services ; Colleges, Universities, and Professional Schools ; Student mobility ; Vocational education ; Higher education ;
|
Students' mobility is a relevant topic but, while in Higher Education transfers between Universities are a praxis, in Vocational Educational and Training are still a declaration of intent. The main obstacles are basically related to the heterogeneity of national qualification systems, and to the lack for definitive transparency measures. Although several European instruments are being introduced in this perspective (like the European Qualification Framework), the internationalization process is still in a preliminary phase. In this paper, a methodology exploiting formal descriptions for supporting the creation of mutual understanding and for defining transnational referencing rules is defined. Rules, developed by actors involved in VET provision, are then applied to a knowledge base hosting annotated national qualifications to experiment qualification comparison and to measure competence gap. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63694370&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63694370&lang=es |
| iahe |
competence |
3 |
436 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.07.002 |
87 |
100 |
14 |
Applying a web-based training to foster self-regulated learning — Effects of an intervention for large numbers of participants. |
Bellhäuser, Henrik ; Lösch, Thomas ; Winter, Charlotte ; Schmitz, Bernhard ;
|
Johannes Gutenberg University Mainz, Germany ; Eberhard Karls Universität Tübingen, Germany ; Technische Universität Darmstadt, Germany ;
|
WEB-based instruction ; SELF-culture ; PERFORMANCE evaluation ; CONTROL groups (Research) ; MULTIVARIATE analysis ;
|
Trainings on self-regulated learning (SRL) have been shown to be effective in improving both competence of self-regulated learning and objective measures of performance. However, human trainers can reach only a limited number of people at a time. Web-based trainings (WBT) could improve efficiency, as they can be distributed to potentially unlimited numbers of participants. We developed a WBT based on the process model of SRL by Schmitz and Wiese (2006) and tested it with 211 university students in a randomized control evaluation study including additional process analyses of learning diaries. Results showed that the training had significant effects on SRL knowledge, SRL behavior measured by questionnaires and diaries, as well as on self-efficacy. Time-series analyses revealed a positive linear trend in SRL for the training group but not for the control group as well as intervention effects for each of the three WBT lessons. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734694&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734694&lang=es |
| iahe |
competence |
4 |
437 |
Summer Internet Proceedings |
|
Jun2009 |
11 |
|
68 |
68 |
1 |
BUILDING CROSS-CULTURAL COMPETENCE THROUGH TEACHING ABROAD. |
Isakovski, Tatiana ;
|
Millikin University ;
|
Globalization ; Universities & colleges ; Taiwan ; Language Schools ; Colleges, Universities, and Professional Schools ; Foreign study ; Curricula (Courses of study) ; Cultural competence ; Language & languages -- Study & teaching ;
|
Internationalization of university campuses has been a long continuing trend. Its meaning, however, has expanded far beyond study-abroad programs. It encompasses an array of study-abroad options, an emphasis on global perspective in curricula, rising number of international students and faculty on campuses, student and faculty exchange programs, cross-cultural research collaboration, and the like. Today, professors need international experience as much as students need the exposure to the global community. Consequently, faculty members face an increased pressure to acquire and cultivate cross-cultural competence. The best way of teaching is leading by example. One of the ways professors can obtain cross-cultural experience is teaching abroad. Today, international teaching opportunities are no longer limited to teaching English as a second language or leading a group of students to other countries. Teaching abroad is becoming a more readily available option for instructors across disciplines. This paper describes the experience, challenges, and outcomes of and American professor who taught a graduate Finance course in Taiwan. By the end of the course the author found that: 1) living in a different culture, teaching at a different institution, and working in a different educational system builds cross-cultural competence; 2) teaching abroad results in awareness of the differences in international students' attitudes and expectations; 3) learning first-hand about the curriculum and teaching practices helps to evaluate an academic rigor and relevance of student exchange experience; 4) teaching abroad promotes long-lasting relationships for the future, such as potential for faculty exchange and student recruitment; and 5) overcoming language-related and cultural challenges ultimately leads to a better and increasingly effective teaching, mindful of international students in a classroom. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=44681692&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=44681692&lang=es |
| iahe |
competence |
5 |
438 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.06.002 |
43 |
51 |
9 |
Criticality and the exercise of politeness in online spaces for professional learning. |
Watson, Cate ; Wilson, Anna ; Drew, Valerie ; Thompson, Terrie Lynn ;
|
Faculty of Social Sciences, University of Stirling, Stirling FK7 9JL, UK ;
|
PROFESSIONAL education ; COURTESY ; DISTANCE education ; SOCIAL skills ; WRITTEN communication ; VIRTUAL communities ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Internet Publishing and Broadcasting and Web Search Portals ;
|
This research examines masters-accredited online professional learning aimed at fostering criticality and a disposition to collective professional autonomy. Drawing on a model of online learning conceived as a nexus of cognitive, social and teaching presence, we focus principally on the interaction between cognitive and social presence, and the ways in which written language mediates social presence in fostering a critical disposition to professional learning. A key concept for analysing this is politeness , predicated on Goffman's construct of ‘face’, i.e. the work individuals do in presenting themselves to others. We conclude that the ‘collective face wants’ of the online community led to the creation of an online space in which participants were supported by their peers to do ‘being critical’. The purpose of the analysis presented here is to contribute to theory around ‘social presence’ in order to further the understanding of collaborative learning in online spaces and hence to support the development of pedagogical practices aimed at facilitating this. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734691&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734691&lang=es |
| iahe |
competence |
6 |
439 |
Internet & Higher Education |
10967516 |
Jan2009 |
12 |
10.1016/j.iheduc.2008.12.001 |
26 |
34 |
9 |
Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity |
Tapanes, Marie A. ; Smith, Glenn G. ; White, James A. ;
|
4202 E. Fowler Avenue, College of Education, Tampa, FL 33620-5650, United States ; 4202 E. Fowler Avenue, EDU 162, Tampa, FL 33620-5650, United States ;
|
CULTURAL pluralism ; WEB-based instruction ; COGNITIVE dissonance ; INDIVIDUALISM ;
|
Abstract: Online learning courses are hypothesized to be influenced by the instructors'' and students'' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede''s individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students'' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36781744&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36781744&lang=es |
| iahe |
competence |
7 |
440 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.07.004 |
122 |
131 |
10 |
Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. |
Tirado Morueta, Ramón ; Maraver López, Pablo ; Hernando Gómez, Ángel ; Harris, Victor W. ;
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Department of Education, University of Huelva (Spain), Campus “El Carmen”, C.P. 21071, Spain ; Department of Family, Youth and Community Sciences, University of Florida, P.O. Box 110310, 3028D McCarty Hall D, Gainesville, FL 32611, United States ;
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TASK performance ; COGNITIVE ability ; SOCIAL skills ; ELECTRONIC discussion groups ; WEB-based instruction ; RISK-taking (Psychology) ; Internet Publishing and Broadcasting and Web Search Portals ;
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The purpose of the current study was to explore social and cognitive relationships among students when they are solving complex cognitive tasks in online discussion forums (self-regulated). An online course targeting interventions for risk behaviors was developed in the Virtual Campus of Andalusia, Spain. A total of 9878 units of meaning posted in 96 online discussion forums during three academic years (2010–11, 2011–12 and 2012–13) were analyzed through the Community of Inquiry (CoI) framework. The degree to which online tasks at three different levels of cognitive demand (analyze, evaluate and create) triggered cognitive and social processes were examined. The results indicate that there was a specific increasing trend in the frequency of cognitive and social activity according to the requirement of the task. This study also found that the nature of the learning task modulated the different components of social and cognitive presence in these contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734684&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734684&lang=es |
| iahe |
competence |
8 |
441 |
Internet & Higher Education |
10967516 |
Oct2006 |
9 |
10.1016/j.iheduc.2006.08.002 |
277 |
286 |
10 |
Exploring the relationships between students' academic motivation and social ability in online learning environments. |
Yang Chia-Chi ; Tsai I-Chun ; Kim Bosung ;
|
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Distance education ; Evaluation ; Distance education -- Evaluation ; Students ; Social skills ; Motivation in education ; Internet in education ;
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Abstract: This research explicates the construct of social ability and describes the relationship between students'' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information, and social navigation as the five factors that define social ability. In addition, the multivariate multiple regression analyses indicate that different motivational constructs vary in their relationships with the multiple social ability factors. Intrinsic goal orientation is related to perceived peers social presence. Self-efficacy explains the variance of perceived instructor social presence and comfort with sharing personal information. Task value is associated with social navigation and both perceived peers and instructor social presence. Additional studies are needed to replicate the current findings and further explicate social ability in online learning, to continue to improve the social ability instrument, and to examine the value of other academic motivation beliefs in predicting social ability as well as that of social ability in predicting learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=502975477&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=502975477&lang=es |
| iahe |
competence |
9 |
442 |
Internet & Higher Education |
10967516 |
Oct2013 |
19 |
10.1016/j.iheduc.2013.08.002 |
36 |
48 |
13 |
Facilitation of computer-supported collaborative learning in mixed- versus same-culture dyads: Does a collaboration script help? |
Popov, Vitaliy ; Biemans, Harm J.A. ; Brinkman, Dine ; Kuznetsov, Andrei N. ; Mulder, Martin ;
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Education and Competence Studies Chair Group, Wageningen University, Hollandseweg 1, 6700 EW Wageningen, The Netherlands ; Foreign Languages and Culture Studies Chair Group, Academy of Professional Development and Re-Training of Educators, Golovinskoye shosse, bld. 8-2a, 125212 Moscow, Russia ;
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COMPUTERS in education ; COLLABORATIVE learning ; MULTICULTURAL education ; DISCUSSION in education ; WEB-based instruction ; COLLEGE students ;
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Abstract: To foster collaboration and improve the quality of students' discussions in mixed- and same- culture learner groups engaged in computer-supported collaborative learning (CSCL), a collaboration script was introduced. A 2×2-factorial design was used to examine the effects of using this collaboration script on students' online collaborative behavior and the quality of their discussions. A total of 130 university students worked in dyads on a topic concerned with intercultural communication. Culturally mixed dyads working with the script showed a higher frequency of seeking input and social interaction than the students in the other three types of dyads. Same-culture dyads working with the script showed a lower frequency of planning activity than same-culture dyads working without the script. Independent of script condition, the same-culture dyads displayed a higher frequency of contributing activity and showed a higher quality of online discussion than the mixed-culture dyads. Collaboration in culturally mixed groups is less than optimal and may require extra facilitation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90637484&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90637484&lang=es |
| iahe |
competence |
10 |
443 |
Internet & Higher Education |
10967516 |
Jun2010 |
13 |
10.1016/j.iheduc.2009.12.005 |
115 |
126 |
12 |
Globalizing social justice education: The case of The Global Solidarity Network Study e-Broad Program |
Harrison, Yvonne D. ; Kostic, Kevin ; Toton, Suzanne C. ; Zurek, Jerome ;
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Center for Nonprofit Social Enterprise Management, Institute of Public Service, Seattle University, 901 12th Ave., Seattle, WA, 98122, United States ; Catholic Relief Services, 228 W. Lexington St., Baltimore, MD 21201, United States ; Christian Ethics, Theology and Religious Studies Department, Villanova University, 800 Lancaster Avenue, Villanova, PA 19085, United States ; Communication Department, Cabrini College, Radnor, PA 19087, United States ;
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SOCIAL justice ; GLOBAL studies ; CULTURAL competence ; INFORMATION & communication technologies ; CATHOLIC universities & colleges ; SOCIAL institutions ; WEB-based instruction ; Colleges, Universities, and Professional Schools ;
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Abstract: This paper documents the development, implementation, and evaluation of The Global Solidarity Network Study e-Broad Program (GSNSeBP), an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and three Catholic higher education institutions, enhances the traditional relationship by better connecting students and faculty to those who work on the front lines of social injustice in the developing world. At the same time it disrupts the relationship because it introduces a new form of engagement into the global education arena (e.g. classes study ebroad not abroad). Evaluation findings suggest the program resulted in educational benefits at individual (issue knowledge, compassion, feelings of advocacy etc.), course (course concepts, quality, alignment with the university mission etc.) and social levels (network effect of involving others in social justice issues and causes). A number of information and communications technology effectiveness (ICTe) influences accounted for differences in participant engagement and the perceived impact of the program lending support for the claim that success needs to be managed. The paper concludes with the question of the risk of not managing the program for effectiveness. At this stage of the digital and global education revolution in Catholic higher education, a low level of effectiveness is a relatively low level problem. However, for institutions with a global engagement agenda, being digitally deficient puts them at a disadvantage in achieving their goals relative to those who have successfully globalized academic education. Moreover, it is our belief that left unmanaged there will be a widening of the digital effectiveness divide (DED) that is, the creation of a new type of “disadvantaged” academic institution, one that lacks the capacity to use modern tools to develop culturally competent global citizens. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51437807&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51437807&lang=es |
| iahe |
competence |
11 |
444 |
Journal of Medical Internet Research |
14388871 |
May2015 |
17 |
|
1 |
1 |
1 |
Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties. |
Li, Tse Yan ; Gao, Xiaoli ; Wong, Kin ; Tse, Christine Shuk Kwan ; Chan, Ying Yee ;
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University of Hong Kong, Faculty of Dentistry, Hong Kong, China ;
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Medical education ; Digital technology ; World Wide Web ; Colleges, Universities, and Professional Schools ; Internet Publishing and Broadcasting and Web Search Portals ; Internet in higher education ; Undergraduates -- Education ; University of Hong Kong (Hong Kong, China) ;
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Background: Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students' acquisition of clinical competence. Objective: This study aimed to understand the experience of undergraduate students across clinical disciplines--medicine, dentistry, and nursing--in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods: Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong--Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results: Among 439 respondents, 97.5% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0%) and dental students (43/96, 45%) having learned them this way (both P<.001). Three-quarters (341/439, 77.7%) of students accessed DLOs through public search engines, whereas 93.2% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7%), but rarely discussed them with teachers (54/436, 12.4%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions: Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important supplement to their formal learning in the planned curriculum. This trend calls for a transformation of the educator's role from dispensing knowledge to guidance and support. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=103129359&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=103129359&lang=es |
| iahe |
competence |
12 |
445 |
Internet & Higher Education |
10967516 |
Jan2002 |
5 |
|
55 |
66 |
12 |
Net knowledge: Performance of new college students on an Internet skills proficiency test |
O'Hanlon, Nancy ;
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University Libraries, The Ohio State University, 1858 Neil Avenue Mall, Columbus, OH 43210, USA ;
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INTERNET ; COMPUTERS in education ; Internet Publishing and Broadcasting and Web Search Portals ; Wired Telecommunications Carriers ;
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This article reviews recent data on computing and information literacy (research) skills of new college students and describes results from an Internet skills proficiency test administered to several groups of freshmen during the 2000 summer orientation at The Ohio State University. While students often self-report a high level of skill, tests as well as anecdotal evidence may not support this assertion. Further, technological preparedness varies by race, class, gender, and academic background. Only 9% of the Ohio State freshmen taking a three-part proficiency test achieved a passing score of 70% on the entire test. More of these students (30%) passed the first part on use of Internet tools; their performance was poorest (16%) on the second part, searching skills. College administrators must not assume student competence, but rather, should systematically assess incoming students and provide a variety of learning opportunities. Appendix provides most difficult test questions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=8774456&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=8774456&lang=es |
| iahe |
competence |
13 |
446 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.07.001 |
79 |
86 |
8 |
Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. |
Türel, Yalın Kılıç ;
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Department of Computer Education and Instructional Technology, Fırat University, 23199 Elazığ, Turkey ;
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TEAM learning approach in education ; TASK performance ; UNDERGRADUATES ; SOCIAL skills ; BLENDED learning ; COLLABORATIVE learning ;
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The main purpose of this study is to examine relationships between the social abilities, perceived team learning, and the performances of students in a blended learning setting. The participants, 82 undergraduate students, worked in small teams on a research method task over one semester. The instruments used for this study included a five-factor social ability scale and a one-dimensional perceived collaborative learning scale. The results showed moderate significant relationships between students' perceived team learning scores and students' peer social presence scores as well as weaker relationships between team learning and two social ability subscales, written communication skills and instructor social presence. There appears to be an important effect of peer social presence that is linked to learning and performance. Using a blended learning model may have an important impact on increasing social interaction and learning with a team learning approach thereby helping students undertake comprehensive tasks and increase student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734687&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734687&lang=es |
| iahe |
competence |
14 |
447 |
Internet & Higher Education |
10967516 |
Jan2013 |
16 |
10.1016/j.iheduc.2012.02.003 |
66 |
69 |
4 |
Student–student online coaching: Conceptualizing an emerging learning activity |
Hrastinski, Stefan ; Stenbom, Stefan ;
|
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INTERNET in education ; STUDENTS ; ONLINE information services ; INSTANT messaging ; INFORMATION services ; DATA transmission systems ; All Other Information Services ;
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Abstract: The aim of this paper is to describe student–student online coaching, defined as “an online service where a student gets support on a specific subject matter from a more experienced student”. Student–student online coaching emphasizes learning a subject matter by giving a student the opportunity to get coached by a coach, i.e. a more experienced student. Online coaching is encouraged by an organization, but the control of learning is primarily in the hands of the student. An example of online coaching is described, i.e. math coaching by instant messaging. A key challenge for coaches is to interpret the students'' competence level, despite that they often do not know the students beforehand, in order to coach on a level that is within their zone of proximal development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83655427&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83655427&lang=es |
| iahe |
competence |
15 |
448 |
Internet & Higher Education |
10967516 |
Jul2016 |
30 |
10.1016/j.iheduc.2016.03.003 |
21 |
29 |
9 |
Supporting students' motivation for e-learning: Teachers matter on and offline. |
Fryer, Luke K. ; Bovee, H. Nicholas ;
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The University of Sydney, Faculty of Education and Social Work, Australia ; Kyushu Sangyo University, Language Education and Research Centre, Japan ;
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MOBILE communication systems in education ; BLENDED learning ; OUTCOME-based education ; STRUCTURAL equation modeling ; STANDARDIZED tests ; ENGLISH language -- Study & teaching ;
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In e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they receive during in-class instruction (in blended learning scenarios), are essential components of the e-learning experience that must be accounted for when seeking to explain students' motivation and learning outcomes in these contexts. This study therefore aimed to test the longitudinal effects of teacher support, prior subject competence, and prior experience with computers and smartphones, on student motivation for e-learning and finally e-learning completion. Employing five data points collected over one academic year, first-year Japanese university students (n = 975) studying English as a foreign language completed surveys at three time points. Cross-lagged panel structural equation modelling was undertaken with the finalized latent variables, prior subject competency (standardized test), and year-end e-learning completion rates. Perceived teacher support was found to have a broad range of direct and mediated effects on students' motivations for e-learning. Effort beliefs were consistent predictors of task value and ability beliefs after accounting for auto-lagged effects. E-learning completion was chiefly predicted by ability beliefs. The practical and theoretical implications for e-learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115824015&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115824015&lang=es |
| iahe |
program learning outcomes |
1 |
449 |
Internet & Higher Education |
10967516 |
Apr2014 |
21 |
10.1016/j.iheduc.2013.10.006 |
74 |
81 |
8 |
A collaborative, design-based approach to improving an online program. |
Swan, Karen ; Day, Scott L. ; Bogle, Leonard Ray ; Matthews, Daniel B. ;
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Department of Educational Leadership, University of Illinois Springfield, One University Plaza, MS 377, Springfield, IL 62703, United States ;
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Collaborative learning ; Web-based instruction ; Outcome-based education ; College teachers ; Curricula (Courses of study) ; Teacher leadership ;
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Abstract: This paper explores the effects of a collaborative, design-based approach to improving teaching and learning in core courses in an online program. It describes research which tested a model for linking iterative, theory based improvements in the design and implementation of online courses to learning outcomes. The researchers, who are also faculty in a graduate-level Teacher Leadership program, used the Quality Matters and Community of Inquiry frameworks to address first course design (QM) and then course implementation (CoI) issues across multiple semesters. Results show improved learning outcomes in most core courses from this two-step process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95021701&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95021701&lang=es |
| iahe |
program learning outcomes |
2 |
450 |
Internet & Higher Education |
10967516 |
Oct2007 |
10 |
10.1016/j.iheduc.2007.08.003 |
261 |
268 |
8 |
A comparison of outcomes of virtual school courses offered in synchronous and asynchronous formats |
Roblyer, M.D. ; Freeman, John ; Donaldson, Martha B. ; Maddox, Melina ;
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Graduate Studies Department, University of Tennessee, Chattanooga, 615 McCallie Avenue — 310 Pfeiffer Hall, Chattanooga, Tennessee 37403, United States ; Graduate Studies Department, University of Tennessee, Chattanooga, 615 McCallie Avenue — 304 Pfeiffer Hall, Chattanooga, Tennessee 37403, United States ; Alabama Department of Education — Technology Initiatives, 50 North Ripley Street — 5351 Gordon Persons Building, Montgomery, Alabama 36130-2101, United States ; Director, Technology Initiatives, Alabama Department of Education, 5351 Gordon Persons Building, 50 North Ripley Street, P.O. Box 302101, Montgomery, AL 36130-2101, United States ;
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Web-based instruction ; Videoconferencing ; RESEARCH ; Distance education students ; Education ;
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Abstract: As part of the formative evaluation of Alabama''s pilot of its virtual schooling system (the Alabama ACCESS Distance Learning Program), the Alabama State Department of Education examined outcome data from courses offered in the two distance delivery systems: web-based course management and interactive videoconferencing (IVC). In light of Bernard et al''s. [Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance learning compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–434] recent meta-analysis finding that asynchronous distance environments generally had more positive outcomes than synchronous ones, a comparison of online (asynchronous) and IVC (synchronous) platforms provided an opportunity to explore and shed more light on outcome comparisons between synchronous and asynchronous platforms. Though there were some outcome differences, the dominant finding was of no differences between platforms. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=27659417&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=27659417&lang=es |
| iahe |
program learning outcomes |
3 |
451 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Nov2005 |
|
|
183 |
191 |
9 |
A COMPARISON OF WEB-BASED AND TRADITIONAL INSTRUCTION FOR THE ACQUISITION OF INFORMATION LITERACY SKILLS: IMPACT OF TRAINING ON LEARNING OUTCOMES, INFORMATION USAGE PATTERNS, AND STUDENT PERCEPTIONS. |
Schilling, Katherine ;
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Indiana University School of Library & Information Science - Indianapolis 755 West Michigan Street, UL3100E, Indianapolis, IN USA 46202-5195 ;
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Information resources ; Multimedia systems ; Internet in education ; Web search engines ; Web-based instruction ; Internet Publishing and Broadcasting and Web Search Portals ;
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This randomized, blinded study addresses how the training used to deliver information literacy skills instruction impacts on students' information-retrieval skills, information usage patterns, and attitudes regarding the training experience, library, and other variables. First-year medical students (N = 128) enrolled in a problem-based learning (PBL) course were randomly assigned to participate in information-retrieval skills training in one of two experimental groups. The control group (n = 63) participated in traditional, instructor-lead training; while the intervention group (n = 65) participated in identical instruction via a Web-based distance learning (WBDL) tutorial. Data was gathered from multiple sources including a) pre- and post-training surveys, skills self-assessments, and written skills tests; b) the evaluation of students' MEDLINE literature searches; and c) a follow-up survey measuring students' use of resources in support of course-related activities. MEDLINE literature search assignments directly linked to the course were electronically captured, blinded, and independently evaluated by three professional searches, allowing for a comprehensive analysis of students' literature searching skills. Data analyses showed no statistically significant differences between the information skills of intervention and control group participants (P = 0.065), leading the researcher to conclude that e-learning is an effective methodology for information skills training, comparing favorably to traditional classroom instruction. Study results provide a picture of students' MEDLINE searching skills, information usage patterns and behaviors, and attitudes regarding library and information services and resources. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63695299&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63695299&lang=es |
| iahe |
program learning outcomes |
4 |
452 |
Internet & Higher Education |
10967516 |
Jul2013 |
18 |
10.1016/j.iheduc.2012.09.003 |
4 |
14 |
11 |
A framework for institutional adoption and implementation of blended learning in higher education. |
Graham, Charles R. ; Woodfield, Wendy ; Harrison, J. Buckley ;
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Brigham Young University, United States ;
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EDUCATION & state ; IMPLEMENTATION (Social action programs) ; BLENDED learning ; HIGHER education ; EDUCATIONAL change ; EDUCATIONAL planning ; COLLEGE campuses ; CURRICULA (Courses of study) ; Other local, municipal and regional public administration ; Administration of Education Programs ; Other provincial and territorial public administration ;
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Abstract: There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. This research investigates six cases of institutional adoption of blended learning to examine the key issues that can guide university administrators interested in this endeavor. Cases were selected to represent institutions at various stages of blended learning adoption including (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. Cases are used to identify and elaborate on core issues related to institutional strategy, structure, and support, spanning the adoption stages. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89205671&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89205671&lang=es |
| iahe |
program learning outcomes |
5 |
453 |
Internet & Higher Education |
10967516 |
Oct2015 |
27 |
10.1016/j.iheduc.2015.05.002 |
44 |
53 |
10 |
A multivariate approach to predicting student outcomes in web-enabled blended learning courses. |
Zacharis, Nick Z. ;
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Technological Educational Institute of Piraeus, Department of Computer Systems Engineering, Building B - Office DA5, Petrou Ralli & Thivon 250, 12244, Greece ;
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LEARNING Management System (Computer software) ; OUTCOME assessment (Social services) ; REGRESSION analysis ; MULTIVARIATE analysis ; INFORMATION storage & retrieval systems ; EDUCATION -- Research ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Administration of Education Programs ;
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This study aimed to develop a practical model for predicting students at risk of performing poorly in blended learning courses. Previous research suggests that analyzing usage data stored in the log files of modern Learning Management Systems (LMSs) would allow teachers to develop timely, evidence-based interventions to support at risk or struggling students. The analysis of students' tracking data from a Moodle LMS-supported blended learning course was the focus of this research in an effort to identify significant correlations between different online activities and course grade. Out of 29 LMS usage variables, 14 were found to be significant and were input in a stepwise multivariate regression which revealed that only four variables – Reading and posting messages , Content creation contribution , Quiz efforts and Number of files viewed – predicted 52% of the variance in the final student grade. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=109160205&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=109160205&lang=es |
| iahe |
program learning outcomes |
6 |
454 |
Internet & Higher Education |
10967516 |
Dec2010 |
13 |
10.1016/j.iheduc.2010.04.005 |
248 |
257 |
10 |
A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments |
Abdous, M'hammed ; Yen, Cherng-Jyh ;
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Center for Learning Technologies, Old Dominion University, Norfolk, VA 23529, USA ; Darden College of Education, Old Dominion University, Norfolk, VA, USA ;
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Distance education ; Streaming video ; Internet in education ; Learning ; Self-evaluation ; Educational tests & measurements ; College students ; Grading & marking (Students) ;
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Abstract: This study was conducted to assess the predictive relationships among delivery mode (DM), self-perceived learner-to-teacher interaction, self-rated computer skill, prior distance learning experience, and learners'' satisfaction and outcomes. Participants were enrolled in courses which used three different DMs: face-to-face, satellite broadcasting, and live video-streaming (LVS). In each case, the course was offered simultaneously by the same teacher via all three formats. The results indicated no predictive utility of delivery mode for self-perceived learner-to-teacher interaction. On the other hand, the results supported the validity of self-perceived learner-to-teacher interaction as a predictor for student satisfaction and learning outcomes (measured by course final grades). To a lesser extent, self-rated computer skills and the number of distance learning courses taken played a weak role in learning outcomes and students'' satisfaction. Overall, findings from the study support prior research that has reported the importance of learner-to-teacher interaction in learning outcomes and satisfaction of distance education students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=55059390&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=55059390&lang=es |
| iahe |
program learning outcomes |
7 |
455 |
Internet & Higher Education |
10967516 |
Apr2015 |
25 |
10.1016/j.iheduc.2014.12.002 |
37 |
44 |
8 |
A wiki task for first-year university students: The effect of scripting students' collaboration. |
De Wever, Bram ; Hämäläinen, Raija ; Voet, Michiel ; Gielen, Mario ;
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Department of Educational Studies, Ghent University, Henri Dunantlaan 2, B-9000 Ghent, Belgium ; Finnish Institute for Educational Research, University of Jyväskylä, P.O. Box 35, Jyväskylä 40014, Finland ;
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COLLEGE students ; LEARNING ; INDIVIDUAL learning accounts ; COLLABORATIVE learning ; QUESTIONNAIRES ;
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This study investigates the effect of a collaboration script - i.e. a set of instructions to improve collaboration between learning partners - for a wiki task. Participants were first-year university students in Educational Sciences ( N = 186) collaborating in groups of five during a three-week period to create a wiki on peer assessment in education. Two conditions were contrasted: a scripted and a non-scripted condition. The effect of scripting was measured in four ways (questionnaires, log-file analyses, group product scores, and individual pre–post-test scores). Results show significant positive effects of scripting with respect to the collaborative group processes and students' feelings of shared responsibility. No significant effects of scripting were found with respect to the developed wiki products. As for students' individual learning outcomes, results showed a significant increase from pre- to post-test for all students. Although the increase was higher in the scripted condition, the difference between the conditions was not statistically significant. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101940514&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101940514&lang=es |
| iahe |
program learning outcomes |
8 |
456 |
Internet & Higher Education |
10967516 |
Jun2002 |
5 |
|
131 |
145 |
15 |
Addressing administrator/faculty conflict in an academic online environment |
Sellani, Robert J. ; Harrington, William ;
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Wayne Huizenga Graduate School of Business and Entrepreneurship, Nova Southeastern University, 3100 Southwest 9th Avenue, Ft. Lauderdale, FL, 33315, USA ;
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Computers & literacy ;
|
The emergence of online instruction has created new challenges and opportunities for administrators and faculty to work together solving problems common to both parties. In early 1998, Nova Southeastern University (NSU) began its online MBA program (eMBA). During the early adoption phase, many administrative matters affecting faculty and students emerged, requiring in some cases, unique solutions. Those matters ranged from lack of substantial online learning resources to faculty compensation for teaching online, and a host of other similar issues. During this emergence of online focus, more attention has been increasingly paid to the collaboration in business and research, and development and education [J. Adolesc. Adult Lit. 45 (2001) 52]. This paper will attempt to identify significant issues of conflict between administration and faculty, and in some cases, how those issues were resolved. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=8776159&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=8776159&lang=es |
| iahe |
program learning outcomes |
9 |
457 |
Internet & Higher Education |
10967516 |
Apr2013 |
17 |
10.1016/j.iheduc.2012.11.003 |
90 |
100 |
11 |
An analysis of research trends in dissertations and theses studying blended learning |
Drysdale, Jeffery S. ; Graham, Charles R. ; Spring, Kristian J. ; Halverson, Lisa R. ;
|
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ACADEMIC dissertations ; PSYCHOLOGY of learning ; SOCIAL context ; INFERENTIAL statistics ; OUTCOME-based education ; INSTRUCTIONAL systems design ; CAREER development ; EDUCATIONAL psychology ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Educational Support Services ;
|
Abstract: This article analyzes the research of 205 doctoral dissertations and masters'' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of blended learning continues to grow. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85282510&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85282510&lang=es |
| iahe |
program learning outcomes |
10 |
458 |
Internet & Higher Education |
10967516 |
Jul2016 |
30 |
10.1016/j.iheduc.2016.03.001 |
44 |
53 |
10 |
Blending a class video blog to optimize student learning outcomes in higher education. |
Liu, Mei-hui ;
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Department of Foreign Languages and Literature, Tunghai University, No.1727, Sec.4, Taiwan Boulevard, Xitun District, Taichung 40704, Taiwan, ROC ;
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Learning ; Education ; Higher education ; Video blogs ; Control groups (Research) ; Competency-based teacher education ;
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This exploratory study investigates whether blending a class video blog into face-to-face instruction may simultaneously enhance university students' actual learning performance and affective outcome. Research as to the effects of such a pedagogical approach remains less studied in the extant literature. This yearlong investigation collects multiple data sources from 42 university freshmen in an experimental group (EG, N = 21) and a control group (CG, N = 21). Results indicate that the EG statistically outperforms the CG in oral proficiency development after the interventions. While there is no significant difference between the two groups in terms of overall and outside-class willingness to communicate in the target language, it appears that the CG perceives more in-class willingness at the end of this study. Qualitative data sources reveal the EG's positive attitude toward joining this shared blog platform and several concerns raised by some of these learners during the learning process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=115824011&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=115824011&lang=es |
| iahe |
program learning outcomes |
11 |
459 |
Internet & Higher Education |
10967516 |
Jul2005 |
8 |
10.1016/j.iheduc.2005.06.004 |
233 |
249 |
17 |
Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience |
Thompson, Terrie Lynn ; MacDonald, Colla J. ;
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University of Ottawa, 136 Hunters Glen Crescent, Ottawa, Ontario, Canada K1T 3R2 ; University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario, Canada K1N 6N5 ;
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COMPUTER assisted instruction ; LEARNING ; HIGHER education ; COLLEGE teachers ;
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Abstract: Given the extraordinary interest and growth in eLearning as a learning tool and as an industry, it is not surprising there is lively debate on quality. A research-based and tested eLearning model was used to design and evaluate an online M.Ed. course in order to study factors that influence the quality of an eLearning event. Several data collection methods were used to explore the experiences of key stakeholders in this case study: learners, design team, and instructors. This study reveals that learners engaged in a level of community that best suited their needs. Striving to achieve a spirit of community seemed to yield beneficial learning outcomes. This study also explored the tension between structure and flexibility in course design. While skillful planning and extensive organization help create a positive learning environment, the design must also be conducive to rapid re-design as the course progresses in order to respond to learning needs as they emerge. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18273934&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18273934&lang=es |
| iahe |
program learning outcomes |
12 |
460 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Nov2002 |
|
|
128 |
134 |
7 |
COMPLEMENTING TRADITIONAL LECTURE-BASED TEACHING WITH E-LEARNING: A CASE STUDY. |
Andrade Hall, Nicholaus Thomas ; Nunes, José Miguel Baptista ;
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Department of Information Studies, University of Sheffield Western Bank,, Sheffield, S10 2TN, United Kingdom ;
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Instructional systems design ; Web-based instruction ; Electronic information resources ; Internet in higher education ;
|
The objectivist nature of lecture -based teaching is often perceived to be unsuited to encourage deep learning and the acquisition of contextualised transferable skills. On the other hand, collaborative and active e -learning is seen to be an approach capable of fostering these highly desirable outcomes in the learning process. However, given the pragmatic needs and constraints of teaching and learning in Higher Education (HE), lectures are still the prevalent mode of imparting knowledge to students. In order to try and improve the learning experience of students undertaking a course in Information Systems, the research team, with considerable experience in online learning, tried to combine objectivist lectures with a moderate constructivist learning process facilitated by a WebCT online resource. This paper presents the design and development of such an e -learning environment and discusses how e-learning can be applied to complement and support traditional on-campus teaching. The e -learning resource aims at providing students with content materials, self-assessment facilities, case-study materials and infrastructures for online learning activities. A higher degree of peer discussion, interaction and social negotiation is therefore achieved through group case-study analysis and project work. The resource was designed using an established educational systems design (ESD) methodology and evaluated by tutors and students. |
Conference Proceeding |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63694703&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63694703&lang=es |
| iahe |
program learning outcomes |
13 |
461 |
Internet & Higher Education |
10967516 |
Jun2009 |
12 |
10.1016/j.iheduc.2009.06.003 |
63 |
70 |
8 |
Conceptualizing the use of technology to foster peace via Adventure Learning |
Veletsianos, George ; Eliadou, Annita ;
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LTA, School of Education, Ellen Wilkinson Building, University of Manchester, Oxford Road, Manchester, M13 9PL, United Kingdom ;
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ADVENTURE education ; EDUCATIONAL technology ; PEACE ; COMMUNICATION ; SOCIAL interaction ; LITERATURE reviews ; EMPIRICAL research ;
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Abstract: In this paper we present and discuss the findings of a systematic literature review on the use of educational technology initiatives to foster peace outcomes, and we relate those findings to Adventure Learning. In the first section of the paper, we suggest that technology-infused peace initiatives rely predominantly on targeting antecedents to peace, such as collaboration, interaction, communication, and understanding of the “other”, rather than peace itself, while at the same time employing varied pedagogies and technologies, with limited empirical support for sustainability of claimed positive outcomes beyond the end of an intervention. These findings align with numerous aspects of the Adventure Learning approach to education. In the second section of the paper therefore, we use Adventure Learning as a way to conceptualize the task of using technology to promote peace outcomes and propose important issues that need to be considered when designing peace-seeking Adventure Learning interventions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=43874696&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=43874696&lang=es |
| iahe |
program learning outcomes |
14 |
462 |
Internet & Higher Education |
10967516 |
Jun2012 |
15 |
10.1016/j.iheduc.2012.01.002 |
184 |
194 |
11 |
Confusion and complex learning during interactions with computer learning environments |
Lehman, Blair ; D'Mello, Sidney ; Graesser, Art ;
|
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COMPUTER assisted instruction ; EMOTIONS (Psychology) ; RESEARCH ; STUDENTS -- Psychology ; LEARNING strategies ; COMPUTERS in education ; CLASSROOM environment ; PSYCHOLOGICAL aspects ;
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Abstract: Folk wisdom holds that being confused is detrimental to learning. However, research on emotions and learning suggest a somewhat more complex relationship between confusion and learning outcomes. In fact, it has been proposed that impasses that trigger states of cognitive disequilibrium and confusion can create opportunities for deep learning of conceptually difficult content. This paper discusses four computer learning environments that either naturally or artificially induce confusion in learners in order to create learning opportunities. First, an Intelligent Tutoring System called AutoTutor that engenders confusion through challenging problems and vague hints is described. The remaining three environments were specifically designed to induce confusion through a number of different interventions. These interventions include device breakdowns, contradictory information, and false feedback. The success and limitations of confusion induction and the impact of confusion resolution on learning are discussed. Potential methods to help learners productively manage their confusion instead of being hopelessly confused are also discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310110&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310110&lang=es |
| iahe |
program learning outcomes |
15 |
463 |
Internet & Higher Education |
10967516 |
Oct2016 |
31 |
10.1016/j.iheduc.2016.06.003 |
58 |
70 |
13 |
Cultural impacts on e-learning systems' success. |
Aparicio, Manuela ; Bacao, Fernando ; Oliveira, Tiago ;
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NOVA IMS, Universidade Nova de Lisboa, Portugal ; Instituto Universitario de Lisboa (ISCTE-IUL) ISTAR-IUL, Portugal ; Unidcom/IADE, Portugal ;
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DISTANCE education ; EDUCATIONAL planning ; TEACHING methods ; COLLECTIVISM (Social psychology) ; INTERNET surveys ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
|
E-learning systems are enablers in the learning process, strengthening their importance as part of the educational strategy. Understanding the determinants of e-learning success is crucial for defining instructional strategies. Several authors have studied e-learning implementation and adoption, and various studies have addressed e-learning success from different perspectives. However, none of these studies have verified whether students' cultural characteristics, such as individualism versus collectivism (individualism/collectivism), play a determinant role in the perceived e-learning success. This study provides a deeper understanding of the impact of students' cultural characteristics, for individualism/collectivism, on the perceived outcomes of e-learning systems use. This study proposes an e-learning systems success model that includes a cultural construct, individualism/collectivism. This paper reports an empirical study developed through an electronic survey distributed to higher education students belonging to various learning levels and from various universities. The study applies quantitative methods to obtain results. Our findings demonstrate that learners' perceived individual impact is positively influenced by their satisfaction and e-learning systems' use. Results demonstrate the determinant role of individualism/collectivism on individual and organizational impacts. Students influenced by collective culture perceive more individual and organizational impacts than individualistic culture students. Individualism/collectivism also moderates the users' perceived satisfaction on individual impact, and from individual impacts to organizational impacts. The result shows that for the students with a stronger individualistic culture, satisfaction plays a central role in the way they assess the individual impacts, and individual impacts on organizational impacts. This empirical research discusses the theoretical and practical implications. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734692&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117734692&lang=es |
| iahe |
program learning outcomes |
16 |
464 |
Internet & Higher Education |
10967516 |
Apr2013 |
17 |
10.1016/j.iheduc.2012.10.002 |
16 |
28 |
13 |
Does academic discipline moderate CoI-course outcomes relationships in online MBA courses? |
Arbaugh, J.B. ;
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College of Business, University of Wisconsin Oshkosh, 800 Algoma Blvd., Oshkosh, WI 54901, United States ;
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Distance education ; Universities & colleges -- Curricula ; Outcome-based education ; Business education ; Satisfaction ; Discourse analysis ; Psychology of learning ; Cognitive analysis ;
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Abstract: This paper examines the relationships between the elements of the Community of Inquiry (CoI) framework, disciplinary differences, perceived learning, instructor effectiveness, and delivery medium satisfaction. Specifically, the proposed research examines whether disciplinary differences such as those proposed by Biglan (1973a, 1973b) moderate the relationships between social, cognitive, and/or teaching presence and online course outcomes. Drawing from the results of a two-year study of students in over 50 online MBA courses, we found that disciplinary effects moderated the relationships between facilitating discourse, direct instruction and perceived student learning. Disciplinary effects did moderate the relationship between CoI elements and perceptions of instructor effectiveness. As disciplines moved closer to “pure” or “hard” status, social presence became positively associated and cognitive presence became negatively associated with perceived instructor effectiveness. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=85282502&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=85282502&lang=es |
| iahe |
program learning outcomes |
17 |
465 |
Internet & Higher Education |
10967516 |
Jul2016 |
30 |
10.1016/j.iheduc.2016.04.002 |
11 |
20 |
10 |
Effects of online presence on learning performance in a blog-based online course. |
Yang, Jie Chi ; Quadir, Benazir ; Chen, Nian-Shing ; Miao, Qiang ;
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Graduate Institute of Network Learning Technology, National Central University, Taiwan ; Department of Information Management, National Sun Yat-sen University, Taiwan ;
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ONLINE courses ; DISTANCE education ; BLOGS ; EMPIRICAL research ; REGRESSION analysis ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Internet Publishing and Broadcasting and Web Search Portals ;
|
This study investigated how learners' perceived online presence contributed to their learning performance while participating in a blog-based university course. Although the literature evidently highlights that there is a necessity for online presence in online courses, concrete design approaches and empirical evaluation of the impact of online presence on learning performance in blog-based courses are lacking. An empirical study was therefore conducted to understand the relationship between individuals' perceptions of online presence, in terms of teaching, social and cognitive presences, and their learning performance, in terms of subjective and objective learning outcomes. Research questions were tested and data were analyzed using regression analysis. The results indicate that online presence has a significant influence on learning performance. A subsequent analysis found that cognitive presence played the most important role in blog-based online learning performance. This study also identified a significant relationship in learning performance between students' subjective and objective learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115824013&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115824013&lang=es |
| iahe |
program learning outcomes |
18 |
466 |
Internet & Higher Education |
10967516 |
Jun2012 |
15 |
10.1016/j.iheduc.2012.04.001 |
137 |
140 |
4 |
Emotions in online learning environments: Introduction to the special issue |
Artino, Anthony R. ;
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Uniformed Services University of the Health Sciences, United States ;
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EMOTIONS (Psychology) ; RESEARCH ; WEB-based instruction -- Research ;
|
Abstract: In recent years, several scholars have called for more inquiry on the role of emotions in education. And while the dynamics of the emotions that emerge during online learning may be difficult to observe, limited evidence suggests that, not unlike traditional classroom instruction, emotions have important affects on learning, engagement, and achievement in online settings. This special issue highlights contemporary research in this area, with the goal of rousing other investigators to contribute to the growing empirical literature on emotions in online learning environments (OLEs). The articles in this issue explore the question of emotions in OLEs from a variety of theoretical and methodological frameworks, in several different types of online contexts, and from two different participant perspectives (students and teachers). In doing so, these articles begin to shed light on the dynamics of student and teacher emotions—how these emotions emerge and are regulated, what precedes them, and how they relate to important behavioral, motivational, and achievement outcomes. In this introduction to the special issue, I briefly summarize each manuscript and suggest some future research directions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310104&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310104&lang=es |
| iahe |
program learning outcomes |
19 |
467 |
Internet & Higher Education |
10967516 |
Jan2007 |
10 |
10.1016/j.iheduc.2006.11.002 |
3 |
14 |
12 |
Evaluating online conversation in an asynchronous learning environment: An application of Grice's cooperative principle |
Ho, Chia-Huan ; Swan, Karen ;
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Educational Theory and Practice, University at Albany, Education 113, Albany, NY 12222, United States ; Research Center for Educational Technology, Kent State University, 201 Moulton Hall, Kent, OH 44242, United States ;
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INTERNET in education ; WIDE area networks (Computer networks) ; WORLD Wide Web ; COMPUTER science ; Research and development in the physical, engineering and life sciences ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Internet Publishing and Broadcasting and Web Search Portals ;
|
Abstract: This study goes beyond student perceptions of online learning experiences, satisfaction, and attitudes, to examine the actual participation and dynamics that occur in online discussions and their relationship to student learning outcomes. A content analysis approach was used to investigate students'' socio-cognitive processes in an online graduate-level English grammar class. Student postings were rated using a newly developed Gricean Cooperative Principle scoring rubric to assess student participation as determined by four maxims: Quantity, Quality, Relevance, and Manner. Results suggest that Quality is the most important criterion for predicting direct responses to a posting. Students with high average Quality scores also received higher final course grades than did their counterparts. In addition, students with high scores for Manner earned higher conference grades than did their counterparts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24313213&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24313213&lang=es |
| iahe |
program learning outcomes |
20 |
468 |
Internet & Higher Education |
10967516 |
Jul2011 |
14 |
10.1016/j.iheduc.2011.04.001 |
158 |
163 |
6 |
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning |
Lee, Sang Joon ; Srinivasan, Sandhya ; Trail, Trudian ; Lewis, David ; Lopez, Samantha ;
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Educational Technology and Assessment, University of South Florida, 13201 Bruce B. Downs Blvd MDC56, Tampa, FL 33612, USA ; Instructional Technology and Distance Education, Nova Southeastern University, 1750 NE 167th St Rm 449, Miami, FL 33162, USA ;
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STUDENTS -- Psychology ; WEB-based instruction ; SATISFACTION ; ONLINE courses ; PERCEPTION ; EDUCATIONAL counseling ; WASHINGTON (D.C.) ; SOUTHEASTERN University (Washington, D.C.) ;
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Abstract: Support for student learning is a key element in optimizing student learning experiences in any learning environment and its importance has been widely discussed. This study looked at student support, particularly in the course context, focusing mainly on guidance provided to students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. A total of 110 students completed an online survey on students'' perceptions of support and course satisfaction in an undergraduate online course at a large southeastern university. The results showed perceived support was significantly related to their overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to students and provide an easy way of accessing and taking advantage of the support. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61178008&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=61178008&lang=es |
| iahe |
program learning outcomes |
21 |
469 |
Internet & Higher Education |
10967516 |
Oct2006 |
9 |
10.1016/j.iheduc.2006.08.002 |
277 |
286 |
10 |
Exploring the relationships between students' academic motivation and social ability in online learning environments |
Yang, Chia-Chi ; Tsai, I-Chun ; Kim, Bosung ; Cho, Moon-Heum ; Laffey, James M. ;
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School of Information Science and Learning Technologies, University of Missouri-Columbia, 118 London Hall, Columbia, MO 65211, USA ;
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STUDENTS ; SOCIAL skills ; MOTIVATION in education ; INTERNET in education ;
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Abstract: This research explicates the construct of social ability and describes the relationship between students'' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information, and social navigation as the five factors that define social ability. In addition, the multivariate multiple regression analyses indicate that different motivational constructs vary in their relationships with the multiple social ability factors. Intrinsic goal orientation is related to perceived peers social presence. Self-efficacy explains the variance of perceived instructor social presence and comfort with sharing personal information. Task value is associated with social navigation and both perceived peers and instructor social presence. Additional studies are needed to replicate the current findings and further explicate social ability in online learning, to continue to improve the social ability instrument, and to examine the value of other academic motivation beliefs in predicting social ability as well as that of social ability in predicting learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23301645&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23301645&lang=es |
| iahe |
program learning outcomes |
22 |
470 |
Internet & Higher Education |
10967516 |
Dec2010 |
13 |
10.1016/j.iheduc.2010.07.003 |
179 |
187 |
9 |
Facebook: An online environment for learning of English in institutions of higher education? |
Kabilan, Muhammad Kamarul ; Ahmad, Norlida ; Abidin, Mohamad Jafre Zainol ;
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INTERNET in education ; INCIDENTAL learning ; HIGHER education ; ONLINE social networks ; UNIVERSITIES & colleges ; ENGLISH language -- Study & teaching ; COLLEGE students ; LANGUAGE teachers ; Colleges, Universities, and Professional Schools ; Internet Publishing and Broadcasting and Web Search Portals ;
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Abstract: Facebook (FB) is currently considered as the most popular platform for online social networking among university students. The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was carried out with 300 undergraduate students at Universiti Sains Malaysia (USM), Penang. It was found that the students believed FB could be utilized as an online environment to facilitate the learning of English. Nevertheless, teachers or language instructors have to integrate FB as an educational project with pre-determined learning objectives and outcomes for the learning experience to be meaningful. It is suggested that future research should focus on the meaningfulness of FB to students'' language learning experiences. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=55059381&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=55059381&lang=es |
| iahe |
program learning outcomes |
23 |
471 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Jan2006 |
|
|
445 |
447 |
3 |
FACING LANGUAGE HETEROGENEITY: DO PLURILINGUAL LEARNING AND ASSESSMENT ENVIRONMENTS CREATE BETTER RESULTS? |
Monique, Reichert ; Romain, Martin ;
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Université du Luxembourg FLSHASE, Campus Walferdange, B.P. 2 7201 Walferdange, Luxembourg ;
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Internet in education ; Web-based instruction ; Luxembourg ; Colleges, Universities, and Professional Schools ; Multicultural education ; Heterogeneity ; Universities & colleges ;
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A growing heterogeneity characterizes the language background of citizens within national and international populations. Given the increasing demands on the outcomes of education and trainings, and the necessity to be able to rely on highly valid results from evaluations, it is crucial to investigate on the possibilities of facing this heterogeneity. The present paper shall convey basic information as to the advantages of a computer-based assessment and learning platform concerning the optimal consideration of the language background of a target population. One option presented is the attempt to "simulate" the plurilingual environment within which individuals grow up by presenting the content of interest in more than one language, and by allowing the subjects to flexibly switch from one language to another during the assessment and learning phase. Another possibility provided by a computer-based assessment and learning environment is the registration of the different exploration steps and language choices made by the subjects, as well as of the time spent on the different items in dependency on the test/learning language. Those options are realized in the CASCADE project of the University of Luxembourg, aiming at assessing scientific knowledge and competencies on a computer based platform. The analysis of the data resulting from the different language conditions will permit to present a detailed image of the interrelation between the outcome of different assessment and learning conditions, and provide an elaborate basis for discussions on the factors to respect during evaluations and for the designing of appropriate learning settings. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63695567&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63695567&lang=es |
| iahe |
program learning outcomes |
24 |
472 |
Internet & Higher Education |
10967516 |
Oct2014 |
23 |
10.1016/j.iheduc.2014.05.003 |
1 |
1 |
1 |
"I see smart people!": Using Facebook to supplement cognitive and affective learning in the university mass lecture. |
Bowman, Nicholas David ; Akcaoglu, Mete ;
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West Virginia University, Department of Communication Studies Armstrong Hall, Room 108, P.O. Box 6293 Morgantown, WV 26506 ; Georgia Southern University, College of Education, Statesboro, GA 30458 ;
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COGNITIVE learning ; AFFECTIVE education ; COLLEGE teachers ; LECTURES & lecturing ; FACEBOOK (Web resource) ;
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Mass lecture courses are a mainstay in university instruction despite their limitations regarding student engagement and resultant learning outcomes. Out-of-class communications and learning management systems have been developed to address these limitations, but the former is resource-intensive and the latter is often viewed as an administrative rather than pedagogical aid. Facebook groups have proven to be useful and persistent spaces for connecting individuals around innumerable topics of interest. In this study, a course-specific Facebook group was created for an introductory mass media course at a large mid-Atlantic university to serve as a supplemental (and voluntary) space for course content discussions. End-of-the semester grades of the Facebook group users were significantly higher than the non-users, t(319) = 4.71, p < 001. In terms of affective learning, an analyses of the student responses indicated that students generally felt positively about being a part of the Facebook group. Thematic analysis of the Facebook posts indicated that students mainly used this space to discuss exam-related matters. We discuss potential reasons for this outcome, and implications of current research for future research and practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=97603044&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=97603044&lang=es |
| iahe |
program learning outcomes |
25 |
473 |
Summer Internet Proceedings |
|
Jun2009 |
11 |
|
63 |
63 |
1 |
INTERDEPARTMENTAL AND INTERDISCIPLINARY COLLABORATION: LEARNING ABOUT TEACHING AND LEARNING. |
Hager, Mark J. ;
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Menlo College ;
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Universities & colleges ; Organizational structure ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Other Technical and Trade Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Apprenticeship Training ; Higher education ; Student affairs administrators ; Academic achievement ; Postsecondary education ;
|
Since the 1990s, higher education administrators have called for greater integration of the disparate yet necessarily united areas of academic and student affairs (AAHE, ACPA, & NASPA, 1998; ACPA, 1994; NASPA, 1997). Many researchers have proposed models of integration, yet few studies report the outcomes of their application (Kezar, Hirsch, & Burack, 2001). Applying themes from Kuh's (1996) model of seamless undergraduate teaching and learning with elements from more traditional planned change models (Kezar, 2003), this paper reports the integration process a small private college initiated to infuse an interdisciplinary course with co-curricular learning opportunities. It weighs the considerable benefits against necessary costs and points to new ways of working collegially across not only disciplinary divisions but also departmental divides. Findings include student achievement of designated learning outcomes, students' heightened engagement through co-curricular learning and creative pedagogy, and continued integration of curricular and co-curricular planning by faculty, staff, and administration. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=44681690&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=44681690&lang=es |
| iahe |
program learning outcomes |
26 |
474 |
Internet & Higher Education |
10967516 |
Mar2012 |
15 |
10.1016/j.iheduc.2011.07.002 |
81 |
88 |
8 |
Linking online course design and implementation to learning outcomes: A design experiment |
Swan, Karen ; Matthews, Daniel ; Bogle, Leonard ; Boles, Emily ; Day, Scott ;
|
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Internet in higher education ; Distance education ; Curriculum planning ; Curriculum frameworks ; Teacher leadership ; Teacher education ; Online courses ; Public universities & colleges -- Curricula ; Outcome-based education ;
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This paper reports on preliminary findings from ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at a small, Midwest public university. Researchers are using the Quality Matters (QM) and Community of Inquiry (CoI) frameworks to guide the iterative redesign of core courses in the program. Preliminary results from the redesign of one course suggest that such approach can improve student learning outcomes. Results also support the efficacy of the QM and CoI theoretical frames, and the usefulness of design-based approaches in online learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=72342102&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=72342102&lang=es |
| iahe |
program learning outcomes |
27 |
475 |
Internet & Higher Education |
10967516 |
Jun2012 |
15 |
10.1016/j.iheduc.2012.04.002 |
222 |
226 |
5 |
Not that different in theory: Discussing the control-value theory of emotions in online learning environments |
Daniels, Lia M. ; Stupnisky, Robert H. ;
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University of Alberta, Dept. of Educational Psychology, 6–102 Education North, Edmonton, AB, Canada T6G 2G5 ; University of North Dakota, Teaching and Learning Department, 252 Education Building, Grand Forks, ND 58202–7189, United States ;
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WEB-based instruction -- Research ; COMPUTER assisted instruction ; EMOTIONS (Psychology) ; RESEARCH ; ACADEMIC achievement ; CLASSROOM environment ; STUDENTS -- Psychology ; PSYCHOLOGICAL aspects ;
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Abstract: This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of The Internet and Higher Education explicitly used the control-value theory as their theoretical framework and several others have components of the theory implicitly described. Thus, for each article we examined what emotions were expressed, the antecedents of the emotions, and their academic outcomes in relation to the control-value theory of emotions. In general, the results from these studies parallel those in traditional classrooms, suggesting there are few differences in emotions experienced in online learning environments relative to face-to-face classrooms. A primary reason for the observed similarities in emotions may be that control and value appraisals play consistent roles as antecedents of specific emotions even though students’ learning environment is dramatically different. We conclude with suggestions for future research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310114&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310114&lang=es |
| iahe |
program learning outcomes |
28 |
476 |
Internet & Higher Education |
10967516 |
Dec2009 |
12 |
10.1016/j.iheduc.2009.07.003 |
117 |
125 |
9 |
Online learning: Are subjective perceptions of instructional context related to academic success? |
Artino,, Anthony R. ;
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Department of Preventive Medicine & Biometrics, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814-4712, United States ;
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WEB-based instruction ; INTERNET in higher education ; COMPUTER assisted instruction ; FLIGHT -- Physiological aspects ; PERCEPTION ; MATHEMATICAL models ; DISTANCE education ; MILITARY education ; LOGISTIC regression analysis ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Colleges, Universities, and Professional Schools ; National Security ; Elementary and Secondary Schools ;
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Abstract: This study explored the extent to which students'' thoughts, feelings, and actions are associated with the nature of an online course and how that course relates to them personally. Following completion of an online course in aviation physiology, service academy undergraduates (N =481) completed a survey that assessed several motivational, emotional, and behavioral outcomes. Consistent with expectations, results from a logistic regression analysis revealed that students who said they were planning to become aviators upon graduation were more likely to report greater perceptions of task value and greater use of metacognitive control strategies than their non-aviator counterparts. On the other hand, after controlling for the other variables in the model, aviators were actually less likely to report being satisfied with the online course, an unexpected finding. Taken together, these results partially substantiate the social cognitive notion that subjective perceptions of the learning environment ultimately shape students'' motivational and behavioral engagement in that environment. Implications for the theory and research of online learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45071714&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45071714&lang=es |
| iahe |
program learning outcomes |
29 |
477 |
Internet & Higher Education |
10967516 |
Oct2015 |
27 |
10.1016/j.iheduc.2015.06.001 |
54 |
63 |
10 |
Predicting course outcomes with digital textbook usage data. |
Junco, Reynol ; Clem, Candrianna ;
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School of Education, Human Computer Interaction, Iowa State University, 2628 Lagomarcino Hall, Ames, IA 50011, United States ; Berkman Center for Internet and Society, Harvard University, 23 Everett Street, 2nd Floor, Cambridge, MA 02138, United States ; Department of Sociology, The University of Texas at Austin, Austin, TX 78712, United States ;
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Electronic textbooks ; Data plans (Wireless telecommunication) ; Regression analysis ; Academic achievement ; Prediction models ; Outcome assessment (Social services) ;
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Digital textbook analytics are a new method of collecting student-generated data in order to build predictive models of student success. Previous research using self-report or laboratory measures of reading show that engagement with the textbook was related to student learning outcomes. We hypothesized that an engagement index based on digital textbook usage data would predict student course grades. Linear regression analyses were conducted using data from 233 students to determine whether digital textbook usage metrics predicted final course grades. A calculated linear index of textbook usage metrics was significantly predictive of final course grades and was a stronger predictor of course outcomes than previous academic achievement. However, time spent reading, one of the variables that make up the index was more strongly predictive of course outcomes. Additionally, students who were in the top 10th percentile in number of highlights had significantly higher course grades than those in the lower 90th percentile. These findings suggest that digital textbook analytics are an effective early warning system to identify students at risk of academic failure. These data can be collected unobtrusively and automatically and provide stronger prediction of outcomes than prior academic achievement (which to this point has been the single strongest predictor of student success). |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=109160201&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=109160201&lang=es |
| iahe |
program learning outcomes |
30 |
478 |
Internet & Higher Education |
10967516 |
Apr2015 |
25 |
10.1016/j.iheduc.2014.10.003 |
11 |
17 |
7 |
Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes. |
Hachey, Alyse C. ; Wladis, Claire ; Conway, Katherine ;
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Borough of Manhattan Community College at the City University of New York, Teacher Education Dept., 199 Chambers St., New York, NY 10007, United States ; Borough of Manhattan Community College at the City University of New York, Mathematics Dept., 199 Chambers St., New York, NY 10007, United States ; Borough of Manhattan Community College at the City University of New York, Business Dept., 245 Greenwich St., New York, NY 10007, United States ;
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Curricula (Courses of study) ; Online courses ; Prediction (Logic) ; College students ; Higher education ;
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This study found that G.P.A. and prior online experience both predicted online STEM course outcomes. While students with higher G.P.A.s were also more likely to have successfully completed prior online courses, prior online course experience added significant information about likely future STEM online outcomes, even when controlling for G.P.A. Students who had successfully completed all prior online courses had significantly higher rates of successful online STEM course completion at all G.P.A. levels than students who had failed to complete even one prior online course successfully. Students who had dropped or earned a D or F grade in even one prior online course had significantly lower rates of successful online STEM course completion than students with no prior online experience, even when controlling for G.P.A. This suggests that prior online course outcomes should be combined with G.P.A. when attempting to identify community college students at highest risk in online STEM courses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=101940511&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=101940511&lang=es |
| iahe |
program learning outcomes |
31 |
479 |
Internet & Higher Education |
10967516 |
Jun2012 |
15 |
10.1016/j.iheduc.2011.10.004 |
141 |
149 |
9 |
Regulating interest when learning online: Potential motivation and performance trade-offs |
Sansone, Carol ; Smith, Jessi L. ; Thoman, Dustin B. ; MacNamara, Atara ;
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Department of Psychology, University of Utah, Salt Lake City, UT 84112, USA ; Department of Psychology, Montana State University, Bozeman, MT 59717, USA ; Department of Psychology, California State University, Long Beach, 1250 Bellflower Blvd., PSY-100, Long Beach, CA 90840-0901, USA ; Department of Psychology and Social Sciences, Centralia College, 600 Centralia College Blvd, Centralia, WA 98531-4099, USA ;
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INTEREST (Psychology) -- Research ; MOTIVATION in education ; RESEARCH ; ACADEMIC achievement -- Social aspects ; WEB-based instruction -- Research ; COMPUTER assisted instruction ; CLASSROOM environment ; PSYCHOLOGICAL aspects ;
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Abstract: Online learning may be particularly sensitive to self-regulatory trade-offs between maintaining interest and performance. Undergraduates in online or on-campus sections of the same course rated strategies used to motivate studying for the first exam, and interest after the first exam and at semester''s end. First exam and final class grades were obtained. We compared online and on-campus students in reported use of strategies to enhance the importance of studying-related outcomes (goals-defined) and to enhance the studying experience (experience-defined). The latter included an Internet-based strategy (i.e., making studying more enjoyable by exploring class web page). Online and on-campus students did not differ in reported use of outcome-focused strategies but online students were more likely to report exploring the class web page. For online students, greater exploration was associated with higher interest but lower first exam grades, which predicted final interest and grades. Implications for regulating interest and online learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310105&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=76310105&lang=es |
| iahe |
program learning outcomes |
32 |
480 |
Internet & Higher Education |
10967516 |
Jul2002 |
5 |
|
267 |
281 |
15 |
Relationships between students' and instructional variables with satisfaction and learning from a Web-based course |
Hong, Kian-Sam ;
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Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak, Malaysia ;
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DISTANCE education ; TEACHER-student relationships ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
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The author discusses the results of a study about the effect of students'' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved higher final grades in the course, but did not express more satisfaction with the learning environment. Computer experience did not influence achievement but experienced computer users were more satisfied with the course. Students who perceived the student–instructor interactions positively felt that their discussion group had performed well during the conferences, and viewed the learning materials used in the conferences positively improved grades and were more satisfied with the course. Students expected instructor-led learning. There is a need to explicitly design an organising strategy to assist students in completing the problem-based learning processes during the Web-based conferences. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7866121&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7866121&lang=es |
| iahe |
program learning outcomes |
33 |
481 |
Internet & Higher Education |
10967516 |
Oct2007 |
10 |
10.1016/j.iheduc.2007.08.001 |
231 |
244 |
14 |
Research focus and methodological choices in studies into students' experiences of blended learning in higher education |
Bliuc, Ana-Maria ; Goodyear, Peter ; Ellis, Robert A. ;
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Institute of Teaching and Learning, Carslaw F07, University of Sydney, Sydney, NSW 2006, Australia ; Faculty of Education and Social Work, University of Sydney, Australia ; Institute of Teaching and Learning, University of Sydney, Australia ;
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HIGHER education ; LEARNING ; STUDENTS ; UNIVERSITIES & colleges ; Colleges, Universities, and Professional Schools ;
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Abstract: The paper reviews representative research into blended learning in universities, taking into account the methodology used, the focus of the research and the relationship between the two. In terms of methodology, most research was classifiable as case-studies, survey-based studies or comparative studies. A small number of studies take a comparatively more holistic approach and one of the outcomes from this review is a recommendation for more holistic studies to be undertaken. In the studies reviewed, the focus of the research is often related to the degree of methodological complexity. That is, less methodologically elaborated studies tend to have a more specific focus, while the studies employing a more complex methodology tend to report more varied aspects of the students'' learning experience. It is argued that educationally useful research on blended learning needs to focus on the relationships between different modes of learning (for example, face-to-face and on-line) and especially on the nature of their integration. In particular, such research needs to generate usable evidence about the quality of the students'' learning experiences and learning outcomes. In turn, this demands appropriately powerful methodologies, rooted in a firm theoretical foundation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27659415&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27659415&lang=es |
| iahe |
program learning outcomes |
34 |
482 |
Internet & Higher Education |
10967516 |
Jun2009 |
12 |
10.1016/j.iheduc.2009.06.006 |
71 |
87 |
17 |
Research in online and blended learning in the business disciplines: Key findings and possible future directions |
Arbaugh, J.B. ; Godfrey, Michael R. ; Johnson, Marianne ; Pollack, Birgit Leisen ; Niendorf, Bruce ; Wresch, William ;
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College of Business, University of Wisconsin Oshkosh, 800 Algoma Blvd., Oshkosh, WI 54901, United States ;
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WEB-based instruction -- Research ; BUSINESS education ; BLENDED learning ; CLASSROOM learning centers ; LITERATURE reviews ; ACCOUNTING -- Study & teaching ; ECONOMICS -- Study & teaching ; MARKETING -- Study & teaching ; SUPPLY chain management ; FINANCE -- Study & teaching ; PUBLISHERS & publishing ; Other Accounting Services ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Book Publishers ; All Other Publishers ; Other publishers ;
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Abstract: In this literature review, we examine and assess the state of research of online and blended learning in the business disciplines with the intent of assessing the state of the field and identifying opportunities for meaningful future research. We review research from business disciplines such as Accounting, Economics, Finance, Information Systems (IS), Management, Marketing, and Operations/Supply Chain Management. We found that the volume and quality of research in online and blended business education has increased dramatically during the past decade. However, the rate of progress is somewhat uneven across disciplines. IS, Management, and multi-disciplinary studies have the highest volumes of research activity, with markedly less activity in Finance and Economics. Furthermore, scholars of online and blended business education predominantly publish in learning and education journals of the business disciplines rather than also publishing in journals that focus on technology-mediated learning, thereby missing an opportunity to inform scholars in other disciplines about their work. The most common research streams across disciplines were outcome comparison studies with classroom-based learning and studies examining potential predictors of course outcomes. Results from the comparison studies suggest generally that online courses are at least comparable to classroom-based courses in achieving desired learning outcomes, while there is divergence in findings of comparisons of other course aspects. Collectively, the range of untested conceptual frameworks, the lack of discipline-specific theories, and the relative absence of a critical mass of researchers focused on the topic suggest ample opportunities for business scholars seeking to enter this research community. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=43874697&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=43874697&lang=es |
| iahe |
program learning outcomes |
35 |
483 |
Internet & Higher Education |
10967516 |
Oct2015 |
27 |
10.1016/j.iheduc.2015.04.007 |
1 |
13 |
13 |
Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. |
Broadbent, J. ; Poon, W.L. ;
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Deakin University, School of Psychology, 221 Burwood Highway, Burwood 3125, Victoria, Australia ;
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LEARNING strategies ; ACADEMIC achievement ; DISTANCE education ; HIGHER education ; META-analysis ; SELF-culture ; EDUCATION -- Research ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ;
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As enrolments in online courses continue to increase, there is a need to understand how students can best apply self-regulated learning strategies to achieve academic success within the online environment. A search of relevant databases was conducted in December 2014 for studies published from 2004 to Dec 2014 examining SRL strategies as correlates of academic achievement in online higher education settings. From 12 studies, the strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes, whereas rehearsal, elaboration, and organisation had the least empirical support. Peer learning had a moderate positive effect, however its confidence intervals crossed zero. Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on-line contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=109160207&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=109160207&lang=es |
| iahe |
program learning outcomes |
36 |
484 |
Internet & Higher Education |
10967516 |
Oct2006 |
9 |
10.1016/j.iheduc.2006.08.005 |
257 |
266 |
10 |
Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms |
Mullen, Gayle E. ; Tallent-Runnels, Mary K. ;
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Midwestern State University, 207 Ferguson Hall, 3410 Taft Ave, Wichita Falls, TX 76308, USA ; Texas Tech University, College of Education, Lubbock, TX 79409, USA ;
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Perception ; College teachers ; College students ; Classrooms ;
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Abstract: In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors'' demands and support and student'' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students'' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors'' affective support higher, the variable had a stronger relationship with online students'' satisfaction. Differences between online and traditional students'' reports of instructors'' academic support, instructors'' demands, and students'' satisfaction were significant with medium effect sizes. Results are important because they provide information about students'' perceptions of the differences in environments created by instructors that relate to students'' affective outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=23301643&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=23301643&lang=es |
| iahe |
program learning outcomes |
37 |
485 |
Internet & Higher Education |
10967516 |
Jul2013 |
18 |
10.1016/j.iheduc.2012.12.003 |
38 |
46 |
9 |
Student perceptions and achievement in a university blended learning strategic initiative. |
Owston, Ron ; York, Dennis ; Murtha, Susan ;
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York University, Canada ;
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Psychology of students ; Academic achievement ; Blended learning ; Education & state ; Educational planning ; Curricula (Courses of study) ; Educational outcomes ; Educational change ; Administration of Education Programs ; Other local, municipal and regional public administration ; Other provincial and territorial public administration ;
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Abstract: Examined in this study is the relationship between student perceptions in blended learning courses and their in-course achievement. The research was conducted at a large urban university that embarked on a major initiative to scale-up blended learning across its campus. Student perceptions (N=577) were assessed in four areas deemed important to the university: overall satisfaction with blended learning, convenience afforded by blended learning, sense of engagement in their blended course, and views on learning outcomes. Final course grade was the dependent variable and cumulative grade point average was the covariate in an ANCOVA design. A remarkably strong relationship was found between perceptions and grades. Compared with low achieving students, high achievers were the most satisfied with their blended course, would take one again, and preferred the blended format more over fully face-to-face or online. High achievers also found blended courses more convenient, more engaging, and they felt that they learn key course concepts better than in other traditional face-to-face courses they have taken. An implication of the study is that low achievers may not be able to cope with the blended environment as well their high achieving peers. Therefore, when scaling up blended learning institutions may want to consider offering students a choice of whether to enroll in blended or fully face-to-face course sections where feasible, especially in subject areas that students find difficult. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89205675&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89205675&lang=es |
| iahe |
program learning outcomes |
38 |
486 |
Internet & Higher Education |
10967516 |
Jan2012 |
15 |
10.1016/j.iheduc.2011.08.004 |
29 |
38 |
10 |
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context |
Laru, Jari ; Näykki, Piia ; Järvelä, Sanna ;
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SMALL groups ; WEB 2.0 ; HIGHER education ; SOCIAL context ; BAYESIAN analysis ; SOCIAL interaction ; MATHEMATICAL models ;
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Abstract: In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students'' learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67625913&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67625913&lang=es |
| iahe |
program learning outcomes |
39 |
487 |
Internet & Higher Education |
10967516 |
Jul2016 |
30 |
10.1016/j.iheduc.2016.03.003 |
21 |
29 |
9 |
Supporting students' motivation for e-learning: Teachers matter on and offline. |
Fryer, Luke K. ; Bovee, H. Nicholas ;
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The University of Sydney, Faculty of Education and Social Work, Australia ; Kyushu Sangyo University, Language Education and Research Centre, Japan ;
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MOBILE communication systems in education ; BLENDED learning ; OUTCOME-based education ; STRUCTURAL equation modeling ; STANDARDIZED tests ; ENGLISH language -- Study & teaching ;
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In e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they receive during in-class instruction (in blended learning scenarios), are essential components of the e-learning experience that must be accounted for when seeking to explain students' motivation and learning outcomes in these contexts. This study therefore aimed to test the longitudinal effects of teacher support, prior subject competence, and prior experience with computers and smartphones, on student motivation for e-learning and finally e-learning completion. Employing five data points collected over one academic year, first-year Japanese university students (n = 975) studying English as a foreign language completed surveys at three time points. Cross-lagged panel structural equation modelling was undertaken with the finalized latent variables, prior subject competency (standardized test), and year-end e-learning completion rates. Perceived teacher support was found to have a broad range of direct and mediated effects on students' motivations for e-learning. Effort beliefs were consistent predictors of task value and ability beliefs after accounting for auto-lagged effects. E-learning completion was chiefly predicted by ability beliefs. The practical and theoretical implications for e-learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115824015&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115824015&lang=es |
| iahe |
program learning outcomes |
40 |
488 |
Internet & Higher Education |
10967516 |
Jan2003 |
6 |
10.1016/S1096-7516(02)00162-8 |
65 |
75 |
11 |
Teacher–student interactions and learning outcomes in a distance learning environment |
Offir, Baruch ; Barth, Ingrid ; Lev, Yoseph ; Shteinbok, Arkady ;
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School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel ;
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Education ; Students ; Teachers ;
|
This paper describes a distance learning project that enables talented high school students in geographically isolated and underdeveloped areas to participate in an introductory university course without leaving the supportive framework of their high schools. The rationale behind the project is described as well as a model in which university faculty work together with high schools in order to achieve broad educational goals. The online collection of student-related data is described, together with how this helped us to identify and solve problems experienced by high school students in a distance learning environment. The collection and implementation of teacher-related data used in order to increase the effectiveness of instruction during the course is described. Finally, some significant results of this research are presented, with a description of how they can be implemented not only to solve but also to prevent potential obstacles to effective distance learning in future projects. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=9160413&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=9160413&lang=es |
| iahe |
program learning outcomes |
41 |
489 |
Internet & Higher Education |
10967516 |
Jan2011 |
14 |
10.1016/j.iheduc.2010.03.003 |
54 |
63 |
10 |
The correlates of Taiwan teachers' epistemological beliefs concerning Internet environments, online search strategies, and search outcomes |
Tsai, Pei-Shan ; Tsai, Chin-Chung ; Hwang, Gwo-Jen ;
|
Graduate Institute of Engineering, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Road, Taipei, 106, Taiwan ; Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Road, Taipei, 106, Taiwan ; Department of Information and Learning Technology, National University of Tainan, 33, Sec. 2, Shulin Street, Tainan City 70005, Taiwan ;
|
Electronic information resource searching ; Web-based instruction ; Learning ; Taiwan ; Correlation (Statistics) ; Teacher education ; Theory of knowledge ; Internet -- Environmental aspects ; Constructivism (Education) ;
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Abstract: This study aimed to explore the correlates among teachers'' epistemological beliefs concerning Internet environments, their web search strategies and search outcomes. The sample of this study included 105 teachers from 63 grades 1 to 9 schools in Taiwan. The results show that the teachers with more advanced epistemological beliefs concerning Internet environments could utilize more sophisticated web search strategies (i.e. less irrelevant information-selecting) to filter and organize the information than those with less advanced beliefs. Also, the sophistication of epistemological beliefs was positively correlated to the search outcomes for open-ended questions. Hence, epistemological beliefs concerning Internet environments play an important role in web-based learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=55623621&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=55623621&lang=es |
| iahe |
program learning outcomes |
42 |
490 |
Internet & Higher Education |
10967516 |
Jan2010 |
13 |
10.1016/j.iheduc.2009.10.008 |
82 |
83 |
2 |
The effect of learning management systems on student and faculty outcomes |
Rubin, Beth ; Fernandes, Ron ; Avgerinou, Maria D. ; Moore, James ;
|
DePaul University, United States ;
|
Internet in education ; Students ; RESEARCH ; Inquiry method (Teaching) ; Online courses ; Universities & colleges -- Faculty ; Blackboards ; Education ; Social networks ;
|
Abstract: This study examines the effects of interactive and learning structures enabled by different Learning Management Systems (LMS) on satisfaction and learner engagement in online courses. An LMS can support or hinder active engagement, meaningful connections between segments of the course, easy communication, and formative feedback by making it easier or more difficult for faculty to communicate course requirements, provide open-ended feedback, and place course elements that are used together contiguous to one another. This study compares sections of the same course, offered by the same instructors using the same course materials in at least two different LMSs. It examines whether the LMS in which the course is taught affects faculty and student communication behaviors, satisfaction, and social presence, teaching presence and cognitive presence as measured by the Community of Inquiry (COI) survey. Approximately twelve courses, taught in four different schools at DePaul University, will be studied. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=48221577&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=48221577&lang=es |
| iahe |
program learning outcomes |
43 |
491 |
Internet & Higher Education |
10967516 |
Apr2015 |
25 |
10.1016/j.iheduc.2015.02.002 |
85 |
95 |
11 |
The use of flipped classrooms in higher education: A scoping review. |
O'Flaherty, Jacqueline ; Phillips, Craig ;
|
School of Pharmacy and Medical Sciences, University of South Australia, Australia ; School of Nursing and Midwifery, University of South Australia, Australia ;
|
Flipped classrooms ; Higher education ; Teaching ; Educational outcomes ; Performance evaluation ;
|
There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101940521&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101940521&lang=es |
| iahe |
program learning outcomes |
44 |
492 |
Internet & Higher Education |
10967516 |
Jul2015 |
26 |
10.1016/j.iheduc.2015.02.004 |
1 |
9 |
9 |
Understanding students' perceptions of the benefits of online social networking use for teaching and learning. |
Hamid, Suraya ; Waycott, Jenny ; Kurnia, Sherah ; Chang, Shanton ;
|
Department of Information System, Faculty of Computer Science and Information Technology, University of Malaya, 50603 Kuala Lumpur, Malaysia ; Computing and Information Systems, Doug Mcdonell Building, The University of Melbourne, Parkville 3010, Australia ;
|
STUDENTS -- Attitudes ; ONLINE social networks ; COLLEGE teachers ; TEACHER-student relationships ; FOCUS groups ; HIGHER education -- Research ; Internet Publishing and Broadcasting and Web Search Portals ;
|
The recent popularity of social technologies has motivated some university lecturers to use them for Online Social Networking (OSN) educational activities. These technologies have enormous potential to enhance the teaching and learning experience. However, there have been limited studies assessing how to effectively use social technologies and what the impacts are on students' learning experience, particularly with regard to their value in enhancing interactions. This paper focuses on students' experiences with using OSN for student–student and student–lecturer interactions. A total of nine focus group discussions with 46 students were held in Malaysian and Australian universities. A thematic analysis revealed that students identified a number of positive outcomes from using OSN to interact with each other and with their lecturers. The findings contribute to current understanding about how students leverage social technologies to enhance interaction among themselves, with their lecturers, and with the content of the course. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102591265&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102591265&lang=es |
| iahe |
program learning outcomes |
45 |
493 |
Internet & Higher Education |
10967516 |
Jul2016 |
30 |
10.1016/j.iheduc.2016.04.001 |
54 |
62 |
9 |
University students' self-control and self-regulated learning in a blended course. |
Zhu, Yue ; Au, Wing ; Yates, Greg ;
|
Confucius Institute, La Trobe University, Australia ; School of Education, University of South Australia, Australia ;
|
College students ; Self-culture ; Self-control ; Learning goals ; Personality ; Outcome-based education ;
|
The paper aims to report the influence of self-control and self-regulated learning on a group of tertiary students' learning outcomes in a blended learning environment. In this project, 74 second-year students who were enrolled in a blended course of ICT in Education completed a questionnaire survey on self-control and self-regulated learning skills at the beginning of the course and weekly reports about their learning experiences during the course. It was found that self-control (as a dispositional personality trait) and self-regulated learning (students' capability of using effective strategies to achieve their learning goals) would predict the participants' course outcomes that were indexed by their final grades in the course. The impact of self-control on the participants' learning outcomes was mediated through their self-regulated learning and course participation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=115824016&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=115824016&lang=es |
| iahe |
program learning outcomes |
46 |
494 |
Internet & Higher Education |
10967516 |
Jul2013 |
18 |
10.1016/j.iheduc.2012.10.004 |
29 |
37 |
9 |
Unleashing the creative potential of faculty to create blended learning. |
Bohle Carbonell, Katerina ; Dailey-Hebert, Amber ; Gijselaers, Wim ;
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Maastricht University, Tongersestraat 53, 6211LM Maastricht, The Netherlands ;
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Blended learning ; Creative teaching ; College teachers ; Education & state ; Educational change ; Educational programs ; Educational outcomes ; Educational planning ; Administration of Education Programs ; Other provincial and territorial public administration ; Other local, municipal and regional public administration ;
|
Abstract: Bottom-up managed change processes offer the advantage to use the creative power of faculty to design and implement blended learning programs. This article proposes four factors as crucial elements for a successful bottom-up change process: the macro and micro contexts, the project leader and the project members. Interviews were conducted with 5 administrators, one student council member and 13 faculty members involved in a large-scale bottom-up change process. The interviews reveal that, with the necessary elements in place, a bottom-up change process leads to three important outcomes: firstly, the development of blended learning programs which match the needs of faculty and learner, secondly, incentives for new task forces to solve institutional bottlenecks which only faculty could have discovered and thirdly, new knowledge for the institutes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89205674&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89205674&lang=es |
| iahe |
program learning outcomes |
47 |
495 |
Internet & Higher Education |
10967516 |
Dec2010 |
13 |
10.1016/j.iheduc.2010.04.002 |
188 |
196 |
9 |
Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building |
Arnold, Nike ; Paulus, Trena ;
|
Portland State University, Department of Applied Linguistics, P.O. Box 751, Portland, OR 97207-0751, USA ; University of Tennessee, Educational Psychology and Counseling, 515BEC, 1122 Volunteer Blvd, Knoxville, TN 37996-3452, USA ;
|
ONLINE social networks ; EXPERIENTIAL learning ; TEACHER education ; BLOGS ; FORUMS (Discussion & debate) ; COLLEGE students ; COLLEGE teachers ; Internet Publishing and Broadcasting and Web Search Portals ; CASE studies ;
|
Abstract: With social networking sites playing an increasingly important role in today''s society, educators are exploring how they can be used as a teaching and learning tool. This article reports the findings of a qualitative case study about the integration of Ning into a blended course. The study draws on the perspectives of the students, the instructor and an outside observer to explore the intended and unintended outcomes of Ning use. As intended by the instructor, the site effectively served as an information repository and the blogs and discussion forums promoted reflection and review of each other''s work. Unintended outcomes included community building and modeling, both of which are types of vicarious interaction that fall into the category of pedagogical lurking. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=55059382&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=55059382&lang=es |
| iahe |
program learning outcomes |
48 |
496 |
Journal of Medical Internet Research |
14388871 |
Jul2008 |
10 |
|
3 |
3 |
1 |
Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature. |
Hansen, Margaret M. ;
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School of Nursing, University of San Francisco, San Francisco, CA, USA ;
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Three-dimensional display systems ; Virtual reality ; Medical care ; Web-based instruction ; Web 2.0 ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Professional education ;
|
The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=35061802&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=35061802&lang=es |
| iahe |
program learning outcomes |
49 |
497 |
Internet & Higher Education |
10967516 |
Jul2003 |
6 |
10.1016/S1096-7516(03)00042-3 |
215 |
225 |
11 |
Virtual discussion: Understanding college students' electronic bulletin board use |
Weisskirch, Robert S. ; Milburn, Sharon Seidman ;
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Department of Liberal Studies, California State University, Monterey Bay, Building 15, 100 Campus Center, Seaside, CA 93955-8001, USA ; Department of Child and Adolescent Studies, California State University, Fullerton, P.O. Box 6868, 800 North State College Boulevard, Fullerton, CA 92834-6868, USA ;
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Learning ; Internet in education ; Bulletin boards ;
|
To investigate student and class characteristics associated with electronic bulletin board use, the authors analyzed a total of 3125 messages posted by students in 15 classes. Electronic postings were analyzed for intended audience, form, and content of the messages. Most messages included new information and did not specify a specific audience or recipient. However, student postings of messages specifically addressed to faculty were associated with higher course grades. Student postings in courses for which bulletin board use was optional posted more questions and comments directed to the faculty member than in courses in which bulletin board use was mandatory. Courses in which bulletin board use was mandatory produced more student messages offering social support to the faculty member, peer-directed questions, and peer-to-peer comments. Only faculty-directed comments and questions were associated with higher course grades. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=10904465&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=10904465&lang=es |
| iahe |
program learning outcomes |
50 |
498 |
Internet & Higher Education |
10967516 |
Jul2008 |
11 |
10.1016/j.iheduc.2008.07.004 |
137 |
144 |
8 |
What lies beyond effectiveness and efficiency? Adventure learning design |
Doering, Aaron ; Veletsianos, George ;
|
Curriculum and Instruction, Learning Technologies, 130D Peik Hall, 159 Pillsbury Pillsbury Dr. SE, Minneapolis, MN 55455, United States ; LTA, School of Education, Ellen Wilkinson Building, University of Manchester, Oxford Road, Manchester, M13 9PL, United Kingdom ;
|
Educational technology ; Computer assisted instruction ; Technological innovations ; Internet in education ; Adventure education ; Transformative learning ; Instructional systems design ; Social justice ;
|
Abstract: Educational technology and instructional design research has focused on evaluating interventions and innovations in terms of their effectiveness, efficiency, and appeal. While such indicators of learning outcomes are important, designers should also strive for engaging, socially just, and transformational instruction. To illuminate the capabilities of adventure learning, we evaluate three such projects in terms of effectiveness, efficiency, engagement, social justice, and transformational capability. Findings indicate the diverse impact adventure learning has had on K-16 learners and teachers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=35364439&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=35364439&lang=es |
| iahe |
program learning outcomes |
1 |
499 |
IADIS International Journal on WWW/Internet |
16457641 |
2015 |
13 |
|
57 |
71 |
15 |
A CROSS-CULTURAL AND GENDER-BASED PERSPECTIVE FOR ONLINE SECURITY: EXPLORING KNOWLEDGE, SKILLS AND ATTITUDES OF HIGHER EDUCATION STUDENTS. |
Chaudhary, Sunil ; Yan Zhao ; Berki, Eleni ; Valtanen, Juri ; Linfeng Li ; Helenius, Marko ; Mystakidis, Stylianos ;
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University of Tampere, Finland ; University of Tampere, Finland and University of Jyväskylä, Finland ; Beijing Institute of Petrochemical Technology, China ; Tampere University of Technology, Finland ; University of Patras, Greece and University of Jyväskylä, Finland ;
|
Internet security ; Phishing ; Internet Publishing and Broadcasting and Web Search Portals ; Wired Telecommunications Carriers ; College students ;
|
Preparing students adequately against online-attacks is a constant teaching and learning challenge, no matter how many advanced security-related courses have been developed for higher education curricula worldwide. Recently emphasis has also been put on online identity theft and social awareness in general. The authors research the knowledge, skills and attitudes of future IT professionals, from a cross-cultural and gender perspective. The available data were collected from international students in Software Engineering and other IT related disciplines via a questionnaire. The processed data revealed that (i) students are not free of security misconceptions, which security education is called upon to address and (ii) courses about online security can be part of a strategy for increasing social awareness on privacy protection. This pilot survey also revealed that the following issues are crucial: (a) the cultural and gender dimensions, (b) personality traits and (c) teaching methodology and learning environment used for security education. The researchers specify strategic guidelines in higher education for timely privacy protection and citizens' security. The information provided in this study will be practical and useful for curricula design and formal/informal learning practices. Hence, courses on security can be thought-provoking, interesting throughout the learning process and effective regarding the learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=111559099&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=111559099&lang=es |
| iahe |
program learning outcomes |
2 |
500 |
Internet & Higher Education |
10967516 |
September 2011 |
14 |
10.1016/j.iheduc.2011.05.001 |
217 |
226 |
10 |
A relationship study of student satisfaction with learning online and cognitive load: Initial results. |
Bradford, George R. ;
|
|
Web-based instruction ; Cognitive learning ; Performance tasks (Education) ; Competency-based education ; Motivation in education ; Instructional systems design ; Online courses ; Principal components analysis ; Satisfaction ; Student attitudes ;
|
This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., ''learning'') from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, are described and used to guide a review of the literature to find directions to fulfill the goal of the study. A survey was conducted and 1401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p<.01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Component Analysis suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Several opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=525908122&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=525908122&lang=es |
| iahe |
program learning outcomes |
3 |
501 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Jan2010 |
|
|
153 |
160 |
8 |
ALIGNING TECHNOLOGIES AND THE CURRICULUM: A SNAPSHOT OF ACADEMIC PRACTICE. |
McNeill, Margot ; Gosper, Maree ; Hedberg, John ;
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Macquarie University - Sydney, Australia ;
|
Web 2.0 ; World Wide Web ; Educational technology ; Australia ; Colleges, Universities, and Professional Schools ; Internet Publishing and Broadcasting and Web Search Portals ; Educational surveys ; Universities & colleges ;
|
Alignment between the intended learning outcomes, the teaching and learning activities and the assessment tasks is one of the keys to student engagement, to involve students in a 'web of consistency' (Biggs, 2007, p. 26). While higher order learning such as evaluation, problem solving and creative thinking; espoused as fundamentals of university learning, appear in many graduate attribute statements, previous studies suggest that designing the curriculum to elicit and assess these higher order learning outcomes poses a challenge for academics (deleted for blind review). Emerging Web 2.0 technologies have been heralded as having potential to support this type of assessment, yet in order to take advantage of these affordances, academics need the skills to integrate them into the curriculum to support learning and assessment. This paper reports the results of a survey conducted in an Australian University to explore the types of learning outcomes academics target in their curricula and how technologies are used to assess these outcomes. The results suggest that while many academics intend higher order outcomes, they are less likely to design their teaching activities or assessment tasks accordingly. Amongst the implications of the study is the need to support unit convenors in designing their curriculum to take advantage of the potential for emerging tools to support assessment of higher order outcomes. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=61077591&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=61077591&lang=es |
| iahe |
program learning outcomes |
4 |
502 |
International Journal of Internet & Enterprise Management |
14761300 |
2011 |
7 |
|
388 |
400 |
13 |
An exploratory investigation of the impact of surprise interviews with former graduates on online students learning in an introductory IT course. |
Le, Taowen ; Zhang, Jin ; Harris, Edward ;
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Goddard School of Business and Economics, Weber State University, Layton, UT 84040, USA. ; School of Information Studies, University of Wisconsin Milwaukee Milwaukee, WI 53211, USA. ; Goddard School of Business and Economics, Weber State University, Layton, UT 84040, USA ;
|
Computer assisted instruction ; Internet in education ; Web-based instruction ; Information technology ; College graduates ;
|
The article focuses on a study which examines a unique approach to motivating online students in an introductory information technology (IT) course. It conducts surprise interviews with former business graduates and offer the recorded interviews to online business students enrolled in an introductory IT course. It uses a mixed research methodology and found that students who watched the interviews have better performance than students who did not in all aspects of learning outcome assessment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=70732673&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=70732673&lang=es |
| iahe |
program learning outcomes |
5 |
503 |
Journal of Medical Internet Research |
14388871 |
Mar2016 |
18 |
10.2196/jmir.5068 |
35 |
35 |
1 |
Assessing the Effects of Participant Preference and Demographics in the Usage of Web-based Survey Questionnaires by Women Attending Screening Mammography in British Columbia. |
Mlikotic, Rebecca ; Parker, Brent ; Rajapakshe, Rasika ;
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British Columbia Cancer Agency, Sindi Ahluwalia Hawkins Centre for the Southern Interior, Kelowna, BC, Canada ; Interior Health Authority, Department of Surgical Services, Kelowna, BC, Canada ; Faculty of Medicine, Department of Surgery, University of British Columbia, Vancouver, BC, Canada ; Irving K. Barber School of Arts and Sciences, Department of Computer Science (Unit 5), University of British Columbia, Okanagan Campus, Kelowna, BC, Canada ;
|
Internet ; Questionnaires ; Patients ; Breast cancer -- Diagnosis ; Medical screening ;
|
Background: Increased usage of Internet applications has allowed for the collection of patient reported outcomes (PROs) and other health data through Web-based communication and questionnaires. While these Web platforms allow for increased speed and scope of communication delivery, there are certain limitations associated with this technology, as survey mode preferences vary across demographic groups.Objective: To investigate the impact of demographic factors and participant preferences on the use of a Web-based questionnaire in comparison with more traditional methods (mail and phone) for women participating in screening mammography in British Columbia, Canada.Methods: A sample of women attending the Screening Mammography Program of British Columbia (SMPBC) participated in a breast cancer risk assessment project. The study questionnaire was administered through one of three modes (ie, telephone, mail, or website platform). Survey mode preferences and actual methods of response were analyzed for participants recruited from Victoria General Hospital. Both univariate and multivariate analyses were used to investigate the association of demographic factors (ie, age, education level, and ethnicity) with certain survey response types.Results: A total of 1192 women successfully completed the study questionnaire at Victoria General Hospital. Mail was stated as the most preferred survey mode (509/1192, 42.70%), followed by website platform (422/1192, 35.40%), and telephone (147/1192, 12.33%). Over 80% (955/1192) of participants completed the questionnaire in the mode previously specified as their most preferred; mail was the most common method of response (688/1192, 57.72%). Mail was also the most preferred type of questionnaire response method when participants responded in a mode other than their original preference. The average age of participants who responded via the Web-based platform (age 52.9, 95% confidence interval [CI] 52.1-53.7) was significantly lower than those who used mail and telephone methods (age 55.9, 95% CI 55.2-56.5; P<.001); each decade of increased age was associated with a 0.97-fold decrease in the odds of using the website platform (P<.001). Web-based participation was more likely for those who completed higher levels of education; each interval increase leading to a 1.83 increase in the odds of website platform usage (P<.001). Ethnicity was not shown to play a role in participant preference for the website platform (P=.96).Conclusions: It is beneficial to consider participant survey mode preference when planning to collect PROs and other patient health data. Younger participants and those of higher education level were more likely to use the website platform questionnaire; Web-based participation failed to vary across ethnic group. Because mail questionnaires were still the most preferred survey mode, it will be important to employ strategies, such as user-friendly design and Web-based support, to ensure that the patient feedback being collected is representative of the population being served. |
Academic Journal |
journal article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=114341266&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=114341266&lang=es |
| iahe |
program learning outcomes |
6 |
504 |
Summer Internet Proceedings |
|
Jun2009 |
11 |
|
68 |
68 |
1 |
BUILDING CROSS-CULTURAL COMPETENCE THROUGH TEACHING ABROAD. |
Isakovski, Tatiana ;
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Millikin University ;
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Globalization ; Universities & colleges ; Taiwan ; Language Schools ; Colleges, Universities, and Professional Schools ; Foreign study ; Curricula (Courses of study) ; Cultural competence ; Language & languages -- Study & teaching ;
|
Internationalization of university campuses has been a long continuing trend. Its meaning, however, has expanded far beyond study-abroad programs. It encompasses an array of study-abroad options, an emphasis on global perspective in curricula, rising number of international students and faculty on campuses, student and faculty exchange programs, cross-cultural research collaboration, and the like. Today, professors need international experience as much as students need the exposure to the global community. Consequently, faculty members face an increased pressure to acquire and cultivate cross-cultural competence. The best way of teaching is leading by example. One of the ways professors can obtain cross-cultural experience is teaching abroad. Today, international teaching opportunities are no longer limited to teaching English as a second language or leading a group of students to other countries. Teaching abroad is becoming a more readily available option for instructors across disciplines. This paper describes the experience, challenges, and outcomes of and American professor who taught a graduate Finance course in Taiwan. By the end of the course the author found that: 1) living in a different culture, teaching at a different institution, and working in a different educational system builds cross-cultural competence; 2) teaching abroad results in awareness of the differences in international students' attitudes and expectations; 3) learning first-hand about the curriculum and teaching practices helps to evaluate an academic rigor and relevance of student exchange experience; 4) teaching abroad promotes long-lasting relationships for the future, such as potential for faculty exchange and student recruitment; and 5) overcoming language-related and cultural challenges ultimately leads to a better and increasingly effective teaching, mindful of international students in a classroom. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=44681692&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=44681692&lang=es |
| iahe |
program learning outcomes |
7 |
505 |
Internet & Higher Education |
10967516 |
Jan2002 |
5 |
|
47 |
54 |
8 |
Concurrent development and cost–benefit analysis of paper-based and digitized instructional material |
Annand, David ;
|
Accounting Studies, Athabasca University, 1 University Drive, Athabasca, AB, Canada T9S 3A3 ;
|
Distance education ; Instructional systems ;
|
This article describes the simultaneous development of paper-based and digitized versions of a textbook and related instructional material used in an independent study, undergraduate introductory financial accounting course. Faculty and mangers of postsecondary institutions will be particularly interested in the development process, as there is an increasing need to produce instructional material in these two media. Break-even analysis is used as an initial evaluation measure to determine cost-effectiveness. An ongoing study is described which, when completed, will evaluate the relative efficacy of each medium in terms of learning outcomes, completion rates, and selected qualitative attributes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=8774455&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=8774455&lang=es |
| iahe |
program learning outcomes |
8 |
506 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Jan2006 |
|
|
371 |
375 |
5 |
CONSTRUCTIONIST TEACHING IN THE DIGITAL AGE -- A CASE STUDY. |
Bel, Éric ; Mallet, Myriam ;
|
Centre for Learning and Quality Enhancement University of Teesside Middlesbrough, UK ; School of Computing University of Teesside Middlesbrough, UK ;
|
Digital technology ; Blended learning ; Teacher attitudes ; Higher education ;
|
This paper reports the action-learning development work of a team of Higher Education teachers, who designed a postgraduate module of learning, part of a professionally-oriented Computing Masters programme, to focus the teacher's role on creating the conditions for a constructivist learning experience to take place within a digital-technology rich environment. Whilst there has been real enthusiasm for so-called 'blended' learning methods amongst the academic community, learners seem not always to understand the resulting structure of delivery, how to use digital technology in the most effective way to support their learning, and the value of face-to-face learning sessions. Their engagement with content is therefore often lukewarm and 'distant', leading to their rating what they are asked to learn as almost irrelevant to their future professional needs. These issues and the outcomes of the case study based on this programme are discussed in this paper, with an emphasis on some key aspects of constructionist teaching supported by online resources. Thus, the teacher's role in such a digital-technology supported learning environment is analysed, and pedagogical considerations and suggestions made about teaching practices that are likely to enhance the students' learning experience in this and other similar active-learning situations, not only at Masters but also at undergraduate levels. |
Conference Proceeding |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63695515&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63695515&lang=es |
| iahe |
program learning outcomes |
9 |
507 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Jan2010 |
|
|
11 |
18 |
8 |
DESIGNING ONLINE QUIZZES: A WHOLE OF CURRICULUM APPROACH. |
Gosper, Maree ;
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Macquarie University Sydney, Australia ;
|
Instructional systems ; Cognition ; Formative tests ; Educational tests & measurements ;
|
Online quizzes are a popular means of assessing students and providing feedback on their learning. There are now a number of easy to use quiz tools available which offer a range of design options including variations in the timing and the content of feedback. While this opens opportunities for teachers to design quizzes for different contexts, it also poses challenges in making decisions about which combinations of features will optimise learning. This paper presents a case study of an evaluation of the effectiveness of online quizzes in answer-until-correct-format as a formative learning tool. A multidimensional approach is adopted which takes into consideration the design of the quizzes, the instructional context and the characteristics of the learners. A key finding was that the strongest influence on outcomes was the general ability of the learners, not the quizzes themselves. Another was that to maximise learning a whole of curriculum approach is needed to ensure the alignment of outcomes, activities, cognitive processing requirements and learner characteristics. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=61077574&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=61077574&lang=es |
| iahe |
program learning outcomes |
10 |
508 |
Internet Learning Journal |
23250577 |
Spring2014 |
3 |
|
53 |
72 |
20 |
Many Shades of MOOCs. |
Adair, Deborah ; Alman, Susan W. ; Budzick, Danielle ; Grisham, Linda M. ; Mancini, Mary E. ; Thackaberry, A. Sasha ;
|
San Jose State University ; Cuyahoga Community College ; Massachusetts Bay Community College ; University of Texas, Arlington College of Nursing ;
|
Massive open online courses ; Web-based instruction ; Educational innovations ; Internet in higher education ; Distance education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
|
Massive Open Online Courses (MOOCs) represent an innovation in teaching and learning around which there is keen interest and much experimentation. MOOCs are being developed using different pedagogical approaches for different purposes and for different audiences. Starting with a theoretical framework to identify significant differences in basic approaches to MOOCs, this paper presents a set of four case studies of MOOCs developed and delivered in 2013 by four different institutions, community colleges as well as universities, on four different platforms with different approaches, purposes, and intended audiences. An examination of the association between the purpose and audience of these MOOCs, their design considerations, and their outcomes raises important questions for future research. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96137400&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96137400&lang=es |
| iahe |
program learning outcomes |
11 |
509 |
Proceedings of the IADIS International Conference on WWW/Internet |
|
Jan2007 |
|
|
363 |
366 |
4 |
ONGOING ONLINE PROCESS: TUTOR'S CHALLENGES. |
Peres, Paula ; Azevedo, Ana ;
|
CEISE - Instituto Superior de Contabilidade e Administração do Porto Rua Jaime Lopes Amorim, 4465-004, S. Mamede Infesta, Portugal ;
|
Online courses ; Knowledge management ; All other schools and instruction ; Exam Preparation and Tutoring ; Blended learning ; Educational planning ; Internet in higher education ; Tutors & tutoring ;
|
Effective educational strategies that encourage a dynamic combination of being flexible, individualized and personalized must be the aim of every school. We believe that b-Learning plays an important role on this context. Nowadays, tutors are raising important questions about the quality of b-Learning process. A main question involves concerns about the level of interactivity among all participants. This article describes a b- Learning project carried out in the CEISE context. During this study a description of a b-Learning project is made with focus on tutorial aspects. We highlight the online teaching and learning processes. The purpose of this article is to share the author's perceptions regarding the outcomes of the instructional design. A reflection about the e-Tutor roles and presence is presented here. |
Conference Proceeding |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63798283&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=aps&AN=63798283&lang=es |
| iahe |
program learning outcomes |
12 |
510 |
Summer Internet Proceedings |
|
2015 |
17 |
|
89 |
89 |
1 |
PRIVATE COLLEGE ENROLLMENT IN THE MIDWEST: AN EXPLORATION OF SIGNIFICANT GROWTH WITHIN A 10-YEAR PERIOD. |
Callahan, Robert B. ;
|
Mount Mercy University ;
|
School enrollment -- Abstracts ; Universities & colleges -- Admission -- Abstracts ;
|
Strategic enrollment management is a process where desired enrollment outcomes are achieved through the orchestration of several core functions of an institution including marketing, recruitment, admissions, pricing and aid, retention programs, academic support services and program development. The problem is that small private colleges may face significant demographic and economic challenges that could negatively affect future enrollment levels. The purpose of this qualitative study was to explore how three small private institutions in the Midwest increased full-time undergraduate enrollment by more than 100% within a 10-year period. Those colleges were Aurora University, Benedictine University, and Notre Dame College. The enrollment growth strategies utilized at each institution were examined in an attempt to combine various strategies to develop a model for enrollment growth that might be used by other small, private colleges and universities. The institutions in this study implemented several parallel strategic initiatives including those that focused on athletics, campus building investments, financial aid, academic programs, admissions recruiting, and pricing that yielded significant enrollment gains over a ten-year period. This research project achieved its purpose as the results of the study led to the development of a model of enrollment growth strategies that may be utilized by other small private institutions to explore future potential enrollment growth strategies. Recommendations for additional research include a) enrollment growth strategies at other small private institutions in different areas of the United States, b) enrollment growth strategies at larger institutions, and c) institutions that experience enrollment growth within a future ten-year period. This research project added to the current literature on strategic enrollment management and the achievement of enrollment growth in the following ways: by identifying that higher education institutions must implement and embrace a business model approach; by classifying common enrollment growth strategies that were used at three small private institutions in the Midwest that achieved significant enrollment growth; through the common observation that significant enrollment growth at a small private institution requires a culture where everyone is a recruiter; by highlighting athletics as the first enrollment growth strategy small private institutions should consider; through the outlining of the importance facility improvement has on increasing enrollment; by confirming that presidential leadership has been vital to the achievement of overall enrollment growth; by categorizing additional enrollment growth strategies not identified in the literature review; through the confirmation that small private institutions increased enrollment with the adoption of a low price strategy; by reaffirming the importance of strategically utilizing financial aid resources to maximize enrollment; by establishing the importance to sustained enrollment growth by constantly assessing and implementing new enrollment pipelines; and, through the development of a model of enrollment growth strategies that may be utilized for exploration of potential enrollment growth strategies by other small private institutions. |
Conference Proceeding |
Abstract |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=112696396&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=112696396&lang=es |
| iahe |
program learning outcomes |
13 |
511 |
Internet & Higher Education |
10967516 |
Jul2007 |
10 |
10.1016/j.iheduc.2007.04.001 |
157 |
172 |
16 |
Researching the community of inquiry framework: Review, issues, and future directions |
Garrison, D. Randy ; Arbaugh, J.B. ;
|
Teaching & Learning Centre, Biological Sciences Building, 539B, University of Calgary, Calgary, Alberta, Canada T2N 1N4 ; College of Business, University of Wisconsin Oshkosh, 800 Algoma Blvd., Oshkosh, WI 54901, United States ;
|
Computer assisted instruction ; Research ; Endowment of research ; Scientific errors ;
|
Abstract: Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer''s [Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers. This literature review examines recent research pertaining to the overall framework as well as to specific studies on social, teaching, and cognitive presence. We then use the findings from this literature to identify potential future directions for research. Some of these research directions include the need for more quantitatively-oriented studies, the need for more cross-disciplinary studies, and the opportunities for identifying factors that moderate and/or extend the relationship between the framework''s components and online course outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=26497770&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=26497770&lang=es |
| johe |
competence based approach |
1 |
512 |
Journal of Further & Higher Education |
0309877X |
Nov2002 |
26 |
10.1080/0309877022000021720 |
317 |
325 |
9 |
Competence-based Approaches: a discussion of issues for professional groups. |
Eynon, Rebecca ; Wall, David W. ;
|
|
PROFESSIONS ; OUTCOME-based education ; Professional Organizations ;
|
An increasing number of professional groups are adopting some form of competence-based approach to education and training. Despite their increasing popularity, there remains a fierce debate in the academic literature as to the appropriateness of such approaches for the professions. This paper explores how the teaching, engineering, medical and management professions are using competence-based approaches in the workplace. Some of the key difficulties of the competence-based approach as identified in the literature are examined from a perspective rooted in the practice of these four professional groups. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7725740&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7725740&lang=es |
| johe |
competence |
1 |
513 |
Journal of Learning in Higher Education |
1936346X |
Spring2016 |
12 |
|
1 |
17 |
17 |
A DESIGN THEORY FOR VIGILANT ONLINE LEARNING SYSTEMS. |
Wright, M. Keith ;
|
Associate Professor of Information Systems, University of Houston--Downtown, Houston, Texas ;
|
Web-based instruction ; Online courses ; College curriculum ; Learning ; Colleges, Universities, and Professional Schools ; Social skills ;
|
There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to develop a design theory as a guide to software developers and academics studying how to design future systems for the immature student in accordance with the latest research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117889108&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117889108&lang=es |
| johe |
competence |
2 |
514 |
Journal of Further & Higher Education |
0309877X |
Jan2017 |
41 |
10.1080/0309877X.2015.1062849 |
44 |
59 |
16 |
Academic performance and the practice of self-directed learning: The adult student perspective. |
Khiat, Henry ;
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Teaching and Learning Centre, SIM University, Singapore ;
|
SELF-managed learning (Personnel management) ; ADULT students ; EDUCATION ; TIME management ; STRESS management ; ATTITUDES ;
|
The practice of self-directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments. This study set out to examine the self-directed learning characteristics present in the adult students’ study process at the case university. The relationship between the adult students’ perceived competence level in self-directed learning and their academic performance was also investigated. In this study, 1695 adult students in the case university participated in a survey that included both Likert-type and open-ended response items. Eleven indicators of self-directed learning were conceptualised and quantified. These indicators included: Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Exam Preparation, Note-taking Capability, Research Capability, Seminar Class Readiness, Technical Readiness, Online Class Readiness and Stress Management. The findings showed that the adult students’ perceived level of competence in the 11 self-directed learning indicators had a direct or an indirect effect on their academic performance. Based on the findings, the case university has conceptualised some new initiatives in the provision of support in terms of self-directed learning to help its adult students to do well in their studies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119615539&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119615539&lang=es |
| johe |
competence |
3 |
515 |
International Journal of Sustainability in Higher Education |
14676370 |
2016 |
17 |
10.1108/IJSHE-03-2015-0050 |
698 |
718 |
21 |
Assessing sustainability teaching and learning in geography education. |
Widener, Jeffrey M. ; Gliedt, Travis ; Tziganuk, Ashlee ;
|
University Libraries and Geography and Environmental Sustainability, University of Oklahoma, Norman, Oklahoma, USA ; Department of Geography and Environmental Sustainability, The University of Oklahoma, Norman, Oklahoma, USA ; School of Geographical Sciences and Urban Planning, Arizona State University, Tempe, Arizona, USA ;
|
GEOGRAPHY -- Study & teaching (Higher) ; SUSTAINABLE development ; TEACHING ; LEARNING ; HIGHER education ; Administration of General Economic Programs ;
|
Purpose This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of “sustainability”, rather than individual human-environmental issues to the students. In other words, are geography professors creating effective sustainability courses in a department with a rich history in geography education?Design/methodology/approach This study utilizes the McKeown–Ice and Dendinger comprehensive assessment tool for sustainability teaching to examine how geographers teach sustainability from an integrated and holistic perspective. Surveys with students are used to evaluate and compare how effective three geography courses were at teaching sustainability.Findings The results suggest that each course was effective in teaching students the main concepts of sustainability. There were, however, differences in teaching practical solutions to achieve sustainability and in the coverage of the causes of sustainability problems. Geographers might consider altering their curriculum or pedagogy to build stronger interdisciplinary linkages to teach the integrated concepts of sustainability rather than its individual parts.Research limitations/implications This initial study focuses on one research university in the USA. Its proof of concept will be expanded to evaluate international sustainability education programs nested in existing departments and degree programs.Originality/value Sustainability education programs are being created across the globe and are often attached to existing degree programs exhibiting components of sustainability. How effective are they in teaching this interdisciplinary concept? This study validates a framework for assessing sustainability teaching and learning. It recommends changes to enhance the ability for integrated sustainability education programs to comprehensively teach sustainability. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117936583&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117936583&lang=es |
| johe |
competence |
4 |
516 |
South African Journal of Higher Education |
10113487 |
2017 |
31 |
10.20853/31-1-841 |
119 |
134 |
16 |
BETWIXT AND BETWEEN: LIMINALITY AND DISSONANCE IN DEVELOPING THRESHOLD COMPETENCES FOR RESEARCH SUPERVISION IN SOUTH AFRICA. |
Maistry, S. M. ;
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School of Education, University of KwaZulu-Natal, Durban, South Africa ;
|
College teachers ; Higher education -- South Africa ; Universities & colleges -- South Africa ; Supervision ; Liminality ;
|
Neoliberal performativity imperatives that drive the strategic vision and mission of many higher education institutions in South Africa have begun to shape the higher education project in particular ways. While research and knowledge production will always remain the defining hallmark of a university, the fragility of the system to deliver on this objective in substantive ways remains a challenge. Graduate supervision capacity and competence continues to be a serious obstacle for many higher education institutions in South Africa. Of concern for this article, is that in the quest to rapidly develop supervision competence amongst faculty, to what extent will fast tracking be at the expense of learning as 'process' and deep conceptual development of the young academic. How do novice supervisors negotiate liminality as they learn to be researchers while simultaneously teaching the craft to their assigned research students? In this article, I reflect on my experiences of teaching a structured, accredited postgraduate supervision programme at seven merged higher education institutions in SA from 2014 to2016. I argue that high-level research supervision depends on having certain minimum threshold research supervision competences, the achievement of which necessitates a process approach. Young novice faculty however, have to negotiate a precarious liminal space in which they learn the research 'trade/craft' as apprentice whilst simultaneously teaching the research 'trade/craft' to research candidates they supervise. I engage the implications of this risky and contradictory agenda for novice faculty and a discussion of how this 'parallel learning', which entails learning the research craft and simultaneously learning how to teach the research craft is likely to play out in the South African higher education research context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122026229&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122026229&lang=es |
| johe |
competence |
5 |
517 |
Journal of Marketing for Higher Education |
08841241 |
Jan-Jun2017 |
27 |
10.1080/08841241.2016.1213346 |
19 |
39 |
21 |
Brand personality in higher education: anthropomorphized university marketing communications. |
Rutter, Richard ; Lettice, Fiona ; Nadeau, John ;
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Norwich Business School, University of East Anglia, Norwich, UK ; School of Business, Nipissing University, North Bay, ON, Canada ;
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BRAND personification ; HIGHER education ; UNIVERSITIES & colleges ; MARKETING ; COMMUNICATION ; PRODUCT management ; Marketing Consulting Services ; Colleges, Universities, and Professional Schools ;
|
While the university prospectus is recognized as an important marketing communication tool for higher education recruitment strategies, it has become overlooked as many researchers have focused on other communication channels, such as social media and websites. Although focus has been placed upon Higher Education Institution (HEI) brand differentiation, little is known about the similarities and differences between institutional marketing communications utilized to build their brands. This research seeks to explore and analyze the prospectuses of the top 10 HEIs in the UK and to draw comparison between their relative positions using a brand personality lens. While the brand personality trait of sincerity was common for all of the HEIs, there was clear differentiation on the basis of other traits, demonstrating that brand personality deepens our understanding of HEI positioning. Two main brand personality groupings were evident among the top 10 institutions: excitement and competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123089296&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123089296&lang=es |
| johe |
competence |
6 |
518 |
Journal of Diversity in Higher Education |
19388926 |
Sep2015 |
8 |
10.1037/a0039068 |
175 |
191 |
17 |
Career-Life Balance for Women of Color: Experiences in Science and Engineering Academia. |
Kachchaf, Rachel ; Ko, Lily ; Hodari, Apriel ; Ong, Maria ;
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Smarter Balanced Assessment Consortium, UCLA, Los Angeles, California ; TERC, Cambridge, Massachusetts ; Eureka Scientific, Oakland, California ;
|
Work-life balance ; Career development ; Education of women ; Engineering teachers ; Academic achievement ; National Science Foundation (U.S.) ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
|
The National Science Foundation recently recognized that career-life balance in science, technology, engineering, and mathematics (STEM) may present some unique challenges for women of color compared with their White and/or male counterparts, thus negatively impacting retention and advancement for a minority demographic that has long been underrepresented in STEM (National Science Foundation, 2011). However, there is a dearth of literature on this topic. This article advances our understanding of the nature of these challenges by analyzing career-life balance issues for three underrepresented minority women and the impact of these issues on their career trajectories. We explore the experiences of these women, at different stages of pursuing STEM academia, as they encounter career-life balance issues. Using the approach of narrative inquiry, we describe the interplay between domestic realities (e.g., social life, elder care, pregnancy) and the ideal worker norm, a prevalent gendered standard within STEM of pure dedication to scientific work. Using the lens of cumulative disadvantage we examine how the intersection of racial/ethnic and gender identities generated a set of experiences for each participant that positioned her outside that norm, resulting in significant obstacles (e.g., exclusion from professional networks, lack of support, questioning of competence). We describe how continual tension with the ideal worker norm impacted these women's career trajectories, illustrate how their experiences of career-life balance may be different from those who more closely embody the norm, and detail issues that need to be addressed to increase the participation, retention, and advancement of women of color in STEM academia. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109269119&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109269119&lang=es |
| johe |
competence |
7 |
519 |
International Journal of Learning in Higher Education |
23277955 |
Jun2015 |
22 |
|
17 |
28 |
12 |
Challenges and Opportunities for Innovative Curriculum: Strategies for Implementation of Curricular Modernization in the Teaching of Architecture. |
Corvalán, Felipe ; Muñoz, Gabriela ; Veas, Verónica ;
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University of Chile, Chile ;
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Architectural education ; Curriculum planning ; Teaching models ; Performance ; Universidad de Chile ;
|
The following article is the result of a research that reflects on the process of curricular innovation of the undergraduate career of architecture at the University of Chile. The article discusses the need to build strategies for proper implementation of the new curriculum in accordance to the orientation and emphasis of innovation, taking on the challenge of training professionals who can interact with the complexities of contemporary society. Specifically it suggests the need to link curriculum management, formative vision and disciplinary field, allowing adequate coordination between the different disciplinary lines of the career, namely, between theory and practice. A transformation that occurs because of the incorporation of the teaching model based on competency. Thus, it is expected that the future professional can solve problems and interact critically within his field of action. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108548110&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108548110&lang=es |
| johe |
competence |
8 |
520 |
International Journal of Sustainability in Higher Education |
14676370 |
2016 |
17 |
10.1108/IJSHE-04-2015-0073 |
559 |
578 |
20 |
Collective action competence: an asset to campus sustainability. |
Clark, Charlotte R. ;
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Nicholas School of the Environment, Duke University, Durham, North Carolina, USA ;
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SUSTAINABILITY ; SOCIAL learning ; VOLUNTEER service ; COLLECTIVE action ; CORE competencies ;
|
Purpose The purpose of this paper is to operationalize theories of social learning and collective action for campus sustainability practitioners at higher education instititions (IHEs) to enhance their work, and to introduce the concept of collective action competence as a practical tool.Design/methodology/approach This paper presents a theoretical argument based on the concepts of learning and collective action for stronger consideration of social learning, action competence and voluntary collective action in campus sustainability initiatives.Findings Many important sustainability outcomes depend heavily on voluntary behaviors by groups of campus stakeholders, making voluntary collective action an important, although underused, tool for campus sustainability practitioners. The term “collective action competence” is introduced and defined as the capability of a group of people to direct their behavior toward a common goal based on a collective literacy, a collective competence, and a collective need or goal.Originality/value The term “collective action competence” is introduced as a novel unifying concept that articulates a critical capability needed for collective behavior change in social settings such as HEIs. Collective action competence is based on the theories of collective action and of social and free-choice learning and on the concepts of action competence and strategic competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116825540&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116825540&lang=es |
| johe |
competence |
9 |
521 |
International Journal of Sustainability in Higher Education |
14676370 |
2016 |
17 |
10.1108/IJSHE-03-2015-0049 |
738 |
755 |
18 |
Connecting curriculum, capabilities and careers. |
Thomas, Ian ; Depasquale, James ;
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School of Urban, Global and Social Studies, RMIT University, Melbourne, Australia ;
|
SUSTAINABILITY ; SUSTAINABLE development ; CAPABILITIES approach (Social sciences) ; CORE competencies ; PROBLEM-based learning ; Administration of General Economic Programs ;
|
Purpose The reported research aims to examine the extent to which sustainability capabilities have been delivered by a specific example of Education for Sustainability (EfS) and Education for Sustainable Development (ESD), and how important the capabilities have been in the workplace.Design/methodology/approach Students who participated in an undergraduate internationally based research project were electronically surveyed. Questions sought responses related to demographics, the relevance of five “sustainability competencies” to the participant’s employment, the degree to which the five competencies had been developed within the students’ project and capabilities participants felt were important to their careers.Findings Clearly supported was the relevance of all five sustainability competencies, especially that of “interpersonal competence”.Practical implications A problem-based learning (PBL) design guided the students’ project and the findings indicate that these designs can be effective in delivering the five capabilities discussed. Interpersonal capability appears to be strongly developed, probably because PBL typically involves teamwork, often across disciplines. Nonetheless, those running these PBL-based subjects could note that careful design may be needed to ensure the development of systems thinking, anticipatory and normative capabilities. Also, the five competencies provide a reasonably good guide for what is important in the workplace and for designing learning experiences.Originality/value Clarification of competencies valued in the workplace provides guidance for the design of higher education curricular so that graduates become effective sustainability professionals. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119069953&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119069953&lang=es |
| johe |
competence |
10 |
522 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2016 |
28 |
|
218 |
229 |
12 |
Connection and Commitment: How Sense of Belonging and Classroom Community Influence Degree Persistence for African American Undergraduate Women. |
Booker, Keonya ;
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College of Charleston ;
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Undergraduates ; African American college students ; African American students ; Student unions ; Classroom activities ;
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In this study, six African American female college students were interviewed to explore perceptions about their college learning environment and the beliefs they have about their own competence and value with regard to others in the college community. Focus group and individual interviews were conducted over the course of the academic year to examine insights about classroom dynamics and peer interactions. Findings revealed that their decision to persist at the college was based on faculty being accessible, approachable, and providing authentic instruction. While this was encouraging, undergraduate women of color still described challenges such as experiencing microaggressions from professors and classmates and feeling a need to "represent their race" when asked to provide commentary on specific course topics. The results show that African American college women have experiences that are unique and faculty must be aware of the need to create a safe space in which these students can engage and participate fully. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547855&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547855&lang=es |
| johe |
competence |
11 |
523 |
International Journal of Sustainability in Higher Education |
14676370 |
2016 |
17 |
10.1108/IJSHE-07-2014-0111 |
246 |
268 |
23 |
Data networks and sustainability education in African universities. |
Bothun, Gregory D. ;
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Department of Physics, University of Oregon, Eugene, Oregon, USA ;
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COMPUTER networks ; UNIVERSITIES & colleges ; FOOD security ; CLIMATIC changes ; INTERNET ; UNIVERSITY of Oregon ; Computer Systems Design Services ; SOUTH Africa ; AFRICA ;
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Purpose – The purpose of this paper is to provide a case study report of the development of data networks and initial connectivity in the Sub-Saharan African (SSA) region and how that development evolved into the formation of research and education (R & E) networks that enable new collaborations and curriculum potential. Design/methodology/approach – This case study is presented through the past 20 year’s operations and field activities of the Network Startup Resource Center (NSRC) at the University of Oregon, who in partnership with the National Science Foundation has worked together to significantly train network engineers in Africa on how to develop regional R & E networks that can link together the various research universities in SSA. Findings – The author shows how the development of these networks have fostered improved collaboration between African and US scientists, particularly around issues that relate to climate change. This paper contains testimonials from both scientists and on-the-ground key directors in Africa about the value of these improved networks. The expansion of regional R & E networks has allowed the Association of African Universities (AAU) to launch sustainable development as one of its new core programs over the period 2013-2017. Within this new core AAU program are four sub-themes: agriculture and food security, water resources management, climate change and energy. All of these themes will benefit directly from these new, network-enabled, data-sharing abilities. Practical implications – The current state of network-driven curriculum and curriculum exchange between African universities is assessed and compared that to that in the early days of academic network penetration (1990-2000) in the USA to find similar rates of evolution. Since 2015, SSA has sufficient network access and connectivity to now enable a wide variety of new collaborative research and collaborative academic programs. Originality/value – The experience and operational competence of the NSRC at the University of Oregon needs to be detailed and espoused. No other American university has had such an impact on Africa in terms of improving its overall network infrastructure enabling new kinds of collaborative research on real-world problems, such as climate change and resource depletion in Africa. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113190670&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113190670&lang=es |
| johe |
competence |
12 |
524 |
International Journal of Educational Technology in Higher Education |
23659440 |
2/29/2016 |
13 |
10.1186/s41239-016-0009-y |
1 |
11 |
11 |
Delphi study for the design and validation of a questionnaire about digital competences in higher education. |
Mengual-Andrés, Santiago ; Roig-Vila, Rosabel ; Mira, Josefa ;
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Department of Comparative Education and History of Education, University of Valencia, 46010 Valencia Spain ; Department of General and Specific Didactics, University of Alicante, Alicante 03690 Spain ;
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Higher education ; Digital technology ;
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The study of digital competence remains an issue of interest for both the scientific community and the supranational political agenda. This study uses the Delphi method to validate the design of a questionnaire to determine the perceived importance of digital competence in higher education. The questionnaire was constructed from different framework documents in digital competence standards (NETS, ACLR, UNESCO). The triangulation of non-parametric techniques made it possible to consolidate the results obtained through the Delphi panel, the suitability of which was highlighted through the expert competence index ( K). The resulting questionnaire emerges as a good tool for undertaking future national and international studies on digital competence in higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=113394526&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=113394526&lang=es |
| johe |
competence |
13 |
525 |
Journal of Computing in Higher Education |
10421726 |
Apr2017 |
29 |
10.1007/s12528-016-9123-z |
28 |
46 |
19 |
Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. |
Castaño-Muñoz, Jonatan ; Kreijns, Karel ; Kalz, Marco ; Punie, Yves ;
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Institute for Prospective Technological Studies , European Commission , Seville Spain ; Welten Institute , Open University of the Netherlands , Heerlen Netherlands ;
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Massive open online courses ; Professional education ; Educational attainment ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
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While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background variables such us digital competence, age, gender and educational level on MOOC participation. Occupational setting was considered as a moderator in the analysis of the impact of digital skills. Results of the study showed that MOOCs were an important tool for unemployed participants who were more likely to enroll in MOOCs than employed learners. MOOCs were also a way for workers who do not received employer support for other training activities to get professional development training. Results of the regression analysis showed that a person's level of digital competence was an important predictor for enrolment in MOOCs and that specifically interaction skills were more important than information skills for participating in the MOOC context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122401934&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122401934&lang=es |
| johe |
competence |
14 |
526 |
International Journal of Sustainability in Higher Education |
14676370 |
2017 |
18 |
10.1108/IJSHE-12-2015-0209 |
341 |
358 |
18 |
Empowerment for sustainability in higher education through the EYE learning tool. |
Tassone, Valentina C. ; Dik, Giel ; van Lingen, Thekla Anna ;
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Education and Competence Studies Group, University of Wageningen, Wageningen, The Netherlands ; Research Methodology Group, University of Wageningen, Wageningen, The Netherlands ;
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HIGHER education ; SUSTAINABILITY ; SELF-efficacy ; EDUCATIONAL planning ; CURRICULUM planning ; STUDY & teaching (Higher) ;
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Purpose While empowerment for sustainability is considered a major objective within sustainability-oriented educational programs and policies, little is known about the actual process of empowering students for sustainability through higher education. This study aims to explore this field, by introducing the EYE (Educating Yourself in Empowerment) for Sustainability learning tool and by analyzing the effects of its application within a higher education context, including a reflection about key aspects contributing to students’ empowerment for sustainability.Design/methodology/approach The effects of the EYE tool are analyzed by means of questionnaires. Through a qualitative codification process and quantitative analysis, the authors have reflected on the effects of the EYE tool and on the empowerment process as perceived by the students exposed to the EYE at Wageningen University.Findings Results suggest that the EYE is a comprehensive and adaptive tool, conducive to empowerment for sustainability. Adopting, only partly, an instrumental approach to education and, largely, an emancipatory one appears to be a possible and successful combination. A key aspect contributing to students’ empowerment for sustainability is the development and execution of a real-life project of own choice. Learning about the diverse worldviews underlying the search for sustainability appears to be an eye opener for the students. Empowerment does not seem to require long-term training. Rather, it emerges and is experienced by university students within a few weeks.Originality/value This paper introduces a novel tool and discusses insights deriving from the application of this tool. The value of the paper lies in its potential to support educators in reflecting upon and designing their educational strategy for empowering students for sustainability. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121208261&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=121208261&lang=es |
| johe |
competence |
15 |
527 |
Journal of Higher Education Policy & Management |
1360080X |
Apr2016 |
38 |
10.1080/1360080X.2016.1150547 |
167 |
182 |
16 |
Establishing international branch campuses: a framework for assessing opportunities and risks. |
Wilkins, Stephen ;
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Graduate School of Management, Plymouth University, Plymouth, UK ;
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HIGHER education ; UNIVERSITIES & colleges ; INSTITUTIONAL theory (Sociology) ; CORE competencies ; TRANSNATIONAL education ; Colleges, Universities, and Professional Schools ;
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At the start of 2016, there were 230 international branch campuses operating worldwide, but of the campuses that were established since the mid-1990s, around 10 per cent have failed. The purpose of this article is to propose a framework that the strategic decision makers in higher education institutions can refer to when evaluating opportunities to develop branch campuses in foreign countries. The framework derives from empirical evidence that was the product of a rigorous search of the literature and other secondary sources, and it has drawn upon business management theories such as institutional theory, Porter’s industry-based view, and Barney’s resource-based view. Thematic analysis was used to identify the following themes, or influencing factors, in the data: environmental, industry, and organisational. The framework provides higher education managers with an analytical tool to guide a process of systematic data collection and analysis, which includes reflection on institutional objectives, resources, and competencies. It is likely that the systematic, data-driven approach promoted by the framework will in future reduce the number of international branch campus failures. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113777862&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113777862&lang=es |
| johe |
competence |
16 |
528 |
International Journal of Sustainability in Higher Education |
14676370 |
2015 |
16 |
10.1108/IJSHE-10-2013-0132 |
692 |
705 |
14 |
Experiential learning for sustainability leadership in higher education. |
Savage, Emma ; Tapics, Tara ; Evarts, John ; Wilson, Jeffrey ; Tirone, Susan ;
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College of Sustainability, Dalhousie University, Halifax, Canada. ;
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EXPERIENTIAL learning ; SUSTAINABILITY ; PROGRAM design (Education) ; PROGRAM development (Education) ; HIGHER education ; SELF-evaluation ; STUDY & teaching ;
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Purpose – The purpose of this paper is to compare the program design of a sustainability leadership certificate to participants’ perceptions of their in-program learnings and competencies development. The authors present the results from the analysis of one program evaluation component, a survey, which was delivered before the program start and at the program end. Design/methodology/approach – The authors describe key design elements of a sustainability leadership certificate, which was framed around five key sustainability competencies. Using a pre/post self-assessment, participants (n = 32) selected their level of confidence and competence in each of the key sustainability competencies and completed open-ended questionnaires. Quantitative data were analyzed using a Mann–Whitney U test, and qualitative data were transcribed and coded using a grounded theory approach in NVivo 10. Findings – Based on the survey feedback, the program participants were generally excited by the program’s experiential format and supportive community. They felt that they had improved their confidence and competence in the key sustainability competencies. Three themed clusters, community, future and personal development, emerged from the participants’ open-ended responses. This supports the program design and can inform further program development. Practical implications – The third theme, personal development, is notable, as it is not a typical focus of sustainability in higher education, but held high importance to participants. This strong resonance with participants suggests that sustainability programs should consider the role of the self to foster the development of key sustainability competencies. Originality/value – The program’s focus on “personal” was intentional in the program design. Based on participants’ feedback, the inclusion of personal development exercises was a critical element for successful sustainability leadership development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=108585136&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=108585136&lang=es |
| johe |
competence |
17 |
529 |
Canadian Journal of Higher Education |
03161218 |
2015 |
45 |
|
1 |
14 |
14 |
Exploring Future Teachers' Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students. |
Sheffield, Suzanne Le-May ; McSweeney, Jill Marie ; Panych, Aaron ;
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Dalhousie University ;
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Teacher attitudes ; Web-based instruction ; College curriculum ; Graduate students ; Teachers' assistant attitudes ; Colleges, Universities, and Professional Schools ;
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Dalhousie University's Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate's theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112029926&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112029926&lang=es |
| johe |
competence |
18 |
530 |
International Journal of Educational Technology in Higher Education |
23659440 |
4/3/2017 |
14 |
10.1186/s41239-017-0040-7 |
1 |
12 |
12 |
Female university student's ICT learning strategies and their influence on digital competence. |
Jiménez-Cortés, Rocío ; Vico-Bosch, Alba ; Rebollo-Catalán, Angeles ;
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Department of Research Methods & Diagnostic in Education , Faculty of Education, University of Seville , c/ Pirotecnia, s/n Seville (E-41013) Spain ;
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Cognitive styles ; Women's studies ; Information & communication technologies ;
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Emerging technologies are leading to a rethink informal education and giving rise to new educational models, especially at university level. This paper looks into the strategies used by female university students to learn ICT and how this influences their level of digital competence. To do this, we surveyed 368 Spanish university women aged 20 to 34, using two scales measuring their learning strategies and digital skills. The findings showed that university students used a variety of strategies to learn about ICT, with strategies based on independent and collaborative learning prevailing. Results also showed that those women who used a wider variety of strategies to learn ICT attained more advanced digital skills. These results suggest the need to incorporate these forms of learning used by women with advanced digital skills into university teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122298079&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122298079&lang=es |
| johe |
competence |
19 |
531 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2016 |
28 |
|
335 |
346 |
12 |
Finding Relevance, Competence, and Enjoyment: The Development of Domain Identification and Interest in First-Year Science Majors. |
Ruff, Chloe ;
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Gettysburg College ;
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Qualitative research ; Science students ; Multicultural education ; Graduate students ; Coding theory ;
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The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors working with first-year science students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120617384&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120617384&lang=es |
| johe |
competence |
20 |
532 |
Journal of Higher Education Policy & Management |
1360080X |
Aug2016 |
38 |
10.1080/1360080X.2016.1181885 |
393 |
405 |
13 |
Gender balance in teaching awards: evidence from 18 years of national data. |
Marchant, Teresa ; Wallace, Michelle ;
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Griffith Business School, Griffith University, Gold Coast, Australia ; School of Business and Tourism, Southern Cross University, Coolangatta, Australia ;
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TEACHING -- Awards ; GENDER inequality ; UNIVERSITIES & colleges ; CORE competencies ; GENDER differences (Psychology) ; AUSTRALIA ;
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Gender implications of nationally competitive teaching awards were examined to determine whether women receive sufficient accolades, given their dominant position in university teaching. Quantitative methods and secondary data provided objective analysis of teaching awards for Australian universities, for an 18-year data set with 2046 units of analysis. Results indicate that women were over-represented in lower-level citations and under-represented in higher-level awards. Women did not dominate, particularly the highly prestigious Prime Minister’s award, where men constituted 65%. Policy and management implications include that universities could review the gender balance in their teaching award processes and set goals as internal support is a springboard to national awards. Groups of the same gender could be encouraged to work together at the highest levels to overcome individualistic, competitive barriers. National teaching award applications could be gender blind, at least for the higher levels. There are no clear trends towards a better gender balance, possibly because there has been a very limited gender spotlight on the awards at any level of policy and management. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118192194&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118192194&lang=es |
| johe |
competence |
21 |
533 |
International Journal of Educational Technology in Higher Education |
23659440 |
9/1/2016 |
13 |
10.1186/s41239-016-0028-8 |
1 |
9 |
9 |
Generic competences acquisition through classroom activities in first-year agricultural engineering students. |
Bautista, Inmaculada ;
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Department of Chemistry, School of Agricultural Engineering and Environment , Polytechnic University of Valencia , Cno de Vera s/n. 46022 Valencia Spain ;
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Active learning ; Activity programs in higher education ; Agricultural engineering education (Higher) ;
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Generic skills need to be developed by university students to prepare them for lifelong learning. Higher education institutions play a key role in developing appropriate strategies for a competences-based approach with learning activities defined in terms of knowledge and skills. Although current knowledge assessments focus on individual grading, skill acquisition assessments require a social context. This paper proposes that generic skills can, and should, be developed from year 1 at university through active learning methods. The assessment of generic competences acquisition at university relies on the design and performance of useful activities rather than on specific outcomes in competence subjects of university programmes. Several active learning methods were applied to a first-year agricultural engineering course on Soil Science in the Polytechnic University of Valencia; these methods are described and their usefulness for students' skills acquisition is analysed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117790073&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117790073&lang=es |
| johe |
competence |
22 |
534 |
Journal of Higher Education Theory & Practice |
21583595 |
2015 |
15 |
|
51 |
64 |
14 |
Global Competence and 2014's College of Business Student. |
Naffziger, Douglas W. ; Montagno, Ray V. ; Montag-Smit, Tamara A. ;
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Ball State University ;
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Outcome-based education ; Business students ; Business schools ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Economic globalization ; Cross-cultural differences ; International travel ;
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Economic globalization has increased the likelihood that current and future business students will have important interactions with citizens of foreign cultures. Cultural differences often cause difficulties in international business. The concept of Global Competence addresses one's ability to work successfully with people from other cultures; as such it will be an increasingly important skill set for upcoming business graduates. This paper discusses the meaning and dimensions of the concept and research into pedagogical approaches to increasing global competence. The research herein found a combination of classroom instruction and international travel increased Global Competence among university business students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114511962&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114511962&lang=es |
| johe |
competence |
23 |
535 |
Journal of Further & Higher Education |
0309877X |
Jul2015 |
39 |
10.1080/0309877X.2014.953463 |
438 |
465 |
28 |
How IELTS preparation courses support students: IELTS and academic socialisation. |
Yang, Yanxian ; Badger, Richard ;
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St Augustine CE High School, London, UK ; School of Education, University of Leeds, Leeds, UK ;
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INTERNATIONAL English Language Testing System ; ENGLISH language -- Study & teaching -- Foreign speakers ; SOCIALIZATION ; STUDY skills ; ECONOMICS -- Study & teaching ; EDUCATION ; HIGHER education ; Language Schools ; Exam Preparation and Tutoring ; CHINA ;
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IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from a different place from similarly qualified local students. This study investigated how an IELTS preparation course helped Chinese students taking an Economics A-level course to achieve a similar level of academic socialisation to local students. The participants were six students on the programme, their Economics teacher and their English teacher. The data sets were field notes of the Economics and IELTS classes, interviews with the students and teachers, teaching materials and students’ writing. We found that the IELTS classes helped expand the students’ vocabulary and developed their confidence in speaking. Other features of the courses such as the use of local accents, colloquial language, the ability to use sources, extensive reading and, more generally, independent study were less obviously addressed. Despite these gaps, the students completed their pre-university and university studies successfully, at least partly because of three factors unrelated to the IELTS course: (1) interaction with a range of groups that supported academic socialisation, (2) the Economics teacher’s attitude to the students’ participation and (3) the students’ resources, which meant they were aware of what was needed for academic success, had a desire to succeed and had, or could develop, the appropriate skills for appropriate academic socialisation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102319870&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102319870&lang=es |
| johe |
competence |
24 |
536 |
Journal of Further & Higher Education |
0309877X |
Jul2017 |
41 |
10.1080/0309877X.2015.1135885 |
516 |
529 |
14 |
I work and don’t have time for that theory stuff: time poverty and higher education. |
Burston, Mary A. ;
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School of Education, La Trobe University, Melbourne, Australia ;
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HIGHER education ; PART-time students ; TIME management ; ACADEMIC achievement ; PILOT projects ;
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Research suggests that working while studying may compromise academic performance although findings vary when determining if time management or time availability is more influential. A pilot study into time availability for study was undertaken with a sample of pre-service graduates undertaking a teacher preparation course at an Australian university. By adapting Vickery’s time poverty formula, a time deficit was found between recommended study time and expended time commitments. Pre-service teacher entrants worked an average of 18 hours per week, which was greater than the recommended hours of instruction. A negative imbalance between work and study hours may influence how working students achieve skills, competence and knowledge required for the profession of teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123187366&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123187366&lang=es |
| johe |
competence |
25 |
537 |
International Journal of Sustainability in Higher Education |
14676370 |
2016 |
17 |
10.1108/IJSHE-01-2015-0003 |
417 |
443 |
27 |
Interactive and situated learning in education for sustainability. |
Altomonte, Sergio ; Logan, Brian ; Feisst, Markus ; Rutherford, Peter ; Wilson, Robin ;
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Department of Architecture and Built Environment, University of Nottingham, Nottingham, UK ; School of Computer Science, University of Nottingham, Nottingham, UK ;
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INTERACTIVE learning ; RESEARCH ; SITUATED learning theory ; MOBILE communication systems in education ; MOBILE apps ; MOTIVATION in education ;
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Purpose This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment.Design/methodology/approach The paper illustrates the development of an online portal and a mobile app aimed at promoting students’ motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users’ acceptance, comparing academic results and analysing feedback.Findings The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning.Research limitations/implications The study solely focused on the development and testing of e-learning and m-learning tools to foster students’ competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts.Originality/value Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115324275&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=115324275&lang=es |
| johe |
competence |
26 |
538 |
Journal of Higher Education Theory & Practice |
21583595 |
2015 |
15 |
|
102 |
112 |
11 |
Managerial Characteristics and the Strategic Planning Process-Performance Link. |
Boateng, Peter Agyekum ; Karikari, Ama Foriwaa ;
|
Valley View University ;
|
Education theory ; Decision making ; Performance ; Strategic planning ; Regression analysis ;
|
This study focused on the extent to which managerial characteristics moderate the relationship between strategic planning process and institutional performance. Descriptive survey design was adopted. Both stratified and purposive techniques were used to collect data from twenty-six accredited private universities with strategic planning committees. The extent of effect of strategic planning on performance was determined with linear regression. In addition, the determination of any significant moderating interaction between the identified decision maker characteristics and strategic planning process over performance was achieved by means of a Binary Logistic Regression analysis. Findings have been presented, and recommendation made. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114543830&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114543830&lang=es |
| johe |
competence |
27 |
539 |
Journal of Geography in Higher Education |
03098265 |
May2016 |
40 |
10.1080/03098265.2016.1140731 |
284 |
301 |
18 |
Multicultural group work on field excursions to promote student teachers’ intercultural competence. |
Brendel, Nina ; Aksit, Fisun ; Aksit, Selahattin ; Schrüfer, Gabriele ;
|
Department of Geosciences, Institute of Geography Education, University of Münster, Münster, Germany ; Social Studies Education Program, Education Faculty, Erciyes University, Kayseri, Turkey ;
|
STUDENT teachers ; MULTICULTURAL education ; SUSTAINABLE development ; LEARNING ; QUALITATIVE research ; TEACHER education ; Administration of General Economic Programs ;
|
As a response to the intercultural challenges of Geography Education, this study seeks to determine factors fostering intercultural competence of student teachers. Based on a one-week multicultural field excursion of eight German and eight Turkish students in Kayseri (Turkey) on Education for Sustainable Development, we used qualitative interviews to evaluate changes in the 16 student teachers’ intercultural competence. Findings strongly indicate that multicultural fieldwork fosters intercultural learning on a personal level. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114514479&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114514479&lang=es |
| johe |
competence |
28 |
540 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Autumn2016 |
8 |
|
2931 |
2943 |
13 |
Peer Assessment of, for and as Learning: A Core Component of an Accredited Professional Development Course for Higher Education Teachers. |
Egan, Arlene ; Costello, Laura ;
|
National College of Ireland ;
|
Peer review of students ; Professional education ; College teachers ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
|
A core competence associated with effective teaching in Higher Education is self-awareness and is associated with reflective practice, an active process of learning and teaching development. Through reflection, teachers can gain insight into personal strengths and limitations which consequently can be of benefit when focusing on enhancing the knowledge, skills and dispositions of their learners. This study concerns an accredited programme for the professional development of teachers in Higher Education, developed for both experienced and novice teachers to learn new skills and share existing ideas. The design of the programme ensures that peer assessment and feedback are embedded to support assessment of, for and as learning. This study examines the perceived value of peer assessment and feedback in relation to learning from the perspectives of both learners enrolled on the programme and the academic programme team. Attention is paid to how the use of peer assessment and feedback has impacted on the learning experience of teachers and a conceptual model is proposed as to how peer assessment and feedback can be effectively used as a method of assessment of, for and as learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262039&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262039&lang=es |
| johe |
competence |
29 |
541 |
Journal of Higher Education Policy & Management |
1360080X |
Aug2016 |
38 |
10.1080/1360080X.2016.1181883 |
434 |
447 |
14 |
Professional development status of teaching staff in a Ugandan public university. |
Kasule, George Wilson ; Wesselink, Renate ; Mulder, Martin ;
|
Department of Educational Planning and Management, Kyambogo University, Kampala, Uganda ; Department of Education and Competence Studies, Wageningen University and Research Centre, Wageningen, The Netherlands ;
|
PROFESSIONAL education ; PUBLIC universities & colleges ; CONTENT analysis (Communication) ; JOB performance ; EFFECTIVE teaching ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
|
A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff’s job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured interviews with faculty deans and department heads (n = 20), and a questionnaire administered to university senior administrative staff (n = 90) and teaching staff (n = 126). Deductive content analysis and descriptive statistics techniques were used to analyse qualitative and quantitative data, respectively. It was established that university teaching staff rarely participate in professional development activities. Nevertheless, activities such as accredited university teacher education and training, symposia, workshops, and professional networks, all oriented on contemporary teaching and learning, research and innovation, and community development activities, are perceived to be important in improving teaching staff job performance. Thus, there is a need to make participation in formal and informal professional development activities mandatory for university teachers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118192193&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118192193&lang=es |
| johe |
competence |
30 |
542 |
Journal of Further & Higher Education |
0309877X |
Jul2017 |
41 |
10.1080/0309877X.2015.1135883 |
492 |
503 |
12 |
Profiles of Turkish pre-service teachers of English in terms of language learning background. |
Uztosun, Mehmet Sercan ;
|
Çanakkale Onsekiz Mart University, Faculty of Education, Çanakkale, Turkey ;
|
ENGLISH as a foreign language ; ENGLISH language ability testing ; VOCABULARY ; COMMUNICATION ; ENGLISH teachers ; TURKS ; Language Schools ;
|
This study aims to describe the language learning backgrounds of Turkish pre-service teachers of English as a foreign language (EFL) with reference to their perceived language competence and satisfaction with perceived speaking ability. Quantitative and qualitative data were collected through a questionnaire that was administered to 365 first-year students studying at English language teaching departments at seven universities, categorised into three groups according to their rankings. The data were analysed through descriptive statistics and the Kruskal–Wallis test. Regardless of the university, participants reported having limited language learning experience because their English classes focused mainly on grammar, vocabulary and reading. They reported feeling least proficient in listening, speaking and vocabulary, which suggested that people enter English language teaching in Turkey with limited oral communication skills in English. This has implications for the EFL teacher education field in Turkey and other monolingual countries where the focus of English classes is limited to teaching structural aspects of the target language. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123187364&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123187364&lang=es |
| johe |
competence |
31 |
543 |
Canadian Journal of Higher Education |
03161218 |
2016 |
46 |
|
94 |
114 |
21 |
Quantifying Interprofessional Learning In Health Professional Programs: The University of Manitoba Experience. |
Grymonpre, Ruby E. ; Dean, Heather J. ; Wener, Pamela F. ; Ready, A. Elizabeth ; MacDonald, Laura L. ; Holmqvist, Maxine E. ; Fricke, Moni W. ; James, Maria ;
|
University of Manitoba ; Manitoba Agriculture, Food and Rural Development ;
|
Interprofessional education ; Medical education ; Learning ; University of Manitoba ; Colleges, Universities, and Professional Schools ; Schools -- Canada ;
|
Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the interprofessional (IP) learning opportunities offered. The University of Manitoba IPE Initiative was established in 2008 to facilitate the development of IP learning opportunities for pre-licensure learners. The research question for this secondary analysis was: what, if any, changes in the number and attributes of IP learning opportunities occurred in the academic year 2008-2009 compared to 2011-2012? The Points for Interprofessional Scoring (PIPES) tool was used to quantify the attributes of each IP learning opportunity. Most notably in 2012, eight (73%) of 11 IP learning opportunities achieved the highest PIPES score (> 55), compared to only four (36%) in 2009. The concept of the PIPES score is introduced as an educational improvement strategy and a potential predictor of achieving the desired educational outcome: collaborative competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121088465&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121088465&lang=es |
| johe |
competence |
32 |
544 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Summer2016 |
8 |
|
2791 |
2801 |
11 |
Quiz Mastery: Students as Bloggers and Testers in Pursuit of Grammatical Competence. |
Gabuadan, Odette ; Norton, Sue ;
|
Dublin Institute of Technology ;
|
Higher education ; Writing ; English grammar ;
|
This article considers the challenges confronted by instructors of composition and writing skills in higher education. Identifying key aspects of grammar, syntax, and punctuation, it argues that a grammatically informed terminology is helpful to learner-writers endeavouring to improve the clarity of their written assignments. To aid assimilation of this terminology, and the concepts it signifies, e-learning tools can be integrated into the curriculum so that students can consolidate knowledge through their own construction of it. As they create blogs and peer to peer quizzes, they become more theoretically and practically informed about the basis of effective writing practices. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262032&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262032&lang=es |
| johe |
competence |
33 |
545 |
International Journal of Educational Technology in Higher Education |
23659440 |
5/11/2017 |
14 |
10.1186/s41239-017-0054-1 |
1 |
15 |
15 |
Scenarios in virtual learning environments for one-to-one communication skills training. |
Lala, Raja ; Jeuring, Johan ; van Dortmont, Jordy ; van Geest, Marcell ;
|
Utrecht University , Utrecht Netherlands ;
|
Courseware ; Communicative competence ; Virtual reality ; Virtual communications ; Virtual work teams ;
|
A scenario is a description of a series of interactions between a player and a virtual character for one-to-one communication skills training, where at each step the player is faced with a choice between statements. In this paper, we analyse the characteristics of scenarios and provide a classification to represent such scenarios. The analysis is performed through a literature review and by comparing virtual learning environments for scenario based training. Using this analysis we specify requirements for describing communication scenarios related to their: structure (linear, branching, interleaving), properties (static information stored per scenario like situation, background, which virtual character to show), and parameters (characteristics of a scenario that can be modified per statement like a score on a learning goal and an emotional effect in a virtual character). We define a schema for representing such communication scenarios and present an authoring tool to create a scenario. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122987596&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122987596&lang=es |
| johe |
competence |
34 |
546 |
Journal of Geography in Higher Education |
03098265 |
Nov2015 |
39 |
10.1080/03098265.2015.1084607 |
543 |
553 |
11 |
Short-term study abroad: culture and the path of least resistance. |
Lemmons, Kelly ;
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Department of Social Science, Tarleton State University, Stephenville, TX, USA ;
|
FOREIGN study ; RESEARCH ; EXPERIENTIAL learning -- Research ; GEOGRAPHY -- Study & teaching (Higher) ; UNIVERSITIES & colleges ; FIELDWORK (Educational method) ; CROSS-cultural orientation -- Research ; Colleges, Universities, and Professional Schools ; UNITED States ;
|
American universities are decreasing the length of study abroad programs in an effort to send more students abroad. Recent publications find that “short-term” programs struggle to increase participants’ cultural understanding. However, these research findings fail to offer an explanation as to why shorter programs are falling short. This study suggests that “culture traveling the path of least resistance” is one of the main inhibitors to students’ cultural understanding. Conclusions are based on participant observation, focus group, and semi-structured interview data gathered from two short-term programs. It is concluded that pre-trip and while-abroad activities must be administered in order to allay “least resistance.” |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111658860&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111658860&lang=es |
| johe |
competence |
35 |
547 |
South African Journal of Higher Education |
10113487 |
2016 |
30 |
10.20853/30-1-561 |
1 |
20 |
20 |
'SINK OR SWIM?': LEARNING FROM STORIES OF BECOMING ACADEMICS WITHIN A TRANSFORMING UNIVERSITY TERRAIN. |
Pithouse-Morgan, K. ; Masinga, L. ; Naicker, I. ; Hlao, T. ; Pillay, D. ;
|
School of Education, University of KwaZulu-Natal, Durban, South Africa ;
|
Education ; Performance ; Graduate students ; Universities & colleges ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Colleges, Universities, and Professional Schools ; Learning -- Research ;
|
The meanings connected with becoming or being an academic are constantly shifting, on account of diverse forces that act on universities. In this article, we portray our learning as a research team of four academics (including one early-career academic) and a doctoral student who took a narrative inquiry approach to listening and responding to our early-career colleagues' stories of becoming and being academics within a transforming university landscape. Imaginative engagement with these stories through the evocative and reflexive medium of poetry awakened possibilities for navigating the uncertain terrain of academia. The article draws attention to collegial relationships as critical to the growth of self-belief and self-resourcefulness in becoming and being academics. It demonstrates how, through collective participation, novice and experienced academics can become valuable sources of learning and support for each other. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=115308385&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=115308385&lang=es |
| johe |
competence |
36 |
548 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Spring2016 |
8 |
|
2521 |
2545 |
25 |
Some Reflections from the Entrepreneurship Educator's Mirror. |
O'Dwyer, Breda ; McGowan, Pauric ; Hampton, Alison ;
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Institute of Technology Tralee ; University of Ulster ;
|
Continuing education ; Cognitive ability ; Professional and Management Development Training ; Entrepreneurship education ;
|
The context of this research is based on the European reference framework, which presented 'Entrepreneurship and a sense of initiative' as one of eight key competences for lifelong learning that citizens require in a knowledge-based society. The key competence 'sense of initiative and entrepreneurship' is defined as "an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives" (EU, 2013, p.8). These European developments and initiatives contribute to the growing evidence of the need for individually based entrepreneurial learning and for more entrepreneurship educators. "Teachers are key actors", (EU, 2015, p.89). Duening (2010) has attempted to develop the five minds of the future specifically to the five minds of the entrepreneurial future. However, realising that there is a difference between the cognitive thinking process for an entrepreneur and for a non entrepreneur means we will need to provide entrepreneurship educators "with a conviction that we know why we are doing and what we are doing in the entrepreneurship classroom", (Duening, 2010, p. 20). Wilson and Beard (2003) have developed the learning combination lock model which acknowledges the inclusion of the five elements in the model: stimuli, our senses, the filtering process, interpretation and responses. This model is a key component to this research. This paper is a small initial exploratory study based on a literature review and on four interviews across the primary, secondary and tertiary education levels to help establish a platform for a deeper analysis at the tertiary education level. To date, reflective based interviews using the Pictor Technique have helped to understand the role of learning, experience and key influencers in becoming an entrepreneurship educator. The proposed deeper analysis will continue this approach in an attempt to develop the typology (ies) of an entrepreneurship educator. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262019&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262019&lang=es |
| johe |
competence |
37 |
549 |
Journal of Geography in Higher Education |
03098265 |
Aug2015 |
39 |
10.1080/03098265.2015.1048506 |
369 |
385 |
17 |
Spatial Citizenship education and digital geomedia: composing competences for teacher education and training. |
Schulze, Uwe ; Gryl, Inga ; Kanwischer, Detlef ;
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Department for Human Geography, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6,Frankfurt am Main60323, Germany ; Institute for Geography/Institute for General Studies, University of Duisburg-Essen, Schützenbahn 70,Essen45127, Germany ;
|
CITIZENSHIP -- Study & teaching (Higher) ; DIGITAL media ; TEACHER education ; TEACHERS -- Training of ; GEOGRAPHIC information systems ; TEACHER competencies ; PROFESSIONAL education ; HIGHER education ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Internet Publishing and Broadcasting and Web Search Portals ; STUDY & teaching ;
|
Based on the idea of Spatial Citizenship, which endeavours to promote individuals' maturity and participation in the geospatial society, we focus on teachers' competence in the field of Geographic Information Systems (GIS) teaching and learning. By employing methods of qualitative social research, we have determined the dimensions and structures of Spatial Citizenship competence which, in turn, were used to create a Spatial Citizenship competence model for teacher education and training. In light of the derived competence framework, we argue for a shift in learning with GIS from the expert-based view to the everyday non-expert use of digital geomedia. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111004425&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=111004425&lang=es |
| johe |
competence |
38 |
550 |
Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi |
21465959 |
Aug2016 |
6 |
10.5961/jhes.2016.157 |
209 |
219 |
11 |
Students' Views About Pedagogical Competence of Lecturers. |
YILMAZ, Hacı Bayram ; KAZANCI TINMAZ, Ayşe ;
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Ondokuz Mayıs University, Faculty of Education, Department of Educational Sciences, Samsun, Turkey ;
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Academic achievement ; Higher education -- Evaluation ; Student attitudes ; Independent Artists, Writers, and Performers ; Independent actors, comedians and performers ; Lecturers ; Acquisition of data ;
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The purpose of this study is to examine the students' views about faculty members' pedagogical proficiencies and to determine if these views differ in terms of selected variables. The sample of the study is composed of 792 third and fourth year university students and the population of the study involves students at Faculties of Education, Engineering, Theology, and Economics and Administrative Sciences of a university located in Turkey's Black Sea Region. The research data were collected by Pedagogical Competences Scale. Results revealed that students think most of the lecturers are sufficient in Democratic Attitude; however, few of them found to be sufficient in Course Process, and Measurement and Evaluation. While there were differences in Democratic Attitude and Measurement Assessment and Evaluation between male and female students, in other proficiencies no significant differences were observed in terms of students' gender. The views of the students differed in all four factors in terms of faculties and grades. However, their views in none of the four dimensions differed significantly according to the attendance variable. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119038219&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119038219&lang=es |
| johe |
competence |
39 |
551 |
Journal of Geography in Higher Education |
03098265 |
May2017 |
41 |
10.1080/03098265.2017.1290591 |
182 |
197 |
16 |
Teaching Indigenous geography in a neo-colonial world. |
Carter, Jennifer ; Hollinsworth, David ;
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Faculty of Arts, Business & Law, University of the Sunshine Coast, Maroochydore, Australia ;
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UNIVERSITIES & colleges ; CULTURAL competence ; CURRICULA (Courses of study) ; DEBATES & debating ; ROMANTICISM ; AUSTRALIA ;
|
Australian universities are increasingly embedding Indigenous content and perspectives within curriculum to promote Indigenous cultural competency. We present teaching challenges in an Indigenous geography course designed to present an engaged, intercultural learning experience. We critically reflect on student evaluations, informal discussions and observations to complement scholarly debates. Course design and delivery was seen as stimulating and illuminating in terms of course content. While diversity of student cohorts, backgrounds and learning styles remain challenging, the romanticism of some students can override critical engagement with the geographical context of the course material and their positionality. There remains a tendency in both student constructions and the geographical literature to create an Indigenous/non-Indigenous binary that not only essentializes both, but can be culturally unsafe for Indigenous students. Both Indigenous and non-Indigenous students may share a sense of pessimism in confronting apparently unstoppable development and environmental destruction. We argue for scholarship around the fundamentally intercultural nature of coexistence to contextualize the spatial diversity of Indigenous lives in landscapes, currently obscured by dominant constructions of Indigeneity. Critical reflection on settler educators’ and learners’ positionalities with respect to neocolonial structures will help to transcend both essentialism and pessimism. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122205414&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122205414&lang=es |
| johe |
competence |
40 |
552 |
Journal of Higher Education |
00221546 |
2017 |
88 |
10.1080/00221546.2016.1272317 |
376 |
400 |
25 |
Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality. |
Stupnisky, Robert H. ; Hall, Nathan C. ; Daniels, Lia M. ; Mensah, Emmanuel ;
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Department of Educational Foundations & Research, University of North Dakota, Grand Forks, North Dakota, USA ; Department of Educational and Counselling Psychology, McGill University, Montreal, Canada ; Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada ; North Dakota Department of Public Instruction, Bismarck, North Dakota, USA ;
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TEACHING methods ; MOTIVATION in education ; COWORKER relationships ; SELF-determination theory ; TEACHER development ;
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With the aim of advancing the growing research literature on faculty development, a model of pretenure faculty success in teaching and research was proposed. Building from the early-career faculty literature and self-determination theory, we hypothesized that balance, clear expectations, and collegiality predict success by supporting autonomy, competence, and relatedness that, in turn, promote intrinsic motivation and success for teaching and research. The model was evaluated using path analyses on 105 pretenure faculty members' survey responses from two research universities. With respect to teaching success, the benefits of collegiality were mediated by relatedness. For research success, the advantages of good balance were mediated by autonomy and competence. Satisfying these needs within their respective domains positively predicted intrinsic motivation that, in turn, led to greater perceived and expected success. These results have implications for both pretenure faculty development and achievement motivation research literatures, as well as institutional efforts to promote faculty development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122543316&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122543316&lang=es |
| johe |
competence |
41 |
553 |
Journal of Higher Education Policy & Management |
1360080X |
Jun2015 |
37 |
10.1080/1360080X.2015.1034425 |
330 |
343 |
14 |
The current status of teaching staff innovation competence in Ugandan universities: perceptions of managers, teachers, and students. |
Wilson Kasule, George ; Wesselink, Renate ; Noroozi, Omid ; Mulder, Martin ;
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Department of Educational Planning and Management, Kyambogo University, Kyambogo, Uganda ; Department of Education and Competence Studies, Wageningen University, Wageningen, The Netherlands ;
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PERFORMANCE ; TEACHING -- Ability testing ; HIGHER education ; EDUCATION -- Aims & objectives ; UGANDA ;
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How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher education designing and developing; and entrepreneurship, could not be considered as satisfactory. It was also established that there are significant differences in the perception of the aforesaid among the respondent categories. The findings suggest that urgent intervention is needed to develop teacher innovation competence if Uganda wants to have an effective higher education. This study also highlights the centrality of using various internal key stakeholders in the educational system such as students and educational managers if effective teacher performance evaluation is to be attained in universities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102853875&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102853875&lang=es |
| johe |
competence |
42 |
554 |
International Journal of Sustainability in Higher Education |
14676370 |
2016 |
17 |
10.1108/IJSHE-03-2015-0060 |
776 |
795 |
20 |
The interrelations between competences for sustainable development and research competences. |
Lambrechts, Wim ; Van Petegem, Peter ;
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Department of Philosophy, University of Antwerp, Antwerp, Belgium and University Colleges Leuven-Limburg, Leuven, Belgium ; Department of Training and Educational Sciences, Research Unit Edubron, University of Antwerp, Antwerp, Belgium ;
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SUSTAINABLE development ; HIGHER education ; CORE competencies ; HERMENEUTICS ; INFORMATION literacy ; Administration of General Economic Programs ;
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Purpose The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability.Design/methodology/approach Following a hermeneutic–interpretive methodology, this paper builds upon a critical literature review to demarcate the theoretical framework and an in-depth analysis of a case study exploring the interrelations between both types of competences.Findings The paper discusses current issues in the integration of competences and explores the contribution of research-based methods to acquire competences for sustainable development. The analysis shows that research skills are often mentioned to contribute to this acquisition, though from a general perspective, or from the sidelines of the learning process. A holistic view on how both concepts are linked is missing.Research limitations/implications First, the complex nature of competences and their integration in higher education could lead to difficulties in interpreting and analysing them. Second, the analysis is based on a single-case study, limiting possibilities to generalise the results. Third, this study is not looking at curriculum practices in these fields.Practical implications There is a need to holistically (re-)frame research competences within the concepts of education for sustainable development and, to a wider extent, sustainable development.Social implications Framing research competences within the concept of sustainable development enables a thorough and “conscious”, rather than coincidental, acquisition of competences for sustainable development.Originality/value The originality of this paper lies in the fact that there is little literature about the interrelations between competences for sustainable development and research competences. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119069954&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=119069954&lang=es |
| johe |
competence |
43 |
555 |
Journal of Higher Education / Yüksekögretim Dergisi |
2146796X |
Apr2017 |
7 |
10.2399/yod.17.004 |
39 |
45 |
7 |
Tıp Eğitiminde Klinik Yeterliliğin Değerlendirilmesi. |
Çakmakkaya, Özlem Serpil ;
|
İstanbul Üniversitesi Cerrahpaşa Tıp Fakültesi, Tıp Eğitimi Anabilim Dalı, İstanbul ;
|
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Although traditionally the main focus of medical education is to teach intensive conceptual knowledge, medical schools increasingly pay attention to the conveyance of clinical skills and attitudes that are required to become an excellent and complete physicians. Medical programs are obliged to assess the learning progress of their medical students with exams. Clinical skills or professional attitudes need wide range of different types of exams to be assessed. The search for a valid and reliable assessment of clinical skills and attitudes continues for a long time. In this article, different test methods designed to measure competency in clinical skills and attitudes in medical education are introduced. |
Academic Journal |
Article |
Turkish |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122963367&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122963367&lang=es |
| johe |
competence |
44 |
556 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2016 |
28 |
|
265 |
270 |
6 |
Toward a Caring Curriculum: Can Occupational Therapy Be Taught in a Caring Context? |
Battaglia, James ;
|
Hofstra University ;
|
Occupational therapy ; Community college curriculum ; Care ethics (Philosophy) ; Medical rehabilitation ; Physical therapy ;
|
Caring is often cited as the central component of many health care professions. It is also identified as an equally important factor in patient physical and emotional recovery. In examining health care education, however, curriculum is becoming increasingly focused on the development of technical competence and skill with little focus on the affective aspects of providing care in a caring context. In the field of occupational therapy, little is written regarding facilitation of caring behaviors in occupational therapy students. Through examination of the educational philosophies of Paulo Freire and Nel Noddings, a framework for a caring curriculum can be developed. Through use of signature pedagogies in occupational therapy, the author utilizes fundamental aspects of a caring curriculum put forth by Freire and Noddings to develop a curriculum that not only develops the individual's technical skill, but makes them emotionally competent as well. Though the work of Freire and Noddings was not explicitly intended for higher learning or health care professional education, the principles put forth are not only relevant but provide a viable framework for the development of caring professionals. The benefit of this proposal will ultimately be to patients whom these emotionally competent occupational therapists serve. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547848&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547848&lang=es |
| johe |
competence |
45 |
557 |
International Journal of Learning in Higher Education |
23277955 |
Jun2015 |
22 |
|
29 |
35 |
7 |
Unity of Affect and Intellect for Future Teachers' Education Sustainable Development. |
Guseva, Svetlana ; Dombrovskis, Valerijs ; Capulis, Sergejs ;
|
Daugavpils University, Latvia ;
|
Teacher education ; Intellect ; Culture Fair Intelligence Test ; Emotional intelligence ; Administration of General Economic Programs ; Sustainable development ; Personality ;
|
The focus of this study is the relationship between the levels of intellectual development (IQ) and emotional intelligence (EI), Extraversion-Introversion and Neuroticism-Stability (Emotional Stability-Instability) of the students of the teacher training programs. In our view, the levels of IQ and EI development, as well as Introversion-Extroversion and Emotional Stability-Instability levels are the necessary characteristics for teachers in sustainable education. The following methodologies were used in this study: Cattell's Culture-fair Intelligence Test (CFIT-III), Ryback's Emotional Quotient Executive Survey (EQES) and Eysenck's Personality Inventory (EPI).Strong links between the levels of IQ and EI among the teacher training programs students were observed. Correlation between IQ and Extraversion-Introversion levels was not substantial. However, there is a substantial link between EI and Emotional Stability-Instability levels. We suggest that EI is connected to the levels of Extraversion-Introversion of the student. High EI level was observed among the emotionally stable extraverts, whereas emotionally unstable introverts had lower IQ and EI. In sustainable education, EI level development is necessary for students in the teacher training programs for their professional teaching competence advancement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108548111&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108548111&lang=es |
| johe |
competence |
46 |
558 |
International Journal of Sustainability in Higher Education |
14676370 |
2015 |
16 |
10.1108/IJSHE-01-2013-0005 |
537 |
575 |
39 |
Variation in sustainability competency development according to age, gender, and disciplinary affiliation. |
Remington-Doucette, Sonya ; Musgrove, Sheryl ;
|
School of Sustainability, Arizona State University, Tempe, Arizona, United States. ;
|
EVALUATION -- Research ; CURRICULUM planning ; RESEARCH ; SUSTAINABLE development ; OUTCOME-based education ; INSTRUCTIONAL systems design ; Administration of General Economic Programs ;
|
Purpose – The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. University sustainability programs intend to provide integrated education that fosters the key competencies students need to solve real-world sustainability problems. Translating sustainability competencies into effective pedagogical practice in integrated academic programs is not straightforward. This work builds on a previous study by both expanding the competencies evaluated and considering additional demographic characteristics. Design/methodology/approach – The paper summarizes previously identified key sustainability competencies and describes teaching methodologies used to foster these competencies in students. Development of competencies in students during a semester-long course is assessed using a pre-/post-test based on two case studies. The implications of the findings for teaching practice and overall program structure are discussed. Findings – Based on the assessment methods used here, four of the five sustainability competencies evaluated in this study developed differently in students according to gender, disciplinary affiliation and age. Females improved interpersonal competence more than males. Systems thinking competence improved for students associated with the three disciplinary affiliations considered in this study: sustainability major, sustainability minor and business major. Anticipatory competence improved for sustainability and business majors only, but not for students minoring in sustainability and majoring in other disciplines. Finally, normative competence improved for younger students only. Research limitations/implications – Insights for teaching practice and overall program structure are based on assessment of one introductory transdisciplinary sustainability course. Much additional work is needed to draw strong conclusions about general teaching practices and program structure for sustainability education. This study provides a flexible and field-tested rubric for further evaluative work in other sustainability courses or degree programs. Practical implications – Universities incorporate sustainability into their undergraduate curricula in many ways, ranging from certificates to entire degree programs focused on sustainability. The results of this study suggest that educators pay attention to gender diversity, classroom teaching practices, disciplinary perspectives and student attitudes and developmental stages as they figure out how to make sustainability part of undergraduate education. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education. Originality/value – This research contributes to undergraduate sustainability education by providing insight into how sustainability education might thoughtfully be integrated into academic programs. It also offers an assessment approach for use by other sustainability educators to evaluate effectiveness of teaching practice and overall program structure based on five key sustainability competencies commonly cited in the literature. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103116325&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=103116325&lang=es |
| johe |
competence |
47 |
559 |
International Journal of Educational Technology in Higher Education |
23659440 |
7/6/2016 |
13 |
10.1186/s41239-016-0029-7 |
1 |
10 |
10 |
Virtual empathy as digital competence in education 3.0. |
García-Pérez, Rafael ; Santos-Delgado, Juan-Manuel ; Buzón-García, Olga ;
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Department of Educational Research Methods and Assessment in the School of Education at the University of Seville, C/Pirotecnia, s/n CP 41013 Seville Spain ; International University of La Rioja (UNIR), Gran Vía Rey Juan Carlos I, 41 26002 Logroño Spain ;
|
Educational technology & psychology ; Empathy ; Teacher competencies ;
|
The social and interactive dimension has taken on particular relevance with the appearance of new technologies in education, making the capacity for virtual empathy a key competence for promoting learning processes in virtual environments. Therefore, we conducted a study based on a survey with 704 students who were training as teachers, to whom we applied an adaptation of the empathy scale designed by Gorostiaga et al. (Revista de Educación 364, 12-38, 2014). The study shows a valid and reliable measure of virtual empathy. Results indicate that only 10 % of the sample reached a high level of virtual empathy and, for this reason, we believe it should be included in teacher education syllabuses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116645268&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116645268&lang=es |
| johe |
competence |
48 |
560 |
South African Journal of Higher Education |
10113487 |
2015 |
29 |
|
158 |
180 |
23 |
WHEN SIGNALS ARE LOST IN AGGREGATION: A COMPARISON OF LANGUAGE MARKS AND COMPETENCIES OF FIRST-YEAR UNIVERSITY STUDENTS. |
Fleisch, B. ; Cliff, A. ; Schöer, V. ;
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Division of Education Leadership and Policy Studies ; Centre for Innovation in Learning and Teaching, University of Cape Town, Cape Town, South Africa ; African Micro-Economic Research Unit, University of the Witwatersrand, Johannesburg, South Africa ;
|
College freshmen ; University & college admission ; Literacy ; Higher education research ; University of the Witwatersrand (Johannesburg, South Africa) ; Colleges, Universities, and Professional Schools ; English language ;
|
Although English Home Language (HL) and English First Additional Language (FAL) marks from the National Senior Certificate (NSC) are used for university admission in South Africa, no studies have explored their predictive value. This article sheds light on English language marks and English language competence through a comparative analysis of NSC marks and National Benchmark Test (NBT) Academic Literacy (AL) test results for a cohort of first-year education students at the University of the Witwatersrand (Wits), Johannesburg, South Africa. To provide in-depth insight, the analysis includes fine-grained analysis of specific academic language competencies. The results of the analysis of this study showed that the same mark in English HL and FAL does not necessarily reflect the same level of English language academic competence as measured by the NBT AL test. On average, students who wrote the FAL papers scored between .5 and .9 of a standard deviation below students who wrote the HL papers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112857593&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112857593&lang=es |
| johe |
competence |
49 |
561 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2015 |
27 |
|
364 |
381 |
18 |
Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency. |
Sandell, Elizabeth J. ; Tupy, Samantha J. ;
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Minnesota State University ; Idaho State University ;
|
Undergraduates ; Teacher education ; Accreditation (Education) ; College students ; Higher education research ; Administration of Education Programs ; Cultural competence ;
|
Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences was more ethno-centric. Due to their lack of experience among people of cultures different than their own, they were more likely to minimize cultural differences and emphasize cultural commonalities. During this investigation, after the first semester, data analysis showed no statistically significant change in students' cultural competence. After a semester with higher-impact activities (e.g., cultural partnerships), subjects showed statistically significant positive gains in their orientations to cultures different than their own. Investigators concluded that domestic inter-cultural experiences may encourage university students to not only learn about others, but also learn from and with others. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114122230&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114122230&lang=es |
| johe |
competence |
50 |
562 |
Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi |
21465959 |
Dec2016 |
6 |
10.5961/jhes.2016.171 |
354 |
361 |
8 |
Yönetim Bilişim Sistemleri Öğrencilerinin Beceriler ve Yetkinlikler Algıları - Bilgi Toplumuna Doğru. |
ELÇİ, Alev ;
|
Aksaray Üniversitesi, İktisadi ve İdari Bilimler Fakültesi, Yönetim Bilişim Sistemleri Bölümü, Aksaray, Türkiye ;
|
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The increasing usage of Information and Communication Technologies in official borders of our business lives, starting from e-government and e-commerce applications, spreading towards our daily personal lives has made it difficult to ignore the importance of Management Information Systems (MIS). MIS, initially taught as a course in different disciplines, has now started to develop as a standalone interdisciplinary academic program in higher education. Besides curriculum standards suggestions and necessary skills and competencies for MIS education identified by academic and professional organizations, students' perceptions in these topics are also important. Thus while developing towards knowledge based community, the aim of this research is to identify MIS students' perceptions of essential skills and competencies in their educational, proffesional and personal lives. The sample group of this study are the students that are a member of social media MIS groups. The gathered quantitative data has been analyzed by an online survey. As a result, it has been evident that students find that information technical skills and competencies are crucial. The skills required for transition to knowledge based community; global working, multicultural, social responsibility, civic awareness, equal opportunity, gender and environmental awareness comes later. |
Academic Journal |
Article |
Turkish |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120944773&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120944773&lang=es |
| johe |
competence |
1 |
563 |
Journal of Higher Education Outreach & Engagement |
15346102 |
2012 |
16 |
|
183 |
194 |
12 |
A Needs Assessment Informs Development of a Participatory Research Faculty Development Workshop. |
Salsberg, Jon ; Seller, Robbyn ; Shea, Laura ; Macaulay, Ann C. ;
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Director, Participatory Research, McGill University ; Department of Sociology, Vanier College ; Professor, Family Medicine, Center for Participatory Research, McGill University ; Inaugural Director, Center for Participatory Research, McGill University ;
|
Needs assessment ; Teacher development ; Montréal (Québec) ; Québec (Province) ; McGill University ; Participant observation ;
|
University-based researchers are finding they need a new set of skills to collaborate meaningfully with non-academic research partners, and to compete for funding opportunities that require community and end-user partnerships. This article describes a needs assessment conducted to develop a participatory research faculty development workshop at McGill University in Montreal, Quebec, Canada. This assessment and faculty development workshop design process distinguished the varying needs of potential participants based on the types of partnerships they were interested in forming, and their pre-existing participatory research competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73948002&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73948002&lang=es |
| johe |
competence |
2 |
564 |
FedUni Journal of Higher Education |
|
Feb2012 |
|
|
53 |
60 |
8 |
A Study of Moral Judgment Competence Among Indian Students. |
Chaganti, Vinay K. ;
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Assistant Professor, School of Management Studies, MVGR College of Engineering, Chintalavalasa, Vizianagaram, Andhra Pradesh, India ;
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Cultural relations ; India ; Judgment (Ethics) ; College students -- India ; Cross-cultural differences ; Cross-cultural studies ; Higher education -- India ;
|
The importance of morals and moral competence has always been acknowledged. This article attempts to study the moral judgment competence among the students of a university. The results of this study partly confirm and partly contrast with the literature. While the presence of a course in ethics does not seem to make much difference to moral judgment competence, gender seems to have a strong impact. One of the earlier assumptions of cultural differences as a reason for different moral judgment competence has also been tested and identified to be operational. Overall, this article reviews the moral judgment competence and presents an empirical study of the same among Indian students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78153824&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78153824&lang=es |
| johe |
competence |
3 |
565 |
Indian Journal of Higher Education |
09761314 |
Jul-Dec2013 |
4 |
|
14 |
23 |
10 |
A study on Effectiveness of Teachers Imparting Communication Skills to Management Students. |
SHUKLA, HARISH ; KAPOOR, MINI ;
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Professor, Shri Vaishnav Instt. of Tech. & Sc., Indore, (M.P.) ; Shri Vaishnav Instt. of Tech. & Sc., Gram Baroli, Indore-Sanwer Road, Indore (M.P.) ;
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Communicative competence ; Communication ; Audiovisual materials ; Audiovisual education ; Indore (India) ;
|
This research article is an attempt to study the effectiveness of the teachers imparting communication skills to management students of the selected institutes of Indore District. The object of the research article is to know the perception of students about quality of teachers, their use of software and computers, audio-visual aids and availability of teaching-learning environment, feedback to students, motivation etc. for effective communication for the students. Important findings are highlighted in the research article and also useful suggestions are given for further improvements in the performance of the teachers so that they can impart communication skills to students in a better way. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94750541&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94750541&lang=es |
| johe |
competence |
4 |
566 |
Journal of Further & Higher Education |
0309877X |
Jul2013 |
37 |
10.1080/0309877X.2011.645460 |
443 |
461 |
19 |
An empirical study on gender differences in the perception of support during transition to university. |
Yau, Hon Keung ; Sun, Hongyi ; Lai Fong Cheng, Alison ;
|
MEEM, City University of Hong Kong , Kowloon, Hong Kong , People’s Republic of China ; Hong Kong College of Technology , Hong Kong , People’s Republic of China ;
|
GENDER differences (Psychology) ; SOCIAL adjustment ; SOCIAL psychology ; SOCIAL skills ; SEX differences (Biology) ;
|
The transition into university life is crucial to the future achievements of the students. However, the experience of the transition may be different between male and female students, but this has not been empirically investigated in previous research. The purpose of this study is to examine the gender differences in the perception of university support. This research is based on a survey of 265 students from five universities in Hong Kong. The findings show that (i) more female students perceive the university as being supportive in their academic adjustment than male students; (ii) more male than female students perceive the university as being supportive in their social adjustment; and (iii) more male than female students perceive the university as being supportive in their psychological adjustment. Finally, the implications of the study are explored and discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88310851&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=88310851&lang=es |
| johe |
competence |
5 |
567 |
International Journal of Sustainability in Higher Education |
14676370 |
2012 |
13 |
10.1108/14676371211242607 |
305 |
320 |
16 |
Are we educating engineers for sustainability?Comparison between obtained competences and Swedish industry's needs. |
Hanning, Andreas ; Abelsson, Anna Priem ; Lundqvist, Ulrika ; Svanström, Magdalena ;
|
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ENGINEERING -- Study & teaching ; RESEARCH ; CURRICULUM research ; CURRICULA (Courses of study) ; SUSTAINABLE development -- Study & teaching ; COLLEGE students -- Rating of ; SWEDEN ; Administration of General Economic Programs ;
|
Purpose – The aim of this study is to contribute to the quality improvement and long-term strategic development of education for sustainable development (ESD) in engineering education curricula. Design/methodology/approach – The content in 70 courses in environment and SD were characterized and quantified using course document text analysis. Additionally, two questionnaires were sent to students and alumni at Chalmers, and interviews and focus group discussions were conducted with representatives from 16 Swedish companies and five organizations. Findings – It was found that industry demands a broader range of competences in SD amongst engineers in general than what is currently provided. In total, 35 per cent of alumni claim they encounter sustainability issues from sometimes to daily in their work. However, only half of them believe they possess enough competences to make decisions from a sustainability perspective. Quantity, coverage and the level of integration in the educational programme all appear to be important for the students' perceived competences on SD and for the importance that they put on achieving SD. Originality/value – Earlier research has reported on how to further develop the idea and design of ESD and on competence needs in general. Few attempts have been made to assess industry's needs of competences in SD. This paper sheds light on how engineering universities educate for SD and benchmarks this to industry's needs in an exploratory case study, using Chalmers as an example. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83257467&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=83257467&lang=es |
| johe |
competence |
6 |
568 |
International Journal of Sustainability in Higher Education |
14676370 |
2013 |
14 |
10.1108/IJSHE-01-2012-0001 |
404 |
433 |
30 |
Assessing sustainability education in a transdisciplinary undergraduate course focused on real-world problem solvingA case for disciplinary grounding. |
Remington-Doucette, Sonya M. ; Connell, Kim Y. Hiller ; Armstrong, Cosette M. ; Musgrove, Sheryl L. ;
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SUSTAINABLE development -- Study & teaching ; INTERDISCIPLINARY approach in education ; RESEARCH ; HIGHER education -- Research ; ACADEMIC programs ; CURRICULUM research ; Administration of General Economic Programs ;
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Purpose – The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. Design/methodology/approach – The paper summarizes three previously identified key sustainability competencies and describes teaching methodologies used in the introductory course described here to foster these competencies in students. The development of these competencies over the course of one semester is assessed using a pre-/post-test based on case analyses. The implications of these findings for academic sustainability programs are discussed. Findings – Based on the assessment used here, the sustainability competencies developed differently in students with different disciplinary affiliations as a result of the introductory sustainability course. Business majors did not improve any of the key competencies, sustainability majors improved systems thinking competence only, and sustainability minors who were majoring in another traditional discipline improved all competencies. Originality/value – The paper contributes to undergraduate sustainability education by shedding light on how sustainability might best be incorporated into specific academic programs. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education in general. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90611110&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90611110&lang=es |
| johe |
competence |
7 |
569 |
Journal of Marketing for Higher Education |
08841241 |
Jan-Jun2013 |
23 |
10.1080/08841241.2013.805709 |
15 |
33 |
19 |
Assessing university brand personality through logos: an analysis of the use of academics and athletics in university branding. |
Watkins, Brandi A. ; Gonzenbach, William J. ;
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Department of Advertising and Public Relations, The University of Alabama, PO BOX 870172, Tuscaloosa, AL, 35487, USA ;
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UNIVERSITIES & colleges ; BRAND name products ; PERSONALITY ; LOGOS (Symbols) ; ADVERTISING ; ATHLETICS ; Other Services Related to Advertising ; Outdoor Advertising ; Colleges, Universities, and Professional Schools ;
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For colleges and universities whose survival depends on external stakeholders, developing a strong brand should be an important component of their marketing strategy. University brand managers could benefit from developing a better understanding of how consumers interact with their brand in order to develop more effective recruiting material, advertisements, and other marketing efforts. The current study applies the concept of brand personality to university academic and athletic logos and examines subsequent relationships between the perceived brand personalities. Results of an online survey indicate that competence is a brand personality dimension mostly associated with academic logos, and excitement is the brand personality dimension mostly associated with athletic logos. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073090&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073090&lang=es |
| johe |
competence |
8 |
570 |
Journal of Higher Education Policy & Management |
1360080X |
Feb2014 |
36 |
10.1080/1360080X.2013.861050 |
74 |
87 |
14 |
Benchmarking Australian and New Zealand university meta-policy in an increasingly regulated tertiary environment. |
Freeman, Brigid ;
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University of Melbourne, Melbourne, Australia ;
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EDUCATIONAL quality ; GOVERNMENT regulation ; SOCIAL action ; IMPLEMENTATION (Social action programs) ; OUTCOME-based education ; PERFORMANCE ;
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The agencies responsible for tertiary education quality assurance in Australia and New Zealand have established regulatory regimes that increasingly intersect with tertiary institution policy management. An examination of university meta-policies identified good practices guiding university policy and policy management. Most Australian and half of New Zealand universities have developed meta-policy, or policy on policy, with the most comprehensive articulating policy definitions, range and application of policy instruments, categorisation, approval authorities and policy cycle stages. Sound meta-policy provides an essential framework for good policy-making, and is the key to the development of positive policy outcomes. Increasing tertiary sector regulation provides a contemporary imperative to embrace university meta-policy as one mechanism to embed good practice policy process to facilitate these improved policy outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94254365&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94254365&lang=es |
| johe |
competence |
9 |
571 |
Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi |
21465959 |
Apr2012 |
2 |
10.5961/jhes.2012.026 |
1 |
9 |
9 |
Bologna Süreci ile Yükseköğretimde Öngörülen Beceri ve Yetkinlikler. |
Güneş, Firdevs ;
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Bartın Üniversitesi, Eğitim Fakültesi, Bartın, Türkiye ;
|
Universities & colleges ; Higher education ; Educational programs ; Bologna (Italy) ; Italy ; Colleges, Universities, and Professional Schools ; Social skills ;
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Scientific and technological advances of today, force the universities to train more qualified individuals. That needs to increase the quality of educational programs and practices, and requires constant updating in universities. So within the framework of the "Bologna Process" higher education programs have been started to be updated in our country. These studies, carried out to develop the skills and competencies of students' knowledge with student-centered educational approach. Besides a variety of knowledge and skills, ability to work independently and assume responsibility, learning, communication and social competence skills, such as domain specific competencies and professional competence is intended to gain to the students. This approach needs to teaching cognitive (logical, intuitive and creative thinking) and practical (manual skills, methods, materials, tools to use) skills, that is to say language, mental, social and emotional skills in higher education. Teaching of skills is different from teaching of the information in methods and practice. Therefore the universities should be developed for the assessment of teaching and coaching skills. Otherwise, the rote teaching of information will inevitably grow and achieving the goals of higher education will be difficult. |
Academic Journal |
Article |
Turkish |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80535407&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80535407&lang=es |
| johe |
competence |
10 |
572 |
South African Journal of Higher Education |
10113487 |
2013 |
27 |
|
1005 |
1020 |
16 |
Cognitive coaching: Strengthening Grade R teachers' leadership capacity as supervising partners of student teachers. |
Rutgers, L. ; Reddy, C. ;
|
Department of Curriculum Studies, University of Stellenbosch, Stellenbosch, South Africa ;
|
Cognitive training ; Teachers ; Grade repetition ; Lesson planning ; Career development ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Leadership ;
|
Effective lesson planning and analysis are important aspects of teaching and learning. Any collaborative partnership between universities and schools to improve teaching practice in the Early Childhood Development (ECD) sector is a sound investment in the future of young learners. This research project explored the contribution of cognitive coaching to the leadership capacity of Grade R teachers as supervising partners of student teachers. The purpose of the research project was to provide support to and share expertise amongst the participating Grade R teachers and teacher educators in the ECD sector through cognitive coaching with a view to enhancing the capacity of all participants. In this article I report on a collaborative partnership that was initiated between the University of Stellenbosch and Grade R teachers. The research results indicate that the project has had positive effects for the Grade R teachers as supervising partners of student teachers and also impacted on student teacher development. In the process real benefits accrued with time as expertise and competence improved confidence in the work contexts and thus the practice of participating ECD teachers and practitioners. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109989879&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109989879&lang=es |
| johe |
competence |
11 |
573 |
Journal of Higher Education Theory & Practice |
21583595 |
Jun2012 |
12 |
|
137 |
141 |
5 |
Defining and Assessing Written Communication Skills of MIS Students. |
Alghalith, Nabil ;
|
Truman State University ;
|
Communication education in universities & colleges ; Written communication ; Communicative competence ; Educational evaluation ; Business schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ;
|
The paper focuses on the development of a rubric for the assessment of written communication skills, which is mainly used for assurance of learning. The objectives are (1) to defined skill set formed a basis for common expectations related to written communication skills. (2) to use the Written Communication Rubric to measure student progress toward achieving these skills, (3) to help refine the instrument and the assessment process, (4) to identify areas of concern in written communication, and (5) to enhance the culture of assessment in the School of Business. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76504648&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76504648&lang=es |
| johe |
competence |
12 |
574 |
Canadian Journal of Higher Education |
03161218 |
2014 |
44 |
|
86 |
103 |
18 |
Developing the Intercultural Competence of Graduate Students. |
Dimitrov, Nanda ; Dawson, Debra L. ; Olsen, Karyn C. ; Meadows, Ken N. ;
|
University of Western Ontario ;
|
Effective teaching ; Professional education ; Multicultural education ; Graduate students ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Cross-cultural differences -- Psychological aspects ;
|
This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings of our qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=100197599&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=100197599&lang=es |
| johe |
competence |
13 |
575 |
Journal of Marketing for Higher Education |
08841241 |
Jan-Jun2014 |
24 |
10.1080/08841241.2014.909556 |
22 |
40 |
19 |
Do professors have customer-based brand equity? |
Jillapalli, Ravi K. ; Jillapalli, Regina ;
|
Department of Marketing, McCoy College of Business Administration, Texas State University, San Marcos, TX, USA ; College of Health Professions, Texas State University, San Marcos, TX, USA ;
|
COLLEGE teachers ; BRAND equity ; CUSTOMER equity ; HUMAN brands (Marketing) ; REPUTATION (Sociology) ; BUSINESS students ;
|
This research endeavors to understand whether certain professors have customer-based brand equity (CBBE) in the minds of students. Consequently, the purpose of this study is to conceptualize, develop, and empirically test a model of customer-based professor brand equity. Survey data gathered from 465 undergraduate business students were used to test the model. Structural equation modeling (SEM) analysis findings indicate that certain professors do indeed have CBBE and the transference of the brand-building effort can be successfully applied to professors who are willing to be strong brands. The results show that professor brand characteristics – quality of instruction, competence, and reputation – have an influence on students' feelings of attachment to the professor and to the quality of relationships with the professor brand and therefore, professor brand equity. The ultimate goal of most professors is to inculcate lifelong student learning, but this worthy pursuit gains wings through the professor brand-building effort. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96861976&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96861976&lang=es |
| johe |
competence |
14 |
576 |
Journal of Higher Education Theory & Practice |
21583595 |
2013 |
13 |
|
34 |
44 |
11 |
Doing More than Learning: What do Students Contribute During a Study Abroad Experience? |
Tompson, George H. (Jody) ; Beekman, Robert ; Tompson, Holly B. ; Kolbe, Phillip T. ;
|
University of Tampa ; Florida Southern College ; University of Texas at El Paso ;
|
Foreign study ; Cultural relations research ; Communicative competence research ; Foreign students -- Research ; Economic impact -- Research ;
|
Scholars have written widely about the impact that study abroad has on students. For example, we have examined the extent to which students experience growth in intercultural sensitivity, language skills, and acuity in political systems. However, we know far less about what students give as opposed to what they receive during study abroad. This paper reports the results of a study that was conducted during a recent study abroad program. The results indicate that students have a small but positive economic impact on the local communities where they visit. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94485410&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94485410&lang=es |
| johe |
competence |
15 |
577 |
Canadian Journal of Higher Education |
03161218 |
2014 |
44 |
|
108 |
124 |
17 |
Don't tell it like it is: Preserving collegiality in the summative peer review of teaching. |
Iqbal, Isabeau ;
|
University of British Columbia ;
|
Professional education ; University faculty ; Effective teaching ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Coworker relationships ; Empirical research ; Universities & colleges -- Canada ;
|
While much literature has considered feedback and professional growth in formative peer reviews of teaching, there has been little empirical research conducted on these issues in the context of summative peer reviews. This article explores faculty members' perceptions of feedback practices in the summative peer review of teaching and reports on their understandings of why constructive feedback is typically non-existent or unspecific in summative reviews. Drawing from interview data with 30 tenure-track professors in a research-intensive Canadian university, the findings indicated that reviewers rarely gave feedback to the candidates, and when they did, comments were typically vague and/or focused on the positive. Feedback, therefore, did not contribute to professional growth in teaching. Faculty members suggested that feedback was limited because of the following: the high-stakes nature of tenure, the demands for research productivity, lack of pedagogical expertise among academics, non-existent criteria for evaluating teaching, and the artificiality of peer reviews. In this article I argue that when it comes to summative reviews, elements of academic culture, especially the value placed on collegiality, shape feedback practices in important ways. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98203466&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98203466&lang=es |
| johe |
competence |
16 |
578 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Spring2014 |
6 |
|
1621 |
1635 |
15 |
Engagement And Employability: Student Expectations Of Higher Education. |
Millican, Juliet ;
|
University of Brighton ;
|
Employability ; Occupational training ; Core competencies ; Higher education ; Community involvement ; Place-based education ; Vocational Rehabilitation Services ;
|
The rise in tuition fees and moves towards the privatisation of higher education has changed the relationship between tutor and student to what many see as one of 'customer' and 'provider'. As universities become increasingly concerned with attracting a student market there is a risk that education itself assumes an instrumental rather than a developmental focus, preparing students for employment in return for the fees they pay. Indeed employability agendas and the discourse of employability are to be found across higher education institutions, and often don't sit easily alongside a parallel but perhaps contradictory focus on social responsibility and community engagement. This research article summarises the findings of a small scale project undertaken at the University of Brighton between 2012 and 2013. The project involved conversations with new undergraduates entering the university paying tuition fees that were three times as high as those entering the previous year, about their expectations of university life and their attitude towards social engagement and community based learning. Their responses, gathered through a face book poll, through surveys and through focus groups are supplemented by additional discussions with colleagues involved in employability or engagement programmes and with second and third year students who had undertaken engagement modules. Findings indicate that while undergraduates do come to university primarily concerned with themselves and their own futures, and looking for 'a good degree, a good time and a good job' these narrow views are open to challenge during their time there. It concludes that as educationalists we have a duty to confront narrow or instrumentalist views of higher education and should guard against a tendency to conflate 'social engagement' or an exploration of issues of equality and social justice, with notions of 'employability' or 'enhancing your CV'. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94899162&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94899162&lang=es |
| johe |
competence |
17 |
579 |
Journal of Geography in Higher Education |
03098265 |
May2013 |
37 |
10.1080/03098265.2012.763162 |
257 |
275 |
19 |
Essential competences for GIS learning in higher education: a synthesis of international curricular documents in the GIS&T domain. |
Schulze, Uwe ; Kanwischer, Detlef ; Reudenbach, Christoph ;
|
Institute for Science Education, University Koblenz-Landau , Campus Landau, Fortstraße 7, 76829 , Landau , Germany ; Department of Human Geography , Goethe-University Frankfurt , Robert-Mayer-Straße 6-8, 60325 , Frankfurt am Main , Germany ; Department of Geography , Philipps-University Marburg , Deutschhausstraße 10, 35032 , Marburg , Germany ;
|
GEOGRAPHIC information systems ; HIGHER education ; PROBLEM solving ; EDUCATIONAL technology ; CONTENT analysis (Communication) ; EUROPE ; STUDY & teaching ;
|
Competence-oriented restructuring of curricular content for the study of geographic information system (GIS) in higher education has become a primary educational enterprise in Europe due to the Bologna Reform. Although there are different international curricular documents for outcome-based design of learning activities within the geographic information science and technology domain, it has not yet been clarified which competences should be considered essential components of a university-level course of study in GIS. Our content analysis of those curricular documents demonstrates that there are three dimensions of core competences foundational to the study of GIS in higher education, which are GIS knowledge and skills, spatial thinking, and problem-solving. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87088561&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87088561&lang=es |
| johe |
competence |
18 |
580 |
Journal of Higher Education Outreach & Engagement |
15346102 |
2012 |
16 |
|
91 |
93 |
3 |
Exploring Competencies for Manufacturing Education Partnership Centers. |
Chapman, Diane D. ; Guerdat, Kate G. ;
|
Teaching associate professor, North Carolina State University. ; Teaching assistant professor, North Carolina State University. ;
|
Core competencies ; Labor supply ; United States ; Temporary Help Services ; All other miscellaneous manufacturing ; All Other Miscellaneous Manufacturing ; Manufactures ; Industrial capacity ; Technological innovations ; Supply chains ;
|
The article offers information regarding manufacturing extension partnership and their collaboration with the U.S. manufacturers. It mentions the need for expanding capacity and capabilities of their network for addressing mounting challenges faced by manufacturers. It focuses on developing long term relationships while providing performance solutions in five areas: continuous improvement, technology acceleration, supply chain, sustainability, and the workforce. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82152725&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82152725&lang=es |
| johe |
competence |
19 |
581 |
Journal of Marketing for Higher Education |
08841241 |
Jul-Dec2013 |
23 |
10.1080/08841241.2013.860940 |
135 |
154 |
20 |
Factors influencing student satisfaction in universities in the Gulf region: does gender of students matter? |
Parahoo, Sanjai K. ; Harvey, Heather L. ; Tamim, Rana M. ;
|
e-School of Business and Quality Management, Hamdan Bin Mohammed e-University, Dubai International Academic City,Dubai, UAE ; Higher Colleges of Technology, Sharjah, UAE ; College of Education, Zayed University, Dubai, UAE ;
|
COLLEGE students ; SATISFACTION ; GENDER differences in education ; PRIVATE universities & colleges ; EDUCATIONAL technology ; PERSIAN Gulf Region ; Colleges, Universities, and Professional Schools ;
|
While various research studies have focused on antecedents and consequences of student satisfaction, few studies have done so in the Gulf region. The objective of the present study was therefore to design and empirically examine a model of student satisfaction in a private university in the Gulf region that operates in a high-technology-enabled environment. Based on a literature review and conducted focus groups, draft measures for the study constructs were developed. Data were collected from 217 students and an exploratory factor analysis identified 6 factors that potentially influenced satisfaction. After scale development, multiple regression analysis was used to test the research questions. It was found that the two genders displayed a difference in the factors influencing their satisfaction. For female students, only reputation (beta = .499,p < .01) was significant, while for male students, both reputation (beta = .763,p < .01) and perceived faculty academic competence (beta = .301,p < .01) were significant. Various theoretical and managerial implications are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=93018960&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=93018960&lang=es |
| johe |
competence |
20 |
582 |
South African Journal of Higher Education |
10113487 |
2014 |
28 |
|
2065 |
2078 |
14 |
Finding a voice: Reflections on a long journey from silent student to confident teacher educator. |
Nyamupangedengu, E. ;
|
Marang Centre for Maths and Science Education, University of the Witwatersrand, Johannesburg, South Africa ;
|
Teacher educators ; Communicative competence ; English language education ; Zimbabwe ; South Africa ; Cultural capital ; Linguistics ;
|
In this article, the author narrates and reflects on challenges that she has faced throughout her academic journey from being a school learner and a university student to a teacher and a teacher educator - challenges that she attributes mainly to her limited communicative competence in English. This reflective examination of her experiences is informed by Bourdieu's (1991) cultural capital theory (CCT), specifically the concepts of habitus, field and linguistic capital. The author argues that the ability to speak, read and write English in Zimbabwe, her own country, and in South Africa constitutes linguistic capital and that those who do not possess such capital may have limited access to a country's desirable goods and positions. Based on what she has experienced, she makes some recommendations for recognising and nurturing students' home language, while at the same time, because English has become such a powerful language locally and globally, creating chances for students to become proficient in this language in order to maximise their opportunities in life. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110022485&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110022485&lang=es |
| johe |
competence |
21 |
583 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Summer2014 |
6 |
|
19721 |
19721 |
1 |
From Policy To Practice; How Praxis Works- Enacting The Intercultural Guidelines In The Classroom. |
Whitaker, Teresa ;
|
Hibernia College ;
|
Best practices ; Classroom activities ; Primary school teachers ; Praxis (Social sciences) ; Procedure manuals ;
|
Policy makers make policies based on national and international best practice evidence; however, policies may not get enacted on the ground due to the lack of knowledge of the policy by practitioners or it could reflect a lack of commitment or a lack of awareness of obligations. In this paper we examine how primary school teachers enacted the intercultural guidelines (NCCA, 2005) in the classroom. A cohort of teachers (n=25) undertaking a module on Intercultural education as part of a Master of Arts in Teaching and Learning (MATL) conducted small scale action research projects in which they sought to practice intercultural education in the classroom and school. Interculturalism argues that normality is diverse and diversity is normal; it takes an anti-bias curriculum (Derman-Sparks & ABC Task Force, 1989) approach by eschewing discrimination of any kind whether it is based on race, gender, religion, disability, sexual orientation, family or marital status, age and Traveller status. Policies encourage teachers to be political activists and to challenge discrimination of all kinds. The European Council emphasises the importance of intercultural competence and dialogue, exchange and education in building a common European future based on values and principles, so that human rights and democracy are safeguarded (Huber 2012). The Council of Europe further argue that there is a great need for education so that intercultural competence can be developed, learned and maintained throughout life. They go so far as to say that intercultural competence is at the heart of education. The paper will examine diversity in Irish society based on the results of the Irish census (2011) and provide a brief resume of current laws, policies and strategies on intercultural education. It gives examples of how teachers can promote an anti-bias curriculum in the classroom in relation to ethnicity, religion and Travellers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179656&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179656&lang=es |
| johe |
competence |
22 |
584 |
Journal of Diversity in Higher Education |
19388926 |
Mar2015 |
8 |
10.1037/a0038464 |
61 |
71 |
11 |
Hierarchical Microaggressions in Higher Education. |
Young, Kathryn ; Anderson, Myron ; Stewart, Saran ;
|
Metropolitan State University of Denver ; University, West Indies, Mona Campus, Jamaica ;
|
Higher education ; College campuses ; Diversity in education ; College environment ; Cultural competence ;
|
Although there has been substantial research examining the effects of microaggressions in the public sphere, there has been little research that examines microaggressions in the workplace. This study explores the types of microaggressions that affect employees at universities. We coin the term "hierarchical microaggression" to represent the everyday slights found in higher education that communicate systemic valuing (or devaluing) of a person because of the institutional role held by that person in the institution. We explore hierarchical microaggressions through examining qualitative data from multiple cultural competence trainings devoted to learning about microaggressions on college campuses. Findings indicate 4 main types of hierarchical microaggressions: valuing/devaluing based on role/credential, changing accepted behavior based on role, actions (ignoring/excluding/surprise/interrupting) related to role, and terminology related to work position. The findings add a new dimension of interpretation to the current research on microaggressions, one that relates directly to hierarchical status of workplace identities. Hierarchical microaggressions exist in all workplaces, but are of a unique type in a university because of the rhetoric related to equality and upward mobility associated with college going. Our findings indicate that these forms of microaggressions are more than insensitive comments; they impact people because people take on an identity associated with their status at the university, an identity related to the amount of higher education they attain. This study adds to the literature on microaggressions and provides university stakeholders with the language and the tools to reduce microaggressions from their respective environments leading to the improvement of overall campus climate. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101563709&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101563709&lang=es |
| johe |
competence |
23 |
585 |
New England Journal of Higher Education |
19385978 |
8/9/2013 |
|
|
1 |
1 |
1 |
High-Impact Practices for Cultural Competency. |
Talbani, Aziz ;
|
Director, Office of Multicultural Affairs, University of South Florida ;
|
Higher education ; Students ; Foreign study ; Education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Cultural competence ;
|
The article discusses how higher education students can acquire global cultural competencies in the midst of diminishing study-abroad programs as of August 9, 2013. Integration of international knowledge and experiences as part of the academic and non-academic experiences on campus is considered one step toward global cultural competency. Students can also attend conferences that provide immersion experience with regard to students' field of education. |
Periodical |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89984830&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89984830&lang=es |
| johe |
competence |
24 |
586 |
Journal of Diversity in Higher Education |
19388926 |
Jun2013 |
6 |
10.1037/a0033243 |
69 |
83 |
15 |
How College Students Experience Intercultural Learning: Key Features and Approaches. |
King, Patricia M. ; Perez, Rosemary J. ; Woo-jeong Shim ;
|
University of Michigan ;
|
Multicultural education ; Cultural relations ; College students ; Learning ; Higher education ; Colleges, Universities, and Professional Schools ; Cross-cultural studies ; Universities & colleges -- United States ; Educators -- United States ;
|
Many colleges and universities in the United States aim to promote intercultural competence in their students. However, most research on this outcome has focused on the content of educational programs (what educators offer) rather than on how students experience intercultural learning. This qualitative inquiry from the Wabash National Study analyzed 207 intercultural experiences from 161 college students on 6 campuses to identify contexts, characteristics, and key features of how they experience intercultural learning. Using grounded theory approaches, we summarized student interviews over 2 years, conducted open and axial coding to identify themes, and evaluated the themes over time. Using this approach, we identified three major themes: (a) that intercultural learning occurred when students directly encountered others' experiences; (b) that feeling safe enough to explore cultural differences was a key dimension of intercultural learning; and (c) that students used a variety of approaches that led to intercultural learning (from simply listening or watching to exploring how one's personal identity related to intercultural understanding) and that these varied in degree of complexity and agency. Implications for practice are offered to help educators make decisions about how to promote intercultural effectiveness in collegiate settings. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88787225&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88787225&lang=es |
| johe |
competence |
25 |
587 |
Journal of Higher Education Theory & Practice |
21583595 |
Mar2012 |
12 |
|
39 |
55 |
17 |
Implementation of Computer Tutoring Program Adaptation Methods. |
Pedan, Stanislav I. ; Chukhray, Andriy G. ; Hall, Steven D. ; Kulik, Anatoliy S. ;
|
National Aerospace University, Kharkiv Aviation Institute, Ukraine ; Texas A&M University-Corpus Christi ;
|
Tutors & tutoring ; Computers in education ; Educational programs ; Problem solving ; Exam Preparation and Tutoring ; All other schools and instruction ; Graphic methods ;
|
Implementation of computer tutoring programs and adaptation to the level of the user competence are described. Three methods of next task choice at outer loop level are the results. The algorithm of automatic formation of the decision-making model for inner loop task is presented. Method execution is shown with an example of two linear equations solving the problem. The process of developed adaptation methods implementation using a graphic method of tutoring programs creation in the universal environment is described. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76504629&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76504629&lang=es |
| johe |
competence |
26 |
588 |
Journal of Higher Education Theory & Practice |
21583595 |
2013 |
13 |
|
94 |
100 |
7 |
Incorporating Global Competency in Marketing Classes: An Experiential Approach. |
Ghose, Nabarun ;
|
University of Findlay ;
|
Marketing education in universities & colleges ; Experiential learning ; Foreign study ; Core competencies ; Export marketing ;
|
Marketers face new challenges in expanding sales with corresponding changes and competition worldwide. Many marketing classes cover international marketing. Experiential learning, such as study abroad, plays a major role in developing global competencies in. This paper highlights a study abroad experience that injects global competencies in marketing students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94485401&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94485401&lang=es |
| johe |
competence |
27 |
589 |
Nordic Journal of Information Literacy in Higher Education |
18905900 |
2012 |
4 |
|
16 |
36 |
21 |
Information Literacy from the Policy and Strategy Perspective. |
Virkus, Sirje ;
|
Lecturer Tallinn University, Estonia ;
|
Information literacy ; Distance education ; Universities & colleges -- Europe ; Open learning ; Bologna process (European higher education) ;
|
This paper examines IL from a policy and strategy perspective and reports the selected findings of the research project that was carried out within open and distance learning universities in Europe. The research problem for this study focused on the need to know how information--- related competencies (IRC) were developed in European higher open and distance learning (ODL) institutions. The general research strategy in this study was a mixed method strategy, using both qualitative and quantitative methodologies, built into a two---stage research design. A survey provided a broad picture of a phenomenon, and case studies covered a more limited area of the same ground but in more depth. The first stage was a small---scale questionnaire survey, with a structured questionnaire using a purposive sample, which was analysed using statistical techniques. The objectives of the questionnaire were to determine the extent and the ways to which IRC were developed within European higher ODL institutions, to investigate the role of libraries within the development of IRC and to identify examples of 'good practice' in the field of IRC in European higher ODL institutions. The second stage of the study involved a multiple case study in six European ODL institutions. In this part of the study the researcher was trying to discover what people actually did in practice to develop IRC, how they experienced those processes and made sense of it. The research results will contribute to the development of ODL courses with library and information literacy support, that would improve students' IRC, and also to the Bologna aims of competence development and professional development in a context of lifelong learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=90596176&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=90596176&lang=es |
| johe |
competence |
28 |
590 |
Journal of Diversity in Higher Education |
19388926 |
Mar2012 |
5 |
10.1037/a0026199 |
50 |
62 |
13 |
Initial Factor Analysis and Cross-Validation of the Multicultural Teaching Competencies Inventory. |
Loreto R. Prieto ;
|
Iowa State University ;
|
Cultural education ; Factor analysis ; Higher education ; Multicultural education -- Study & teaching ; Cultural competence ; Multiculturalism -- Study & teaching ;
|
The Multicultural Teaching Competencies Inventory (MTCI) contains items based on the tri-parte model of cultural competencies established by Sue and associates (Sue et al., 1992, 1982, 2003) that identify multicultural Awareness, Knowledge, and Skill as central characteristics of a culturally sensitive professional. The development and validation of this instrument will provide a measurement tool, not currently available, to assess higher educators' cultural competency in dealing with the increasingly culturally diverse student body found in today's collegiate classroom. Exploratory factor analyses of the Sue et al. competency domain elements failed to confirm a three-factor solution in line with the Sue et al. model. Instead, a two-factor model was suggested in conceptualizing educator cultural competencies: Acquired Cultural Knowledge and Sensitivity to Student Culture. A cross-validation study of this emergent two-factor structure, using confirmatory factor analysis, indicated that this new model had an adequate fit to a second sample of MTCI data. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73793321&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73793321&lang=es |
| johe |
competence |
29 |
591 |
Journal of Higher Education Outreach & Engagement |
15346102 |
Dec2013 |
17 |
|
97 |
124 |
28 |
International Service-Learning: Students' Personal Challenges and Intercultural Competence. |
Nickols, Sharon Y. ; Rothenberg, Nancy J. ; Moshi, Lioba ; Tetloff, Meredith ;
|
Dean and Professor Emerita in College of Family and Consumer Sciences, University of Georgia ; Associate Professor of social work, University of Georgia ; Professor of comparative literature, University of Georgia ; Assistant Professor of social work, University of Montevallo, Alabama ;
|
Professional education ; Career development ; Scholarly periodicals ; Tanzania ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Other printing ; Commercial Printing (except Screen and Books) ; Periodical Publishers ; Qualitative chemical analysis ; Grounded theory ;
|
International service-learning offers students a complex cluster of educational opportunities that include cultural competency acquisition combined with professional development. An interdisciplinary program in a remote area of Tanzania revealed that the journey toward competence can be an arduous one. Drawing from students' reflections in journals and focus groups, the authors identified students' personal apprehensions and challenges, intra-group relationships and processes, reciprocity with the community participants, and students' emerging self-confidence and competencies as the major developmental experiences. The affective domain of learning was prominent in the students' reflections on their experiences and personal development. Constructivist grounded theory guided the qualitative analysis of journals and focus group transcripts. The authors suggest that faculty contemplating an international service-learning program prepare not only for program logistics, but also for processing personal and intra-group challenges, and incorporating them as part of the international service-learning experience. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94991851&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94991851&lang=es |
| johe |
competence |
30 |
592 |
Journal of Higher Education Outreach & Engagement |
15346102 |
2013 |
17 |
|
113 |
121 |
9 |
Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. |
Stokamer, Stephanie ;
|
Director of the Center for Civic Engagement, Pacific University ;
|
Service learning ; Critical theory ; Place-based education ; Popular education ; Learning ;
|
Democratic problem-solving necessitates an active and informed citizenry, but existing research on service-learning has shed little light on the relationship between pedagogical practices and civic competence outcomes. This study developed and tested a model to represent that relationship and identified pedagogical catalysts of civic competence using five years of survey data from over 10,000 students in approximately 700 courses. The results strongly substantiate the proposed model, with knowledge, skills, attitudes, and actions as epistemological components of civic competence. Most importantly for the social justice aims of service-learning, the study found that diversity significantly enhances all civic competence outcomes. Finally, the results demonstrated that service must be thoroughly integrated into a course through the syllabus and community partnership to maximize civic competence. These findings and the new Critical Pedagogy Model of Civic Competence through Service-Learning provide direction for faculty development and future research related to cultivating competent citizens through service-learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86741178&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86741178&lang=es |
| johe |
competence |
31 |
593 |
ASEAN Journal of Teaching & Learning in Higher Education |
19855826 |
Jan2012 |
4 |
|
82 |
95 |
14 |
PERBANDINGAN KEMAHIRAN GENERIK PELAJAR OPSYEN BAHASA MELAYU DI SEBUAH IPTA DAN IPGM. |
Mahamod, Zamri ; Alias, Anisah ; Mohd Said, Nur Ehsan ;
|
Universiti Kebangsaan Malaysia, Malaysia ; Institut Pendidikan Guru Malaysia, Kampus Perempuan Melayu Melaka, Malaysia ;
|
Higher education ; Teacher training ; Comparative studies ; Malaysia ; Social skills ; Public institutions ; Malay language ;
|
This research was carried out to study the comparison of generic skills among the Malay language option students from a Public Institution of Higher Education (PIoHE) and Teacher Training Institute of Malaysia (TTIoM). Three generic skills were used to make the comparison, namely the skills of communication, leadership and group work. A total of 127 students were selected as research participants. From this number, 77 were from the PIoHE and 50 from the TTIoM. The Malaysian Generic Skills Instrument (MyGSI) instrument was used to measure the generic skills among the participants. Data were analyzed using descriptive statistics of frequency, percentage and mean. The findings indicated a higher rate of regularity of the three generic skills among the PIoHE students than the TTIoM students. |
Academic Journal |
Article |
Malay |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=81282409&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=81282409&lang=es |
| johe |
competence |
32 |
594 |
Canadian Journal of Higher Education |
03161218 |
2012 |
42 |
|
98 |
111 |
14 |
Putting Research Into Practice: Pedagogy Development Workshops Change the Teaching Philosophy of Graduate Students. |
White, Peter J. T. ; Syncox, David ; Heppleston, Audrey ; Isaac, Siara ; Alters, Brian ;
|
Michigan State University ; McGill University ; Natural Resources Canada ; Université Claude Bernard Lyon 1 ; Chapman University ;
|
Competency-based teacher education ; Educational planning ; Learning strategy instruction ; Peer training programs (Education) ; Interactive learning ; Graduate students -- Education ;
|
Teaching competence is an important skill for graduate students to acquire and is often considered a precursor to an academic career. In this study, we evaluated the effects of a multi-day teaching workshop on graduate teaching philosophies by surveying 200 graduate students, 79 of whom had taken the workshops and 121 who had not. We found no difference between groups (workshop attendees versus non-attendees) in their beliefs that (a) it is important to focus on in-depth learning of core concepts when teaching and (b) "memorization" is a poor learning strategy for students. On average, however, respondents who had taken the workshop allocated more in-class time for student-to-student discussions (interactive engagement) and placed less emphasis on lecturing. These results suggest that graduate students are generally aware of the importance of conceptual learning, but workshop attendees have clearer ideas on how to teach for effective learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85762254&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85762254&lang=es |
| johe |
competence |
33 |
595 |
South African Journal of Higher Education |
10113487 |
2012 |
26 |
|
268 |
281 |
14 |
Redefining work integrated learning in universities of technology. |
Bohloko, G. M. ;
|
Academic Administration, Central University of Technology, Free State, Bloemfontein, South Africa ;
|
Cooperative education ; Technology education (Higher) ; Universities & colleges ; Curricula (Courses of study) ; Graduates ; Accreditation (Education) ; Concept learning ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
|
This article makes a case, for Work Integrated Learning (WIL) firstly as an integral part of the curriculum in universities of technology and secondly, as a pedagogical issue. I argue that, WIL represents the re-contextualised aspects of specialised knowledge in curricula of the various professions and that WIL should equally draw knowledge from disciplines. WIL is considered an example of re-contextualising conceptual knowledge into procedural knowledge at the workplace. I argue further that WIL tends to be better integrated with curricula and qualifications in the old professions that are strongly regulated by a variety of accreditations by boards and councils, who oversee both the formal curricula and competence levels of graduates. The article proposes the notion of conceptual and contextual approaches to understand WIL in a university of technology. Consequently, the development of an approach to a WIL component of the curriculum that transcends specific contexts and ensures the durability of offerings is proposed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87493229&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87493229&lang=es |
| johe |
competence |
34 |
596 |
ASEAN Journal of Teaching & Learning in Higher Education |
19855826 |
Jan2013 |
5 |
|
57 |
68 |
12 |
REFLECTIVE EFFECTS OF MICRO-TEACHING AND FIELD EXPERIENCES ON PRE-SERVICE TEACHERS IN NIGERIA. |
Igwe, Rosita O. ; Uzoka, Ngozi E. ; Rufai, Saheed Ahmad ;
|
University Of Lagos, Lagos, Nigeria ;
|
Teaching research ; Educational technology research ; Educational standards research ; Teaching aids & devices -- Research ; Student teachers -- Research ;
|
In recent times, there have been much hues and cries over the continuous poor standard of education in Nigeria. This has been blamed predominantly on the teachers, their teaching methods and techniques, attitude to work, competence and general behavior. This unpleasant development somewhat put to question the efficacy of teacher education content particularly micro-teaching which serves as the meeting point of both theory and practice in the pre-service training of teachers. The purpose of this study is to investigate the modes of improving the pre-service teacher competence and productivity based on the constructive reflection of student teaching, with a focus on micro-teaching which is adjudged as an avenue for acquiring pre-service pedagogical knowledge and field experiences. The study seeks to highlight the efficacy of micro-teaching in facilitating effective teacher preparation. It employs a combination of quantitative and qualitative research methods. In its quantitative dimension, the study features a descriptive survey design with research questionnaire administered on 500 respondents randomly sampled across five institutions. In its qualitative dimension, the study employs inductive and deductive research methods and analysis where data were collected and analysed based on existing framework and emerging themes on reflective effect of micro-teaching and field experiences, as decided in advance by the researchers. The study revealed that micro-teaching content, resources and material need to be reviewed for optimum result. Multi channel-viewing and other forms of Information Communication Technology (lCT) gadgets need to be introduced as a matter of urgency. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90542697&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90542697&lang=es |
| johe |
competence |
35 |
597 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2014 |
26 |
|
473 |
484 |
12 |
Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills. |
Chittum, Jessica R. ; Bryant, Lauren H. ;
|
Virginia Tech ; North Carolina State University ;
|
Graduate students ; Peer review (Professional performance) ; Communicative competence ; Academic discourse ; Empirical research ;
|
Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005). Today's scholars in any field must be prepared to communicate findings effectively to a variety of audiences and venues. As such, explicit support in academic writing and communication skills at the graduate level is vital, and yet this area of support is often neglected in graduate level programs (e.g., Pfeifer & Ferree, 2006; Surratt, 2006). Thus, we propose engaging students in the professional peer-review process to nurture this skillset. In this paper, we present support for and practical implications of involving students in the professional peer-review process, where graduate students serve as initial reviewers in double-blind (or similarly robust) review procedures for refereed journals. We discuss theoretical and empirical support for incorporating professional peer-review activities to facilitate growth in graduate students' academic writing skills and productivity, including constructivist theory, examining examples and non- examples, working within the zone of proximal development to engage in deeper levels of learning, and utilizing general student peer review to improve writing skills. Finally, we present a framework for incorporating this form of peer review into graduate programs across disciplines. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102558045&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102558045&lang=es |
| johe |
competence |
36 |
598 |
International Journal of the First Year in Higher Education |
18382959 |
2012 |
3 |
10.5204/intjfyhe.v3i1.102 |
35 |
47 |
13 |
Student transitions -- evaluation of an embedded skills approach to scaffolded learning in the nursing curriculum. |
Cassar, Angie ; Funk, Roger ; Hutchings, Daniella ; Henderson, Fiona ; Pancini, Geri ;
|
Victoria University, Melbourne, Australia ;
|
Assessment of education ; Learning ; Nursing education ; Curricula (Courses of study) ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Social skills ;
|
A scaffolded learning and embedded skills educational framework was adopted by an intersectoral university teaching team for the foundational nursing course unit of study: "Frameworks for Nursing Practice." The scaffolded learning and embedded skills approach is espoused as recognising the unique learning needs of students who are transitioning to higher education studies from a variety of entry points (Green, Hammer, & Stephens, 2006; Kift, 2009; McWilliams & Henderson, 2008). The embedded skills approach adopted in this unit attempts to ensure that students transitioning from a variety of contexts acquire a range of introductory academic skills in a supported learning environment. A mixed methods evaluation of the unit of study over two years (2009-2010) has revealed that students are mostly appreciative of the scaffolded and embedded skills delivery format and cite that elements of the model have supported their learning needs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74607503&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74607503&lang=es |
| johe |
competence |
37 |
599 |
South African Journal of Higher Education |
10113487 |
2012 |
26 |
|
1280 |
1295 |
16 |
Teaching primary mathematical concepts in Chitumbuka: A quest for teacher education. |
Chauma, A. ;
|
Faculty of Education, University of Malawi, Zomba, Malawi ;
|
Mathematics education ; Primary school teachers ; Educational planning ; Educational standards ; Qualitative research ; Malawi ; Administration of Education Programs ; Chewa dialect ; English language ; Tumbuka language ;
|
In Malawi, primary school teachers for standards 1 to 4 are trained to teach all subjects except English in Chichewa. However, when they go into the schools they have to teach in other local languages as well. This article reports on a study which investigated how primary school teachers for standards 1 to 4 contend with teaching primary mathematical concepts in Chitumbuka. A sample of 12 professionally qualified standards 1 to 4 Chitumbuka speaking primary school teachers from three schools in Rumphi district was used. The study employed a qualitative study approach using a case study design. Data was collected through lesson observations, in-depth interviews and focus group discussions. The data was analysed by reading through the transcripts to identify patterns that emerged from the data which were developed into categories. The categories were developed into themes which were interpreted for meaning. The findings revealed that the teachers faced linguistic and pedagogical challenges. However, the teachers devised strategies to cope with the challenges. This study was significant for it revealed the teachers' lack of mathematical language competence. At present, primary school teachers experience challenges as a result of teaching in a mother tongue in which they were not trained to teach; and a language which differs considerably from the one used in the learners' textbooks. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87470074&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87470074&lang=es |
| johe |
competence |
38 |
600 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2012 |
24 |
|
6 |
15 |
10 |
The Influence of International Service-Learning on Transcultural Self-Efficacy in Baccalaureate Nursing Graduates and their Subsequent Practice. |
Amerson, Roxanne ;
|
Clemson University ;
|
Learning ; Self-efficacy in students ; Baccalaureate nursing education ; Nursing school graduates ; Curricula (Courses of study) ; Case study (Research) ; Physician practice patterns ;
|
The purpose of this study was to explain how participation in an international service-learning project during a community health course influenced transcultural self-efficacy of baccalaureate nursing graduates following graduation and their subsequent clinical practice. A qualitative, explanatory case study was used to conduct telephone interviews with 14 nursing graduates, who had previously participated in international trips to Ecuador or Guatemala. A constant comparative analysis revealed themes related to increased self-efficacy in the cognitive, practical, and affective learning dimensions of cultural competence. Additional themes focused on the importance of experiential learning, the provision of culturally congruent care, and a commitment to international service. The findings indicate that service-learning promotes social growth while providing opportunities to increase self-efficacy during cultural encounters with diverse populations. Nursing graduates were able to provide culturally congruent care as a result of their increased transcultural self-efficacy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89290467&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89290467&lang=es |
| johe |
competence |
39 |
601 |
Journal of Geography in Higher Education |
03098265 |
May2012 |
36 |
10.1080/03098265.2011.619522 |
239 |
257 |
19 |
The Power of Debate: Reflections on the Potential of Debates for Engaging Students in Critical Thinking about Controversial Geographical Topics. |
Healey, Ruth L. ;
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Department of Geography and Development Studies, University of Chester, UK ;
|
CRITICAL thinking ; HIGHER education ; ACADEMIC debates & debating ; COMMUNICATIVE competence ; TEACHING of controversial topics ; POLITICAL refugees ; GEOGRAPHY -- Study & teaching (Higher) ;
|
Many controversial subjects characterize geography in the 21st century. Issues such as climate change, sustainability and social exclusion generate much discussion and often involve clear differences in opinion of how they might be addressed. Higher education is an important space for critical engagement with challenging issues. Preparing for and participating in debates enables students to develop critical thinking skills, alongside a variety of oral presentation and discussion skills. This paper reflects on the potential for teaching through debate in geography. The arguments are illustrated through a debate about whether asylum seekers should be allowed to work in the UK. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=73789662&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=73789662&lang=es |
| johe |
competence |
40 |
602 |
Journal of Higher Education Outreach & Engagement |
15346102 |
2014 |
18 |
|
209 |
232 |
24 |
The Promise of a Community-Based, Participatory Approach to Service-Learning in Teacher Education. |
Tinkler, Alan ; Tinkler, Barri ; Gerstl-Pepin, Cynthia ; Mugisha, Vincent M. ;
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Assistant professor, Department of Education, University of Vermont ; Associate dean and professor, College of Education and Social Services, University of Vermont ; University of Vermont ;
|
Teacher education ; Curricula (Courses of study) ; Service learning -- United States ; Race discrimination -- United States ; Students -- United States ; Community services ;
|
This article reports on how one teacher education program utilized a Learn and Serve America grant to embed servicelearning experiences into its practices. Included are narrative reflections on how the program faculty developed a community- based, participatory approach to service-learning in order to act as a responsive partner to the needs of the local community. The experience of the team illuminates opportunities and challenges in how a community-based, participatory servicelearning approach--which attends to the needs of community partners--can strengthen relationships between teacher education programs and the communities in which these programs are situated. The findings suggest that this type of approach can be a useful way to develop transformational service-learning relationships that support teacher education students in developing cultural competence related to inequities associated with poverty, race, and English language acquisition. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96779444&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96779444&lang=es |
| johe |
competence |
41 |
603 |
Journal of Hispanic Higher Education |
15381927 |
Jan2012 |
11 |
10.1177/1538192711435552 |
29 |
40 |
12 |
The Recruitment and Support of Latino Faculty for Tenure and Promotion. |
De Luca, Susan M. ; Escoto, Ernesto R. ;
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University of Rochester Medical Center, Rochester, NY, USA ; The Ohio State University, Columbus, OH, USA ;
|
Higher education ; Experience ; Latin America ; Cultural competence ; Universities & colleges -- United States -- Faculty ; Universities & colleges -- United States -- Administration ; Collectivism (Political science) ; Professionalism ;
|
Retaining and supporting Latino faculty is a challenge for many colleges and universities in the United States. This article focuses on the unique experiences faced by Latino junior faculty, when power differentials between senior faculty are most prominent in their career, and examines the cultural norms of personalismo, familismo, and collectivism and their professional experiences. Recommendations are made regarding how organizational policies can promote a more inclusionary environment for Latino and Latina faculty members. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73500910&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73500910&lang=es |
| johe |
competence |
42 |
604 |
Journal of Higher Education |
00221546 |
Mar/Apr2012 |
83 |
|
217 |
248 |
32 |
The Role of Faculty Members' Cross-Cultural Competencies in Their Perceived Teaching Quality: Evidence from Culturally-Diverse Classes in Four European Countries. |
Beuckelaer, Alain De ; Lievens, Filip ; B¨cker, Joost ;
|
|
Student evaluation of college teachers ; Cross-cultural communication ; College teachers ; Teacher effectiveness ; Teacher-student relationships ; Empathy ; Belgium ; France ; Germany ; Netherlands ; Cultural competence ;
|
The article examines higher education (HE) faculty who have competency teaching cross-cultural students, focusing on the extent to which their cross-cultural competence impacts their teaching effectiveness. In particular, the authors examine the link between cross-cultural competence of faculty and their students' teaching evaluations for faculty in Belgium, France, Germany, and The Netherlands in order to determine their impact on student achievement. Topics include the impact of teacher-student relationships, gender bias in students' assessments of teacher performance in higher education, and the impact of the length of teaching experience on evaluations. Also discussed is the importance of cultural empathy in teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73459579&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=73459579&lang=es |
| johe |
competence |
43 |
605 |
International Journal of the First Year in Higher Education |
18382959 |
Aug2012 |
3 |
10.5204/intjfyhe.v3i2.133 |
87 |
93 |
7 |
Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report. |
Richardson, Amanda ; King, Sharron ; Garrett, Robyne ; Wrench, Alison ;
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University of South Australia, Adelaide, Australia ;
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College freshmen ; Life skills ; Australia ; Social skills ; Well-being ; Commitment (Psychology) ;
|
The first year of university study is one of the greatest transition periods in a student's life. It is a time where they have to learn new academic skills as well as new social and independent living skills. For many students, the struggle to balance the competing demands of study, work and personal commitments feels overwhelming and they report significant declines in their overall health and well-being. However, some students appear to thrive in this new learning environment. This presentation reports on the findings of a research project investigating the health and well-being of first year students in Australia. It compares the experiences and coping strategies of "thriving" students with those who describe themselves as "just surviving." Forming close social relationships with peers, having good time management and organisational skills, together with effective coping strategies enable students to transition more successfully into university life. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=84955779&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=84955779&lang=es |
| johe |
competence |
44 |
606 |
South African Journal of Higher Education |
10113487 |
2012 |
26 |
|
1095 |
1111 |
17 |
To what extent do pre-entry attributes predict first year student academic performance in the South African context? |
van Zyl, A. ; Gravett, S. ; de Bruin, G. P. ;
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University of Johannesburg, Johannesburg, South Africa ;
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Performance ; Higher education ; College dropouts ; Postsecondary education ; South Africa ; Other Technical and Trade Schools ; Apprenticeship Training ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Chi-square distribution ; Universities & colleges -- South Africa ;
|
This article reports the results of an investigation into the predictive value of 33 pre-entry attributes, divided into six broad categories, for predicting the academic performance of first year students at an urban South African university. Low levels of student success are a salient problem in South African higher education. Students tend to dropout quickly, quietly and for a range of different reasons. An important part of early interventions is to be able to accurately identify students who are more likely to drop out. Tinto's longitudinal interactionist theory postulates that pre-entry attributes are the most important influence on a student's ability to achieve their initial integration during their entry into higher education. In this study, the chi-square test is used to examine the relations between pre-entry attributes and student academic performance. The null-hypothesis of no relationship was rejected for the majority of the predictors, which confirms the importance of pre-entry attributes in the South African academic context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87492941&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87492941&lang=es |
| johe |
competence |
45 |
607 |
Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi |
21465959 |
Apr2012 |
2 |
10.5961/jhes.2012.034 |
54 |
62 |
9 |
Türkiye'deki Meslek Yüksekokullarında Uzaktan Eğitim. |
Günter, Tuğçe ; Güneş, Eda Özel ; Demır, Ebru Ofluoğlu ;
|
Bülent Ecevit Üniversitesi, Ahmet Erdoğan Sağlık Hizmetleri Meslek Yüksekokulu, Tıbbi Hizmetler ve Teknikler Bölümü, Zonguldak, Türkiye ;
|
Vocational high schools ; Internet in education ; Technical education ; Distance education ; Turkey ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
The aim of vocational high schools is to teach qualified, high self-sufficient, self-confident, technical staff who have critical and mathematical thinking competence and who can utilize science and technology efficiently. However, because of the limitations of traditional education, students can not take enough education attendance. In this context; along with the advances in science and technology area, "Web-Based Distance Education Programme", which provides equal education conditions to students, is developed. This programme has got great progresses in abroad, and has also started to practice in Turkish Vocational High Schools. It is determined that some Vocational High Schools have applied Web-Based Distance Education in Medical Documentation and Secretarial (MDS) and Medical Laboratory Techniques (MLT) Associate Degree Programmes which are also existed in Bülent Ecevit University (BEU) Ahmet Erdoğan Health Services Vocational High School. It is observed that the universities, that implemented distance education in these associate degree programmes, have higher technical infrastructure and they design a constructivism-based modules. It is considered that this distance education programme for MDS and MLT Associate Degree Programmes in certain Vocational Schools, can also be implemented for students in Medical Documentation and Secretarial (MDS) and Medical Laboratory Techniques (MLT) which continues education by computers and overhead projector that is slightly different from traditional education. |
Academic Journal |
Article |
Turkish |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80535415&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80535415&lang=es |
| johe |
competence |
46 |
608 |
Canadian Journal of Higher Education |
03161218 |
2012 |
42 |
|
45 |
64 |
20 |
Typologie des conceptions des universités en vue d'n évaluer la performance : rendre compte de la diversité pour en saisir la complexité. |
Larouche, Catherine ; Savard, Denis ; Héon, Lucie ; Moisset, Jean-Joseph ;
|
Université du Québec à Chicoutimi ; Université Laval ;
|
Universities & colleges ; Performance ; Colleges, Universities, and Professional Schools ; Typology (Psychology) ; Entrepreneurship ; Logic ;
|
The university system is complex and is constantly pressured to evaluate its performance. How should university performance be defined? There is no agreement on the dimensions, criteria and indicators to choose. This article presents a typology of the conceptions of universities so as to evaluate their performance. Based on an extensive literature review, a typology prototype consisting of seven conceptions of universities was developed. A method of anasynthesis (Silvern, 1972; Sauvé, 1992; and Legendre, 2005) was used to verify the typology. Semi-structured interviews were held with eleven experts. These experts assessed the proposed typology in relation to six validation criteria (clarity, logic consistency, comprehensiveness, economy, usefulness and acceptability by users). This article presents the results of this research as well as the seven optimal typology categories (public service, market, academic, learner, political, entrepreneurial and living environment). |
Academic Journal |
Article |
French |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86011045&lang=es |
| johe |
competence |
47 |
609 |
South African Journal of Higher Education |
10113487 |
2012 |
26 |
|
1296 |
1309 |
14 |
Using aesthetic emails in the mathematics classroom: Some insights for teacher education. |
Nyaumwe, L. J. ;
|
College of Education, University of South Africa, Pretoria, South Africa ;
|
Mathematics education ; Classrooms ; Teacher education ; Outcome-based education ; Educational planning ; Email ;
|
The purpose of this article is to show how aesthetic e-mails can be used in the mathematics classroom. Kilpatrick's (2001) five strands of mathematical proficiency, namely: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition, are used as a theoretical framework to show how e-mails can be used to develop learners' mathematical proficiency. For example, an e-mail text on the primitive Hindu-Arabic numerals is used to illustrate how the current numerals got their shapes; the Chinese multiplication style is used to show how learners can verify products obtained using the conventional method; a calendar problem is used to show how adaptive reasoning can be developed; and a problem on borrowing is used to show how learners can develop strategic competency. Based on the utility and motivational potential of these aesthetic e-mails, teacher education is challenged to produce millennium-compliant, socially responsible teachers who can utilise the technology available to learners to develop their understanding of mathematical concepts. |
Academic Journal |
Article |
English |
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| johe |
competence |
48 |
610 |
South African Journal of Higher Education |
10113487 |
2014 |
28 |
|
1943 |
1958 |
16 |
Work integrated learning experiences of primary health care post-basic nursing students in clinical settings: A university of technology context. |
Sibiya, N. E. ; Sibiya, M. N. ;
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Department of Nursing, Durban University of Technology, Durban, South Africa ;
|
Integrated learning systems ; Nursing students ; Clinical competence ; South African Nursing Council ; Primary health care ;
|
This article explores and describes primary health care (PHC) post-basic nursing students' experiences during clinical placements so as to address the challenges that are faced within the clinical settings. Work integrated learning (WIL), like in any other nursing course, is essential in PHC education as required by the South African Nursing Council (SANC). In the clinical setting, students develop clinical skills which they will need as qualified PHC practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However, the clinical learning environment can confront students with many challenges. During a qualitative study, purposive sampling selected nine students registered for Clinical Nursing Science, Health Assessment, Treatment and Care at a university. Students were placed in the clinical settings of Health Districts A and B in KwaZulu-Natal, South Africa. In-depth interviews were conducted and the following five themes emerged during data analysis: shortage of staff; inadequate material/non-human resources; lack of supervision in the clinical facilities; distant clinical facilities; and insufficient practice in the clinical skills laboratory. These themes related to the challenges that students experience while engaged in their WIL placement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110022475&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110022475&lang=es |
| johe |
competence |
49 |
611 |
Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi |
21465959 |
Apr2012 |
2 |
10.5961/jhes.2012.031 |
33 |
42 |
10 |
Yükseköğretim Yöneticilerinin İdari Davranışları, Duygusal ve Sosyal Yeterlikleri: Kültürlerarası Bir Araştırma. |
Beytekın, Osman Ferda ; Göktürk, Şüheyda Doyuran ;
|
Ege Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, İzmir, Türkiye ; Kocaeli Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Kocaeli, Türkiye ;
|
College administrators ; Higher education ; Universities & colleges ; Helsinki (Finland) ; Finland ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ; Social skills ; Self-management (Psychology) ;
|
In this study, higher education administrators, administrative behaviors; as educator, leader and manager, emotional competency; as self awareness and self management and social competency; as social awareness and social skills were compared according to two different cultures. The data was collected by inventories from 165 educators, and head of the departments Istanbul, and Helsinki Universities in 2008-2009 educational year. Elkins' administrative behaviors of higher education administrators inventory and Goleman's emotional and social competence inventory were conducted to test the differences. The manager behaviors of Istanbul University administrators are significantly higher than University of Helsinki administrators. The emotional competences of University of Helsinki administrators are significantly higher than the administrators of Istanbul University in the dimensions of self-awareness, self management, emotional self-control, achievement orientation and positive outlook. The social competencies of University of Helsinki administrators are significantly higher than the administrators of Istanbul University in the dimensions of social awareness, empathy, and conflict management. On the other hand, the social competencies of Istanbul University administrators are significantly higher than the administrators of University of Helsinki in the dimensions of organizational awareness, coach and mentor, influence and teamwork. There is a significant positive relationship between the leadership behaviors and emotional and social competencies administrators in both Istanbul University and University of Helsinki. Significant differences are found between faculties and administrators about the administrative behaviors and emotional and social competences of administrators both at İstanbul University and University of Helsinki. |
Academic Journal |
Article |
Turkish |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80535412&lang=es |
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| johe |
competence |
50 |
612 |
Journal of Higher Education / Yüksekögretim Dergisi |
2146796X |
Aug2014 |
4 |
10.2399/yod.14.010 |
91 |
101 |
11 |
Yükseköğretimde Mentörlük: Mentör ve Menti Bakış Açılarını Belirlemeye Yönelik Bir Uygulama. |
Kılınç, Uğur ; Alparslan, Ali Murat ;
|
Mehmet Akif Ersoy Üniversitesi Bucak Zeliha Tolunay Uygulamalı Teknoloji ve İşletmecilik Yüksekokulu, Uluslararası Ticaret Bölümü ; Mehmet Akif Ersoy Üniversitesi İktisadi ve İdari Bilimler Fakültesi, Sağlık Yönetimi Bölümü, Burdur ;
|
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Mentoring phenomenon, which is of vital importance for personal development of individuals in their both social and professional lives, has been subject of this study. The aims of this study have been necessity and effectiveness of mentoring, and also to bring out expectations of mentors and mentees from each other to increase this effectiveness, especially in higher education institutions which give directions to career orientations of individuals and contribute significantly to their personal development process. Focus group study was conducted with two groups of university students and one group of instructors consisting of four faculty members, one lecturere and one research assistant. Findings of the study reveal that mentoring is seen as an important system by both groups. Students pay attention to communications skills, academic competence and personal traits of mentors; in addition, they give importance to professional look, industrial experience and charisma. Instructors, on the other side, prefer individuals as mentee who have analytical mindset, are disciplined, hardworking, genuine, and not self-seeker. Also, they stated that a good mentor should be devoted, consistent, honest, highly capable of communication skills, and have high level proficiency with regard to profession and education. Besides, the instructors expressed that mentoring system will contribute to the development of both student and instructors, and the university, as well. |
Academic Journal |
Article |
Turkish |
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| johe |
competence |
1 |
613 |
Journal of Higher Education |
00221546 |
November/December 2006 |
77 |
10.1353/jhe.2006.0047 |
1110 |
1112 |
3 |
[Multicultural Competence in Student Affairs] |
Hamilton, Jennifer ;
|
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Books -- Reviews ; Multiculturalism ; Higher education ; Nonfiction ; Multicultural Competence in Student Affairs (Book) ; Pope, Raechele L. ; Reynolds, Amy L. ; Mueller, John A., 1961- ;
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This article reviews the book "Multicultural Competence in Student Affairs," by Raechele L. Pope, Amy L. Reynolds and John A. Mueller. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507927935&lang=es |
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| johe |
competence |
2 |
614 |
Journal of Learning in Higher Education |
1936346X |
Fall2011 |
7 |
|
91 |
107 |
17 |
A STUDY ON INTERNATIONAL STUDENTS' CROSS-CULTURAL ADAPTABILITY OF LEARNING MANDARIN CHINESE ABROAD. |
Hsiaowen Huang ; Yongsheng Chang ;
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Assistant Professor, Department of Information Management Chang Jung Christian University, Tainan 71101, Taiwan ; Research Assistant Leader UniversityTainan, 70970, Taiwan ;
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Foreign study ; Higher education ; Universities & colleges ; Communicative competence ; Mandarin dialects -- Study & teaching ; Taiwan ; Colleges, Universities, and Professional Schools ;
|
In response to the internationalization of higher education and the trend of studying abroad, the recruitment of international students and the evaluation of the concrete effects of overseas learning have become the educational objectives of higher education institutions in various countries. In addition, to enable students to face the competitive global job market, higher education is attaching increased importance to the development of cross-cultural adaptability and communication skills. This study examined international students learning Mandarin Chinese at the Chinese language centers of universities in Taiwan to investigate their cross-cultural adaptability. The research results showed that, in general, the cross-cultural adaptation of international students of diversified cultural backgrounds studying in Taiwan was good. The international students suggested that the living environment in the Tainan metropolitan area was safe and satisfactory. Approximately 38% of the international students suggested that they were satisfied with their learning in Taiwan. However, most of the international students suggested that the Mandarin Chinese teaching materials and the teaching materials of other professional courses taught in Chinese were difficult and exhaustive. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877171&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877171&lang=es |
| johe |
competence |
3 |
615 |
South African Journal of Higher Education |
10113487 |
2010 |
24 |
|
15 |
31 |
17 |
A university department as a community of practice: A quality promotion perspective. |
Bitzer, E. M. ;
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Centre for Higher and Adult Education Faculty of Education Stellenbosch University ;
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Academic departments (Universities & colleges) ; Social learning ; Universities & colleges -- Professional staff ; Colleges, Universities, and Professional Schools ; Organizational socialization ; Quality assurance ;
|
Wenger (2000, 229) describes communities of practice as the 'basic building blocks of a social learning system' since they are the 'social containers' that make up such a system. By practising in academic communities, academics define with one another what constitutes academic competence and, for that matter, what constitutes quality. Departments as spaces for enhancing learning and scholarly work in universities have received some attention (Ylijoki 2000; Blackwell 2003; Ramsden 1998; Middlehurst 1993), and other authors (e.g. Knight and Trowler 2001) have emphasised the practice of induction and socialisation of staff into university departments. It appears, however, that the issue of communities of practice, as experienced and cultivated within university academic departments in South Africa, has received minor attention and is, therefore and arguably, in need of further exploration. By using a case study and appreciative enquiry methodology (Bushe 1998; Cooperrider, Whitney and Stavros 2003; David 2006) the study analyses a departmental quality review project, reports on the results of the project and more importantly, critiques the way in which quality assurance processes operate within and potentially contribute to a community of practice. One way in which the article might enhance the debate concerning higher education as a social space is teasing out an argument of whether or not departmental quality reviews might potentially enhance or limit notions of a community of practice. Findings might prove useful for academic staff, staff developers and departmental leaders such as department chairs and deans. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=50466352&lang=es |
| johe |
competence |
4 |
616 |
Journal of Academic Administration in Higher Education |
19363478 |
Fall2011 |
7 |
|
79 |
92 |
14 |
AACSB STANDARDS: ASSESSMENT OF A FINANCE PROGRAM. |
Gullett, Nell S. ; Redman, Arnold L. ;
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Professor of Finance, Department of Accounting, Economics, Finance and Political Science, College of Business and Global Affairs, University of Tennessee, Martin, Martin, Tennessee ; Department of Accounting, Economics, Finance and Political Science, College of Business and Global Affairs, University of Tennessee, Martin, Martin, Tennessee ;
|
Educational standards ; Educational cooperation ; Business education ; Educational evaluation ; AACSB -- the International Association for Management Education ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Administration of Education Programs ;
|
The Association to Advance Collegiate Schools of Business (AACSB) standards for continuous program improvement require the development of a program assessment process. In collaboration with students and employers of graduates, the faculty developed six learning goals for the graduates of our College which support both the College and campus mission statements. One of our goals is for graduates to demonstrate competence in their respective majors. In this paper, we describe the development and current status of our process for assessing the competence of undergraduate students majoring in finance. Additionally, we discuss changes in pedagogy that have resulted from the assessment of our graduates. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82861195&lang=es |
| johe |
competence |
5 |
617 |
Journal of Further & Higher Education |
0309877X |
May2009 |
33 |
10.1080/03098770902856678 |
141 |
158 |
18 |
Academic self-concept among business students in a recruiting university: definition, measurement and potential effects. |
Bennett, Roger ;
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London Metropolitan University, UK ;
|
BUSINESS students ; RESEARCH ; SELF-perception -- Research ; SELF-esteem ; PARTICIPATION ; COLLEGE students -- Research ; ACADEMIC achievement -- Research ;
|
This study sought to devise a parsimonious instrument for evaluating academic self-concept (ASC) among British-born students entering 'mass-market' (post-1992) universities that cater for diverse and 'non-traditional' intakes. Three major facets of ASC were found to be particularly relevant to these students: self-belief in one's academic competence; self-appreciation of one's personal worth as a student (independent of ability-related considerations); and self-connection with being an undergraduate. |
Academic Journal |
Article |
English |
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| johe |
competence |
6 |
618 |
Journal of Higher Education Policy & Management |
1360080X |
Aug2010 |
32 |
10.1080/1360080X.2010.491107 |
333 |
342 |
10 |
Australian universities' strategic goals of student exchange and participation rates in outbound exchange programmes. |
Daly, Amanda ; Barker, Michelle ;
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Learning and Teaching Unit, University of South Australia, Adelaide, Australia. ; Griffith Business School and Griffith Institute for Higher Education, Griffith University, Brisbane, Australia ;
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STUDENT exchange programs ; EDUCATION & globalization ; UNIVERSITIES & colleges ; INTELLECTUAL cooperation ; LEADERSHIP ; FOREIGN study ; CROSS-cultural communication ; COMMUNICATIVE competence ; AUSTRALIA ; Educational Support Services ; Colleges, Universities, and Professional Schools ;
|
International student exchange programmes are acknowledged as one aspect of a broader suite of internationalisation strategies aimed at enhancing students' intercultural understanding and competence. The decision to participate in an exchange programme is dependent on both individual and contextual factors such as student exchange policies and programmes of the home university. The aim of the current study was to demonstrate the relationship between participation rates in Australian university exchange programmes and the presence of a clear strategic goal specific to student exchange. While there was a significant relationship between the specific strategic goal of student exchange and programme participation rates, the implementation process appears to play a greater role in influencing student participation. It is suggested that the success of an exchange programme is moderated by organisational factors such as leadership and organisational culture, national government international education policies, and the level of resourcing and accountability. |
Academic Journal |
Article |
English |
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| johe |
competence |
7 |
619 |
Journal of Higher Education Policy & Management |
1360080X |
Feb2010 |
32 |
10.1080/13600800903440568 |
69 |
83 |
15 |
Australian university research commercialisation: perceptions of technology transfer specialists and science and technology academics. |
Harman, Grant ;
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Centre for Higher Education Management and Policy, University of New England, Sydney, Australia. ;
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UNIVERSITIES & colleges ; EDUCATIONAL innovations ; TECHNOLOGY transfer ; SOCIAL development ; EDUCATION -- Social aspects ; PERFORMANCE ; INVENTIONS ; AUSTRALIA ; Colleges, Universities, and Professional Schools ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; COMPETITION ;
|
Australian governments in recent years have invested substantially in innovation and research commercialisation with the aim of enhancing international economic competitiveness, making research findings more readily available to research users, and supporting economic and social development. Although there have been a number of evaluations of Australia's research commercialisation, judgements about the performance of universities are somewhat contradictory and to date there has been little effort to take account of the views of key staff directly involved in research commercialisation processes. Using data from two separate national surveys, this article reports on the perceptions of technology transfer specialists and science and technology academics who hold industry research funding about both the success of university efforts and the effectiveness of government programs. |
Academic Journal |
Article |
English |
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| johe |
competence |
8 |
620 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2009 |
21 |
|
171 |
180 |
10 |
Beyond Language Barriers: Teaching Self-Efficacy Among East Asian International Teaching Assistants. |
|
|
Communication barriers ; Teaching ; Self-efficacy in teachers ; Performance ; Education research ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; East Asians ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55466276&lang=es |
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| johe |
competence |
9 |
621 |
Journal of Catholic Higher Education |
19485891 |
Winter2011 |
30 |
|
95 |
111 |
17 |
Building an Intentional Culture of Social Justice: Increasing Understanding and Competence in the Curriculum. |
Doyle, Denise ; Connelly, Robert ;
|
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Catholic schools -- Curricula ; Curriculum planning ; Social sciences education ; Catholic education ; Education ; Social justice ; Training of college teachers ; In-service training of teachers ; Catholic schools ; Teachers ; Catholic universities & colleges ; University faculty ; Social values ; Religious education ;
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This article describes one Catholic university's efforts to strengthen its mission commitment to social justice by providing quality faculty development to a large cross-section of the full-time faculty. The purpose of this initiative is to provide faculty with the tools and knowledge necessary to embed Catholic Social Teaching in their course syllabi. We describe an initial study of syllabi that stimulated plans for a three-year initiative that would increase social justice outcomes in courses taught by one third of the full-time faculty. The story of implementation outlines the process we followed and some of the lessons we learned along the way. Assessment strategies and future directions are summarized. The story offers perspectives for other institutions with similar values and mission statements that are creatively and diligently seeking fresh and effective ways of transmitting their Catholic values to their students. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
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| johe |
competence |
10 |
622 |
Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi |
21465959 |
Apr2011 |
1 |
10.5961/jhes.2011.005 |
39 |
42 |
4 |
Bütün, Parçaların Toplamından Daha Fazladır. |
Gerçek, Zuhal ;
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Zonguldak Karaelmas Üniversitesi, Fen Edebiyat Fakültesi, Zonguldak, Türkiye ;
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Social development ; Quality of life ; Education research ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Social responsibility ; Stakeholders ; Social skills ;
|
Institutional social responsibility is the responsibility of an institution to promote economic, environmental, cultural and social development to improve the quality of life, together with local people and the whole society, for a sustainable world. It also ensures companies to perform fairly and responsibly and treat all stakeholders and the community accordingly. How should universities practice corporate social responsibility? New world requires universities to redefine their missions and while continuing to serve as a space for innovation, creativity and learning they should provide tools necessary for sustainable development, social analysis and critical thinking. Universities with the basic tasks of education and research, is a prototype of the society as involving individuals of each sex, and culture ranging from the age range from 18 to 70, varying levels of education from primary school to doctoral studies. In this regard, universities should be a part of shaping the dynamics of present and future of the social and physical environment. Universities first carry out Institutional Social Responsibility within their own culture first. Universities then should provide students as the most important stakeholders with genuine education, self-knowledge and the learning process by promoting the personal development of people in the community in finding a way to show locations and social development, as well as mobilizing communities, strengthening the process. Education should encourage and motivate free and active participation in life to inspire individuals by helping them to acquire physical and social skills with new approaches essential to address problems around them. Education should also ensure the development of personal, social and environmental consciousness. Within a society social responsibility may become natural characteristic when individuals equipped with this awareness. |
Academic Journal |
Article |
Turkish |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80159066&lang=es |
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| johe |
competence |
11 |
623 |
Journal of Continuing Higher Education |
07377363 |
May/July 2009 |
57 |
10.1080/07377360902984853 |
125 |
128 |
4 |
Changing PLA Processes, Not PLA. |
Suopis, Cynthia A. ;
|
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Amherst (Mass.) ; Massachusetts ; University of Massachusetts at Amherst ; Experiential learning ; Prior learning ; Adult education -- Universities & colleges ; Assessment of education ; Organizational change ;
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The Prior Learning Assessment process at the University Without Walls (UWW) at the University of Massachusetts, Amherst, is outlined. UWW students create a narrative portfolio that includes a rich infusion of critical and reflective thinking. They determine two to six areas of learning that are areas of competence; construct six- to ten-page essays about each experience through real world examples, lessons learned, and success stories; and engage in a first-year learning process that helps them to acquire critical thinking and reflection skills, communicate more effectively with a wider range of people, and make useful connections between ideas and personal experience. This portfolio provides a unique opportunity for students to demonstrate their instrumental learning, make the connections between theory and practice, and understand the significance of their experience. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508065112&lang=es |
| johe |
competence |
12 |
624 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2011 |
23 |
|
329 |
341 |
13 |
Co-curricular Activities Enhance the Learning Effectiveness of Students?: An Application to the Sub-degree Students in Hong Kong. |
Chi-Hung Leung ; Chi Wing Raymond Ng ; Po On Ella Chan ;
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Hong Kong Institute of Education ; Tung Wah College ; Hong Kong Baptist University ;
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Education ; College students ; Learning ; Performance ; Academic achievement ; Hong Kong (China) ; China ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Activities of daily living ; Participation ;
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A total of 575 students from the Associate Degree Foundation Program and the Associate Degree Program participated in this study. The two purposes of this study were to use the time series between/within experimental design to examine whether participation in co-curricular activities could (1) enhance student learning effectiveness and (2) have positive effects on the academic performance of self-funded sub-degree students in Hong Kong. It was found that participation in cocurricular activities could not enhance student learning effectiveness. Associate degree students were too preoccupied by the need to attain good academic results in the first 2-3 terms of study. Rather, this study suggests that student learning effectiveness is affected by the time factor. High learning effectiveness was observed in the middle of the academic year but relatively low learning effectiveness at the end of the year. |
Academic Journal |
Article |
English |
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| johe |
competence |
13 |
625 |
International Journal of Sustainability in Higher Education |
14676370 |
2010 |
11 |
10.1108/14676371011077603 |
391 |
403 |
13 |
Competences for sustainable development and sustainabilitySignificance and challenges for ESD. |
Mochizuki, Yoko ; Fadeeva, Zinaida ;
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HIGHER education ; SUSTAINABLE development ; STAKEHOLDERS ; CURRICULA (Courses of study) ; LEARNING ; UNITED Nations ; Administration of General Economic Programs ; International Affairs ; International and other extra-territorial public administration ;
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Purpose – The purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence-based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some important aspects of case studies of the contributing authors to the special issue. Design/methodology/approach – The paper is based on the review of relevant literature and reflections on the articles that constitute this special issue. It also reflects the authors' observations through their extensive interactions with theoreticians, practitioners and policy makers on ESD in the context of the United Nations decade of education for sustainable development (DESD) and higher education for sustainable development (HESD). Findings – The paper recognises a highly complex nature of the conceptualizations of competences for SD and their articulation in educational programmes. It also highlights a growing interest in competence-based approaches from institutions of higher education and their stakeholders in different parts of the world. Practical implications – The paper provides a broad picture of influential international processes and diverse players driving competence-based approaches in ESD and indicates a need for more coherent critical multi-level analysis of such processes. Originality/value – The paper contributes to a broader debate on strategies of implementation of ESD and education for sustainability (EfS) by mapping arguments on competences for SD and sustainability with a particular focus on higher education institutions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71387724&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71387724&lang=es |
| johe |
competence |
14 |
626 |
Journal of Learning in Higher Education |
1936346X |
Spring2010 |
6 |
|
1 |
9 |
9 |
COMPUTER INTEGRATION IN THE ACCOUNTING CURRICULUM: TRENDS AND ASSESSMENT. |
Varnon, Anthony W. ; Stacy, Sue ;
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Southeast Missouri State University ; University of Tennessee, Chattanooga ;
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Accounting education ; Internet in education ; Accounting interns ; Business education ; Core competencies ; Other Accounting Services ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ;
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In its Educational Competency Assessment (ECA) website, the AICPA presents a Core Competency Framework that includes "leverage technology" as a core competency for students preparing for a career in accounting. The ECA framework further specifies "elements" to describe what the student should be able to do to show that he/she has mastered this core competency. Each element is assigned a skill level, with Skill Level 4 "Integrating" elements being mastered through sequential development across the curriculum. AICPA/ECA lists several Level 4 elements for "leveraging technology." Computer integration across the curriculum was the focus of this multiple-year study which documents trends in computer integration in the business program completed by students preparing for accounting careers in an AASCB-accredited school of business. In an annual inventory completed for each course, Accounting and Business Core faculty identified the computer applications they used, as well as the degree to which they used each application. Additionally, they indicated the computer communication methods used. While results differed for Accounting and Business Core courses, combined data revealed upward trends in all summary criteria: participation rate, average number of applications used per respondent, average degree of usage per respondent, and average communication methods used per respondent. Combined data also revealed increased usage of six of the nine specific applications. However, when data were examined across course levels, only five applications were found to be used at each undergraduate level. Results of the study provide a basis for assessing curricular opportunities for students to develop Level 4 technology skills throughout the accounting program. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877135&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877135&lang=es |
| johe |
competence |
15 |
627 |
International Journal of Sustainability in Higher Education |
14676370 |
Sep2007 |
8 |
|
416 |
430 |
15 |
Developing key competencies for sustainable development in higher education. |
Matthias Barth ; Jasmin Godemann ; Marco Rieckmann ; Ute Stoltenberg ;
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SUSTAINABLE development ; HIGHER education ; POSTSECONDARY education ; LEARNING ; EDUCATION ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Cosmetology and Barber Schools ; Apprenticeship Training ; Other Technical and Trade Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Administration of General Economic Programs ;
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Purpose - To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this paper is to consider, the possibilities both of formal and informal learning and their relationship to competence development within higher education. Design/methodology/approach - An explorative, qualitative study based on focus groups was designed using different groups from formal and informal learning settings. Findings - The development of key competencies is based both on cognitive and non-cognitive dispositions and asks for multiple contexts. Through combining formal and informal learning settings within higher education - as part of a new learning culture - a variety of contexts can be given and competence development can be enhanced. Research limitations/implications - While aspects of both formal and informal learning settings could be identified, the interdependencies between them remain elusive. Practical implications - Based on the findings, some main aspects for acquiring competencies can be pointed out that may be crucial in higher education settings. Originality/value - The paper analyses the implications for both formal and informal learning settings of new ways of developing key competencies within higher education. Particular attention is given to interdisciplinarity and students' self-responsibility. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26845463&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=26845463&lang=es |
| johe |
competence |
16 |
628 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2007 |
19 |
|
8 |
20 |
13 |
Educating the Business Graduate of the 21st Century: Communication for a Globalized World. |
Briguglio, Carmela ;
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Curtin Business School, Curtin University of Technology ;
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Business communication ; Postsecondary education ; Higher education ; Cross-cultural communication ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Business etiquette ; Business writing ; Corporate public relations ;
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This article examines current business communication education in higher education, particularly in regard to English as a global language. The discussion is situated at the intersection of business communication, intercultural communication, and internationalization of higher education, and the article draws on research from all three fields. The article questions why not enough use is being made of existing cultural diversity in university classrooms, and it suggests a variety of pedagogical strategies which will enable teachers to build on the cultural and linguistic strengths of their students to develop intercultural communication competence. These new directions for intercultural business communication will equip business graduates to operate successfully in a globalized world. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=26463791&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=26463791&lang=es |
| johe |
competence |
17 |
629 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2009 |
21 |
|
299 |
309 |
11 |
Effective Teaching Behaviors in the College Classroom: A Critical Incident Technique from Students' Perspective. |
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Critical incident technique ; Education research ; Teaching ; Classrooms ; Students' conduct of life ; Performance ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Questionnaires ;
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Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55466291&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55466291&lang=es |
| johe |
competence |
18 |
630 |
International Journal of Sustainability in Higher Education |
14676370 |
Apr2011 |
12 |
|
163 |
176 |
14 |
Experiences of environmental professionals in practice. |
Margien Bootsma ; Walter Vermeulen ;
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ENVIRONMENTAL sciences ; GRADUATES ; PERFORMANCE evaluation ; LABOR market ; PROFESSIONAL employees ; INTELLECT ; COMMUNICATIVE competence ; UTRECHT (Netherlands) ; NETHERLANDS ; UTRECHT University (Utrecht, Netherlands) ;
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Purpose - The purpose of this paper is to explore the labor market position of environmental science graduates and the core competencies of these environmental professionals related to their working practice. Design/methodology/approach - The authors carried out two surveys amongst alumni of the integrated environmental science program of Utrecht University and their employers. The surveys addressed alumni's working experiences and employers' assessment of the core competencies of environmental science graduates. Findings - The surveys indicated that environmental science graduates have a fairly strong position on the labor market. They are employed in a diverse range of functions and working sectors, including consultancy agencies, research institutions, governmental organizations and NGOs. Graduates as well as employers consider a number of generic academic skills (e.g. intellectual qualities, communication skills) as well as discipline specific professional knowledge and practical skills as important competencies for the working practice of environmental scientists. Practical implications - These insights can be used for the improvement of environmental science curricula in order to increase the employability of their graduates. Originality/value - This paper presents data on the labor market position of graduates of "integrated" environmental science programs and provides insights into the core competencies of these graduates. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60378198&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60378198&lang=es |
| johe |
competence |
19 |
631 |
South African Journal of Higher Education |
10113487 |
2008 |
22 |
|
191 |
206 |
16 |
Facilitating adjustment to higher education: Towards enhancing academic functioning in an Academic Development Programme. |
Davidowitz, B. ; Schreiber, B. ;
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Centre for Higher Education, Development University of Cape Town, South Africa ;
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Universities & colleges ; Educational programs ; Aims & objectives of education ; Educational planning ; Cape Town (South Africa) ; South Africa ; Colleges, Universities, and Professional Schools ;
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Several studies have emphasised the importance of addressing social and emotional factors in facilitating adjustment to tertiary education. This article describes the Skills for Success in Science programme at the University of Cape Town. The broad aims were life skills development and improved adjustment which are assumed to underpin academic performance. Weekly small group sessions were held which addressed several areas, namely adjustment, group work and co-operative learning, coping and stress management, resources on campus, assertiveness and communications, time management, study skills and examination competence. The intervention was experiential and participative, and while not compulsory, attendance was very good. Evaluation via self-report questionnaires using standardised psychological scales as well as focus groups provided positive feedback from students who described it as a 'must' for all first year science students. The article supports the notion that student development should be located within their daily experience at universities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=34609029&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=34609029&lang=es |
| johe |
competence |
20 |
632 |
Journal of Further & Higher Education |
0309877X |
Feb2011 |
35 |
10.1080/0309877X.2010.512080 |
1 |
23 |
23 |
Factors influencing attendance and success on the Institute of Environmental Management and Assessment Associate Membership Certificate course. |
Draper, Fiona ; Oltean-Dumbrava, Crina ; Tizaoui, Chedly ; Newbury, Brian ;
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School of Engineering, Design and Technology, University of Bradford, Bradford, United Kingdom ; Department of Chemical and Environmental Engineering, University of Nottingham, Nottingham, United Kingdom ; Connaught Compliance Training Services, Cardiff, United Kingdom ;
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ADULT learning ; COGNITIVE styles ; ENVIRONMENTAL management ; ADULT students ; ENVIRONMENTAL education ; COURSE evaluation (Education) ; ADULT education ; SOCIETIES, etc. ;
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The Institute of Environmental Management and Assessment (IEMA) Associate Certificate in Environmental Management course is designed to raise the professional competence of aspiring and existing environmental practitioners. Successful completion entitles the individual to become an associate IEMA member. A dedicated evaluation model was developed for this focused research, in order to determine the factors which influence student attendance and success on the course. The methodology utilised the core elements of three academically proven training evaluation models to examine presage and process factors, the student's reaction to the course, and changes in knowledge, attitude and understanding. A range of personal, work-related and course-related factors were identified. These include student motivation, previous environmental experience and preferred learning style. A negative correlation was found between examination success and the need for students to also focus on work activities while attending this course. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=58529077&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=58529077&lang=es |
| johe |
competence |
21 |
633 |
Journal of Higher Education |
00221546 |
July/August 2009 |
80 |
10.1353/jhe.0.0059 |
363 |
388 |
26 |
Finding Money on the Table: Information, Financial Aid, and Access to College. |
Tierney, William G. ; Venegas, Kristan M. ;
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Student financial aid -- Universities & colleges ; College choice ; College attendance -- Social aspects ; Socioeconomic factors ; Poor people ; Financial aid ; University & college admission -- Social aspects ; Cultural awareness ; Student financial aid ; Cultural competence ; Culture conflict ; Cultural ecology ; Scholarships -- Social aspects ; Grants in aid (Public finance) ; Student loans ;
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This article considers trends in state aid and research suggesting that low-income high school students do not prepare for college because they believe it is unaffordable. Authors posit a cultural ecological framework for examining how students think about going to and paying for college, asserting that preparation for college and financial aid is multifaceted and longitudinal. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508072706&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508072706&lang=es |
| johe |
competence |
22 |
634 |
Journal of Geography in Higher Education |
03098265 |
Jul2008 |
32 |
10.1080/03098260801966000 |
337 |
345 |
9 |
Getting the Best from an International Year. |
Kneale, Pauline ;
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School of Geography, University of Leeds, UK ;
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FOREIGN students ; EMPLOYMENT in foreign countries ; FOREIGN workers ; FOREIGN study ; CONDUCT of life ; JOB skills ; LIFE skills ; SOCIAL skills ; SOCIAL learning ;
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The article provides information regarding the preparation of oneself on studying at a university in another country, or working internationally as part of a degree in geography. The author stresses that studying or working abroad gives students and employees the opportunity to get to know a particular country and its people in depth, and to develop as an individual. The author also adds that living and working in another country will always pose challenges. It is said that overcoming such challenges helps to instil self-confidence, high skills levels, flexibility, and awareness. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31636158&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31636158&lang=es |
| johe |
competence |
23 |
635 |
Journal of Further & Higher Education |
0309877X |
May2008 |
32 |
10.1080/03098770801979183 |
175 |
184 |
10 |
Grading in competence-based qualifications - is it desirable and how might it affect validity? |
Johnson, Martin ;
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Cambridge Assessment, Research Division, Cambridge, UK. ;
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GRADING & marking (Students) ; EDUCATIONAL tests & measurements ; EDUCATIONAL evaluation ; VOCATIONAL guidance ; POSTSECONDARY education ; HIGHER education ; JOB descriptions ; HIGH schools ; GREAT Britain ; Elementary and Secondary Schools ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Other Technical and Trade Schools ; Apprenticeship Training ; Vocational Rehabilitation Services ;
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The UK educational assessment landscape is changing, characterised by attempts to create more flexible pathways through learning. This has led to attempts to formalise the comparative relationships between different general and vocational qualifications. The National Qualifications Framework (NQF), the Framework for Achievement and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland all seek to explore the potential for comparing the value of different qualifications. These initiatives mirror other international trends, such as the implementation of the Australian Qualifications Framework. Grading is a potential enabling tool for comparing different qualifications. This is visible in the way that the NQF uses General Certificate of Secondary Education grades C and D to discriminate between Levels 2 and 3 of the framework. This article focuses on the challenges posed for competency-based qualifications in the light of such national and international moves towards developing unified qualifications frameworks. This is important given the strong traditional relationship between competency-based qualifications and binary (pass/fail or competent/not yet competent) reporting and its historically ambivalent relationship with grading techniques. The article also discusses some of the particular issues that are relevant when competency-based assessments are graded. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31611488&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31611488&lang=es |
| johe |
competence |
24 |
636 |
International Journal of Sustainability in Higher Education |
14676370 |
Feb2010 |
11 |
|
141 |
152 |
12 |
Higher education and curriculum innovation for sustainable development in India. |
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HIGHER education ; SUSTAINABLE development ; ACADEMIC programs ; EDUCATION ; PERFORMANCE ; EVALUATION ; STUDENTS ; EMPLOYEES ; INDIA ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Administration of General Economic Programs ;
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The article offers information on a study on national developments inHigher education for sustainable development in India. Different educational approaches in education for sustainable development are also discussed in the study. It the study, academic program, policy statements and education projects were analyzed. It was found in the study that India's education policy has several principles of sustainable development in it where environmental education is mandated in all forms of formal education. The challenges to this initiative the government is also discussed which include lack of inter-disciplinary competence among students and staff and methods of assessment in HE. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=50661717&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=50661717&lang=es |
| johe |
competence |
25 |
637 |
International Journal of Sustainability in Higher Education |
14676370 |
2006 |
7 |
|
322 |
340 |
19 |
How appropriate are two established concepts from higher education for solving complex real-world problems?: A comparison of the Harvard and the ETH case study approach. |
G. Steiner ; D. Laws ;
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HIGHER education ; CASE method (Teaching) ; COLLEGE students ; UNIVERSITIES & colleges ; COLLEGE teachers ; Colleges, Universities, and Professional Schools ;
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Purpose ? The main focus of this paper is to discuss appropriate forms of higher education for building up students' competence for working on complex real-world problems. Design/methodology/approach ? Within this paper the Harvard approach is accurately compared with the ETH approach by discussing theoretical and practical implications as well. Findings ? It is argued that the Harvard case study approach is a sensible approach to bridging the gap between the academic and the practical world, but it has important limits in preparing students to cope with complex real-world problems. In some important respects, the ETH case study approach goes further by exposing students directly to the multi-faceted and complex character of real-world problems. Practical implications ? The ETH approach puts additional demands on students and teachers to bridge the gap between university and society with a high degree of responsibility. Consequently, a combination of both the Harvard and the ETH approach might be interesting. Originality/value ? The comparison of the Harvard case study approach with the ETH case study approach is novel. The discussion of educational together with practical implications provides insight to the peculiarities of each single approach together with an orientation for their implementation within higher education. Guidance is given to universities who are deciding what educational means have to be implemented in order to prepare their students for the task of solving complex real-world problems in an inter but also transdisciplinary manner. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=21875666&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=21875666&lang=es |
| johe |
competence |
26 |
638 |
International Journal of Sustainability in Higher Education |
14676370 |
Jul2011 |
12 |
|
236 |
249 |
14 |
Integrating sustainable development into operations management courses. |
Fredriksson, Peter ; Persson, Magnus ;
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SUSTAINABLE development ; OPERATIONS management ; HIGHER education ; TEXTBOOKS ; UNIVERSITIES & colleges -- Administration ; UNIVERSITIES & colleges -- Curricula ; COLLEGE teachers ; SWEDEN ; CHALMERS tekniska hoegskola ; Administration of General Economic Programs ; Other printing ; Colleges, Universities, and Professional Schools ;
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Purpose - It is widely acknowledged that aspects of sustainable development (SD) should be integrated into higher level operations management (OM) education. The aim of the paper is to outline the experiences gained at Chalmers University of Technology in Sweden from integrating aspects of SD into OM courses. Design/methodology/approach - The paper is based on the authors' experiences from teaching at Chalmers University of Technology, and the integration of SD into OM courses. The paper thus relies on an action research approach, similar in many ways to other papers in the field. Findings - The paper outlines several similarities between the fields of SD and OM. Although the results show that several challenges must be overcome when integrating the fields in courses. The challenges - that are scrutinized through the use of existing literature - relate to the scope differences between the fields, lack of SD aspects in OM text books, and misfit between needs and teacher competence, support, and course structures. Originality/value - The paper adds understanding by specifically addressing the integration of SD into OM courses. Universities and teachers within the field can consider the challenges outlined when integrating the two fields in courses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=63303752&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=63303752&lang=es |
| johe |
competence |
27 |
639 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2008 |
20 |
|
298 |
306 |
9 |
Learning to Teach the Creative Arts in Primary Schools Through Community Engagement. |
Russell-Bowie, Deirdre ;
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University of Western Sydney ;
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Community involvement ; Art education ; Learning ; Primary school facilities ; Graduate students ; Teacher training ; Training of student teachers ; Art students ;
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Community engagement has been used for many years to enhance and strengthen teacher education courses, preparing student teachers with real life learning experiences as they work with community groups in mutually beneficial projects. This research examines a community engagement project that involved 13 undergraduate creative arts students who were planning to enroll in a post-graduate teacher education degree course when they had completed their initial degree. The students were placed in a primary school to work on a variety of creative arts-based projects with a range of teachers and classes with the aim of learning skills, knowledge, and strategies about teaching in relation to the creative arts. Outcomes from the project included an increasing confidence and competence in relation to teaching skills, knowledge, and strategies by the students as they were involved in the action - reflection cycle of community engagement. The school community also benefited from the project as children were developing creative arts skills and knowledge as they worked with the university students, and the teachers gained new ideas in relation to implementing the creative arts in their classrooms. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44785015&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44785015&lang=es |
| johe |
competence |
28 |
640 |
South African Journal of Higher Education |
10113487 |
2010 |
24 |
|
555 |
567 |
13 |
Managing tensions in a service-learning programme: Some reflections. |
Maistry, S. M. ; Ramdhani, J. ;
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University of KwaZulu-Natal South Africa ; University of Johannesburg South Africa ;
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Service learning ; School involvement ; College students ; Educational programs ; Higher education ; South Africa ;
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Service learning as a strategy for raising awareness amongst university students of their responsibilities to the community is rapidly gaining currency in higher education institutions in South Africa. High levels of unemployment and striking economic inequality have been an unfortunate feature of South African society for several decades. Since the dawn of democracy this scenario has not changed to any extent. The introduction of new education curriculum policy has made the teaching of entrepreneurship education mandatory in all South African schools in an attempt to engender an entrepreneurial ethos amongst South Africans from a young age. To advance this agenda, the country requires teachers who have the competence to deliver on this policy imperative. This article reports on a qualitative research study that examined the experiences of pre-service teachers as they engaged in an entrepreneurship education programme that was specially enhanced to create an awareness of social responsibility through service-learning. It entailed close collaboration with a community-based organization working with disadvantaged children at an orphanage in South Africa. It examines the complexities that are likely to emerge in a service-learning programme. The article argues that while service learning has potential for sensitizing students to the issue of social responsibility, it is important for programme developers to be aware of the tensions that may emerge in a service learning programme, namely, the tension between service and learning, between service learning as charity and service learning as a means for empowerment and, between student autonomy and the extent of faculty supervision. Drawing on the work of Le Grange (2007), this article explores the notion of rhizomatic theorizing in service-learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55412025&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55412025&lang=es |
| johe |
competence |
29 |
641 |
Journal of Higher Education Policy & Management |
1360080X |
Aug2008 |
30 |
10.1080/13600800802155028 |
231 |
244 |
14 |
Managing the research function of the university: pressures and dilemmas. |
Mintrom, Michael ;
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Department of Political Studies, University of Auckland, Auckland, New Zealand ;
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UNIVERSITIES & colleges ; RESEARCH institutes ; UNIVERSITIES & colleges -- Evaluation ; ECONOMIC development ; FINANCE ; PERFORMANCE ; ALTERNATIVE approaches in education ; Research and Development in Biotechnology ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Research and Development in the Social Sciences and Humanities ; Colleges, Universities, and Professional Schools ;
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How should universities manage their research function? Today, research-based knowledge is viewed widely as fundamental to economic advancement. As a result, universities everywhere are facing pressure to rethink their research activities. A general model of the research process is presented here. Linkages are drawn between that process, other university activities, and factors that shape the broader operating context of the university. The model provides a focus for exploring how universities might respond to contemporary performance pressures. Key policy options are identified for those seeking to manage university research and commercialization activities more effectively. Dilemmas that arise in choosing alternative policy approaches are highlighted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=33190109&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=33190109&lang=es |
| johe |
competence |
30 |
642 |
Journal of Catholic Higher Education |
19485891 |
Winter2008 |
27 |
|
83 |
95 |
13 |
Merciful Practices of a Business Program: A Case Study. |
Warrington, Traci B. ; Nicholas, Arlene J. ; Keenan, Judith ;
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Young volunteers ; Business education ; Catholic schools ; Catholic universities & colleges ; Service learning ; Communicative competence ; Culture ; Educators ; Christian missions ; Higher education ;
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A case study on the integration of service-learning programs with a university's “mercy mission” is presented. The Business Studies & Economics Department at Salve Regina University in Newport, Rhode Island, designed a service-learning program that incorporates Mercy culture into its teachings. Students easily absorbed the concepts and experienced a sense of fulfillment while working with diverse groups and individuals. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508026322&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508026322&lang=es |
| johe |
competence |
31 |
643 |
Journal of Continuing Higher Education |
07377363 |
Winter2007 |
55 |
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2 |
15 |
14 |
Midlevel Leaders of Continuing Higher Education: Exploring Their Satisfaction, Morale, and Intentions to Stay In or Leave Their Positions. |
Donaldson, Joe F. ; Rosser, Vicki J. ;
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Professor of Higher and Continuing Education, University of Miosouri-Columbia ; Associate Professor of Higher and Continuing Education, University of Miosouri-Columbia ;
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College administrators ; Job satisfaction ; Higher education ; United States ; Administration of Education Programs ; Employee morale ; Attitudes toward work ; Quality of work life ; Employee retention ;
|
The article discusses a study on the factors that influence midlevel leaders of continuing higher education to stay in or leave their positions in the U.S. It cites job satisfaction, morale and intent to leave as concepts that affect a person's worklife and feelings about work. It states that continuing educators' satisfaction is defined by their perceptions of career support and recognition for their competence. It offers strategies for employing continuing education leaders to reduce the rate of turnover in the profession. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24452391&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24452391&lang=es |
| johe |
competence |
32 |
644 |
International Journal of Sustainability in Higher Education |
14676370 |
2010 |
11 |
10.1108/14676371011077595 |
380 |
390 |
11 |
Mirroring, Gestaltswitching and transformative social learningStepping stones for developing sustainability competence. |
Wals, Arjen E.J. ;
|
|
GESTALT psychology ; SOCIAL dynamics ; LEARNING ; HIGHER education ; SOCIAL learning ; UNIVERSITIES & colleges ; Colleges, Universities, and Professional Schools ;
|
Purpose – The purpose of this paper is to identify components and educational design principles for strengthening sustainability competence in and through higher education. Design/methodology/approach – This is a conceptual paper that uses an exemplary autobiographical empirical case study in order to illustrate and support a line of reasoning. Findings – A number of "Gestalts" of mind-sets of sustainability competence and key elements of the learning processes needed for developing such competence have been identified. Originality/value – This is one of the first papers to consider sustainability competence from a transformative social learning perspective. The value of the paper lies in its potential to help teachers of university courses in re-designing their educational processes with sustainability competence in mind. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71387730&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71387730&lang=es |
| johe |
competence |
33 |
645 |
Journal of Further & Higher Education |
0309877X |
Feb2010 |
34 |
10.1080/03098770903477128 |
83 |
96 |
14 |
Numeracy competence requirements for admission to undergraduate degree programmes: a case study of a programme to prepare pre-registration nursing student candidates for a numeracy entrance test. |
Dray, Beattie ; Perkins, Andrew ; Faller Fritsch, Lynn ; Burke, Linda ;
|
Faculty of Health and Social Care Sciences, Kingston University & St George's University of London, London, United Kingdom. ; School of Nursing & Allied Health Professions, Merton College of Further Education, London, United Kingdom. ;
|
UNDERGRADUATE programs ; NUMERACY ; UNIVERSITY & college entrance requirements ; HIGHER education ; NURSING students ; MATHEMATICAL ability ; Colleges, Universities, and Professional Schools ;
|
Some undergraduate programmes require evidence of baseline numeracy skills as a condition of entry. With a widened entry gate into higher education and a recognised 'mathematics problem' in society, students wishing to enrol onto degree programmes that require evidence of numeracy often find it difficult to provide such evidence. Numeracy skills of pre-registration nursing students are an issue of particular concern. Some undergraduate nursing programmes require prospective students who are applying for places to undertake a numeracy entrance test as part of the selection process. Evidence from numeracy selection tests conducted at one university indicated that many applicants struggled to demonstrate competence in basic numerical concepts. On the basis of this evidence, the School of Nursing at Kingston University/St George's University of London (KU/SGUL), in partnership with Merton College of Further Education, designed and delivered an innovative pre-entrance test numeracy development programme for prospective nursing students. The programme, 'Making Friends with Numbers', was delivered to two groups. There is little evidence in the literature that this type of support is offered to students who fail to demonstrate the minimum numeracy requirement for entry. A case-study evaluation study was undertaken to measure the effectiveness of the numeracy programme. Results showed that the programme had short- and medium-term success in helping students to prepare for the numeracy entrance test and developed students' confidence and self-esteem in relation to their numerical ability. The findings will be of relevance to all professionally orientated programmes where numeracy is important. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=48097764&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=48097764&lang=es |
| johe |
competence |
34 |
646 |
Journal of Higher Education Policy & Management |
1360080X |
Aug2008 |
30 |
10.1080/13600800802155168 |
273 |
282 |
10 |
Rewarding excellence and promoting improvement in higher education teaching in Australia. |
Walshe, Terry ;
|
School of Botany, University of Melbourne, Melbourne, Australia ;
|
UNIVERSITIES & colleges -- Finance ; EDUCATION & state ; HIGHER education ; SCHOOL improvement programs ; SCHOOL administration ; PERFORMANCE ; COLLEGE teaching ; EDUCATION -- Finance ; AUSTRALIA ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
|
Current implementation of Australia's Learning and Teaching Performance Fund rewards universities that demonstrate outstanding performance. This paper critically evaluates the capacity of the fund to promote improvement in learning and teaching. Analysis of past data describing institutional performance clearly shows that the rank order of universities has varied little over time. It is argued that this stability implies that incentive for investment in improved teaching and learning will be restricted to those universities that tend to score close to the funding threshold. An alternative approach to funding is advocated, involving graphical communication of trends in performance using control charts. The approach seeks to broaden incentives for better teaching and learning by explicitly, (a) acknowledging excellence in any one funding round, and (b) rewarding improvement in performance over time. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=33190116&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=33190116&lang=es |
| johe |
competence |
35 |
647 |
Journal of Blacks in Higher Education (Theodore Cross Family Charitable Foundation) |
10773711 |
Winter2009/2010 |
|
|
108 |
127 |
20 |
Scholarly Papers. |
|
|
Lists ; African American authors ;
|
The article lists the notable papers and articles by African American authors including "Sufis on Parade: The Performance of Black, African, and Muslim Identities," by Z. Abdullah, "The Institutional Vision of Historically Black Colleges and Universities," by R. Abelman and A. Dalessandro, and "Critical Race Theory and the Cultural Competence Dilemma in Social Work Education," by L.S. Abrams and J.A. Moio. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=48537610&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=48537610&lang=es |
| johe |
competence |
36 |
648 |
Journal of Higher Education |
00221546 |
January/February 2011 |
82 |
|
54 |
91 |
38 |
Socio-Academic Integrative Moments: Rethinking Academic and Social Integration Among Two-Year College Students in Career-Related Programs. |
Deil-Amen, Regina ;
|
|
United States ; Social integration ; Community college students -- Social conditions ; Community colleges -- Social aspects ; School dropout prevention ; Community colleges -- United States ; Services for community college students ; Social conditions of college students ; Higher education of minorities ; Teacher-student relationships -- United States ; Prediction of dropout behavior ;
|
Qualitative data from students in 14-year colleges are analyzed to explore the relevance of Tinto's concepts for such students. Students' perceptions of their academic and social integration reveal the centrality of fused “socio-academic” moments for cultivating feelings of belonging and competence, reinforcing goal commitment, and accessing valuable social capital. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508205618&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508205618&lang=es |
| johe |
competence |
37 |
649 |
Journal of Learning in Higher Education |
1936346X |
Spring2011 |
7 |
|
27 |
37 |
11 |
TASK PACING BEHAVIORS IN STUDENT TEAMS: AN EXPERIMENTAL STUDY. |
He, Jun ;
|
College of Business University of Michigan-Dearborn Dearborn, Michigan ;
|
Higher education ; Performance ; College students ; Social groups ; Group work in research ; Work sharing ; Research teams ;
|
The increasing adoption of team structures in business encourages the use of team assignments in higher education for the purpose of providing students with valuable team experience critical to their future career success. Improper task pacing behaviors, such as rushing to deliver products near the deadlines, often lead to poor team performance. Thus, a better understanding of task pacing behavior in student teams will not only help instruct students with appropriate team behaviors, but also provide valuable implications to team practices in the real business world. This research proposes a task-pacing model to study the influences of team characteristics and team interactions on teams' task pacing behaviors. 65 student teams participated in the study. Results suggest that as team progresses, the development of shared temporal cognitions regarding the temporal aspects of task execution is mostly affected by members' temporal reminding activities; the shared temporal cognitions as well as members' individual task pacing styles strongly influence the team's task-pacing behaviors and ultimately affect team performance. Implications for both education and team research are also discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877157&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877157&lang=es |
| johe |
competence |
38 |
650 |
International Journal of Sustainability in Higher Education |
14676370 |
2010 |
11 |
10.1108/14676371011077577 |
353 |
364 |
12 |
Teacher capacities for working towards peace and sustainable development. |
Thaman, Konai Helu ;
|
|
TEACHERS ; EDUCATION ; SUSTAINABLE development ; PEACE ; LEARNING ; UNITED Nations ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Administration of General Economic Programs ; International Affairs ; International and other extra-territorial public administration ;
|
Purpose – The purpose of this paper is to highlight the importance of values and beliefs rooted in "non-Western" cultures in implementing global education initiatives such as education for sustainable development (ESD) at the regional and local levels. This is because many of these initiatives are often derived from "Western" cultures and values. Also to reaffirm the importance for educators to respect and use local and indigenous ways of life and knowledge systems in order to make teaching and learning more relevant and meaningful for Pacific students; and to advocate for the development of teachers' capacities to better contextualize their teaching and create more culturally inclusive learning environments. Design/methodology/approach – Informed by the findings of her research on cultural values, educational ideas and teachers' role perception in Tonga, plus her work as the UNESCO Chair in Teacher Education and Culture at the University of South Pacific, the author presents her reflections on the need to further enhance teachers and teacher educators in the Pacific region. Findings – The findings suggests that teacher education programmes that are designed to cultivate teachers' cultural competence may better contribute to making Pacific education more relevant and effective. Originality/value – The ESD discourse often attaches importance to traditional and indigenous knowledge, but there is limited literature discussing how and for what purposes indigenous ways of knowing should be integrated into teacher education. This paper challenges the neglect of teachers in the international education reform discourses; points out the vital role of teachers in facilitating educational reforms, and contributes understanding of the types of teacher capacities higher education needs to foster for peace and sustainability through the case of the Pacific region. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71387726&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71387726&lang=es |
| johe |
competence |
39 |
651 |
Journal of Further & Higher Education |
0309877X |
Nov2010 |
34 |
10.1080/0309877X.2010.512077 |
491 |
502 |
12 |
Teacher immediacy: reflections on a peer review of teaching scheme. |
Nixon, Sarah ; Vickerman, Philip ; Maynard, Carol ;
|
Centre for Sport, Dance and Outdoor Education, Liverpool John Moores University, Liverpool, United Kingdom ; Faculty of Education, Community and Leisure, Liverpool John Moores University, Liverpool, United Kingdom ; Centre for Staff Development, Liverpool John Moores University, Liverpool, United Kingdom ;
|
PEER review (Professional performance) ; COMMUNICATIVE competence ; NEUROLINGUISTIC programming ; TEACHER effectiveness ; TEACHERS -- Research ;
|
Using a qualitative approach drawing on the experiences of four HE lecturers, this study provides an exploration of and insights into a peer review of teaching (PRT) scheme, which focused on teacher immediacy and communication skills. Within the United Kingdom, limited research has been undertaken in relation to teacher immediacy even though international research, particularly in the United States, suggests it enhances lecturer-student interaction. The study identified three key factors that can enhance teaching through the development of immediacy skills. These were: voice and verbal qualities; body language; and location in the teaching space and environmental factors. This article suggests that, based on the evidence from the four lecturers, any PRT scheme that wishes to focus upon enhancing teacher effectiveness should consider addressing these themes in order to facilitate enhanced lecturer-student interaction. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54643978&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54643978&lang=es |
| johe |
competence |
40 |
652 |
South African Journal of Higher Education |
10113487 |
2012 |
26 |
|
91 |
104 |
14 |
Teaching digital natives: Identifying competencies for mobile learning facilitators in distance education. |
Makoe, M. ;
|
Institute for Open Distance Learning, University of South Africa, Pretoria, South Africa ;
|
Mobile communication systems in education ; Teaching methods ; Distance education ; Curricula (Courses of study) ; Teachers ; Facilitated learning ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Performance in children ;
|
The use of mobile technologies in education has had a major impact on the pedagogy as known and understood by many academics in distance education institutions. Teaching using new technologies requires a variety of skills that are different from what most teachers are familiar with. Therefore, teachers need to be trained on how to use these new devices and how to integrate them into their own practice. The aim is to ensure that technology is not perceived as an add-on but as an integral part of the curriculum. The purpose of this article therefore is to identify knowledge and skills that are needed to perform the role of a mobile learning facilitator with the aim of developing a professional development programme that is responsive to the competencies required. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87470057&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87470057&lang=es |
| johe |
competence |
41 |
653 |
Journal of Further & Higher Education |
0309877X |
Nov2011 |
35 |
10.1080/0309877X.2011.584966 |
439 |
459 |
21 |
The case for mixed methodologies in researching the teacher’s use of humour in adult education. |
Struthers, John ;
|
Department of Health, Isle of Man Government, Education and Training Centre ;
|
ADULT education ; WIT & humor in education ; TEACHERS -- Attitudes ; RESEARCH ; MIXED methods research ; TEACHER-student communication ; QUALITATIVE research ;
|
Inconsistencies within the literature result in teachers not having sufficient guidance to develop their humour use in support of learning without risking their professionalism. This article argues for more comprehensive evidence to guide teachers’ use of humour, based on mixed methodological approaches. The case is also made for the Interpersonal Communication Competence Model (ICCM) to be used as a consistent theoretical framework when researching teachers’ use of humour. A methodological literature review design is deployed to explore the conceptualisation, methodologies and situational factors within the selected research. The selected research is analysed in accordance with the ICCM’s five key concepts of motivation, knowledge, skills, outcomes and context. Comparisons are made against a depiction of humour based on the ICCM. The analysis reveals a diversity of conceptualisations of humour and different situational factors influencing teachers’ use of humour, and shows that findings conflict with ‘competent communication’. No research studies linked the various influencing factors together to provide all-embracing guidance for teachers. Studies based on mono-methodologies using qualitative or quantitative research designs only appear to provide the teacher with pieces of the jigsaw pertaining to humour use in teaching. Although mixed methodologies have their own design concerns, the author argues that they offer an opportunity to merge multiple situational factors to produce a more accurate representation of humour use within a teaching context. In conclusion, he proposes that future research utilises a mixed methodological approach along with the ICCM to capture supportive and contradictory perspectives of humour use. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=66788227&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=66788227&lang=es |
| johe |
competence |
42 |
654 |
Journal of Higher Education |
00221546 |
May/June 2009 |
80 |
|
315 |
333 |
19 |
The Influence of Student Engagement and Sport Participation on College Outcomes Among Division I Student Athletes. |
Gayles, Joy Gaston ; Hu, Shouping ;
|
|
National Collegiate Athletic Association ; Academic achievement ; Athletes ; Sports participation ; Engagement (Philosophy) ; Student participation ; College sports ; College athletes ; Student activities ; Teacher-student relationships ; Self-perception ; Communicative competence ; Public opinion ; Regression analysis ; Factor analysis ;
|
The writers explored student athletes' engagement in educationally purposeful activities and the influence such engagement had on a set of cognitive and affective outcomes. The extent to which student athletes engaged in educational activities that resulted in student learning and whether or not engagement effects were conditional on the type of sport in which a student athlete participated were of particular interest. It was found that student background characteristics tended to have limited influence on engagement in educationally purposeful activities. Furthermore, engagement led to positive and significant impacts on a set of college outcomes for student athletes, indicating that college athletes can likely benefit from increased college engagement in a manner similar to the general student population. Finally, it was determined that the influence of student engagement on cognitive outcomes depended on the type of sport student athletes participated in. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508061706&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508061706&lang=es |
| johe |
competence |
43 |
655 |
South African Journal of Higher Education |
10113487 |
2006 |
20 |
|
572 |
581 |
10 |
The qualifications business in higher education. |
Berkhout, S. J. ;
|
Department of Education Policy Studies, University of Stellenbosch, South Africa ;
|
Employee recruitment ; Employee selection ; Higher education ; Education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Administration of Human Resource Programs (except Education, Public Health, and Veterans' Affairs Programs) ; Human Resources Consulting Services ; Nominations for office ; Personnel management ;
|
Qualifications have become academic currency. Apart from adding to the success and fluency with which people can move or be transferred from job to job, nationally and internationally, qualifications also serve to shape individuals' perceptions of their own worth because of their impact on their holders' expectations and prospects, as well as their power to elicit material rewards. In increasingly complex, interrelated and dynamic societies, assessment systems and related qualifications are powerful mediators of livelihoods. Qualifications have become signifiers of merit in terms of a person's knowledge, skills and competence. The greater the correspondence between the represented qualities and the actual performance of a person, the closer we are to attaining a valuable human resource or reliably saleable qualification. This article explores some of the implications of this for developments in higher education in the context of the growing internationalisation and commercialisation of the assessment and qualification business. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24495730&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24495730&lang=es |
| johe |
competence |
44 |
656 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2011 |
23 |
|
292 |
302 |
11 |
The Role of Non-classroom Faculty in Student Learning Outcomes in Higher Education Context. |
Inozu, Julide ;
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Cukurova University ;
|
Higher education ; Learning ; Performance ; Teacher-student relationships ; Interaction analysis in education ; English language education ;
|
Researchers have identified a number of learning experiences including faculty-student interaction which affect students' gains in learning outcomes in higher education. This study specifically focused on the relationship between out-of-class faculty-student contact and student learning gains in a language teacher education program. The study was based on data gathered from 116 senior students at English Language Teacher Education Department of Cukurova University, Turkey. The results suggest that the main contribution of contact with faculty members is attributed to gains in knowledge and subject matter competence. On the other hand, faculty contact is not seen as a source of intellectual growth and practical competence by the participant students. The findings of the study prove to be valuable for showing insights about the relationship between faculty-student interaction and specific learning gains. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67214894&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67214894&lang=es |
| johe |
competence |
45 |
657 |
Journal of Learning in Higher Education |
1936346X |
Spring2011 |
7 |
|
67 |
72 |
6 |
THE UNINTENDED CONSEQUENCES OF DEVELOPMENTAL COURSES. |
Flott, Phyllis ;
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Associate Professor Tennessee State University Nashville, Tennessee ;
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Placement testing ; College students ; Educational tests & measurements ; Performance ; Students' conduct of life ; Social cohesion ;
|
Students are placed into developmental courses to remediate academic weaknesses identified by placement tests. The focus of these courses is subject area content. The current approach to remediation may be too focused on individual behavior while ignoring the social processes that may be occurring in these courses. The results of this pilot study suggest that students placed in these courses may be developing group cohesion and accepting lowered performance norms and developing unproductive classroom behavior. The processes of cohesion, deviance and managing stigma may come together in an unanticipated way and create less than desirable social behaviors. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877160&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877160&lang=es |
| johe |
competence |
46 |
658 |
Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi |
21465959 |
Dec2011 |
1 |
10.5961/jhes.2011.024 |
161 |
169 |
9 |
Türkiye'de Eğitim Yönetimi ve Denetimi Lisansüstü Öğrencilerinin Öz Değerlendirmeleri. |
Sezgın, Ferudun ; Kavgacı, Hasan ; Kilinç, Ali Çağatay ;
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Gazi Üniversitesi, Gazi Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Ankara, Türkiye ;
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Higher education ; Graduate education ; Qualitative research ; Interdisciplinary approach in education ; School administration ; Turkey ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
|
This study aimed to examine the self evaluations of educational administration and supervision graduate students about their own qualifications in the context of National Qualifications Framework for Higher Education in Turkey (NQF-HETR) in a descriptive way. In this respect, this study was designed as a qualitative research. Participants consisted of 15 master and 6 doctoral students who had completed the courses at educational administration and supervision graduate program. To collect the data, a semi-structured interview form developed by researchers was used. The results demonstrated that graduate students had problems especially with associating theory and practice, using research methods and techniques, designing interdisciplinary studies and studies capable of providing solutions for country problems, sharing knowledge in national and international platforms, and using foreign language. In addition, it was determined that participants had great expectations from course advisor faculty members in terms of overcoming the deficiencies expressed in the study. In the light of the results, some suggestions have been made in order to make graduate programs more capable of providing necessary knowledge, skills and competence expressed in NQF-HETR. |
Academic Journal |
Article |
Turkish |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80159087&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80159087&lang=es |
| johe |
competence |
47 |
659 |
Canadian Journal of Higher Education |
03161218 |
2011 |
41 |
|
1 |
9 |
9 |
Using findings from the performance appraisal literature to inform the evaluation of students in higher education. |
Mann, Sara L. ;
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University of Guelph ;
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Performance ; Higher education ; Motivation in education ; Human Resources Consulting Services ; Administration of Human Resource Programs (except Education, Public Health, and Veterans' Affairs Programs) ; Personnel management ; Employee motivation ;
|
Decades of research in the management literature have guided managers on how to effectively motivate their employees, increase the performance of their employees, and evaluate the performance of their employees. Many of these findings could be applied to higher education, both in research and in practice. More specifically, the findings on performance management and evaluation in the management literature could be integrated into the literature on higher education. This integration could prove beneficial for academics, institutions, and students alike. This article provides recommendations for educators and opportunities for future research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=71876079&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=71876079&lang=es |
| johe |
competence |
48 |
660 |
South African Journal of Higher Education |
10113487 |
2007 |
21 |
|
1184 |
1193 |
10 |
Valuing employability: Supervision training and the generic or transferable skills agenda. |
Davidson, M. R. ;
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University of Ulster, Jordanstown Campus, UK ;
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Occupational training ; School supervision ; Research skills ; Computer assisted instruction ; Internet in higher education ; Postsecondary education ; Higher education ; Vocational Rehabilitation Services ; Junior Colleges ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Other Technical and Trade Schools ; Colleges, Universities, and Professional Schools ; School supervisors -- Training of ;
|
This article describes the impact of generic research skills training on the supervision process, and the implications for training supervisors, in a northern Irish university. It seeks to find appropriate conceptual and theoretical frameworks with which to provide training for supervisors that recognise a pedagogy of supervision, which embraces the transferable skills agenda. The study is a case study, grounded in current and proposed work at the University of Ulster, which has around 900 Ph.D. or early-stage researchers, a growing number of research-only staff who supervise, and increasing numbers of experienced researchers and principal investigators. Ph.D. students are required to accumulate evidence of competence in all (A-G) skills listed in the Joint Skills Statement, to the extent of 180 Research Training Credits (RTCs), over a three year registration. The article also describes a web-based personal development plan (PDP) known as the PD-System, recently adapted for the benefit of research students and their supervisors to track efforts to engage with such training, recognise prior experiential learning, and assist with training needs analysis within an electronic, and evidenced-based environment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33918611&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33918611&lang=es |
| johe |
competence |
49 |
661 |
South African Journal of Higher Education |
10113487 |
2006 |
20 |
|
367 |
369 |
3 |
Voices of change. |
Waghid, Yusef ;
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Stellenbosch University, Stellenbosch, South Africa ;
|
Student attitudes ; Prefaces & forewords ;
|
The article discusses various reports published within the issue of this periodical, including a paper by C. S. Harries, C. Mbali and J. Botha that aims to help students in improving their prescribing competence and confidence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=23323958&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=23323958&lang=es |
| johe |
competence |
50 |
662 |
Journal of Learning in Higher Education |
1936346X |
Spring2011 |
7 |
|
49 |
65 |
17 |
WHAT DOES THE MANAGEMENT MAJOR NEED TO KNOW? |
Desman, Robert ; Moodie, Douglas R. ; Roebuck, Deborah B. ; Siha, Samia ;
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Department of Management and Entrepreneurship Coles College of Business Kennesaw State University Kennesaw, Georgia ;
|
Higher education ; Undergraduate programs ; College students ; Business education ; Ability ; Performance ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Industrial management education (Higher) ; Employers ;
|
Representing over one-fifth of the undergraduate degrees conferred, the Bachelor of Business Administration is the most sought-after degree in American academia. Management majors comprise nearly half of those graduates. Darwinian logic suggests that Business Schools and Management curricula must be doing a wonderful job to have earned such popular support. But what does the data say? Do potential employers agree with this deduction? After reviewing recruiter and employer demands and comparative Business School offerings, the paper concludes that students receive a satisfactory technical education (hard skills). Found wanting, however, is students' mastery of social and conceptual competencies (soft skills). An additional finding implies that programs of study may also need to address some character issues (personal skills). |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877159&lang=es |
| johe |
competence |
1 |
663 |
Journal of Geography in Higher Education |
03098265 |
Nov99 |
23 |
|
303 |
325 |
23 |
A Genetic Framework for Criterion-referenced Assessment of Undergraduate Essays. |
Neil, D.T. ; Wadley, D.A. ;
|
|
NORM-referenced tests ; COLLEGE students ; ESSAY (Literary form) ; ABILITY testing ;
|
This paper presents a brief review of the relative merits of norm-referenced and criterion-referenced assessment of undergraduate students' written work. Acknowledging that there are both positive and negative aspects of criterion referencing, a generic framework for such assessment of undergraduate essays is presented. It comprises criteria and standards (organised by 'dimensions of achievement', i.e. content, process, affect and skills), proficiency standards for English language and communication competence, and cartographic and graphic skills. Problems of implementation include the size and complexity of the framework and the need to interpret and clarify the criteria and standards for students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2496631&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2496631&lang=es |
| johe |
competence |
2 |
664 |
Journal of Higher Education |
00221546 |
July/August 1992 |
63 |
10.2307/1982123 |
465 |
468 |
4 |
A resource guide for effective teaching in postsecondary education (Book Review) |
Moll, Joy K. ;
|
|
Books ; Resource Guide for Effective Teaching in Postsecondary Education (Book) ;
|
Reviews the book `A Resource Guide for Effective Teaching in Postsecondary Education: Planning for Competence' by Rich ard D. Kellough. |
Review |
Book Review |
Undetermined |
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| johe |
competence |
3 |
665 |
Journal of Higher Education |
00221546 |
Jul92 |
63 |
|
465 |
468 |
4 |
A Resource Guide for Effective Teaching in Postsecondary Education: Planning for Competence. |
Moll, Joy K. ;
|
|
RESOURCE Guide for Effective Teaching in Postsecondary Education (Book) ;
|
Reviews the book `A Resource Guide for Effective Teaching in Postsecondary Education: Planning for Competence' by Rich ard D. Kellough. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9211164485&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9211164485&lang=es |
| johe |
competence |
4 |
666 |
Journal of Geography in Higher Education |
03098265 |
Autumn1977 |
1 |
|
61 |
70 |
10 |
A self-paced mastery instruction scheme in geography for a first year university course. |
Fox, Michael ; Wilkinson, Tom ;
|
Department of Geography, Carleton University, Ottawa, Canada, K1S 5B6. ;
|
Instructional systems ; College students ; Assessment of education ; Education equipment ; Performance ; Curriculum planning ; Ottawa (Ont.) ; Ontario ; Carleton University ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Administration of Education Programs ; Geography ;
|
The use of a self-paced mastery system of instruction can help to overcome some of the problems resulting from variable educational backgrounds among first-year geography undergraduates. The implementation of such a system at Carleton University is described, at the stages of specification, design and evaluation. The aim of 'mastering' subject material is achieved through a programme taken at the students' own pace and self-assessed. The preliminary results of an evaluation of the system suggest that more students progress to the second year because of it, though there is no significant improvement in the overall performance of second-year students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19646718&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19646718&lang=es |
| johe |
competence |
5 |
667 |
Journal of Higher Education |
00221546 |
N/D 1977 |
49 |
10.2307/1979008 |
613 |
632 |
20 |
Academic predictors of adult maturity and competence. |
Heath, Douglas H. ;
|
|
Educational tests & measurements ; Higher education ; Maturation (Psychology) scales ; Academic achievement -- Universities & colleges ; Academic achievement ; Longitudinal method ; Emotional maturity ; SAT (Educational test) ; Achievement tests ; Interpersonal relations ; Verbal ability ; Rating of students ; Education research ;
|
A longitudinal study of sixty-eight college-educated men, studied when freshmen and upperclassmen and subsequently when in their early thirties, examined the academic predictors of maturity and a wide range of adult competencies. SAT quantitative and verbal aptitude, achievement test, college grades, departmental chairman ratings of intellect, and the receipt of college honors were not found to predict several hundred measures of adult maturity and competence. However, the measures, particularly increasing SAT scores, were found to be directly related to a variety of measures indexing psychological, particularly interpersonal, immaturity. Some implications for redefining the purposes of higher education were examined. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
6 |
668 |
Canadian Journal of Higher Education |
03161218 |
December 2005 |
35 |
|
1 |
26 |
26 |
Anxiety and Perceived English and French Language Competence of Education Students. |
Montgomery, Cameron ; Spalding, Thomas ;
|
|
Anxiety ; Self-evaluation ; Second language acquisition ; Language & education ; Stress (Psychology) ; Bilingual students ; Bilingualism ; English-speaking Canadians ; French-speaking North America ; Competence & performance (Linguistics) ; University of Alberta -- Students ;
|
The authors examined manifest anxiety and perceptions of English and French language competence among Anglophone (n = 35), Francophone (n = 29), and Mixed-heritage (n = 34) elementary education (60%) and secondary education (40%) students (80% female) in their second, third, or fourth year of study at the Faculté Saint Jean (University of Alberta). Participants assessed their language competence differently in English and French. Francophone and Mixed-heritage students felt equally competent in the two languages, but Anglophone students reported much higher language competence in English. Manifest anxiety and self-assessments of language competence were related only among the Anglophone group, with high levels of manifest anxiety associated with both low self-assessments of French language competence and high self-assessments of English language competence—the two being correlated with each other. Reprinted by permission of the publisher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507847335&lang=es |
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| johe |
competence |
7 |
669 |
Journal of Higher Education |
00221546 |
Jan/Feb94 |
65 |
|
99 |
101 |
3 |
Book reviews. |
Hultgren, Francine H. ;
|
|
ON Our Own Terms (Book) ;
|
Reviews the book `On Our Own Terms: Redefining Competence and Femininity,' by Maggie Mulqueen. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9406224011&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9406224011&lang=es |
| johe |
competence |
8 |
670 |
Journal of Higher Education |
00221546 |
Jan/Feb1983 |
54 |
10.2307/1981646 |
80 |
90 |
11 |
Breaking the attrition cycle: the effects of supplemental instruction on undergraduate performance and attrition. |
Blanc, A. A. ;
|
|
Remedial teaching -- Universities & colleges ; Education ; Educational programs ; Individualized education programs ; Performance ; Students ; Universities & colleges ;
|
The article describes an academic support program found to be effective in addressing the problems of students performance and attrition at an urban institution of eleven thousand students. The program rationale and description is followed by empirical data evaluating the effectiveness of the services as measured by: between-group performance difference in early-level arts and sciences courses; student reenrollment at the university in succeeding semesters; and longitudinal shifts in grade distribution patterns. Typical learning center programs operate on a drop-in basis, offering services primarily designed to address the needs of high-risk students. Staff devote a high percentage of time to one-on-one tutorial instruction, with basic skills courses and workshops complementing individual services. Supplemental Instruction is designed to assist students in mastering course concepts and, at the same time, to increase student competency in reading, reasoning, and study skills. In order to do this, the specialists attend the course lectures where they take motes and complete assigned readings. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
9 |
671 |
South African Journal of Higher Education |
10113487 |
2006 |
20 |
|
426 |
441 |
16 |
Building successful therapeutics into a problem-based medical curriculum in Africa. |
Harries, C. S. ; Mbali, C. ; Botha, J. ;
|
School of Therapeutics and Medicines Management Nelson R. Mandela School of Medicine University of KwaZulu-Natal Durbon, South Africa ;
|
Medical school curriculum ; Medical education ; Professional education ; Africa ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Therapeutics ; Clinical medicine ;
|
Irrational prescribing originates in undergraduate therapeutics education, where prescribing skills have been overlooked. P-drug, a rational prescribing approach, has been developed in response to poor prescribing. In 2004, the first cohort of problem-based learning (PBL) final-year students at Nelson R. Mandela School of Medicine reported feeling unprepared to prescribe medicines and requested help. We aimed to assist students in improving their prescribing competence and confidence. Students were tested and asked to rate their confidence for some of their responses. A stratified sample of 10 of these students, were interviewed, where they prescribed treatment for 4 paper cases. A week-long intervention was designed, covering key areas of weakness and prescribing skills and employing several learning strategies. Students evaluated the course, rating how they felt key competences changed. Test results averaged 47 per cent. True/false questions were better answered (69%) than short answer questions (21%), the worst of these testing drug level interpretation (48%) and dosage calculation (5%) respectively. Students interviewed gave appropriate treatment for 4 of 40 cases and important patient information in only 1 case. Eight students gave an appropriate text for further information. The student evaluation showed an improvement for all prescribing abilities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=23323966&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=23323966&lang=es |
| johe |
competence |
10 |
672 |
Journal of Higher Education |
00221546 |
March/April 1994 |
65 |
10.2307/2943922 |
168 |
182 |
15 |
College at work: partnerships and the rebuilding of American competence. |
Johnstone, Douglas B. ;
|
|
United States ; Employee training ; Business & education ; Educational cooperation -- New York (State) ; Employment & education ; Higher education -- United States ;
|
Summarizes the pressures for change in higher education in the United States. Empire State College-New York Telephone Company partnership as an example of a new educational paradigm; Principal features of the that made the corporate-college partnership; Need for the concerted effort by American higher education to help rebuild the American work force. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508510426&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508510426&lang=es |
| johe |
competence |
11 |
673 |
Journal of Higher Education |
00221546 |
Jun1973 |
44 |
|
462 |
464 |
3 |
COMMENTARY. |
Mann, Peter B. ;
|
|
Nonformal education ; Alternative education ; Curriculum planning ; Open learning ; Continuing education ; Higher education ; Adult education ; Curriculum frameworks ; University of Northern Colorado ; Professional and Management Development Training ;
|
The article presents discussion on a paper about developing an external development program based on University of Northern Colorado's operating external degree program. Questions are raised and discussed on admission requirements, credit hour requirements, criteria used to award credits for life experience, the academic program, students access to facilities such as laboratories and libraries, funding, faculty, relationship between the external and extension programs, basis for awarding degrees, and competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=21452397&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=21452397&lang=es |
| johe |
competence |
12 |
674 |
Journal of Geography in Higher Education |
03098265 |
Nov98 |
22 |
10.1080/03098269885813 |
401 |
407 |
7 |
Communication and Information Technology in the Skills Curriculum: a case study of an existing course and its relevance to a post-Dearing era. |
Burkill, Sue ;
|
|
COMPUTER assisted instruction ; GEOGRAPHY -- Study & teaching ;
|
As a pragmatic contribution to discussion about how skills should be integrated into the curriculum in the post-Dearing era, this paper draws on experience of a course which has been running for two years alongside the modular degree at the University College of St Mark and St John. It considers how computer-assisted learning (CAL) can be integrated into a skills curriculum for undergraduates. It argues that CAL can serve the dual purpose of providing a flexible approach to developing a range of skills and supporting the development of competence in information technology. The judicious selection of appropriate CAL materials from a range of sources, carefully programmed into the student experience, is shown to be an appropriate learning strategy for a skills curriculum. Finally, it argues that without the development of supportive IT strategies, skills-oriented courses are threatened by resource constraints. |
Academic Journal |
Article |
English |
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| johe |
competence |
13 |
675 |
Journal of Higher Education |
00221546 |
Mar 1973 |
44 |
10.2307/1980613 |
171 |
190 |
20 |
Community college board of trustees: a question of competency. |
Moore, William ;
|
|
Trusts & trustees ; Community & college ; College clubs ; Higher education ; Student unions ; Performance ;
|
The article author is of the view that the Community College Board of Trustees is the uninformed and incompetent component in a community college structure. Despite the fact that the real impact of college control is in the hands of a local board of trustees, they are ignorant of the educational enterprise. The board of trustees consists of political leaders. The individual members of elected boards may represent certain special interest groups like ethnic, racial, religious, economic, social, and political. The board members are professional educators notoriously ignorant about the happenings in the field of higher education. It is the view of some outsiders that the educators prefer to keep them like that. For an open society the institute should be reflected with an open mind by a competent community college. It is very essential to clearly define the policies for governing the college. A clear-cut code of ethics and behavior is the needed, wanted requirement and developed by a competent board. When this body provides explicit opportunity for students, faculty, administration, and other parts of the college community to engage in dialogue with the policymakers of the district competency, it is facilitated in a board of trustees. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
14 |
676 |
Journal of Higher Education |
00221546 |
November/December 1980 |
51 |
10.2307/1981173 |
685 |
692 |
8 |
Competence movement and the liberal arts tradition: enemies or allies? |
Benoist, Howard ; Gibbons, Robert ;
|
|
United States ; General education ; Competency-based education ; Ability testing ; Educational programs ; Postsecondary education ; Curricula (Courses of study) ; Performance standards ; Education -- United States ; Organizational effectiveness ;
|
The author examines the traditionalist's view of competence-based education, and the motives needed by competence advocates for the advancement of the idea that competence movement promises to strengthen the liberal arts tradition in American higher education. A number of educational programs at various levels in the U.S. have adopted performance standards to assess student's competence and instructional quality, making critics view with alarm the purpose of such programs for the development of competence-based programs at the secondary school level. But, in some states, the outcome-based university programs are regarded as a form of the behavioral objective process, with predictable behavioristic and mechanistic realistic effect on curricula and students, the author asserted. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
15 |
677 |
Journal of Further & Higher Education |
0309877X |
Nov2002 |
26 |
10.1080/0309877022000021720 |
317 |
325 |
9 |
Competence-based Approaches: a discussion of issues for professional groups. |
Eynon, Rebecca ; Wall, David W. ;
|
|
PROFESSIONS ; OUTCOME-based education ; Professional Organizations ;
|
An increasing number of professional groups are adopting some form of competence-based approach to education and training. Despite their increasing popularity, there remains a fierce debate in the academic literature as to the appropriateness of such approaches for the professions. This paper explores how the teaching, engineering, medical and management professions are using competence-based approaches in the workplace. Some of the key difficulties of the competence-based approach as identified in the literature are examined from a perspective rooted in the practice of these four professional groups. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7725740&lang=es |
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| johe |
competence |
16 |
678 |
Journal of Further & Higher Education |
0309877X |
Oct99 |
23 |
|
359 |
371 |
13 |
Constructivism and Problem-based Learning. |
Hendry, Graham D. ; Frommer, Mirriam ; Walker, Richard A. ;
|
|
CONSTRUCTIVISM (Psychology) ; MEDICAL students ;
|
Focuses on constructivism of medical students in proving their competencies in problem-based learning. Evidence on measures of depression and anxiety; Impact of self-efficacy on individuals arousal of high levels of understanding and competence; Necessary structures to develop students freedom to construct levels of competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5989498&lang=es |
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| johe |
competence |
17 |
679 |
Journal of Higher Education |
00221546 |
Dec 1974 |
45 |
10.2307/1980892 |
672 |
681 |
10 |
Correlates of performance in community colleges. |
Fiedler, Fred E. ; Gillo, M. W. ;
|
|
Rating ; Junior college teachers ; School environment ; Community colleges ; Public universities & colleges ; College teachers ; Effective teaching ; Teacher effectiveness ; Performance ;
|
This paper investigates the relationship of teaching styles, the faculty's perception of college goals, satisfaction, influence over policy issues, and organizational characteristics, and the teaching effectiveness of community college divisions. While almost none of the predictors was related across the board to teaching performance, fairly strong relations emerged when these variables were examined separately for the divisions representing different teaching areas. These findings extend previous research which showed that different relations among these variables are to be expected in different academic fields. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
18 |
680 |
Journal of Higher Education |
00221546 |
January/February 1995 |
66 |
10.2307/2943962 |
120 |
122 |
3 |
Educating professionals (Book Review) |
Lynton, Ernest A. ;
|
|
Books ; Educating Professionals: Responding to New Expectations for Competence & Accountability (Book) ;
|
Reviews the book `Educating Professionals: Responding to New Expectations for Competence and Accountability,' by Lynn Curry, Jon F. Wergin and associates. |
Review |
Book Review |
Undetermined |
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| johe |
competence |
19 |
681 |
Journal of Higher Education |
00221546 |
Jan/Feb95 |
66 |
|
120 |
122 |
3 |
Educating Professionals: Responding to New Expectations for Competence and Accountability. |
Lynton, Ernest A. ;
|
|
EDUCATING Professionals: Responding to New Expectations for Competence & Accountability (Book) ;
|
Reviews the book `Educating Professionals: Responding to New Expectations for Competence and Accountability,' by Lynn Curry, Jon F. Wergin and associates. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9502134826&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9502134826&lang=es |
| johe |
competence |
20 |
682 |
South African Journal of Higher Education |
10113487 |
2005 |
19 |
|
580 |
595 |
16 |
First-year students' perceptions of generic skills competence and academic performance: A case study at one university. |
Bitzer, E. ;
|
University of Stellenbosch, Stellenbosch, South Africa ;
|
College students ; Universities & colleges ; Higher education ; Performance ; Perception ; South Africa ; Colleges, Universities, and Professional Schools ;
|
In view of the complex expectations of higher education and the difficulty of predicting the needs of constantly changing societies, it is important to determine the perceptions and expectations of students in higher education. In South Africa, strategies must be devised to determine whether, in what respects and what directions student development takes place. One way of determining this is by assessing students' perceptions of their own development by collecting relevant pre-entry data and comparing it to follow-up data for cohorts of students. This article describes work at one university in South Africa where a number of comprehensive models of student development assessment were explored. Theoretical considerations are discussed to establish pre-entry, end of first-year and end of undergraduate studies instrumentation to determine change in students' perceptions of their own development. Analytical results from comparisons within one cohort of students and descriptive results of three consecutive student surveys are provided. The relationship between student confidence on eight generic skills areas and end of first year academic results of the 2002 cohort of students are explored and discussed. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18939523&lang=es |
| johe |
competence |
21 |
683 |
Journal of Further & Higher Education |
0309877X |
Aug2005 |
29 |
10.1080/03098770500166983 |
277 |
285 |
9 |
For free universities. |
Ainley, Patrick ;
|
University of Greenwich, UK. ;
|
CURRICULA (Courses of study) ; CURRICULUM planning ; LABOR market ; GREENWICH (London, England) ; LONDON (England) ; ENGLAND ; UNIVERSITY of Greenwich ;
|
This article is a shortened version of an inaugural professorial lecture given at the University of Greenwich on 19 January 2005 as an intervention in the debate at that time within that university and other English further and higher education institutions over the appropriate level of fees to charge in 2006. It anticipates the likely effects upon FE and HE and the relations between them of the rise in fees in both sectors and is set in the context of contemporary historical changes to distinguish new divisions of knowledge and skill, information and competence in the labour market and the wider society. Instead of the partial curricular reform that was proposed by the Tomlinson Report on 14–19 qualifications and its extension to HE as a way of overcoming these divisions, free public universities and colleges are advocated as the best means of maintaining the best traditions of further and higher learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=18001781&lang=es |
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| johe |
competence |
22 |
684 |
Journal of Higher Education |
00221546 |
Oct 1972 |
43 |
10.2307/1980740 |
525 |
530 |
6 |
Graduate programs: experiments with off-campus learning. |
Dressel, Paul L. ;
|
|
Academic degrees ; Graduate education -- Evaluation ; Graduate education ; Doctoral programs ; Commuting college students ; Humanistic education ; Core competencies ; Teacher effectiveness ; Effective teaching ; Job skills ; Educational evaluation ;
|
The article discusses the off-campus learning graduate study programs in the U.S. It stresses that undergraduates are encouraged to specialize as though all would attend graduate school and their classes are taught by professors who lack the capacity to teach due to inadequacy and are unaware of their deficiency or make a virtue of their incompetency. It aims to suggest that graduate programs must be handled by competent teachers who have enough knowledge about the subject taught. Some of the graduate study programs offered include humanities and social sciences. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
23 |
685 |
South African Journal of Higher Education |
10113487 |
2005 |
19 |
|
229 |
245 |
17 |
Issues in competence and pre-service teacher education. Part 1. Can outcomes-based programmes produce competent teachers? |
Fraser, W.J. ; Killen, R. ; Nieman, M.M. ;
|
University of Pretoria, South Africa ; University of Newcastle, Australia ; University South Africa, South Africa ;
|
Outcome-based education ; Teacher education ; Educational programs ; Higher education ; United States. Dept. of Education ;
|
The Department of Education's Norms and standards for educators (Department of Education 2000) require that higher education institutions design and implement outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the question of whether outcomes-based programmes can produce competent teachers is explored. This is done firstly by taking a closer look at competence and competence-based education, the role of standards and the four types of competences as defined in the Norms and standards for educators. Thereafter we discuss outcomes and outcomes-based education. The article also points out the necessity of distinguishing between competences for beginning and pre-service teachers on the one hand and experienced teachers on the other. |
Academic Journal |
Article |
English |
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| johe |
competence |
24 |
686 |
South African Journal of Higher Education |
10113487 |
2005 |
19 |
|
246 |
259 |
14 |
Issues in competence and pre-service teacher education. Part 2. The assessment of teaching practice. |
Fraser, W.J. ; Killen, R. ; Nieman, M.M. ;
|
University of Pretoria, South Africa ; University of Newcastle, Australia ; University South AfricaSouth Africa ;
|
Student teaching ; Outcome-based education ; Teacher educators ; Educational programs ; Measuring instruments ; Other Electronic and Precision Equipment Repair and Maintenance ; Instruments and Related Products Manufacturing for Measuring, Displaying, and Controlling Industrial Process Variables ; Other Measuring and Controlling Device Manufacturing ;
|
One of the challenges facing teacher educators is to develop assessment practices that will minimise the uncertainly and subjectivity associated with assessing teacher competence, and that will allow them to distinguish clearly between those who are competent and those who are not (yet) competent. According to the Norms and standards for educators (Department of Education 2000), teaching practice should form an integral part of teacher education programmes and should be regarded as a way in which to assess all the different roles of educators as part of the integrated and applied assessment task. This is a major challenge since the assessor must consider several modalities such as the selection of suitable measuring instruments, the question of which competences should be assessed, the advantages and disadvantages of the direct observation of teaching performance and the relevant levels of performance. This article explores only some of the many issues related to teaching practice and the assessment thereof. |
Academic Journal |
Article |
English |
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| johe |
competence |
25 |
687 |
Journal of Geography in Higher Education |
03098265 |
Nov98 |
22 |
10.1080/03098269885822 |
407 |
412 |
6 |
IT Skills Emplacement: learning environment and assessment. |
Grattan, John ;
|
|
INFORMATION technology -- Study & teaching ; COMMUNICATION ; COMMUNICATIVE competence ; Computer Training ;
|
This paper describes attempts to devise effective strategies by which to develop students' communication and information technology (C&IT) skills. The success, or otherwise, of three modules which are supported by learning material mounted on the Internet were compared. It is shown that basic C&IT skills do not necessarily require many hours of practical demonstration. It is also shown that while lecturing staff may wish to offer a reward to students undertaking a new task by weighting an assessment heavily, students may perceive such weighting as a risk and opt therefore not to demonstrate their C&IT skills. In contrast, it is shown that where minimal instruction has been given, but where the assessment weighting is low, and an experiential learning environment has been created, students were keen to 'have a go'. |
Academic Journal |
Article |
English |
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| johe |
competence |
26 |
688 |
Canadian Journal of Higher Education |
03161218 |
2005 |
35 |
|
1 |
26 |
26 |
Les futurs enseignants et la didactique du français écrit: l'impact de la compétence perçue et réelle sur l'évolution des représentations à propos de la langue et de son enseignement. |
Lefrançois, Pascale ; Montésinos-Gelet, Isabelle ;
|
|
Student teacher attitudes ; Education of French teachers ; Competence & performance (Linguistics) ; Academic achievement ; French language -- Composition & exercises ; Student teachers ; French language ; Education interns ; Surveys ; Language acquisition ;
|
The purpose of this article is to describe the evolution of student teachers' representations on written French, according to their linguistic competence and to the appropriateness of their perceived competence in French. To achieve this, a survey was filled in twice by 67 students taking a first-year university course on grammar teaching, at the beginning and the end of the semester. This survey assessed beliefs about ten topics covered during the course. In general, after the course, students' representations have changed, in a way that varies according to the beliefs considered. Linguistic competence influences the ability to make one's representations evolve positively: the more one is competent in written French, the more one perceives one's competence correctly, the more one is open to the training given through the course; the less one is competent in written French, the more one overestimates one's competence, and the less one benefits from the course to make one's representations evolve. These results are particularly important in order to build a successful training program for student teachers. Cet article a pour objectif de décrire l'évolution des représentations des futurs enseignants à propos de l'enseignement du fraņcais écrit en fonction de leur maitrise linguistique et de l'adéquation entre celle-ci et leur perception de compétence en fraņcais. Pour ce faire, un sondage a été administré à deux reprises à une cohorte de 67 étudiantes de 1re année de baccalauréat inscrites à un cours de didactique de l'écrit: au début de la session et à la fin du cours. Ce sondage évaluait les croyances relatives à dix thèmes abordés dans le cadre du cours. De fa̧con générale, à la suite de ce cours, les représentations des étudiantes se sont modifiées, de manière variable selon les conceptions évaluées. La compétence linguistique influence la capacité à faire évoluer les représentations de manière positive: plus on est forte en fraņcais écrit, plus la perception de compétence est ajustée et plus on est ouverte à la formation didactique dispensée ; plus on est faible en fraņcais, plus on surestime sa compétence et moins on parvient à tirer parti de la formation pour faire évoluer ses représentations. Ces résultats sont particulièrement importants pour concevoir un programme de formation initiate des maitres voué au succès. Reprinted by permission of the publisher. |
Academic Journal |
Article |
French |
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| johe |
competence |
27 |
689 |
Journal of Higher Education |
00221546 |
Jan 1973 |
46 |
10.2307/1980622 |
15 |
26 |
12 |
Measuring the benefits of student personnel work. |
Dressel, Paul L. ;
|
|
United States ; Counseling in higher education ; Employment of students ; College students ; Student attitudes ; Maturation (Psychology) ; Self-actualization (Psychology) ; Social skills ; Universities & colleges ; Intellectual development ;
|
The article focuses on the benefits of student personnel work on universities and colleges in the U.S. One advantage of student personnel work is to keep these students in schools. They will also enjoy their work. The work also helps students to select educational programs and courses in relation to their own interests and capabilities. Furthermore, it could even encourage maturation, self-actualization, affective development and social skills. This is a proof that student personnel workers do benefit from their experiences. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
28 |
690 |
Journal of Hispanic Higher Education |
15381927 |
Jan2006 |
5 |
|
4 |
21 |
18 |
Models of Excellence in Multicultural Colleges and Universities. |
Esther Elena López-Mulnix ;
|
University of the Incarnate Word. University of the Incarnate Word ;
|
Role models ; Multicultural education ; Universities & colleges ; Colleges, Universities, and Professional Schools ; Excellence ;
|
The authors examine definitions of culture and philosophical and political assumptions that underlie multicultural approaches that facilitate or discourage multicultural competence. The authors discover that campus culture—determined mostly by the dominant coalition or power elite—is critical to success or failure of effective multi-cultural policies and procedures. In the literature, power is not generally acknowledged when considering multicultural competence. Thus, this preliminary work relating systems theory to institutional culture is unique in determining excellence in multiculturalism. |
Academic Journal |
Article |
English |
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| johe |
competence |
29 |
691 |
Journal of Higher Education |
00221546 |
Oct1973 |
44 |
|
495 |
513 |
19 |
"National Universities" and the ACE Ratings |
Petrowski, William H. ; Brown, Evan L. ; Duffy, John A. ;
|
Associate Professor of History, University of Nebraska ; Assistant Professor of Psychology, University of Nebraska, Omaha ;
|
UNITED States ; EDUCATION -- Research ; UNIVERSITIES & colleges -- Graduate work ; COLLEGE teachers ; COLLEGE students ; GRADUATE students ; RESEARCH institutes ; DOCTORAL programs ; EDUCATION -- Curricula ;
|
The article discusses the results of a survey conducted by the American Council on Education on various educational institutions in the U.S. between 1964-1969. It is observed that consistency appears to be the common attribute among universities being ranked for the scholarly competence of the faculty, curricula, the instructional and research facilities, quality of graduate students, and other factors that contribute to the effectiveness of the doctoral program. Some of them are Brown University, California-Berkeley University, University of California, Los Angeles (UCLA), Chicago University, and Columbia University. Only three universities have failed in one common measure, the mean for the 1964 program ranking. |
Academic Journal |
Article |
English |
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| johe |
competence |
30 |
692 |
Journal of Higher Education |
00221546 |
Nov/Dec1980 |
51 |
|
695 |
697 |
3 |
On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education |
Gibbons, Robert ;
|
Viterbo College ;
|
BOOKS -- Reviews ; EDUCATION, Higher ; NONFICTION ; GRANT, Gerald ;
|
The article reviews the book "On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education," by Gerald Grant. |
Academic Journal |
Book Review |
English |
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| johe |
competence |
31 |
693 |
Journal of Higher Education |
00221546 |
November/December 1980 |
51 |
|
695 |
697 |
3 |
On competence: a critical analysis of competence-based reforms in higher education. 1979. |
Grant, G. ;
|
|
Books -- Reviews ; Higher education ; Nonfiction ; On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education (Book) ; Grant, Gerald ;
|
The article reviews the book "On Competence: A Critical Analysis of Competence-Based Reforms in Higher Education," by Gerald Grant. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
32 |
694 |
Journal of Higher Education |
00221546 |
January/February 1994 |
65 |
10.2307/2943879 |
99 |
101 |
3 |
On our own terms (Book Review) |
Hultgren, Francine H. ;
|
|
Books ; On Our Own Terms (Book) ;
|
Reviews the book `On Our Own Terms: Redefining Competence and Femininity,' by Maggie Mulqueen. |
Review |
Book Review |
Undetermined |
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| johe |
competence |
33 |
695 |
Journal of Higher Education |
00221546 |
Feb 1969 |
40 |
|
153 |
156 |
4 |
Professions. |
|
|
Professions ; Engineering education ; Curriculum change ; Engineering ; Master of arts degree ; Academic degrees ; Industrial arts ; Curricula (Courses of study) ; Education ; Learning communities ;
|
The article discusses the recommendation to extend the engineering course into a five-year master's degree program. The recommendation came from the final report submitted by the committee on goals of engineering education and was published in the January 1968 issue of the "Journal of Engineering Education." The committee believes that the four year curriculum is not enough for students to attain technical competence and social understanding, which the engineering field requires from its graduates. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
34 |
696 |
Journal of Higher Education |
00221546 |
July/August 2001 |
72 |
10.2307/2672892 |
478 |
502 |
25 |
Quality assessment of university students: student perceptions of quality criteria. |
Donald, Janet Gail ; Denison, D. Brian ;
|
|
United States ; College student attitudes ; Aims & objectives of higher education ; Higher education -- Evaluation ; Psychology of learning ; Commitment (Psychology) ;
|
A study examined students' perceptions of criteria for student quality identified by a range of stakeholders in a previous national study. A total of 400 undergraduate students rated 25 criteria for evaluating the quality of a student upon entering university, pursuing a degree, and graduating. The results of the study indicated that students' perceptions of the criteria were consistent with previous research results on input and output measures. Upon entering university, student commitment to learning was the most highly supported criterion of quality. During studies, the number of criteria considered quite important as measures of student quality increased from 15 to 23. Three out of four criteria rated as extremely important upon graduation concerned employment competence, and the fourth concerned the type of intellectual outcome emphasized by faculty. With the exception of academic preparedness, temporal context was found to have a significant main effect on importance ratings. |
Academic Journal |
Article |
English |
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| johe |
competence |
35 |
697 |
Journal of Higher Education |
00221546 |
Dec 1971 |
42 |
10.2307/1980816 |
721 |
727 |
7 |
Ranking academic departments: some cautions and recommendations. |
Bess, James L. ;
|
|
United States ; American Council on Education ; Academic departments (Universities & colleges) ; Graduate education ; University faculty ; Job satisfaction ; Quality of work life ; School employees ; Associations, institutions, etc. ; Education research ;
|
The article discusses the problem of academic procession and the relationship of procession to satisfactions in the academic profession in the U.S. The report of the American Council on Education on the ranking of academic departments reveals how the profession views the competence and accomplishments of its members as they are aggregated in academic departments. The findings of another study on the performances of academic departments highlights the patterns of faculty satisfaction associated with the quality of department. Thus, an organization must be considered successful if it serves well the functions for which it is intended. The reorganization of departments must both suit the needs of the university and its publics and at the same time provide opportunities for the faculty. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
36 |
698 |
Journal of Higher Education |
00221546 |
July/August 1981 |
52 |
10.2307/1981284 |
369 |
377 |
9 |
Sponsorship and academic career success. |
Cameron, Susan W. ; Blackburn, R. T. ;
|
|
United States ; College teachers ; Success ; Teaching -- Vocational guidance ; College teacher-student relationships ; Mentoring ; Academic achievement ; Educational finance ; Academic-industrial collaboration ; Employability ; Job shadowing ; Core competencies ; Career education ; Grants in aid (Public finance) ;
|
This study inquires further into the relationship between sponsorship and academic success by including three outcome measures beyond publication rates, namely, grants received, collaboration, and network involvement. These showed strong relationships with academic discipline and employing institution. Significant sponsorship variables are work on faculty sponsored research, early collaboration with senior faculty, and first job placement assistance. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
37 |
699 |
Journal of Higher Education |
00221546 |
Ja/F 1975 |
46 |
10.2307/1980925 |
89 |
102 |
14 |
Student evaluations, research productivity, and eminence of college faculty. |
Linsky, Arnold S. ; Straus, M. A. ;
|
|
United States ; Correlation (Statistics) ; Social science methodology ; Student evaluation of college teachers ; University research ; Occupational prestige ; College teachers ; Teacher evaluation ; Educational evaluation ; Effective teaching ; Teacher effectiveness ; University & college administration ; Educational planning ; Higher education ;
|
The relationship of a professor's involvement in research to his classroom performance has been vigorously disputed for some time, but discussions of this problem have been largely polemical. This study determines empirically the relationship of these two dimensions of academic competence for a national sample of 16 colleges and universities. Two measures of the research role are used: (1) publication score, based upon a weighted summary of articles and books written over a 20 year period, and (b) a citation score (eminence), based upon the number of times a scholar's work was cited by others over a ten-year period. Since research activity does not seem to be closely related to classroom performance, several other factors which might influence classroom performance were also considered: there is a very small positive correlation (.08, N = 4646) between teaching rating and course level with more advanced courses receiving more favorable ratings. Enrollment or class size is curvilinearly related to teaching rating with instructors in smaller and very large classes receiving highest ratings. Ratings also vary systematically by field. From this data it would appear that teacher ratings are only partly due to individual differences in teaching abilities but also vary with position within the social structure of the university. Some of the conflicting implications of the research findings for University policy are considered. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
38 |
700 |
Journal of Higher Education |
00221546 |
S/O 1978 |
49 |
10.2307/1980509 |
450 |
463 |
14 |
Student-faculty interactional settings and their relationship to predicted academic performance. |
Pascarella, Ernest T. ;
|
|
United States ; College teacher-student relationships ; Educational tests & measurements ; Grade point average ; Prediction of scholastic success -- Universities & colleges ; Academic achievement -- Universities & colleges ; Teacher-student relationships ; Interpersonal relations ; Performance ; Academic achievement ; College teachers ; Educators ; Influence (Psychology) ; Motivation (Psychology) ;
|
The article focuses of the student-faculty interactional settings and their relationship to predicted academic performance in the U.S. The author states that there are two assumptions to conceptual models relative to the student-faculty informal interaction. First, the author mentions the student's motivation for academic performance is subject to the influence of faculty values and norms. Second, he cites that this influence is enhanced when faculty members become a significant part of the student's non-classroom experiences. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
39 |
701 |
Journal of Geography in Higher Education |
03098265 |
Nov2004 |
28 |
10.1080/0309826042000286956 |
381 |
396 |
16 |
Students' Undergraduate Expectations and Post-graduation Experiences of the Value of a Degree. |
Gedye, Sharon ; Fender, Elizabeth ; Chalkley, Brian ;
|
LTSN National Subject Centre for Geography, Earth and Environmental Sciences, University of Plymouth, UK ;
|
COLLEGE students ; ACADEMIC degrees ; UNIVERSITIES & colleges ; COLLEGE graduates ; CORE competencies ; EMPLOYABILITY ; HIGHER education ; CURRICULUM planning ; POSTSECONDARY education ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
|
The internationally shared belief that higher education has a role to play in delivering graduates with an ability to contribute to the knowledge-based economy is one of the main driving forces behind the 'employability agenda' that has emerged in UK higher education in recent years. For a variety of reasons, including the genuine desire to meet the needs of its graduates, geography is responding to the employability agenda through curriculum change and innovation. However, it is important that any employment-related developments and initiatives are informed by the opinions and experiences of present and former students. This paper addresses this need by comparing the undergraduate career expectations and post-graduation career experiences of geography students from the University of Plymouth. The study allows comparisons to be made between two cohorts and reveals which aspects of their degree the graduate cohort found to be most and least useful in their current employment. |
Academic Journal |
Article |
English |
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| johe |
competence |
40 |
702 |
Journal of Geography in Higher Education |
03098265 |
Spring1988 |
12 |
|
85 |
94 |
10 |
Teaching Physical Geographers to Talk. |
Keene, Peter ;
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Oxford Polytechnic. ;
|
Articulation (Speech) ; Concepts ; Confidence ; Audiences ; Simulation games in education ; Higher education ; Physical geographers ; Social skills ; Debates & debating ;
|
The article focuses on the need to expose physical geographers to situations which encourage social and communication skills. Social and communication skills include the ability to articulate ideas, to sustain a coherent argument, to present a case confidently in front of a critical audience and to be able to operate effectively within a group. One strategy for encouraging these skills and at the same time integrating them into the academic programme is to modify some seminars to make them simulation exercises. Such games or role-playing are less frequently accepted at higher education level, particularly in the more scientifically orientated courses. The reason lying behind it may be associated with the feeling of the tutors that students at this level are unable to suspend their disbelief sufficiently to participate profitably in such exercises, be it mock interview or public enquiry. Two examples of simulations are described which emphasizes the integration, synthesis and presentation of material. Whereas the first takes a topic which easily subdivides into convenient sub-topics, the second takes one problem which has a variety of solutions. |
Academic Journal |
Article |
English |
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| johe |
competence |
41 |
703 |
Journal of Geography in Higher Education |
03098265 |
Nov2003 |
27 |
|
349 |
354 |
6 |
The Interview Hurdle to Postgraduate Studies and the Job Market. |
Robson, Elsbeth ;
|
Keele University, UK ;
|
INTERVIEWING ; EMPLOYMENT interviewing ; HUMAN geography ; INTERPERSONAL relations ; CAREER development ; UNIVERSITIES & colleges -- Graduate work ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Colleges, Universities, and Professional Schools ;
|
Introduction As you finish your degree what do you do next? Deciding to continue with study or research in geography is a popular choice. A master's course or PhD programme can be the start of a lifelong academic career, or a stepping-stone to all sorts of professions that geography graduates are suited to. A recent Directions article (Kneale, 2002) is full of ideas and helpful tips for geographers seeking a career after graduation. Getting a place as a postgraduate student is not always easy but there is plenty of advice on how to do this available from your tutors, careers office and publications. For example, Boardman (2003) provides a very useful starting point for geography students thinking of applying for a master's course in the UK. The volume by Rogers and Viles (2003) also contains several chapters on opportunities overseas for studying at master's and PhD level in New Zealand, Singapore, Hong Kong, the USA, Australia and Canada. Becoming a postgraduate student will almost always involve the hurdle of an interview, as will nearly every job you apply for. This piece is aimed to help you maximise your chances of success in that interview, or interviews. All interviews need serious and thoughtful prior research and preparation. What the Interviewers are Looking For It helps if you have an idea of what the interviewers are looking for--then you can work out what your strengths are in relation to their criteria. Nearly all job specifications and training opportunities in the business world come with brochures, competence expectations and organisational descriptions. These help you to target your preparation. You have no excuse for not knowing what is wanted. University expectations of graduate students may not be so explicit, but you can expect that they also assume you will be committed, enthusiastic and very clear about why you are making this choice of career. Some of the major expectations of graduate students are described below. |
Academic Journal |
Article |
English |
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| johe |
competence |
42 |
704 |
Journal of Higher Education Outreach & Engagement |
15346102 |
Fall2004 |
10 |
|
47 |
60 |
14 |
The Penn State Mini Medical School: A Prescription for Community Engagement in Health Care Issues and Research. |
Thorndyke, Luanne E. ; Bixier, Bonnie J. ; Carubia, Josephine M. ;
|
Associate Dean for Professional Development, College of Medicine ; Associate Professor, College of Medicine ; Director, Penn State College of Medicine ; Department of Humanities and English Department ;
|
Medical schools ; Medicine -- Study & teaching ; Health education ; Community education ; State universities & colleges ; Pennsylvania ; Colleges, Universities, and Professional Schools ; Medical care ;
|
The Penn State Mini Medical School is a high-impact community engagement program created and led by the Office of Continuing Education at the Penn State College of Medicine. The broad goals of the program are to respond to the general public's intense desire for health and medical information, to educate the community about biomedical science and the translation of medical research to clinical treatments, to enhance the pipeline for health care professionals, and to advance the land-grant mission of Penn State University to educate the general public to a level of competence for decision making in today's complex health care environment. This article reviews the development of mini medical schools across the country, describes one example of how this outreach activity has been applied in order to stimulate community engagement for downstream effects, and further suggests how the use of this outreach model might be incorporated in different disciplines and venues. |
Academic Journal |
Article |
English |
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| johe |
competence |
43 |
705 |
Journal of Higher Education |
00221546 |
Feb1969 |
40 |
|
153 |
156 |
4 |
THE PROFESSIONS |
McGlothlin, William J. ;
|
|
ENGINEERING -- Study & teaching ; CURRICULUM change ; ENGINEERING ; MASTER of arts degree ; DEGREES, Academic ; INDUSTRIAL arts ; EDUCATION -- Curricula ; EDUCATION ; LEARNING communities ;
|
The article discusses the recommendation to extend the engineering course into a five-year master's degree program. The recommendation came from the final report submitted by the committee on goals of engineering education and was published in the January 1968 issue of the "Journal of Engineering Education." The committee believes that the four year curriculum is not enough for students to attain technical competence and social understanding, which the engineering field requires from its graduates. |
Academic Journal |
Article |
English |
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| johe |
competence |
44 |
706 |
Journal of Geography in Higher Education |
03098265 |
Nov98 |
22 |
10.1080/03098269885750 |
347 |
361 |
15 |
The Technoliteracy Challenge: teaching globalisation using the Internet. |
Tuathail, Gearoid O ; Mccormack, Derek ;
|
|
INTERNET in education ; EDUCATION ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
Under fiscal pressure and grappling with technological transformations, more and more universities are attempting to re-invent themselves as technologically facilitated educational institutions, fast and flexible enough for networking times. The adoption of new instructional technologies poses challenges to universities and education as we know it. This paper considers the educational challenges and opportunities offered by sociotechnical networks such as the Internet. Using the case of a second-year undergraduate course on globalisation, it outlines some practical educational possibilities for using the Internet that might facilitate, instead of compromise, critical thinking. It suggests that geography educators need to begin developing a critical technoliteracy that will respond to our informationally mediated world, a literacy not merely of technical competence but one which contextualises the Internet within a political economy of globalisation and continuously deconstructs, destablises and displaces its presentation as a spectacle and cyber-utopia. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=1367370&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=1367370&lang=es |
| johe |
competence |
45 |
707 |
Journal of Higher Education |
00221546 |
Sep/Oct91 |
62 |
|
485 |
513 |
29 |
The thinking team. |
Neumann, A. ;
|
|
UNIVERSITIES & colleges -- Administration ; Colleges, Universities, and Professional Schools ;
|
Examines the gaps in top level administration by viewing the leadership as a joint, interactive process of defining and learning about college reality. It follows up on recent assertions that effective leadership is less likely to come from a single heroic figure than from `density of administrative competence,' or from a combined team intelligence. Tradition and change in study of groups; Methodolgy; Different roles on different teams; Teams as a system; Results; More. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9110214502&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9110214502&lang=es |
| johe |
competence |
46 |
708 |
South African Journal of Higher Education |
10113487 |
2005 |
19 |
|
20 |
30 |
11 |
Towards an integration of a pedagogical and political project: The use of the genre approach in academic literacy development. |
Thomson, C. ;
|
Faculty of Education, University of KwaZulu-Natal ;
|
Literacy ; Graduate education ; Language & languages ; Reading ; Writing ; Colleges, Universities, and Professional Schools ; Linguistics ;
|
This article focuses on an academic literacy development initiative in a post- graduate, Honours level teacher education programme. Informed by a ‘critical’ perspective on literacy, and the field of Systemic Functional Linguistics, it describes and evaluates this initiative against an understanding that the Genre Approach can be a very effective approach to advancing students' reading and writing competence as it embodies both a pedagogical and a political project. In the experience reported on in this article, the pedagogical project had as its explicit goal, students' mastery of the genre of the academic argument. The ‘political goal’ was to nurture an understanding of the potential of many existing reading and writing teaching practices (particularly in South African school and tertiary contexts) to entrench the established social order. The article shows how difficult it is to address both these goals simultaneously, particularly within a distance learning context, but argues a commitment to realising the political goals is central to an authentic transformative pedagogy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18185159&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18185159&lang=es |
| johe |
competence |
47 |
709 |
Journal of Higher Education |
00221546 |
July/August 1986 |
57 |
10.2307/1980994 |
393 |
412 |
20 |
Untangling the satisfaction-performance relationship for college students. |
Bean, John P. ; Bradley, Russell K. ;
|
|
Grade point average ; College environment ; College student attitudes ; Academic achievement -- Universities & colleges ; Performance ; Satisfaction ; Students ; Performance standards ; Competency-based education ; Universities & colleges ;
|
The article presents information on the degree of reciprocity between performance and satisfaction for college students. The article tries to explore an interrelationship between academic performance, and satisfaction. According to a survey, performance had a strong positive effect on satisfaction. The voluntary nature of the relationship between students and colleges, is totally different from employees's satisfaction. Satisfaction and performance represent important affective and cognitive outcomes from college. Programs which help women perform well academically will have the reciprocal effect of increasing satisfaction. For men, satisfaction seems to be less important for academic performance and less closely related to other behaviors. Men seem to perform well irrespective of their level of satisfaction. Programs and policies which increase academic integration should improve academic accomplishment for both gender groups. Past academic performance is the best indicator of future academic performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508227337&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508227337&lang=es |
| johe |
competence |
48 |
710 |
Journal of Further & Higher Education |
0309877X |
Feb2006 |
30 |
10.1080/03098770500431973 |
27 |
42 |
16 |
Vocationalism and the differentiation of tertiary education: lessons from US community colleges. |
Grubb, W. Norton ;
|
University of California, Berkeley ;
|
POSTSECONDARY education ; VOCATIONAL education -- United States ; ADULT education research ; ADULT educators -- Training of ; OCCUPATIONAL training ; EDUCATIONAL technology ; CORE competencies ; UNITED States ; ENGLAND ; Vocational Rehabilitation Services ; Apprenticeship Training ; Cosmetology and Barber Schools ; Junior Colleges ; Business and Secretarial Schools ; Other Technical and Trade Schools ; Colleges, Universities, and Professional Schools ;
|
Many countries, including the US and England, have developed sub-degree institutions within tertiary education—community colleges, further education colleges, and related institutions in other countries. The policy question is whether the differentiation of tertiary education has been a wise development, and whether the benefits—greater access to tertiary education, an emphasis on teaching, an ability to bridge different purposes, lower costs—outweigh the potentially negative effects on equity. In the US, a number of ways of blurring the boundaries between community colleges and universities have developed, representing potential solutions to some of the problems created by differentiated institutions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19526725&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19526725&lang=es |
| johe |
competence |
49 |
711 |
Journal of Higher Education |
00221546 |
Ja/F 1975 |
46 |
10.2307/1980920 |
25 |
40 |
16 |
What is a competence-based curriculum in the liberal arts? |
Knott, Bob ;
|
|
United States ; Bloom's taxonomy ; Curriculum planning -- Universities & colleges ; General education ; Humanistic education ; Competency-based education ; Ability testing ; Fundamental education ; Performance contracts in education ; University & college administration ; Educational planning ; Higher education ;
|
A competence-based curriculum is defined and its key characteristics listed. A concept of liberal education is outlined. The compatibility of a competence-based curriculum with the goals of liberal education is discussed. Key behavioral outcomes of a competence-based curriculum in liberal education are described. Critical objections to competence-based learning are noted and analyzed. A model of a competence-based curriculum in liberal education is offered with key components of that model described. Conclusions about the role of assessment in competence-based liberal education are drawn. The potential contribution of competence-based liberal education to the life of contemporary college students is discussed. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519747431&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519747431&lang=es |
| johe |
competence |
50 |
712 |
Journal of Further & Higher Education |
0309877X |
Feb2000 |
24 |
10.1080/030987700112336 |
77 |
83 |
7 |
What is Wrong with Competence? |
Tarrant, James ;
|
|
PERFORMANCE ; COMPULSORY education ;
|
The controversy centred on the notion of competence involves epistemological, ethical, and political considerations. Progress with analysing these objections entails classifying such criticisms into those which are integral to the concept of competence, and those which are not. Problems and their resolution can then be conducted within an appropriate framework. Ethical and political considerations concern the appropriateness or otherwise of competence-based schemes within the values of a democratic society. Objections on these grounds, though serious, are not considered fatal to competence-based schemes and they can be met by including more traditional courses within a person's total educational experience. However, analysis reveals that epistemological problems are the most serious difficulties facing competence-based schemes. Competence-based schemes appear to be committed to two different theories of knowledge and meaning. On the one hand, behavioural performances presume that knowing means behaving in a required fashion, and on the other hand, underpinning knowledge presumes that knowing means possessing the causal mental concepts which produce the required behaviour. Such a position is fundamentally incoherent, with the result that such schemes need reformulating with one coherent theory of meaning and one agreed epistemology. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4052740&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4052740&lang=es |
| johe |
competence |
1 |
713 |
Journal of Higher Education |
00221546 |
Feb1948 |
19 |
|
101 |
102 |
2 |
A New Kind of Fellowship |
R. H. E. ;
|
|
UNITED States ; SCHOLARSHIPS ; SOCIAL sciences ; NATURAL history ; POSTDOCTORAL programs ; DISCOVERIES in science ; TECHNOLOGY ; CIVILIZATION, Modern ; EDUCATION, Higher ;
|
The article reports on the social significance of scientific discoveries and their technological applications to the modern civilization. It also announces the series of postdoctoral fellowships that involves training and study in natural and social science to be sponsored by the Carnegie Corporation of New York and under the guidance of the National Research Council. Citizens of the U.S. who hold a doctoral degree in natural or social science and who have demonstrated their professional competence can apply for the fellowship. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21351185&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21351185&lang=es |
| johe |
competence |
2 |
714 |
Journal of Higher Education |
00221546 |
Jun1956 |
27 |
|
327 |
330 |
4 |
A Teaching Aid for History |
Paine, Robert H. ;
|
Head, Division of Social Studies, Huntington College ;
|
HISTORY -- Study & teaching ; SOCIAL sciences -- Study & teaching ; HISTORICAL analysis ; UNIVERSITIES & colleges -- History ; EDUCATION -- Curricula ; CURRICULUM evaluation ; STUDENT evaluation of curriculum ; INSTRUCTIONAL systems ; CURRICULUM-based assessment ;
|
The article focuses on the teaching aids for history courses. The author has referred such aids as those which certain history courses can give other courses in the curriculum in teaching skills that would be common to all those who have completed their basic work in college, and which are necessary for advanced study in the last half of their college careers. Such of these skills include the ability to read rapidly, and with understanding, competence in putting one's thoughts into writing, knowledge of how to study, and the ability to think critically. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21468429&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21468429&lang=es |
| johe |
competence |
3 |
715 |
Journal of Higher Education |
00221546 |
Apr1963 |
34 |
|
220 |
222 |
3 |
Academic Round Table |
Adams, Richard P. ;
|
Tulane University ;
|
ACCREDITATION (Education) ; RATING ; UNIVERSITIES & colleges ; SCHOOLS ; PERFORMANCE ; STANDARDS ; PERFORMANCE standards ; EDUCATIONAL quality ; EDUCATION ; SCHOOL improvement programs ;
|
The author reflects on whether accreditation procedures should be extended to include institutional quality ratings. He thinks that ratings should not be included because a rating system would not serve the purposes of accreditation which are to ensure minimum standards of educational honesty and competence, to protect educational institutions from outside and inside pressures which tend to undermine academic excellence, and to encourage institutional self-improvement. They would likely do more harm than good. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21371183&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21371183&lang=es |
| johe |
competence |
4 |
716 |
Journal of Higher Education |
00221546 |
April 1946 |
17 |
10.2307/1974961 |
180 |
179 |
|
Appraisal of army education. |
Smith, Charles Edward ;
|
|
Europe ; United States. Army ; Teaching methods ; United States armed forces -- Education ; Military education -- Evaluation ; Military art & science ; Occupational training ; Military education ; Core competencies ; War ; Education ; Japanese ;
|
The article offers a review on the educational programs offered by the Army schools wherein victory is its ultimate aim and efficiency in combat its immediate objective. The decisiveness of the victory in Europe which was achieved with the constant effort to minimize loss of life that characterized the Allied command was a proof to the efficiency of the training program as does the rapidity with which the tentacles of the Japanese empire were sundered and the home islands were beaten into submission. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519950699&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519950699&lang=es |
| johe |
competence |
5 |
717 |
Journal of Higher Education |
00221546 |
Jan1962 |
33 |
|
446 |
451 |
6 |
Are specialized faculty members competent to help formulate broad educational policies? |
Keenan, B. R. ; Carlsson, A. ;
|
|
University & college administration ; Letters to the editor ;
|
A letter to the editor is presented citing the author's views on the competence of specialized faculty members to help in the formulation of broad educational policies by universities and colleges in the United States. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520190467&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520190467&lang=es |
| johe |
competence |
6 |
718 |
Journal of Higher Education |
00221546 |
February 1955 |
26 |
10.2307/1976621 |
82 |
81 |
|
Area studies. |
Powers, M. K. ;
|
|
Area studies ; Higher education ; Culture ; Research ; Training ; Job vacancies ;
|
The article focuses on the area studies program that lead to the foundation of higher education. The area program being a novice to the field of higher education, has not been without its detractors. Much of the opposition presents valid objections which must be met forth- rightly if the area-studies program is to outlive. It is unfortunate that a considerable body of opposition evolves through petty personal preconceptions and selfish reluctance to see academic spheres of influence challenged. On the graduate level, the basic function of the area program is to conduct vital research and to train persons to enable them to deal intelligently with specific culture areas. This can be achieved through the development of advanced techniques of augmenting information derived from the several fields of the social sciences as well as from other disciplines which can contribute to the understanding of a particular area. There is every prospect that added area competence will lead to wider employment opportunities. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520185719&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520185719&lang=es |
| johe |
competence |
7 |
719 |
Journal of Higher Education |
00221546 |
October 1953 |
24 |
10.2307/1977542 |
370 |
373 |
4 |
Beam and mote. |
King, Lauren Alfred ;
|
|
English language education in universities & colleges ; English teachers ; English language ; Language & languages ; Teaching ; College freshmen ; College students ; Performance ; Teacher attitudes ; Universities & colleges ;
|
The article reflects the reasons behind the failure of English teachers in teaching the subject to freshmen. The author asserts that English teachers do not mean their lamentation regarding the poor performance of their students with regards to the subject. He stresses that these teachers fail to practice what they are teaching to the class. He emphasizes that teachers attitude toward the language of their students has a significant impact on the learners. He also calls for English teachers to create the atmosphere that will encourage proficiency in language. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520145743&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520145743&lang=es |
| johe |
competence |
8 |
720 |
Journal of Higher Education |
00221546 |
March 1948 |
19 |
10.2307/1975969 |
109 |
115 |
7 |
Brown university curriculum. |
Wriston, Henry Merritt ;
|
|
Providence (R.I.) ; Rhode Island ; Brown University ; Academic degrees ; College curriculum ; Universities & colleges ; Curricula (Courses of study) ; Curriculum enrichment ; Curriculum planning ; School improvement programs ; Educational programs ; Educational change ;
|
The article discusses the reforms made on Brown University's curriculum. It is observed that the university has attained a sense of balance between distribution of thought and energy among various disciplines and concentration to time and thought upon one important field. The curriculum has stressed the importance of foreign language and has emphasized competence in English. It has also raised the standards by re-establishing qualitative criteria such as the comprehensive examination. The new curriculum provides a program that is more coherent for student and has more accurately defined objective. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520002505&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520002505&lang=es |
| johe |
competence |
9 |
721 |
Journal of Higher Education |
00221546 |
Mar 1963 |
34 |
10.2307/1979384 |
137 |
141 |
5 |
Business-school transition. |
Porter, A. ;
|
|
United States ; Business education -- Research ; Business education -- Universities & colleges ; Business schools ; Business schools -- Curricula ; Information technology ; Organizational sociology ; Business students ; Core competencies ; Organization ; Organizational change ; Universities & colleges ;
|
The article presents a blueprint of the ideal U.S. business school to meet future needs. Business schools should have a vision to contribute to American business efficiency. The school should create two departments, the Business Social Sciences and Business Applied Sciences. It should establish a "business hospital" to train students in the basics of actual business operations. Its curriculum should include social sciences, Information Technology, Executive Development, and Organization Theory. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520203781&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520203781&lang=es |
| johe |
competence |
10 |
722 |
Journal of Higher Education |
00221546 |
November 1958 |
29 |
|
444 |
449 |
6 |
College success of psychologically disturbed and normal personalities. |
Drasgow, James ; Race, Ralph ;
|
|
Academic achievement -- Universities & colleges ; College students ; Minnesota Multiphasic Personality Inventory ; Personality disorders ; Anxiety ; Learning ; Students ; Overachievement ; Performance ; Mean (Mathematics) ; Higher education ; Successful people ; Psychology ;
|
The article presents a study that compares on the efficiency of the learning development of students, the psychologically disturbed and normal personalities, who are undertaking college education. In the study, it was found out that there exists a differential achievements of these students on the theoretical basis of differences in their anxiety and the ability to handle it. The mildly disturbed student is best able to handle his anxieties and he turns out to be the greatest achiever while the severely disturbed student is too often overwhelmed by his anxieties and cannot mobilize. The average normal student does not have enough anxiety to mobilize for much over-achievement. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520292336&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520292336&lang=es |
| johe |
competence |
11 |
723 |
Journal of Higher Education |
00221546 |
February 1968 |
39 |
10.2307/1980252 |
84 |
91 |
8 |
Cosmopolitanism. |
McEvoy, T. L. ;
|
|
Personality development ; Social skills ; Psychology of college students ; Social psychology ; Cosmopolitanism ; Humanism ; Human growth ; Intellect ; Higher education ; Political science ; Maslow, Abraham H. (Abraham Harold), 1908-1970 ; Murray, Henry A. (Henry Alexander), 1893-1988 ; Jung, C. G. (Carl Gustav), 1875-1961 ; Erikson, Erik H. (Erik Homburger), 1902-1994 ;
|
The article reports on cosmopolitanism. Cosmopolitanism is a more profound inner development, it is a human growth potential and the development of an intellectual disposition to view ideas, events, persons and values. Theorists like Abraham Maslow, Henry Murray, Carl Jung, and Erik Erikson described this condition in highly differentiated persons. Cosmopolitanism provides a major challenge and opportunity to higher education in a shrinking world. It should be encouraged and cultivated as a means to greater fulfillment or as an expression of informed and enlightened humanism. |
Academic Journal |
Article |
Undetermined |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519522662&lang=es |
| johe |
competence |
12 |
724 |
Journal of Higher Education |
00221546 |
Feb1955 |
26 |
|
59 |
69 |
11 |
Culture and Education |
Brameld, Theodore ;
|
|
CULTURE -- Study & teaching ; EDUCATIONAL anthropology ; EXPERTISE ; LEARNING ; SEX ; TEACHING ;
|
The article focuses on the participation of education in different cultures. Education is not only limited to "civilized cultures" but also to "primitive cultures". Primitive cultures used to practice education and is quite integral to their ways of life as food-getting or sexual behavior. According to the experts in culture, education is defined as the entire range of practices by which a culture attempts to preserve and improve itself by familiarizing each successive generation with its most important traditions, habits, and experiences. Teaching exists in all cultures, even though in some no individual may specialize strictly as a teacher. Similarly, learning also occurs in each and every culture, though again learner may not be pupil or student. Teaching and learning forms a major part and continues throughout the life in all cultures. The cultural experts are much better trained and is himself rarely resistant to the habit if contentment. The habit of specialization refers to the academic practice of achieving competence in a particular field. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=19228501&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=19228501&lang=es |
| johe |
competence |
13 |
725 |
Journal of Higher Education |
00221546 |
Jun 1964 |
35 |
|
339 |
341 |
3 |
Editorship and scholarship. |
Patton, R. D. ;
|
|
United States ; Editing ; Learning & scholarship ; Editorials ; Scholarships ; Learning ; Scholarly periodicals ; Editors ; Authors ; Performance ; Education ;
|
The author reflects on scholarship in the United States, and on the effect the editors of scholarly journals may have posed on the progress of learning. He maintained that in the field of scholarship, points of view and ideas are quantitatively the most possible candidates for preservation. Editors of scholarly journals must have proven competence as writers. In proving their competence, editors must submit manuscripts of the highest quality. For them to be considered for appointments and present their expertise on education, they must pay great concern to the nourishment of their research capabilities. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
14 |
726 |
Journal of Higher Education |
00221546 |
January 1954 |
25 |
10.2307/1979841 |
19 |
26 |
8 |
English proficiency of foreign students. |
Lorge, Irving ; Diamond, L. K. ;
|
|
New York (N.Y.) ; New York (State) ; Columbia University ; English language education ; English language examinations ; English as a foreign language ; Foreign students ; College teachers ; Vocabulary tests ; Comprehension ;
|
The article discusses the English proficiency of foreign students. All foreign students entering Columbia University are required to take the English Examination for Foreign Students as the basis for assignment to an appropriate English course. When, certain language groups have more or less difficulty in mastering certain aspects of English, the university should provide successful learning experiences in the appropriate aspects. Some college instructors of foreign students believe that available English examinations for foreign students are biased differentially for various linguistic groups of foreign students. To test such a hypothesis, it is necessary to compare the relative vocabulary performance of a particular language group on English words etymologically related to their own native language and English words having origins in languages quite different from their own. A more equitable selection of test words from the languages from which English is derived may reduce existing bias for some language groups. For some students from some language groups, there is a need to get an auxiliary estimate of the over-all verbal competence with verbal materials in their own native languages. Such a procedure will require the standardization of tests of ability either in the native country of these language groups the country in residence. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
15 |
727 |
Journal of Higher Education |
00221546 |
Nov1968 |
39 |
|
465 |
467 |
3 |
Expectation and performance. |
Austin, C. G. ;
|
|
Higher education -- Evaluation ; Expectation (Psychology) ; Performance ; Universities & colleges ; Higher education ; Humanistic education ; Aims & objectives of education ; Keeton, Morris ; Hilberry, Conrad, 1928-2017 ; Mayhew, Lewis ;
|
This article explains that scholars Morris Keeton, Conrad Hilberry, and Lewis Mayhew made recommendations designed to make the performance of universities and colleges in the U.S. correspond more to expectation. Keeton and Hilberry argue that liberal arts colleges need to develop and accept a limited yet unique mission, which in its turn will attract like-minded students and faculty. Mayhew's address published in the "Saturday Review" periodical calls for large universities to be more frugal with their claimed educational objectives. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
16 |
728 |
Journal of Higher Education |
00221546 |
Jun1957 |
28 |
|
380 |
379 |
|
Facing the future in the preparation of teachers. |
Flynn, Elizabeth Ann ;
|
|
Teachers' workshops ; Curriculum research ; Curricula (Courses of study) ; Teacher education ; Teacher training ; Education ; Learning ability ; Educators ; Teaching ; Comprehension ;
|
The article focuses on the preparation of good teachers to meet the future challenges of imparting education. To meet the challenge of a rapidly changing world presupposes the ability to assimilate into the existing framework of knowledge a vast amount of new data arising from many and diverse sources. The unprecedented growth of specialized fields of competence is so great that no person can compass within himself the almost unlimited resources of information available. Institutions of higher learning are expected to prepare the truly wise man who is a generalist in his ability to relate within a sound world view knowledge gained through many disciplines, and a specialist who has assimilated within himself much that can be known of a relatively circumscribed area of human experience. The relationship between knowledge and virtue, or the ability to know the good versus the effective desire to do the good, has engaged the attention of philosophers and educators for centuries. Although the teacher is but one of many forces molding the character of American society, his role is a major one. The extreme need for well-prepared teachers at the present and in the immediate future indicates that this problem needs care, study and analysis. |
Academic Journal |
Article |
English |
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| johe |
competence |
17 |
729 |
Journal of Higher Education |
00221546 |
Nov1962 |
33 |
|
449 |
451 |
3 |
Faculty Competence and College Government. |
Dibden, Arthur J. ;
|
Blackburn College ;
|
University & college administration ; Colleges, Universities, and Professional Schools ; Letters to the editor ;
|
A letter to the editor is presented citing the author's views on the competence of college teachers to participate in the creation of broad educational policies by universities and colleges in the United States. |
Academic Journal |
Letter |
English |
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| johe |
competence |
18 |
730 |
Journal of Higher Education |
00221546 |
Jun1946 |
17 |
|
319 |
323 |
5 |
Faculty Publications |
Horton, Byrne J. ;
|
Professor of Education, St. John's University ;
|
UNIVERSITIES & colleges -- Graduate work ; PUBLICATIONS ; RESEARCH ; QUESTIONNAIRES ; ORGANIZATION ; FINANCE ; SCHOLARLY periodicals ; MANUSCRIPTS ; RELEVANCE ; EDUCATION, Higher ;
|
The article reports on the major function of graduate school as a medium of expression for the dissemination of research findings. It discusses a questionnaire study regarding organization, policies, and financing of scholarly journals sponsored by the graduate schools of universities. An overview of the scholarly publications written by graduate faculties is presented. The manuscripts accepted for publication in a graduate-school journals must be of scholarly competence and contemporary relevance. Manuscripts are usually written and voluntarily offered by the faculty, some are solicited or assigned by the editorial boards. |
Academic Journal |
Article |
English |
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| johe |
competence |
19 |
731 |
Journal of Higher Education |
00221546 |
March 1950 |
21 |
|
158 |
159 |
2 |
Faculty-study fellowships. |
Eckelberry, R. H. ;
|
|
Scholarships ; Editorials ; Associations, institutions, etc. ; Humanities ; Doctor of philosophy degree ; Effective teaching ; Teacher training ; College teachers ; Teacher education ;
|
The author comments on the fellowship study granted by the American Council of Learned Societies to humanities teacher outside his area of specialization. The requirements and qualifications of the teacher for the scholarship include competence in some field of humanities, with 5 years of teaching experience, holder of doctorate of philosophy and with the rank of assistant professor. The author commends the fellowship since it is directed to increasing teaching effectiveness and addressing the need for a broader training for teachers. The author hopes that the Council will be flexible when it comes to the field of study so that the scholar may be allowed to study other fields that still relate to his specialized field. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
20 |
732 |
Journal of Higher Education |
00221546 |
June 1953 |
24 |
10.2307/1977583 |
289 |
288 |
|
Few rocks thrown in self-defense. |
Gerber, Helmut E. ;
|
|
United States ; University & college entrance requirements ; Schools -- Social aspects ; Education ; Career education ; Academic degrees ; Social skills ; School children ; Students ; Conduct of life ;
|
The article presents information on the function of schools in developing social, mental and emotional development of students besides imparting education in the U.S. The author suggests that now-a-days high-school diploma is equivalent to an elementary school certificate in former times, the Bachelor of Arts (B.A.) to a high-school diploma, the Master Arts (M.A.) to the B.A. and the Doctorate of Philosophy to the M.A. The author reiterates that more school education does not make more "good" or "happy" citizens. He says that there has been no guarantee that providing education on democracy and morality would necessarily guarantee the genuinely democratic and moral citizens. He reiterates that getting the right people into the field for which they are best suited is of primary importance. This may or may not involve formal education. If formal education is concerned, it is quality and not the quantity which is more important. The author emphasizes on stringent entrance examinations by the colleges involving foreign language from three to six years. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
21 |
733 |
Journal of Higher Education |
00221546 |
November 1947 |
18 |
10.2307/1975640 |
418 |
417 |
|
G.I.'s evaluate a freshman English course. |
Anderson, Paul Bunyan ;
|
|
English language ; Education of veterans (Higher) ; Student attitudes ; Curriculum evaluation ; Education of veterans ; English language education in universities & colleges ; Non-military education of military personnel ; College freshmen ; Retired military personnel ; Military officers ; Veterans ; Educational programs ; Higher education ;
|
The article discusses the strategies employed by the author, Paul Bunyan Anderson to meet the special needs of veterans who attended his freshman English class at Otterbein College. The author handled twenty four veterans in his freshman English subject. These veterans were included in the upper half of entering freshmen with high average in English competence as measured by a placement test. The author asks each students to own books such as Webster's Collegiate Dictionary, "Problems and Styles of Communication," by W.S. Howell and "A Refresher in College Composition," by Mabel Strong. The class which made a wide use of the college library and periodicals focused on reading, writing, speaking and listening. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
22 |
734 |
Journal of Higher Education |
00221546 |
Nov1962 |
33 |
|
417 |
423 |
7 |
Honors Programs |
Idzerda, Stanley J. ;
|
Director, Honors College, Michigan State University ;
|
UNITED States ; UNIVERSITIES & colleges -- Honors courses ; TALENTED students ; COLLEGE students ; ACADEMIC achievement ; UNIVERSITIES & colleges -- Curricula ; UNIVERSITIES & colleges ; EDUCATION, Higher ; EDUCATION ;
|
The article discusses the philosophy behind honors programs in universities and colleges in the United States. Honors programs, which can be based on our philosophic and spiritual heritage, is a reflection of the drive and desire for academic competence and excellence, for the fulfillment of capacities and the optimum use of all of college students' academic skills and characteristics. The general principles governing the selection of candidates for honors programs and the development of curricula for superior students are also cited. |
Academic Journal |
Article |
English |
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| johe |
competence |
23 |
735 |
Journal of Higher Education |
00221546 |
December 1956 |
27 |
10.2307/1977528 |
489 |
488 |
|
Ideological foundations of western civilization. |
Adams, Kerney M. ;
|
|
Kentucky ; Eastern Kentucky University ; College curriculum ; General education ; Western civilization ; Social sciences ; Education & state ; Social skills ; Student attitudes ; Learning ; School enrollment ;
|
Mr. Adams, Chairman of the Social Science Division of Eastern Kentucky State College, describes here the senior synthesis course which has been given in the Social Science Division for several years. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
24 |
736 |
Journal of Higher Education |
00221546 |
May1954 |
25 |
|
287 |
288 |
2 |
In the Lay Magazines |
|
|
UNITED States ; PERIODICALS ; BOOKS & reading -- United States ; TEACHERS -- United States ; EDUCATION -- United States ; EXECUTIVES -- United States ; FORTUNE (Periodical) ; LOOK (Periodical) ;
|
The article presents information on the articles related to education in the U.S. published in the May 1954 issue of the journal "Fortune." It discusses the reading habits of executives in the United States. According to a survey conducted among the U.S. executives, it was found that they read five times as much as the ordinary citizen, but things only related to work and not of their own choice. When they read for entertainment, they are likely to read mysteries books dealing with adventure, physical challenge, and high accomplishment are also popular with them. Another article published in the March 9, 1954 issue of the journal "Look," focuses on teachers who are afraid of teaching. Teachers in the U.S. are reluctant to talk on controversial issues. Discussion on important subjects such as the United Nations and UNESCO, racial discrimination, international relations, health insurance and communism, are strictly taboo. Teachers of political science, economics and history are particularly hard hit. Teaching competence is not enough to protect them. |
Academic Journal |
Article |
English |
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| johe |
competence |
25 |
737 |
Journal of Higher Education |
00221546 |
Dec1944 |
15 |
|
507 |
510 |
4 |
In the Lay Magazines. |
|
|
College teachers ; College students ; Books & reading ; United States ; Education -- United States ; Literature ;
|
The article focuses on several articles related to education which have been published in various journals. "Renegotiate the English Teachers!" by E.C. Drake, which was published in the October, 1944 issue of the journal "Harper's Magazine," discusses the essence of literature which is its effect upon people. The author appeals to teachers of collegiate English to get back to content as the foundation of education and the study of historical literature whose roots are deep in the U.S. "Education Is People," by Ordway Tead, which was published in the September 16, 1944 issue of the journal "Saturday Review of Literature," observes that in the light of the increasing emphasis on the significance of general education for college students, one of the most urgent problems facing universities is to find teachers whose range of vision, interest, and competence extend beyond a narrow specialty and to find books which are written in a language comprehensive to the eighteen-year-old mind. |
Academic Journal |
Article |
English |
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| johe |
competence |
26 |
738 |
Journal of Higher Education |
00221546 |
Dec1949 |
20 |
|
463 |
468 |
6 |
In-Service Graduate Training |
Smith, Alpheus W. ;
|
|
EMPLOYEES -- Training of ; RESEARCH, Industrial -- Laboratories ; FACILITIES ; LABORATORIES ; TRAINING ; EDUCATION ; CAREER development ; CONTINUING education ; EMPLOYER-supported education ;
|
The article reports that many research laboratories maintained by industries and government are now providing in-service training programs for their employees. This will provide employees with continuous intellectual growth and development in their chosen field. Programs may be seminars provided by the company itself or graduate courses arranged in cooperation with a neighboring college or university. The programs are designed to keep employees abreast of the developments in their special field of activity, overcome deficiencies in their training and to ensure that their competence is maintained at the highest possible level. |
Academic Journal |
Article |
English |
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| johe |
competence |
27 |
739 |
Journal of Higher Education |
00221546 |
June 1945 |
16 |
|
332 |
334 |
3 |
Liberal arts at Iowa. |
Eckelberry, R. H. ;
|
|
Iowa ; United States ; College curriculum ; Humanistic education ; Humanities education ; Classical education ; Universities & colleges ; Educational programs ; Higher education ; Postsecondary education ;
|
The article discusses the liberal arts program at the State University of Iowa in United States. The objective of the program are stated in terms of general growth and development of the individual. There are several requirements that should be met by students to be included in the program. The requirements include, competence in communication skills, knowledge in foreign language as well as possession of a reasonable understanding of leading ideas, the significant facts, methods of work and intellectual tools characteristic of several major areas in learning. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
28 |
740 |
Journal of Higher Education |
00221546 |
January 1951 |
22 |
|
40 |
42 |
3 |
New adventure in teacher training. |
Angell, George W. ;
|
|
Michigan State University ; Education of college teachers ; Education ; Teacher training ; Universities & colleges ; Higher education ; College teachers ; Academic degrees ; Curricula (Courses of study) ; Learning ; Professional education ;
|
The article reports on the Division of Education's offering the Doctor of Education degree to its curriculum in higher education. The degree is specifically designed to prepare teachers at the junior-college, college, and university levels. The program plans to harmonize the five types of learning experiences. These include the broad training in the subject-matter area, internship and related study, research training, broad training in professional education, and a choice of foreign language or competence in statistical methods. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
29 |
741 |
Journal of Higher Education |
00221546 |
May1953 |
24 |
|
viii |
0 |
1/3 |
"New Horizons for Women" |
|
|
ASSOCIATIONS, institutions, etc. ; CAREER development ; MALE employees ; WOMEN employees ; OCCUPATIONS ; SPEECHES, addresses, etc. ;
|
The article presents a speech delivered before the members of the Institute of Arts and Sciences by the president of Barnard College. There is a major extension in women's activities outside the home in the last century. Only a few men take professional women seriously or regard them as equals. Their psychology cling to a number of stereotypes which relegate women to unimportant positions regardless of their competence or performance, and women are partially responsible for this because they settle so often for inferior jobs. |
Academic Journal |
Speech |
English |
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| johe |
competence |
30 |
742 |
Journal of Higher Education |
00221546 |
February 1948 |
19 |
|
101 |
102 |
2 |
New kind of fellowship. |
Eckelberry, R. H. ;
|
|
United States ; Scholarships ; Social sciences ; Natural history ; Postdoctoral programs ; Discoveries in science ; Technology ; Modern civilization ; Higher education ;
|
The article reports on the social significance of scientific discoveries and their technological applications to the modern civilization. It also announces the series of postdoctoral fellowships that involves training and study in natural and social science to be sponsored by the Carnegie Corporation of New York and under the guidance of the National Research Council. Citizens of the U.S. who hold a doctoral degree in natural or social science and who have demonstrated their professional competence can apply for the fellowship. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
31 |
743 |
Journal of Higher Education |
00221546 |
November 1947 |
18 |
|
432 |
434 |
3 |
Note on the master of arts degree. |
Forbes, John Douglas ;
|
|
Master's degree ; Master of arts degree ; Academic degrees ; Academic programs ; Titles of honor & nobility ; College majors ; Higher education ; Universities & colleges -- Graduation requirements ; Continuing education ; Adult education ; Education ;
|
The article discusses the implications of having a master of arts degree. Proclaiming the achievement and competence of the degree holder to interested persons is the original purpose of the degree. The words "Master of Arts," assures that the possessor of the degree has a mastery of school discipline. On the negative side, M.A. degree has many different meanings that it sometimes appear to be meaningless. To some people an M.A. degree may mean fulfillment of doctoral requirements without dissertation while to other, it can mean as little as only having an English degree. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
32 |
744 |
Journal of Higher Education |
00221546 |
November 1961 |
32 |
10.2307/1977775 |
443 |
448 |
6 |
On research ability in graduate students. |
Strauss, S. ; Strausss, S. ;
|
|
University of Wisconsin (Eau Claire, Wis.) ; Ability ; Interviewing ; Research ; Graduate students ; Core competencies ; Graduate education ; Education research ; Educators ; Research -- Study & teaching (Graduate) ; University faculty ;
|
The article reports on the research ability of graduate students. The purpose of this article is to examine the fruitfulness of a procedure for learning something about the nature of ability to do research by obtaining opinions from people with extensive experience in conducting research and in training research works. An interview among the faculty members of the University of Wisconsin was conducted. According to majority of subjects, research ability consists in a complex of component of traits. Professors agreed that research ability is not easy to detect because it can be enhanced and developed gradually over the years. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
33 |
745 |
Journal of Higher Education |
00221546 |
Jun 1963 |
34 |
10.2307/1979965 |
318 |
323 |
6 |
Precarious state of teaching. |
Snow, R. H. ;
|
|
College teaching ; Higher education -- Evaluation ; Teaching ; Universities & colleges ; Teachers ; Educational programs ; Performance ; Ability ; Curiosity ; Encouragement ; Learning ;
|
The article reports on the responsibility of a college to provide the highest quality of teaching. It argues that teachers should not only be evaluated through their scholarships but through their teaching ability and instructional programs should not be judged upon the degrees held by the faculty and the books in the library but by the progress of activities and performance. It further elaborated that teaching must cultivate ideas, provoke the curiosity, and encourage and sustain the students' thirst for knowledge. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
34 |
746 |
Journal of Higher Education |
00221546 |
February 1955 |
26 |
|
69 |
68 |
|
Quest for competent instructional staff. |
Maul, Ray Charles ;
|
|
National Education Association of the United States ; College teachers ; College personnel management ; Employees ; Higher education ; Universities & colleges ; Associations, institutions, etc. ; Retirement ; Elementary education ;
|
The article focuses on the search for competent instructional staff and the problems concerning higher education. Higher education must decide upon the kind of education to be given; the groups to be served; the number, size, and functions of the institutions to be maintained; and the administrative organization of the institutions. Today, the elementary education has been overrun with pupils lacking classrooms and qualified teachers. Instructional staff members are assigned professorial rank in all but a few of the very small institutions. It also highlights the striking record of the preparation of full-time instructional staff members. So, as colleges and universities seek to strengthen the competence of staff members now in service, they will make an attempt to arrange for a much larger number of new staff members with a higher level of competence for an even more complex task. The colleges and universities will re-scrutinize the terms and requirements for appointment, advancement, security, and retirement, along with the many other specific elements which comprise "working conditions." |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
35 |
747 |
Journal of Higher Education |
00221546 |
Apr 1963 |
34 |
10.2307/1979864 |
220 |
228 |
9 |
Should accreditation procedures be extended to include institutional quality ratings? |
Adams, R. P. ;
|
|
University & college accreditation ; Accreditation (Education) ; Rating ; Universities & colleges ; Schools ; Performance ; Standards ; Performance standards ; Educational quality ; Education ; School improvement programs ;
|
The author reflects on whether accreditation procedures should be extended to include institutional quality ratings. He thinks that ratings should not be included because a rating system would not serve the purposes of accreditation which are to ensure minimum standards of educational honesty and competence, to protect educational institutions from outside and inside pressures which tend to undermine academic excellence, and to encourage institutional self-improvement. They would likely do more harm than good. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
36 |
748 |
Journal of Higher Education |
00221546 |
April 1953 |
24 |
10.2307/1976221 |
182 |
181 |
|
Should general education be taught co-operatively. |
Palmquist, Edward Marshall ;
|
|
Educational cooperation ; General education ; College teaching ; Teacher collaboration ; Curricula (Courses of study) ; Teaching teams ; Effective teaching ;
|
The article presents a discussion related to teaching of general courses in a co-operative manner. With the emergence of broad area courses it is becoming difficult to find a teacher of sufficiently broad training, competence and interest to teach single- handed a general education course. Co-operative teaching is feasible in this case. The term, co-operative teaching is used for teaching any course that is planned and conducted by more than one teacher. In many co- operative general-education courses the co-operating teachers follow various procedures. In some courses the democratic procedure is followed. In this case each of the co-operating teachers has an equal voice and, while there is an administrative chairman, all decisions are made by vote. In other courses the autocratic procedure is followed . In this case the course in question is assigned to a senior staff member of considerable local prestige and influence. It is his responsibility to plan and conduct the course with the co-operation of junior staff members from the appropriate departments. The junior staff is free to offer suggestions, to be accepted, rejected or modified at the discretion of the senior member. The underlying fact to above discussion is that the courses should be designed to suit the interests and competence of staff members. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
37 |
749 |
Journal of Higher Education |
00221546 |
March 1946 |
17 |
10.2307/1975118 |
119 |
118 |
|
State university. |
Klein, Arthur Jay ;
|
|
United States ; State universities & colleges ; Public universities & colleges ; Public schools ; Education ; Learning ; Postsecondary education ; Schools ; Educational sociology ;
|
The article examines the role played by state universities and colleges in American society. State universities are agencies within the American public school system. A system developed as an expression of national concern for the economic competence of the people and for the processes and values involved in living together as a democratic nation. The organization of a state university are composed of colleges and departments, each devoted to the production of one or more kinds of highly trained individuals. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
38 |
750 |
Journal of Higher Education |
00221546 |
June 1956 |
27 |
|
327 |
330 |
4 |
Teaching aid for history. |
Paine, Robert H. ;
|
|
History ; History education ; Teaching aids & devices ; Social sciences education ; Historical analysis ; Universities & colleges -- History ; Curricula (Courses of study) ; Curriculum evaluation ; Student evaluation of curriculum ; Instructional systems ; Curriculum-based assessment ;
|
The article focuses on the teaching aids for history courses. The author has referred such aids as those which certain history courses can give other courses in the curriculum in teaching skills that would be common to all those who have completed their basic work in college, and which are necessary for advanced study in the last half of their college careers. Such of these skills include the ability to read rapidly, and with understanding, competence in putting one's thoughts into writing, knowledge of how to study, and the ability to think critically. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
39 |
751 |
Journal of Higher Education |
00221546 |
January 1961 |
32 |
10.2307/1980326 |
45 |
47 |
3 |
Teaching and research: partners or enemies? |
Gallaway, Lowell E. ;
|
|
College teachers ; College teaching ; University research ; Teaching ; Research ; Education ; Education -- Study & teaching ; Effective teaching ; Teacher effectiveness ; Instructional systems ; Public institutions ; Schools ;
|
The article presents the conflicts of research activity with teaching activity. It states that research activities usually coincides with good teaching in schools and that it produces a better understanding of areas of competence. It argues the possibility that research is competitive with teaching and that if research activities were helpful it would depend on certain conditions whether the research activity is oriented with specific and general lines and whether the courses being taught are graduate or undergraduate. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
40 |
752 |
Journal of Higher Education |
00221546 |
Mar1948 |
19 |
|
109 |
115 |
7 |
The Brown University Curriculum |
Wriston, Henry M. ;
|
|
PROVIDENCE (R.I.) ; RHODE Island ; BROWN University (Providence, R.I.) ; UNIVERSITIES & colleges ; EDUCATION -- Curricula ; CURRICULUM enrichment ; CURRICULUM planning ; SCHOOL improvement programs ; EDUCATIONAL programs ; EDUCATIONAL change ;
|
The article discusses the reforms made on Brown University's curriculum. It is observed that the university has attained a sense of balance between distribution of thought and energy among various disciplines and concentration to time and thought upon one important field. The curriculum has stressed the importance of foreign language and has emphasized competence in English. It has also raised the standards by re-establishing qualitative criteria such as the comprehensive examination. The new curriculum provides a program that is more coherent for student and has more accurately defined objective. |
Academic Journal |
Article |
English |
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| johe |
competence |
41 |
753 |
Journal of Higher Education |
00221546 |
Jan1954 |
25 |
|
19 |
26 |
8 |
The English Proficiency of Foreign Students |
Lorge, Irving ; Diamond, Lorraine Kruglov ;
|
|
NEW York (N.Y.) ; NEW York (State) ; COLLEGE teachers ; ENGLISH language -- Study & teaching ; STUDENTS, Foreign ; VOCABULARY tests ; COMPREHENSION ; COLUMBIA University (New York, N.Y.) ;
|
The article discusses the English proficiency of foreign students. All foreign students entering Columbia University are required to take the English Examination for Foreign Students as the basis for assignment to an appropriate English course. When, certain language groups have more or less difficulty in mastering certain aspects of English, the university should provide successful learning experiences in the appropriate aspects. Some college instructors of foreign students believe that available English examinations for foreign students are biased differentially for various linguistic groups of foreign students. To test such a hypothesis, it is necessary to compare the relative vocabulary performance of a particular language group on English words etymologically related to their own native language and English words having origins in languages quite different from their own. A more equitable selection of test words from the languages from which English is derived may reduce existing bias for some language groups. For some students from some language groups, there is a need to get an auxiliary estimate of the over-all verbal competence with verbal materials in their own native languages. Such a procedure will require the standardization of tests of ability either in the native country of these language groups the country in residence. |
Academic Journal |
Article |
English |
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| johe |
competence |
42 |
754 |
Journal of Higher Education |
00221546 |
Feb1955 |
26 |
|
69 |
75 |
7 |
The Quest for Competent Instructional Staff |
Maul, Ray C. ;
|
|
ASSOCIATIONS, institutions, etc. ; EDUCATION, Elementary ; EDUCATION, Higher ; EMPLOYEES ; RETIREMENT ; UNIVERSITIES & colleges ;
|
The article focuses on the search for competent instructional staff and the problems concerning higher education. Higher education must decide upon the kind of education to be given; the groups to be served; the number, size, and functions of the institutions to be maintained; and the administrative organization of the institutions. Today, the elementary education has been overrun with pupils lacking classrooms and qualified teachers. Instructional staff members are assigned professorial rank in all but a few of the very small institutions. It also highlights the striking record of the preparation of full-time instructional staff members. So, as colleges and universities seek to strengthen the competence of staff members now in service, they will make an attempt to arrange for a much larger number of new staff members with a higher level of competence for an even more complex task. The colleges and universities will re-scrutinize the terms and requirements for appointment, advancement, security, and retirement, along with the many other specific elements which comprise "working conditions." |
Academic Journal |
Article |
English |
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| johe |
competence |
43 |
755 |
Journal of Higher Education |
00221546 |
Feb1953 |
24 |
|
90 |
94 |
5 |
The Reporter. |
|
|
Universities & colleges ; Education of women ; United States ; Research and Development in the Social Sciences and Humanities ; Colleges, Universities, and Professional Schools ; Education -- United States ; Protestant churches ; Social sciences ; Social skills ;
|
The article presents information related to development in the field of education in the U.S. The Yale Divinity School, New Haven, Connecticut has launched a two-year survey to determine the extent of racial and religious bias and prejudice in Protestant church literature in the U.S. The Law School of the University of Chicago, Chicago, Illinois, has received a grant of $400,000 from the Ford Foundation to support a research program in law and the behavioral sciences. The program of the Basic College at Michigan State College has been reorganized. The College now offers four courses in general education Communication Skills, Natural Science, Social Science, and Humanities in place of the seven courses which were previously offered. The scientific library, laboratory, and collection of rare chemicals of the late Henry Drysdale Dakin have been presented to Adelphi College by his heirs. A new program of study in the College of Liberal Arts and Sciences, "Family and Community Life," is being offered by the University of Illinois, Champaign, Illinois. This program is an attempt to remedy certain defects in the college education of women, but it is open to both women and men. |
Academic Journal |
Article |
English |
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| johe |
competence |
44 |
756 |
Journal of Higher Education |
00221546 |
Mar1946 |
17 |
|
119 |
127 |
9 |
The State University |
Klein, Arthur J. ;
|
Dean Emeritus, College of Education, Ohio State University ;
|
UNITED States ; STATE universities & colleges ; PUBLIC universities & colleges ; PUBLIC schools ; EDUCATION ; LEARNING ; POSTSECONDARY education ; SCHOOLS ; EDUCATIONAL sociology ;
|
The article examines the role played by state universities and colleges in American society. State universities are agencies within the American public school system. A system developed as an expression of national concern for the economic competence of the people and for the processes and values involved in living together as a democratic nation. The organization of a state university are composed of colleges and departments, each devoted to the production of one or more kinds of highly trained individuals. |
Academic Journal |
Article |
English |
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| johe |
competence |
45 |
757 |
Journal of Higher Education |
00221546 |
Apr1963 |
34 |
|
227 |
228 |
2 |
Untitled. |
Burns, Norman ;
|
North Central Association of Colleges and Secondary Schools ;
|
University & college accreditation ; Accreditation (Education) ; Schools ; Performance ; Educational quality ; Education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ; Rating ; Standards ; Performance standards ;
|
The author reflects on whether accreditation procedures should be extended to institutional quality ratings. He believes that quality ratings among educational institutions are not wholly impossible. There can be categories that can be developed for similar institutions permitting comparisons within each group. He also asserts that rank ordering of institutions are not practicable because the measures available are not precise enough and there will be too many differences among institutions even within categories. |
Academic Journal |
Article |
English |
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| johe |
competence |
46 |
758 |
Journal of Higher Education |
00221546 |
Apr1962 |
33 |
|
225 |
224 |
0 |
Untitled. |
|
|
Education ; Secondary education ; Higher education ; Educators ; University faculty ; Education & state ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Other provincial and territorial public administration ; Other local, municipal and regional public administration ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ; Manuscripts ;
|
The article presents a list of topics for future issues of the journal and an invitation to submit manuscripts relevant to these topics. The topics include the justification of the dividing line between secondary and collegiate education, the competence of faculty members to participate in the formulation of broad educational policies for their institutions, and the balancing of technical skills and scholarly understanding in educational programs. |
Academic Journal |
Other |
English |
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| johe |
competence |
47 |
759 |
Journal of Higher Education |
00221546 |
Apr1963 |
34 |
|
225 |
227 |
3 |
Untitled. |
Peterson Jr., Charles E. ;
|
Smith College ;
|
University & college accreditation ; Accreditation (Education) ; Schools ; Performance ; Educational quality ; Education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ; Rating ; Standards ; Performance standards ;
|
The author reflects on whether accreditation procedures should be extended to institutional quality ratings. He believes that measurement of quality are so ephemeral as to make their validity doubtful. The accrediting committees must exercise their right to offer "conscience pricks" that point out areas which needed examination and attention. Disciplinary measures of quality need to rely more and more upon inspections by groups of specialists representing professional groups. There must also be a visiting committee that can make suggestions for improvement of quality. |
Academic Journal |
Article |
English |
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| johe |
competence |
48 |
760 |
Journal of Higher Education |
00221546 |
Apr1963 |
34 |
|
224 |
225 |
2 |
Untitled. |
Stuit, Dewey B. ;
|
University of Iowa ;
|
University & college accreditation ; Accreditation (Education) ; Schools ; Performance ; Educational quality ; Education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ; Rating ; Standards ; Performance standards ;
|
The author reflects on whether accreditation procedures should be extended to institutional quality ratings. He believes that institutional quality ratings should be included in accreditation procedures because they would help in the school's self-improvement. It should be guaranteed, however, that these ratings have value and be based upon the performance of institutions and not upon such factors as the size of endowment funds, the age of the institution or the beauty of the building. The ratings should be measures of student and faculty achievement and the development produced in students and the teachers' contributions to knowledge should be the basic criteria for the ratings. |
Academic Journal |
Article |
English |
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| johe |
competence |
49 |
761 |
Journal of Higher Education |
00221546 |
Apr1963 |
34 |
|
222 |
223 |
2 |
Untitled. |
Williams, Melvin G. ;
|
American International College ;
|
Accreditation (Education) ; Universities & colleges ; Schools ; Performance ; Educational quality ; Education ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ; Rating ; Standards ; Performance standards ;
|
The author reflects on whether accreditation procedures should be extended to include institutional quality ratings. He believes that the issue of including institutional quality ratings in the accreditation procedures is still debatable. There should exist a more widely accepted definition of educational quality, and there should also be further refinement of the methods and techniques of identifying such quality before such ratings of colleges and universities could be implemented by accrediting agencies. |
Academic Journal |
Article |
English |
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| johe |
competence |
50 |
762 |
Journal of Higher Education |
00221546 |
Dec1954 |
25 |
|
464 |
469 |
6 |
Who Is Intellectually Free? |
Bolinger, Dwight L. ;
|
|
UNITED States ; ACADEMIC freedom ; COMMUNISM in education ; INTELLECTUAL freedom ; EDUCATION -- United States ; TEACHERS -- Attitudes ; TEACHING -- Moral & ethical aspects ;
|
The article discusses that a teacher ought to have a free intellect. According to Earl J. McGrath, president of the University of Kansas City membership of a communist party carries with it an obligation to follow the party discipline thus making the member ineligible for membership of any academic institution as anyone under such intellectual control is not intellectually free. However the majority of human minds have always been enslaved in one way or another and always will be. A teacher should be judged by his competence to teach and should be impartial even if he is associated with certain organization which preaches a doctrine of its own. The present crop of academicians can be divided into three classes those who are unfree and acknowledge it; those who are unfree and do not acknowledge it and those who are by nature and nurture so indifferent to association with their fellows that they can be called the almost-almost-free. Despite a lot of arguments against academicians with communist links, there is no justification for barring anyone from the right to teach on the grounds of intellectual freedom. |
Academic Journal |
Article |
English |
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| johe |
competence |
1 |
763 |
Journal of Higher Education |
00221546 |
December 1937 |
8 |
10.2307/1973839 |
471 |
474 |
4 |
Earmarks and question marks. |
Hockema, Frank C. ;
|
|
Purdue University ; Student evaluation of college teachers ; Surveys ; Economic surveys ; College graduates ; Universities & colleges ; Employment (Economic theory) ; Teaching ; Wages ; Educators ; Performance ;
|
The article reports on the economic survey conducted by the Pudue University. It investigates the facts relating to the employment of the graduates such as the length of time after graduation before obtaining the first job or length of time idle since graduation, the relation of this beginning work to the course taken at Purdue, occupational experience since graduation, annual salary, permanent or temporary nature of present employment, relation of work to course taken in the university. Lastly, it shows that the response was frank, generous and most especially those concerning the teaching staff. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
2 |
764 |
Journal of Higher Education |
00221546 |
Nov1934 |
5 |
|
458 |
459 |
2 |
Editorial Comments. |
W. W. C. ;
|
|
Talented students ; Performance ; College teachers ; Examinations ; Teacher-student relationships ; Achievement motivation ;
|
The article discusses aspects related to the improvement of talented students. The talented students are usually held in high esteem by the faculty and are source of joy to their professors. From these ranks of the gifted come college teachers, research investigators and experts. It is seen that while the gifted student is admired he is not identified except at examination time when he scores high marks. Even if identified, he is not given that differential treatment which help him develop his talents The chief causes of this lack of attention are the lack of intimate acquaintance of the professor with his students, and the inconvenience of giving individual attention, advice, and assignments to such students. In this regards the policy that students should graduate upon the basis of achievement rather than time has been widely favoured. All of these techniques for the gifted students are still not used. The students suggest that greater attention by the university to the broadening of the courses is the most important improvement in this regard. |
Academic Journal |
Editorial |
English |
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| johe |
competence |
3 |
765 |
Journal of Higher Education |
00221546 |
Dec1930 |
1 |
|
542 |
543 |
2 |
"Experimenting at Columbia"/"The Antioch Faculty Trust"/"Wisconsin's Experience"… |
|
|
UNITED States ; EDUCATION, Higher -- United States ; UNIVERSITIES & colleges -- United States ; UNIVERSITIES & colleges -- Faculty ; LAW -- Study & teaching ; KNOWLEDGE, Theory of ;
|
The article presents a discussion on four papers related to higher education in the U.S., published in the October and November 1930 issue of the journal "Nation." The papers include: "Experimenting at Columbia," by Herbert E. Hawkes, "The Antioch Faculty Trust," by J.F. Kirkpatrick, "Wisconsin's Experience," by M.C. Otto, and "The New Legal Education," by Herman Oliphant. At some colleges the administrative organization is such that new ideas at first are discussed informally in smokers and in small groups. In this way hasty and ill-considered opposition is avoided, and when the new idea is finally presented to the faculty for formal action, favorable consideration is likely. The enthusiasm and interests with which boys come to college is capitalized through use of placement examinations which make it possible to start at the point of competence. Work is assigned in accordance with his ability, his preparation, his health, and his financial resources. In addition, an effort is made through the medium of a very broad and inclusive course on contemporary civilization to introduce the student to a consideration of the great problems of education, religion, economics, government, and social procedure that face the individual in the American life. |
Academic Journal |
Article |
English |
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| johe |
competence |
4 |
766 |
Journal of Higher Education |
00221546 |
Mar1932 |
3 |
|
127 |
132 |
6 |
Faculty Quality |
Haggerty, M. E. ;
|
|
ACHIEVEMENT tests ; INSTRUCTIONAL systems ; EDUCATION, Higher ; EDUCATION -- Curricula ; UNIVERSITIES & colleges -- Faculty ; EDUCATIONAL quality ;
|
The article focuses on the importance of the quality of the faculty in the improvement of the teaching standards. A decade ago the charge was widely made that the colleges were not interested in teaching. They were said to be absorbed in research, in publication, in the trappings of scholarship, and indifferent to the need of adolescent youth for instruction. More than an implication was current that the colleges were derelict and insensible to the lofty obligation implicit in their status as institutions of higher education. The easy assertion that the poorest teaching to be found in any of our schools had its locus in the university found hospitality in the minds of many who were concerned about the welfare of individual students or about the proper function of the higher schools. It does not seem desirable to overemphasize the matter of instructional methods and examination procedures by dwelling too long upon them. They are probably much less important for the improvement of college education than the readjustment of the college curriculum, certainly much less significant than an improved quality in college faculties. Yet the weighty consequences of faculty competence forbid us to surrender our efforts to clarify our minds about the qualifications of a college instructor. |
Academic Journal |
Article |
English |
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| johe |
competence |
5 |
767 |
Journal of Higher Education |
00221546 |
December 1937 |
8 |
10.2307/1973838 |
464 |
470 |
7 |
Honors in a state university. |
Snow, Royall Henderson ;
|
|
Ohio ; Ohio State University ; Universities & colleges -- Honors courses ; Academic achievement ; Graduation requirements ; Educational tests & measurements ; Motivation (Psychology) ; Performance ; Comprehensive examinations ;
|
The article discusses the concerns raised by the educators in relation to the giving of degrees with distinction in special subjects which is offered by the College of Arts and Sciences in Ohio State University, Ohio. It reports on the requirements needed in order for a student to qualify for graduation honors. It explains the essence of the honors idea and what are the advantages that could result in applying the strategy to the college graduating students. Finally, it provides recommendation to the Committee on Honors in order to rightfully judge the academic quality of the students deserving to receive such distinction. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
6 |
768 |
Journal of Higher Education |
00221546 |
December 1936 |
7 |
|
461 |
460 |
|
Induction address delivered at the inauguration of William Alfred Eddy as president of Hobart and William Smith colleges. |
Dodds, Harold Willis ;
|
|
New York (State) ; College presidents ; Universities & colleges ; Speeches, addresses, etc. ; College administrators ; University & college administration ; College personnel management ; Finance teachers ; Teacher effectiveness ; Hobart & William Smith Colleges (Geneva, N.Y.) ;
|
The article focuses on the induction address at the inauguration of William Alfred Eddy as president of Hobart and William Smith Colleges in New York. The speech gave emphasis on the characteristics of a university president that include a person who has the talent on finance and business, a scholar, preacher, and has lived a modest life. He should have the ability to lead a society of teachers and students as well as direct the different plans and goals without being autocratic. In addition, a president should initiate cooperation as a higher degree of competence among individuals. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
7 |
769 |
Journal of Higher Education |
00221546 |
June 1937 |
8 |
10.2307/1974034 |
315 |
320 |
6 |
Matching ability with achievement. |
Starrak, James Abel ;
|
|
Ames (Iowa) ; Iowa ; Iowa State University ; Ability ; Academic achievement -- Universities & colleges ; Educational standards ; Students ; Achievement motivation ; Performance ; Rating of students ; Universities & colleges ;
|
The article discusses the development of a new standard of achievement at the Iowa State University in Ames. The new standard was in response to the problems encountered in the university which is evident and shows a waste of human energy and talent especially on the capable ones, to strive to their level of capacities. Such evidence of the problems are presented and discussed in this article. It was found out that high quality performing students did not exert more effort to reach the minimum standard. The committee has developed programs which focused on the ability of students to handle college work and stimulation of students who were capable of achieving a four-year course but seemed to work unsatisfactorily. Moreover, the report of these students, their ratings, and suggestions are discussed. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
8 |
770 |
Journal of Higher Education |
00221546 |
May1937 |
8 |
|
274 |
275 |
2 |
Occupational Information |
|
|
UNITED States ; SCHOOL plant management ; SCHOOL facilities -- Planning ; COLLEGE teachers ; SCHOOL management & organization ; EDUCATIONAL planning ; SCHOOL administration teachers ; UNIVERSITIES & colleges -- United States ;
|
The article reflects on the effect of the new criteria upon college activity which was broadened including all factors of college education in the U.S. The author argues that the new criteria seem to have effect upon excellence such as faculty competence, faculty conditions of service, the curriculum, instruction, the library, student personnel services, the quality of administration, finances, the plant operation and the extent to which the faculty studies its own problems. |
Academic Journal |
Editorial |
English |
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| johe |
competence |
9 |
771 |
Journal of Higher Education |
00221546 |
December 1939 |
10 |
10.2307/1974704 |
465 |
464 |
|
On survey courses. |
Cohen, Jerome B. ;
|
|
College curriculum ; Curricula (Courses of study) ; Instructional systems ; Educational sociology ; Educational planning ; Core competencies ; University & college administration ; School administration ; Effective teaching ; Surveys ;
|
The article discusses the importance of having a wide scope of knowledge through the integration of survey courses. From the time Adam Smith introduced the division of labor, specialization in all areas of human activities began to rise. Specialization is present among industries, wherein employer and employee have its own task. Not only in business industries, specialization is also present in the school, particularly in universities. In dealing with this issue, the universities began to integrate survey courses, which will provide an individual a wide scope of knowledge. However, the integration of such course needs a lot of time, preparation and expertise. Above all, the focus of education is the student. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
10 |
772 |
Journal of Higher Education |
00221546 |
Jun1939 |
10 |
|
296 |
303 |
8 |
Philosophy and the College Curriculum |
Carmichael, Peter A. ;
|
|
UNITED States ; PHILOSOPHY ; EDUCATION -- Curricula ; COLLEGE teaching ; COLLEGE teachers ; KNOWLEDGE, Theory of ; UNIVERSITIES & colleges ; EDUCATION, Higher ; COLLEGE students ;
|
The article comments on the decline of Philosophy as a subject matter in the curriculum of college education in the U.S. The author suggests that without a fair acquaintance, and competence in philosophical disciplines as logic, epistemology, and metaphysics, a college teacher will not be equipped to teach the meanings of his subject. He also stresses that the obligation of the inclusion of philosophy as a curriculum is on the teacher and the administration. Moreover, he claims that the study of philosophy will improve the student's judgment. |
Academic Journal |
Article |
English |
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| johe |
competence |
11 |
773 |
Journal of Higher Education |
00221546 |
January 1939 |
10 |
10.2307/1974498 |
8 |
13 |
6 |
Professor looks at prexy. |
Chubb, Edwin Watts ;
|
|
United States ; College presidents ; Performance ; Enthusiasm ; Behavior ; College administrators ; University & college administration ; College teachers ; Teachers ;
|
The article focuses on the impression of professors on the role of college presidents in the U.S. The author said that several professors are not impressed on the role of college presidents. Private professors discussed that college president has lack initiative in their work. Most of them failed to impressed their faculty staff. As an evidence, the author wrote various opinions coming from several professors in the U.S. Most responses focuses on the behavior of the presidents in dealing their faculty staff and their skills in administering power. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
12 |
774 |
Journal of Higher Education |
00221546 |
Dec1937 |
8 |
|
475 |
479 |
5 |
Promotional Factors in College Teaching |
Ward, Jesse L. ;
|
|
UNITED States ; PERSONNEL management ; COLLEGE teachers ; UNIVERSITIES & colleges ; OCCUPATIONAL training ; EMPLOYEES -- Training of ; EDUCATION, Higher ; UNIVERSITIES & colleges -- Faculty ; PERFORMANCE ;
|
The article presents a study related to factors that contribute to the promotion of a college teacher in the U.S. It introduces the role an instructional corps staff member in introducing changes in the Institution of Higher Education. It stresses the responsibility of each member through individual growth of teaching competence. It shows the problems confronted by the teachers in relation to who and how to make the ratings for the teachers' promotion. Lastly, it offers recommendations for the young instructor to be observed to ensure his value to the institution. |
Academic Journal |
Article |
English |
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http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21468278&lang=es |
| johe |
competence |
13 |
775 |
Journal of Higher Education |
00221546 |
January 1940 |
11 |
10.2307/1973793 |
8 |
11 |
4 |
Responsibilities of colleges and universities. |
Stowe, Ansel Roy Monoe ;
|
|
United States ; Social skills ; Social sciences education in universities & colleges ; Universities & colleges ; Social development ; Universities & colleges -- Evaluation ; Motivation (Psychology) ; Economic structure ; University & college alumni ;
|
The article discusses the role of colleges and universities in meeting the needs of democratic society in the U.S. While experts in the social-science fields are being developed by the universities from students recruited from the ranks of college graduates who have majored in the social sciences, relatively few of the leaders have been educated to seek the advice of such experts. Democracy, therefore, needs citizens who in their under graduate work have faced the hard facts and the real problems of life and learned their technical and constructive solutions. It should also be noted that the student who has taken an orientation course in economics either in high school or in college has become familiar with important aspects of his economic environment, is ordinarily interested in the subject, and is prepared for the principles-and-problems course frequently offered in the sophomore year of college. To bring in such an acquaintanceship and such a perspective in graduates, colleges need to include in their degree requirements the satisfactory completion of orientation, exploratory, or cultural courses in psychology, in the social sciences, and in recent American and European social, political, and economic history. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520014167&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=520014167&lang=es |
| johe |
competence |
14 |
776 |
Journal of Higher Education |
00221546 |
April 1936 |
7 |
10.2307/1974189 |
184 |
190 |
7 |
Role of guidance in educational methodology. |
Williamson, Edmund Griffith ;
|
|
Educational counseling ; Philosophy of education ; Education ; Methodology ; Student assistance programs ; Services for students ; Educators ; Curricula (Courses of study) ; Educational standards ; Needs assessment ;
|
The article discusses the importance and role of guidance and counsel in educational methodology. The educator has a crucial role to play in this regard. Education, is something that should be imparted on the basis of individual needs of students. The educator must minutely observe the competence of students instead of revising the curriculum. There has to be an effective guidance plan. The first step is to constitute diagnostic tools to develop means to compare untried students with adults who have accomplished much in their respective fields. The diagnostic tools should also be efficiently applied to individual students by trained workers. The students must be given a clear picture of the data collected along with the scope for guidance until the students undertake a career. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
15 |
777 |
Journal of Higher Education |
00221546 |
December 1937 |
8 |
10.2307/1973837 |
457 |
463 |
7 |
Sitting one's way through college. |
Brown, Kenneth Irving ;
|
|
Aims & objectives of higher education ; Academic achievement ; Graduation requirements ; Students ; Educators ; Universities & colleges ; Educational tests & measurements ; College graduates ; Motivation (Psychology) ; Performance ; Comprehensive examinations ;
|
The article focuses the problem of sitting without actual participating in the class discussion and activities throughout college years. It identifies several reasons or facts stating that some college graduates do not deserve their college diplomas because they do nothing but sitting while in college. It provides information on the response of the problem by which the educators created a scheme requiring the student to pass a comprehensive examination before receiving a diploma. Finally, it offers a list of recommendation intended for the students and teachers in order to successfully apply the solution of the problem. |
Academic Journal |
Article |
Undetermined |
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http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519960995&lang=es |
| johe |
competence |
16 |
778 |
Journal of Higher Education |
00221546 |
Jun1940 |
11 |
|
293 |
298 |
6 |
Social-Civic Orientation |
Wilson, E. C. ; Ylvisaker, Hedvig ;
|
|
MINNESOTA ; SOCIAL sciences ; MODERN society ; SOCIAL history ; CIVICS -- Study & teaching ; SOCIAL skills ; PROBLEM solving ; SOCIAL processes ; EDUCATION, Higher ;
|
The article describes the suggested foregoing descriptions of the objectives of contemporary society and current history , the two orientation courses in the social-civic area in Minnesota. Both courses techniques of problem-solving are developed as are other skills and techniques deemed necessary to social competence. The development of social competence is the fundamental aim of the areas and subsidiary to it are the acquisition of increased understanding about significant social, political and economic processes and about their impact on the individual's scope of action and responsibility. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21452222&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21452222&lang=es |
| johe |
competence |
17 |
779 |
Journal of Higher Education |
00221546 |
June 1941 |
12 |
10.2307/1975735 |
318 |
320 |
3 |
Students asked to leave. |
Held, Omar Conrad ;
|
|
United States ; University of Pittsburgh ; School failure ; College students ; Performance ; College dropouts ; Universities & colleges -- United States ; Academic achievement ;
|
The article focuses on the results of a study based on college students performing low in the U.S. The study to be discussed covered the period from June, 1933, to June, 1939, and included 582 students who were asked to leave the College of Liberal Arts of the University of Pittsburgh because of poor performance. A minimum requirement of a C average is necessary for graduation in the colleges. Students falling far below this average are placed on academic probation, and their parents or guardian are informed. An attempt is made by the college authority to assist them in adjusting factors which seem to be affecting their work adversely. If, after a probationary period students do not improve they are asked to withdraw. They are given another chance to return if the authorities feel that the conditions which hampered him before are, now removed. Thus some of the 582 students who were asked to leave eventually returned, and some were able to meet graduation requirements. Seventy-nine per cent of those who were asked to withdraw were men, and only 21 per cent were women. The percentage of men in the total enrollment of the Liberal Arts College is about 55 per cent. Some of these students who were dropped were quite capable of doing college work. About two-thirds of those who were dropped for poor scholarship came from the bottom three-fifths of their respective high-school classes. Almost 37 per cent of the failures were taking the arts course. |
Academic Journal |
Article |
Undetermined |
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| johe |
competence |
18 |
780 |
Journal of Higher Education |
00221546 |
Apr1936 |
7 |
|
184 |
190 |
7 |
The Rôle of Guidance in Educational Methodology |
Williamson, E. G. ;
|
|
EDUCATION ; METHODOLOGY ; STUDENT assistance programs ; STUDENTS -- Services for ; EDUCATORS ; EDUCATION -- Curricula ; EDUCATION -- Standards ; EDUCATIONAL counseling ; NEEDS assessment ;
|
The article discusses the importance and role of guidance and counsel in educational methodology. The educator has a crucial role to play in this regard. Education, is something that should be imparted on the basis of individual needs of students. The educator must minutely observe the competence of students instead of revising the curriculum. There has to be an effective guidance plan. The first step is to constitute diagnostic tools to develop means to compare untried students with adults who have accomplished much in their respective fields. The diagnostic tools should also be efficiently applied to individual students by trained workers. The students must be given a clear picture of the data collected along with the scope for guidance until the students undertake a career. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21920782&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=21920782&lang=es |
| johe |
competence |
19 |
781 |
Journal of Higher Education |
00221546 |
Nov1941 |
12 |
|
431 |
436 |
6 |
Vitamins for the Veteran Teacher |
Seelye, Laurens H. ;
|
|
ADMINISTRATIVE responsibility ; TEACHER-administrator relationships ; ASSOCIATIONS, institutions, etc. ; COLLEGE teachers ; PERFORMANCE ; ROLE satisfaction ;
|
The article focuses on administrative responsibility for professional alertness. Alert administrators are eager presumably to obtain able teachers and, if possible, superior teachers. The maturing complacency of a teaching mind--a mind which once gave promise of vitality but steadily over the decades has lost enthusiasm for the adventure of teaching. Sometimes complacency is bred in the veteran by repetition of the same courses one, two, three decades, giving up hope of invitation to a college with higher prestige and salary, and basking in the honor of a third or fourth re-election to office in his town's local service club or country club. There are many inexpensive ways, however, to further the personal development of teachers before complacency cushions the veteran. One common aid is subventions to help teachers attend meetings of their professional associations. Whatever formula a given institution uses, it expects the able teacher to know enough about his subject not only to talk intelligently with his pupils, but also to converse, and perhaps write, easily and informingly among colleagues who are considered by others as competent in the same field. No other qualification can be a substitute for competence of knowledge and for increasing competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=19227434&lang=es |
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| johe |
program learning outcomes |
1 |
782 |
Journal of Higher Education Theory & Practice |
21583595 |
Sep2012 |
12 |
|
66 |
74 |
9 |
Learning and Assessment: The Application of ePortfolios. |
Curtis, Robert S. ; Wenxia Wu ;
|
Franklin University ;
|
Academic achievement ; Learning ; Universities & colleges ; Higher education ; Postsecondary education ; Adult students ; Franklin University ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
|
The higher education community constantly seeks effective methods to evaluate student academic achievement and program learning outcomes. Many institutions in the new millennium have been embracing ePortfolios in various areas of higher education with multiple purposes of accountability, assessment, and support for learning. This paper examines the application of ePortfolios at Franklin University in enhancing transparency in learning and assessment in healthcare education. At Franklin University, four aspects of transparency in learning and assessment are identified for adult learners: relevance, visibility, accessibility, and scalability. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=79201101&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=79201101&lang=es |
| johe |
program learning outcomes |
2 |
783 |
Journal of Higher Education Theory & Practice |
21583595 |
2015 |
15 |
|
28 |
34 |
7 |
Restructuring a Masters Teaching Program. |
Koeller, Marilyn ;
|
National University ;
|
Master of arts degree ; Educational change ; Learning ; Peer review of students ; Teaching ;
|
This article will explain the process that Course Leads used to restructure the Masters in the Arts of Teaching program by working in collegial teams to completely restructure the program to meet the needs of 21st century educational providers. Materials, textbooks, library materials, and videos were researched to meet the course and program learning outcomes. Online evaluations from students, Exit surveys of students, Program Annual Reviews (PARS), and peer evaluations were used to form a framework for the best possible teaching and learning program. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114556386&lang=es |
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| johe |
soft skills |
1 |
784 |
Indian Journal of Higher Education |
09761314 |
Jan-Jul2014 |
5 |
|
98 |
108 |
11 |
A study on the relevance of soft skills in the hospitality industry with focus on ITM Hotel Management Institute. |
VENKATESWARAN, JAYASHREE T. ; MANTHA, RAMA DEVI ; DUTTA, KABITA A. ;
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Assistant Professor, ITM Business School, Kharghar ; Quality Co-ordinator, ITM Business School, Kharghar ;
|
Learning ; India ; Hotels ; Hotels (except Casino Hotels) and Motels ; Commercial and Institutional Building Construction ; Soft skills ; Hospitality industry ; Hotel management ; Competition (Economics) ; Hotel customer services ;
|
"Be skilled in speech so that you will succeed. The tongue of a man is his sword and effective speech is stronger than all fighting" (Bible). Competition in the hospitality industry has escalated. Today, the key to guest loyalty and commitment is exceptional service and when problems occur, quick and precise recovery approaches are sought. Lifelong learning as an essential component in the competitive market place is no longer a buzzword but a career and business requirement. The objective of our study is to identify the relevance of various soft skills in hospitality industry, to identify the order of soft skills in terms of their importance to the hospitality industry, to identify the areas of improvement of students with regards to soft skill in hospitality industry. The scope of the study is confined to ITM - Institute of Hotel Management, Nerul, and Navi Mumbai. The method of study involves sources like primary as well as secondary data. The limitation is that this study is confined to ITM - Institute of Hotel Management, Nerul. |
Academic Journal |
Article |
English |
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| johe |
soft skills |
2 |
785 |
Journal of Higher Education / Yüksekögretim Dergisi |
2146796X |
Dec2013 |
3 |
10.2399/yod.13.019 |
121 |
128 |
8 |
Adaptation of Social Interaction Learning Styles by Freshman Engineering Students in Communication Courses. |
Deveci, Tanju ;
|
Arts and Sciences Program, Petroleum Institute, Abu Dhabi, UAE ;
|
Engineering education ; Social interaction research ; Cognitive styles -- Research ; Quantitative research ; Engineering student research ; Communication ethics ;
|
This study aimed to determine the effects of communication courses on engineering students' use of social interaction learning styles at the Petroleum Institute, the UAE. A total of 62 freshman students participated in the study during 2012-2013 academic year. The quantitative data were collected using the Grasha-Reichmann Student Learning Style Scales (GRSLSS). A paired sample ttest and the Wilcoxon test were used to investigate the pretest and post-test results. Semi-structured interviews were also held with 10 of the consenting participants to gather qualitative data. The results indicated that the participants adapted some of their learning styles reflected by increased scores for "collaborative", "participant" and "avoidant" styles and by decreased scores for "competitive" and "dependent" styles. Some of these changes were attributed to the participants' engagement in constant teamwork as well as multi-cultural aspects of the learning context. It is suggested that engineering students be exposed to more teamwork activities, which involve more active learning styles in order to be better equipped with soft-skills that engineers require. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94959097&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94959097&lang=es |
| johe |
soft skills |
3 |
786 |
South African Journal of Higher Education |
10113487 |
2008 |
22 |
|
588 |
601 |
14 |
An evaluation of the integration of a board game in introductory accounting. |
Fouché, J. P. ; Visser, S. S. ;
|
School of Accounting Sciences, North-West University, South Africa ;
|
Accounting education ; Business education ; Classroom environment ; Universities & colleges ; Other Accounting Services ; Other printing ; Doll, Toy, and Game Manufacturing ; Toy and hobby goods merchant wholesalers ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Board games ; Generation Y ;
|
Accounting education must change and be relevant to add value to learners and the community. Regarding the ever-changing corporate world, a new generation of learners (generation Y) at university, learners lacking skills, educators' resisting calls for change in accounting education and the need for continuous improvement, the teaching methodology can make a difference. This research forms part of a bigger project where a literature study is done on the teaching-learning environment, teaching methodologies and the requirements of the content for professional accountants' training. A very creative and effective teaching methodology such as a board game was developed to improve learners' interest, knowledge and skills in financial accounting on introductory level where reality can be simulated and the link between theory and practice can be illustrated. This research contains an evaluation of the integration of a board game in introductory accounting, and conclusions and recommendations will be made. The methodology used was an exploratory approach to test the effectiveness of the board game and to reach the objectives of the study, experimental research was used to evaluate the board game and a survey was used for data collection. The main findings regarding the profile of the participants, the effect of the experiment and the evaluation of the game with positive and negative remarks are stipulated. Although the results of the pre-test/post-test comparison were inconclusive, it was concluded that the project contributed to the setting of a favourable learning environment, enhancing the learners' technical competencies and soft skills as well as broadening their view of the roles of the accountant. The project was also found to be an effective teaching methodology strengthening the link between theory and practice. Various further research possibilities exist - such as to incorporate the game into other subjects, to evaluate the game at multicultural universities, among learners without accounting knowledge and among previously disadvantaged learners. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=36812727&lang=es |
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| johe |
soft skills |
4 |
787 |
Indian Journal of Higher Education |
09761314 |
Jan-Jun2016 |
8 |
|
86 |
96 |
11 |
An Exploratory Study of Management Graduates Awareness of Employability Skills. |
MOHAPATRA, SHARMILA ;
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Research Scholar, Shri JJT University, Rajasthan ;
|
Management education ; Employability ; College graduates ;
|
The journey from education to employment is one that has been much debated by both educational institutions of higher learning as well as corporate, the major employers of professionally qualified youth. The corporate world and the requirements that an individual must fulfill to enter and survive in this world, have largely evolved. The challenges for educational institutions in this regard are many. Educators view developing employability skills as a vital element of preparing students for the workplace as well as for their personal lives. In the present scenario, technical knowhow and subject knowledge is not sufficient. We are in an era where strong communication skills play a major role. Research shows that the students need to imbibe soft skills in their personality, which will help them in their better placement in the corporate world. This research attempts to explore today's young professionals understanding of employability skills, especially communication skills. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117348239&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117348239&lang=es |
| johe |
soft skills |
5 |
788 |
Journal of Higher Education / Yüksekögretim Dergisi |
2146796X |
4/ 1/2014 |
4 |
10.2399/yod.14.004 |
32 |
43 |
12 |
An Improved Lab Skills Model and its Application to the Computer Science Course at Omar Al-Mukhtar University, Libya. |
Othman, Aisha ; Pislaru, Crinela ; Impes, Ahmed ;
|
School of Computing & Engineering, University of Huddersfield, Huddersfield, UK ;
|
Computer science education ; Universities & colleges ; Educational psychology ; Educational quality ; Libya ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Research and development in the physical, engineering and life sciences ; Educational Support Services ; Colleges, Universities, and Professional Schools ; College laboratories ;
|
This paper provides an identification of the existing skills gap between school-based learning (SBL) and laboratory-based learning (LBL) in the Computing Department within the Faculty of Science at Omar Al- Mukhtar University in Libya. The authors developed a questionnaire which was completed by lecturers, laboratory demonstrators and students. The aim was to discover these stakeholders' perceptions about the gap between the students' skills during SBL activities and those required by LBL sessions. The questions referred to skills related to three learning domains: cognitive, psychomotor and affective. The findings show there are two most significant IT skills gap and group work skills, and others are lack of materials, lack of understanding of theoretical issues necessary to perform exercises, limited access to IT, a lack of development processes, poor curriculum review and limited links between practical tasks and theoretical content. The results of quantitative and qualitative analysis of the responses were used to develop an LBL skills model comprising the hard and soft skills required for lab sessions. This proposed model will be used to design and develop supplementary teaching and learning activities and materials which will increase the quality of student learning and satisfaction. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97289085&lang=es |
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| johe |
soft skills |
6 |
789 |
Journal of Higher Education Theory & Practice |
21583595 |
2013 |
13 |
|
90 |
96 |
7 |
Client-Financed Projects: A Study of the Perceptions of Marketing Faculty at AACSB Accredited Schools. |
Clark, Gary L. ; Jurn, Iksu ; King, Michael ;
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Saginaw Valley State University ; Plante Moran ;
|
Students ; Problem solving ; Learning ; Marketing Research and Public Opinion Polling ; Experiential learning research ; Marketing research ;
|
An experiential-learning activity will develop students' soft skills (e.g., problem solving, analytical-, creative-, and critical-thinking skills, decision making, teambuilding, and communication skills). We examined the opinions of marketing faculty regarding the value of a client-financed project. Marketing faculty most strongly agreed with the following: (1) Business majors should do a CFP, x̄ = 4.54 and (2) A CFP makes students active learners, x̄ = 4.49. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89986719&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89986719&lang=es |
| johe |
soft skills |
7 |
790 |
International Journal of Educational Technology in Higher Education |
23659440 |
2/9/2016 |
13 |
10.1186/s41239-016-0014-1 |
1 |
11 |
11 |
Development and evaluation of the team work skill in university contexts. Are virtual environments effective? |
García, Mercedes ; López, Chantal ; Molina, Elvira ; Casas, Eva ; Morales, Yovanni ;
|
Universidad Complutense de Madrid (UCM), Madrid España ; Universidad Nacional de Educación a Distancia (UNED), Madrid España ; Universidad Nacional Experimental del Táchira (UNET), Caracas Venezuela ;
|
Blended learning -- Research ; Soft skills ; Problem-based learning -- Research ;
|
Soft skills refer to those personal competencies affecting the way we interact with people and they include aspects such as communication, listening, negotiating, team work, leadership, ethics, commitment, etc. (Computerworld 35:24, 2001; Dubrin, Coaching and Mentoring Skills (NetEffect Series), 2004; J Soc Work Pract 14:149-158, 2000; InfoWorld 20:104, 1998; J Coll Teach Learn 2:1-6, 2005; Comput Can 24:21-22, 1998; Waller, Soft skills for lawyers, 2007). The role of soft skills in terms of personal growth, employability, social development, social participation, change adaptation, etc. has been widely acknowledged although there is no agreement regarding the differential importance of some soft skills over others. However, the latter point is relative given that it depends on the field of reference. Despite the fact that these competencies are highly valued in the labor market, universities seem to overlook this demand throughout students' education process and the development and assessment of these competencies have been given but scant attention. Further, the increasing emphasis on the use of ICTs in university education and a gradual trend towards blended-learning and virtual environments have prevented the development of these competencies as they are thought to require face-to-face interaction amongst classmates and between students and teachers. This study presents the results of an innovative proposal that intends to break these barriers by focusing on promoting the learning and assessment of team work skills in virtual environments. These results prove the suitability of the program when it comes to developing and evaluating these skills in a b-learning environment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112836743&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112836743&lang=es |
| johe |
soft skills |
8 |
791 |
Journal of Higher Education / Yüksekögretim Dergisi |
2146796X |
Apr2015 |
5 |
10.2399/yod.15.007 |
35 |
43 |
9 |
Freshman Students' Emotional Intelligence and Team-Work Satisfaction Levels. A Comparative Study: Gender and Nationality. |
Deveci, Tanju ;
|
College of Arts and Sciences, The Petroleum Institute, Abu Dhabi, The UAE ;
|
Emotional intelligence ; College freshmen ; Satisfaction ;
|
It is generally accepted that intelligence quotient (IQ) is not a sufficient predictor of academic success, and that emotional intelligence (EI), which can helps us handle our emotions and relationships with others more effectively, can account for as much as 80% of our success. This appears to be particularly important for students who take courses requiring team or group work. Students with higher levels of EI are more likely to achieve academic and social success. However, this is a formidable challenge for freshman students who have a lower EI, and thus lack the skills necessary for effective team-work. This may result in reduced levels of satisfaction with team-work and therefore adversely affect their success (Goleman, 1995). With this apparent importance of EI for effective team-work, the current study measured the EI levels of freshman engineering students at the Petroleum Institute in Abu Dhabi, and examined the relationship between EI and team-work satisfaction levels. Data were gathered using the Schutte Emotional Intelligence Scale (EIS) and the Global Satisfaction Scale (GSS). 285 students (203 males and 82 females) participated in the study. 240 of the participants were Emirati students, while 45 were other Arab expatriate students. Student t-test was used to compare the data according to gender and nationality variables, and the Pearson product- moment correlation coefficient was used to measure the strength of association between EIS and GSS scores. The results showed that the students' overall EI score was just below average as compared to a mean score of 126 for first year college students computed by Schuttle and Malouff (1998). The female students' EI score was found to be different from that of the male students at a statistically significant level although no statistically significant difference was detected regarding nationality. The results from GSS indicated that the students' team satisfaction level was above average, and there was a strong positive correlation between their EIS and GSS scores suggesting that the satisfaction levels were higher for students with higher EI levels. It is discussed that the higher level of team-work satisfaction despite the lower levels of EI might be due to the collectivist nature of the Arab culture, which discourages expressing negative emotions explicitly. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=111462110&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=111462110&lang=es |
| johe |
soft skills |
9 |
792 |
Journal of Higher Education Theory & Practice |
21583595 |
2016 |
16 |
|
94 |
100 |
7 |
Professional Presence and Executive Etiquette Tips for Job Candidates' Effectiveness During Employment Interview Meals. |
Bass, Anna N. ;
|
Southeastern Louisiana University ;
|
Employment interviewing ; Associations, institutions, etc. ; Southeastern Louisiana University ; Other Similar Organizations (except Business, Professional, Labor, and Political Organizations) ; Etiquette ; Soft skills ; Employers ;
|
In today's competitive marketplace, employers are placing increasing importance on professional presence and related soft skills as they recruit and promote for effectiveness in their organizations. Prospective employers often incorporate a meal into the job interview process, realizing that employees who are comfortable and confident in their use of appropriate dining etiquette skills project a more positive image of their organization. This article presents essentials for mastering the two steps needed for acquiring executive dining etiquette skills: (1) identifying and understanding these skills and (2) practicing these guidelines in order to enhance professional and personal effectiveness. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118034389&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118034389&lang=es |
| johe |
soft skills |
10 |
793 |
New England Journal of Higher Education |
19385978 |
5/13/2014 |
|
|
1 |
1 |
1 |
Remember to Just Think. |
Harney, John O. ;
|
|
SUMMIT meetings ; CHIEF executive officers ; HIGHER education ; HIGH technology industries -- Employees ; AOUN, Joseph E. ;
|
The article focuses on a "summit" sponsored by Northeastern, WGBH and the New England Council. It is noted that Northeastern President Joseph E. Aoun opened the summit and explained the higher education roles. Soft skills including communication and interpersonal skills were emphasized over tech skills by the polled chief executive officers (CEOs). |
Periodical |
Proceeding |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96017729&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96017729&lang=es |
| johe |
soft skills |
11 |
794 |
Journal of Higher Education Theory & Practice |
21583595 |
2015 |
15 |
|
97 |
112 |
16 |
Skill Gaps in Business Education: Fulfilling the Needs of Tech Startups in Berlin. |
Cooke, Bryan ; Zaby, Andreas ;
|
Berlin School of Economics and Law ;
|
Business education ; Business students ; Berlin (Germany) ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; New business enterprises ; Triangulation ;
|
While numerous studies have identified skills that employers in general seek when hiring business graduates, none have examined the skills that technology startups view as important and that business graduates are perceived as lacking. Eleven expert interviews and an online survey were carried out to study the perspectives of Berlin startup stakeholders. Data triangulation and coding techniques were applied. The results suggest that soft skills are most important and often lacking among business graduates, while hard skills were perceived as less important. Based on these results, this paper offers recommendations for curriculum development of business programs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114541635&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114541635&lang=es |
| johe |
soft skills |
12 |
795 |
Indian Journal of Higher Education |
09761314 |
Jul-Dec2011 |
2 |
|
1 |
2 |
2 |
Soft Skills in Management. |
Rangnekar, Sharu S. ;
|
|
Education ; Intellectual cooperation ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Soft skills ; Success ; Fortune ; Personality ;
|
Institutions teach hard skills. What they lack is imparting soft skills as these are the most important traits needed to be successful. Talent, efforts and luck are three most crucial issues to be successful in life. The author sums up that we spend our life in trying to improve our talent and efforts and blame all the failures on luck; luck seems to emerge out of our ability to create Co-operation, Collaboration and Co-ordination i.e. our ability to run the three-legged race. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80302659&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=80302659&lang=es |
| johe |
soft skills |
13 |
796 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Summer2014 |
6 |
|
19715 |
19715 |
1 |
Student Work Placement: Friend Or Foe? A Study Of The Perceptions Of University Students On Industrial Work Placement. |
O'Briain, Sian ; Bergin, Susan ; Mooney, Aidan ; Bourgoin, Martina ; Murray, Paula ; Qingyang Zhao ;
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National University of Ireland, Maynooth ;
|
Students -- Academic workload ; College students ; University College, Dublin ; Computer systems design and related services (except video game design and development) ; Data acquisition systems ; Computer engineering studies ;
|
At the National University of Ireland Maynooth, Computer Science and Software Engineering students are required to undertake an industrial work placement module as part of their course. The work placement is typically six to eighteen months long and takes place in the penultimate year of the degree. This paper evaluates students' perception of the quality of the learning experience they received through work placement. The voice of many key players involved in the process is captured, including, the students themselves, members of the academic department and the Industrial Work Placement Office; and importantly this paper is authored by representatives of each of these groups. In particular, the paper evaluates the types of preparations students make prior to commencing a placement, the transferable skills acquired and improved during their placement, and student perceptions of the advantages and disadvantages of their placement. A mixed data acquisition model is used for gathering data including questionnaires, interviews and focus groups. The gathered data is analysed and a critique on the findings is presented. The paper concludes with recommendations and considerations for any institution that is interested in offering an industrial work placement component. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179650&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179650&lang=es |
| johe |
soft skills |
14 |
797 |
Journal of Learning in Higher Education |
1936346X |
Spring2011 |
7 |
|
49 |
65 |
17 |
WHAT DOES THE MANAGEMENT MAJOR NEED TO KNOW? |
Desman, Robert ; Moodie, Douglas R. ; Roebuck, Deborah B. ; Siha, Samia ;
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Department of Management and Entrepreneurship Coles College of Business Kennesaw State University Kennesaw, Georgia ;
|
Higher education ; Undergraduate programs ; College students ; Business education ; Ability ; Performance ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Industrial management education (Higher) ; Employers ;
|
Representing over one-fifth of the undergraduate degrees conferred, the Bachelor of Business Administration is the most sought-after degree in American academia. Management majors comprise nearly half of those graduates. Darwinian logic suggests that Business Schools and Management curricula must be doing a wonderful job to have earned such popular support. But what does the data say? Do potential employers agree with this deduction? After reviewing recruiter and employer demands and comparative Business School offerings, the paper concludes that students receive a satisfactory technical education (hard skills). Found wanting, however, is students' mastery of social and conceptual competencies (soft skills). An additional finding implies that programs of study may also need to address some character issues (personal skills). |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877159&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82877159&lang=es |
| rihe |
competence based approach |
1 |
798 |
Research in Higher Education |
03610365 |
Mar2006 |
47 |
10.1007/s11162-005-8884-4 |
149 |
175 |
27 |
First Things First: Developing Academic Competence in the First Year of College*. |
Reason, Robert ; Terenzini, Patrick ; Domingo, Robert ;
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Center for the Study of Higher Education, Pennsylvania State University, University Park USA ; Pennsylvania State University, USA ;
|
COLLEGE student development programs ; COLLEGE students ; EDUCATION & state ; PERSONALITY development ; EDUCATIONAL surveys ; COGNITIVE ability ; EDUCATIONAL evaluation ; SAN Francisco (Calif.) ; CALIFORNIA ; Administration of Education Programs ; Other local, municipal and regional public administration ; Other provincial and territorial public administration ;
|
Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19933228&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19933228&lang=es |
| rihe |
competence based approach |
2 |
799 |
Research in Higher Education |
03610365 |
Jun2011 |
52 |
10.1007/s11162-010-9199-7 |
395 |
419 |
25 |
On Subject Variations in Achievement Motivations: A Study in Business Subjects. |
Tempelaar, Dirk ; Schim van der Loeff, Sybrand ; Gijselaers, Wim ; Nijhuis, Jan ;
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Maastricht University School of Business & Economics, 6200 MD Maastricht The Netherlands ;
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ACHIEVEMENT motivation ; ACADEMIC achievement ; BUSINESS education ; LEARNING ability ; BUSINESS students ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; SEX differences (Biology) ;
|
Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study, we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject areas. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60016865&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60016865&lang=es |
| rihe |
competence based approach |
3 |
800 |
Research in Higher Education |
03610365 |
aug98 |
39 |
|
419 |
455 |
37 |
PSYCHOSOCIAL FACTORS RELATED TO RETENTION AND EARLY DEPARTURE OF TWO-YEAR COMMUNITY COLLEGE STUDENTS. |
Napoli, Anthony R. ; Wortman, Paul M. ;
|
|
SCHOOL dropouts ; PSYCHOLOGY ; COLLEGE students -- United States ; UNITED States ;
|
The present study is based on the theoretical model of college retention developed by Tinto (1975, 1987, 1993) and subsequent validation efforts of others (Bers and Smith, 1991; Munro, 1981; Pascarella and Chapman, 1983a, b; Pascarella and Terenzini, 1983, 1991). The first goal of the study was to assess the validity of the model on a two-year community college sample. The second goal was to extend and further refine the model by examining the mediational influences of a comprehensive set of psychosocial measures (i.e., life events occurring during the first semester of college, social support, self-esteem, social competence, personal conscientiousness, psychological well-being, and satisfaction with the academic, administrative, and social systems of college) on the constructs within Tinto's (1987, 1993) model. Results confirm the generalizability of the model to two-year community college populations. In addition, the structural equations model revealed that the psychosocial measures have both direct and indirect effects on college persistence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=868037&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=868037&lang=es |
| rihe |
competence based approach |
4 |
801 |
Research in Higher Education |
03610365 |
Dec2015 |
56 |
10.1007/s11162-015-9372-0 |
843 |
860 |
18 |
Too much Emphasis on Research? An Empirical Examination of the Relationship Between Research and Teaching in Multitasking Environments. |
Bak, Hee-Je ; Kim, Do ;
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Department of Sociology, College of Politics and Economics, Kyung Hee University, Seoul Korea ; Department of Public Administration, College of Politics and Economics, Kyung Hee University, 1 Hoegi-dong, Dongdaemun-gu Seoul 130-701 Korea ;
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Research ; Teaching ; Performance ; Effective teaching ; Human multitasking ;
|
While the public is concerned that emphasizing research performance among university faculty results in inadequate attention to undergraduate teaching, research on the relationship between research and teaching in higher education has failed to confirm or deny the validity of this concern. To empirically test this popular concern, we examined how the change in performance-based incentive systems to improve faculty publications influenced student evaluations of their teaching in a Korean university. The analysis of a panel dataset of individual faculty members shows that financial incentives on research rather than teaching could have redirected attention of some professors from teaching to research, thus reducing teaching quality, as proposed by advocates of multitasking theory. Therefore, these findings suggest that, when multiple tasks are significant to organizational values, the incentive structure must assure that each task or activity offers professors the same marginal return on their efforts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110839854&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110839854&lang=es |
| rihe |
competence |
1 |
802 |
Higher Education Research & Development |
07294360 |
Oct2013 |
32 |
10.1080/07294360.2013.777037 |
734 |
747 |
14 |
A systematic approach to embedding academic numeracy at university. |
Galligan, Linda ;
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Department of Mathematics and Computing , University of Southern Queensland , Toowoomba , Australia ;
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Educational programs ; Higher education ; Academic achievement ; Confidence ; Mathematical ability ; Numeracy ;
|
This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students' competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms ofobuchenie(teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level. Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this under-researched area. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89358678&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89358678&lang=es |
| rihe |
competence |
2 |
803 |
Higher Education Research & Development |
07294360 |
Feb2015 |
34 |
10.1080/07294360.2014.934331 |
117 |
130 |
14 |
Adaptive research supervision: exploring expert thesis supervisors' practical knowledge. |
de Kleijn, Renske A.M. ; Meijer, Paulien C. ; Brekelmans, Mieke ; Pilot, Albert ;
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Department of Education, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, the Netherlands ;
|
Academic dissertations ; College students ; Educational psychology ; Higher education ; Educational Support Services ; Supervision ;
|
Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to asadaptivity.In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about diagnosing student characteristics in order to determine students' needs and concurrent adaptive support strategies. The findings suggest that next to competence, supervisors also diagnose elements of students' determination and context. With respect to support strategies, it is suggested that supervisors adapt to student needs in terms of explicating standards, quality or consequences, division of responsibilities, providing more/less critical feedback and sympathising. The complexity of the relationship between diagnosing student characteristics and adapting support strategies is illustrated and needs further study. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047535&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047535&lang=es |
| rihe |
competence |
3 |
804 |
Higher Education Research & Development |
07294360 |
Dec2011 |
30 |
10.1080/07294360.2010.527929 |
681 |
695 |
15 |
Assessing the success of a discipline-based communication skills development and enhancement program in a graduate accounting course. |
Barratt, Catherine ; Hanlon, Dean ; Rankin, Michaela ;
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Centre for the Advancement of Learning and Teaching, Monash University, Australia ; Department of Accounting and Finance, Monash University, Australia ;
|
Diagnostic tests (Education) ; Accounting education ; Communicative competence ; Academic support programs ; Composition (Language arts) ; Workshops (Adult education) ; Other Accounting Services ; Educational Support Services ;
|
In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students' writing ability within their final semester accounting subject. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66481479&lang=es |
| rihe |
competence |
4 |
805 |
Research in Higher Education |
03610365 |
December 1978 |
9 |
|
333 |
345 |
13 |
Behavioral dimensions associated with students' global ratings of college professors. |
Keaveny, Timothy J. ; McGann, A. F. ;
|
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Teacher evaluation ; Student evaluation of college teachers ; Examination item analysis ;
|
Several studies suggest that competence in one's field is the principal determinant of students' global ratings of college professors. Other studies find the professor's empathy toward students and considerate and concerned treatment of students to be the principal determinants of overall ratings. This research finds the consideration-concern dimension to be the best single predictor of global ratings of professors. However, interactions of organization-competence and consideration-concern dimensions of performance were more highly related to overall ratings than either variable analyzed by itself. |
Academic Journal |
Article |
Undetermined |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519774130&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=519774130&lang=es |
| rihe |
competence |
5 |
806 |
Research in Higher Education |
03610365 |
Dec2014 |
55 |
10.1007/s11162-014-9333-z |
810 |
832 |
23 |
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender. |
Litzler, Elizabeth ; Samuelson, Cate ; Lorah, Julie ;
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University of Washington, 102 Wilson Annex Seattle 98195-2135 USA ;
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ENGINEERING students -- Research ; COLLEGE students -- Psychology -- Research ; SELF-confidence ; RESEARCH ; STEM education ; PSYCHOSOCIAL factors ; GENDER differences (Psychology) ; SOCIAL cognitive theory ;
|
It is generally accepted that engineering requires a strong aptitude for mathematics and science; therefore, students' judgments regarding their competence in these areas as well as engineering likely influence their confidence in engineering. Little is known about how self-confidence in science, mathematics, and engineering courses (STEM confidence) varies at the intersection of race/ethnicity and gender. To fill this gap, this study examined the STEM confidence of multiple groups in undergraduate engineering programs. Results indicated that although some underrepresented groups may have lower STEM confidence overall, this finding no longer applies to all groups after controlling for personal, environmental, and behavioral factors. Specifically, African-American and Hispanic men report higher average STEM confidence than White men after controlling for these associated measures. In addition, White women continue to report lower average STEM confidence than White men after controlling for these measures, while other groups do not differ from White men. Further, many elements of student perception, including student views of professors, comparisons to peers, perceptions of the field as rewarding, and desirability of chosen major are positively associated with student STEM confidence. The changing patterns of significance for race/ethnicity and gender groups between the two models indicate that personal, environmental, and behavioral factors have different relationships with STEM confidence levels for different groups. This study contributes an understanding that gender differences in STEM confidence are not indifferent to racial and ethnic context. Social-cognitive theory provides a valuable framework for studying student academic confidence and would improve future self-confidence research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=100303035&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=100303035&lang=es |
| rihe |
competence |
6 |
807 |
Higher Education Research & Development |
07294360 |
Apr2015 |
34 |
10.1080/07294360.2014.957658 |
324 |
337 |
14 |
Building capacity through action research curricula reviews. |
Lee, Vanessa ; Coombe, Leanne ; Robinson, Priscilla ;
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Faculty of Health Sciences, The University of Sydney, Sydney, Australia ; Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Australia ; School of Public Health and Human Biosciences, La Trobe University, Melbourne, Australia ;
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Public health education (Higher) ; Core competencies ; Transformative learning ; Health and Welfare Funds ; Health of indigenous peoples ; Universities & colleges -- Australia ;
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In Australia, graduates of Master of Public Health (MPH) programmes are expected to achieve a set of core competencies, including a subset that is specifically related to Indigenous health. This paper reports on the methods utilised in a project which was designed using action research to strengthen Indigenous public health curricula within MPH programmes at Australian universities. This aim is achieved through the use of three interlinked ‘action–reflection’ cycles, involving individual Indigenous public health academics who, through their membership in a scholarly network, have undertaken a series of curriculum reviews, which have in turn influenced organisational change in universities. The project results demonstrated how action research can successfully strengthen Indigenous public health curricula. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101451026&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101451026&lang=es |
| rihe |
competence |
7 |
808 |
Research in Higher Education |
03610365 |
May2016 |
57 |
10.1007/s11162-015-9386-7 |
363 |
393 |
31 |
Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students' Communication, Teamwork, and Leadership Skills. |
Carter, Deborah ; Ro, Hyun ; Alcott, Benjamin ; Lattuca, Lisa ;
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School of Educational Studies, Claremont Graduate University, 150 E. 10th Street, Harper 202 Claremont 91711 USA ; Department of Higher Education and Student Affairs, Bowling Green State University, Bowling Green USA ; Faculty of Education, University of Cambridge, Cambridge UK ; Center for the Study of Higher and Postsecondary Education, University of Michigan, Ann Arbor USA ;
|
ENGINEERING students ; COMMUNICATIVE competence ; COMMUNICATION ; CURRICULA (Courses of study) ; STUDENT research ;
|
This study examined the impact of undergraduate research (UR) in engineering, focusing on three particular learning outcomes: communication, teamwork, and leadership. The study included 5126 students across 31 colleges of engineering. The authors employed propensity score matching method to address the selection bias for selection into (and differential availability of) UR programs. Engineering students who engage in UR tend to report higher skill levels, but when curriculum and classroom experiences are taken into account, there is no significant effect of UR on teamwork and leadership skills. Not accounting for college experiences such as curricular, classroom, and other co-curricular experiences may overestimate the positive relationship between UR participation and professional skills. After propensity score adjustment, we found that UR provided a significant predictor of communication skills; a finding that provides support for previous research regarding the importance of communication skills as an outcome of UR. The study highlights the importance of taking into account selection bias when assessing the effect of co-curricular programs on student learning. Implications of the study include expanding undergraduate research opportunities when possible and incorporating communication and leadership skill development into required course curriculum. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114192289&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114192289&lang=es |
| rihe |
competence |
8 |
809 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903046884 |
443 |
455 |
13 |
Consumer learning for university students: a case for a curriculum. |
Crafford, Sharon ; Bitzer, Eli ;
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Faculty of Applied Sciences, Cape Peninsula University of Technology, South Africa. ; Faculty of Education, Centre for Higher and Adult Education, Stellenbosch University, South Africa. ;
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Curricula (Courses of study) ; Universities & colleges ; College students ; Postsecondary education ; Qualitative research ; Higher education ; Consumer education ; South Africa ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Apprenticeship Training ; Other Technical and Trade Schools ; Cape Peninsula (South Africa) ;
|
This article indicates how the application of a simplified version of the analytical abstraction method (AAM) was used in curriculum development for consumer learning at one higher education institution in South Africa. We used a case study design and qualitative research methodology to generate data through semi-structured interviews with eight learning facilitators at the Cape Peninsula University of Technology. This data set forms the basis of the reported research. Application of basic- and higher-level analysis resulted in the identification of patterns that confirmed the need for consumer learning and informed the situation analysis with regard to a 'readiness climate' at the institution. We also gained insight into aspects that need to be considered during curriculum development for consumer learning as the AAM has proved to be a useful guiding tool in developing a structured explanatory framework for curriculum development. The article concludes with the view that the promotion of consumer learning in university curricula has been under-researched and that, despite current efforts, university curricula are slow to adopt consumer learning as a critical learning outcome. We suggest several possibilities that might assist in overcoming this inertia. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187570&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43187570&lang=es |
| rihe |
competence |
9 |
810 |
Higher Education Research & Development |
07294360 |
Mar2017 |
36 |
10.1080/07294360.2016.1208154 |
325 |
342 |
18 |
Developing a teacher identity in the university context: a systematic review of the literature. |
van Lankveld, Thea ; Schoonenboom, Judith ; Volman, Monique ; Croiset, Gerda ; Beishuizen, Jos ;
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VU Academic Centre for Human Behaviour and Movement, LEARN!, VU University Amsterdam, Amsterdam, The Netherlands ; Research in Education, LEARN!, VUmc School of Medical Sciences, Amsterdam, The Netherlands ; Department of Education, University of Vienna, Vienna, Austria ; Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands ;
|
College teacher attitude ; College teachers -- Professional ethics ; Teaching methods ; Physically active people -- Identity ; Meta-analysis ;
|
This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher identity. While contact with students and staff development programmes were experienced as strengthening teacher identity, the wider context of higher education was experienced as having a constraining effect. Furthermore, the impact of the direct work environment was experienced as either strengthening or constraining, depending on whether or not teaching is valued in the department. Five psychological processes were found to be involved in the development of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of competence, a sense of commitment, and imagining a future career trajectory. The findings suggest that developing a teacher identity in the higher education context is not a smooth process. In order to empower university teachers, it is important to reward teaching excellence and build community. Staff development activities can play a role in helping teachers to develop strategies for gaining confidence and taking active control of their work situation, both individually and collectively. The authors argue that more attention should be paid to the implicit messages that departments convey to their teaching faculty. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120999753&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120999753&lang=es |
| rihe |
competence |
10 |
811 |
Research in Higher Education |
03610365 |
Aug97 |
38 |
|
479 |
495 |
17 |
Diversity, Performance, and Satisfaction in Student Group Projects: An Empirical Study. |
Schoenecker, Timothy S. ; Martell, Kathryn D. ; Michlitsch, Joseph F. ;
|
Assistant Professor of Management, Southern Illinois University at Edwardsville, Edwardsville, IL 62026-1100 ; Associate Professor of Management, Southern Illinois University at Edwardsville, Edwardsville, IL 62026-1100 ;
|
Performance ;
|
This paper focuses on the effect that diversity has on the performance and satisfaction of student groups in a computer simulation project. Using structural equation modeling, we find evidence to support the contention of previous research that diversity negatively affects group satisfaction. This finding was strongest for undergraduate groups. While the relationship between diversity and performance is inconclusive, groups that are dominated by one person tend to have below average performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9710091943&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9710091943&lang=es |
| rihe |
competence |
11 |
812 |
Research in Higher Education |
03610365 |
September 2008 |
49 |
10.1007/s11162-008-9086-7 |
531 |
554 |
24 |
Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium. |
Gilis, Annelies ; Clement, Mieke ; Laga, Lies ; Pauwels, Paul ;
|
|
Belgium ; Student-centered learning ; College teachers ; Job qualifications ; College teacher attitude ; Academic achievement -- Evaluation ; Educational evaluation ; Services for students ; Higher education -- Belgium ; Teacher evaluation ; Constructivism (Education) ; Educational planning ; Teaching ;
|
The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507995051&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507995051&lang=es |
| rihe |
competence |
12 |
813 |
Research in Higher Education |
03610365 |
Dec2004 |
45 |
|
873 |
890 |
18 |
Evaluating the Motivation of Other Students to Cheat: A Vignette Experiment. |
Rettinger, David A. ; Jordan, Augustus E. ; Peschiera, Francisco ;
|
Psychology Department, Yeshiva University ; Psychology Department, Middlebury College ;
|
Motivation (Psychology) ; Motivation in education ; Psychology of learning ; Cheating (Education) ; Students ; Decision making ; Performance ; Vignettes ;
|
This study uses students' evaluations of a hypothetical situation to assess their beliefs about other students' decisions to cheat on an exam. Participants read a vignette describing an examination in which the protagonist has the opportunity to cheat. The description of the vignette's protagonist was manipulated with respect to his perceived competence in the course and the source (intrinsic or extrinsic) of his motivation. In addition, students rated their own likelihood of cheating in the hypothetical situation. Their self-reported motivation and actual cheating behavior were assessed as well. Vignette results indicate main effects for both competence and motivation, with high competence and intrinsic motivation leading to lower expected rates of cheating. A three-way interaction among the participants' gender, motivation and competence is also evident. As these results are consistent with available theory, support is provided for both the theory and the experimental method. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=15075120&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=15075120&lang=es |
| rihe |
competence |
13 |
814 |
Research in Higher Education |
03610365 |
Nov2014 |
55 |
10.1007/s11162-014-9331-1 |
686 |
709 |
24 |
Female Faculty Role Models and Student Outcomes: A Caveat about Aggregation. |
Johnson, Iryna ;
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Office of Institutional Research and Assessment, Auburn University, 203 Samford Hall Auburn 36849-5111 USA ;
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Women teachers ; Role models ; Schools ; Academic achievement ; Performance ; Elementary and Secondary Schools ; All Other Miscellaneous Schools and Instruction ;
|
The idea that female faculty might serve as role models for female students has led to studies of the effect of female faculty on female student performance. Due to varying levels of aggregation of the measure of student exposure to female faculty-percentage of female faculty at an institution or department, percentage of classes taught by females, or the effect of female instructors on female students in a class-existing research provides mixed and incompatible results. By applying both non-aggregated and aggregated measures of exposure to female role models to the same data, this analysis demonstrates how aggregation affects the association between exposure to female role models and student achievement. This study shows that female instructors have a significant positive effect on female student grade performance and do not have a statistically significant effect on male student performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98837897&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98837897&lang=es |
| rihe |
competence |
14 |
815 |
Research in Higher Education |
03610365 |
March 2006 |
47 |
10.1007/s11162-005-8884-4 |
149 |
175 |
27 |
First things first: Developing academic competence in the first year of college. |
Reason, Robert D. ; Terenzini, Patrick T. ; Domingo, Robert J. ;
|
|
San Francisco (Calif.) ; California ; College environment ; School holding power -- Universities & colleges ; Academic achievement ; College freshmen ; College student development programs ; College students ; Education & state ; Personality development ; Educational surveys ; Cognitive ability ; Educational evaluation ;
|
Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507871384&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507871384&lang=es |
| rihe |
competence |
15 |
816 |
Higher Education Research & Development |
07294360 |
Feb2015 |
34 |
10.1080/07294360.2014.934330 |
188 |
204 |
17 |
Formative journeys of first-year college students: tensions and intersections with intercultural theory. |
Shaw, Marta ; Lee, Amy ; Williams, Rhiannon ;
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Department of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis, MN, USA ; Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN, USA ;
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College students ; Multicultural education ; Higher education ; University of Minnesota ; Cultural competence ;
|
Development of intercultural skills is recognized as an essential outcome of a college education, but in order to facilitate students' growth effectively, we must understand the points of the developmental journey at which students enter the college classroom. This study tests four hypotheses developed on the basis of leading models of intercultural development in relation to first-year students' levels of maturity, attitudes toward difference, capacity for productive interaction and emotions experienced in the face of difference. To test the hypotheses, we collected written narratives on a formative encounter with difference from 414 incoming students at the University of Minnesota. Each narrative was coded for an initial, intermediate or advanced stage of intercultural development, as well as for the outcomes of the interaction and emotions experienced in the course of the encounter. Findings indicate that: (1) only 21% of respondents display evidence of ethnorelative thinking; (2) the majority report very positive attitudes toward difference, but show evidence of veiled detachment and minimization; (3) there is no difference in reports of productive interaction between those who do and do not display mindfulness and (4) the emotions experienced at various stages of intercultural maturity do not yield a pattern of increasing comfort. We conclude that the points at which our students begin their intercultural journey may differ slightly from what is suggested by leading developmental models, and recommend adjusting the starting point of programming aimed at supporting intercultural competence development in college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047534&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101047534&lang=es |
| rihe |
competence |
16 |
817 |
Research in Higher Education |
03610365 |
February 2008 |
49 |
10.1007/s11162-007-9063-6 |
80 |
100 |
21 |
Graduation Rates and Accountability: Regressions Versus Production Frontiers. |
Archibald, Robert B. ; Feldman, David H. ;
|
|
College graduates ; Higher education -- Evaluation ; Regression analysis ; Frontier analysis ; Graduation rate ; Economies of scale ; College costs ; Production possibility curve ; Performance ; Universities & colleges -- Research ; Industrial efficiency ; Education research ; Research ;
|
This paper suggests an alternative to the standard practice of measuring the graduation rate performance using regression analysis. The alternative is production frontier analysis. Production frontier analysis is appealing because it compares an institution’s graduation rate to the best performance instead of the average performance. The paper explains the differences between these two types of analysis and provides examples of their application using data for 187 national universities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508040802&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508040802&lang=es |
| rihe |
competence |
17 |
818 |
Higher Education Research & Development |
07294360 |
Oct2011 |
30 |
10.1080/07294360.2011.598453 |
635 |
646 |
12 |
Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme. |
Spiro, Jane ;
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Westminster Institute of Education, Oxford Brookes University, UK ;
|
Multicultural education ; Education & globalization ; Tutors & tutoring ; Ability testing ; Exam Preparation and Tutoring ; All other schools and instruction ; Cross-cultural studies ; Foreign students -- Social aspects ;
|
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=65336419&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=65336419&lang=es |
| rihe |
competence |
18 |
819 |
Higher Education Research & Development |
07294360 |
Jun2009 |
28 |
10.1080/07294360902725074 |
209 |
226 |
18 |
Helping students value cultural diversity through research-based teaching. |
Deakins, Eric ;
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University of Waikato Management School, Department of Management Systems, Hamilton, New Zealand ;
|
Foreign students ; Higher education ; Teaching methods ; Cognitive ability ; Cultural pluralism ; New Zealand ; Multiculturalism ;
|
Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross-national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher education setting. A research-based teaching approach progressively increased student engagement with higher order cognitive skills and both topic and process were aligned in such a way that training opportunities in intercultural competence were explored while also providing a process that offered further training in intercultural competence. Enduring appreciation of cultural diversity issues was achieved via deep styles of teaching and learning that raised awareness, changed attitudes and behaviour and ultimately impacted classroom culture. Initiative design, evaluation and results are described and limitations noted. The findings should be of interest to teachers of multicultural students and to academics studying cultural diversity issues. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37139758&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37139758&lang=es |
| rihe |
competence |
19 |
820 |
Higher Education Research & Development |
07294360 |
Jun017 |
36 |
10.1080/07294360.2016.1229269 |
645 |
659 |
15 |
Integration models for indigenous public health curricula. |
Coombe, Leanne ; Lee, Vanessa ; Robinson, Priscilla ;
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Faculty of Medicine, The University of Queensland, Herston, Australia ; Faculty of Health Sciences, The University of Sydney, Sydney, Australia ; Department of Public Health, La Trobe University, Melbourne, Australia ;
|
Public health education ; Curricula (Courses of study) ; Master's degree ; Health and Welfare Funds ; Universities & colleges -- Australia ; Deep learning (Machine learning) ; Cultural competence ;
|
All graduates of Master of Public Health (MPH) programmes in Australia are expected to achieve a core set of Indigenous public health competencies designed to train ‘judgement safe practitioners’. A curriculum framework document was developed alongside the competencies to assist programme providers to integrate appropriate Indigenous content, but it does not describe the intended integration model. A review of MPH programmes was undertaken to determine the extent of integration, identify examples of best practice and explore how integration can be improved. Data from the consolidated review findings were analysed using a staged approach. Several models of curricula integration were identified, building on known models, and definitions developed that differentiate features according to the extent of integration achieved. The model recommended in the literature as best practice, known to promote deep learning, was found in only one of the reviewed programmes. This combination model supports development of reflexive practitioners who can operate across different disciplines and ways of knowing. Enablers and barriers were explored to explain why some integration models were more commonly found. Implications for curriculum reform are outlined with strategies to assist implementation of a combined integration model, a necessary learning approach to enhance student cultural competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122542398&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122542398&lang=es |
| rihe |
competence |
20 |
821 |
Higher Education Research & Development |
07294360 |
Jul2003 |
22 |
|
183 |
192 |
10 |
Internationalisation of Business Education: Meaning and implementation. |
Edwards, Ron ; Crosling, Glenda ; Petrovic-Lazarovic, Sonja ; O'Neill, Peter ;
|
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Higher education ; Curricula (Courses of study) ; Globalization ; Business ;
|
The internationalisation of business has been one of the most prominent features of the second half of the twentieth century, with its pace and breadth touching all elements of the value-adding network. In this environment, the higher education sector has been revising its aims and objectives to incorporate an international dimension to the skills and knowledge development of students. However, interpretation of the educational challenges posed by internationalisation in the form of guidelines that specify how the curriculum might be internationalised, is in its infancy. Despite early efforts, little work has been done to translate this trend into a developmental overview of curriculum delivery. This paper begins by synthesising the literature regarding globalisation, curriculum internationalisation and student learning in higher education. It seeks to bridge the gap between the aims of curriculum internationalisation and the subject curriculum. It applies well-accepted educational principles to the task by presenting a three-stage typology of business curriculum internationalisation. These stages are international awareness, international competence and international expertise. Directions for further research are also provided. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9756005&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9756005&lang=es |
| rihe |
competence |
21 |
822 |
Research in Higher Education |
03610365 |
1987 |
27 |
10.1007/BF00992004 |
283 |
288 |
6 |
Knowledge, competence, and understanding as educational outcomes. |
Fincher, Cameron ;
|
|
Aims & objectives of education ; Theory of knowledge ; Comprehension ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508266161&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508266161&lang=es |
| rihe |
competence |
22 |
823 |
Higher Education Research & Development |
07294360 |
Oct2015 |
34 |
10.1080/07294360.2015.1011096 |
1045 |
1059 |
15 |
Leniency and halo bias in industry-based assessments of student competencies: a critical, sector-based analysis. |
Wolf, Katharina ;
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School of Marketing, Curtin University, Perth, Australia ;
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Rating of students ; Core competencies ; Internship programs ; Business education ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Halo effect (Psychology) ;
|
Industry placements are popular means to provide students with an opportunity to apply their skills, knowledge and experience in a ‘real world’ setting. Within this context, supervisor feedback allows educators to measure students’ performance beyond academic objectives, by benchmarking it against industry expectations. However, industry assessments appear to be frequently clouded and overwhelmingly positive by nature, which questions the reliability and validity of supervisors’ judgement of competencies. Supervisor bias has been paid much attention within the context of clinical placements, as well as within the domain of social work. However, the concept has been largely ignored within business education, despite the increasing emphasis on – and deep integration of – work-integrated learning in the business curriculum. This paper sets out to address this gap by examining variances in mark distribution and apparent leniency in the context of a final-year, compulsory placement unit, based on observations and data collected over nine semesters (n = 546). The focus of this study is on gaining an understanding of the reasons behind assessment bias and the pressures placed on industry assessors. The data indicate that different types of placement locations apply dissimilar standards when assessing student performance. The author identifies three statistically different placement types (small business, not-for-profit and professional), which influence the strength and risk of grader bias, hence ultimately the assessment outcome. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004242&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004242&lang=es |
| rihe |
competence |
23 |
824 |
Research in Higher Education |
03610365 |
Jun2011 |
52 |
10.1007/s11162-010-9199-7 |
395 |
419 |
25 |
On Subject Variations in Achievement Motivations: A Study in Business Subjects. |
Tempelaar, Dirk ; Schim van der Loeff, Sybrand ; Gijselaers, Wim ; Nijhuis, Jan ;
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Maastricht University School of Business & Economics, 6200 MD Maastricht The Netherlands ;
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Achievement motivation ; Academic achievement ; Business education ; Learning ability ; Business students ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Sex differences (Biology) ;
|
Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study, we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject areas. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=60016865&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=60016865&lang=es |
| rihe |
competence |
24 |
825 |
Research in Higher Education |
03610365 |
Oct2001 |
42 |
|
493 |
516 |
24 |
Organizational Contexts and University Performance Outcomes: The Limited Role of Purposive Action in the Management of Institutional Status. |
Keith, Bruce ;
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O/Dean (MADN-AAD), Building 600, Room 10, United States Military Academy, West Point, NY 10996-5000; ;
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Higher education ; Performance ;
|
Institutional researchers and decision makers have long been interested in the management of university status. To this end, the present inquiry examines the stability of various university performance indicators representing size, student aptitude, faculty scholarship, graduate programs, and ratings. Although these various institutional attributes are associated with status, changes in their characteristics are not found to be associated with changes in status. Instead, institutional status is found to be quite stable over time, largely predicated on past status levels. These findings offer a forum within which to discuss university status for the purpose of managing institutional change. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7475486&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7475486&lang=es |
| rihe |
competence |
25 |
826 |
Research in Higher Education |
03610365 |
1988 |
28 |
10.1007/BF00992234 |
255 |
269 |
15 |
Predicting academic success for disabled students in higher education. |
Wiseman, Richard L. ; Emry, Robert A. ; Morgan, Daniel P. ;
|
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Universities & colleges ; Higher education of people with disabilities ; Attitudes of people with disabilities ; College student attitudes ; Prediction of scholastic success -- Universities & colleges ; College environment ;
|
Research has indicated that disabled and nondisabled persons experience communication strained by high levels of uncertainty for both communicators. The purpose of this study was to assess the effect of being disabled on the academic progress of disabled college students. It was felt that academic success will be contingent upon positive communication with faculty, fellow students, and university personnel. A questionnaire assessing the campus' social climate, the quality of its programs and instruction, and the students' academic and career expectations was administered to 100 disabled students. Analyses of the data revealed that the disabled students' motivation was significantly related to their level of social alienation, while the students' perceived competence was most related to their level of social adjustment. The theoretical implications of these findings and avenues for future research are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508228815&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508228815&lang=es |
| rihe |
competence |
26 |
827 |
Research in Higher Education |
03610365 |
aug98 |
39 |
|
419 |
455 |
37 |
PSYCHOSOCIAL FACTORS RELATED TO RETENTION AND EARLY DEPARTURE OF TWO-YEAR COMMUNITY COLLEGE STUDENTS. |
Napoli, Anthony R. ; Wortman, Paul M. ;
|
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United States ; School dropouts -- Psychology ; College students -- United States ;
|
The present study is based on the theoretical model of college retention developed by Tinto (1975, 1987, 1993) and subsequent validation efforts of others (Bers and Smith, 1991; Munro, 1981; Pascarella and Chapman, 1983a, b; Pascarella and Terenzini, 1983, 1991). The first goal of the study was to assess the validity of the model on a two-year community college sample. The second goal was to extend and further refine the model by examining the mediational influences of a comprehensive set of psychosocial measures (i.e., life events occurring during the first semester of college, social support, self-esteem, social competence, personal conscientiousness, psychological well-being, and satisfaction with the academic, administrative, and social systems of college) on the constructs within Tinto's (1987, 1993) model. Results confirm the generalizability of the model to two-year community college populations. In addition, the structural equations model revealed that the psychosocial measures have both direct and indirect effects on college persistence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=868037&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=868037&lang=es |
| rihe |
competence |
27 |
828 |
Research in Higher Education |
03610365 |
Jun97 |
38 |
|
365 |
378 |
14 |
Right Tracks—Wrong Rails: The Development of Generic Skills in Higher Education. |
Leckey, Janet F. ; McGuigan, Maureen A. ;
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Educational Development Unit, University of Ulster at Jordanstown, Shore Road, Newtonabbey, Co. Antrim BT37 0QB, Northern Ireland ;
|
Higher education ;
|
Higher education is being encouraged to provide the graduates needed by commerce and industry in order to ensure economic development and enhance competitiveness. Throughout Europe and America, recent findings indicate that employers show a preference for teamwork, communication, and self-skilIs above knowledge, degree classification, intelligence, and reputation of the institution the graduate attended. Progressively less emphasis on traditional degrees and more on the validation of competence is clearly discernible. But the question persists: Are our higher education institutions meeting the challenge? Employing a large-scale extensive questionnaire, this study explores student and academic staff views within a higher education institution in the U.K. Results indicate that while staff and students ascribe equal importance to key generic skills, they differ in their views of the extent to which a number of such skills are currently being developed through course content. It is time for higher education to address explicitly the issue of the place of transferable skis in the curriculum. This problem is not unique to Europe. Indeed, the need for a concerted effort by teachers and policymakers in higher education to help rebuild American workforce competence has been repeatedly highlighted. Development work in this area should be a priority. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9706281579&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9706281579&lang=es |
| rihe |
competence |
28 |
829 |
Research in Higher Education |
03610365 |
Dec2001 |
42 |
|
633 |
652 |
20 |
Social-Cognitive Predictors of First-Year College Persistence: The Importance of Proximal Assessment. |
Kahn, Jeffrey H. ; Nauta, Margaret M. ;
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Department of Psychology, Campus Box 4620, Illinois State University, Normal, IL 61790-4620; ; Department of Psychology, Illinois State University ;
|
College students ; Performance ; Prediction of scholastic success ;
|
Early withdrawal from college can present problems for students and educators. In an effort to broaden our understanding of factors associated with students' persistence in higher education, we examined the ability of variables from Social Cognitive Career Theory assessed before college and during students' second semester to predict first-year college persistence. Hierarchical logistic regression analyses revealed that academic ability/past performance and social-cognitive variables assessed during students' second semester were significant predictors of first-year persistence. However, academic ability/past performance was the only precollege predictor significantly related to persistence. Implications for institutional assessment, intervention, and research are presented. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7432319&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7432319&lang=es |
| rihe |
competence |
29 |
830 |
Higher Education Research & Development |
07294360 |
Aug2013 |
32 |
10.1080/07294360.2012.700918 |
561 |
574 |
14 |
Swimming in the deep end: transnational teaching as culture learning? |
Hoare, Lynnel ;
|
School of Management , RMIT University , Melbourne , Australia ;
|
Education -- Study & teaching ; Teachers ; Learning ; Educators ; Human capital ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
|
Drawing upon the experiences of a group of academics who were responsible for the teaching and coordination of a newly established offshore program, this study considers intercultural learning during transnational education (TNE) sojourns and demonstrates that the personal and pedagogical adaptation required of academics is significant. The study combines data from pre-, during- and post-sojourn interviews with detailed observations of offshore teaching. This ethnographic methodology provides a detailed account of the TNE experience that is rare in the literature. The study adds support to the contention that the acknowledgement of cultural distance, rather than the adoption of a universalist mindset, is a precondition for development of intercultural competence through transnational teaching. The reflections of the respondents indicate that when transnational educators are prepared to learn from the ambiguity encountered during offshore teaching, they have the capacity to experience personal growth and to add significantly to their university's human capital. The paper argues that this ‘preparedness’ to learn should not be left to chance lest it does not eventuate and that the responsibility for development is shared between transnational educators, who must be open to change and prepared to engage in self-reflection that can be confronting, and universities, who must formally recognise the need to provide time, resources and quality, ethical learning interventions in order to facilitate the development of intercultural competence in all staff, especially those who teach overseas. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88892886&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88892886&lang=es |
| rihe |
competence |
30 |
831 |
Higher Education Research & Development |
07294360 |
Dec2016 |
35 |
10.1080/07294360.2016.1144572 |
1210 |
1227 |
18 |
The benefits and challenges of academic writing retreats: an integrative review. |
Kornhaber, Rachel ; Cross, Merylin ; Betihavas, Vasiliki ; Bridgman, Heather ;
|
School of Health Sciences, University of Tasmania, Alexandria, NSW, Australia ; Centre for Rural Health, School of Health Sciences, University of Tasmania, Launceston, Tasmania, Australia ; Sydney Nursing School, The University of Sydney, Sydney, Australia ;
|
Academic discourse ; Higher education ; Electronic data processing ; Data Processing, Hosting, and Related Services ; Thematic analysis ; Publications ;
|
The immediate drivers to increase publication outputs in higher education are government and research funding, organisational status, performance expectations and personal career aspirations. Writing retreats are one of a range of strategies used by universities to boost publication output. The aims of this integrative review were to synthesise the available evidence, identify the attributes, benefits and challenges of academic writing retreats and examine the components that facilitate publication output. The review was based on a systematic search of six electronic databases. Of the 296 articles identified, 11 primary research papers met the inclusion criteria. Thematic analysis of the data highlighted a raft of personal, professional and organisational benefits of writing retreats. The five key elements of writing retreats conducive to increasing publication output were protected time and space; community of practice; development of academic writing competence; intra-personal benefits and organisational investment. Participants involved achieved greater publication outputs, particularly when provided ongoing support. Further research is required to examine more substantively the feasibility of writing retreats, their cost-effectiveness and the features that increase publication outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119450810&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119450810&lang=es |
| rihe |
competence |
31 |
832 |
International Perspectives on Higher Education Research |
14793628 |
2013 |
8 |
10.1108/S1479-3628(2013)0000008014 |
195 |
227 |
33 |
THE EXPERIENCE OF CONDUCTING A STUDY OF RACIAL OR ETHNIC DYNAMICS: VOICES OF DOCTORAL STUDENTS IN COLLEGES OF EDUCATION. |
Howley, Aimee ; Middleton, Renée A. ; Howley, Marged ; Williams, Natalie F. ; Pressley, Laura Jeanette ;
|
|
Doctoral students ; Student research ; Race identity ; Race relations ; Ethnology ;
|
A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: "How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?" The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the experience of conducting dissertation research with a focus on racial and/or ethnic dynamics. Analysis of interview data pointed to the salience of "advocacy" in the experiences of participants. Advocacy connected to doctoral research by affording opportunities for personal advancement and by affording opportunities to promote social change. Further interpretation revealed differences in the importance of the two types of advocacy for White and Black participants, especially in consideration of their racial identity statuses. Despite such nuances, the experience of conducting dissertation research reinforced all participants' previous commitments to social justice and advocacy, but it did not help them develop more wide-ranging and systematic strategies for working as advocates of social justice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85865841&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85865841&lang=es |
| rihe |
competence |
32 |
833 |
Higher Education Research & Development |
07294360 |
Nov2009 |
28 |
10.1080/07294360903146858 |
509 |
522 |
14 |
The impact on career direction of a tertiary management programme for mid-career ICT professionals. |
Hooper, Tony ;
|
School of Information Management, Victoria University of Wellington, New Zealand. ;
|
Career development ; Motivation (Psychology) ; Undergraduate programs ; Curricula (Courses of study) ; Autonomy (Psychology) ; Learning ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Management ; Intrinsic factor (Physiology) ;
|
The motivation of mid-career students can be expected to be more considered and intense than students whose studies continue from undergraduate programmes. How students perceive their personal circumstances and their career when they first make the decision to enrol and what happens as a result of their studies can reveal how mid-career management programmes can be structured to ensure greater alignment with student needs and therefore greater student satisfaction. It can also inform curriculum development and marketing strategy. This investigation indicates that the motivators that triggered the enrolment decision often evolve into intrinsic motivators as a result of the study experience and this can lead on to deeper learning and greater satisfaction with learning outcomes. Self-determination theory posits the need for autonomy as an antecedent of intrinsic motivation. Providing autonomy support in course content and curriculum design as well as competence support and relatedness in assignments and assessment can be expected to result in greater intrinsic motivation and deeper learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44032252&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44032252&lang=es |
| rihe |
competence |
33 |
834 |
Higher Education Research & Development |
07294360 |
Oct2015 |
34 |
10.1080/07294360.2015.1011097 |
828 |
840 |
13 |
The limits of cultural competence: an Indigenous Studies perspective. |
Carey, Michelle ;
|
Australian Indigenous Studies, Murdoch University, Perth, Australia ;
|
Curriculum planning ; Cultural pluralism ; Cultural identity ; Cultural competence ; Reflexivity ;
|
Taking the Universities Australia report,National best practice framework for Indigenous cultural competency in Australian universities(2011) as the starting point for its discussion, this paper examines the applicability of cultural competence in the design and delivery of Australian Indigenous Studies. It argues that both the conceptual underpinnings and the operationalisation of cultural competence necessitate an over-reliance on essentialised notions of Indigeneity, cast in radical opposition to non-Indigeneity, which negate multiple and diverse expressions of Indigenous identity and lived experience. Thus, this approach perpetuates the very colonialist logics Indigenous Studies should endeavour to overcome. Secondly, it argues that cultural competency's emphasis on non-Indigenous self-reflexivity, broadly consistent as it is with both scholarship and praxis in Indigenous Studies, is represented in some of the literature as uncritical deference to an always-unified Indigeneity, thereby exacerbating the original essentialising impulse evident in the cultural competence paradigm. Therefore, this paper proposes that Indigenous Studies should explore the limits of self-reflexivity, with a view to establishing a genuinely anti-colonial/decolonising praxis that incorporates the capacity to negotiate Indigenous intracultural diversity along with other markers for identity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004243&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110004243&lang=es |
| rihe |
competence |
34 |
835 |
Research in Higher Education |
03610365 |
Dec2015 |
56 |
10.1007/s11162-015-9372-0 |
843 |
860 |
18 |
Too much Emphasis on Research? An Empirical Examination of the Relationship Between Research and Teaching in Multitasking Environments. |
Bak, Hee-Je ; Kim, Do ;
|
Department of Sociology, College of Politics and Economics, Kyung Hee University, Seoul Korea ; Department of Public Administration, College of Politics and Economics, Kyung Hee University, 1 Hoegi-dong, Dongdaemun-gu Seoul 130-701 Korea ;
|
RESEARCH ; TEACHING ; PERFORMANCE ; EFFECTIVE teaching ; HUMAN multitasking ;
|
While the public is concerned that emphasizing research performance among university faculty results in inadequate attention to undergraduate teaching, research on the relationship between research and teaching in higher education has failed to confirm or deny the validity of this concern. To empirically test this popular concern, we examined how the change in performance-based incentive systems to improve faculty publications influenced student evaluations of their teaching in a Korean university. The analysis of a panel dataset of individual faculty members shows that financial incentives on research rather than teaching could have redirected attention of some professors from teaching to research, thus reducing teaching quality, as proposed by advocates of multitasking theory. Therefore, these findings suggest that, when multiple tasks are significant to organizational values, the incentive structure must assure that each task or activity offers professors the same marginal return on their efforts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110839854&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110839854&lang=es |
| rihe |
program learning outcomes |
1 |
836 |
Research in Higher Education |
03610365 |
Jun2010 |
51 |
10.1007/s11162-009-9159-2 |
320 |
345 |
26 |
A Multi-Level Assessment of the Impact of Orientation Programs on Student Learning. |
Mayhew, Matthew ; Vanderlinden, Kim ; Kim, Eun ;
|
New York University, 239 Greene Street, Suite 300 New York 10003-6674 USA ; StudentVoice, Buffalo USA ; Yonsei University, Seoul South Korea ;
|
ORIENTATION ; COLLEGE student orientation ; SOCIAL learning ; ACADEMIC achievement ; UNIVERSITIES & colleges ; TRANSFER students ; LEARNING ability ; STUDENT attrition ; SELF-organizing systems ; HYPERACTIVE children -- Education ; Colleges, Universities, and Professional Schools ;
|
The purpose of this study was to investigate the influence of orientation programs on student academic and social learning. Moving beyond previous studies, we examined how participation in orientation programming affected student learning and how the impact of these programs on learning varied by organizational characteristics (i.e., institutional control, size of undergraduate enrollment, sponsoring division, and whether the institution has an office designated for managing orientation programs), student entry characteristics (i.e., gender, race, transfer status), and student experiences (i.e., perceived quality of orientation program in helping student transition and in meeting students’ expectations, positive experiences with orientation staff, and perceptions of orientation programs and their efficacy in helping students navigate resources and in providing useful campus-based information). Hierarchical linear analysis was used to analyze these cross-level effects. Results demonstrated that having a designated office for orientation programs on campus was important for narrowing the academic learning gap between new-first year and transfer students. Implications for researchers and practitioners were discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49260882&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=49260882&lang=es |
| rihe |
program learning outcomes |
2 |
837 |
Research in Higher Education |
03610365 |
Mar2004 |
45 |
|
115 |
138 |
24 |
Adding Value: Learning Communities and Student Engagement. |
Zhao, Chun-Mei ; Kuh, George D. ;
|
Research Scholar, Carnegie Foundation for the Advancement of Teaching ; Chancellor's Professor, Indiane University Bloomington ;
|
UNIVERSITIES & colleges ; COLLEGE students ; MATURATION (Psychology) ; STUDENT participation in administration ; HIGHER education ; SCHOLARS ; Colleges, Universities, and Professional Schools ;
|
This study examines the relationships between participating in learning communities and student engagement in a range of educationally purposeful activities of first-year and senior students from 365 4-year institutions. The findings indicate that participating in a learning community is positively linked to engagement as well as student self-reported outcomes and overall satisfaction with college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12231609&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12231609&lang=es |
| rihe |
program learning outcomes |
3 |
838 |
Research in Higher Education |
03610365 |
May 2005 |
46 |
10.1007/s11162-004-1640-3 |
251 |
276 |
26 |
An approach to measuring cognitive outcomes across higher education institutions. |
Klein, Stephen P. ; Kuh, George D. ; Chun, Marc ;
|
|
Value-added assessment (Education) ; Testing in universities & colleges ; Computers in testing ; Higher education ; Universities & colleges ; College students ; Academic achievement ; College graduates ; Learning ;
|
Over the past decade, state legislatures have experienced increasing pressure to hold higher education accountable for student learning. This pressure stems from several sources, such as increasing costs and decreasing graduation rates. To explore the feasibility of one approach to measuring student learning that emphasizes program improvement, we administered several open-ended tests to 1365 students from 14 diverse colleges. The strong correspondence between hand and computer assigned scores indicates the tests can be administered and graded cost effectively on a large scale. The scores were highly reliable, especially when the college is the unit of analysis; they were sensitive to years in college; and they correlated highly with college GPAs. We also found evidence of “value added” in that scores were significantly higher at some schools than at others after controlling on the school’s mean SAT score. Finally, the students said the tasks were interesting and engaging. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507798588&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507798588&lang=es |
| rihe |
program learning outcomes |
4 |
839 |
Research in Higher Education |
03610365 |
May2005 |
46 |
10.1007/s11162-004-1640-3 |
251 |
276 |
26 |
An Approach To Measurng Gognitive Out Comes Across Higher Education Institutions. |
Klein, Stephen ; Kuh, George ; Chun, Marc ; Hamilton, Laura ; Shavelson, Richard ;
|
The RAND Corporation, Santa Monica, California ; Indiana University Center for Postsecondary Research, Bloomington, IN ; Council for Aid to Education, New York City, NY ; The RAND Corporation, Pittsburgh, PA ; Graduate School of Education and Department of Psychology, Stanford University ;
|
HIGHER education ; UNIVERSITIES & colleges ; COLLEGE students ; ACADEMIC achievement ; COLLEGE graduates ; LEARNING ; Colleges, Universities, and Professional Schools ;
|
Over the past decade, state legislatures have experienced increasing pressure to hold higher education accountable for student learning. This pressure stems from several sources, such as increasing costs and decreasing graduation rates. To explore the feasibility of one approach to measuring student learning that emphasizes program improvement, we administered several open-ended tests to 1365 students from 14 diverse colleges. The strong correspondence between hand and computer assigned scores indicates the tests can be administered and graded cost effectively on a large scale. The scores were highly reliable, especially when the college is the unit of analysis; they were sensitive to years in college; and they correlated highly with college GPAs. We also found evidence of “value added” in that scores were significantly higher at some schools than at others after controlling on the school’s mean SAT score. Finally, the students said the tasks were interesting and engaging. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=16183669&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=16183669&lang=es |
| rihe |
program learning outcomes |
5 |
840 |
Research in Higher Education |
03610365 |
Nov2012 |
53 |
10.1007/s11162-012-9254-7 |
738 |
754 |
17 |
An Engagement-Based Student Typology and Its Relationship to College Outcomes. |
Hu, Shouping ; McCormick, Alexander ;
|
Department of Educational Leadership and Policy Studies, College of Education, Florida State University, 1210H Stone Building Tallahassee 32306 USA ; Center for Postsecondary Research, Indiana University, 1900 E. 10th Street, Suite 419 Bloomington 47406 USA ;
|
LEARNING ; SURVEYS ; UNIVERSITIES & colleges ; COLLEGE students ; EDUCATION ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Colleges, Universities, and Professional Schools ;
|
Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we developed a student typology based on student responses to survey items on the National Survey of Student Engagement. We then examined the utility of this typology in understanding direct-assessment learning outcomes, self-reported gains, grade-point average, and persistence from the first to second year of college. Results from linear and logistic regression models indicated there were relationships between student types and the various outcomes, and that an engagement-based student typology could help deepen our understanding of the college student experience and college outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=82068425&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=82068425&lang=es |
| rihe |
program learning outcomes |
6 |
841 |
Research in Higher Education |
03610365 |
May2012 |
53 |
10.1007/s11162-011-9229-0 |
353 |
374 |
22 |
Are Student Evaluations of Teaching Effectiveness Valid for Measuring Student Learning Outcomes in Business Related Classes? A Neural Network and Bayesian Analyses. |
Galbraith, Craig ; Merrill, Gregory ; Kline, Doug ;
|
Department of Management, University of North Carolina Wilmington, 601 South College Road Wilmington 28403 USA ; Department of Accounting, St Mary's College of California, Moraga 94575-4230 USA ; Department of Information Systems, University of North Carolina Wilmington, 601 South College Road Wilmington 28403 USA ;
|
STUDENT evaluation of college teachers ; TEACHER effectiveness ; RESEARCH ; ACADEMIC achievement -- Research ; UNIVERSITIES & colleges -- Faculty ; NEURAL networks (Computer science) ; BAYESIAN analysis ; Colleges, Universities, and Professional Schools ;
|
In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find little or no support for the validity of SETEs as a general indicator of teaching effectiveness or student learning. In fact, the underlying structure appears to be non-linear and possibly negatively bimodal where the most effective instructors are within the middle percentiles of student course ratings, while instructors receiving ratings in the top quintile or the bottom quintile are associated with significantly lower levels of student achievement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=73959899&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=73959899&lang=es |
| rihe |
program learning outcomes |
7 |
842 |
Research in Higher Education |
03610365 |
Feb2009 |
50 |
10.1007/s11162-008-9106-7 |
101 |
118 |
18 |
Associations of Resource and Service Utilization, Risk Level, and College Outcomes. |
Robbins, Steven ; Allen, Jeff ; Casillas, Alex ; Akamigbo, Adaeze ; Saltonstall, Margot ; Campbell, Rebecca ; Mahoney, Eileen ; Gore, Paul ;
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ACT, Inc., 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168, USA. ; Northern Arizona University, Flagstaff, AZ, USA. ; University of Utah, Salt Lake City, UT, USA. ;
|
RESOURCE programs (Education) ; SERVICE learning ; POSTSECONDARY education ; RISK ; RECREATION centers ; GRADE point average ; DIFFERENTIAL association theory ; INTERVENTION (Social services) ; STUDENTS ; Cosmetology and Barber Schools ; Junior Colleges ; Business and Secretarial Schools ; Other Technical and Trade Schools ; Colleges, Universities, and Professional Schools ; Apprenticeship Training ; Fitness and Recreational Sports Centers ;
|
We tracked resource and service utilizations and first-year college outcomes for the entering first-year class ( n = 1,534) at a traditional 4-year postsecondary institution. We grouped specific resources and services offered by the institution into four general categories (academic services, social resources, recreational resources, and advising sessions). We investigated the interrelation of risk, resource and service utilization, and first-year GPA and retention. We found that utilization of each resource/service category was positively associated with GPA and/or retention. Of particular interest, we tested whether the associations of resource and service utilization and outcomes were moderated by risk. We found that the associations of academic services and advising sessions with GPA were more pronounced for higher-risk students. We discuss the implications of the findings, including how the differential associations of resource and service utilizations and outcomes can affect intervention decisions with high-risk students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35757073&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=35757073&lang=es |
| rihe |
program learning outcomes |
8 |
843 |
Research in Higher Education |
03610365 |
Feb2003 |
44 |
|
21 |
49 |
29 |
COGNITIVE EFFECTS OF COLLEGE: Differences Between African American and Caucasian Students. |
Flowers, Lamont A. ; Pascarella, Ernest T. ;
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University of Florida, College of Education, Department of Educational Leadership, Policy, and Foundations, 229B Norman Hall, Gainesville, FL 32611-7049; ; University of Iowa ;
|
College students ; Education research ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Race relations ;
|
In this longitudinal study of African American and Caucasian students from eighteen 4-year institutions, objective tests were used to estimate the cognitive effects of race in college, while applying statistical controls for an extensive set of confounding influences including precollege and background traits, institutional characteristics, and academic and social experiences. Evidence from the study suggests that in the first 3 years of college Caucasian students scored higher than their African American counterparts on seven standardized tests measuring critical thinking skills, knowledge of mathematics, reading comprehension, science reasoning, and writing skills. Implications for future research are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9103189&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9103189&lang=es |
| rihe |
program learning outcomes |
9 |
844 |
Research in Higher Education |
03610365 |
Dec2011 |
52 |
10.1007/s11162-011-9221-8 |
853 |
874 |
22 |
Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes. |
Beachboard, Martine ; Beachboard, John ; Li, Wenling ; Adkison, Stephen ;
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Department of Mass Communication, Idaho State University, Campus Stop 8242, 921 S. 8th Ave Pocatello 83209 USA ; Department of Computer Information Systems, College of Business, Idaho State University, Pocatello USA ; College of Education, Trident University International, Cypress USA ; Eastern Oregon University, La Grande USA ;
|
AUTONOMY (Psychology) ; EDUCATIONAL outcomes ; RELATEDNESS (Psychology) ; LEARNING communities ; HIGHER education ; STUDENT participation ; MOTIVATION (Psychology) ; CRITICAL thinking ;
|
This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness improve motivation, thereby positively influencing learning behavior. The authors propose that participation in cohort programs constitutes such an environment. Measuring student perceptions of the contributions of their institutions, the study found increased relatedness to peers and faculty and increased higher order thinking assignments (a control variable included in the research model) to be substantial predictors of educational outcomes relevant to literacy, critical thinking, and, especially, job preparation. The researchers suggest that institutions will want to ensure that their learning community designs enhance student feelings of relatedness. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67031345&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=67031345&lang=es |
| rihe |
program learning outcomes |
10 |
845 |
Research in Higher Education |
03610365 |
Mar2009 |
50 |
10.1007/s11162-008-9112-9 |
144 |
167 |
24 |
Comparing the Utility of the 2000 and 2005 Carnegie Classification Systems in Research on Students’ College Experiences and Outcomes. |
McCormick, Alexander ; Pike, Gary ; Kuh, George ; Chen, Pu-Shih ;
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Indiana University Center for Postsecondary Research , 1900 East 10th Street, Suite 419 Bloomington 47406 USA ; Information Management & Institutional Research Associate , Indiana University Purdue University Indianapolis , 355 N. Lansing St., AO 127 Indianapolis 46202 USA ; Department of Counseling and Higher Education , University of North Texas , 1155 Union Circle #310829 Denton 76203-5017 USA ;
|
CLASSIFICATION ; INFORMATION organization ; RECORDS management ; INFORMATION storage & retrieval systems ; STUDENTS ; OUTCOME assessment (Education) ; ART & science ; EXPERIENCE ; LIFE change events ; Other business support services ;
|
This study compares the explanatory power of the 2000 edition of Carnegie Classification, the 2005 revision of the classification, and selected variables underlying Carnegie’s expanded 2005 classification system using data from the National Survey of Student Engagement’s spring 2004 administration . Results indicate that the 2000 and 2005 classifications generally offer comparable explanatory power for measures of self-reported gains and student engagement, but the new variables from the 2005 system are more strongly related to cognitive outcomes and engagement than were the two categorical groupings. The variables most consistently related to outcomes and engagement are graduate-undergraduate coexistence, residential character of the campus, and arts and sciences share of undergraduate majors. Implications of the findings for research and assessment are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=36087869&lang=es |
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| rihe |
program learning outcomes |
11 |
846 |
Research in Higher Education |
03610365 |
Dec2002 |
43 |
|
625 |
655 |
31 |
Content Familiarity: Differential Impact of Effective Teaching on Student Achievement Outcomes. |
Schönwetter, Dieter J. ; Clifton, Rodney A. ; Perry, Raymond P. ;
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Centre for Higher Education, Research and Development, The University of Manitoba, 220 Sinnott Building–70 Dysart Road, Winnipeg, Manitoba R3T 2N2, Canada; ; The University of Manitoba ;
|
Effective teaching ; Academic achievement ;
|
Improving the quality of higher education for all students requires researchers to focus on factors that potentially influence learning. Of particular interest are student entry characteristics and effective teaching behaviors. Accordingly, structural equation modeling was used to examine the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. A theoretical model containing 8 variables was formulated and tested on students who were either experienced or inexperienced with the course material. The data were gathered at a large midwestern university fitting the Carnegie classification as a research institution. Overall, student achievement is affected by test anxiety and high school GPA. Prior experience with the course content revealed that content-unfamiliar students' perception of learning is more positively influenced by instructor organization than by instructor expressiveness, whereas for content-familiar students, expressiveness is much more influential than organization. Additionally, content-unfamiliar students are more sensitive to both teaching behaviors than content-familiar students. These findings have important implications for administrators, instructors, and researchers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=8872143&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=8872143&lang=es |
| rihe |
program learning outcomes |
12 |
847 |
Research in Higher Education |
03610365 |
Jun2001 |
42 |
|
327 |
352 |
26 |
DEVELOPING PERFORMANCE INDICATORS FOR ASSESSING CLASSROOM TEACHING PRACTICES AND STUDENT LEARNING. |
Cabrera, Alberto F. ; Colbeck, Carol L. ; Terenzini, Patrick T. ;
|
Center for the Study of Higher Education (CSHE), The Pennsylvania State University, 403 South Allen Street, Suite 104, University Park, PA 16801-5252 afc4@psu.edu ; Center for the Study of Higher Education (CSHE) ;
|
Engineering students ; Education ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
Several states are requiring institutions to document changes in student outcomes. Regional and specialized accrediting agencies are also changing their review criteria from measuring inputs to assessing indicators of student learning. This article describes the results of an evaluation project that sought to develop performance indicators of learning gains for undergraduate engineering students. Specifically, the study investigated the relationship between classroom practices and students' gains in professional competencies. More than 1,250 students from 7 universities participated. Findings show that the instructional practices of Instructor Interaction and Feedback, Collaborative Learning, and Clarity and Organization are significantly and positively associated with gains in students' self-reported gains in problem-solving skills, group skills, and understanding of engineering as an occupation. The indicators meet several conditions recommended by the assessment literature. They are (1) meaningful to the user, (2) reliable and valid, and (3) index observable behaviors rather than subjective impressions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7422623&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7422623&lang=es |
| rihe |
program learning outcomes |
13 |
848 |
Research in Higher Education |
03610365 |
Sep2008 |
49 |
10.1007/s11162-008-9087-6 |
495 |
512 |
18 |
Differences in Student Outcomes by Types of Living–Learning Programs: The Development of an Empirical Typology. |
Inkelas, Karen ; Soldner, Matthew ; Longerbeam, Susan ; Leonard, Jeannie ;
|
Department of Counseling & Personnel Services , University of Maryland , 3214 Benjamin Building College Park 20742 USA ; Northern Arizona University , Flagstaff USA ;
|
VOCATIONAL education ; EDUCATIONAL evaluation ; VOCATIONAL school students ; ACADEMIC enrichment ; STUDENT assistance programs ; ACADEMIC-industrial collaboration ; ACADEMIC improvement ; EDUCATIONAL programs ; PROJECT management ; Other management consulting services ; Administrative Management and General Management Consulting Services ; Process, Physical Distribution, and Logistics Consulting Services ; Vocational Rehabilitation Services ; Colleges, Universities, and Professional Schools ; SERVICES for ;
|
This study involved the development of the first empirical typology of living–learning programs and its use in the assessment of students’ learning outcomes. Using two-step cluster analysis with data from nearly 300 living –learning programs at 34 U.S. postsecondary institutions, the authors identified three structural types of programs: (a) small, limited resourced, primarily residential life programs; (b) medium, moderately resourced, student affairs/academic affairs combination programs; and (c) large, comprehensively resourced, student affairs/academic affairs collaboration programs. Multiple regression analyses revealed that students in the large academic affairs/student affairs collaborations and small residential life-based living–learning program types exhibited stronger self-reported learning outcomes than those in the medium combination programs. Implications for future research and practice are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=32785916&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=32785916&lang=es |
| rihe |
program learning outcomes |
14 |
849 |
Research in Higher Education |
03610365 |
Aug2010 |
51 |
10.1007/s11162-010-9163-6 |
468 |
482 |
15 |
Differential Patterns of Change and Stability in Student Learning Outcomes in Holland’s Academic Environments: The Role of Environmental Consistency. |
Smart, John ;
|
College of Education, CEPR, The University of Memphis, 100 Ball Hall Memphis 38152-3570 USA ;
|
COLLEGE students -- Attitudes ; UNIVERSITIES & colleges ; EDUCABILITY ; VOCATIONAL guidance ; ACADEMIC achievement ; FACULTY advisors ; LEARNING ability ; LEADERS ; NETHERLANDS ; Colleges, Universities, and Professional Schools ; Vocational Rehabilitation Services ;
|
The findings of this study show wide variation in the learning patterns of college students in the academic environments of Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency” of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51708270&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51708270&lang=es |
| rihe |
program learning outcomes |
15 |
850 |
Research in Higher Education |
03610365 |
Feb2001 |
42 |
|
87 |
102 |
16 |
DO COMPUTERS ENHANCE OR DETRACT FROM STUDENT LEARNING? |
Kuh, George D. ; Vesper, Nick ;
|
Center for Postsecondary Research and Planning, School of Education, Indiana University, Bloomington, IN 47405-1006 kuh@indiana.edu ; State Student Assistance Commission of Indiana, Indianapolis ;
|
COMPUTERS ; EDUCATION ; Electronics Stores ; Computer and software stores ; Computer and peripheral equipment manufacturing ; Electronic Computer Manufacturing ; Computer, computer peripheral and pre-packaged software merchant wholesalers ; Computer and Computer Peripheral Equipment and Software Merchant Wholesalers ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ;
|
Does becoming familiar with computer and information technology during college add to or detract from making progress toward other desirable outcomes of college? Based on responses to the 23 gains items from the CSEQ (including computer use), more than 125,000 undergraduates from 205 four-year colleges and universities were divided into two categories: (1) High Gainers (those who made substantial progress on using computers) and (2) Low Gainers (those reporting less progress). Increased familiarity with computers was positively related to developing other important skills and competencies, including social skills. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7422607&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7422607&lang=es |
| rihe |
program learning outcomes |
16 |
851 |
Research in Higher Education |
03610365 |
June 2006 |
47 |
10.1007/s11162-005-9003-2 |
451 |
476 |
26 |
Does Adviser Mentoring Add Value? A Longitudinal Study of Mentoring and Doctoral Student Outcomes. |
Paglis, Laura L. ; Green, Stephen G. ; Bauer, Talya N. ;
|
|
Graduate education ; Academic achievement -- Universities & colleges ; Mentoring ; Self-efficacy ; Mentoring in education ; Graduate students ; Maturation (Psychology) ; Mentoring -- Social aspects ; Mentors ; Students -- Academic workload ; Research ;
|
This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995). Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity, career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy. Mentoring was not significantly associated with commitment to a research career. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507891902&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507891902&lang=es |
| rihe |
program learning outcomes |
17 |
852 |
Research in Higher Education |
03610365 |
Sep2016 |
57 |
10.1007/s11162-015-9402-y |
653 |
681 |
29 |
Does Financial Aid Impact College Student Engagement? |
Boatman, Angela ; Long, Bridget ;
|
Peabody College , Vanderbilt University , 230 Appleton Place Nashville 37203 USA ; Harvard Graduate School of Education and NBER , 101 Longfellow Hall, Appian Way Cambridge 02138 USA ;
|
Student engagement ; Higher education ; Postsecondary education ; Apprenticeship Training ; Junior Colleges ; Other Technical and Trade Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Cosmetology and Barber Schools ; Financial aid ; Gates Millennium Scholars Program ;
|
While increasing numbers of students have gained access to higher education during the last several decades, postsecondary persistence and academic success remain serious concerns with only about half of college entrants completing degrees. Given concerns about affordability and resources, policymakers and administrators wonder how financial aid impacts student outcomes, particularly among low-income students. We investigate this question looking at a range of outcomes beyond just academic performance by focusing on the Gates Millennium Scholars (GMS) Program, a generous grant program that provided a renewable scholarship to talented undergraduate students of color with financial need. We isolate the impact of financial aid on academic and community engagement by comparing the outcomes of GMS recipients to similar non-recipients who were likely to have comparably-high levels of motivation and potential for success. With information about the application process, we use similar applicants not selected for the award as a comparison group. We then employ a Regression Discontinuity research design to provide causal estimates of the effects of GMS. The results suggest that GMS recipients were more likely to engage with peers on school work outside of class. Additionally, GMS recipients were much more likely to participate in community service activities and marginally more likely to participate in other extracurricular activities than their non-GMS peers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117299963&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117299963&lang=es |
| rihe |
program learning outcomes |
18 |
853 |
Research in Higher Education |
03610365 |
Dec2002 |
43 |
|
727 |
744 |
18 |
Evaluating MBA-Program Admissions Criteria: The Relationship Between Pre-MBA Work Experience and Post-MBA Career Outcomes. |
Dreher, George F. ; Ryan, Katherine C. ;
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Department of Management, Kelley School of Business, Indiana University, Bloomington, IN 47405; ; Indiana University ;
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Master of business administration degree ; Business schools ; United States ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ;
|
It has become common practice among U.S. business schools to require potential students to have substantial work experience before admission to MBA programs. Yet, the benefits of this selection criterion have not been fully articulated nor empirically examined. This article explores the relationships between years of pre-MBA work experience and post-MBA career outcomes. Specifically, we examine the effects of prior work experience on cash compensation, career satisfaction, number of promotions, and individuals' propensity to stay with their first post-MBA employer. Results indicate that previous work experience is not significantly related to graduates'' tenure in their first post-MBA position. Furthermore, counter to conventional wisdom, MBAs without prior work experience were more satisfied, had received more promotions, and earned more cash compensation than some of their more experienced counterparts. The implications of these findings for those responsible for admissions in graduate professional schools and for corporate recruiters are discussed, along with suggestions for future research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=8872146&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=8872146&lang=es |
| rihe |
program learning outcomes |
19 |
854 |
Research in Higher Education |
03610365 |
Aug2013 |
54 |
10.1007/s11162-013-9288-5 |
571 |
598 |
28 |
Examining Non-Tenure Track Faculty Perceptions of How Departmental Policies and Practices Shape Their Performance and Ability to Create Student Learning at Four-Year Institutions. |
Kezar, Adrianna ;
|
University of Southern California, 3470 Trousdale Pkwy Los Angeles 90089 USA ;
|
COLLEGE teachers -- Attitudes ; RESEARCH ; COLLEGE teachers -- Tenure ; UNIVERSITIES & colleges -- Administration ; WORK environment -- Research ; CURRICULUM planning ; TEACHER effectiveness ; Colleges, Universities, and Professional Schools ;
|
This study examines a major shift in the professoriate from tenure track to a non-tenure track faculty (NTTF), with two-thirds of the faculty now being off the tenure track. While some studies suggest negative outcomes as a result of students taking courses with NTTF, none of the studies examine the working conditions of the NTTFs. This qualitative case study fills that gap in our understanding through interviews with 107 faculty within 25 departments in 3 four year campuses examines and compares NTTF in departments that have supportive policies in place versus those that do not. The results presented in the findings clearly demonstrate that NTTF perceive that departmental policies shape their performance and ability to create quality learning experiences. Unsupportive policies impact preparation, advising possibilities, create poor curricular designs, result in missing key materials, among many other negative results. Findings identify a set of policies that negatively and positively shape performance and that can be the focus of changes among leaders on college campuses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89220725&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89220725&lang=es |
| rihe |
program learning outcomes |
20 |
855 |
Research in Higher Education |
03610365 |
Aug2009 |
50 |
10.1007/s11162-009-9125-z |
483 |
501 |
19 |
Faculty Emphases on Alternative Course-Specific Learning Outcomes in Holland’s Model Environments: The Role of Environmental Consistency. |
Smart, John ; Ethington, Corinna ; Umbach, Paul ; Rocconi, Louis ;
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Department of Counseling, Educational, Psychology and Research, The University of Memphis, 100 Ball Hall Memphis 38152-3570 USA ; College of Education, North Carolina State University, 300 Poe Hall Raleigh 27695-7801 USA ;
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EDUCATORS ; LEARNING ; STUDENTS ; CLASSROOMS ; ATTITUDE (Psychology) ; COLLEGE students ; FACULTY advisors ; UNIVERSITIES & colleges ; NETHERLANDS ; Colleges, Universities, and Professional Schools ;
|
This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of Holland’s theory emphasize different student learning outcomes in their classes and whether such differences are comparable for those in “consistent” versus “inconsistent” environments. The findings show wide variation in the extent to which faculty members in four of the academic environments of Holland’s theory emphasize the alternative student learning outcomes and that such differences vary based on the level of consistency or inconsistency in the environmental profiles of the environments. The implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical implications of these findings for academic advisors, career counselors, and other college and university leaders. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=41328816&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=41328816&lang=es |
| rihe |
program learning outcomes |
21 |
856 |
Research in Higher Education |
03610365 |
Feb2011 |
52 |
10.1007/s11162-010-9183-2 |
81 |
106 |
26 |
If and When Money Matters: The Relationships Among Educational Expenditures, Student Engagement and Students' Learning Outcomes. |
Pike, Gary R. ; Kuh, George D. ; McCormick, Alexander C. ; Ethington, Corinna A. ; Smart, John C. ;
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Information Management and Institutional Research, Indiana University Purdue University Indianapolis, 355 N. Lansing Street, AO127, Indianapolis, IN 46202, USA. ; Indiana University Bloomington, Bloomington, IN, USA. ; University of Memphis, Memphis, TN, USA. ;
|
UNIVERSITIES & colleges -- Administration ; LIABILITY (Law) ; LEARNING ; PROMPTING (Education) ; SURVEYS ; Colleges, Universities, and Professional Schools ;
|
Calls for accountability in higher education are prompted in part by questions concerning whether colleges and universities use their resources effectively to promote student learning. Unfortunately, too little is known about whether money matters to desired outcomes of college. Using students' responses to the 2004 administration of the National Survey of Student Engagement (NSSE) in concert with institutional data from the Integrated Postsecondary Education Data System (IPEDS) and the College Board, this study examined the relationships between educational expenditures, student engagement and selected student self-reported learning outcomes, controlling for student and institutional characteristics. Results indicated that expenditures were modestly related to student engagement and learning outcomes. However, the nature of these relationships differed, depending on the engagement/outcome measure and student year in school. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=56587288&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=56587288&lang=es |
| rihe |
program learning outcomes |
22 |
857 |
Research in Higher Education |
03610365 |
Jun2004 |
45 |
|
405 |
427 |
23 |
Implementing Outcomes Assessment in an Academic Affairs Support Unit. |
Smith, Joshua S. ; Szelest, Bruce P. ; Downey, John P. ;
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School of Education, Indiana University at Indianapolis, IN 46202 ; University at Albany, New York ;
|
Education ; Higher education ; Educational surveys ; Public universities & colleges ; Faculty advisors ; Job hunting ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ;
|
While outcomes assessment has become a focus for institutions of higher education, assessment in academic support units remain sparse. Traditionally, assessment has been comprised of one-time student satisfaction surveys and/or supervisor evaluations tied specifically to job criteria. Although informative, these methods fail to account for or measure specific student learning outcomes completed by students via their interaction with faculty and staff. This article presents the development and implementation of a program of outcomes assessment at a 4-year public university in the northeast. Results indicate that students come to college with varying expectations of the role of academic advisors and range on a continuum of academic and social preparation to meet the demands of higher education. A majority of students are meeting the stated learning outcomes. Feedback from this assessment model is being used to improve the quality of services provided to successive cohorts of students at this institution. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=13079640&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=13079640&lang=es |
| rihe |
program learning outcomes |
23 |
858 |
Research in Higher Education |
03610365 |
February 2007 |
48 |
10.1007/s11162-006-9023-6 |
39 |
71 |
33 |
Initial Evidence on the Long-Term Impacts of Work Colleges. |
Wolniak, Gregory C. ; Pascarella, Ernest T. ;
|
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Employment & education ; Higher education ; Values (Ethics) ; Social conditions of college students ; Services for college students ; Environmental impact analysis ; University & college alumni ; Socioeconomic factors ; Economic conditions of ethnic groups ; Learning & scholarship ; Education -- Economic aspects ;
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With the purpose of gaining a better understanding of the impacts that attending a work college may have on students while in college and up to 25 years later, this study estimated the effects of graduating from a group of work colleges on alumni educational and employment outcomes. Based on an overall sample of 7083 alumni from 5 work colleges, 20 private liberal arts colleges, and 5 public regional universities, a series of regression equations tested for differences across a range of college and employment related outcomes. With respect to a variety of facets of undergraduate educational outcomes, results indicate that attending a work college, relative to other types of institutions, has significant long-term effects. With respect to socioeconomic outcomes, results indicate that work colleges provide the greatest benefit to students from families with relatively low parental incomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507955925&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507955925&lang=es |
| rihe |
program learning outcomes |
24 |
859 |
Research in Higher Education |
03610365 |
December 2005 |
46 |
10.1007/s11162-005-6933-7 |
883 |
928 |
46 |
Measuring determinants of student return vs. dropout/stopout vs. transfer: A first-to-second year analysis of new freshmen. |
Herzog, Serge ;
|
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College dropouts ; Student financial aid -- Universities & colleges ; School holding power -- Universities & colleges ; Academic achievement ; Mathematics ; Transfer of students ; Education ; School enrollment ; Secondary education ; School dropout prevention ; Financial aid ; Competency-based education ; Students ; Learning & scholarship ;
|
To reflect academic challenges and enrollment patterns of today’s freshmen, this study measures the impact of high school preparation, first-year academic performance, multi-institution enrollment, and financial aid support on second-year persistence. Using multi-year cohorts at a public research university, results confirm the importance of including first-year math experience, math intensity of the declared major, simultaneous enrollment at another college/university, and second-year financial aid offers when measuring freshmen retention. The positive impact of a large-scale, state-funded scholarship program in widening access to college must be balanced against findings that show academic performance and readiness to take on and pass first-year math to be more important than aid in explaining freshmen dropout and transfer-out during both first and second semesters. Middle-income students with greater levels of unmet need face an elevated departure risk, while academically well-prepared freshmen with unmet need are more likely to transfer to other institutions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507844036&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507844036&lang=es |
| rihe |
program learning outcomes |
25 |
860 |
Research in Higher Education |
03610365 |
Mar2007 |
48 |
10.1007/s11162-006-9039-y |
251 |
282 |
32 |
Measuring the Impact of Professional Accreditation on Student Experiences and Learning Outcomes. |
Volkwein, J. ; Lattuca, Lisa ; Harper, Betty ; Domingo, Robert ;
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Center for the Study of Higher Education , Pennsylvania State University , University Park USA ;
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UNIVERSITIES & colleges -- Accreditation ; ENGINEERING students ; EDUCATION ; QUALITY assurance ; UNIVERSITIES & colleges ; EXPERIENTIAL learning ; ACADEMIC programs ; INTERPERSONAL relations ; PROBLEM solving -- Study & teaching ; ACCREDITATION Board for Engineering & Technology (U.S.) ; Colleges, Universities, and Professional Schools ;
|
This research uses a conceptual model to examine the influence of a change in accreditation standards on a representative national sample of 203 engineering programs at 40 institutions. Based on data collected from more than 140 program chairs, 1,200 faculty, 4,300 graduates of 2004, and 5,400 graduates of 1994, the study investigates the differential impact of the change in accreditation standards on programs reviewed in different years during the period of transition. Despite significant variation across most of the measures and groups in 1994 (before the introduction of the new accreditation criteria), the 2004 evidence demonstrates a surprisingly uniform level of student experiences and outcomes. These findings suggest that engineering accreditation is beginning to accomplish its quality assurance goals. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23495289&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23495289&lang=es |
| rihe |
program learning outcomes |
26 |
861 |
Research in Higher Education |
03610365 |
10/ 1/1969 |
30 |
10.1007/BF00992197 |
455 |
469 |
15 |
Methods for comparing outcomes assessment instruments. |
Banta, Trudy W. ; Pike, Gary R. ;
|
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University of Tennessee, Knoxville ; Correlation (Statistics) ; Social science methodology ; Test validity ; Achievement tests ; Testing in universities & colleges ; General education ; General education -- Evaluation ; ACT Assessment ; Outcome assessment (Education) ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508341984&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508341984&lang=es |
| rihe |
program learning outcomes |
27 |
862 |
Research in Higher Education |
03610365 |
Mar2007 |
48 |
10.1007/s11162-006-9040-5 |
141 |
168 |
28 |
More than meets the eye: Curricular and Programmatic Effects on Student Learning. |
Lambert, Amber ; Terenzini, Patrick ; Lattuca, Lisa ;
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Center for the Study of Higher Education , Pennsylvania State University , 400 Rackley Building University Park 16802-3203 USA ;
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TEACHERS -- Out-of-school activities ; LEARNING ability ; ENCOURAGEMENT ; ENGINEERING students -- Universities & colleges ; GROUP problem solving ; FEEDBACK (Psychology) ; COLLABORATIVE learning ; EXPERIENTIAL learning ; CLASSROOM activities ; PSYCHOLOGICAL aspects ;
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This article reports the effects of program characteristics and faculty activities on students’ experiences and, ultimately, the development of students’ analytical and group skills. Data come from nationally representative samples of 4,330 seniors, 1,243 faculty members, and 147 engineering program chairs on 40 campuses nationwide. Findings indicate that program characteristics and faculty behaviors and values have significant, if relatively small and largely indirect, effects on student learning by encouraging (or discouraging) certain kinds of student experiences, which, in turn, influence student learning. The results point to a need for more complex designs than are typically adopted in most learning outcomes studies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23495293&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23495293&lang=es |
| rihe |
program learning outcomes |
28 |
863 |
Research in Higher Education |
03610365 |
Jun2011 |
52 |
10.1007/s11162-010-9200-5 |
323 |
348 |
26 |
Racial/Ethnic Disparities in Collegiate Cognitive Gains: A Multilevel Analysis of Institutional Influences on Learning and its Equitable Distribution. |
Kugelmass, Heather ; Ready, Douglas ;
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Council for Aid to Education, 215 Lexington Ave., 21st Floor New York 10016 USA ; Teachers College, Columbia University, 525 W. 120th St. New York 10027 USA ;
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DIVERSITY in education ; LEARNING ability testing ; AFRICAN American students ; RACE discrimination ; MINORITY college students ; PEER relations ; COLLEGE students ;
|
lthough numerous studies have examined racial/ethnic inequalities in collegiate student outcomes, serious attention to disparities in post-secondary student learning has emerged only recently. Using a national sample of 35,000 college seniors and 250 diverse institutions from the Collegiate Learning Assessment, this study investigates the role of institutional characteristics in promoting the development of higher-order cognitive skills and the equitable distribution of these skills by student racial/ethnic background. Using three-level hierarchical linear models within an analysis of covariance framework, we find that the initial academic gaps that separate African American students from their white peers widen even further during college. Although substantial academic disparities exist between Hispanic and white students at both college entry and exit, Hispanic and white students gain academic skills at statistically comparable rates. Importantly, racial/ethnic differences in cognitive development vary across institutions partly as a function of institutional characteristics. In particular, even after accounting for a host of student- and institution-level characteristics, African American/white and Hispanic/white inequalities are somewhat smaller at colleges that enroll larger proportions of non-white students. However, these benefits of increased minority enrollments are contingent upon the academic backgrounds of students' peers, with academically weaker student enrollments in some cases negating the benefits of increased racial/ethnic diversity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60016862&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60016862&lang=es |
| rihe |
program learning outcomes |
29 |
864 |
Research in Higher Education |
03610365 |
Aug2001 |
42 |
|
429 |
454 |
26 |
REPORTED GAINS IN STUDENT LEARNING: Do Academic Disciplines Make a Difference? |
Pike, Gary R. ; Killian, Timothy S. ;
|
University of Missouri–Columbia PikeG@missouri.edu ; University of Missouri–Columbia ;
|
UNIVERSITIES & colleges -- Curricula ; HIGHER education ; Colleges, Universities, and Professional Schools ;
|
This study examined differences in students' college experiences and learning outcomes using Biglan's typology of pure and applied disciplines. It was expected that students in applied disciplines would have more positive perceptions of the college environment, be more involved, and report greater gains in learning and intellectual development than students in pure disciplines. An analysis of data from one university identified significant differences in the college experiences and learning outcomes of students in pure and applied disciplines; however, differences in reported learning seemed to be related to disciplinary content, rather than Biglan's pure and applied topology. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7475483&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7475483&lang=es |
| rihe |
program learning outcomes |
30 |
865 |
Research in Higher Education |
03610365 |
November 2007 |
48 |
10.1007/s11162-007-9053-8 |
775 |
801 |
27 |
Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes. |
Calcagno, Juan Carlos ; Crosta, Peter ; Bailey, Thomas ; Jenkins, Davis ;
|
|
Florida ; United States ; Community colleges ; School holding power ; Age ; Community college students ; Remedial teaching -- Universities & colleges ; Academic achievement ; School enrollment ; Remedial teaching ; Educational attainment ; Graduation (Education) ; College students ; Education ;
|
This paper presents findings from a study of the experiences and outcomes of older and younger community college students. We developed a discrete-time hazard model using longitudinal transcript data on a cohort of first-time community college students in Florida to compare the impact of enrollment pathways (such as remediation) and enrollment milestones (such as attaining a certain number of credits) on educational outcomes of older students—those who enter college for the first time at age 25 or later—with those of traditional-age students. Results suggest that reaching milestones such as obtaining 20 credits or completing 50 percent of a program is a more important positive factor affecting graduation probabilities for younger students than it is for older students. We also found that although enrollment in remedial courses decreases the odds of graduating for all students, older students who enroll in remediation are less negatively affected than are younger ones who take remedial classes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508012154&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508012154&lang=es |
| rihe |
program learning outcomes |
31 |
866 |
Research in Higher Education |
03610365 |
Feb2006 |
47 |
10.1007/s11162-005-8150-9 |
1 |
32 |
32 |
Student Engagement and Student Learning: Testing the Linkages*. |
Carini, Robert ; Kuh, George ; Klein, Stephen ;
|
Department of Sociology , University of Louisville , 103 Lutz Hall Louisville 40292 USA ; Center for Postsecondary Research , Indiana University , Bloomington USA ; The RAND Corporation , Santa Monica USA ;
|
ACADEMIC achievement ; STUDENT activities ; GRADING & marking (Students) ; UNIVERSITIES & colleges ; CRITICAL thinking ; LEARNING ; SELF-evaluation ; EDUCATION -- Research ; EDUCATION -- Evaluation ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Colleges, Universities, and Professional Schools ;
|
This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19663041&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19663041&lang=es |
| rihe |
program learning outcomes |
32 |
867 |
Research in Higher Education |
03610365 |
Jun2012 |
53 |
10.1007/s11162-011-9236-1 |
471 |
486 |
16 |
Student Evaluation of Instruction: In the New Paradigm of Distance Education. |
Liu, Ou ;
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Educational Testing Service, MS16-R, 660 Rosedale Rd. Princeton 08541 USA ;
|
Student evaluation of college teachers ; Student evaluation of curriculum ; Distance education teachers ; Web-based instruction ; Class size research ; Class size -- Universities & colleges ; United States ; Distance education -- United States ;
|
Distance education has experienced soaring development over the last decade. With millions of students in higher education enrolling in distance education, it becomes critically important to understand student learning and experiences with online education. Based on a large sample of 11,351 students taught by 1,522 instructors from 29 colleges and universities, this study investigates the factors that impact student evaluation of instruction in distance education, using a two-level hierarchical model. Key findings reveal that in a distance education setting, gender and class size are no longer significant predictors of quality of instruction. However, factors such as reasons for taking the course, student class status and instructor's academic rank have a significant impact on student evaluation of learning and instruction. Findings from this study offer important implications for institutional administrators on utilizing the evaluation results and on developing strategies to help faculty become effective online instructors. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74492065&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74492065&lang=es |
| rihe |
program learning outcomes |
33 |
868 |
Research in Higher Education |
03610365 |
Mar2015 |
56 |
10.1007/s11162-014-9353-8 |
127 |
145 |
19 |
Student Involvement in Ethnic Student Organizations: Examining Civic Outcomes 6 Years After Graduation. |
Bowman, Nicholas ; Park, Julie ; Denson, Nida ;
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Department of Higher Education and Student Affairs, Bowling Green State University, 330 Education Building Bowling Green 43403 USA ; University of Maryland, College Park USA ; University of Western Sydney, Sydney Australia ;
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Service learning ; College students ; Civil rights ; Student activism ; Student organizations & activities -- Research ; Ethnicity ;
|
Few college experiences elicit as much controversy as racial/ethnic student organizations. Critics argue that these student groups promote racial division and segregation, whereas supporters counter these claims and suggest instead that they facilitate college adjustment, learning, and growth. Clearly, some students are quite predisposed to participate (or not participate) in these organizations, which can lead to significant challenges when trying to determine the impact of this form of engagement. The present study used multilevel propensity score matching analyses to explore the relationships between racial/ethnic student organizations and post-college civic outcomes within a 10-year longitudinal sample of 8,634 alumni from 229 institutions. The results indicate that participation is significantly and positively associated with numerous civic behaviors and attitudes 6 years after graduation. Moreover, these findings are similar regardless of race/ethnicity, gender, or institution. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102483997&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102483997&lang=es |
| rihe |
program learning outcomes |
34 |
869 |
Research in Higher Education |
03610365 |
Oct2003 |
44 |
|
581 |
613 |
33 |
Student Outcomes: The Impact of Varying Living-Learning Community Models. |
Stassen, Martha L. A. ;
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Office of Academic Planning and Assessment, University of Massachusetts, Amherst, Whitmore Administration Building, Amherst, MA 01003. ; Address correspondence to: Martha L. A. Stassen, Director of Assessment, Whitmore Administration Building, Amherst, MA 01003. ;
|
Educational evaluation ; Academic achievement ; Community college students ; Learning ;
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This study explores the effect of three distinct living-learning community models on a variety of student experience and academic performance outcomes. Central to the analysis is an investigation of whether there are differences in outcomes for learning communities with different missions and structures, all three of which fall into the “Linked Course” learning community design. Even in the least coordinated, most basic, learning community model, students show more positive outcomes (first semester GPA, retention, first-year experience) than nonlearning community students. The fact that simple structures that facilitate student interaction around academic work (even without coordinated faculty involvement) have a positive effect for students of all preparation levels provides encouragement to campus leaders with limited resources who are working to develop methods for improving the undergraduate educational experience on their campuses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=10691985&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=10691985&lang=es |
| rihe |
program learning outcomes |
35 |
870 |
Research in Higher Education |
03610365 |
Apr2002 |
43 |
|
163 |
186 |
24 |
Students' Precollege Preparation for Participation in a Diverse Democracy. |
Hurtado, Sylvia ; Engberg, Mark E. ; Ponjuan, Luis ; Landreman, Lisa ;
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610 E. University, 2117 School of Education, The University of Michigan, Center for the Study of Higher and Postsecondary Education, Ann Arbor, MI 48109-1259; ; The University of Michigan, Center for the Study of Higher and Postsecondary Education ;
|
College preparation programs ; College students ; Civics ; Democracy ;
|
This study focuses on how students' precollege experiences predisposed them to 3 democratic outcomes: (a) ability to see the world from someone else's perspective; (b) beliefs that conflict enhances democracy; and (c) views about the importance of engaging in social action activities. We analyzed data from 3 flagship universities as part of a nationally funded research project and found first-year females are more likely than males to report values and beliefs consistent with democratic outcomes. Participation in race/ethnic discussions, student clubs, and volunteer work, as well as studying with students of different groups and discussing controversial issues are significant predictors in each model. Results also indicate that students might be unprepared to negotiate conflict in a diverse democracy, suggesting that college engagement will play a key role in fostering the development of democratic citizenship. This study also provides new measures of democratic outcomes to assess the impact of diversity and service learning initiatives. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7432428&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7432428&lang=es |
| rihe |
program learning outcomes |
36 |
871 |
Research in Higher Education |
03610365 |
Feb99 |
40 |
|
61 |
86 |
26 |
THE CONSTANT ERROR OF THE HALO IN EDUCATIONAL OUTCOMES RESEARCH. |
Pike, Gary R. ;
|
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Psychology of college students ; Educational psychology ; Higher education ; Educational Support Services ;
|
Students' reports of their learning and development play an important role in research and assessment in higher education. Assessment research frequently asks students questions about gains made during college to identify dimensions of gains and then examines relationships between college experiences and gains. A growing body of research suggests that correlations between ratings of gains and college experiences may be an artifact of a constant error of the halo. The present research examines whether halo error underlies students' self reports of gains, the significance of the halo error, and the effect of halo error on relationships between college experiences and educational outcomes. Results confirm that halo error may be an important component in students' ratings of their learning and development. Moreover, halo error may obscure relationships between college experiences and educational outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1594882&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1594882&lang=es |
| rihe |
program learning outcomes |
37 |
872 |
Research in Higher Education |
03610365 |
September 2008 |
49 |
10.1007/s11162-008-9088-5 |
469 |
494 |
26 |
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes. |
Laird, Thomas F. Nelson ; Shoup, Rick ; Kuh, George D. ; Schwarz, Michael J. ;
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|
Academic achievement -- Universities & colleges ; College majors ; College teaching -- Methodology ; Psychology of learning ; School discipline ; School integration ; Needs assessment ; Faculty integration ; Teacher effectiveness ; Teaching methods ; Educational evaluation ; Learning -- Evaluation ; Learning ability ;
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“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college, and that the strength of these relationships is relatively consistent across disciplinary categories. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507995041&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507995041&lang=es |
| rihe |
program learning outcomes |
38 |
873 |
Research in Higher Education |
03610365 |
Sep2008 |
49 |
10.1007/s11162-008-9088-5 |
469 |
494 |
26 |
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes. |
Nelson Laird, Thomas ; Shoup, Rick ; Kuh, George ; Schwarz, Michael ;
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Center for Postsecondary Research , Indiana University Bloomington , 1900 East Tenth Street, Eigenmann Hall Suite 419 Bloomington 47406-7512 USA ; Las Positas College , Livermore USA ;
|
SCHOOL discipline ; SCHOOL integration ; NEEDS assessment ; FACULTY integration ; TEACHER effectiveness ; TEACHING methods ; EDUCATIONAL evaluation ; LEARNING -- Evaluation ; LEARNING ability ;
|
“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college, and that the strength of these relationships is relatively consistent across disciplinary categories. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=32785917&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=32785917&lang=es |
| rihe |
program learning outcomes |
39 |
874 |
Research in Higher Education |
03610365 |
Mar2008 |
49 |
10.1007/s11162-007-9070-7 |
107 |
125 |
19 |
The Effects of Liberal Arts Experiences on Liberal Arts Outcomes. |
Seifert, Tricia ; Goodman, Kathleen ; Lindsay, Nathan ; Jorgensen, James ; Wolniak, Gregory ; Pascarella, Ernest ; Blaich, Charles ;
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N491 Lindquist Center , The University of Iowa , Iowa City 52242 USA ; The University of North Carolina Wilmington , Wilmington USA ; National Opinion Research Center at the University of Chicago , Chicago USA ; The Center of Inquiry in the Liberal Arts at Wabash College , Crawfordsville USA ;
|
MEDICAL sciences ; EDUCATION -- Research ; RHETORIC ; HIGHER education ; STUDENTS ; EMPIRICAL research ; EDUCATIONAL leadership ; UNIVERSITIES & colleges -- Faculty ; WELL-being ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Colleges, Universities, and Professional Schools ;
|
Despite scholars’ praise of liberal arts education as a model form, very little research has examined the actual impact of liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts education as the premier type of education with value for all, is no longer sufficient. The practices and conditions that lead to outcomes of a liberally educated student remain an empirical black box. Guided by the work of Pascarella et al. [, Liberal arts colleges and liberal arts education: New evidence on impacts. ASHE Higher Education Report, 31(3)], this study examined the extent to which an institutional ethos, that values student–student and student–faculty interaction within a supportive environment characterized by high expectations for developing the intellectual arts, manifests in the lived experiences of students and predicts the development of outcomes theoretically associated with the liberal arts. Specifically, we investigated the construct and predictive validity of the liberal arts experience scale relative to liberal arts outcomes. Using data from the first phase of the Wabash National Study of Liberal Arts Education, net of student background characteristics and institution attended, we found liberal arts experiences had a positive effect on four of six liberal arts outcomes, including intercultural effectiveness, inclination to inquire and lifelong learning, well-being, and leadership. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=28451319&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=28451319&lang=es |
| rihe |
program learning outcomes |
40 |
875 |
Research in Higher Education |
03610365 |
Mar2011 |
52 |
10.1007/s11162-010-9190-3 |
178 |
193 |
16 |
The Impact of Learning Communities on First Year Students' Growth and Development in College. |
Rocconi, Louis ;
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The University of Memphis, 217 Administration Building Memphis 38152 USA ;
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College freshmen ; Learning communities ; Educational cooperation ; Student development ; Student participation ; ACT Assessment ;
|
This study investigated the direct and indirect relationships between participating in a learning community, student engagement, and self-reported learning outcomes. Using a sample of 241 freshmen at a single urban research university who took the College Student Experiences Questionnaire, the results indicate that after controlling for demographic characteristics and entering composite ACT score, the relationship between learning community participation and learning outcomes are mediated by students' levels of engagement. Learning community participation was not directly related to educational gains but was indirectly related to educational gains through student engagement. Student engagement in turn was strongly related to educational gains. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=57318568&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=57318568&lang=es |
| rihe |
program learning outcomes |
41 |
876 |
Research in Higher Education |
03610365 |
Apr95 |
36 |
|
155 |
175 |
21 |
The importance of gender in the assessment of historical knowledge. |
Gossweiler, Robert S. ; Slevin, Kathleen F. ;
|
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PSYCHOLOGY of learning ; HISTORY -- Study & teaching ; SEX differences (Biology) ;
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Reports on findings of gender differences on a test of historical knowledge developed for assessing student outcomes at a Mid-Atlantic public university. Gender differences in interest in history; Alternative explanations of test gender bias; Assessment of learning experiences. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9508032449&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9508032449&lang=es |
| rihe |
program learning outcomes |
42 |
877 |
Research in Higher Education |
03610365 |
Aug2012 |
53 |
10.1007/s11162-011-9239-y |
550 |
575 |
26 |
The Mediating Effects of Student Engagement on the Relationships Between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory. |
Pike, Gary ; Smart, John ; Ethington, Corinna ;
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Indiana University-Purdue University-Indianapolis, 1100 Waterway, Room 53 Indianapolis 46202 USA ; The University of Memphis, Memphis USA ;
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HOLLAND'S theory of vocational choice ; MOTIVATION in education ; RESEARCH ; PSYCHOLOGY of learning ; COLLEGE majors ; ACADEMIC achievement -- Research ;
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This research examined the relationships among students' academic majors, levels of engagement, and learning outcomes within the context of Holland's person-environment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student learning. Drawing on data from a stratified random sample of 20,000 seniors who participated in the 2008 National Survey of Student Engagement, results revealed that students' academic majors were significantly related to levels of engagement and learning outcomes. Student engagement was also significantly related to learning outcomes. Students' academic majors generally were not indirectly related to learning outcomes through levels of engagement. An important exception to this result was found for students in Enterprising environments where indirect relationships among Enterprising disciplines and Enterprising learning outcomes were positive, statistically significant, and substantially larger than the direct relationship. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=77330635&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=77330635&lang=es |
| rihe |
program learning outcomes |
43 |
878 |
Research in Higher Education |
03610365 |
Apr2003 |
44 |
|
241 |
261 |
21 |
THE RELATIONSHIP BETWEEN INSTITUTIONAL MISSION AND STUDENTS' INVOLVEMENT AND EDUCATIONAL OUTCOMES. |
Pike, Gary R. ; Kuh, George D. ; Gonyea, Robert M. ;
|
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Educational planning ; Students ; Learning ;
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Although institutional characteristics are assumed to influence student learning and intellectual development, this link has not been confirmed empirically. This study examined whether institutional mission, as represented by Carnegie classification, is related to student learning and development. After controlling for student background characteristics, no meaningful differences were found in students' perceptions of the college environment, levels of academic and social involvement, integration of information, or educational outcomes by Carnegie classification. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9211973&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9211973&lang=es |
| rihe |
program learning outcomes |
44 |
879 |
Research in Higher Education |
03610365 |
Jun2011 |
52 |
10.1007/s11162-010-9197-9 |
349 |
369 |
21 |
The Role of Living-Learning Programs in Women's Plans to Attend Graduate School in STEM Fields. |
Szelényi, Katalin ; Inkelas, Karen ;
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Department of Leadership in Education, University of Massachusetts Boston, Wheatley Hall, First Floor, Room 77I, 100 Morrissey Blvd Boston 02125 USA ; Department of Counseling and Personnel Services, University of Maryland, College Park USA ;
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PROFESSIONAL education of women ; UNIVERSITIES & colleges -- Graduate work ; EDUCATIONAL programs ; WOMEN -- Education (Higher) ; HIGHER education ; LEARNING ability testing ; Colleges, Universities, and Professional Schools ;
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This paper examines the role of living-learning (L/L) programs in undergraduate women's plans to attend graduate school in STEM fields. Using data from the 2004-2007 National Study of Living Learning Programs (NSLLP), the only existing multi-institutional, longitudinal dataset examining L/L program outcomes, the findings show that women's participation in women-only STEM-focused L/L programs is positively associated with STEM graduate school aspirations, in comparison to residing in co-educational STEM L/L programs, all other L/L programs, and traditional residence halls. Socially supportive residence hall climates and women's self-assessments as performing better than men in STEM contexts were also positively associated with STEM graduate school plans, while academically supportive residence hall climates and visiting the work setting of a STEM professional held negative relationships with the outcome. Implications are discussed for L/L programs and the utility of women-only programming within coeducational institutions of higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60016864&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=60016864&lang=es |
| rihe |
program learning outcomes |
45 |
880 |
Research in Higher Education |
03610365 |
May 2007 |
48 |
10.1007/s11162-006-9028-1 |
319 |
351 |
33 |
The Validity of Higher-Order Questions as a Process Indicator of Educational Quality. |
Renaud, Robert D. ; Murray, Harry G. ;
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Academic achievement -- Universities & colleges ; Critical thinking ; Questions & answers ; Educational quality ; College students ; Universities & colleges ; Thought & thinking ; Aims & objectives of education ; Questioning ; Learning ; Comprehension ;
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One way to assess the quality of education in post-secondary institutions is through the use of performance indicators. Studies that have compared currently popular process indicators (e.g., library size, percentage of faculty with PhD) found that after controlling for incoming student ability, these process indicators tend to be weakly associated with student outcomes (Pascarella and Terenzini, 2005). In addition, while much research has found that students increase their critical thinking skills as a result of attending college, little is known about what goes on during the college experience that contributes to this. The purpose of this research was to examine the validity of higher-order questions on tests and assignments as a process indicator by comparing it with gains in critical thinking skills among college students as an outcome indicator. The present research consisted of three studies that used different designs, samples, and instruments. Overall, it was found that frequency of higher-order questions can be a valid process indicator as it is related to gains in students’ critical thinking skills. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507976451&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507976451&lang=es |
| rihe |
program learning outcomes |
46 |
881 |
Research in Higher Education |
03610365 |
Sep2010 |
51 |
10.1007/s11162-010-9167-2 |
505 |
527 |
23 |
Tightening Curricular Connections: CQI and Effective Curriculum Planning. |
Harper, Betty J. ; Lattuca, Lisa R. ;
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Student Affairs Research and Assessment, Pennsylvania State University, 222 Boucke Building, University Park, PA 16802, USA. ; Center for Study of Higher Education, Pennsylvania State University, 400 Rackley Building, University Park, PA 16802, USA. ;
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ACADEMIC programs ; UNIVERSITIES & colleges -- Curricula ; SCHOOL credits ; CURRICULUM planning ; CURRICULA (Courses of study) ; INTERPERSONAL relations ; INSTRUCTIONAL systems design ; REGRESSION analysis ; MULTIVARIATE analysis ; Colleges, Universities, and Professional Schools ;
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Over the past decade, continuous quality improvement (CQI) has emerged as a strategy for documenting and systematically building academic program quality. This study used a nationally representative sample of engineering faculty members and students to examine the influence of faculty members’ CQI activities on the relationships between student and institutional characteristics, student experiences in- and out-of-class, and student learning outcomes. A cluster analysis validated the use of four CQI-related variables to differentiate engineering programs into high- and low-CQI groups. In a multiple group path analysis, the models for the high and low groups differed significantly, supporting the hypothesis that CQI indirectly influences the relationships between student and institutional characteristics, student experiences, and student learning outcomes. Further, the path results suggested a number of modifications to the analytical and conceptual frameworks used in the study. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=52532557&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=52532557&lang=es |
| rihe |
program learning outcomes |
47 |
882 |
Research in Higher Education |
03610365 |
Aug2016 |
57 |
10.1007/s11162-015-9398-3 |
519 |
543 |
25 |
Turning the Question Around: Do Colleges Fail to Meet Students' Expectations? |
Rosenbaum, James ; Becker, Kelly ; Cepa, Kennan ; Zapata-Gietl, Claudia ;
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Institute for Policy Research, Northwestern University, 2040 Sheridan Rd. Evanston 60208 USA ; Student Affairs Assessment, Northwestern University, 620 Lincoln St. Rm 209 Evanston 60208 USA ; University of Pennsylvania, 3718 Locust Walk - McNeil Building Philadelphia 19104-6299 USA ;
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Higher education research ; College student attitudes ; Junior Colleges ; Community colleges -- Research ; Students -- Interviews ; Credentialism ;
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Research often focuses on how students fail to meet college expectations, but it rarely asks how colleges fail to meet students' expectations. This study examines students' expectations of college and their institutional confidence-their level of certainty that college will meet their expectations. Drawing on 65 pilot interviews and a survey of 757 students in eight community colleges and two private occupational colleges, we find that students have three expectations about college. However, students do not express confidence that college will meet these expectations. Students expect college to provide: (1) dependable progress to credentials, (2) relevant courses, and (3) job contacts. Factor analyses confirm that ten survey items load onto the three components of institutional confidence expressed in the interviews. Using structural equation modeling, we investigate how institutional confidence varies by college program and its relationship to students' overall college evaluations. Within 2-year colleges, we find that students in two occupational programs express more confidence that college provides relevant courses and employer contacts than students in BA transfer programs. Further, we find that students' institutional confidence that college provides relevant courses mediates much of the relationship between college program and students' overall college evaluation. We speculate about ways college programs may improve students' institutional confidence and their evaluation of college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116662279&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=116662279&lang=es |
| rihe |
program learning outcomes |
48 |
883 |
Research in Higher Education |
03610365 |
Mar2011 |
52 |
10.1007/s11162-010-9188-x |
194 |
214 |
21 |
Using Instrumental Variables to Account for Selection Effects in Research on First-Year Programs. |
Pike, Gary ; Hansen, Michele ; Lin, Ching-Hui ;
|
Information Management & Institutional Research, Indiana University-Purdue University-Indianapolis, 355 N. Lansing St., AO127 Indianapolis 46202 USA ; Indiana University Bloomington, Bloomington USA ;
|
COLLEGE freshmen ; INSTRUMENTAL variables (Statistics) ; LEARNING communities ; STUDENT participation ; SELF-efficacy in students ;
|
The widespread popularity of programs for first-year students is due, in large part, to studies showing that participation in first-year programs is significantly related to students' academic success. Because students choose to participate in first-year programs, self-selection effects prevent researchers from making causal claims about the outcomes of those programs. The present research examined the effects on first-semester grades of students participating in themed learning communities at a research university in the Midwest. Results indicated that membership in themed learning communities was positively associated with higher grade point averages, even after controlling for entering ability, application date, gender, and first-generation/low-income status. However, when instrumental variables were introduced to account for self-selection, the effects of themed learning communities on grades were not statistically significant. The results have implications for campus leaders and assessment practitioners who are working to develop methods for understanding the effects of programs designed to enhance the undergraduate educational experiences on their campuses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=57318569&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=57318569&lang=es |
| rihe |
program learning outcomes |
49 |
884 |
Research in Higher Education |
03610365 |
Jun2012 |
53 |
10.1007/s11162-011-9235-2 |
406 |
425 |
20 |
What's Past is Prologue: How Precollege Exposure to Racial Diversity Shapes the Impact of College Interracial Interactions. |
Bowman, Nicholas ; Denson, Nida ;
|
Department of Higher Education and Student Affairs, Bowling Green State University, 330 Education Building Bowling Green 43403 USA ; Centre for Educational Research, University of Western Sydney, Sydney Australia ;
|
RACE relations -- Universities & colleges ; COLLEGE students -- Conduct of life ; SERVICE learning ; MULTICULTURAL education ; MINORITY college students ; INTERRACIAL friendship ; PSYCHOLOGICAL aspects ;
|
The educational and societal benefits of promoting meaningful interracial interactions during college are well-established. While most previous studies have examined the relationship between interracial interactions and college student outcomes among all students, much less is known about the extent to which these effects depend upon student characteristics and, more specifically, their precollege experiences. Drawing upon Gurin et al.'s (Harv Educ Rev 72:330-366, ) theoretical framework, this paper explores whether and how the impact of college interracial interactions might vary depending upon students' precollege exposure to diversity. Hierarchical linear modeling analyses were conducted on a 4-year longitudinal sample of 3,098 undergraduates from 28 colleges and universities. Regardless of the type of outcome and type of precollege diversity measure, the relationship between college interracial interactions and various outcomes (college satisfaction, emotional well-being, and race-related perceptions) were stronger among students who had had greater precollege exposure to racial/ethnic diversity. Implications for higher education research and practice are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74492068&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74492068&lang=es |
| rihe |
program learning outcomes |
50 |
885 |
Research in Higher Education |
03610365 |
Dec2013 |
54 |
10.1007/s11162-013-9299-2 |
851 |
873 |
23 |
Women in STEM Majors and Professional Outcome Expectations: The Role of Living-Learning Programs and Other College Environments. |
Szelényi, Katalin ; Denson, Nida ; Inkelas, Karen Kurotsuchi ;
|
Department of Leadership in Education, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA, 02125, USA ; University of Western Sydney, Sydney, NSW, Australia ; University of Virginia, Charlottesville, VA, USA ;
|
STEM education ; WOMEN -- Education (Higher) ; LIVING learning centers ; CAREER development ; LONGITUDINAL method ; SELF-efficacy ; DIVERSITY in education ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
|
Using data from the 2004–2007 National Study of Living Learning Programs, the only national dataset offering longitudinal information on outcomes associated with living-learning (L/L) program participation, this study investigated the role of L/L programs and other college environments in the professional outcome expectations of women in science, technology, engineering, and mathematics (STEM) majors. Specifically, we examined an overall measure of professional outcome expectations, along with participants’ anticipation of the chances that they will “get a good job in their field,” “achieve success in their career,” and “combine a professional career with having a balanced personal life.” Findings indicated that attending a coeducational STEM L/L program and discussing academic and career issues with peers were positively related with three of the outcome measures. Additional findings spoke to the importance of self-efficacy and interactions with diverse peers in the development of professional outcome expectations among women in STEM. Implications are presented for higher education institutions’ efforts to support coeducational and women-only STEM-related L/L programs, peer and faculty interactions, and diverse peer interactions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=91930075&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=91930075&lang=es |
| rihe |
program learning outcomes |
1 |
886 |
Research in Higher Education |
03610365 |
Feb2007 |
48 |
10.1007/s11162-006-9024-5 |
73 |
91 |
19 |
AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students. |
Hagedorn, Linda Serra ; Chi, Winny ; Cepeda, Rita M. ; McLain, Melissa ;
|
Department of Educational Administration and Policy, College of Education, University of Florida, P.O. Box 117049, Gainesville, FL, USA ; TRUCCS Program, Rossier School of Education, University of Southern California, Los Angeles, CA, USA ; San Diego Mesa College, San Diego, CA, USA ; Rossier School of Education, University of Southern California, Los Angeles, CA, USA ;
|
COMMUNITY college students ; HISPANIC American students ; ACADEMIC achievement ; TRANSFER of students ; POSTSECONDARY education ; MINORITY students ; PROMOTION (School) ; ENGLISH language ; STUDENTS -- Attitudes ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
|
The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23261449&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23261449&lang=es |
| rihe |
program learning outcomes |
2 |
887 |
Research in Higher Education |
03610365 |
May2013 |
54 |
10.1007/s11162-012-9269-0 |
253 |
282 |
30 |
Between-College Effects on Students Reconsidered. |
Ro, Hyun ; Terenzini, Patrick ; Yin, Alexander ;
|
Institutional Research and Analysis, Carnegie Mellon University, 5000 Forbes Avenue, UTDC Building Pittsburgh 15213 USA ; Higher Education Program and Center for the Study of Higher Education, Pennsylvania State University, 400 Rackley Building University Park 16802 USA ; Office of Planning and Institutional Assessment, Pennsylvania State University, 502 Rider University Park 16802 USA ;
|
INSTITUTIONAL characteristics ; COLLEGE students -- Psychology -- Research ; COLLEGE students -- Attitudes ; RESEARCH ; EXPERIENCE ; COLLEGE environment -- Research ;
|
Most of the research on the effects of college on students that examines the influences of institutional characteristics-what Pascarella and Terenzini ( How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass ) called 'between-college' effects-indicate that the descriptors typically used (e.g., size, type of control, curricular mission, selectivity) are generally poor predictors of between-college differences in virtually any student outcome once students' precollege characteristics are controlled (economic and occupational attainment are the sole exceptions). Researchers have speculated that the conventional descriptors are too distal from students' experiences to have much effect on differences in outcomes. The between-college effects literature, moreover, concerns itself almost exclusively with the direct effects of institutional characteristics. Using data from a nationally representative study of engineering programs on 31 campuses, this study explores two propositions: (1) that the effects of institutional characteristics in the college effects process are indirect, shaping the kinds of experiences students have, and (2) that institutions' internal 'organizational context' features (e.g., programs, policies, and faculty culture) have more influence on students' learning-related experiences than do institutions structural characteristics (e.g., type of control, size, wealth, or selectivity). Findings lend modest support to both propositions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86999802&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=86999802&lang=es |
| rihe |
program learning outcomes |
3 |
888 |
Research in Higher Education |
03610365 |
May2016 |
57 |
10.1007/s11162-015-9386-7 |
363 |
393 |
31 |
Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students' Communication, Teamwork, and Leadership Skills. |
Carter, Deborah ; Ro, Hyun ; Alcott, Benjamin ; Lattuca, Lisa ;
|
School of Educational Studies, Claremont Graduate University, 150 E. 10th Street, Harper 202 Claremont 91711 USA ; Department of Higher Education and Student Affairs, Bowling Green State University, Bowling Green USA ; Faculty of Education, University of Cambridge, Cambridge UK ; Center for the Study of Higher and Postsecondary Education, University of Michigan, Ann Arbor USA ;
|
ENGINEERING students ; COMMUNICATIVE competence ; COMMUNICATION ; CURRICULA (Courses of study) ; STUDENT research ;
|
This study examined the impact of undergraduate research (UR) in engineering, focusing on three particular learning outcomes: communication, teamwork, and leadership. The study included 5126 students across 31 colleges of engineering. The authors employed propensity score matching method to address the selection bias for selection into (and differential availability of) UR programs. Engineering students who engage in UR tend to report higher skill levels, but when curriculum and classroom experiences are taken into account, there is no significant effect of UR on teamwork and leadership skills. Not accounting for college experiences such as curricular, classroom, and other co-curricular experiences may overestimate the positive relationship between UR participation and professional skills. After propensity score adjustment, we found that UR provided a significant predictor of communication skills; a finding that provides support for previous research regarding the importance of communication skills as an outcome of UR. The study highlights the importance of taking into account selection bias when assessing the effect of co-curricular programs on student learning. Implications of the study include expanding undergraduate research opportunities when possible and incorporating communication and leadership skill development into required course curriculum. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114192289&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114192289&lang=es |
| rihe |
program learning outcomes |
4 |
889 |
Research in Higher Education |
03610365 |
June 2007 |
48 |
10.1007/s11162-006-9034-3 |
487 |
521 |
35 |
Detecting Selection Bias, Using Propensity Score Matching, and Estimating Treatment Effects: An Application to the Private Returns to a Master's Degree. |
Titus, Marvin A. ;
|
|
Education research methodology ; Statistical bias ; Master's degree ; Employment & education ; Higher education ; Wages ; Quantitative research ; Regression analysis ; Discrimination ; Income ; Labor market ; Labor supply ; Postsecondary education ;
|
Most research in the area of higher education is plagued by the problem of endogeneity or self-selection bias. Unlike ordinary least squares (OLS) regression, propensity score matching addresses the issue of self-selection bias and allows for a decomposition of treatment effects on outcomes. Using panel data from a national survey of bachelor’s degree recipients, this approach is illustrated via an analysis of the effect of receiving a master’s degree, in various program areas, on wage earning outcomes. The results of this study reveal that substantial self-selection bias is undetected when using OLS regression techniques. This article also shows that, unlike OLS regression, propensity score matching allows for estimates of the average treatment effect, average treatment on the treated effect, and the average treatment on the untreated effect on student outcomes such as wage earnings. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507982590&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507982590&lang=es |
| rihe |
program learning outcomes |
5 |
890 |
Research in Higher Education |
03610365 |
Aug95 |
36 |
|
415 |
456 |
42 |
Developing writing, then teaching, amongst new faculty. |
Boice, Robert ;
|
|
Authorship -- Study & teaching ; College teaching ;
|
Stresses the need to develop the writing skills of new faculty before they are allowed to teach. How some faculty members succeed as writers on their own; Factors that aid writers in finding fluency and satisfaction; Fundamental strategies for efficient, comfortable writing; Essential outcomes of writing program for faculty. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9509172685&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9509172685&lang=es |
| rihe |
program learning outcomes |
6 |
891 |
Research in Higher Education |
03610365 |
May2011 |
52 |
10.1007/s11162-010-9194-z |
278 |
299 |
22 |
Disciplinary Differences in Student Ratings of Teaching Quality. |
Kember, David ; Leung, Doris ;
|
Centre of the Enhancement of Teaching and Learning, The University of Hong Kong, RR307, Run-Run Shaw Building Pokfulam Hong Kong ; School of Nursing, The University of Hong Kong, 4/F, William M W Mong Block, 21 Sassoon Road Pokfulam Hong Kong ;
|
Student evaluation of teachers ; Effective teaching ; Undergraduates ; Universities & colleges ; Hong Kong (China) ; China ; Colleges, Universities, and Professional Schools ;
|
Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=59316150&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=59316150&lang=es |
| rihe |
program learning outcomes |
7 |
892 |
Research in Higher Education |
03610365 |
Aug2005 |
46 |
10.1007/s11162-005-3362-6 |
479 |
510 |
32 |
Encouraging multiple forms of scholarship in faculty reward systems: Does It Make a Difference? |
O'Meara, Kerry Ann ;
|
Assistant Professor of Higher Education, University of Massachusetts Amherst ;
|
UNIVERSITIES & colleges -- Faculty ; SCHOLARSHIPS ; HIGHER education ; TEACHING ; COLLEGE teachers -- Tenure ; PROMOTIONS ; Grantmaking Foundations ; Colleges, Universities, and Professional Schools ;
|
This article presents findings from a national study of Chief Academic Officers of 4-year institutions on the impact of policy efforts to encourage multiple forms of scholarship in faculty roles and rewards. The extent of reform, kinds of reform and influence of initiating reform is examined in four areas: expectations for faculty evaluation, the faculty evaluation process, promotion and tenure outcomes, and institutional effectiveness. The findings are also examined by institutional type. Findings from this study show that campuses that initiated policy reforms to encourage multiple forms of scholarship were significantly more likely than their counterparts to report that teaching scholarship and engagement counted more for faculty evaluation, to report a broader set of criteria used to assess scholarship, and report a higher percentage of tenure and promotion cases that emphasized their work in these areas. In addition, CAOs at campuses that initiated reforms reported a greater congruence between faculty priorities and institutional mission, and greater improvement in attention to undergraduate learning over the last decade. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17434237&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17434237&lang=es |
| rihe |
program learning outcomes |
8 |
893 |
Research in Higher Education |
03610365 |
1987 |
27 |
10.1007/BF00991998 |
195 |
217 |
23 |
Estimated student score gain on the ACT COMP exam: valid tool for institutional assessment? |
Banta, Trudy W. ; Lambert, E. Warren ; Pike, Gary R. ;
|
|
General education -- Evaluation ; Test validity ; Test reliability ; ACT Assessment ; Outcome assessment (Education) ; Test scoring ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508266074&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508266074&lang=es |
| rihe |
program learning outcomes |
9 |
894 |
Research in Higher Education |
03610365 |
Mar2006 |
47 |
10.1007/s11162-005-8884-4 |
149 |
175 |
27 |
First Things First: Developing Academic Competence in the First Year of College*. |
Reason, Robert ; Terenzini, Patrick ; Domingo, Robert ;
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Center for the Study of Higher Education, Pennsylvania State University, University Park USA ; Pennsylvania State University, USA ;
|
COLLEGE student development programs ; COLLEGE students ; EDUCATION & state ; PERSONALITY development ; EDUCATIONAL surveys ; COGNITIVE ability ; EDUCATIONAL evaluation ; SAN Francisco (Calif.) ; CALIFORNIA ; Administration of Education Programs ; Other local, municipal and regional public administration ; Other provincial and territorial public administration ;
|
Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19933228&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=19933228&lang=es |
| rihe |
program learning outcomes |
10 |
895 |
Research in Higher Education |
03610365 |
4/ 1/1989 |
30 |
10.1007/BF00992603 |
245 |
260 |
16 |
Generalizability of the differential coursework methodology: relationships between self-reported coursework and performance on the ACT-COMP exam. |
Pike, Gary R. ; Phillippi, Raymond H. ;
|
|
Academic achievement -- Universities & colleges ; General education -- Evaluation ; Self-evaluation ; ACT Assessment ; Outcome assessment (Education) ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508324280&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508324280&lang=es |
| rihe |
program learning outcomes |
11 |
896 |
Research in Higher Education |
03610365 |
Feb2002 |
43 |
|
115 |
132 |
18 |
INFLUENCES OF INSTITUTIONAL EXPENDITURE PATTERNS ON THE DEVELOPMENT OF STUDENTS' LEADERSHIP COMPETENCIES. |
Smart, John C. ; Ethington, Corinna A. ; Riggs, Robert O. ; Thompson, Michael D. ;
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Counseling, Educational Psychology, and Research, College of Education, Ball Hall, The University of Memphis, Memphis, TN 38152-3570; ; Educational Psychology, and Research, The University of Memphis ; Center for the Study of Higher Education, The University of Memphis ; Office of Institutional Research, Wooster College ;
|
Universities & colleges -- Finance ; Educational leadership ; Colleges, Universities, and Professional Schools ;
|
The central purpose of this study was to examine the relationship between the expenditure patterns of over 300 colleges and universities and changes in students' perceptions of their leadership abilities over a 4-year period. Our findings, unlike those of most earlier studies, suggest that institutional expenditure patterns do have a statistically significant, albeit modest, influence on the growth of students' leadership abilities. These atypical findings, in the context of prior studies, may be due to conceptual and methodological attributes of this study that sought to alleviate the deficiencies in previous research noted by Wenglinsky, namely, the use of path analytic procedures to examine the indirect and direct effects of institutional expenditure patterns and distinguishing among different types of expenditure categories. The implications of these findings for those who study the effects of college on students and those responsible for promoting student learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7475940&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=7475940&lang=es |
| rihe |
program learning outcomes |
12 |
897 |
Research in Higher Education |
03610365 |
Dec2010 |
51 |
10.1007/s11162-010-9176-1 |
750 |
766 |
17 |
Initial Evidence on the Influence of College Student Engagement on Early Career Earnings. |
Hu, Shouping ; Wolniak, Gregory ;
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Department of Educational Leadership and Policy Studies, College of Education, Florida State University, 1210H Stone Building Tallahassee USA ; NORC at the University of Chicago, 55 East Monroe Street, 30th Floor Chicago 60603 USA ;
|
COLLEGE graduates ; COLLEGE students ; VOCATIONAL guidance ; INCOME ; LABOR market ; Vocational Rehabilitation Services ;
|
Using data from three waves of longitudinal surveys of the 2001 freshman cohort of the Gates Millennium Scholars (GMS) program, this study examined linkages between student engagement in college activities and early career earnings in the labor market. The results indicated that social engagement was positively related to early career earnings of college graduates while academic engagement was not. When considering students who majored in STEM fields versus those in non-STEM fields, results showed academic engagement to be positively related to early career earnings for non-STEM students but slightly negatively related to earnings in the labor market for STEM students. Social engagement was positive for graduates in the STEM fields but not significant for non-STEM students. Altogether, results show a complex relationship between student engagement and early career earnings. Implications for research and institutional policy are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54599950&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=54599950&lang=es |
| rihe |
program learning outcomes |
13 |
898 |
Research in Higher Education |
03610365 |
Dec2003 |
44 |
|
615 |
639 |
25 |
Job Competencies and the Curriculum: An Inquiry into Emotional Intelligence in Graduate Professional Education. |
Jaeger, Audrey J. ;
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North Carolina State University, Raleigh, NC. ;
|
Emotional intelligence ; Professional education ; Graduate students ; Curriculum planning ; Outcome-based education ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
|
Empirical research has produced evidence suggesting that the ability to assess, regulate, and utilize emotions (i.e., emotional intelligence) is important to the performance of workers. Yet, few graduate professional program curriculums adequately address the emotional and interpersonal skills that prospective employers want most in their employees and that employees find most useful in their work. The results from this study showed that the potential for enhanced emotional capabilities could be improved in the traditional graduate classroom. Furthermore, findings revealed a strong relationship between emotional intelligence and academic performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=11092905&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=11092905&lang=es |
| rihe |
program learning outcomes |
14 |
899 |
Research in Higher Education |
03610365 |
October 1990 |
31 |
10.1007/BF00992711 |
425 |
441 |
17 |
Joint factor analysis of the College student experiences questionnaire and the ACT COMP objective exam. |
Davis, Todd M. ; Murrell, Patricia H. ;
|
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ACT Assessment ; Outcome assessment (Education) ; College Student Experiences Questionnaire ; Principal components analysis ; Correlation (Statistics) ; Social science methodology ; Test validity ; Psychological tests ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508411774&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508411774&lang=es |
| rihe |
program learning outcomes |
15 |
900 |
Research in Higher Education |
03610365 |
Sep2011 |
52 |
10.1007/s11162-010-9210-3 |
572 |
588 |
17 |
Measuring the Diversity Inclusivity of College Courses. |
Nelson Laird, Thomas ;
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Indiana University, 1900 East Tenth Street, Eigenmann Hall, Suite 419 Bloomington 47406-7512 USA ;
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EMPIRICAL research ; DIVERSITY in education ; INCLUSIVE education ; CURRICULA (Courses of study) ; MULTICULTURAL education ;
|
Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes. Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity, as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses taught in the soft fields are more likely to be inclusive of diversity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=63042514&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=63042514&lang=es |
| rihe |
program learning outcomes |
16 |
901 |
Research in Higher Education |
03610365 |
May2017 |
58 |
10.1007/s11162-016-9424-0 |
270 |
294 |
25 |
Postsecondary Student Persistence and Pathways: Evidence From the YITS-A in Canada. |
Childs, Stephen ; Finnie, Ross ; Martinello, Felice ;
|
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Postsecondary education ; Community college students ; Graduation (Education) ; Academic programs ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Multinomial distribution ;
|
The Youth in Transition Survey is used to follow the postsecondary education (PSE) pathways and outcomes of Canadian youth over the mid 2000s. Students starting at community colleges and four year universities are analyzed separately. First program outcomes are reported, showing the proportions of students who leave their first programs but remain in PSE by switching/transferring to other programs, institutions, or levels. Multinomial regression estimates correlates of students' first program switching and leaving decisions. Five year graduation rates are calculated to show the importance of different pathways (across programs, institutions, and levels) to earning a PSE credential; in the aggregate and for subgroups of students. Transfers constitute important but not terribly large pathways for Canadian students to adjust their PSE and obtain PSE credentials. We calculate the resulting extent to which institution specific measures of persistence, PSE leaving, and graduation rates misstate the rates experienced by students. Compared to American students, university and community college starters in Canada have higher persistence and graduation rates and lower transfer rates across institutions. For community college starters, much of the difference is due to the relative lack of well defined pathways from community colleges to universities in Canada. We find that students with more family resources are better able to transfer across programs or institutions in order to obtain a PSE credential. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122082759&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=122082759&lang=es |
| rihe |
program learning outcomes |
17 |
902 |
Research in Higher Education |
03610365 |
Apr97 |
38 |
|
241 |
264 |
24 |
Quality Assessment of Professional Degree Programs. |
Delaney, Anne Marie ;
|
Director of Institutional Research, Babson College, Academic Affairs Division, Horn Library 313, Babson Park, MA 02157-0310 ;
|
Continuing education centers ; United States ; All other schools and instruction ;
|
Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9707211836&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9707211836&lang=es |
| rihe |
program learning outcomes |
18 |
903 |
Research in Higher Education |
03610365 |
Nov2009 |
50 |
10.1007/s11162-009-9137-8 |
649 |
669 |
21 |
Sense of Belonging and Persistence in White and African American First-Year Students. |
Hausmann, Leslie ; Ye, Feifei ; Schofield, Janet ; Woods, Rochelle ;
|
Center for Health Equity Research and Promotion, VA Pittsburgh Healthcare System, 7180 Highland Drive (151C-H) Pittsburgh 15206 USA ; Department of Psychology in Education, University of Pittsburgh, Pittsburgh USA ; Department of Psychology and Learning Research and Development Center, University of Pittsburgh, Pittsburgh USA ; Office of Academic Multicultural Initiatives, University of Michigan, Ann Arbor USA ;
|
AFRICAN American college students ; PSYCHOLOGY ; PERSISTENCE (Personality trait) ; INTENTION ; SOCIAL integration ; OUTCOME assessment (Education) ; SOCIAL psychology -- Research ; COLLEGE students -- Psychology ;
|
The authors argue for the inclusion of students’ subjective sense of belonging in an integrated model of student persistence (Cabrera et al., J Higher Educ 64:123–139, 1993). The effects of sense of belonging and a simple intervention designed to increase sense of belonging are tested in the context of this model. The intervention increased sense of belonging for white students, but not for African American students. However, sense of belonging had direct effects on institutional commitment and indirect effects on intentions to persist and actual persistence behavior for both white and African American students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=43567120&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=43567120&lang=es |
| rihe |
program learning outcomes |
19 |
904 |
Research in Higher Education |
03610365 |
Aug97 |
38 |
|
435 |
454 |
20 |
The Development of Process Indicators to Estimate Student Gains Associated with Good Practices in Undergraduate Education. |
Kuh, George D. ; Pace, C. Robert ; Vesper, Nick ;
|
Higher Education Program, School of Education, #4228, Indiana University, Bloomington, IN 47405-1006 ;
|
EDUCATIONAL tests & measurements ;
|
The purpose of this paper is twofold. First, the development of psychometrically sound process indicators of student performance is described. Second, the results are reported of a test of the utility of these indicators with six samples of men and women students (n = 911 in each group) from 19 baccalaureate, 27 master's, and 29 doctoral-granting institutions. Process indicators represent behaviors associated with desired outcomes of college and estimate the extent to which students are engaged in these activities. Selected items from the College Student Experiences Questionnaire were used to create measures of three good educational practices: faculty-student contact, cooperation among students, and active learning. Active learning and cooperation among students in that order were the best predictors of gains for both women and men at all three types of institutions. Student background characteristics had only trivial influences on educational gains. Implications are discussed for institutional policy and further research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9710091941&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9710091941&lang=es |
| rihe |
program learning outcomes |
20 |
905 |
Research in Higher Education |
03610365 |
Oct2003 |
44 |
|
495 |
518 |
24 |
Will Teachers Receive Higher Student Evaluations by Giving Higher Grades and Less Course Work? |
Centra, John A. ;
|
John A. Centra, 7811 Clearwater Circle, Manlius, NY 13104. ;
|
STUDENT evaluation of teachers ; GRADING & marking (Students) ; COLLEGE teachers ; CURRICULA (Courses of study) ;
|
This study investigated whether mean expected grades and the level of difficult/workload in courses, as reported by students, unduly influence student ratings instruction. Over 50,000 college courses whose teachers used the Student Instructional Report II were analyzed. In addition to the two primary independent variables, the regression analyses included 8 subject area groupings and controlled for such factors as class size, teaching method, and student perceived learning outcomes in the course. Learning outcomes had a large positive effect on student evaluations of instructions, as it should. After controlling for learning outcomes, expected grades generally did not affect student evaluations. In fact, contrary to what some faculty think, courses in natural sciences with expected grades of A were rated lower, not higher. Courses were rated lower when they were rated as either difficult or too elementary. Courses rated at the “just right” level received the highest evaluations. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=10691989&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=10691989&lang=es |
| rihe |
soft skills |
1 |
906 |
Higher Education Research & Development |
07294360 |
Sep2014 |
33 |
10.1080/07294360.2014.890574 |
1007 |
1019 |
13 |
The entrepreneurial subjectivity of successful researchers. |
Sinclair, Jennifer ; Cuthbert, Denise ; Barnacle, Robyn ;
|
School of Graduate Research, RMIT University, Melbourne, Australia ;
|
Scholars ; Career development ; Doctoral degree ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Subjectivity ; Surveys ;
|
This article begins the work of examining what kind of doctoral experiences positively influence researcher development, and what other attributes may contribute to a successful research career. It reports preliminary findings from the analysis of survey responses by a sample of successful mid-career researchers. Positive doctoral experiences and the early establishment of research activity are found to be important to researcher development. Successful researchers were also found to be able to acknowledge the importance of their ‘soft skills’, and to have flexible, responsive and adaptive dispositions. We term this disposition ‘an entrepreneurial subjectivity’ and argue that it is an important and under-examined characteristic of the successful researcher. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98604935&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98604935&lang=es |
| rohe |
competence based approach |
1 |
907 |
Review of Higher Education |
01625748 |
Winter2010 |
33 |
|
141 |
175 |
35 |
Circumscribed Agency: The Relevance of Standardized College Entrance Exams for Low SES High School Students. |
Deil-Amen, Regina. ; Tevis, Tenisha LaShawn. ;
|
|
College entrance examinations ; Low-income high school students ; Outcome-based education ; Transfer of students ; College choice ; Colleges, Universities, and Professional Schools ; Relevance logic ; Black high school students ; Hispanic American high school students ; Self-efficacy ;
|
Abstract:The authors interviewed Black and Latino students from five high-poverty high schools as they attempted to make the transition into college. Their ability to exert individual agency with regard to their entrance exams and their college transition was circumscribed by the messages and behavioral norms that dominated their low-performing high school context. Students preserved their sense of academic competence, yet they drastically misestimated the relevance of their scores while remaining uninformed about their level of college readiness or how to improve it. The framework for analysis comes from three theories: college choice process, cultural capital, and self-efficacy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=45638051&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=45638051&lang=es |
| rohe |
competence based approach |
2 |
908 |
Review of Higher Education & Self-Learning |
19409494 |
Sep2011 |
3 |
|
35 |
44 |
10 |
COMMUNITY-BASED LEARNING AND THE INTERNATIONAL STUDENT. |
Fontaine, Sherry J. ; Todd, Andrea ;
|
Virginia Polytechnic Institute and State University, USA ;
|
Cross-cultural communication ; Experiential learning ; Service learning -- Research ; Volunteer service ; Cultural competence ;
|
Community-based learning is a widely accepted means of enriching a student's educational experience. For university students, community-based learning experiences serve to deepen the relevancy of classroom learning, contribute to a better understanding of social responsibility, and advance the applicability as well as societal benefits of higher education. The campus environment does allow for interactions, particularly with other students, but not necessarily with a broad section of the community that could provide authentic opportunities for interactions enhancing cross-cultural communications and intercultural competence. While the benefits of community-based learning for the general population of students are recognized, community-based learning for sub-sectors of the student population has its own unique set of benefits. This paper examines the role of community-based learning in enriching the educational experience for international students and provides an overview and discussion of how community-based learning, founded on the philosophy of experiential learning, enhances formal classroom and typical campus-based experiences. Encompassing service learning and volunteerism, community-based learning offers international students at US-based institutions a unique and valuable perspective on domestic social, economic, and political issues. Additionally, community-based learning provides a rich resource for international students to broaden their interactions with individuals outside of the classroom and across all sectors of US society. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66136259&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66136259&lang=es |
| rohe |
competence based approach |
3 |
909 |
Review of Higher Education |
01625748 |
Spring2007 |
30 |
|
271 |
299 |
29 |
Developing Social and Personal Competence in the First Year of College. |
Robert Dean. Reason ; Patrick T. Terenzi ; Robert J. Domingo ;
|
|
COLLEGE students -- Research ; UNIVERSITIES & colleges -- Faculty ; SOCIAL skills -- Research ; PSYCHOSOCIAL factors ; PERFORMANCE ; MATURATION (Psychology) ; HIGHER education -- Research ; Colleges, Universities, and Professional Schools ;
|
The available research on first-year college outcomes remains highly segmented (Pascarella & Terenzini, 2005) and surprisingly incomplete (Upcraft et al., 2005), particularly as it relates to psychosocial outcomes like social and personal competence. This study, based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students' development of social and personal competence in their first year of college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24512320&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24512320&lang=es |
| rohe |
competence based approach |
4 |
910 |
Review of Higher Education & Self-Learning |
19409494 |
Fall2012 |
5 |
|
51 |
61 |
11 |
SPORT EVENT SERVICE LEARNING DESIGN: PERCEIVED VALUES AND STUDENT CHARACTERISTICS. |
Keshock, Christopher M. ; Pugh, Steve F. ; Heitman, Robert J. ; Forester, Brooke ; Bradford, Shelley H. ;
|
University of South Alabama, USA ;
|
Service learning ; Critical thinking ; College students ; Sports stadiums and other presenters with facilities ; Promoters of Performing Arts, Sports, and Similar Events with Facilities ; Sports events ; Physical education -- United States ;
|
Increasingly, school systems are incorporating service learning in their curriculum as part of graduation requirements, course activities, and options for independent studies. Attempts to utilize the service learning teaching methodology requires instructors to walk students through various pedagogical issues and theories germane with course content, have them experience these constructs in real world settings, and subsequently reflect upon their active involvement (Miller & Nendel, 2011). The involvement reflection component provides instructors with the necessary feedback to more thoroughly understand how service learning affects students and more importantly the types of students who respond positively to these out of classroom experiences. Therefore, the purpose of this study was to investigate college student perceptions regarding community event service learning experiences. Specifically, efforts were made to determine whether students (n=235) pursuing degrees in sport management, recreation administration, and physical education who worked sporting events valued certain benefits of the experience differently. Survey questions designed to measure aspects of service learning - 1. Personal Competence/Self-reflection; 2. Interpersonal Relations; and 3. Program Enhancement - were tested and three separate univariate analysis of variance procedures were conducted for each subscale using the .05 alpha level for significance. Upon significance, Post hoc analyses were conducted using Fisher's LSD test. Analysis of Variance results for the three service learning components showed significant Academic Year by Gender interaction. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94256099&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94256099&lang=es |
| rohe |
competence based approach |
5 |
911 |
Review of Higher Education & Self-Learning |
19409494 |
Dec2010 |
3 |
|
82 |
90 |
9 |
THE APPLICATION OF CORPORA IN EFL WRITING COURSE IN CHINA. |
Yinqing Qiu ; Gang Liu ; Jianjun Yin ;
|
Shanghai International Studies University, China ; Nantong Shipping College, China ; Jackson State University, USA ;
|
English language education (Higher) ; Interlanguage (Language learning) ; Limited English-proficient students ; Curricula (Courses of study) ; Bilingual education ; Outcome-based education ; China ; Corpora (Linguistics) ;
|
The development of corpus study offers a brand-new perspective to "English as a Foreign Language" (EFL) teaching and learning. Up until now, corpus-based studies focus mainly on the contrastive study between native language and interlanguage, or the error analysis of the interlanguage, but the application of corpus in EFL writing course is rarely covered. This essay intends to do some initial probing into the ways of incorporating corpora into the EFL writing course, based on the current problems of EFL writing courses in Chinese foreign language curricula in China. |
Academic Journal |
Essay |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=63480019&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=63480019&lang=es |
| rohe |
competence |
1 |
912 |
Higher Education Review |
00181609 |
Autumn2010 |
43 |
|
70 |
77 |
8 |
An in-class silent postgraduate Chinese student: a journey of learning. |
Ping Wang ;
|
|
Chinese students in foreign countries ; Student attitudes ; Great Britain ; Education -- China ; Language & culture ;
|
The article presents the author's insights on silent Chinese learners based on his experience as a postgraduate student at a university in Great Britain. He argues that silent in-class behavior among Chinese students are hindrances to promote good learning practice. He also cites several aspects regarding the problem of silent Chinese students including deficiency of language competence, lack of basic understanding of the educational context, culture and knowledge base in Great Britain. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55236406&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55236406&lang=es |
| rohe |
competence |
2 |
913 |
Review of Higher Education |
01625748 |
Fall2003 |
27 |
|
17 |
43 |
27 |
Believing Is Seeing: The Influence of Beliefs and Expectations on Posttenure Review in One State System. |
Kerry Ann O'Meara ;
|
|
PERFORMANCE ; RETIREMENT ; SELF-efficacy ; PERSONNEL management ; Administration of Human Resource Programs (except Education, Public Health, and Veterans' Affairs Programs) ; Human Resources Consulting Services ;
|
This study examines the influence of beliefs and expectations on the first year implementation of posttenure review in one state system. The findings indicate that beliefs and expectations concerning posttenure review's origins, purposes, and usefulness, strongly influenced participants' experience of the process, as well as posttenure review's impact on professional development, performance, and retirement decisions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=11053750&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=11053750&lang=es |
| rohe |
competence |
3 |
914 |
Review of Higher Education |
01625748 |
Winter2010 |
33 |
|
141 |
175 |
35 |
Circumscribed Agency: The Relevance of Standardized College Entrance Exams for Low SES High School Students. |
Deil-Amen, Regina. ; Tevis, Tenisha LaShawn. ;
|
|
COLLEGE entrance examinations ; RELEVANCE logic ; LOW-income high school students ; BLACK high school students ; HISPANIC American high school students ; OUTCOME-based education ; TRANSFER of students ; SELF-efficacy ; COLLEGE choice ; Colleges, Universities, and Professional Schools ;
|
Abstract:The authors interviewed Black and Latino students from five high-poverty high schools as they attempted to make the transition into college. Their ability to exert individual agency with regard to their entrance exams and their college transition was circumscribed by the messages and behavioral norms that dominated their low-performing high school context. Students preserved their sense of academic competence, yet they drastically misestimated the relevance of their scores while remaining uninformed about their level of college readiness or how to improve it. The framework for analysis comes from three theories: college choice process, cultural capital, and self-efficacy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45638051&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=45638051&lang=es |
| rohe |
competence |
4 |
915 |
Review of Higher Education & Self-Learning |
19409494 |
Sep2011 |
3 |
|
35 |
44 |
10 |
COMMUNITY-BASED LEARNING AND THE INTERNATIONAL STUDENT. |
Fontaine, Sherry J. ; Todd, Andrea ;
|
Virginia Polytechnic Institute and State University, USA ;
|
Cross-cultural communication ; Experiential learning ; Service learning -- Research ; Volunteer service ; Cultural competence ;
|
Community-based learning is a widely accepted means of enriching a student's educational experience. For university students, community-based learning experiences serve to deepen the relevancy of classroom learning, contribute to a better understanding of social responsibility, and advance the applicability as well as societal benefits of higher education. The campus environment does allow for interactions, particularly with other students, but not necessarily with a broad section of the community that could provide authentic opportunities for interactions enhancing cross-cultural communications and intercultural competence. While the benefits of community-based learning for the general population of students are recognized, community-based learning for sub-sectors of the student population has its own unique set of benefits. This paper examines the role of community-based learning in enriching the educational experience for international students and provides an overview and discussion of how community-based learning, founded on the philosophy of experiential learning, enhances formal classroom and typical campus-based experiences. Encompassing service learning and volunteerism, community-based learning offers international students at US-based institutions a unique and valuable perspective on domestic social, economic, and political issues. Additionally, community-based learning provides a rich resource for international students to broaden their interactions with individuals outside of the classroom and across all sectors of US society. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66136259&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66136259&lang=es |
| rohe |
competence |
5 |
916 |
Review of Higher Education |
01625748 |
Spring2007 |
30 |
|
271 |
299 |
29 |
Developing Social and Personal Competence in the First Year of College. |
Robert Dean. Reason ; Patrick T. Terenzi ; Robert J. Domingo ;
|
|
COLLEGE students -- Research ; UNIVERSITIES & colleges -- Faculty ; SOCIAL skills -- Research ; PSYCHOSOCIAL factors ; PERFORMANCE ; MATURATION (Psychology) ; HIGHER education -- Research ; Colleges, Universities, and Professional Schools ;
|
The available research on first-year college outcomes remains highly segmented (Pascarella & Terenzini, 2005) and surprisingly incomplete (Upcraft et al., 2005), particularly as it relates to psychosocial outcomes like social and personal competence. This study, based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students' development of social and personal competence in their first year of college. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24512320&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24512320&lang=es |
| rohe |
competence |
6 |
917 |
Review of Higher Education & Self-Learning |
19409494 |
Summer2012 |
5 |
|
108 |
123 |
16 |
FACTORS OF CROSS NATIONAL INTERACTION AS PREDICTORS OF INTERCULTURAL COMPETENCE: AN EXPLORATORY STUDY. |
Sonia Kohnova ;
|
St. Theresa International College, Thailand ;
|
Language & languages -- Ability ; Undergraduates ; Data analysis ; Cultural competence ; Social interaction ;
|
This study specifically explores the influencing factors of Cross National Interaction (CNI) that predict Intercultural competence (ICC) at the level of the individual undergraduate domestic student in university setting. The focus is on intercultural interaction between domestic and international students in Thailand. A survey questionnaire was adapted from Byram (2000) and Fantini (2006) and used to measure the ICC level of 346 domestic students in terms of their knowledge, skills, awareness, attitudes and language proficiency. The study determined frequency of social interaction with regard to its context, classroom interaction, friendship pattern and included previous intercultural experience of domestic students. Using descriptive method, data was gathered and analyzed quantitatively. It was found that level of ICC is moderate with lower scores in Knowledge and higher in Language Proficiency. Over 80% of students engage in social interaction mostly in formal context. Data analysis showed the significance of four variables in the model of Intercultural Competence, namely Frequency of Social Interaction, Context of Interaction, Classroom Interaction and Previous Experience, but only two of them - Frequency of Social Interaction and Previous Experience were identified as predictors of ICC accounting for 14.9% of the variation in Intercultural Competency model used. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94247794&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94247794&lang=es |
| rohe |
competence |
7 |
918 |
Higher Education Review |
00181609 |
Summer2005 |
37 |
|
66 |
69 |
4 |
Peer Review. |
Alper, Paul ;
|
|
Peer review (Professional performance) ; Teachers ; Performance ; Conflict of interests ; United States ;
|
Discusses issues concerning peer review in the United States. Tendency that negative comments might arise that will produce litigation; Conflicts of interest; Attrition which translates to apathy and disinclination to participate. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17522208&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17522208&lang=es |
| rohe |
competence |
8 |
919 |
Review of Higher Education & Self-Learning |
19409494 |
Jun2011 |
3 |
|
75 |
83 |
9 |
PERCEPTIONS: HOW DO THEY INFLUENCE THE ACADEMIC SUCCESS OF AFRICAN AMERICAN MALES? |
Kincaid, Evornia ; Yin, Jianjun ;
|
Jackson State University, USA ;
|
African American students ; Perception ; Educational planning ; School environment ; Success ; Performance in children ;
|
A phenomenological inquiry designed to capture the perceptions of the educational experience of 30 African American male students. The question addressed was: What factors contribute to or detract from the academic success of African American males? |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66136253&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=66136253&lang=es |
| rohe |
competence |
9 |
920 |
Higher Education Review |
00181609 |
Summer2013 |
45 |
|
36 |
55 |
20 |
Rocking the foundations: the struggle for effective Indigenous Studies in Australian higher education. |
Aberdeen, Lucinda ; Carter, Jennifer ; Grogan, Justine ; Hollinsworth, David ;
|
Lecturer in Indigenous Studies, School of Social Sciences, Faculty of Arts and Business, University of the Sunshine Coast, Maroochydore DC, Q, 4558, Australia ; Associate Professor and Geography Discipline Leader, School of Social Sciences, Faculty of Arts and Business, University of the Sunshine Coast, Maroochydore DC, Q, 4558, Australia ; Indigenous Research Assistant, School of Social Sciences, Faculty of Arts and Business, University of the Sunshine Coast, Maroochydore DC, Q, 4558, Australia ; Adjunct Professor in Indigenous Studies, School of Social Sciences, Faculty of Arts and Business, University of the Sunshine Coast, Maroochydore DC, Q, 4558, Australia ;
|
College student attitudes ; Higher education ; Introductory courses (Education) -- Research ; Indigenous peoples -- Australia -- Study & teaching ; Cultural competence -- Research ; Education & state -- Australia -- Research ; Attitude change (Psychology) -- Research ; Institutional racism ;
|
Foundation courses that provide knowledge and understanding about the social, cultural and historical factors shaping Indigenous Australians' lives since colonial settlement and their effects are endorsed in Australian higher education policy. Literature highlights the complexity of changing student views and the need for sustained, comprehensive approaches to teaching foundation content. This paper analyses one such course in its capacity to increase knowledge and understanding, and promote positive attitudes, particularly amongst non-Indigenous students. It finds significant shifts in views and knowledge gained from studying the foundation course, and a change in commitment to social justice and reconciliation for Indigenous Australians. Students also significantly changed their view as to whether all Australians should understand this material. Despite these gains, our experiences indicate that foundational courses can be eroded through institutional processes. We argue this suggests the persistence of pervasive and subtle institutional racisms, in the context of global commodification of higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110012016&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110012016&lang=es |
| rohe |
competence |
10 |
921 |
Review of Higher Education & Self-Learning |
19409494 |
Fall2012 |
5 |
|
51 |
61 |
11 |
SPORT EVENT SERVICE LEARNING DESIGN: PERCEIVED VALUES AND STUDENT CHARACTERISTICS. |
Keshock, Christopher M. ; Pugh, Steve F. ; Heitman, Robert J. ; Forester, Brooke ; Bradford, Shelley H. ;
|
University of South Alabama, USA ;
|
Service learning ; Critical thinking ; College students ; Sports stadiums and other presenters with facilities ; Promoters of Performing Arts, Sports, and Similar Events with Facilities ; Sports events ; Physical education -- United States ;
|
Increasingly, school systems are incorporating service learning in their curriculum as part of graduation requirements, course activities, and options for independent studies. Attempts to utilize the service learning teaching methodology requires instructors to walk students through various pedagogical issues and theories germane with course content, have them experience these constructs in real world settings, and subsequently reflect upon their active involvement (Miller & Nendel, 2011). The involvement reflection component provides instructors with the necessary feedback to more thoroughly understand how service learning affects students and more importantly the types of students who respond positively to these out of classroom experiences. Therefore, the purpose of this study was to investigate college student perceptions regarding community event service learning experiences. Specifically, efforts were made to determine whether students (n=235) pursuing degrees in sport management, recreation administration, and physical education who worked sporting events valued certain benefits of the experience differently. Survey questions designed to measure aspects of service learning - 1. Personal Competence/Self-reflection; 2. Interpersonal Relations; and 3. Program Enhancement - were tested and three separate univariate analysis of variance procedures were conducted for each subscale using the .05 alpha level for significance. Upon significance, Post hoc analyses were conducted using Fisher's LSD test. Analysis of Variance results for the three service learning components showed significant Academic Year by Gender interaction. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94256099&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94256099&lang=es |
| rohe |
competence |
11 |
922 |
Review of Higher Education & Self-Learning |
19409494 |
2014 |
7 |
|
32 |
42 |
11 |
STUDENTS' PERSPECTIVE ON TEACHERS' QUALITIES. |
Saab, Raquel A. ;
|
|
Psychology of students ; Teacher effectiveness ; Educational quality ; Learning ; Classroom management ; Personality & intelligence ;
|
This qualitative study explores the perspective of students on teachers' instructional qualities that facilitate learning, with the intention of utilizing the findings as basis for improving the instructors' personal and professional qualities. Fifty highly performing students from the Hotel and Restaurant Management program participated in the study. After coding the responses, five themes emerged namely, competence in instructional processes, efficiency in classroom management, enabling personality, wholesome characteristics, and elegant physical attributes. The students claimed that such qualities help them develop their skills, assist them do their best, make them aspire to be knowledgeable, discipline them; enable them to share their personal and school related problems and inspire them to emulate their teachers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109210300&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109210300&lang=es |
| rohe |
competence |
12 |
923 |
Review of Higher Education & Self-Learning |
19409494 |
Dec2010 |
3 |
|
82 |
90 |
9 |
THE APPLICATION OF CORPORA IN EFL WRITING COURSE IN CHINA. |
Yinqing Qiu ; Gang Liu ; Jianjun Yin ;
|
Shanghai International Studies University, China ; Nantong Shipping College, China ; Jackson State University, USA ;
|
English language education (Higher) ; Interlanguage (Language learning) ; Limited English-proficient students ; Curricula (Courses of study) ; Bilingual education ; Outcome-based education ; China ; Corpora (Linguistics) ;
|
The development of corpus study offers a brand-new perspective to "English as a Foreign Language" (EFL) teaching and learning. Up until now, corpus-based studies focus mainly on the contrastive study between native language and interlanguage, or the error analysis of the interlanguage, but the application of corpus in EFL writing course is rarely covered. This essay intends to do some initial probing into the ways of incorporating corpora into the EFL writing course, based on the current problems of EFL writing courses in Chinese foreign language curricula in China. |
Academic Journal |
Essay |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=63480019&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=63480019&lang=es |
| rohe |
competence |
13 |
924 |
Review of Higher Education |
01625748 |
Spring2015 |
38 |
|
359 |
396 |
38 |
The Effect of Gender and Race Intersectionality on Student Learning Outcomes In Engineering. |
Hyun Kyoung Ro ; Loya, Karla I. ;
|
Carnegie Mellon University ; Pennsylvania State University ;
|
LEARNING ability ; RESEARCH ; ENGINEERING students -- Research ; RACE identity ; ACADEMIC ability ; EDUCABILITY ;
|
The article presents a study which examined the differences in learning outcomes of engineering students by gender, race/ethnicity, and the intersections of gender and race/ethnicity. Topics discussed include fundamental skills, design skills, and contextual competence of the engineering students, professional outcomes, and findings on women and men of color in engineering fields. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101536280&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101536280&lang=es |
| rohe |
competence |
14 |
925 |
Review of Higher Education |
01625748 |
Spring2013 |
36 |
10.1353/rhe.2013.0021 |
315 |
348 |
34 |
The Role of Emotional Competencies in Faculty-Doctoral Student Relationships. |
O'Meara, KerryAnn ; Knudsen, Katrina ; Jones, Jill ;
|
Associate Professor of Higher Education, University of Maryland ; International Student Advisor, University of Maryland ; University of Virginia ;
|
EMOTIONAL intelligence ; COLLEGE teacher-student relationships ; MENTORING in education ; SOCIAL integration ; UNIVERSITIES & colleges -- Faculty ; DOCTORAL students ; Colleges, Universities, and Professional Schools ;
|
The authors discuss the emotional competencies that are part of the advising and mentoring relationships of faculty and students. They look at how socialization and social integration theories helped illuminate how and why some doctoral students are integrated effectively into the daily work and social life and others are not. The theory of emotional intelligence and competencies is discussed as well as its applicability to faculty-student relationships. An overview of the emotional competence framework developed by the Consortium for Research on Emotional Intelligence in Organizations is given. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87965463&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87965463&lang=es |
| rohe |
program learning outcomes |
1 |
926 |
Review of Higher Education & Self-Learning |
19409494 |
2014 |
7 |
|
43 |
51 |
9 |
IMPLEMENTING EXPERIENTIAL LEARNING IN AN INTRODUCTORY FASHION MERCHANDISING COURSE. |
Cupit, Jamie ; Jones, Michelle ; Greer, Rebecca ;
|
Stephen F. Austin State University, USA ;
|
Experiential learning ; School field trips ; Learning ; Educational outcomes ; Classroom activities ; Professional education ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Fashion merchandising -- Study & teaching ;
|
The purpose of the study was to measure whether experiential learning activities, more specifically field trips, are meeting the fashion merchandising program learning outcomes and introductory course student learning outcomes. The researchers also wanted to investigate the benefits of experiential learning activities related to students' academic experience and individual personal and professional development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109210301&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109210301&lang=es |
| rohe |
soft skills |
1 |
927 |
Review of Higher Education & Self-Learning |
19409494 |
Summer2013 |
6 |
|
174 |
184 |
11 |
THE IMPERATIVE TO TEACH STUDENTS SOCIAL MEDIA SKILLS. |
Henry, Regina ; Venkatraman, Santosh ;
|
Tennessee State University, USA ;
|
Business communication ; Business education ; Academic achievement ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Social media -- Study & teaching ; Technological innovations ; Facebook (Web resource) ; Twitter (Web resource) ;
|
The 21st century learners entering the business world must know how to leverage technology to operate successfully in the business world. In most business education programs, soft skills such as communication are usually apart of the core curriculum. With the recent development of social media, many business programs have recognized it is essential to incorporate skill development in the area of social media in various courses such as Business Communications course; however, real-world applications of how to leverage social media requires further investigation. Business needs and teaching approaches to integrate social media into the learning processes was investigated in this research. For this research, the following social media tools will be investigated Facebook and Twitter. The research will provide practical instructional strategies to encourage meaningful learning activities for students. The focus will be on how to develop the curriculum purposefully to support student learning of real-world organizational use of social media. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94255954&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94255954&lang=es |
| sihe |
competence based approach |
1 |
928 |
Studies in Higher Education |
03075079 |
Nov2016 |
41 |
10.1080/03075079.2014.999317 |
1900 |
1917 |
18 |
Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. |
Lam, Ricky ;
|
Department of Education Studies, Hong Kong Baptist University, Kowloon Tong, Hong Kong ;
|
Assessment for learning (Teaching model) ; Portfolio assessment (Education) ; Outcome-based education ; Student certification ; Classroom management ; Writing ability testing ;
|
Assessment for learning has been extensively researched in the past two decades. However, its applications as a means of classroom-based assessment, especially for promoting teaching and learning of writing, have been underrepresented in English as a Foreign Language (EFL) portfolio settings. This paper aims to critically review the extent to which assessment as learning (AaL), used as an alternative to high-stakes assessment, can support writing instruction and student learning. Drawing upon the evidence from educational assessment and EFL writing, the paper argues that AaL, when advocated in classroom-based portfolios, can promote teacher competence in teaching writing, student motivation for learning, and text improvement. AaL hereby refers to students' ongoing development of cognitive and metacognitive capacity in self-evaluating their writing ability within a portfolio-based environment. Implications regarding how AaL can be successfully utilized to facilitate the development of students' language awareness, self-assessment skills, and self-reflection in EFL portfoliobased classrooms are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118867399&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118867399&lang=es |
| sihe |
competence based approach |
2 |
929 |
Studies in Higher Education |
03075079 |
Oct1980 |
5 |
|
187 |
196 |
10 |
Assessment of Practical Skills: the objective structured practical examination (OSPE). |
Harden, Ronald M. ; Cairncross, Robert G. ;
|
Professor of Medical Education, University of Dundee ; Lecturer in Medical Education, University of Dundee ;
|
Evaluation ; Examinations ; Performance ; Teachers ; Students ; Practical judgment ; Objectivity ; Sampling (Process) ;
|
The assessment of practical skills is often neglected. A contributing factor is the unsatisfactory nature of the assessment instruments commonly used. The objective structured practical examination (OSPE) is a practical, reliable and valid alternative. The main features of the OSPE are: (1) separate assessment of process and product through observation of performance and assessment of end result; (2) adequate sampling of skills and content to be tested; (3) an analytical approach to the assessment; (4) objectivity; (5) feedback to teacher and students. The OSPE approach merits consideration in any subject where practical skills should be assessed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18880463&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18880463&lang=es |
| sihe |
competence based approach |
3 |
930 |
Studies in Higher Education |
03075079 |
Jun1985 |
10 |
|
199 |
204 |
6 |
Barriers to the Acceptance of Problem-based Learning in Medical Schools. |
Thompson, David G. ; Williams, Reed G. ;
|
Wellcome Trust Senior Lecturer in Medicine, Medical Unit, London Hospital Medical College, London E1, England. ; Chairman, Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA. ;
|
Problem-based learning ; Medical education ; Critical thinking ; Medical schools ; Medical students ; Study skills ; Professional education ; Curricula (Courses of study) ; Problem solving ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Exam Preparation and Tutoring ;
|
Despite a steadily increasing recognition that most medical schools in both Britain and the USA now provide inappropriate educational methods for the future needs of their students, there has been little interest or activity in curricular development in most established schools. Most of the problems identified with medical education are neither new nor unique to medicine, and resemble those found in many post-graduate professional schools where academic educational and professional training roles conflict. Included among these mutual problems are curricular overload due to a steady increase in basic scientific knowledge, overemphasis on factual memorisation and recall at the expense of scientific reasoning skills and knowledge utilisation, and a failure to secure integration of basic scientific concepts into clinical practice. A promising solution to many of these criticisms has recently emerged in the form of problem-based learning. This method, designed to encourage learning in a functional context throughout the medical course, is based on small-group tutorials which focus on defined clinical problems. Problem-based learning has now been in continuous use at McMaster University, Canada for over a decade, and has been more recently adopted as the major educational method in several newly established schools throughout the world. To date, however, very few established schools have either considered or adopted the principles of the method. Several barriers to the acceptance of problem-based learning in these established schools seem to be identifiable and include institutional complacency resulting from long standing educational tradition, together with a lack of reward for teachers who develop academic competence in education at the expense of biological research and clinical care. Individual departments may also feel threatened by the method if the integrated learning which it promotes is perceived to reduce the need for independent department-based courses. Faced with such problems, the adoption of concepts such as problem-based learning seem doomed to fail unless both universities and professional regulatory bodies demonstrate their support, and exert influence upon the schools. Administrative strategies for facilitating such change could involve the establishment of academic reward for identifiable educational scholarship in staff, financial support for establishment of educational departments to stimulate and coordinate educational innovation, and a reorientation of the examination system from one in which factual recall predominates to one which more accurately assesses the desired skills, attitudes and knowledge of future doctors. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19645311&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19645311&lang=es |
| sihe |
competence based approach |
4 |
931 |
Studies in Higher Education |
03075079 |
Oct96 |
21 |
|
378 |
379 |
2 |
Book reviews. |
SAUNDERS, DANNY ;
|
|
IMPROVING Study Skills (Book) ;
|
Reviews the book `Improving Study Skills--a competence approach,' by Conrad Lashley. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9612245368&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9612245368&lang=es |
| sihe |
competence based approach |
5 |
932 |
Studies in Higher Education |
03075079 |
Dec2015 |
40 |
10.1080/03075079.2014.914905 |
1947 |
1961 |
15 |
Career guidance and student success in Dutch higher vocational education. |
te Wierik, Mark L.J. ; Beishuizen, Jos ; van Os, Willem ;
|
Windesheim University of Applied Sciences, Zwolle, the Netherlands ; Department of Research and Theory in Education, VU University, Amsterdam, the Netherlands ;
|
VOCATIONAL guidance ; ACADEMIC achievement ; VOCATIONAL education ; UNIVERSITIES & colleges ; BACHELOR'S degree ; HIGHER education ; SECONDARY education ; Elementary and Secondary Schools ; Vocational Rehabilitation Services ; NETHERLANDS ;
|
To enhance student success, a growing number of vocational education and training institutions in the Netherlands are nowadays implementing new career guidance practices in their competence-based approaches to learning. Based on individual-level data of undergraduate first-year full-time students from a Dutch university of applied sciences, this study investigated the influence of career guidance on first-year student success given other known influences such as prior academic performance, faculty and gender. First of all, students obtained more credits in the competence-based educational system in which they from 2006 are guided. Furthermore, students who completed their first year not only obtained more credits after career guidance was introduced in 2006, but at the same time scored substantially higher first-grade points in their first year of study compared to students who left during the first six months. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110082847&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110082847&lang=es |
| sihe |
competence based approach |
6 |
933 |
Studies in Higher Education |
03075079 |
Oct1985 |
10 |
|
277 |
287 |
11 |
Competence-based Education and Distance Learning: a tandem for professional continuing education? |
Dunn, W. R. ; Hamilton, D. D. ;
|
Department of Education, University of Glasgow. ;
|
Education ; Continuing education ; Distance education ; Professional education ; Delphi method ; Problem solving ; Higher education ; Professional and Management Development Training ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Pharmacies and Drug Stores ; Colleges, Universities, and Professional Schools ; Medicine ; Pharmacy ;
|
Competence-based education is seen as a valid methodology for determining the contents of a continuing education programme for any profession. At present there seem to be five main ways of so deciding the priorities in professional continuing education-the subject-centred approach, task analysis, the Delphi technique, the critical incident survey, and the behavioural event interview. These five are all discussed and critically examined, the arguments for and against each methodology being considered. This discussion draws on our practical experience in implementing these techniques in competence-based studies which we have undertaken in certain branches of medicine and in pharmacy. However, having determined the competencies needed by the profession, one is still left with the problem of how a continuing education programme based on these competencies can be organised and conducted. It's quite clear from the attendance figures at medical and pharmaceutical meetings that the present continuing education provision is attracting a very low percentage and the comments of those who do attend are often critical Our evidence indicates that one way ahead for all the professions is to make greater use of distance learning facilities, particularly those adopting an initial problem-solving approach. But much of the distance learning material available at present in the professions fails to acknowledge this and is little more than re-typed lecture notes or re-written text books. In other words, it is frequently dull Distance learning, if' it is to work in the context of professional continuing education, must meet the criteria which have proved successful with the medical and pharmaceutical professions. It must be convenient for professionals to use in terms of time and place; it must be relevant and should be oriented in terms of problems that professionals encounter, perhaps not often, but at least once every two years; it must be flexible enough to allow some adaptation to individual needs and interests; it should include an element of self-assessment which allows the individual to recognise what he doesn't know but needs to know and immediately points him in the direction of where that need can be met; it must not concentrate on mastery learning (the topics and skills which have to be mastered) at the expense of the areas of speculation, the so-called "grey areas" of practice which call for professional value judgements and decision-making skills; and it must be systematic in its coverage for today's provision is haphazard and opportunistic. it is against these criteria and this checklist that the distance learning provision in any profession should be measured. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19700359&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19700359&lang=es |
| sihe |
competence based approach |
7 |
934 |
Studies in Higher Education |
03075079 |
Oct1978 |
3 |
|
127 |
138 |
12 |
Constraints on the Historian |
Church, Clive ;
|
School of European Studies, University of Lancaster, Lonsdale College, Bailrigg, Lancaster, LA1 4YN. ;
|
EDUCATIONAL innovations ; EDUCATION, Higher ; PROBLEM solving ; EDUCATIONAL planning ; EDUCATIONAL sociology ; EDUCATION -- Experimental methods ; DECISION making ; EDUCATIONAL change ; ALTERNATIVE education ;
|
The article presents information on changes that should be made in the higher education system. Higher education has been accused of failing to respond to the needs of students and society. It is viewed that higher education should be replaced by an educational change which is based on problem solving, and on method, relevance, participation, initiative and practice. Such an educational change should be open to all, irrespective of their prior qualifications, and should be designed to produce the competence that an individual and society need. Steps necessary to implement such an educational change include proper planning at the levels of institutions, local authorities and central government, with plans and performance being subjected to external validation and assessment. Innovation usually describes not merely change in a value-free way, but progressive change. Thus innovation ideas depends on personal views of an individual. What is innovation for one group may be a dangerous tampering with educational standards for others. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=19749063&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=19749063&lang=es |
| sihe |
competence based approach |
8 |
935 |
Studies in Higher Education |
03075079 |
Jun99 |
24 |
|
211 |
224 |
14 |
Developing Professional Competence: lessons from the emergency room. |
Wilson, Valerie ; Pirrie, Anne ;
|
|
MEDICAL care -- Evaluation ; MEDICAL education ; ASSOCIATIONS, institutions, etc. ; MEDICAL personnel -- Training of ; Other Similar Organizations (except Business, Professional, Labor, and Political Organizations) ; Colleges, Universities, and Professional Schools ;
|
Presents information on a study funded by the Scottish Council for Postgraduate Medical and Dental Education (SCPMDE) that reassessed the nature and value of practice-based learning in the health profession and examined the role and status of work-based learning in the context of policy developments in the field of health care. Background of the study; Conclusions; Implications. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=1973917&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=1973917&lang=es |
| sihe |
competence based approach |
9 |
936 |
Studies in Higher Education |
03075079 |
Aug2013 |
38 |
10.1080/03075079.2011.603410 |
793 |
806 |
14 |
Developing professionalism in physiotherapy and dietetics students in professional entry courses. |
Grace, Sandra ; Trede, Franziska ;
|
School of Health and Human Sciences , Southern Cross University , PO Box 157, Lismore , NSW , 2480 , Australia ; The Education for Practice Institute, Charles Sturt University , Locked Bag 450, Silverwater , NSW , 2128 , Australia ;
|
PROFESSIONALISM ; STUDENTS ; DECISION making ; DIETETICS ; PHYSICAL therapy ;
|
In a context of education focused on skill mastery and graduate-level competence in preparation for professional practice, the notion of professionalism could be reduced to measurable and rules-based concepts, and the values, ethical decision making and professional autonomy that underpin it could be overlooked. Using a blend of hermeneutic phenomenology and discourse analysis, this article explores how professionalism is understood, talked about and experienced by lecturers and students in physiotherapy and dietetics courses at an Australian university. The findings of the study highlight the complex and evolving nature of professionalism. Understandings of professionalism appeared to be influenced by opportunities to think about and discuss values that inform them. Moreover, issues like cultural competence and environmental sustainability were not part of participants' understandings of professionalism, suggesting a need to rethink philosophical approaches and pedagogical strategies to develop a notion of professionalism that adequately prepares students for the demands of contemporary professional practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073248&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073248&lang=es |
| sihe |
competence based approach |
10 |
937 |
Studies in Higher Education |
03075079 |
Sep2009 |
34 |
10.1080/03075070802669207 |
677 |
697 |
21 |
Development of competencies and teaching-learning arrangements in higher education: findings from Germany. |
Schaeper, Hildegard ;
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Department of Higher Education Research, HIS Hochschul-Informations-System, Postfach 2920, 30029 Hannover, Germany ;
|
Outcome-based education ; Higher education ; Teaching ; Learning ; Germany ; Education -- Germany ;
|
The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in addition, the article tests the hypothesis that an activating learning environment enhances the acquisition of both disciplinary and key competencies. Data are used from a survey among higher education graduates from 2005. The results of linear regression analyses suggest that the new bachelor programmes provide better conditions for developing key competencies, and also indicate what the ingredients of a competence-oriented teaching approach might be. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43881099&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43881099&lang=es |
| sihe |
competence based approach |
11 |
938 |
Studies in Higher Education |
03075079 |
May2012 |
37 |
10.1080/03075079.2010.510183 |
291 |
308 |
18 |
Evaluating the use of criteria for assessing profession-specific communication skills in pharmacy. |
Hyvärinen, Marja-Leena ; Tanskanen, Paavo ; Katajavuori, Nina ; Isotalus, Pekka ;
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Department of Speech Communication and Voice Research, University of Tampere, Finland ; Faculty of Health Sciences, School of Pharmacy, University of Eastern Finland, Finland ; Faculty of Pharmacy, University of Helsinki, Finland ;
|
COMMUNICATIVE competence ; INTERPERSONAL communication ; PHARMACY ; COMMUNICATION in education ; REFLECTIVE learning ; COMMUNICATION -- Psychological aspects ; Pharmacies and Drug Stores ;
|
One central task in higher education is to provide students with interpersonal communication competence in their profession. To achieve this, specialised training, based on an understanding of disciplinary communication practices and appropriate assessment methods, is needed. However, there is a lack of reliable assessment instruments which are designed to assess profession-specific communication skills and to strengthen students’ reflective skills. This study evaluated the reliability and consistency of teacher evaluations based on developed criteria, and tested the suitability of the criteria as a tool for reflecting on one’s behaviour in pharmacy. The main findings suggest that professionally tailored criteria offer a reliable framework for assessing discipline-specific communication skills and for improving students’ learning. The approach and the methods used in this study could be applied in other disciplines as well, in order to promote the development of students’ communication skills and reflective action, and to improve profession-specific assessment practices. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74602793&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=74602793&lang=es |
| sihe |
competence based approach |
12 |
939 |
Studies in Higher Education |
03075079 |
May2011 |
36 |
10.1080/03075079.2010.523892 |
291 |
300 |
10 |
Evidence for the impact of assessment on mood and motivation in first-year students. |
Coutts, Rosanne ; Gilleard, Wendy ; Baglin, Robert ;
|
Exercise Science and Sport Management, Southern Cross University, Lismore, NSW 2480, Australia ;
|
Learning ; Outcome-based education ; Academic achievement -- Evaluation ; Intrinsic motivation ; College freshmen -- Psychology ; Mood (Psychology) ;
|
Learning, and particularly assessment practices, that encourages a self-determined approach enhances feelings of well-being and achievement motivation. Students (n = 137) in a common first-year unit were the participants for an evaluation of the impact of assessment. The Intrinsic Motivation Inventory and the Brunel Mood Scale were used to assess psychological reactions. A repeated measures comparison for each motivation and mood variable was conducted using mixed-model analysis. Changes in all moods were significant at week 7, when the greatest number of assessment items per student was due. For this particular week, negative moods also increased, along with a decrease in the positive mood of vigour. The intrinsic motivation variables of interest/enjoyment and perceived competence were significantly lower in week 7, with pressure/tension being significantly higher. For this group of students the demands of assessment have been shown to have a psychological impact. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=60294832&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=60294832&lang=es |
| sihe |
competence based approach |
13 |
940 |
Studies in Higher Education |
03075079 |
Oct2016 |
41 |
10.1080/03075079.2016.1221654 |
1754 |
1771 |
18 |
Expectations and integration of early career academics into the teaching career: empirical evidence from Ghana. |
Alabi, Goski ; Abdulai, Munkaila ;
|
Department of Marketing, University of Professional Studies, Accra, Ghana ; Department of Business Administration, University of Professional Studies, Accra, Ghana ;
|
EXPECTATION (Psychology) ; COLLEGE teachers ; SCHOLARS ; TEACHING ; GHANA ;
|
The preparation and induction of Early Career Academics (ECAs) in Ghana has been investigated using a qualitative study that employed an enumerative-ethnographic approach. The study combined reviews of policy documents, interviews of 50 Deans and Heads of Departments and surveys of ECAs in five purposively selected universities in Ghana to capture their experiences in their own environment. Observation of their interaction in class, while waiting to administer the survey, was to place the results in context. The study found the lack of a policy requirement for teaching competence prior to entering the academic field or institutional training before the commencement of teaching a fundamental flaw. Additionally, the study observed that the structures, systems and resources for integration of ECAs into universities in Ghana are not adequate. Even though some preparation exists, formalized structures and systems of preparation are inadequate. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710698&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710698&lang=es |
| sihe |
competence based approach |
14 |
941 |
Studies in Higher Education |
03075079 |
Sep94 |
19 |
|
327 |
339 |
13 |
Experiential learning, competence and critical practice in higher education. |
HYLAND, TERRY ;
|
|
OUTCOME-based education ; EVALUATION ; HIGHER education -- Evaluation ; GREAT Britain ; NATIONAL Council for Vocational Qualifications ;
|
Presents a critique of the National Council for Vocational Qualifications (NCVQ) model of the competence-based education in British higher education. Description of the NCVQ approach; Origins, development and growth of NCVQ; Learning and experience in higher education; Recommended changes on the NCVQ model and approach. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9411182657&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9411182657&lang=es |
| sihe |
competence based approach |
15 |
942 |
Studies in Higher Education |
03075079 |
Mar2013 |
38 |
10.1080/03075079.2011.576755 |
207 |
225 |
19 |
Facilitating novice researchers in project publishing during the doctoral years and beyond: a Hong Kong-based study. |
Kwan, Becky Siu Chu ;
|
Department of English, City University of Hong Kong, Hong Kong ;
|
SCHOLARLY publishing ; SUPERVISORS -- Training of ; DOCTOR of philosophy degree ; PROJECT management ; HONG Kong (China) ; CHINA ; Process, Physical Distribution, and Logistics Consulting Services ; Administrative Management and General Management Consulting Services ; Other management consulting services ; Book Publishers ;
|
This article examines the existing training that a group of supervisors in Hong Kong provide for their PhD students in helping them publish during their doctoral studies, and preparing them for the publishing demands in the early phase of their academic careers. The supervisors were interviewed about the types of training they provided for their students in handling project publishing. The types of training they described were examined in terms of five domains of competence: (1) in conceiving publishable projects, (2) in project/output management, (3) in research communication, (4) in handling reviewers' comments, and (5) in thesis-publication alignment/transfers. Findings reveal that training was heavily weighted towards research communication and mostly directed at manuscripts-in-progress. Advice on how to handle reviewers' comments was also reported in some of the interviews, making it the second most frequent type of coaching described. Pedagogical implications for the universities in the context under investigation will be discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85432553&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85432553&lang=es |
| sihe |
competence based approach |
16 |
943 |
Studies in Higher Education |
03075079 |
Nov2016 |
41 |
10.1080/03075079.2015.1004233 |
1958 |
1973 |
16 |
Identifying and formulating teachers' beliefs and motivational orientations for computer science teacher education. |
Bender, Elena ; Schaper, Niclas ; Caspersen, Michael E. ; Margaritis, Melanie ; Peter Hubwieser, Peter ;
|
Department of Social and Human Sciences, University of Paderborn, Paderborn, Germany ; Department of Computer Science, Aarhus University, Aarhus, Denmark ; Department of Computer Science, University of Paderborn, Paderborn, Germany ; TUM School of Education, Computer studies teaching, Technical University Munich, Munich, Germany ;
|
TEACHER education ; PROFESSIONAL practice ; TEACHERS -- Professional ethics ; MOTIVATIONAL interviewing ; COMPUTER science ; LEARNING ; Research and development in the physical, engineering and life sciences ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ;
|
How teachers are able to adapt to a changing environment is essentially dependent on their beliefs and motivational orientations. The development of these aspects in the context of professional competence takes place during teachers' educational phase and professional practice. The overall understanding of professional competence for teaching computer science follows the notion of empirical educational research including beliefs and motivational aspects. This article aims to investigate relevant domain-specific beliefs and motivational orientations for teaching computer science and their consideration in curricula for computer science teacher education. Therefore, results of an expert interview study based on the critical incident technique lead to appropriate descriptions for domain-relevant beliefs and motivational orientations. Results of a broad curriculum analysis indicate how those aspects are normatively considered in computer science university and school education in Germany. The data were analyzed by qualitative content analysis. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118867405&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118867405&lang=es |
| sihe |
competence based approach |
17 |
944 |
Studies in Higher Education |
03075079 |
Jun1985 |
10 |
|
187 |
197 |
11 |
Independent Study and Professional Education. |
McKenzie, Jim ; O'Reilly, Dave ; Stephenson, John ;
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School for Independent Study, North East London Polytechnic, Livingstone House, Livingstone Road, London E15 3LJ, England. ;
|
Professional education ; Curricula (Courses of study) ; Independent study ; Higher education ; Aims & objectives of education ; Job skills ; Curriculum evaluation ; Students ; Learning ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
|
While there is considerable debate concerning curriculum and qualifications in education for the professions, more account needs to be taken of evidence that professional competence may be related more to modes of study than to syllabus content. Though there may be pressures of innovation within disciplines which seem to legitimise heavier content loadings, the commitment to content-based courses can also be viewed, in Kuhnian terms, as covert instruction in the dominant paradigm of a discipline. Whatever the merits of this as a socialisation process into the profession, or as a means of protecting professional monopolies, it may entail passive modes of learning rather than development of competence to deal with change; to achieve, for example, the techne quality in engineering advocated by CNAA in the wake of Finniston. The strongest empirical evidence that course content is a poor indicator of professional competence comes from McLelland and his associates, through studies relating to over 50 categories of professional practice. Their studies highlight the importance of 'soft skill competences' in professionals assessed as superior performers by peers, managers and clients. Specific skills include: the cognitive abilities to organise and present complex information in a logical manner and to learn inductively from experience; the interpersonal skill of accurate empathy; and motivational skills involving pro-active performance and effective self-evaluation. While 'soft skill competences' may or may not be developed en passant in content-orientated courses, Independent Study courses at North East London Polytechnic are designed to have 'content in the service of process' (to use Klemp's phrase). As individuals and members of inter-dependent groups, the students devise their own programmes of study aimed at the achievement of self-set goals and the formation and solution of problems. Individual case studies demonstrate high levels of achievement on DipHE and BA/BSc (Hons) by Independent Study, amply justifying the growing enrolment of practising engineers, paramedical staff, teachers and administrators on the part-time Degree course. Experience of negotiating with professional bodies in engineering and teaching suggests that qualifications by Independent Study are unlikely to be accepted as evidence of professional qualification. There appears to be a disturbing mismatch in much professional education between professed educational aims and, actual pedagogic practise. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19645310&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19645310&lang=es |
| sihe |
competence based approach |
18 |
945 |
Studies in Higher Education |
03075079 |
Dec2011 |
36 |
10.1080/03075079.2010.487558 |
953 |
967 |
15 |
Investigating knowledge exchange and creation on a practice-based Master’s programme. |
Reeves, Jenny ;
|
Stirling Institute of Education, University of Stirling, UK ;
|
Higher education research ; Remedial teaching ; Tutors & tutoring ; Learning ; Teachers ; All other schools and instruction ; Exam Preparation and Tutoring ;
|
Continuing emphasis on lifelong learning arguably requires universities to move away from transmissive teaching to pedagogies centred on transforming practice. Whilst the professional learning of established teachers has attracted increased attention, describing processes that bring about changes in the teaching practice of experienced practitioners remains problematic. This article reports on an investigation of knowledge usage and creation on a practice-based postgraduate programme for experienced teachers that combined both schooling and developmental pedagogic strategies. It examines the programme’s operation by describing the activity of the tutors who performed it. The use of a materialist approach to surface the spatio-temporal effects of pedagogic activity showed how the programme provoked reflexivity and the creation of ‘new’ knowledge. This was an integral part of changes in practice across the various spaces the course created. The article argues that viewing pedagogic systems as complex relational practices offers a productive way of illuminating professional learning processes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67652198&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67652198&lang=es |
| sihe |
competence based approach |
19 |
946 |
Studies in Higher Education |
03075079 |
Jun2012 |
37 |
10.1080/03075079.2010.523144 |
449 |
467 |
19 |
Learning for now or later? Career competencies among students in higher vocational education in the Netherlands. |
Kuijpers, Marinka ; Meijers, Frans ;
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The Hague University, P.O. 19320, 2500, CH, The Hague, the Netherlands ;
|
Career development ; Universities & colleges ; College students ; Students' conduct of life ; Core competencies ; Vocational education ; Classroom environment ; Curricula (Courses of study) ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Colleges, Universities, and Professional Schools ;
|
This article focuses on the question: which aspects of a learning environment, aimed at fostering career learning, correspond with the development of career competencies among university students in the Netherlands? A questionnaire-based study was carried out among 4820 students and 371 career counsellors in 11 universities. Four career competencies were identified: career reflection (reflective behaviour), work exploration (exploring behaviour), career action (proactive behaviour) and networking (interactive behaviour). The results show that the existence of these competencies among students in higher vocational education correlates with a learning environment that is characterized by a practice-based and inquiry-based curriculum, which offers students the opportunity to engage in a career dialogue. The existence of a career dialogue, in which students can discuss the personal and societal relevance of the real-life problems they encounter, and the experiences they have, proves to be essential. Without a dialogue the learning potential of a practice- and inquiry-based curriculum is limited. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75179215&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75179215&lang=es |
| sihe |
competence based approach |
20 |
947 |
Studies in Higher Education |
03075079 |
Jun2010 |
35 |
10.1080/03075070903131214 |
433 |
444 |
12 |
Learning networks and the journey of 'becoming doctor'. |
Barnacle, Robyn ; Mewburn, Inger ;
|
School of Graduate Research, RMIT University, Melbourne, Australia ; Faculty of Architecture, Building and Planning, University of Melbourne, Melbourne, Australia ;
|
Academic dissertations ; Doctor of education degree ; Learning ; Scholars ; Theory of knowledge ; Written communication ; Communicative competence ; Culture ; Actor-network theory ; Identity (Psychology) ;
|
Scholars such as Kamler and Thompson argue that identity formation has a key role to play in doctoral learning, particularly the process of thesis writing. This article builds on these insights to address other sites in which scholarly identity is performed within doctoral candidature. Drawing on actor-network theory, the authors examine the role of material things, what Latour calls 'the missing masses', in the process of 'becoming doctor', with the aim of unpacking the implications of this for doctoral learning and the journey of becoming a researcher or scholar. Through this approach the authors demonstrate that scholarly identity is distributed and comes to be performed through both traditional and non-traditional sites of learning. The article concludes by addressing the implications of this for efforts to support candidates in the process of becoming researchers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51312501&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51312501&lang=es |
| sihe |
competence based approach |
21 |
948 |
Studies in Higher Education |
03075079 |
Oct2016 |
41 |
10.1080/03075079.2016.1221656 |
1786 |
1802 |
17 |
Preparedness to teach: experiences of the University of Ibadan early career academics. |
Udegbe, I. Bola ;
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Department of Psychology, University of Ibadan, Ibadan, Nigeria ;
|
PREPAREDNESS ; TEACHING ; EDUCATION ; COLLEGE teachers ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; UNIVERSITY of Ibadan (Ibadan, Nigeria) ;
|
This research examined the experiences of early career academics (ECAs) in terms of their preparedness to teach. Using a survey design involving 104 ECAs in a large Nigeria university, quantitative and qualitative data were obtained to address the research questions raised. Findings showed that (1) prior experience and training impacted on perceptions of competence, preparedness and job involvement; (2) there were significant relationships between perceived competence, preparedness to teach and job involvement; (3) teaching guidance, sources of influence and approaches adopted by the ECAs were largely based on external experiences from outside the institution; (4) many ECAs experienced challenges during their first time of teaching and (5) more females than males reported poor mentoring, heavy workload and little training as major obstacles in their career development. Also, the qualitative analysis yielded major themes on the challenges ECAs face with teaching. The implications of the findings were discussed and recommendations that foster skill development and career growth were highlighted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710700&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710700&lang=es |
| sihe |
competence based approach |
22 |
949 |
Studies in Higher Education |
03075079 |
Nov2014 |
39 |
10.1080/03075079.2013.801429 |
1542 |
1561 |
20 |
Research performance evaluation: some critical thoughts on standard bibliometric indicators. |
Anninos, Loukas N. ;
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Department of Business Administration, University of Piraeus, 80 Karaoli and Dimitriou Str,185 34Piraeus, Greece ;
|
Research -- Evaluation ; Bibliometrics ; Academic departments (Universities & colleges) ; Ratings & rankings of universities & colleges ; Performance ; Higher education ; Colleges, Universities, and Professional Schools ;
|
The bibliometric methodology is an established technique for research evaluation as it offers an objective determination and comparison of research performance. This paper aims to critically assess some standard bibliometric indicators commonly used (based on publication and citation counts) to evaluate academic units, and examine whether there are factors not taken into account that influence evaluation results. Findings suggest that the dissimilarity of academic units (for example regarding their scientific orientation and size in terms of staff number), if not taken into consideration may lead to incorrect evaluation results. This issue becomes even more important when comparing larger academic units, such as universities or colleges. Among the suggested further research is the replication of this study in an expanded time frame and an international context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99001216&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99001216&lang=es |
| sihe |
competence based approach |
23 |
950 |
Studies in Higher Education |
03075079 |
Jun2005 |
30 |
10.1080/03075070500095762 |
327 |
337 |
11 |
Researching the performance of international students in the UK. |
Morrison, Jo ; Merrick, Beatrice ; Higgs, Samantha ; Le Métais, Joanna ;
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National Foundation for Educational Research, Slough, UK ; The Council for International Education, London, UK ; Office for National Statistics, London, UK ;
|
Foreign study ; Foreign students ; Higher education ; Performance ; Great Britain ; Surveys ;
|
This article considers how well international students in the UK perform academically, seeking to identify factors which affect their ability to fulfil their potential. It provides a short survey of the literature and summarises the findings of a research project commissioned by UKCOSA: The Council for International Education. The research analysed data collected centrally by the Higher Education Statistics Agency (HESA) on the class of degree obtained by undergraduate students from different countries. Although there is some variation, the HESA data on which the analysis was based do not allow the causes of the differences to be identified confidently. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17003969&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17003969&lang=es |
| sihe |
competence based approach |
24 |
951 |
Studies in Higher Education |
03075079 |
Dec2010 |
35 |
10.1080/03075070903390786 |
921 |
939 |
19 |
The impact of supplemental instruction on learning competence and academic performance. |
Hoi Kwan Ning ; Downing, Kevin ;
|
City University of Hong Kong, Hong Kong ;
|
OUTCOME-based education ; ACADEMIC achievement ; PEER teaching ; FOREIGN aid to education ; LEARNING strategies ; INSTRUCTIONAL systems ; STRUCTURAL equation modeling ;
|
This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and post-intervention learning competence measures (the 10 scales of the Learning and Study Strategies Inventory) were available for 430 first year undergraduate business students (Supplemental Instruction, n = 109; Non-Supplemental Instruction, n = 321) from a university in Hong Kong. Structural equation modeling demonstrated that supplemental instruction had a significant effect on academic performance, both directly and indirectly via enhancement of student learning competence, after controlling for pre-intervention learning strategy scores and previous academic achievement. This study provides evidence that supplemental instruction can be a very effective instructional strategy for promoting undergraduate student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=55473625&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=55473625&lang=es |
| sihe |
competence |
1 |
952 |
Studies in Higher Education |
03075079 |
Sep2016 |
41 |
10.1080/03075079.2014.1000291 |
1656 |
1673 |
18 |
‘Being an English major, being a humanities student’: connecting academic subject identity in literary studies to other social domains. |
Chan, Evelyn T.Y. ;
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Department of English, The Chinese University of Hong Kong, Shatin, NT, Hong Kong ;
|
HUMANITIES -- Study & teaching (Higher) ; EDUCATIONAL intervention ; SOCIAL constructionism ; SECOND language acquisition ; YOUNG adults ; HIGHER education ;
|
This study examined students’ construction of academic subject identity in a university humanities discipline, English literary studies. In so doing, the study aimed to provide an empirically grounded intervention in current debates on the value of the humanities in higher education. Eight students participated in interviews lasting 15–20 minutes each. Narrative methodology was aligned with the social constructionist paradigm to investigate identity construction and emergence. These showed students’ creative agency as well as careful negotiation with existing social views. They revealed a variety of identity stability and conflict, determined by one key issue: whether or not students felt they could competently translate their subject identities into other social domains relevant to their lives. These findings improve current understanding of the value of humanities education by showing students’ perspective instead of educational practitioners’. They also point to possible educational intervention strategies to increase students’ competence in subject identity construction. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620378&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620378&lang=es |
| sihe |
competence |
2 |
953 |
Studies in Higher Education |
03075079 |
Aug2002 |
27 |
10.1080/03075070220000699 |
309 |
327 |
19 |
Academic Research and Teaching Quality: the views of undergraduate and postgraduate students. |
Lindsay, Roger ; Breen, Rosanna ; Jenkins, Alan ;
|
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Lectures & lecturing ; Universities & colleges ; Higher education ; Great Britain ; Colleges, Universities, and Professional Schools ;
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Undergraduate and postgraduate students drawn from eight different disciplines at a UK university were asked to participate in structured discussions of the effects of lecturer research activity upon student learning. Both samples showed a substantial preponderance of positive over negative comments. In both groups, the frequency of positive comments about lecturer research activity increased as the quantity and quality of research in their discipline increased (as measured by Research Assessment Exercise [RAE] ratings). In the undergraduate samples, the frequency of negative comments about research also increased with RAE rating, while amongst postgraduates it diminished. Undergraduates and postgraduates showed consistency in articulating the benefits of lecturer research, including enhanced knowledge currency, credibility, competence in supervision and enthusiasm/motivation. Both groups were also consistent in identifying reduced availability of lecturers, competition with teaching, and curriculum distortion as negative effects of lecturer research activity. In addition to the 'generic' benefits of research identified by both groups, postgraduates emphasised the importance of the salience (interest, relevance and utility) of lecturer research to the content of their learning. Implications of the findings for pedagogic research and educational policy are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=6998211&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=6998211&lang=es |
| sihe |
competence |
3 |
954 |
Studies in Higher Education |
03075079 |
Oct1988 |
13 |
|
315 |
331 |
17 |
Another Look at the Degree Results of Men and Women. |
Clarke, Simon ;
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University of Warwick ;
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Performance ; Academic degrees ; Higher education ; Education research ; Educational evaluation ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Social pressure ;
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This paper starts with a critical examination of the claims made in a recent paper by Ernest Rudd (1984) on the relative performance of men and women at degree level, and proceeds to evaluate Rudd's explanation of performance differentials before finally concluding that the most fruitful explanations are likely to be in terms of discriminatory social and institutional pressures. The first part of the paper shows that Rudd overestimates the tendency for men to achieve a disproportionate number of first and third class degrees, and that he fails to pay sufficient attention to the marked differences in performance in different subjects or to the changes in relative performance over time. The second part of the paper reassesses Rudd's explanation of the differences in performance at the first and third class levels, and rejects his suggestion that the differences can be explained by differences in measured intelligence, although some of the difference can be accounted for by differences in A level scores. The third part of the paper looks at the differences in overall performance between men and women in different subjects, concluding that social pressures are the most important factor in determining performance differentials. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848111&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848111&lang=es |
| sihe |
competence |
4 |
955 |
Studies in Higher Education |
03075079 |
Nov2016 |
41 |
10.1080/03075079.2014.999317 |
1900 |
1917 |
18 |
Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. |
Lam, Ricky ;
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Department of Education Studies, Hong Kong Baptist University, Kowloon Tong, Hong Kong ;
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ASSESSMENT for learning (Teaching model) ; PORTFOLIO assessment (Education) ; OUTCOME-based education ; STUDENTS -- Certification ; WRITING ; ABILITY testing ; CLASSROOM management ;
|
Assessment for learning has been extensively researched in the past two decades. However, its applications as a means of classroom-based assessment, especially for promoting teaching and learning of writing, have been underrepresented in English as a Foreign Language (EFL) portfolio settings. This paper aims to critically review the extent to which assessment as learning (AaL), used as an alternative to high-stakes assessment, can support writing instruction and student learning. Drawing upon the evidence from educational assessment and EFL writing, the paper argues that AaL, when advocated in classroom-based portfolios, can promote teacher competence in teaching writing, student motivation for learning, and text improvement. AaL hereby refers to students' ongoing development of cognitive and metacognitive capacity in self-evaluating their writing ability within a portfolio-based environment. Implications regarding how AaL can be successfully utilized to facilitate the development of students' language awareness, self-assessment skills, and self-reflection in EFL portfoliobased classrooms are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118867399&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118867399&lang=es |
| sihe |
competence |
5 |
956 |
Studies in Higher Education |
03075079 |
Oct95 |
20 |
|
351 |
352 |
2 |
Book reviews. |
WATT, JOHN ;
|
|
Limits of Competence: Knowledge, Higher Education & Society, The (Book) ;
|
Reviews the book `The Limits of Competence: Knowledge, higher education and society,' by R. Barnett. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9511263299&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9511263299&lang=es |
| sihe |
competence |
6 |
957 |
Studies in Higher Education |
03075079 |
Mar96 |
21 |
|
109 |
110 |
2 |
Book reviews. |
BINES, HAZEL ;
|
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Developing Professional Knowledge & Competence (Book) ;
|
Reviews the book `Developing Professional Knowledge and Competence,' by M. Eraut. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9604102123&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9604102123&lang=es |
| sihe |
competence |
7 |
958 |
Studies in Higher Education |
03075079 |
Oct96 |
21 |
|
378 |
379 |
2 |
Book reviews. |
SAUNDERS, DANNY ;
|
|
Improving Study Skills (Book) ;
|
Reviews the book `Improving Study Skills--a competence approach,' by Conrad Lashley. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9612245368&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9612245368&lang=es |
| sihe |
competence |
8 |
959 |
Studies in Higher Education |
03075079 |
Mar97 |
22 |
|
99 |
103 |
5 |
Book reviews. |
ERAUT, MICHAEL ;
|
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Challenge of Competence, The (Book) ; Assessing Competence in Higher Education (Book) ;
|
Reviews the book `The Challenge of Competence: Professionalism Through Vocational Education and Training,' by Phil Hodkinson and Mary Issitt and `Assessing Competence in Higher Education,' by Anne Edwards and Peter Knight. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9704294720&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9704294720&lang=es |
| sihe |
competence |
9 |
960 |
Studies in Higher Education |
03075079 |
Mar98 |
23 |
|
109 |
110 |
2 |
Book reviews. |
ALLEN, MARJORIE ;
|
|
Professional Competence & Higher Education: The ASSET Programme (Book) ;
|
Reviews the book `Professional Competence and Higher Education: The ASSET Programme,' by Richard Winter and Maire Maisch. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=572926&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=572926&lang=es |
| sihe |
competence |
10 |
961 |
Studies in Higher Education |
03075079 |
Mar2000 |
25 |
|
121 |
123 |
3 |
Book Reviews. |
Barnett, Ronald ;
|
|
University of Learning, The (Book) ;
|
Reviews the book `The University of Learning: Beyond Quality and Competence in Higher Education,' by John Bowden and Ference Marton. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2994882&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2994882&lang=es |
| sihe |
competence |
11 |
962 |
Studies in Higher Education |
03075079 |
Aug2005 |
30 |
10.1080/03075070500160244 |
473 |
483 |
11 |
Calibration between student mastery and self-efficacy. |
Brannick, Michael T. ; Miles, Donald E. ; Kisamore, Jennifer L. ;
|
University of South Florida, USA ; College of Charleston, USA ; University of Oklahoma, USA ;
|
Multiple choice examinations ; Academic achievement ; Research ; Teaching ; Psychology ;
|
Content mastery and self-efficacy were measured at the beginning and at the end of two classes in Research Methods in Psychology. A multiple-choice test measured content mastery and a questionnaire measured self-efficacy. Self-efficacy reports improved significantly over the course of instruction, as did examination performance. The correlation between self-efficacy and content mastery rose from .33 at pre-test to .49 at post-test, although the difference between the two correlations was not significant. The size of the correlation between self-efficacy and content mastery indicates calibration , that is, the similarity in standing between a self-description of skills and a normative evaluation of the same skills. The results are consistent with the idea that instruction facilitates content mastery, self-efficacy and calibration. Students improve in actual knowledge and beliefs regarding competence in a domain, but also appear to gain a better understanding of their own standing relative to others in the domain. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17575646&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17575646&lang=es |
| sihe |
competence |
12 |
963 |
Studies in Higher Education |
03075079 |
Dec2015 |
40 |
10.1080/03075079.2014.914905 |
1947 |
1961 |
15 |
Career guidance and student success in Dutch higher vocational education. |
te Wierik, Mark L.J. ; Beishuizen, Jos ; van Os, Willem ;
|
Windesheim University of Applied Sciences, Zwolle, the Netherlands ; Department of Research and Theory in Education, VU University, Amsterdam, the Netherlands ;
|
VOCATIONAL guidance ; ACADEMIC achievement ; VOCATIONAL education ; UNIVERSITIES & colleges ; BACHELOR'S degree ; HIGHER education ; SECONDARY education ; Elementary and Secondary Schools ; Vocational Rehabilitation Services ; NETHERLANDS ;
|
To enhance student success, a growing number of vocational education and training institutions in the Netherlands are nowadays implementing new career guidance practices in their competence-based approaches to learning. Based on individual-level data of undergraduate first-year full-time students from a Dutch university of applied sciences, this study investigated the influence of career guidance on first-year student success given other known influences such as prior academic performance, faculty and gender. First of all, students obtained more credits in the competence-based educational system in which they from 2006 are guided. Furthermore, students who completed their first year not only obtained more credits after career guidance was introduced in 2006, but at the same time scored substantially higher first-grade points in their first year of study compared to students who left during the first six months. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110082847&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110082847&lang=es |
| sihe |
competence |
13 |
964 |
Studies in Higher Education |
03075079 |
Apr2015 |
40 |
10.1080/03075079.2015.1005334 |
391 |
392 |
2 |
Competence assessment in higher education. |
Lincoln, Daniel ; Kearney, Mary-Louise ;
|
|
EDUCATIONAL evaluation ; EDUCATIONAL tests & measurements ; EDUCATIONAL outcomes ;
|
An introduction is presented in which the co-editors discuss topics of competence assessment in higher education, including learning outcomes, educational testing, and the German initiative "Modelling and Measuring Competencies in Higher Education" also known as "KoKoHs." |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101501798&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101501798&lang=es |
| sihe |
competence |
14 |
965 |
Studies in Higher Education |
03075079 |
Apr2015 |
40 |
10.1080/03075079.2015.1004236 |
454 |
470 |
17 |
Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews. |
Dresel, Markus ; Schmitz, Bernhard ; Schober, Barbara ; Spiel, Christine ; Ziegler, Albert ; Engelschalk, Tobias ; Jöstl, Gregor ; Klug, Julia ; Roth, Anne ; Wimmer, Bastian ; Steuer, Gabriele ;
|
Department of Psychology, University of Augsburg, Augsburg, Germany ; Department of Psychology, Technical University of Darmstadt, Darmstadt, Germany ; Department of Psychology, University of Vienna, Vienna, Austria ; Department of Psychology, University of Erlangen-Nuremberg, Nuremberg, Germany ;
|
SELF-culture ; HIGHER education ; LEARNING strategies ; CORE competencies ; STRUCTURAL models ; SPECIALISTS ; INTERVIEWS ;
|
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional knowledge regarding different types of self-regulation strategies in different phases of the learning process. Indications drawn from semi-structured interviews withN = 108 experts (39 lecturers and 69 as excellent nominated students) from 4 fields of study are in line with core assumptions of the proposed model. Moreover, the results provide a basis to ensure the content validity of assessments of students’ SRL competencies and from which to derive standards to judge these competencies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101501792&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=101501792&lang=es |
| sihe |
competence |
15 |
966 |
Studies in Higher Education |
03075079 |
Jun99 |
24 |
|
211 |
224 |
14 |
Developing Professional Competence: lessons from the emergency room. |
Wilson, Valerie ; Pirrie, Anne ;
|
|
Medical education ; Associations, institutions, etc. ; Training of medical personnel ; Other Similar Organizations (except Business, Professional, Labor, and Political Organizations) ; Colleges, Universities, and Professional Schools ; Medical care -- Evaluation ;
|
Presents information on a study funded by the Scottish Council for Postgraduate Medical and Dental Education (SCPMDE) that reassessed the nature and value of practice-based learning in the health profession and examined the role and status of work-based learning in the context of policy developments in the field of health care. Background of the study; Conclusions; Implications. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1973917&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1973917&lang=es |
| sihe |
competence |
16 |
967 |
Studies in Higher Education |
03075079 |
Aug2013 |
38 |
10.1080/03075079.2011.603410 |
793 |
806 |
14 |
Developing professionalism in physiotherapy and dietetics students in professional entry courses. |
Grace, Sandra ; Trede, Franziska ;
|
School of Health and Human Sciences , Southern Cross University , PO Box 157, Lismore , NSW , 2480 , Australia ; The Education for Practice Institute, Charles Sturt University , Locked Bag 450, Silverwater , NSW , 2128 , Australia ;
|
PROFESSIONALISM ; STUDENTS ; DECISION making ; DIETETICS ; PHYSICAL therapy ;
|
In a context of education focused on skill mastery and graduate-level competence in preparation for professional practice, the notion of professionalism could be reduced to measurable and rules-based concepts, and the values, ethical decision making and professional autonomy that underpin it could be overlooked. Using a blend of hermeneutic phenomenology and discourse analysis, this article explores how professionalism is understood, talked about and experienced by lecturers and students in physiotherapy and dietetics courses at an Australian university. The findings of the study highlight the complex and evolving nature of professionalism. Understandings of professionalism appeared to be influenced by opportunities to think about and discuss values that inform them. Moreover, issues like cultural competence and environmental sustainability were not part of participants' understandings of professionalism, suggesting a need to rethink philosophical approaches and pedagogical strategies to develop a notion of professionalism that adequately prepares students for the demands of contemporary professional practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073248&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073248&lang=es |
| sihe |
competence |
17 |
968 |
Studies in Higher Education |
03075079 |
Sep2009 |
34 |
10.1080/03075070802669207 |
677 |
697 |
21 |
Development of competencies and teaching-learning arrangements in higher education: findings from Germany. |
Schaeper, Hildegard ;
|
Department of Higher Education Research, HIS Hochschul-Informations-System, Postfach 2920, 30029 Hannover, Germany ;
|
Outcome-based education ; Higher education ; Teaching ; Learning ; Germany ; Education -- Germany ;
|
The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in addition, the article tests the hypothesis that an activating learning environment enhances the acquisition of both disciplinary and key competencies. Data are used from a survey among higher education graduates from 2005. The results of linear regression analyses suggest that the new bachelor programmes provide better conditions for developing key competencies, and also indicate what the ingredients of a competence-oriented teaching approach might be. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43881099&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43881099&lang=es |
| sihe |
competence |
18 |
969 |
Studies in Higher Education |
03075079 |
Dec2004 |
29 |
10.1080/0307507042000287203 |
693 |
707 |
15 |
Doctoral supervision of colleagues: peeling off the veneer of satisfaction and competence. |
Denicolo, Pam ;
|
University of Reading UK ;
|
Higher education ; Education -- Study & teaching ; University faculty ; Postsecondary education ; Government aid to education ; School supervisors ; Other General Government Support ; Other federal government public administration ; Other local, municipal and regional public administration ; Other provincial and territorial public administration ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Administration of Education Programs ; Public Finance Activities ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Business and Secretarial Schools ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Employee empowerment ; Government agencies ; Public finance ;
|
The nexus of teaching, administration and research activities engaged in by academic staff in higher education means that each individual plays a multitude of roles in relation to colleagues, producing inevitable tensions. One role relationship that epitomizes this extraordinary juggling task is that of doctoral supervisor/supervisee, when both are academic staff in the same institution. The last 10 years has seen an upsurge of research interest in doctoral research students, and government and funding bodies have imposed ever more stringent requirements on supervisors. However, staff pairings have been ignored in this literature and research. This article reports on an exploration that seeks to redress this omission by giving voice to the participants (colleague supervisor or research student), allowing them to articulate constructs about what may be unique in the interaction, thus highlighting factors that support or impede success in the enterprise. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=21619747&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=21619747&lang=es |
| sihe |
competence |
19 |
970 |
Studies in Higher Education |
03075079 |
Apr2005 |
30 |
10.1080/03075070500043044 |
125 |
125 |
1 |
Editorial. |
Tight, Malcolm ;
|
|
Ability ; Performance ; Students ; Learning ability ; Higher education ; Academic dissertations ;
|
This article presents information on an individual's ability to overcome poor performance in his or her's chosen field. Perhaps most obviously at the level of the individual student, where one bad assignment or examination result need not be the end of the world. Re-submission or reassessment may be possible, and redemption may also be achieved by improved performance in other work. But "bouncebackability" also has relevance for the individual academic and in this case the higher education researcher. For them, whether applying for a research grant or submitting an article for possible publication, rejection, often with little in the way of explanation or consolation is a normal experience. |
Academic Journal |
Editorial |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=16472028&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=16472028&lang=es |
| sihe |
competence |
20 |
971 |
Studies in Higher Education |
03075079 |
Feb2014 |
39 |
10.1080/03075079.2012.690731 |
20 |
33 |
14 |
Enhancing tutorial learning experiences: a programme to develop sessional-tutor teaching skills by raising awareness about learning. |
Truuvert, Toomas ;
|
Department of Applied Finance and Actuarial Studies, Macquarie University, North Ryde, Australia ;
|
FIRST year college teachers ; TUTORING research ; COMMUNICATIVE competence research ; STUDENT surveys ; FINANCE education in universities & colleges ; HIGHER education ; ADULTS ; All other schools and instruction ; Exam Preparation and Tutoring ;
|
This article outlines the trial of a programme to enhance tutorial learning experiences by raising sessional-tutor awareness about learning, and reflects on its results. The author developed the programme for an introductory undergraduate unit in finance with historically very large enrolments, diverse student populations, and high failure rates. Its tutor population was diverse, with a high rate of turnover, but consistently held excellent discipline knowledge. A large majority of tutors were sessional (adjunct or casual), and spanned a wide range of communicative competencies and teaching experience. Following programme introduction, there were noticeable improvements in learning experiences reported in end-of-semester student surveys. The results support the view that even small rises in sessional-tutors' awareness about learning can lead to enhanced learning experiences. The programme applies readily across subject disciplines, especially in first-year and introductory units. It is suitable for both sessional-tutors and early-career academics, and even for experienced tutors who commence teaching on a unit. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94241308&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94241308&lang=es |
| sihe |
competence |
21 |
972 |
Studies in Higher Education |
03075079 |
May2012 |
37 |
10.1080/03075079.2010.510183 |
291 |
308 |
18 |
Evaluating the use of criteria for assessing profession-specific communication skills in pharmacy. |
Hyvärinen, Marja-Leena ; Tanskanen, Paavo ; Katajavuori, Nina ; Isotalus, Pekka ;
|
Department of Speech Communication and Voice Research, University of Tampere, Finland ; Faculty of Health Sciences, School of Pharmacy, University of Eastern Finland, Finland ; Faculty of Pharmacy, University of Helsinki, Finland ;
|
Communicative competence ; Interpersonal communication ; Communication in education ; Reflective learning ; Pharmacies and Drug Stores ; Pharmacy ; Communication & psychology ;
|
One central task in higher education is to provide students with interpersonal communication competence in their profession. To achieve this, specialised training, based on an understanding of disciplinary communication practices and appropriate assessment methods, is needed. However, there is a lack of reliable assessment instruments which are designed to assess profession-specific communication skills and to strengthen students’ reflective skills. This study evaluated the reliability and consistency of teacher evaluations based on developed criteria, and tested the suitability of the criteria as a tool for reflecting on one’s behaviour in pharmacy. The main findings suggest that professionally tailored criteria offer a reliable framework for assessing discipline-specific communication skills and for improving students’ learning. The approach and the methods used in this study could be applied in other disciplines as well, in order to promote the development of students’ communication skills and reflective action, and to improve profession-specific assessment practices. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74602793&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74602793&lang=es |
| sihe |
competence |
22 |
973 |
Studies in Higher Education |
03075079 |
May2011 |
36 |
10.1080/03075079.2010.523892 |
291 |
300 |
10 |
Evidence for the impact of assessment on mood and motivation in first-year students. |
Coutts, Rosanne ; Gilleard, Wendy ; Baglin, Robert ;
|
Exercise Science and Sport Management, Southern Cross University, Lismore, NSW 2480, Australia ;
|
Learning ; Outcome-based education ; Academic achievement -- Evaluation ; Intrinsic motivation ; College freshmen -- Psychology ; Mood (Psychology) ;
|
Learning, and particularly assessment practices, that encourages a self-determined approach enhances feelings of well-being and achievement motivation. Students (n = 137) in a common first-year unit were the participants for an evaluation of the impact of assessment. The Intrinsic Motivation Inventory and the Brunel Mood Scale were used to assess psychological reactions. A repeated measures comparison for each motivation and mood variable was conducted using mixed-model analysis. Changes in all moods were significant at week 7, when the greatest number of assessment items per student was due. For this particular week, negative moods also increased, along with a decrease in the positive mood of vigour. The intrinsic motivation variables of interest/enjoyment and perceived competence were significantly lower in week 7, with pressure/tension being significantly higher. For this group of students the demands of assessment have been shown to have a psychological impact. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=60294832&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=60294832&lang=es |
| sihe |
competence |
23 |
974 |
Studies in Higher Education |
03075079 |
Oct2016 |
41 |
10.1080/03075079.2016.1221654 |
1754 |
1771 |
18 |
Expectations and integration of early career academics into the teaching career: empirical evidence from Ghana. |
Alabi, Goski ; Abdulai, Munkaila ;
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Department of Marketing, University of Professional Studies, Accra, Ghana ; Department of Business Administration, University of Professional Studies, Accra, Ghana ;
|
EXPECTATION (Psychology) ; COLLEGE teachers ; SCHOLARS ; TEACHING ; GHANA ;
|
The preparation and induction of Early Career Academics (ECAs) in Ghana has been investigated using a qualitative study that employed an enumerative-ethnographic approach. The study combined reviews of policy documents, interviews of 50 Deans and Heads of Departments and surveys of ECAs in five purposively selected universities in Ghana to capture their experiences in their own environment. Observation of their interaction in class, while waiting to administer the survey, was to place the results in context. The study found the lack of a policy requirement for teaching competence prior to entering the academic field or institutional training before the commencement of teaching a fundamental flaw. Additionally, the study observed that the structures, systems and resources for integration of ECAs into universities in Ghana are not adequate. Even though some preparation exists, formalized structures and systems of preparation are inadequate. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710698&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710698&lang=es |
| sihe |
competence |
24 |
975 |
Studies in Higher Education |
03075079 |
Sep94 |
19 |
|
327 |
339 |
13 |
Experiential learning, competence and critical practice in higher education. |
HYLAND, TERRY ;
|
|
Higher education -- Evaluation ; Great Britain ; National Council for Vocational Qualifications ; Outcome-based education -- Evaluation ;
|
Presents a critique of the National Council for Vocational Qualifications (NCVQ) model of the competence-based education in British higher education. Description of the NCVQ approach; Origins, development and growth of NCVQ; Learning and experience in higher education; Recommended changes on the NCVQ model and approach. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9411182657&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9411182657&lang=es |
| sihe |
competence |
25 |
976 |
Studies in Higher Education |
03075079 |
Mar2013 |
38 |
10.1080/03075079.2011.576755 |
207 |
225 |
19 |
Facilitating novice researchers in project publishing during the doctoral years and beyond: a Hong Kong-based study. |
Kwan, Becky Siu Chu ;
|
Department of English, City University of Hong Kong, Hong Kong ;
|
SCHOLARLY publishing ; SUPERVISORS -- Training of ; DOCTOR of philosophy degree ; PROJECT management ; HONG Kong (China) ; CHINA ; Process, Physical Distribution, and Logistics Consulting Services ; Administrative Management and General Management Consulting Services ; Other management consulting services ; Book Publishers ;
|
This article examines the existing training that a group of supervisors in Hong Kong provide for their PhD students in helping them publish during their doctoral studies, and preparing them for the publishing demands in the early phase of their academic careers. The supervisors were interviewed about the types of training they provided for their students in handling project publishing. The types of training they described were examined in terms of five domains of competence: (1) in conceiving publishable projects, (2) in project/output management, (3) in research communication, (4) in handling reviewers' comments, and (5) in thesis-publication alignment/transfers. Findings reveal that training was heavily weighted towards research communication and mostly directed at manuscripts-in-progress. Advice on how to handle reviewers' comments was also reported in some of the interviews, making it the second most frequent type of coaching described. Pedagogical implications for the universities in the context under investigation will be discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85432553&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=85432553&lang=es |
| sihe |
competence |
26 |
977 |
Studies in Higher Education |
03075079 |
May2010 |
35 |
10.1080/03075070903131610 |
335 |
350 |
16 |
Fair access, achievement and geography: explaining the association between social class and students' choice of university. |
Mangan, Jean ; Hughes, Amanda ; Davies, Peter ; Slack, Kim ;
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Institute for Education Policy Research, Staffordshire University, Stoke-on-Trent, UK. ;
|
Social science students ; Higher education exams ; Private schools ; Higher education ; College students ; Decision making ; Examinations ; Performance ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ; Social classes ;
|
This quantitative study is concerned with what determines prospective university students' first choice between universities of different status. The results suggest that examination performance, going to an independent school and fear of debt independently affect students' decisions. Social factors and students' perceived level of information on universities had no independent effect at this stage of decision-making. There were considerable differences between two geographic areas considered in the study, with a large decrease in the probability of attending a high-status institution in the locality with no such local institution. This particularly affects high-achieving students, with an estimate suggesting an increased probability of 18% of going to a high-ranking institution where such an institution is local for such students. If these findings apply similarly to other areas, the results suggest a 'postcode lottery' in higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=50287868&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=50287868&lang=es |
| sihe |
competence |
27 |
978 |
Studies in Higher Education |
03075079 |
Oct2006 |
31 |
|
569 |
586 |
18 |
From senior student to novice worker: learning trajectories in political science, psychology and mechanical engineering. |
Dahlgren, Madeleine Abrandt ; Hult, Håkan ; Dahlgren, Lars Owe ; af Segerstad, Helene Hård ; Johansson, Kristina ;
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Linköping University, Sweden ;
|
Longitudinal method ; Higher education ; Universities & colleges ; College students ; Graduates ; Colleges, Universities, and Professional Schools ; Change ;
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This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three different Master’s programmes at Linköping University are focused on and compared: political science, psychology and mechanical engineering. The specific aims are to: (i) identify aspects of identity and knowledge formation as reported by informants, both as senior students and later as novice workers with 18 months of work experience; (ii) identify features of discourses of knowledge and competence operating in the programmes and working life; and (iii) to relate the results to differences in the way the programmes are designed. The results indicate that the psychology programme prepares for working life in a rational way, that is, the generic skills and substantive knowledge acquired seem to correspond to the demands of professional work. The other programmes stand out as preparing for working life either by providing generic skills that need to be transformed in professional work, or by containing elements that mainly play a ritual role rather than corresponding to the demands of working life. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=22493917&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=22493917&lang=es |
| sihe |
competence |
28 |
979 |
Studies in Higher Education |
03075079 |
Nov2016 |
41 |
10.1080/03075079.2015.1004233 |
1958 |
1973 |
16 |
Identifying and formulating teachers' beliefs and motivational orientations for computer science teacher education. |
Bender, Elena ; Schaper, Niclas ; Caspersen, Michael E. ; Margaritis, Melanie ; Peter Hubwieser, Peter ;
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Department of Social and Human Sciences, University of Paderborn, Paderborn, Germany ; Department of Computer Science, Aarhus University, Aarhus, Denmark ; Department of Computer Science, University of Paderborn, Paderborn, Germany ; TUM School of Education, Computer studies teaching, Technical University Munich, Munich, Germany ;
|
TEACHER education ; PROFESSIONAL practice ; TEACHERS -- Professional ethics ; MOTIVATIONAL interviewing ; COMPUTER science ; LEARNING ; Research and development in the physical, engineering and life sciences ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ;
|
How teachers are able to adapt to a changing environment is essentially dependent on their beliefs and motivational orientations. The development of these aspects in the context of professional competence takes place during teachers' educational phase and professional practice. The overall understanding of professional competence for teaching computer science follows the notion of empirical educational research including beliefs and motivational aspects. This article aims to investigate relevant domain-specific beliefs and motivational orientations for teaching computer science and their consideration in curricula for computer science teacher education. Therefore, results of an expert interview study based on the critical incident technique lead to appropriate descriptions for domain-relevant beliefs and motivational orientations. Results of a broad curriculum analysis indicate how those aspects are normatively considered in computer science university and school education in Germany. The data were analyzed by qualitative content analysis. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118867405&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118867405&lang=es |
| sihe |
competence |
29 |
980 |
Studies in Higher Education |
03075079 |
Aug2012 |
37 |
10.1080/03075079.2010.536528 |
621 |
639 |
19 |
Impact of cultural exposure on young Chinese students’ adaptation in a UK business school. |
Wang, Yi ; Harding, Richard ; Mai, Li-Wei ;
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Westminster Business School, University of Westminster, London, UK ;
|
Chinese students in foreign countries ; Group work in education ; Ideology ; Education & globalization ; China ; Great Britain ; Students -- Great Britain ; Socialization ;
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This study examines young Chinese students’ (born post 1985) adaptation to cultural exposure in the UK. Built from data collected from in-depth interviews, the research establishes that, through direct communication with students from various cultural backgrounds during teamwork, the Chinese students adapt to varying degrees in ideology, socialisation, forms of discourse and face system. The research finds that the extent of adjustment is moderated by their individual learning approaches as well as contextual mediation. The results are confirmed by the findings from a comparison group of similar students in China, with respect to age, gender and learning. Implications arising from the study suggest that the internationalisation of education should enhance ‘cultural synergy’, so that both the local and international students can enrich their learning experiences and develop intercultural competence. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=77658612&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=77658612&lang=es |
| sihe |
competence |
30 |
981 |
Studies in Higher Education |
03075079 |
May2014 |
39 |
10.1080/03075079.2012.709489 |
517 |
533 |
17 |
Intentionality and developing researcher competence on a UK master's course: an ecological perspective on research education. |
Stelma, Juup ; Fay, Richard ;
|
School of Education, University of Manchester, Manchester, UK ;
|
MASTERS programs (Higher education) ; RESEARCH ; RESEARCH -- Study & teaching (Higher) ; RESEARCH -- Universities & colleges ; INTENTIONALITY (Philosophy) ; ENVIRONMENTAL psychology ; REFLECTIVE learning ; INFLUENCE (Psychology) ; GRADUATE students ; PSYCHOLOGY ; HIGHER education ; PROFESSIONAL education ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
|
This paper presents an ecological perspective on the developing researcher competence of participants in the research education component of a professionally oriented master's course. There is a particular focus on the intentionality (as in ‘purpose’) of the participants' research education activity. The data used to develop the ecological perspective, and which at the same time is interpreted from this ecological perspective, consists of interactive, reflective and more product-like written outputs generated by two master's course participants. The analysis reveals how the participants' developing intentionality was shaped by a hybrid of professional and research-related influences, and how this developing intentionality affected the quality of the participants' research education experience. The analysis, with its particular focus on intentionality, constitutes a further development of the ecological perspective on developing researcher competence proposed by the first author, and is intended also as a contribution to the emerging literature on ‘research education’. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96120702&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96120702&lang=es |
| sihe |
competence |
31 |
982 |
Studies in Higher Education |
03075079 |
Dec2011 |
36 |
10.1080/03075079.2010.487558 |
953 |
967 |
15 |
Investigating knowledge exchange and creation on a practice-based Master’s programme. |
Reeves, Jenny ;
|
Stirling Institute of Education, University of Stirling, UK ;
|
Higher education research ; Remedial teaching ; Tutors & tutoring ; Learning ; Teachers ; All other schools and instruction ; Exam Preparation and Tutoring ;
|
Continuing emphasis on lifelong learning arguably requires universities to move away from transmissive teaching to pedagogies centred on transforming practice. Whilst the professional learning of established teachers has attracted increased attention, describing processes that bring about changes in the teaching practice of experienced practitioners remains problematic. This article reports on an investigation of knowledge usage and creation on a practice-based postgraduate programme for experienced teachers that combined both schooling and developmental pedagogic strategies. It examines the programme’s operation by describing the activity of the tutors who performed it. The use of a materialist approach to surface the spatio-temporal effects of pedagogic activity showed how the programme provoked reflexivity and the creation of ‘new’ knowledge. This was an integral part of changes in practice across the various spaces the course created. The article argues that viewing pedagogic systems as complex relational practices offers a productive way of illuminating professional learning processes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67652198&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67652198&lang=es |
| sihe |
competence |
32 |
983 |
Studies in Higher Education |
03075079 |
Jun2012 |
37 |
10.1080/03075079.2010.523144 |
449 |
467 |
19 |
Learning for now or later? Career competencies among students in higher vocational education in the Netherlands. |
Kuijpers, Marinka ; Meijers, Frans ;
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The Hague University, P.O. 19320, 2500, CH, The Hague, the Netherlands ;
|
Career development ; Universities & colleges ; College students ; Students' conduct of life ; Core competencies ; Vocational education ; Classroom environment ; Curricula (Courses of study) ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Colleges, Universities, and Professional Schools ;
|
This article focuses on the question: which aspects of a learning environment, aimed at fostering career learning, correspond with the development of career competencies among university students in the Netherlands? A questionnaire-based study was carried out among 4820 students and 371 career counsellors in 11 universities. Four career competencies were identified: career reflection (reflective behaviour), work exploration (exploring behaviour), career action (proactive behaviour) and networking (interactive behaviour). The results show that the existence of these competencies among students in higher vocational education correlates with a learning environment that is characterized by a practice-based and inquiry-based curriculum, which offers students the opportunity to engage in a career dialogue. The existence of a career dialogue, in which students can discuss the personal and societal relevance of the real-life problems they encounter, and the experiences they have, proves to be essential. Without a dialogue the learning potential of a practice- and inquiry-based curriculum is limited. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75179215&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75179215&lang=es |
| sihe |
competence |
33 |
984 |
Studies in Higher Education |
03075079 |
Jun2010 |
35 |
10.1080/03075070903131214 |
433 |
444 |
12 |
Learning networks and the journey of 'becoming doctor'. |
Barnacle, Robyn ; Mewburn, Inger ;
|
School of Graduate Research, RMIT University, Melbourne, Australia ; Faculty of Architecture, Building and Planning, University of Melbourne, Melbourne, Australia ;
|
Academic dissertations ; Doctor of education degree ; Learning ; Scholars ; Theory of knowledge ; Written communication ; Communicative competence ; Culture ; Actor-network theory ; Identity (Psychology) ;
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Scholars such as Kamler and Thompson argue that identity formation has a key role to play in doctoral learning, particularly the process of thesis writing. This article builds on these insights to address other sites in which scholarly identity is performed within doctoral candidature. Drawing on actor-network theory, the authors examine the role of material things, what Latour calls 'the missing masses', in the process of 'becoming doctor', with the aim of unpacking the implications of this for doctoral learning and the journey of becoming a researcher or scholar. Through this approach the authors demonstrate that scholarly identity is distributed and comes to be performed through both traditional and non-traditional sites of learning. The article concludes by addressing the implications of this for efforts to support candidates in the process of becoming researchers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51312501&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51312501&lang=es |
| sihe |
competence |
34 |
985 |
Studies in Higher Education |
03075079 |
Mar2010 |
35 |
10.1080/03075070902995205 |
195 |
208 |
14 |
Personal goals and academic achievement among theology students. |
Litmanen, Topi ; Hirsto, Laura ; Lonka, Kirsti ;
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Research Centre for Educational Psychology, Faculty of Behavioural Sciences, University of Helsinki, Finland ; Faculty of Theology, University of Helsinki, Finland ;
|
Higher education ; Academic achievement ; Theology -- Study & teaching ; Seminarians ; Competence & performance (Linguistics) ; Rating of students ; Intrinsic motivation ; Educational evaluation ; Self-realization ;
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Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related to academic achievement during their first three years at university. Personal project analysis was used to acquire information about first-year students' study-related personal goals and related evaluations. The evaluations were factor analysed, and three clusters of students were derived on the basis of the factors: the committed, self-fulfillers and the non-committed. The results show that students who perceived progress, were capable and had intrinsic reasons for their goals advanced more rapidly in their studies. The implication is that variation in academic achievement is at least partly a consequence of variation in orientation towards studying at the beginning of the study period. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49142677&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=49142677&lang=es |
| sihe |
competence |
35 |
986 |
Studies in Higher Education |
03075079 |
Oct2016 |
41 |
10.1080/03075079.2016.1221656 |
1786 |
1802 |
17 |
Preparedness to teach: experiences of the University of Ibadan early career academics. |
Udegbe, I. Bola ;
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Department of Psychology, University of Ibadan, Ibadan, Nigeria ;
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PREPAREDNESS ; TEACHING ; EDUCATION ; COLLEGE teachers ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; UNIVERSITY of Ibadan (Ibadan, Nigeria) ;
|
This research examined the experiences of early career academics (ECAs) in terms of their preparedness to teach. Using a survey design involving 104 ECAs in a large Nigeria university, quantitative and qualitative data were obtained to address the research questions raised. Findings showed that (1) prior experience and training impacted on perceptions of competence, preparedness and job involvement; (2) there were significant relationships between perceived competence, preparedness to teach and job involvement; (3) teaching guidance, sources of influence and approaches adopted by the ECAs were largely based on external experiences from outside the institution; (4) many ECAs experienced challenges during their first time of teaching and (5) more females than males reported poor mentoring, heavy workload and little training as major obstacles in their career development. Also, the qualitative analysis yielded major themes on the challenges ECAs face with teaching. The implications of the findings were discussed and recommendations that foster skill development and career growth were highlighted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710700&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=118710700&lang=es |
| sihe |
competence |
36 |
987 |
Studies in Higher Education |
03075079 |
Mar1988 |
13 |
|
59 |
68 |
10 |
Quality and Management in Higher Education. |
Cuthbert, Robert E. ;
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The Further Education Staff College ;
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Higher education ; Higher education administration ; Educational quality ; Education ; Performance ; Great Britain ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ;
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This paper examines the relationship between quality and management in higher education. It considers the nature of management, the meanings ascribed to management and related concepts such as leadership, and the appropriateness of these concepts in the context of higher education. These preliminary considerations provide a basis for considering the connections that may exist between management performance and institutional performance. In addressing these issues, the paper aims to confront such questions as: what part does management play in ensuring high quality institutional performance? to what extent can judgements about management performance be separated from judgements about institutional performance? and so on. This necessitates consideration of how these hinds of performance can be judged, and the paper offers frameworks for analysing judgements of institutional and managerial performance. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848075&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848075&lang=es |
| sihe |
competence |
37 |
988 |
Studies in Higher Education |
03075079 |
Nov2014 |
39 |
10.1080/03075079.2013.801429 |
1542 |
1561 |
20 |
Research performance evaluation: some critical thoughts on standard bibliometric indicators. |
Anninos, Loukas N. ;
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Department of Business Administration, University of Piraeus, 80 Karaoli and Dimitriou Str,185 34Piraeus, Greece ;
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RESEARCH -- Evaluation ; BIBLIOMETRICS ; ACADEMIC departments (Universities & colleges) ; UNIVERSITIES & colleges -- Ratings & rankings ; PERFORMANCE ; HIGHER education ; Colleges, Universities, and Professional Schools ;
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The bibliometric methodology is an established technique for research evaluation as it offers an objective determination and comparison of research performance. This paper aims to critically assess some standard bibliometric indicators commonly used (based on publication and citation counts) to evaluate academic units, and examine whether there are factors not taken into account that influence evaluation results. Findings suggest that the dissimilarity of academic units (for example regarding their scientific orientation and size in terms of staff number), if not taken into consideration may lead to incorrect evaluation results. This issue becomes even more important when comparing larger academic units, such as universities or colleges. Among the suggested further research is the replication of this study in an expanded time frame and an international context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99001216&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99001216&lang=es |
| sihe |
competence |
38 |
989 |
Studies in Higher Education |
03075079 |
Jun2005 |
30 |
10.1080/03075070500095762 |
327 |
337 |
11 |
Researching the performance of international students in the UK. |
Morrison, Jo ; Merrick, Beatrice ; Higgs, Samantha ; Le Métais, Joanna ;
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National Foundation for Educational Research, Slough, UK ; The Council for International Education, London, UK ; Office for National Statistics, London, UK ;
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Foreign study ; Foreign students ; Higher education ; Performance ; Great Britain ; Surveys ;
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This article considers how well international students in the UK perform academically, seeking to identify factors which affect their ability to fulfil their potential. It provides a short survey of the literature and summarises the findings of a research project commissioned by UKCOSA: The Council for International Education. The research analysed data collected centrally by the Higher Education Statistics Agency (HESA) on the class of degree obtained by undergraduate students from different countries. Although there is some variation, the HESA data on which the analysis was based do not allow the causes of the differences to be identified confidently. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17003969&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=17003969&lang=es |
| sihe |
competence |
39 |
990 |
Studies in Higher Education |
03075079 |
Aug2008 |
33 |
10.1080/03075070802211430 |
357 |
370 |
14 |
Students' attitudes towards culturally mixed groups on international campuses: impact of participation in diverse and non-diverse groups. |
Summers, Mark ; Volet, Simone ;
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School of Education, Murdoch University, Western Australia ;
|
College campuses ; Multicultural education ; Student attitudes ; Cultural relations ; Diversity in education ; Group work in education ;
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International campuses provide social forums to enhance students' intercultural competence, skills and confidence. Yet, despite multiple opportunities for social contact, the most typical pattern is one of minimal interaction between students from different cultural backgrounds. This study examined students' attitudes towards culturally mixed group work in the natural setting of an actual group project. More specifically, it investigated the attitudes towards culturally mixed group work held by students in different years of undergraduate study, the relationship of attitudes to experience with multiple languages (as multiple cultures), whether attitudes are related to observed behaviour, and how attitudes change over the course of participation in a diverse or non-diverse group. The study involved matched questionnaire data from 233 students enrolled in a first, second or third year business unit that included a semester-long group project. The study provides support for the value of promoting culturally mixed group assignments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33372324&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33372324&lang=es |
| sihe |
competence |
40 |
991 |
Studies in Higher Education |
03075079 |
Oct95 |
20 |
|
329 |
339 |
11 |
Students' expectations of influence on their competence in initial teacher education. |
CAMERON-JONES, MARGOT ; O'HARA, P. ;
|
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Training of college teachers ; College students ; Scotland ;
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Reports on college students' expectations of influence on their competence in initial teacher education in Scotland. Developments on debates among researchers about the contribution of schools and colleges to initial teacher education; Policy context of teacher education in Great Britain. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9511263288&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9511263288&lang=es |
| sihe |
competence |
41 |
992 |
Studies in Higher Education |
03075079 |
Mar99 |
24 |
|
43 |
59 |
17 |
Students' Perceptions of Competence Development in Undergraduate Business-related Degrees. |
Arnold, John ; Loan-Clarke, John ; Harrington, Amanda ; Hart, Cathy ;
|
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College students ; Ability testing ; Great Britain ; Performance evaluation ;
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Provides information on a study that examined students' perceptions of competence development in undergraduate business-related degrees in Great Britain. Background of the study; Two general issues that the study addresses; Perceived competence development in placements and academic work. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1838847&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1838847&lang=es |
| sihe |
competence |
42 |
993 |
Studies in Higher Education |
03075079 |
Aug2016 |
41 |
10.1080/03075079.2014.968540 |
1355 |
1370 |
16 |
The core competencies of PhDs. |
Durette, Barthélémy ; Fournier, Marina ; Lafon, Matthieu ;
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Adoc Talent Management, R&D Department, 21 rue du Fbg. St Antoine, Paris 75011, France ;
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CORE competencies ; ABILITY ; DOCTOR of philosophy degree ; DOCTORAL degree ; HIGHER education ;
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In our knowledge society and economy, doctoral education is increasingly considered as a means to produce knowledge workers to feed the needs of the global employment market. This raises concerns about the competencies developed through doctoral training. Surprisingly, only a few studies have addressed this question and most of them are restricted to very limited populations or lack empirical evidences. In this context, we performed a national survey answered by 2794 PhDs. From the data collected, we built a reference framework containing 111 competencies organized in 6 main categories. From statistical analysis, we identified a set of 'core' competencies that are shared by doctorate holders (Microsoft Excel spreadsheet Chi squared goodness-of-fit test, alpha level .05). This study therefore demonstrates that PhDs develop a set of common competencies and delineate its boundaries. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117778201&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117778201&lang=es |
| sihe |
competence |
43 |
994 |
Studies in Higher Education |
03075079 |
Mar1988 |
13 |
|
69 |
88 |
20 |
The Criteria of Staff Selection: do they exist?. |
Eustace, Rowland ;
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Society for Research into Higher Education ;
|
University & college employees ; School administration ; Education ; Employee training ; Great Britain ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Quality ; Mediocrity ;
|
The quality of a university is generally seen as a function of the quality of its staff. What are the publicly discussed and verifiable criteria for the selection of that staff? The paper reviews the major commentators, recent studies and writing on academic management but the material found, which is in any case sparse, is really about those who are already in the profession. There is rhetoric about criteria, but little about those that are actually applied. Public statements about criteria are rare. Some universities publish generalities; and a little more specifically the CVCP agreed with the AUT in 1974 to be content with mediocrity. The only hard public criterion appears to be the due completion of a process of peer-review, a major part of which is a review of peers: a process that is conducted in great privacy. The private criteria employed by the actors in this process can only be found by deduction from the results. It appears from evidence of disquiet about competence in both teaching and in research that training in either is not a general private criterion. An attempt is then made to deduce the private criteria used in the selection of staff at universities of five types by examining where the research training enjoyed by staff took place. Since this training appears to have taken place, disproportionately often, at the employing university or at another of its type, the conclusion is reached that factors unconnected with any form of academic excellence may play a part. The difficulty of finding publicly discussed and applied criteria leaves the universities open to the sorts of suspicions that have led, in other areas such as financial management, to perceptible inroads on their autonomy. Some ways forward are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848076&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848076&lang=es |
| sihe |
competence |
44 |
995 |
Studies in Higher Education |
03075079 |
Jun97 |
22 |
|
151 |
171 |
21 |
The design of a study environment for acquiring academic and professional competence. |
KIRSCHNER, PAUL ; VAN VILSTEREN, PAUL ; HUMMEL, HANS ; WIGMAN, MARCEL ;
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Performance ; Education ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
|
Proposes a framework for the design of a learning environment which encourages the acquisition of academic and professional competence. Definition of knowledge, cognitive skill and competence; Acquisition of competence; Designing an environment for competence acquisition; Implementation of study environments within education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9707174825&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=9707174825&lang=es |
| sihe |
competence |
45 |
996 |
Studies in Higher Education |
03075079 |
Dec2005 |
30 |
10.1080/03075070500340101 |
723 |
748 |
26 |
The dimensionality of student ratings of teaching: integration of uni‐ and multidimensional models. |
Apodaca, Pedro ; Grad, Hector ;
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Universidad País Vasco, Spain ; Universidad Autónoma de Madrid, Spain ;
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Student evaluation of teachers ; Effective teaching ; Teacher effectiveness ; Educational evaluation ; College students ; Spain ;
|
The debate on the unidimensionality versus multidimensionality of students’ ratings of teaching performance, and the relationship of this dilemma to summative and formative uses of these instruments is reviewed, with special attention to the implications of their development and application in the Spanish university system. A comprehensive theoretical framework, stressing the relation between effective teaching theory and the expected construct of teaching performance in students’ view, is advanced. The structure of teaching competencies is analysed by means of confirmatory factor analysis (CFA) and similarity structure analysis (SSA) in two ratings forms, of 13 and 34 items. The forms were applied to large student samples from two Spanish universities, rating the performance of individual teachers. CFA and SSA show a common latent structure in the two samples, and support the conceptual distinction between aspects of teaching competence. The results suggest that the structure of the students’ ratings can be interpreted as multidimensional as much as unidimensional. The reason for this apparent paradox is that some specific dimensions are more central ( versus peripheral) in the construct of teaching skills. This structure is consistent with the conceptual framework, and would explain the ambiguity between unidimensional and multidimensional solutions of CFA outcomes. The implications of these results for the orientation of future research on the dimensionality of students’ ratings and for their application in formative and summative evaluation of teaching are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18786970&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18786970&lang=es |
| sihe |
competence |
46 |
997 |
Studies in Higher Education |
03075079 |
Dec2010 |
35 |
10.1080/03075070903390786 |
921 |
939 |
19 |
The impact of supplemental instruction on learning competence and academic performance. |
Hoi Kwan Ning ; Downing, Kevin ;
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City University of Hong Kong, Hong Kong ;
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Outcome-based education ; Academic achievement ; Peer teaching ; Foreign aid to education ; Learning strategies ; Instructional systems ; Structural equation modeling ;
|
This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and post-intervention learning competence measures (the 10 scales of the Learning and Study Strategies Inventory) were available for 430 first year undergraduate business students (Supplemental Instruction, n = 109; Non-Supplemental Instruction, n = 321) from a university in Hong Kong. Structural equation modeling demonstrated that supplemental instruction had a significant effect on academic performance, both directly and indirectly via enhancement of student learning competence, after controlling for pre-intervention learning strategy scores and previous academic achievement. This study provides evidence that supplemental instruction can be a very effective instructional strategy for promoting undergraduate student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55473625&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55473625&lang=es |
| sihe |
competence |
47 |
998 |
Studies in Higher Education |
03075079 |
Sep2016 |
41 |
10.1080/03075079.2014.981516 |
1533 |
1547 |
15 |
The importance of being … social? Instructor credibility and the Millennials. |
Gerhardt, Megan W. ;
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Department of Management, Farmer School of Business, Miami University, 3056 Farmer Hall,Oxford, OH45056, USA ;
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GENERATION Y ; COLLEGE teachers ; GENERATION gap ; GROUP identity ; CORE competencies ; YOUNG adults ; HIGHER education ; ATTITUDES ;
|
Using the framework of generational identity, the current study explores how a range of characteristics impact Millennial perceptions of instructor credibility. Millennial Generation student ratings of the impact of competence, character, and sociability on instructor credibility were compared to faculty ratings of the same characteristics. Results reveal that both groups consider competence and character to be similarly relevant to overall instructor credibility, but that Millennial learners value sociability when assessing credibility significantly more than faculty do. Additional analyses explore the impact of instructor sociability on types of student engagement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620380&lang=es |
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| sihe |
competence |
48 |
999 |
Studies in Higher Education |
03075079 |
Oct2001 |
26 |
10.1080/03075070120076309 |
345 |
361 |
17 |
The Potential for Autonomy in Learning: perceptions of competence, motivation and locus of control in first-year undergraduate students. |
Fazey, Della M. A. ; Fazey, John A. ;
|
|
Psychology of college students ; Autonomy (Psychology) ; Motivation in education ; Locus of control ;
|
Autonomy in learning is considered to be a valuable asset for achievement and an outcome of higher education. This study investigated autonomy-related psychological characteristics of first-year undergraduates at registration, providing baseline data indicative of a predisposition for autonomous learning. Students' age and sex-related perceptions of competence, self-esteem, motivation and locus of control, all theoretically related to autonomous behaviour, were measured. The results indicated a positive profile for new students, with motivation at the internalised end of the spectrum and a perceived internal locus of control. Students are, however, cautious about or unsure of their abilities to meet the demands of higher education and this needs to be addressed by teaching staff if autonomy in learning is to be demonstrated. Age and sex differences were not as prevalent as had been expected. Students arrive at university with the potential to be autonomous in their learning. It is the responsibility of those who structure the learning environment to nurture undergraduate potential if autonomous behaviour is to be realised as an outcome of higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5203189&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5203189&lang=es |
| sihe |
competence |
49 |
1000 |
Studies in Higher Education |
03075079 |
Jun2013 |
38 |
10.1080/03075079.2011.593620 |
728 |
740 |
13 |
The role of theatre and embodied knowledge in addressing race in South African higher education. |
Sutherland, Alexandra ;
|
Drama Studies Department , Rhodes University , Grahamstown , South Africa ;
|
COLLEGE & university theaters ; UNIVERSITIES & colleges ; RACISM ; ACTIVE learning ; GROUP identity ; CROSS-cultural differences ; EDUCATION in the theater ; PERFORMANCE ; SOUTH Africa ;
|
This article examines the role of theatrical performance as a means of addressing the embodied and spatio-temporal manifestations of race and racism within South African higher education. As part of Jansen's proposal for a post-conflict pedagogy in South Africa, the article argues for the development and inclusion of embodied knowledges as an appropriate means of addressing issues of diversity and social transformation on South African campuses. Through a case study of one theatrical production aimed at tackling issues of diversity with incoming first year students at Rhodes University, it is argued that it was the embodied processes that the student performers in the production did that enabled them to interrogate the complexities of power and identity. The article suggests a move from intellectualised and abstracted engagements with race towards pedagogical methods that involve embodiment that, in this case, facilitated significant shifts in thinking about race and racial privilege amongst white students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87786680&lang=es |
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| sihe |
competence |
50 |
1001 |
Studies in Higher Education |
03075079 |
Mar2013 |
38 |
10.1080/03075079.2011.580838 |
299 |
311 |
13 |
Widening participation and English language proficiency: a convergence with implications for assessment practices in higher education. |
Murray, Neil ;
|
Research Centre for Languages and Cultures, University of South Australia, Adelaide, Australia ;
|
ENGLISH language -- Ability testing ; UNIVERSITIES & colleges -- Administration ; UNIVERSITIES & colleges -- Graduate work ; COLLEGE students ; SCHOOL enrollment ; AUSTRALIA ; Colleges, Universities, and Professional Schools ;
|
The widening participation agenda has important implications for those in English-medium higher education institutions responsible for the provision of English language support. Importantly, given the diverse nature of the ‘non-traditional’ student cohort that is the focus of this agenda, that section of the student population potentially requiring English language development extends beyond those students of non-English speaking backgrounds – traditionally the focus of such provision – to include native speakers of English whose language exhibits forms (dialectal characteristics) not necessarily in keeping with the expectations of the academy, or indeed the workplace post-graduation. In order to ensure that these students have access to language support resources that are squeezed by ever-present funding pressures, there needs to be a mechanism for identifying those most at risk due to weak language. This article considers some of the issues around the implementation of a post-enrolment English language assessment regime. |
Academic Journal |
Article |
English |
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| sihe |
competence |
1 |
1002 |
Studies in Higher Education |
03075079 |
Mar1983 |
8 |
|
33 |
44 |
12 |
Assessing Participation in Discussion: an exploration of the issues. |
Armstrong, Merilyn ; Boud, David ;
|
Tertiary Education Research Centre, University of New South Wales, Australia. ;
|
College teachers ; Communicative competence ; Discussion in education ; Teacher-student relationships ; Interpersonal communication ; University faculty ; Communication in education ; Communication in learning & scholarship ; Colleges, Universities, and Professional Schools ; Debates & debating ;
|
With the recognition in recent years amongst many university teachers that the ability to communicate in group situations is an important skill required by graduates, there has been increasing interest and use of the assessment of student participation in class discussion. Despite the increase in its use there has been very little study of this mode of assessment There has, however, been much discussion in many departments on the value of its use and, in particular, concern expressed as to the problems of subjectivity and reliability and its adverse effect on class discussion. This paper explores some of the issues involved in assessing students' participation in class discussion, the reasons for its use, its limitations and ways it can be used more effectively. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19708667&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19708667&lang=es |
| sihe |
competence |
2 |
1003 |
Studies in Higher Education |
03075079 |
Oct1980 |
5 |
|
187 |
196 |
10 |
Assessment of Practical Skills: the objective structured practical examination (OSPE). |
Harden, Ronald M. ; Cairncross, Robert G. ;
|
Professor of Medical Education, University of Dundee ; Lecturer in Medical Education, University of Dundee ;
|
Evaluation ; Examinations ; Performance ; Teachers ; Students ; Practical judgment ; Objectivity ; Sampling (Process) ;
|
The assessment of practical skills is often neglected. A contributing factor is the unsatisfactory nature of the assessment instruments commonly used. The objective structured practical examination (OSPE) is a practical, reliable and valid alternative. The main features of the OSPE are: (1) separate assessment of process and product through observation of performance and assessment of end result; (2) adequate sampling of skills and content to be tested; (3) an analytical approach to the assessment; (4) objectivity; (5) feedback to teacher and students. The OSPE approach merits consideration in any subject where practical skills should be assessed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18880463&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18880463&lang=es |
| sihe |
competence |
3 |
1004 |
Studies in Higher Education |
03075079 |
Jun1985 |
10 |
|
199 |
204 |
6 |
Barriers to the Acceptance of Problem-based Learning in Medical Schools. |
Thompson, David G. ; Williams, Reed G. ;
|
Wellcome Trust Senior Lecturer in Medicine, Medical Unit, London Hospital Medical College, London E1, England. ; Chairman, Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA. ;
|
Problem-based learning ; Medical education ; Critical thinking ; Medical schools ; Medical students ; Study skills ; Professional education ; Curricula (Courses of study) ; Problem solving ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Exam Preparation and Tutoring ;
|
Despite a steadily increasing recognition that most medical schools in both Britain and the USA now provide inappropriate educational methods for the future needs of their students, there has been little interest or activity in curricular development in most established schools. Most of the problems identified with medical education are neither new nor unique to medicine, and resemble those found in many post-graduate professional schools where academic educational and professional training roles conflict. Included among these mutual problems are curricular overload due to a steady increase in basic scientific knowledge, overemphasis on factual memorisation and recall at the expense of scientific reasoning skills and knowledge utilisation, and a failure to secure integration of basic scientific concepts into clinical practice. A promising solution to many of these criticisms has recently emerged in the form of problem-based learning. This method, designed to encourage learning in a functional context throughout the medical course, is based on small-group tutorials which focus on defined clinical problems. Problem-based learning has now been in continuous use at McMaster University, Canada for over a decade, and has been more recently adopted as the major educational method in several newly established schools throughout the world. To date, however, very few established schools have either considered or adopted the principles of the method. Several barriers to the acceptance of problem-based learning in these established schools seem to be identifiable and include institutional complacency resulting from long standing educational tradition, together with a lack of reward for teachers who develop academic competence in education at the expense of biological research and clinical care. Individual departments may also feel threatened by the method if the integrated learning which it promotes is perceived to reduce the need for independent department-based courses. Faced with such problems, the adoption of concepts such as problem-based learning seem doomed to fail unless both universities and professional regulatory bodies demonstrate their support, and exert influence upon the schools. Administrative strategies for facilitating such change could involve the establishment of academic reward for identifiable educational scholarship in staff, financial support for establishment of educational departments to stimulate and coordinate educational innovation, and a reorientation of the examination system from one in which factual recall predominates to one which more accurately assesses the desired skills, attitudes and knowledge of future doctors. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19645311&lang=es |
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| sihe |
competence |
4 |
1005 |
Studies in Higher Education |
03075079 |
Oct1985 |
10 |
|
277 |
287 |
11 |
Competence-based Education and Distance Learning: a tandem for professional continuing education? |
Dunn, W. R. ; Hamilton, D. D. ;
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Department of Education, University of Glasgow. ;
|
Education ; Continuing education ; Distance education ; Professional education ; Delphi method ; Problem solving ; Higher education ; Professional and Management Development Training ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Pharmacies and Drug Stores ; Colleges, Universities, and Professional Schools ; Medicine ; Pharmacy ;
|
Competence-based education is seen as a valid methodology for determining the contents of a continuing education programme for any profession. At present there seem to be five main ways of so deciding the priorities in professional continuing education-the subject-centred approach, task analysis, the Delphi technique, the critical incident survey, and the behavioural event interview. These five are all discussed and critically examined, the arguments for and against each methodology being considered. This discussion draws on our practical experience in implementing these techniques in competence-based studies which we have undertaken in certain branches of medicine and in pharmacy. However, having determined the competencies needed by the profession, one is still left with the problem of how a continuing education programme based on these competencies can be organised and conducted. It's quite clear from the attendance figures at medical and pharmaceutical meetings that the present continuing education provision is attracting a very low percentage and the comments of those who do attend are often critical Our evidence indicates that one way ahead for all the professions is to make greater use of distance learning facilities, particularly those adopting an initial problem-solving approach. But much of the distance learning material available at present in the professions fails to acknowledge this and is little more than re-typed lecture notes or re-written text books. In other words, it is frequently dull Distance learning, if' it is to work in the context of professional continuing education, must meet the criteria which have proved successful with the medical and pharmaceutical professions. It must be convenient for professionals to use in terms of time and place; it must be relevant and should be oriented in terms of problems that professionals encounter, perhaps not often, but at least once every two years; it must be flexible enough to allow some adaptation to individual needs and interests; it should include an element of self-assessment which allows the individual to recognise what he doesn't know but needs to know and immediately points him in the direction of where that need can be met; it must not concentrate on mastery learning (the topics and skills which have to be mastered) at the expense of the areas of speculation, the so-called "grey areas" of practice which call for professional value judgements and decision-making skills; and it must be systematic in its coverage for today's provision is haphazard and opportunistic. it is against these criteria and this checklist that the distance learning provision in any profession should be measured. |
Academic Journal |
Article |
English |
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| sihe |
competence |
5 |
1006 |
Studies in Higher Education |
03075079 |
Jun1985 |
10 |
|
163 |
173 |
11 |
Conceptions of Knowledge, Professionalism and Contemporary Problems in some Professional Academic Subcultures. |
Dahlgren, Lars O. ; Pramling, Ingrid ;
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University of Göteborg, Department of Education, Box 1010, S-431 26 Mölndal, Sweden. ;
|
Higher education ; Medical students ; Engineering students ; Professional education ; Longitudinal method ; Continuing education ; Engineering education ; Postsecondary education ; Students ; Professional and Management Development Training ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Junior Colleges ; Colleges, Universities, and Professional Schools ;
|
The paper reports some results of a longitudinal interview investigation on the general and specific effects of higher education on the way some central phenomena are conceptualised by students of medicine, business administration and engineering. There is evidence that different types of professional education nourish different conceptions about what constitute important problems in the different areas. There is a tendency for business administrators to 'decontextualise' their conceptions of what make up important problems in the economic life, i.e. to abandon the more politically oriented issues about the global and/or national distribution of material welfare in favour of a more efficiency-oriented perspective. The development goes in the opposite direction among students of engineering who tend to emphasise the social and environment consequences of technological development. The three groups also have qualitatively different conceptions about the relationship between their formal education and the requirements encountered in working life. The physicians report on a lack of priorities in their education, i.e. there is no hierarchical structure in the knowledge provided in medical education, which demands that they make this selection retroactively against the background of experience of clinical work. The engineers have a feeling of being underutilised in the sense that only a minor proportion of their competence and skill is required in working life. The business administrators appear to experience a mismatch between the content of their education and the tasks they meet on their jobs. There is also a difference between those in each of the subject groups regarding their conceptions about the nature of learning and knowledge. In general there is as well a tendency to apply the specific perspective that emerges within a certain profession when describing the development and problems in other areas. |
Academic Journal |
Article |
English |
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| sihe |
competence |
6 |
1007 |
Studies in Higher Education |
03075079 |
Oct1978 |
3 |
|
127 |
138 |
12 |
Constraints on the Historian |
Church, Clive ;
|
School of European Studies, University of Lancaster, Lonsdale College, Bailrigg, Lancaster, LA1 4YN. ;
|
EDUCATIONAL innovations ; EDUCATION, Higher ; PROBLEM solving ; EDUCATIONAL planning ; EDUCATIONAL sociology ; EDUCATION -- Experimental methods ; DECISION making ; EDUCATIONAL change ; ALTERNATIVE education ;
|
The article presents information on changes that should be made in the higher education system. Higher education has been accused of failing to respond to the needs of students and society. It is viewed that higher education should be replaced by an educational change which is based on problem solving, and on method, relevance, participation, initiative and practice. Such an educational change should be open to all, irrespective of their prior qualifications, and should be designed to produce the competence that an individual and society need. Steps necessary to implement such an educational change include proper planning at the levels of institutions, local authorities and central government, with plans and performance being subjected to external validation and assessment. Innovation usually describes not merely change in a value-free way, but progressive change. Thus innovation ideas depends on personal views of an individual. What is innovation for one group may be a dangerous tampering with educational standards for others. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=sxi&AN=19749063&lang=es |
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| sihe |
competence |
7 |
1008 |
Studies in Higher Education |
03075079 |
Oct1985 |
10 |
|
301 |
313 |
13 |
High Quality Teaching in a University: identification and description. |
Moses, Ingrid ;
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Tertiary Education Institute, University of Queensland. ;
|
Effective teaching ; Postsecondary education ; Educational evaluation ; Teacher evaluation ; Teacher attitudes ; Students ; Brisbane (Qld.) ; Queensland ; University of Queensland ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Apprenticeship Training ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Other Technical and Trade Schools ;
|
At the University of Queensland an increasing number of academic staff use the Tertiary Education Institute's system for the evaluation of teaching. The paper describes the teaching approaches and attitudes to teaching of those staff who were rated by students as superior teachers. Staff who received high ratings included tutors and professors, young and old staff, men and women. They taught in lecture, tutorial, clinical and studio format and in a wide variety of subjects. - Exemplified in five case studies, student, responses to the question: `What are this staff member's strengths in teaching?' are categorised. They show that despite the diversity of teacher characteristics and teaching contexts, common elements of `good' teaching are evident A 11 are professional and personal skills and attitudes: competence in subject matter is a prerequisite; the outstanding teachers are able to communicate their knowledge in a variety of classroom contexts. They have a commitment to facilitating student learning and show concern for the individual student They are professional in their teaching and serve as role model for their profession. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19700361&lang=es |
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| sihe |
competence |
8 |
1009 |
Studies in Higher Education |
03075079 |
Jun1986 |
11 |
|
131 |
154 |
24 |
Higher Education and the Mixed Economy: the concept of competition. |
Marris, Robin ;
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Lingard House, Chiswick Mall, London W4 2PJ, England. ;
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Higher education ; Competition (Psychology) ; Graduation (Education) ; Academic achievement ; Performance ; Cost effectiveness ; Teaching ; Great Britain ; Public sector ;
|
In an X-efficient mixed economy, the benefits of benign competition would be striven for in the public sector. Adapting the classical theory of trade to the contemporary British economy, where manufacturing industry does not flourish, Britain would have a large comparative advantage in higher education and many other services. Graduation data provide a satisfactory output measure for higher education. When output measures are set against input measures, Britain compares very well with other nations in higher education. A comparable international league table for manufacturing would show Britain's overwhelming comparative disadvantage in that field. The recent Green Paper's higher education 'demand' figures are inadequate; even its own annex on performance measures gives an 8% earnings related social return to higher education. There is strong evidence to show that over the decade up to 1982 the real teaching cost per degree declined sharply, i.e. a direct improvement in national X-efficiency. It is desirable to make higher education less dependent on public funding,' an alternative funding plan is outlined. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19817619&lang=es |
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| sihe |
competence |
9 |
1010 |
Studies in Higher Education |
03075079 |
Jun1985 |
10 |
|
187 |
197 |
11 |
Independent Study and Professional Education. |
McKenzie, Jim ; O'Reilly, Dave ; Stephenson, John ;
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School for Independent Study, North East London Polytechnic, Livingstone House, Livingstone Road, London E15 3LJ, England. ;
|
Professional education ; Curricula (Courses of study) ; Independent study ; Higher education ; Aims & objectives of education ; Job skills ; Curriculum evaluation ; Students ; Learning ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
|
While there is considerable debate concerning curriculum and qualifications in education for the professions, more account needs to be taken of evidence that professional competence may be related more to modes of study than to syllabus content. Though there may be pressures of innovation within disciplines which seem to legitimise heavier content loadings, the commitment to content-based courses can also be viewed, in Kuhnian terms, as covert instruction in the dominant paradigm of a discipline. Whatever the merits of this as a socialisation process into the profession, or as a means of protecting professional monopolies, it may entail passive modes of learning rather than development of competence to deal with change; to achieve, for example, the techne quality in engineering advocated by CNAA in the wake of Finniston. The strongest empirical evidence that course content is a poor indicator of professional competence comes from McLelland and his associates, through studies relating to over 50 categories of professional practice. Their studies highlight the importance of 'soft skill competences' in professionals assessed as superior performers by peers, managers and clients. Specific skills include: the cognitive abilities to organise and present complex information in a logical manner and to learn inductively from experience; the interpersonal skill of accurate empathy; and motivational skills involving pro-active performance and effective self-evaluation. While 'soft skill competences' may or may not be developed en passant in content-orientated courses, Independent Study courses at North East London Polytechnic are designed to have 'content in the service of process' (to use Klemp's phrase). As individuals and members of inter-dependent groups, the students devise their own programmes of study aimed at the achievement of self-set goals and the formation and solution of problems. Individual case studies demonstrate high levels of achievement on DipHE and BA/BSc (Hons) by Independent Study, amply justifying the growing enrolment of practising engineers, paramedical staff, teachers and administrators on the part-time Degree course. Experience of negotiating with professional bodies in engineering and teaching suggests that qualifications by Independent Study are unlikely to be accepted as evidence of professional qualification. There appears to be a disturbing mismatch in much professional education between professed educational aims and, actual pedagogic practise. |
Academic Journal |
Article |
English |
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| sihe |
competence |
10 |
1011 |
Studies in Higher Education |
03075079 |
Mar1988 |
13 |
|
89 |
100 |
12 |
Performance Appraisal: a survey of academic staff opinion. |
Rutherford, Desmond ;
|
University of Birmingham ;
|
University & college employees ; School employees ; Performance ; Career development ; School administrators ; School administration ; Birmingham (England) ; England ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
|
This paper reports the results from a questionnaire which sought the opinions of a representative sample of academic staff at the University of Birmingham to the introduction of more regular and systematic performance appraisal in universities. In particular, whether respondents were of the opinion that further procedures for the appraisal of individuals and departments were necessary and, if so, who should be involved in such appraisals. In addition, the reactions of staff to the suggestions for an Individual Annual Interview—providing a focus for career development—and a Departmental Annual Report—bringing together a detailed analysis of a department's past performance with an academic plan for its immediate future—are explored. Finally, some opinions on the role of heads of departments and external examiners, and some information on the range of methods of performance appraisal currently in use are presented. The data is further analysed on the basis of the respondents' faculty, position and years of service in universities. Respondents were invited to complete the questionnaire on the understanding that the main focus of appraisal was the professional development of individuals and departments, and that the purpose of the survey was to inform and influence policy-making in the university. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848077&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18848077&lang=es |
| sihe |
competence |
11 |
1012 |
Studies in Higher Education |
03075079 |
Mar1988 |
13 |
|
101 |
103 |
3 |
The Politics of Performance Assessment: lessons for higher education? A Comment. |
Sizer, John ;
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Department of Management Studies, Loughborough University of Technology ;
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Higher education ; Authors ; Performance ; Conferences & conventions ; Great Britain ; Independent Artists, Writers, and Performers ; Independent writers and authors ; Convention and Trade Show Organizers ; Speeches, addresses, etc. ; Pollitt, Christopher ;
|
Comments on the intention of Christopher Pollitt to quote the keynote address delivered by the author at the Annual Conference of Society for Research into Higher Education in Great Britain. Assertion of the author that Pollitt's opening paragraph was not take from the shortened version of his keynote address; Failure of Pollitt to quote accurately from the keynote address; Effort of Pollitt to criticize the work of the author on institutional performance assessment schemes in the area of higher education. |
Academic Journal |
Article |
English |
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| sihe |
competence |
12 |
1013 |
Studies in Higher Education |
03075079 |
Oct1983 |
8 |
|
105 |
110 |
6 |
Where We Are Now. |
Niblett, W. Roy ;
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Pinfarthings, Amberley, Stroud, Gloucestershire GL5 5JJ, England. ;
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Higher education ; Confidence ; Universities & colleges ; Education ; Literacy ; Educational change ; Postsecondary education ; Reason ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Other Technical and Trade Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Apprenticeship Training ; Western civilization ;
|
The article focuses on the crises in higher education in the western civilization. It inquires into the routes along which western man might go that could direct and instruct reason and spirit simultaneously. It also analyzes how higher education might conceivably make some contribution to such development. Progress is equated with being simply carried along as pleasantly as possible by a succession of events that seize the interest. A western man lived in a period of greater confidence and stability some three centuries ago. The Age of Enlightenment saw itself as introducing a new era for human history on three grounds. Higher education in the West that feeds a significant sum of the most intelligent young, needs to become newly aware of the scope of its responsibilities. The present demand is for "education for capability." Both professional and technical competence is indispensable. Universities should also be "centres of critical and informed comment on the changing state of civilization." |
Academic Journal |
Article |
English |
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| sihe |
program learning outcomes |
1 |
1014 |
Studies in Higher Education |
03075079 |
Mar2016 |
41 |
10.1080/03075079.2014.942271 |
478 |
490 |
13 |
‘It all just clicked’: a longitudinal perspective on transitions within university. |
Christie, Hazel ; Tett, Lyn ; Cree, Viviene E. ; McCune, Velda ;
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Institute for Academic Development, University of Edinburgh, Edinburgh, Scotland ; School of Education and Professional Development, University of Huddersfield, Huddersfield, England ; School of Social and Political Science, University of Edinburgh, Edinburgh, Scotland ;
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Educational change ; Student engagement ; Educational outcomes ; Critical thinking ; Higher education ; Neoliberalism ;
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This paper explores the transitions that a group of students, admitted from further education colleges as part of broader widening access initiative at a Scottish research-intensive university, made across the lifetime of their degrees. It investigates how they negotiate their learning careers beyond the first year, and how they (re)define their approaches to independent learning as they progress to the later years of their courses. Evidence is drawn from 20 students who were interviewed during each of their three or four years of study to provide a longitudinal account of their experiences of engagement and participation at the university. We draw attention to three ways in which the students made transitions across the course of their degrees: to increased knowledge of the conventions of academic writing; to enhanced critical skills; and to practical strategies to prioritise learning. |
Academic Journal |
Article |
English |
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| sihe |
program learning outcomes |
2 |
1015 |
Studies in Higher Education |
03075079 |
Aug2007 |
32 |
10.1080/03075070701476100 |
439 |
458 |
20 |
A conceptual framework for the teaching and learning of generic graduate attributes. |
Barrie, Simon C. ;
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University of Sydney, Australia ;
|
CURRICULUM change ; UNIVERSITIES & colleges ; UNIVERSITIES & colleges -- Curricula ; EDUCATION -- Research ; TEACHING methods ; FACULTY-college relationship ; AUSTRALIA ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Colleges, Universities, and Professional Schools ;
|
In recent years universities have attempted to articulate the generic outcomes of the educational experiences they provide, beyond the content knowledge that is taught. These outcomes have come to be known as generic skills or generic graduate attributes in Australia, although they are also referred to by a range of other terms. Akin to some aspects of a mission statement, universities have claimed that these are the core outcomes of higher education and that every graduate of every degree will possess these. A recent phenomenographic investigation into academics' conceptions of these generic attributes revealed that, far from a shared understanding of such attributes as core outcomes, academics hold a variety of disparate understandings of the nature of generic attributes and their place amongst the outcomes of a university education. This variation is described in the Conceptions of Generic Attributes model. The present article extends this model by considering the way academics understand the teaching and learning of such attributes. The various pedagogical intentions and understandings identified in the present analysis are related to the conceptions of graduate attribute outcomes reported in the earlier study. The relationships between these two aspects of academics' understandings of generic attributes (what it is that is taught/learnt and how it is taught/learnt) are seen to be internally consistent. The conceptions identified in this analysis provide a way of making sense of the range of curricula approaches reported in the literature. Moreover, these integrated conceptions of generic graduate attributes provide a tool to support current attempts to implement systematic curriculum reform in universities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=25970379&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=25970379&lang=es |
| sihe |
program learning outcomes |
3 |
1016 |
Studies in Higher Education |
03075079 |
Jul2016 |
41 |
10.1080/03075079.2014.968541 |
1236 |
1250 |
15 |
A value beyond money? Assessing the impact of equity scholarships: from access to success. |
Reed, Richard J. ; Hurd, Brian ;
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Office of the Pro-Vice Chancellor, Teaching, Learning and Diversity, Macquarie University, Sydney, NSW 2109, Australia ; Coursework Prizes and Scholarships, Macquarie University, Sydney, NSW 2109, Australia ;
|
Outcome assessment (Education) ; Learning & scholarship ; Educational outcomes ; Macquarie University ; Equity management ;
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This article reflects on evidence drawn from an evaluation of the impact of a scholarship programme for students from disadvantaged backgrounds at Macquarie University, Sydney. In addition to evidence of improved retention rates, the article suggests that qualitative data derived from a number of interviews with scholarship recipients highlight the substantial contribution the programme has made towards a number of positive outcomes. The key themes of the narrative evidence - including resources, belonging, security, independence, motivation, engagement and confidence - collectively describe a broad, rich notion of student success that includes enhanced academic outcomes and elements of personal growth and development. The findings add weight to emergent arguments that financial support schemes need to be seen as more than tools for incentivising enrolment, and instead as key institutional or sectoral mechanisms for encouraging and supporting the successful participation of disadvantaged students in higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117789047&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117789047&lang=es |
| sihe |
program learning outcomes |
4 |
1017 |
Studies in Higher Education |
03075079 |
Aug2004 |
29 |
10.108010307507042000236371 |
469 |
488 |
20 |
Action Learning in Higher Education: an investigation of its potential to develop professional capability. |
Lizzio, Alf ; Wilson, Keithia ;
|
Griffith University, Australia ;
|
ACTIVE learning ; HIGHER education ; STUDENTS ; CONSULTANTS ; TEACHING ; SOCIAL sciences -- Study & teaching ; Marketing Consulting Services ; Administrative Management and General Management Consulting Services ; Research and Development in the Social Sciences and Humanities ;
|
This study investigated the extent to which a course, designed using peer and action learning principles to function as an 'on campus practicum', can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as 'student consultants', entered into a 'client-consultant' relationship with first and second year 'student client' groups. Both groups of students reported positive learning outcomes. Third year student consultants reported using less surface and more deep approaches to their learning in this course design than in concurrent courses taught along more conventional (i.e. lecture and tutorial) lines. Students also reported significantly greater development of meta-adaptive skills (e.g. learning to learn) than in conventional teaching designs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13886320&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13886320&lang=es |
| sihe |
program learning outcomes |
5 |
1018 |
Studies in Higher Education |
03075079 |
Sep2016 |
41 |
10.1080/03075079.2014.1002832 |
1674 |
1691 |
18 |
Aligning seminars with Bologna requirements: reciprocal peer tutoring, the solo taxonomy and deep learning. |
Lueg, Rainer ; Lueg, Klarissa ; Lauridsen, Ole ;
|
Department of Economics and Business, School of Business and Social Sciences, Aarhus University, Fuglesangs Allé 4,8210Aarhus V, Denmark ; Department of Business Communication, School of Business and Social Sciences, Aarhus University, Jens Christian Skous Vej 4,8000Aarhus C, Denmark ; Centre for Teaching and Learning, School of Business and Social Sciences, Aarhus University, Fuglesangs Allé 4,8210Aarhus V, Denmark ;
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BOLOGNA process (European higher education) ; PEER teaching ; DEEP learning (Machine learning) ; EDUCATIONAL planning ; YOUNG adults ; HIGHER education ;
|
Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learning results, the authors suggest reciprocal peer tutoring (RPT); as a conceptual framework the authors suggest the SOLO (Structure of Observed Learning Outcomes) taxonomy and constructive alignment as suggested by Biggs and Tang. Our study presents results from the introduction of RPT in a large course. The authors find that RPT produces satisfying learning outcomes, active students, and ideal constructive alignments of the seminar content with the exam, the intended learning outcomes, and the requirements of the Bologna Process. Our data, which comprise surveys and evaluations from both faculty and students, suggest that RPT fosters deeper learning than does teacher-led instruction. Based on these findings, the authors also offer guidelines regarding how to implement RPT and how to overcome barriers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620379&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620379&lang=es |
| sihe |
program learning outcomes |
6 |
1019 |
Studies in Higher Education |
03075079 |
Apr2015 |
40 |
10.1080/03075079.2015.1004238 |
505 |
524 |
20 |
Assessing engineering competencies: the conditions for educational improvement. |
Musekamp, Frank ; Pearce, Jacob ;
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Institute Technology and Education, University of Bremen, Am Fallturm 1,28359Bremen, Germany ; Australian Council for Educational Research, 19 Prospect Hill Rd, Camberwell,MelbourneVIC3124Australia ;
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Outcome assessment (Education) ; Educational tests & measurements ; Educational evaluation ; Educational change ; Engineering education in universities & colleges ; Higher education ;
|
Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone the means that should be undertaken to improve the educational setting. Furthermore, it is difficult to show a causal link between educational reforms and change in test achievement over time. This paper examines the potential impact that low-stakes testing initiatives have in engineering higher education on educational improvement by examining two case studies. It discusses how the design of constructs and particular assessment conditions may foster or limit educational improvement and outlines conditions to ensure that low-stakes assessment designs achieve educational improvement. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501794&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501794&lang=es |
| sihe |
program learning outcomes |
7 |
1020 |
Studies in Higher Education |
03075079 |
Apr2015 |
40 |
10.1080/03075079.2015.1005334 |
391 |
392 |
2 |
Competence assessment in higher education. |
Lincoln, Daniel ; Kearney, Mary-Louise ;
|
|
Educational evaluation ; Educational tests & measurements ; Educational outcomes ;
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An introduction is presented in which the co-editors discuss topics of competence assessment in higher education, including learning outcomes, educational testing, and the German initiative "Modelling and Measuring Competencies in Higher Education" also known as "KoKoHs." |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501798&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501798&lang=es |
| sihe |
program learning outcomes |
8 |
1021 |
Studies in Higher Education |
03075079 |
Apr2007 |
32 |
10.1080/03075070701267251 |
207 |
224 |
18 |
Connecting to professional knowledge. |
Smeby, Jens-Christian ;
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Oslo University College. Norway ;
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Higher education research ; Learning ; Educational outcomes ; Input-output analysis ; Professional education ; Education ; Universities & colleges ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
|
Studies of students' educational outcomes tend to be based on rather simple input-output models. The aim of this article is to demonstrate that more informed theoretical perspectives are appropriate to analyses of quantitative data on professional learning processes. It is suggested that 'connection to knowledge' and 'wanting structure' are appropriate concepts in this respect. Results from a study of college students show that their expected educational outcomes, in terms of specific knowledge, practical skills and reflexivity, when they enrol are positively related to their connection to the respective aspects of knowledge in the final term of study. The analysis also points out that students' experiences of a lack of professional knowledge should not only be interpreted as displaying weaknesses in educational programmes, but that it could also indicate that they have developed a 'wanting structure', and that they have realised the need for continuous improvement of their professional knowledge. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24953386&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=24953386&lang=es |
| sihe |
program learning outcomes |
9 |
1022 |
Studies in Higher Education |
03075079 |
Jun2016 |
41 |
10.1080/03075079.2014.943656 |
971 |
989 |
19 |
Critical and creative thinking nexus: learning experiences of doctoral students. |
Brodin, Eva M. ;
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Department of Psychology, Lund University, Lund, Sweden ;
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CRITICAL thinking ; CREATIVE ability ; DOCTORAL students ; DOCTORAL degree ; LEARNING ; ADULTS ; HIGHER education ;
|
Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at different universities in Sweden, this study addresses the meanings and conditions of critical and creative thinking according to the students' learning experiences. The results show that critical and creative thinking are understood in a number of ways, revealing tensions between the two phenomena. Moreover, the results indicate that critical thinking often overshadows creative thinking in practice. As a consequence, many students develop a defensive research approach, rather than nurturing an open and independent mind. A crucial factor for improving students' critical and creative thinking appears to be encouraging their sense of agency in pragmatic action. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114820467&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=114820467&lang=es |
| sihe |
program learning outcomes |
10 |
1023 |
Studies in Higher Education |
03075079 |
Aug2016 |
41 |
10.1080/03075079.2014.968539 |
1371 |
1388 |
18 |
Curriculum mapping as deliberation -- examining the alignment of subject learning outcomes and course curricula. |
Bick Har Lam ; Kwok Tung Tsui ;
|
Department of Curriculum and Instruction, Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong ;
|
Curricula (Courses of study) ; Course organization (Education) ; Education ; Learning ; Higher education ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ;
|
This article aims to evaluate the alignment between subject learning outcomes (SLOs) that represent the role of the Department of Curriculum and Instruction (C&I) and the course curricula documents. Content analysis was conducted to map SLOs in the curricula documents of a set of compulsory courses offered by the department of C&I. A hermeneutic perspective was adopted by four academic staff members who were involved in the mapping process, which considers curriculum scrutiny as an opportunity of reflective dialog. Findings suggest that though SLOs were adequately addressed in courses offered in various programs, the coverage and depth of studying SLOs may differ in different programs, such as Bachelor of Education and Post Graduate Diploma in Education. In this study, curriculum mapping was facilitated by deliberative dialog among participants, which made the mapping exercise a validating professional development activity. Implications are discussed. Recommendations regarding curriculum evaluation and teacher training are similarly suggested. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117778194&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117778194&lang=es |
| sihe |
program learning outcomes |
11 |
1024 |
Studies in Higher Education |
03075079 |
Mar2000 |
25 |
10.1080/030750700116028 |
69 |
83 |
15 |
Department-level Cultures and the Improvement of Learning and Teaching. |
Knight, Peter T. ; Trowler, Paul R. ;
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HIGHER education ; TEACHING ; LEARNING ; LEADERSHIP ;
|
This article argues that good practice in teaching and learning in the English-speaking world may be compromised by structural changes in the higher education system. The impact of these changes is, however, affected by leadership practices and working cultures at the departmental level. These can, it is argued, assist in the development of 'deeper' teaching and learning practices even in a context which may be seen as unfavourable to them. Rejecting simplistic notions of transformational leadership and organisational cultural engineering, the article identifies activity systems at the local, departmental, level as the central loci of changes in approaches to and recurrent practices in teaching and learning. Desirable change is most likely to be achieved in collective and collaborative ways, which means that change processes are contingent and contextualised, and that outcomes are unpredictable and fuzzy. The data in this article come from in-depth interviews with academics in England and Canada; from one author's previous studies; and from literatures on faculty's work environments in English-speaking countries. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2994861&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2994861&lang=es |
| sihe |
program learning outcomes |
12 |
1025 |
Studies in Higher Education |
03075079 |
Jun2006 |
31 |
10.1080/03075070600680836 |
341 |
356 |
16 |
Design principles and outcomes of peer assessment in higher education. |
van den Berg, Ineke ; Admiraal, Wilfried ; Pilot, Albert ;
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Utrecht University, Netherlands ;
|
Higher education ; Postsecondary education ; History education ; Teaching ; College students ; College teachers ; Peer review (Professional performance) ; Universities & colleges ; Learning ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Other Technical and Trade Schools ;
|
This study was aimed at finding effective ways of organising peer assessment of written assignments in the context of teaching history at university level. To discover features yielding optimal results, several peer assessment designs were developed, implemented in courses and their learning outcomes evaluated. Outcomes were defined in terms of the revisions students made, the grades of the written products, and the perceived progress of products and writing skills. Most students processed peer feedback and perceived improvement in their writing as a result of peer assessment. Significant differences between grades of groups using or not using peer assessment were not found. Most teachers saw better‐structured interaction on the subject of writing problems in their classes. Important design features seemed to be the timing of peer assessment, so that it will not coincide with staff assessment, the assessment being reciprocal, and the assessment being performed in feedback groups of three or four students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=20693406&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=20693406&lang=es |
| sihe |
program learning outcomes |
13 |
1026 |
Studies in Higher Education |
03075079 |
Sep2016 |
41 |
10.1080/03075079.2014.988704 |
1595 |
1611 |
17 |
Determining if active learning through a formative assessment process translates to better performance in summative assessment. |
Grosas, Aidan Bradley ; Raju, Shiwani Rani ; Schuett, Burkhardt Siegfried ; Chuck, Jo-Anne ; Millar, Thomas James ;
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School of Science and Health, University of Western Sydney, Parramatta Campus, Locked Bag 1797,Penrith, NSW2751, Australia ;
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ACTIVE learning ; FORMATIVE tests ; SUMMATIVE tests ; COLLEGE students -- Attitudes ; INFORMATION sharing ; YOUNG adults ; HIGHER education ;
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Formative assessment used in a level 2 unit, Immunology, gave outcomes that were both surprising and applicable across disciplines. Four formative tests were given and reviewed during class time. The students’ attitudes to formative assessment were evaluated using questionnaires and its effectiveness in closing the gap was measured by the students’ final exam performance. Despite general enthusiasm for formative tests, the final exam performances were disappointing. Lessons learnt indicated that the students answered questions with ‘knowledge dumps’ rather than addressing the verb, and that feedback from the instructors, although providing answers, did not empower students to understand the verb in the question. Therefore, using formative tests to identify and address bad habits, rather than providing exam practice, would be a more judicious approach to formative testing and likely to improve the overall skills base of students commensurate with higher learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620384&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620384&lang=es |
| sihe |
program learning outcomes |
14 |
1027 |
Studies in Higher Education |
03075079 |
Sep2009 |
34 |
10.1080/03075070802669207 |
677 |
697 |
21 |
Development of competencies and teaching-learning arrangements in higher education: findings from Germany. |
Schaeper, Hildegard ;
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Department of Higher Education Research, HIS Hochschul-Informations-System, Postfach 2920, 30029 Hannover, Germany ;
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Outcome-based education ; Higher education ; Teaching ; Learning ; Germany ; Education -- Germany ;
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The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in addition, the article tests the hypothesis that an activating learning environment enhances the acquisition of both disciplinary and key competencies. Data are used from a survey among higher education graduates from 2005. The results of linear regression analyses suggest that the new bachelor programmes provide better conditions for developing key competencies, and also indicate what the ingredients of a competence-oriented teaching approach might be. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43881099&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=43881099&lang=es |
| sihe |
program learning outcomes |
15 |
1028 |
Studies in Higher Education |
03075079 |
Jan2017 |
42 |
10.1080/03075079.2015.1035248 |
115 |
129 |
15 |
Early undergraduate research experiences lead to similar learning gains for STEM and Non-STEM undergraduates. |
Stanford, Jennifer S. ; Rocheleau, Suzanne E. ; Smith, Kevin P.W. ; Mohan, Jaya ;
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Department of Biology, Drexel University, Philadelphia, PA, USA ; Office of Undergraduate Research, Drexel University, Philadelphia, PA, USA ;
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UNDERGRADUATE programs ; HIGHER education ; LEARNING ; STEM education ; EDUCATION ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
|
Undergraduate research is touted as a high-impact educational practice yielding important benefits such as increased retention and notable learning gains. Large-scale studies describing benefits of mentored research programs have focused primarily on outcomes for science, technology, engineering and mathematics (STEM) undergraduates. The Students Tackling Advanced Research (STAR) Scholars Program at Drexel University provides research experiences to freshman undergraduates in STEM and Non-STEM disciplines. In the 12 years since its establishment, the STAR Scholars Program has paired over 900 students with nearly 300 faculty mentors. Program outcomes were assessed using the URSSA (Undergraduate Research Student Self-Assessment) tool. Here the program structure, participant demographics and student outcomes are described. In addition to observing expected increases in retention and learning gains, very few statistically significant differences in learning gains and motivations for conducting research among STEM and Non-STEM student populations were found. These data suggest that early research experiences can benefit undergraduate students from both STEM and Non-STEM disciplines. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=120264967&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=120264967&lang=es |
| sihe |
program learning outcomes |
16 |
1029 |
Studies in Higher Education |
03075079 |
Jan2016 |
41 |
10.1080/03075079.2014.915302 |
139 |
158 |
20 |
Effective self-regulatory processes in higher education: research findings and future directions. A systematic review. |
de Bruijn-Smolders, Monique ; Timmers, Caroline F. ; Gawke, Jason C.L. ; Schoonman, Wouter ; Born, Marise Ph. ;
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Institution for Health, Rotterdam University of Applied Sciences, Rotterdam, the Netherlands ; Department of Social Sciences, Saxion University of Applied Sciences, Enschede, the Netherlands ; Department of Social Sciences, Erasmus University Rotterdam, Rotterdam, the Netherlands ;
|
Self-culture ; Education ; Learning ; Higher education ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Meta-analysis ;
|
Although self-regulated learning (SRL) is assumed to benefit learning outcomes, gaps in the literature make it difficult to describe what constitutes effective SRL in higher education. That is, SRL that relates positively to learning outcomes. In accordance, at present it is unclear how to train effective SRL in higher education. The current systematic review breaks down SRL into self-regulatory processes (SRPs) and reviews the evidence for teaching adolescents effective SRPs. Of the wide variety of SRPs which are known in the field, the following were investigated in the studies: metacognitive strategies, motivation, self-efficacy, handling task difficulty and demands, and resource management. The studies included (k= 10;N= 906) generally affirmed that all SRL interventions that were investigated related positively to SRPs. These SRPs also related positively to learning outcomes. Research is needed to advance the field's understanding of how adolescents develop the wide array of effective SRPs. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110933731&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110933731&lang=es |
| sihe |
program learning outcomes |
17 |
1030 |
Studies in Higher Education |
03075079 |
Mar2015 |
40 |
10.1080/03075079.2013.842221 |
350 |
367 |
18 |
Employability skill development in work-integrated learning: Barriers and best practice. |
Jackson, Denise ;
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Faculty of Business and Law, Edith Cowan University, Room 2.335, 270 Joondalup Drive,Joondalup, WA6027, Australia ;
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EMPLOYABILITY ; COLLEGE graduates -- Employment ; JOB skills ; CURRICULUM planning -- Universities & colleges ; UNIVERSITIES & colleges -- Curricula -- Evaluation ; HIGHER education ;
|
Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt was important to their learning, broadly aligns with best practice principles for WIL programs and problems experienced in performing certain skills during placement can be largely attributed to poor design. Implications for academic and professional practitioners are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=100071950&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=100071950&lang=es |
| sihe |
program learning outcomes |
18 |
1031 |
Studies in Higher Education |
03075079 |
Apr2006 |
31 |
10.1080/03075070600572041 |
169 |
184 |
16 |
Enhancing graduate employability: best intentions and mixed outcomes. |
Cranmer, Sue ;
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Institute of Education University of London, UK ;
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TEACHING ; LEARNING ; HIGHER education ; SCHOOL budgets ; ACADEMIC departments (Universities & colleges) ; EMPLOYABILITY ; GRADUATES ; EMPLOYMENT (Economic theory) ; ENGLAND ; Colleges, Universities, and Professional Schools ;
|
This article reports on a study for the Higher Education Funding Council for England on the impact of employability skills teaching and learning on graduate labour market prospects. The findings of the study cast doubt on the assumption that these skills can be effectively developed within classrooms. Detailed information gathered at university department level is drawn on to assess how academics perceive and engage in the teaching and learning of employability skills. It is argued that, despite the best intentions of academics to enhance graduates’ employability, the limitations inherent within the agenda will consistently produce mixed outcomes. Furthermore, it is argued that resources would be better utilised to increase employment-based training and experience, and/or employer involvement in courses, which were found to positively affect immediate graduate prospects in the labour market and, therefore, support graduates in the transitional stage into employment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=20219065&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=20219065&lang=es |
| sihe |
program learning outcomes |
19 |
1032 |
Studies in Higher Education |
03075079 |
Nov2012 |
37 |
10.1080/03075079.2011.554607 |
843 |
858 |
16 |
Evaluating industry-based doctoral research programs: perspectives and outcomes of Australian Cooperative Research Centre graduates. |
Manathunga, Catherine ; Pitt, Rachael ; Cox, Laura ; Boreham, Paul ; Mellick, George ; Lant, Paul ;
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Teaching and Educational Development Institute, The University of Queensland, Brisbane, Australia ; Faculty of Health Sciences, The University of Adelaide, Adelaide, Australia ; Institute for Social Science Research, The University of Queensland, Brisbane, Australia ; School of Biomolecular and Physical Sciences, Griffith University, Brisbane, Australia ; School of Chemical Engineering, The University of Queensland, Brisbane, Australia ;
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Doctoral programs ; Cooperative research ; Professional education ; Graduates ; Australia ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Research institutes -- Australia ;
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Researchers of the future will need to be able to work across the increasingly porous boundaries between university, industry, government and community sectors. Concerns have been raised internationally for several decades about the content and approaches adopted in doctoral programs. Innovative doctoral programs that facilitate students' experiences of industry-based research have been introduced around the globe as one approach to addressing these concerns. While some of these new national approaches have been studied, systematic evaluations that track research graduates' actual employment preparation and outcomes remain patchy. This article reports on a comprehensive study of graduate preparation and employment outcomes of an Australian doctoral program that has been designed to produce industry-ready graduates: the Cooperative Research Centre (CRC) program. This article argues that CRC doctoral programs appear to provide greater experience of industry and access to professional development, that result in higher numbers of graduates gaining employment in industry and in public sector research organisations. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82248867&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=82248867&lang=es |
| sihe |
program learning outcomes |
20 |
1033 |
Studies in Higher Education |
03075079 |
Mar2011 |
36 |
10.1080/03075070903519210 |
185 |
208 |
24 |
Exploring the combined relationships of student and teacher factors on learning approaches and self-directed learning readiness at a Malaysian university. |
Kek, Megan ; Huijser, Henk ;
|
Learning and Teaching Support Unit, University of Southern Queensland, Toowoomba, Australia ;
|
TEACHER-student relationships ; PARENT participation in elementary education ; PARENT participation in secondary education ; MULTILEVEL models (Statistics) ; ADULT learning ; EDUCATIONAL planning ; Elementary and Secondary Schools ;
|
This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches to teaching; and approaches to learning (deep and surface learning) and self-directed learning readiness. The study was guided by a two-level integrated theoretical framework, designed to examine 'student and teacher ecological systems' and their influences on student learning and outcomes. Data was drawn from 392 students and 32 teachers situated in 44 problem-based learning classrooms from three study levels at a Malaysian private medical university. The analyses, through hierarchical linear modelling, revealed what and how personal, family, learning environment and teacher factors directly influenced approaches to learning and self-directed learning readiness. Implications for teaching in higher education are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=59130705&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=59130705&lang=es |
| sihe |
program learning outcomes |
21 |
1034 |
Studies in Higher Education |
03075079 |
Jun2012 |
37 |
10.1080/03075079.2010.523782 |
469 |
480 |
12 |
Faculty Research Productivity and Standardized Student Learning Outcomes in a University Teaching Environment: A Bayesian Analysis of Relationships. |
Galbraith, Craig S. ; Merrill, Gregory B. ;
|
Department of Management, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC, 28403, USA ; Department of Accounting, St Mary's College of California, Moraga, CA, 94575-4230, USA ;
|
Learning ; Effective teaching ; Student evaluation of teachers ; Educational evaluation ; University faculty ; Bayesian analysis ; Colleges, Universities, and Professional Schools ; Regression analysis ;
|
This study examines whether faculty research productivity is associated with student learning. Unlike previous studies that define learning by student evaluations of teaching effectiveness, the authors specifically measure teaching effectiveness by a standardized student learning outcome measure developed by a School of Business at a US university. Using a Bayesian data reduction algorithm and regression techniques, it was found that faculty research activity is positively and significantly related to teaching effectiveness. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75179216&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=75179216&lang=es |
| sihe |
program learning outcomes |
22 |
1035 |
Studies in Higher Education |
03075079 |
Feb2008 |
33 |
10.1080/03075070701794841 |
77 |
88 |
12 |
Getting a GRiP: examining the outcomes of a pilot program to support graduate research students in writing for publication. |
Cuthbert, Denise ; Spark, Ceridwen ;
|
Arts Research Graduate School, Monash University, Clayton, Australia ;
|
Graduate education ; Academic discourse ; Monash University ; Colleges, Universities, and Professional Schools ; College graduates -- Services for ; Writing -- Societies, etc. ; Pilot projects ;
|
This article addresses an under-researched area of graduate studies: the role of writing groups in developing the research and publication potential of university graduates. Drawing on focus group discussions with participants from a pilot program conducted in the Arts Faculty at Monash University in Australia, the authors investigate the outcomes of graduate participation in writing groups through reference to three key themes: demystification, writing for an audience and support versus pressure. In the light of the finding that graduate participation in writing groups has a variety of positive outcomes, the authors suggest the need to develop appropriate ways to expand the current emphasis on research development to include graduates. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=28148454&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=28148454&lang=es |
| sihe |
program learning outcomes |
23 |
1036 |
Studies in Higher Education |
03075079 |
Sep2016 |
41 |
10.1080/03075079.2014.982528 |
1548 |
1562 |
15 |
Grades and incentives: assessing competing grade point average measures and postgraduate outcomes. |
Bailey, Michael A. ; Rosenthal, Jeffrey S. ; Yoon, Albert H. ;
|
Department of Government and McCourt School of Public Policy, Georgetown University, Washington, DC, USA ; Department of Statistics, University of Toronto, Toronto, Ontario, Canada ; Faculty of Law, University of Toronto, Toronto, Ontario, Canada ;
|
GRADE point average ; EDUCATIONAL standards ; RESEARCH universities & colleges ; LAW schools -- Admission ; EDUCATION ; YOUNG adults ; HIGHER education ; Administration of Education Programs ; CANADA ;
|
In many educational settings, students may have an incentive to take courses where high grades are easier to achieve, potentially corroding student learning, evaluation of student achievement, and the fairness and efficiency of post-graduation labor outcomes. A grading system that takes into account heterogeneity of teacher standards and student ability could mitigate these problems. Using unique data from a major Canadian research university, we calculate student grade point averages (GPAs) net of course difficulty and find evidence that raw GPAs systematically distort student achievement across majors. We then link undergraduate performance and law school data. We find that adjusted GPAs better predict Law School Admissions Test scores, while the raw GPAs better predict admission to law school and grades in law school. These results suggest nuanced relationship between grades, incentives and subsequent academic outcomes. We conclude by discussing implications of our results for university leaders. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620381&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116620381&lang=es |
| sihe |
program learning outcomes |
24 |
1037 |
Studies in Higher Education |
03075079 |
Oct98 |
23 |
|
307 |
319 |
13 |
Key skills and curriculum reform. |
Whitston, Kevin ;
|
|
Higher education ; Study skills ; Learning ; College teaching ; Exam Preparation and Tutoring ;
|
Focuses on key skills and learning outcomes in higher education. Key skills and curriculum deficiencies; Key skills and curriculum inadequacy; Key skills and the learner; Transferable skills; Interest in key skills as part of a wider concern with the results of any educational program; Question of educational method. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1207094&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1207094&lang=es |
| sihe |
program learning outcomes |
25 |
1038 |
Studies in Higher Education |
03075079 |
Jun2005 |
30 |
10.1080/03075070500095689 |
257 |
274 |
18 |
Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? |
Kirkwood, Adrian ; Price, Linda ;
|
The Open University, UK ;
|
INFORMATION technology ; COMMUNICATION & technology ; ATTITUDE (Psychology) ; STUDENTS ; LEARNING ; TEACHERS ;
|
This article reports on issues relevant for teachers and instructional designers anticipating using information and communication technologies (ICTs) in higher education, particularly those wishing to adopt a flexible learning approach aimed at improving the quality of the student experience. The data that are reported on span more than five years, and have been gathered from a range of large quantitative postal surveys and smaller qualitative surveys, with total respondents numbering around 80,000. The large-scale surveys cover annual course reviews, computer access, students’ use of media, access to media technologies and ICT access and use. The smaller qualitative studies include students’ use of CD-ROMs and online tuition. This article describes the students’ backgrounds and how this can affect their studies. It discusses students’ access to media technologies and what their perceptions of media are in the context of independent learning. The conclusion is that, although ICTs can enable new forms of teaching and learning to take place, they cannot ensure that effective and appropriate learning outcomes are achieved. It is not technologies, but educational purposes and pedagogy, that must provide the lead, with students understanding not only how to work with ICTs, but why it is of benefit for them to do so. Knowing about students’ use of media as well as their attitudes and experiences can help teachers and instructional designers develop better courses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17003973&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17003973&lang=es |
| sihe |
program learning outcomes |
26 |
1039 |
Studies in Higher Education |
03075079 |
Aug2008 |
33 |
10.1080/03075070802211810 |
431 |
451 |
21 |
Learning environment, learning process, academic outcomes and career success of university graduates. |
Vermeulen, Lyanda ; Schmidt, Henk G. ;
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Erasmus University Rotterdam, The Netherlands ;
|
EDUCATIONAL productivity ; EFFECTIVE teaching ; JOB performance ; COLLEGE graduates -- Employment ; STUDENT activities ; SCHOOL environment ;
|
This study expands on literature covering models on educational productivity, student integration and effectiveness of instruction. An expansion of the literature concerning the impact of higher education on workplace performance is also covered. Relationships were examined between the quality of the academic learning environment, the process of learning, learning outcomes, and career success of graduates. The responses to a questionnaire of 3324 graduates at a Dutch university, emphasising conventional large-scale classes, were analysed using structural equation modelling. The results suggest an indirect influence of university education on career success. A learning environment increases the motivation of students, which, in turn, increases their learning outcomes. Learning outcomes show a significant relationship with success in the initial phase of graduates' careers. Furthermore, success in subsequent phases of one's career is influenced by experience gained by students during their involvement in extra-curricular activities. Therefore, it is argued that the learning environment is important for students' learning as well as their involvement in extra-curricular activities, and that these two elements of university education are determinants of career success. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=33372330&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=33372330&lang=es |
| sihe |
program learning outcomes |
27 |
1040 |
Studies in Higher Education |
03075079 |
Jul2014 |
39 |
10.1080/03075079.2012.754864 |
927 |
943 |
17 |
Learning experiences and gains from continuing professional education and their applicability to work for Japanese government officials. |
Noda, Ayaka ; Kim, Mikyong Minsun ;
|
Department of Research for University Evaluation, National Institution for Academic Degrees and University Evaluation, Tokyo, Japan ; Department of Educational Leadership, Graduate School of Education and Human Development, George Washington University, WashingtonDC, USA ;
|
CAREER development ; PUBLIC administration ; QUALITATIVE research ; HUMAN capital ; ADULTS ; PROFESSIONAL education ; CONTINUING education ; HIGHER education ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Other General Government Support ; STUDY & teaching (Continuing education) ; JAPAN -- Officials & employees ;
|
This study aims to understand the perceived learning experiences and gains for Japanese government officials from US and Japanese graduate and professional schools, and how applicable their continuing professional education (CPE) is to professional performance. Interview participants were drawn from long-term overseas and domestic fellowship programs within the government's National Personnel Authority. Human capital theory and Ottoson's situated evaluation framework were applied for the analysis of 30 purposefully selected interviews. The officials from the overseas program reported more diverse and positive outcomes in cognitive, social, and affective domains as well as networking opportunities from their experiences than those from the domestic program. The interviews, however, revealed a loose linkage between CPE participants' outcomes and their subsequent work. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96862179&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96862179&lang=es |
| sihe |
program learning outcomes |
28 |
1041 |
Studies in Higher Education |
03075079 |
Mar96 |
21 |
|
93 |
108 |
16 |
Learning outcomes in higher education. |
ALLAN, JOANNA ;
|
|
LEARNING ; CURRICULUM planning ; HIGHER education ;
|
Traces the evolution of learning outcomes through rational curriculum planning to the development of expressive outcomes. Outcome-led design of learning experiences in higher education; Definition of learning outcomes that includes subject-based, personal transferable and generic academic outcomes; Analysis of principal criteria of behavioral objectives in relation learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9604102122&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9604102122&lang=es |
| sihe |
program learning outcomes |
29 |
1042 |
Studies in Higher Education |
03075079 |
Dec2014 |
39 |
10.1080/03075079.2013.806463 |
1823 |
1837 |
15 |
Lost in translation: the meaning of learning outcomes across national and institutional policy contexts. |
Sin, Cristina ;
|
Centre for Research in Higher Education Policies (CIPES)Rua 1° de Dezembro 399,4450-227Matosinhos, Portugal ;
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STUDENT-centered learning ; BOLOGNA process (European higher education) ; ACTIVE learning ; EDUCATIONAL outcomes ; HIGHER education ; EDUCATION & state ; EDUCATIONAL change ; EUROPEAN Higher Education Area ; EUROPE ;
|
Student-centred learning has gradually come to the foreground of the Bologna Process. In parallel, learning outcomes have been advocated as key degree descriptors, illustrative of student-centred approaches. This paper examines learning outcomes in their diverse understandings and enactment in three European countries – England, Portugal and Denmark – further to Bologna policy developments. Resorting to a conceptualisation of the intersection between global and local policy fields and to policy theories highlighting the interpretative nature of policy processes, the implementation of learning outcomes is analysed from the perspective of different policy fields (European, national and institutional). Variation in understandings and usage has been observed especially between the institutional fields in the three national contexts, as well as between academic practice and student experience. A discrepancy has also emerged between the policy discourse which highlights students' centrality in a learning-outcomes-based approach and the limited relevance of learning outcomes to students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99320629&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99320629&lang=es |
| sihe |
program learning outcomes |
30 |
1043 |
Studies in Higher Education |
03075079 |
Jun2013 |
38 |
10.1080/03075079.2011.596526 |
639 |
662 |
24 |
Mentorship, supervision and learning experience in PhD education. |
Lindén, Jitka ; Ohlin, Mats ; Brodin, Eva M. ;
|
Department of Psychology , Lund University , Lund , Sweden ; Department of Immunotechnology , Lund University , Lund , Sweden ; Human Resources, Staff and Educational Development , Lund University , Lund , Sweden ;
|
MENTORING in education ; DOCTOR of philosophy degree ; PROFESSIONAL education ; CONTINUING education ; DOCTORAL students ; UNIVERSITIES & colleges ; LEARNING ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; SWEDEN ;
|
The learning that ensued from the mentorship relationship on a mentorship program for doctoral students at a Swedish university was studied in three cases (two in social science and one in technology). The aim was: (a) to explore how doctoral students, their formal mentors and their supervisors describe their own learning, and how they perceive learning of the other individuals who are part of the developmental relationship; (b) to explore the doctoral students' learning outcomes. A total of nine semi-structured interviews were conducted. The results show variations in reciprocal learning among the participants, both within and across the cases. The students' perceived formal and/or personal aims at the outset of the mentorship program were partly achieved. However, doctoral students' task/role learning was generally emphasized, rather than personal learning. Finally, the students perceived a lack of role model learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87786683&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=87786683&lang=es |
| sihe |
program learning outcomes |
31 |
1044 |
Studies in Higher Education |
03075079 |
Apr2015 |
40 |
10.1080/03075079.2015.1004239 |
471 |
481 |
11 |
Methodological challenges in international comparative post-secondary assessment programs: lessons learned and the road ahead. |
Wolf, Raffaela ; Zahner, Doris ; Benjamin, Roger ;
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CAE (Council for Aid to Education), New York, USA ;
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Outcome assessment (Education) ; Educational outcomes ; Collegiate Learning Assessment ; Higher education exams ; Educational tests & measurements ; Educational evaluation ; Postsecondary education ; Higher education ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Cosmetology and Barber Schools ; Other Technical and Trade Schools ; Apprenticeship Training ; Business and Secretarial Schools ;
|
The assessment of student learning outcomes in the tertiary school sector has seen an increase in global popularity in recent years. Measurement instruments that target higher order skills are on the rise, whereas assessments that foster the recall of factual knowledge are declining. The Assessment of Higher Education Learning Outcomes (AHELO) project was designed with the goal of developing a cross-national concept for valid assessment of generic and domain-specific student learning outcomes on an international comparative basis. AHELO and other international comparative assessment systems face numerous methodological challenges that pertain to test design and development, translation, adaptation, student sampling, scoring, reporting, and the validity of score interpretations. The goal of this paper is to generate ideas for the improvement of cross-national research agendas, such as the AHELO project. The main purpose is to focus on the lessons learned from the AHELO feasibility study and other international assessment studies that help inform the research of future multinational educational assessment studies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501795&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501795&lang=es |
| sihe |
program learning outcomes |
32 |
1045 |
Studies in Higher Education |
03075079 |
Oct2001 |
26 |
10.1080/03075070120076291 |
327 |
343 |
17 |
New Assessment Forms in Problem-based Learning: the value-added of the students' perspective. |
Segers, Mien ; Dochy, Filip ;
|
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PROBLEM-based learning ; EDUCATIONAL tests & measurements ; STUDENTS -- Psychology ;
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To an increasing extent, teachers and students are leaving the well-known, traditional learning and assessment avenues and moving towards new learning environments and modes of assessment. However, the road from theory to practice seems to be a rocky one. This article presents the quantitative and qualitative data gathered from a research project which focused on different quality aspects of two new assessment forms in problem-based learning. A written examination was used to assess the extent to which students are able to define, analyse and solve novel, authentic problems. Peer assessment was introduced for students to report on collaborative work during the tutorial meeting, and during the study period that follows these weekly meetings. Students' perceptions are used as a tool for explaining the strengths and weaknesses of both instruments and the learning environment in which they are embedded. The article suggests that both assessment forms have acceptable qualities. The written examination seems to have an acceptable curricular, instructional and criterion validity. For the peer assessment, generalisability coefficients for both groups were over 0.75. Peer assessment seems to be accurate. Peer marks seem to correlate well with tutor marks and final examination scores. However, the students' learning outcomes, as measured by the examination, are lower than expected. Staff members experience the students' learning activities as disappointing. In the Louvain case, there are indications that the students cannot accurately reflect on their own functioning. In order to highlight plausible explanations, students' perceptions of the learning-assessment environment are analysed. In both cases, students perceive a gap between their working in the tutorial groups and the assessment. These results offer a valuable input for teachers to formulate concrete recommendations for optimising their educational and assessment practices. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5203190&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5203190&lang=es |
| sihe |
program learning outcomes |
33 |
1046 |
Studies in Higher Education |
03075079 |
Apr2004 |
29 |
10.1080/0307507042000190822 |
259 |
277 |
19 |
Orientations to learning in mid-career management students. |
Webber, Trix ;
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University of Brighton, UK ;
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LEARNING ; PART-time students ; INDUSTRIAL management -- Study & teaching ; LEARNING ability ; MOTIVATION in education ; EDUCATIONAL psychology ; HIGHER education ; Educational Support Services ;
|
This article identifies the orientations to learning of a group of mature students, all practising managers, who were on part-time postgraduate management courses. The orientations to learning approach provided an effective framework for gaining insights into the complexities of learner motivations and how these influence learning behaviour. A social cognitive framework was used to analyse the processes by which orientations to learning develop, and this enabled a systematic investigation to be carried out of the meanings that managers made of their management education experience, as well as the significance that the learning outcomes from courses assumed in their professional and personal lives. The typology of orientations to learning reported here differs significantly from those found in earlier studies and provides some basis for a consideration of the elements which appear to be common to different sectors of the student population and those which are specific to a particular set of student characteristics. The findings also begin to establish a link between orientations to learning and different learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12887550&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=12887550&lang=es |
| sihe |
program learning outcomes |
34 |
1047 |
Studies in Higher Education |
03075079 |
Dec2007 |
32 |
10.1080/03075070701685171 |
761 |
772 |
12 |
Problem-based learning in Asian universities. |
Hussain, Raja Maznah Raja ; Mamat, Wan Hasmah Wan ; Salleh, Norani ; Saat, Rohaida Mohd ; Harland, Tony ;
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University of Malaya, Malaysia ; University of Otago, New Zealand ;
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ACTIVE learning ; TUTORS & tutoring ; PROBLEM-based learning ; UNIVERSITIES & colleges ; ASIA ; Exam Preparation and Tutoring ; All other schools and instruction ; Colleges, Universities, and Professional Schools ;
|
This study reports teacher and student experiences of problem-based learning (PBL) in three Asian countries. PBL was introduced to provide an education that would allow students to compete successfully in a changing world. Student and tutor experiences were positive and PBL was seen to work extremely well, despite the typical problems that students can experience working in groups. However, conceptions of PBL varied between tutors, and PBL as a 'method' appeared to have limited utility for guiding teaching practice. There was evidence that students were developing useful knowledge and lifelong learning skills, but there were concerns about where this occurred in the PBL curriculum. We looked closely at the PBL tutorial in each programme, and how it lived up to the idea that it should be a key site for facilitating higher-order thinking. We found that the tutorial was largely a space for reporting the outcomes of student inquiries, and there was little evidence for critical engagement. A key impediment to such engagement was the cultural inappropriateness of challenging peers or the tutor. A new type of academic socialisation may be required for Asian students and tutors to explicitly help them overcome this. A conceptual foundation for PBL is suggested, in which it is understood as a methodological idea founded on a system of principles, practices and methods. Introduced as a methodology, tutors and course teams would take the basic idea of PBL and align it with their ontological and epistemological beliefs as a starting point for instructional design and teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27342565&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=27342565&lang=es |
| sihe |
program learning outcomes |
35 |
1048 |
Studies in Higher Education |
03075079 |
Aug2013 |
38 |
10.1080/03075079.2011.604409 |
870 |
889 |
20 |
Promoting effective collaborative case-based learning at university: a metacognitive intervention. |
Khosa, Deep K. ; Volet, Simone E. ;
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School of Veterinary and Biomedical Sciences , Murdoch University , 90 South Street, Murdoch , Western Australia , 6150 , Australia ; School of Education , Murdoch University , 90 South Street, Murdoch , Western Australia , 6150 , Australia ;
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COLLABORATIVE learning ; CASE-based reasoning ; METACOGNITION ; UNIVERSITIES & colleges ; STUDENTS ; Colleges, Universities, and Professional Schools ;
|
The use of student-led collaborative learning activities at university level has increased dramatically in recent decades. However, whether such activities foster engagement in self-regulated, deep-learning practices remains contentious, with evidence that desirable learning outcomes are often not achieved. A metacognitive intervention was designed to induce groups of students to engage in productive learning from each other, while working on a clinical case-based group assignment. The intervention introduced students to a twofold metacognitive strategy aimed at enhancing learning through meaning making in group interactions and high-level questioning. The research involved a semi-experimental design, with a previous student cohort providing control data. Observation and self-report data converged to show that the intervention led to increased time spent on case content-discussion, but not at the desired deep level. The intervention's positive impact was also evident in self-reports of personal goals, perceived difficulty of the assignment, group and task challenges, and evaluations of learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073250&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=89073250&lang=es |
| sihe |
program learning outcomes |
36 |
1049 |
Studies in Higher Education |
03075079 |
Jun2015 |
40 |
10.1080/03075079.2013.857652 |
867 |
880 |
14 |
Relating theory and practice in laboratory work: a variation theoretical study. |
Eckerdal, Anna ;
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Department of Information Technology, Uppsala University, Sweden ;
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Phenomenography ; Theory & practice ; Educational outcomes ; College freshmen ; Young adults ; Higher education ; Computer programming education (Higher) ; Comprehension (Theory of knowledge) ;
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Computer programming education has practice-oriented as well as theory-oriented learning goals. Here, lab work plays an important role in students' learning. It is however widely reported that many students face great difficulties in learning theory as well as practice. This paper investigates the important but problematic relation between the learning of theory and the learning of practice for novice programming students. A phenomenographic and variation theoretical analysis on novice students' understanding of concepts is combined with a variation theoretical analysis on students' programming activities. It is shown that different levels of practical proficiency as well as different levels of conceptual understandings are related to dimensions of variation. The paper proposes a way to describe how students' learning of practice and concepts are related. In this way it extends traditional use of phenomenography and variation theory by discussing students' learning of practice as well as concepts, and specifically how these relate. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102276015&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102276015&lang=es |
| sihe |
program learning outcomes |
37 |
1050 |
Studies in Higher Education |
03075079 |
Nov2012 |
37 |
10.1080/03075079.2010.549220 |
811 |
824 |
14 |
Relations between students' approaches to learning, experienced emotions and outcomes of learning. |
Trigwell, Keith ; Ellis, Robert A. ; Han, Feifei ;
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Institute for Teaching and Learning, University of Sydney, Sydney, Australia ;
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QUANTITATIVE research ; SELF-evaluation ; COLLEGE students ; EMOTIONS (Psychology) ; HOPE ; PRIDE & vanity ; LEARNING ; CLASSROOM environment ;
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Quantitative analyses conducted on the self-reports of first year university students suggest that there is a relationship between the ways they emotionally experience their course and the approach they take to the learning of that course. Students who more strongly experience positive emotions, such as hope and pride, and more weakly experience negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a deep approach to learning. In comparison, students who describe more of a surface approach to learning are more likely to report an experience of lower positive emotions and higher negative emotions. Both the experience of more positive emotions and the adoption of a deeper approach are associated with higher achievement scores. Lower achievement is associated with surface approaches to learning and negative emotional experiences. The value of these results lies in enhancing awareness of the elements that make up the learning experience for students, and of the need for consideration of the full range of emotional and approach to learning elements in designing new learning environments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=82248865&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=82248865&lang=es |
| sihe |
program learning outcomes |
38 |
1051 |
Studies in Higher Education |
03075079 |
Jun2008 |
33 |
10.1080/03075070802049145 |
233 |
252 |
20 |
Student pathways at the university: patterns and predictors of completion. |
Tumen, Sarah ; Shulruf, Boaz ; Hattie, John ;
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Faculty of Education, University of Auckland, Auckland, New Zealand ;
|
Prediction of scholastic success ; Educational attainment ; College graduates ; College dropouts ; Educational outcomes ; New Zealand ;
|
This article outlines a longitudinal pathway analysis of student performance within educational institutions, so as to identify student profiles which describe those groups of students who are more likely to complete or leave a bachelor degree program, and to identify the predictors for these outcomes. The analyses are based on 7314 undergraduate student enrolment and completion data, covering the period from 2001 to 2005, from a large metropolitan New Zealand university. A prospective approach was used to describe the pathway outcomes of students after every academic year in the program; thus, student pathway outcomes for any particular year were developed based on the student's status in the following year. The effects of demographic characteristics such as gender, ethnicity, socio-economic status, age and achievement on university entry examinations on student's pathways outcomes are minor, once achievement and study-related factors are controlled. The intensity of study, students' progress toward completion of total point requirements for the program, grade point average and field of study were the important predictors of different pathway outcomes for students. It is suggested that this study significantly contributes to the existing knowledge by establishing a robust methodology for longitudinal pathway analysis of student performance within educational institutions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=32745030&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=32745030&lang=es |
| sihe |
program learning outcomes |
39 |
1052 |
Studies in Higher Education |
03075079 |
Nov2016 |
41 |
10.1080/03075079.2015.1005590 |
2028 |
2043 |
16 |
Study goals and procrastination tendencies at different stages of the undergraduate degree. |
Stewart, Martyn ; Stott, Tim ; Nuttall, Anne-Marie ;
|
Education and Academic Quality Services, Liverpool John Moores University, Kingsway House, Hatton Garden, Liverpool L3 2AJ, UK ; Faculty of Education, Health & Community, Liverpool John Moores University, I.M. Marsh Campus, Barkhill Road, Aigburth, Liverpool L17 6BD, UK ; Executive Office, University of the Highlands and Islands, Ness Walk, Inverness IV3 5SQ, Scotland ;
|
Undergraduates ; Motivation (Psychology) ; Self-culture ; Classroom environment ; Educational outcomes ; Procrastination ;
|
Study goals and effective management of study time are both linked to academic success for undergraduates. Mastery goals in particular are associated with study enjoyment and positive educational outcomes such as conceptual change. Conversely, poor self-regulation, in the form of procrastination, is linked to a range of negative study behaviours. Many researchers have treated goal orientations and procrastination tendency as stable traits and few have examined differences across academic levels. This study reports a cross-sectional measure of study goal orientation and procrastination tendency profiles at different academic levels on two undergraduate programmes. Findings concur with other studies in revealing a significant decline in mastery goals, particularly between the first and second years of study. Procrastination tendency is significantly higher in the second year. Potential causes of these differences and their implications are discussed, alongside considerations for positive learning environments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118867408&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118867408&lang=es |
| sihe |
program learning outcomes |
40 |
1053 |
Studies in Higher Education |
03075079 |
Apr2015 |
40 |
10.1080/03075079.2015.1004241 |
393 |
411 |
19 |
The international state of research on measurement of competency in higher education. |
Zlatkin-Troitschanskaia, Olga ; Shavelson, Richard J. ; Kuhn, Christiane ;
|
University of Mainz, Business Education, Mainz, Germany ; Stanford University & SK Partners, Graduate School of Education, Stanford, CA, USA ;
|
Outcome assessment (Education) ; Educational outcomes ; Competency tests (Education) ; Educational tests & measurements ; Educational evaluation ; Higher education ;
|
With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a complex and multidimensional task, which poses great methodological challenges. These challenges arise out of the high diversity of degree courses, study programs, and institutions of higher education. Nevertheless, we need to address these challenges immediately if we aim to create evidence-based high-quality educational systems. This paper overviews the field of international research on competency measurement in higher education. Our analyses revealed a substantial lack of research in this area. Nonetheless, existing studies and assessment practices in various countries provide orientation on how to model competencies based on curricular and professional requirements, design assessments following the assessment triangle, and validate them comprehensively. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501797&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101501797&lang=es |
| sihe |
program learning outcomes |
41 |
1054 |
Studies in Higher Education |
03075079 |
Dec2015 |
40 |
10.1080/03075079.2014.914164 |
1904 |
1918 |
15 |
The use of learner-centered assessment practices in the United States: the influence of individual and institutional contexts. |
Myers, Carrie B. ; Myers, Scott M. ;
|
Department of Education, Montana State University, Bozeman, Montana, United States ; Department of Sociology, Montana State University, Bozeman, Montana, United States ;
|
STUDENT-centered learning ; UNDERGRADUATES ; EDUCATION ; CURRICULA (Courses of study) ; EFFECTIVE teaching ; UNIVERSITY faculty ; HIGHER education ; OUTCOME-based education ; SECONDARY education ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ; UNITED States ;
|
Research examining the contexts that influence the use of learner-centered assessment (LCA) practices in undergraduate courses has not kept pace with those focusing on teaching practices. Such research is needed given that conceptualizations of effective pedagogy generally include both teaching and assessment. The authors examined a range of individual and institutional variables and their relationships to the use of LCA among faculty in the United States. These variables measured the structural and cultural contexts in which faculty make pedagogical decisions. Data from the 2004 National Study of Postsecondary Faculty revealed that faculty who were highly involved in advising, service, and research and reported teaching-friendly cultures were the most likely to use LCA practices. But, it was also found that higher teaching loads and class sizes hindered LCA practices. Almost all of the differences in LCA use occurred within institutions, and the institutional-level variables had little net influence on LCA practices in undergraduate classrooms. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110082845&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110082845&lang=es |
| sihe |
program learning outcomes |
42 |
1055 |
Studies in Higher Education |
03075079 |
Jun98 |
23 |
|
173 |
189 |
17 |
Traditional studying for examination versus constructivist learning tasks: Do learning outcomes... |
TYNJAL, PAIVI ;
|
University of fyvdskyld, Finland ;
|
CONSTRUCTIVISM (Education) ; EXAMINATIONS ;
|
Presents a study which examined the outcome of learning in students using the traditional studying for examinations, and those using constructivist learning tasks. How the learning outcomes were investigated; Results from the constructivist group; Indication that the constructivist learning environment produced a higher-level of learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=823483&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=823483&lang=es |
| sihe |
program learning outcomes |
43 |
1056 |
Studies in Higher Education |
03075079 |
Jul2016 |
41 |
10.1080/03075079.2014.966668 |
1217 |
1235 |
19 |
Understanding and enacting learning outcomes: the academic's perspective. |
Dobbins, Kerry ; Brooks, Sara ; Scott, Jon J. A. ; Rawlinson, Mark ; Norman, Robert I. ;
|
Department of Medical and Social Care Education, Leicester Medical School, Leicester LE1 7RH, UK ; School of Biological Sciences, Leicester Medical School, Leicester LE1 7RH, UK ; School of English, University of Leicester, University Road, Leicester LE1 7RH, UK ;
|
ORGANIZATIONAL learning ; TEACHING ; STANDARDS ; EDUCATIONAL accountability ; CONSUMERISM ; LEARNING -- Management ;
|
Despite a detailed literature exploring the advancement of a learning outcomes approach in higher education, limited evidence exists concerning academics' use of them. This study employed a questionnaire survey and interviews with academic staff in three Schools in one institution to explore their views and uses of learning outcomes. Whilst differences between the Schools were apparent, participants appeared primarily to use learning outcomes to focus their thinking around module design or delivery. Opinions about the purposes of learning outcomes varied between student-centred learning and tick-box accountability, but were not always polarised between the two. The data suggested that these two purposes cannot be disassociated from each other, particularly in a consumerist framework of higher education. Academic staff should be empowered to understand and engage with learning outcomes from studentcentred learning and accountability perspectives. Further research is also required to investigate the multiple factors that influence academics' enactments of learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117789046&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=117789046&lang=es |
| sihe |
program learning outcomes |
44 |
1057 |
Studies in Higher Education |
03075079 |
Jul2016 |
41 |
10.1080/03075079.2014.968121 |
1281 |
1295 |
15 |
Understanding successful sandwich placements: A Bourdieusian approach. |
Clark, Martyn ; Zukas, Miriam ;
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Academic Development, University of Salford, Salford, UK ; School of Social Science, History and Philosophy, Birkbeck, University of London, London, UK ;
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Internship programs ; Student financial aid ; Educational outcomes ; Employability ; Higher education -- Great Britain ;
|
Sandwich placements and other integrated work and study schemes are increasingly advocated as a key means by which universities can promote students' employability. However, there is little understanding of how successful placements work in terms of facilitating learning and development. Drawing on three longitudinal case studies of students who have undertaken placements, two successfully, we use Bourdieu's conceptions of habitus and field to theorise successful placements. We establish the importance of the initial 'fit' between an individual's habitus and the field they enter to undertake a sandwich placement, together with the extent of the 'horizon for learning' emerging through the continuing interaction of habitus and field. Further, we argue that this relational approach can help us to recognise the importance of non-cognitive aspects of informal learning through placements and to understand how successful placements can be the catalyst for better grades on return to university study. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117789050&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117789050&lang=es |
| sihe |
program learning outcomes |
45 |
1058 |
Studies in Higher Education |
03075079 |
May2013 |
38 |
10.1080/03075079.2011.584971 |
555 |
570 |
16 |
University diversity and preparation for a global society: the role of diversity in shaping intergroup attitudes and civic outcomes. |
Denson, Nida ; Bowman, Nicholas ;
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Centre for Educational Research , University of Western Sydney , Penrith South DC , Australia ; Department of Higher Education and Student Affairs , Bowling Green State University , Bowling Green , OH , USA ;
|
Universities & colleges ; Diversity in education ; Intergroup relations ; Student attitudes ; Service learning ; Colleges, Universities, and Professional Schools ;
|
Although there is growing research showing that students' views, attitudes, and university diversity experiences promote preparation for a global society, little research is available outside of American contexts. This study utilised data collected at one Australian university to examine whether students' views and attitudes towards diversity, and their university diversity experiences, stimulate the development of key attributes needed to function effectively in a global society, namely positive intergroup attitudes and civic engagement. The findings demonstrate that high-quality engagement with curricular diversity activities (institutionally structured opportunities for students to engage with diversity) and with diverse peers (positive diversity interactions) are associated with improved intergroup attitudes and civic engagement outcomes. The findings also reveal that poor quality engagement with diverse peers (negative diversity interactions) are negatively associated with gains in these outcomes. These findings are consistent regardless of students' pre-university experience with diversity and their openness to diversity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87088617&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=87088617&lang=es |
| sihe |
program learning outcomes |
46 |
1059 |
Studies in Higher Education |
03075079 |
Feb2002 |
27 |
|
27 |
52 |
26 |
University Students' Perceptions of the Learning Environment and Academic Outcomes: implications for theory and practice. |
Lizzio, Alf ; Wilson, Keithia ; Simons, Roland ;
|
|
PERCEPTION ; LEARNING -- Evaluation ; COLLEGE students ;
|
The relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results confirmed students' perceptions as influencing both 'hard' (academic achievement) and 'soft' (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment influenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students' perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more fine-grained analysis of students' perceptions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5692032&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5692032&lang=es |
| sihe |
program learning outcomes |
47 |
1060 |
Studies in Higher Education |
03075079 |
Feb2015 |
40 |
10.1080/03075079.2013.806456 |
22 |
42 |
21 |
Unpacking the learning–work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula. |
Smith, Calvin ; Worsfold, Kate ;
|
Griffith Institute for Higher Education, Griffith University, Brisbane, Australia ;
|
COOPERATIVE education -- Universities & colleges ; EDUCATIONAL outcomes ; EMPLOYABILITY ; JOB skills ; BUSINESS & education ; HIGHER education ;
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This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills – professional work-readiness, self-efficacy and team skills. Regression analyses emphasise the importance of the ‘authenticity’ of WIL placements for the development of these generic outcomes. Other curricula factors (alignment of learning activities and assessments with integrative learning, and the provision of supportive environments) also impact on generic outcomes. We explore three competing hypotheses for explaining the relationships between learning outcomes and authenticity on the one hand and the alignment of learning activities and assessments with integrative learning outcomes on the other: overlapping, proxy protective factor and mediation. We conclude that mediation is a plausible explanation for the observed relationships, based on an invocation of ‘availability heuristics’ and ‘priming’ to explain how these factors work together. Findings will have implications for the design and management of WIL curricula in universities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99928707&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99928707&lang=es |
| sihe |
program learning outcomes |
48 |
1061 |
Studies in Higher Education |
03075079 |
Feb2007 |
32 |
|
39 |
57 |
19 |
Using concept maps to measure deep, surface and non-learning outcomes. |
Hay, David B. ;
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King’s College, London, UK ;
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EDUCATION -- Research ; CONCEPT learning ; COGNITIVE learning ; GRADUATE students ; EVALUATION ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; CASE studies ;
|
This article reports the use of concept mapping to reveal patterns of student learning (or non-learning) in the course of master’s level teaching for research methods. The work was done with a group of 12 postgraduate students, and the concept maps of four individuals produced before and after a single teaching intervention are shown in detail. The data are presented as case studies that document the incidence of deep learning, surface learning and non-learning. These are terms that are widely used in the educational research literature, but most evidence for these learning approaches comes from students’ conceptions of learning, not from empirical measures of changes in knowledge structure. Here precise criteria for defining change in terms of deep, surface and non-learning are developed, and concept mapping is used for assessment of learning quality using these criteria. The results show that deep, surface and non-learning are tangible measures of learning that can be observed directly as a consequence of concept mapping. Concept mapping has considerable utility for tracking change in the course of learning, and has the capacity to distinguish between changes that are meaningful, and those that are not. This is discussed in the wider context of learning, and teaching and research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23518970&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=23518970&lang=es |
| sihe |
program learning outcomes |
49 |
1062 |
Studies in Higher Education |
03075079 |
Jan2017 |
42 |
10.1080/03075079.2015.1045478 |
184 |
200 |
17 |
Using course-level factors as predictors of online course outcomes: a multi-level analysis at a US urban community college. |
Wladis, Claire ; Conway, Katherine ; Hachey, Alyse C. ;
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Department of Mathematics, Borough of Manhattan Community College at the City University of New York, 199 Chambers St.,New York, NY10007, USA ; Department of Business, Borough of Manhattan Community College at the City University of New York, 245 Greenwich St.,New York, NY10007, USA ; Department of Teacher Education, Borough of Manhattan Community College at the City University of New York, 199 Chambers St.,New York, NY10007, USA ;
|
ONLINE courses ; CURRICULA (Courses of study) ; COMMUNITY colleges ; JUNIOR colleges ; HIGHER education ; Junior Colleges ;
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Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the student level may be a more economical approach to reducing online attrition. This study used multi-level modeling, and controlled for the effects of both instructor-level and student characteristics, to measure the relationship of course-level characteristics with successful completion of online and face-to-face courses. Elective courses, and to a lesser extent distributional course requirements, were significantly more likely to have a larger gap in successful course completion rates online versus face-to-face, when compared with major course requirements. Upper level courses had better course completion rates overall, but a larger gap in online versus face-to-face course outcomes than lower level courses. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=120264971&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=120264971&lang=es |
| sihe |
program learning outcomes |
50 |
1063 |
Studies in Higher Education |
03075079 |
Jul2014 |
39 |
10.1080/03075079.2013.777407 |
1070 |
1084 |
15 |
WIL curriculum design and student learning: a structural model of their effects on student satisfaction. |
Smith, Calvin ; Worsfold, Kate ;
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Griffith Institute for Higher Education, Griffith University, Brisbane, Australia ;
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Cooperative education ; Outcome-based education ; College student attitudes ; Curriculum planning -- Universities & colleges ; Employability ; Job skills ; Educational quality ; Young adults ; Higher education ;
|
With the increasing adoption of work-integrated learning (WIL) as a feature of curricula, the idea of student satisfaction takes on a new dimension – students' experiences on placement are not routinely under the control of university academic staff, yet universities will ultimately be held responsible for the quality of students' placement experiences. In this study the satisfaction measures derived from multiple samples of students who have experienced placements are analysed. The analysis shows that satisfaction is bi-dimensional, as hypothesized, and that its sub-dimensions are each associated with different aspects of curriculum design and generic learning outcomes derived from the WIL placement. The findings have implications for the conduct and design of placements and for quality assurance measurement across the post-secondary and higher education sectors. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96862184&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96862184&lang=es |
| sihe |
soft skills |
1 |
1064 |
Studies in Higher Education |
03075079 |
Jun1985 |
10 |
|
187 |
197 |
11 |
Independent Study and Professional Education. |
McKenzie, Jim ; O'Reilly, Dave ; Stephenson, John ;
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School for Independent Study, North East London Polytechnic, Livingstone House, Livingstone Road, London E15 3LJ, England. ;
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Professional education ; Curricula (Courses of study) ; Independent study ; Higher education ; Aims & objectives of education ; Job skills ; Curriculum evaluation ; Students ; Learning ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
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While there is considerable debate concerning curriculum and qualifications in education for the professions, more account needs to be taken of evidence that professional competence may be related more to modes of study than to syllabus content. Though there may be pressures of innovation within disciplines which seem to legitimise heavier content loadings, the commitment to content-based courses can also be viewed, in Kuhnian terms, as covert instruction in the dominant paradigm of a discipline. Whatever the merits of this as a socialisation process into the profession, or as a means of protecting professional monopolies, it may entail passive modes of learning rather than development of competence to deal with change; to achieve, for example, the techne quality in engineering advocated by CNAA in the wake of Finniston. The strongest empirical evidence that course content is a poor indicator of professional competence comes from McLelland and his associates, through studies relating to over 50 categories of professional practice. Their studies highlight the importance of 'soft skill competences' in professionals assessed as superior performers by peers, managers and clients. Specific skills include: the cognitive abilities to organise and present complex information in a logical manner and to learn inductively from experience; the interpersonal skill of accurate empathy; and motivational skills involving pro-active performance and effective self-evaluation. While 'soft skill competences' may or may not be developed en passant in content-orientated courses, Independent Study courses at North East London Polytechnic are designed to have 'content in the service of process' (to use Klemp's phrase). As individuals and members of inter-dependent groups, the students devise their own programmes of study aimed at the achievement of self-set goals and the formation and solution of problems. Individual case studies demonstrate high levels of achievement on DipHE and BA/BSc (Hons) by Independent Study, amply justifying the growing enrolment of practising engineers, paramedical staff, teachers and administrators on the part-time Degree course. Experience of negotiating with professional bodies in engineering and teaching suggests that qualifications by Independent Study are unlikely to be accepted as evidence of professional qualification. There appears to be a disturbing mismatch in much professional education between professed educational aims and, actual pedagogic practise. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19645310&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19645310&lang=es |
| sihe |
soft skills |
2 |
1065 |
Studies in Higher Education |
03075079 |
Feb2002 |
27 |
|
27 |
52 |
26 |
University Students' Perceptions of the Learning Environment and Academic Outcomes: implications for theory and practice. |
Lizzio, Alf ; Wilson, Keithia ; Simons, Roland ;
|
|
PERCEPTION ; LEARNING -- Evaluation ; COLLEGE students ;
|
The relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results confirmed students' perceptions as influencing both 'hard' (academic achievement) and 'soft' (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment influenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students' perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more fine-grained analysis of students' perceptions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5692032&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5692032&lang=es |
| tihe |
competence based approach |
1 |
1066 |
Teaching in Higher Education |
13562517 |
Jul2013 |
18 |
10.1080/13562517.2012.752732 |
531 |
544 |
14 |
‘Is there a Plan B?’: clinical educators supporting underperforming students in practice settings. |
Bearman, Margaret ; Molloy, Elizabeth ; Ajjawi, Rola ; Keating, Jennifer ;
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Health Profession Education and Educational Research (HealthPEER) , Monash University , Melbourne , Australia ; Centre for Medical Education , University of Dundee , Dundee , UK ; Department of Physiotherapy , Monash University , Melbourne , Australia ;
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Education ; Teachers ; Educators ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Professional Organizations ; Physical therapy ; Professions ;
|
The relationship between supervisors and students in work-based clinical settings is complex, but critical to the appropriate development of the learner. This study investigated the experiences of physiotherapy clinical educators of working with underperforming students, and specifically explored educational strategies used with this subgroup of learners. Findings indicated the cyclical relationship between clinical educator's stressful experiences of working in multifaceted roles within a clinical environment and their tendencies to provide ‘more more more’ – more of the same strategies, more feedback and supervision, and more of themselves – as their primary approach to supporting underperforming students. The data suggest that clinical educators did not have an alternative (‘Plan B’) if the ‘more more more’ approach did not produce results. We argue that the problem of managing underperforming students is a complex one without easy solutions but a focus on systems changes rather than upon individual students or clinical educators should be considered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89552560&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89552560&lang=es |
| tihe |
competence based approach |
2 |
1067 |
Teaching in Higher Education |
13562517 |
Nov2015 |
20 |
10.1080/13562517.2015.1095178 |
845 |
856 |
12 |
A Bourdieusian approach to academic reading: reflections on a South African teaching experience. |
Hill, Lloyd ; Meo, Analía Inés ;
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Department of Sociology and Social Anthropology, Stellenbosch University, Private Bag X1,7602Matieland, South Africa ; Consejo Nacional de Investigaciones Científicas y Técnicas (National Council of Scientific and Technical Research, CONICET) and is based at the Instituto de Investigaciones ‘Gino Germani’, Faculty of Social Sciences, University of Buenos Aires, Buenos Aires, Argentina ;
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READING (Higher education) ; TEACHING experience ; UNIVERSITIES & colleges -- Graduate work ; FUNCTIONALISM (Linguistics) ; ENGLISH language ; UNIVERSITIES & colleges ; HIGHER education ; Colleges, Universities, and Professional Schools ; SOUTH Africa ;
|
As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110573061&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=110573061&lang=es |
| tihe |
competence based approach |
3 |
1068 |
Teaching in Higher Education |
13562517 |
Apr2006 |
11 |
10.1080/13562510500527701 |
175 |
190 |
16 |
A conceptual model of assessing teaching performance and intellectual development of teacher candidates: a pilot study in the US. |
Kim Hyunsook Song ;
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University of Missouri, St Louis, USA ;
|
Student teachers ; Student teaching ; Teacher training ; Education -- Study & teaching ; Teachers colleges ; Teacher educators ; Performance ; Scoring rubrics ; United States ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
|
A conceptual model was developed in an urban undergraduate education institution in the US to assess teaching performance and intellectual development levels of teacher candidates. Danielson's framework of teaching performance and Perry's pattern of intellectual and ethical development were used for developing a conceptual model. A pilot study was conducted to 282 urban teacher candidates based on the conceptual model to assess their teaching performance and the intellectual development levels. The results from Danielson's and Perry's rubrics showed that the higher students moved to in their teacher education program, the more proficient their teaching performance became and the higher intellectual and ethical development became. Within each of the teaching performance domains and of the intellectual patterns, individual competency patterns varied. This conceptual model may hold promise as a measure of assessing teacher candidates’ growth through their performance-based artifacts rather than through the test scores. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19896459&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19896459&lang=es |
| tihe |
competence based approach |
4 |
1069 |
Teaching in Higher Education |
13562517 |
Feb2017 |
22 |
10.1080/13562517.2016.1221808 |
158 |
177 |
20 |
A critical reflection on the multiple roles required to facilitate mutual learning during service-learning in Creative Arts education. |
Meyer, Merna ; Wood, Lesley ;
|
COMBER, Faculty of Education Sciences, North-West University, Potchefstroom 2526, South Africa ;
|
Service learning ; Arts education in universities & colleges ; Career development ; Youth ; Higher education ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Facilitators (Persons) ; Arts & youth ; Cultural competence ;
|
In this article, I critically reflect on my own learning during a community-based, service-learning pilot project, highlighting the multiple roles that were required of me as facilitator. I provided opportunity for student teachers in a Creative Arts module to Art educator; critical engage with youth from a local township community. The reflection; multiple purpose of the participatory action research was to explore how leadership roles; participatory this process enhanced reciprocal learning. Data were generated action research; reciprocal through multiple qualitative methods in four cycles of interactive learning activities. Adapting to the challenges of community-based learning necessitated that I was flexible enough to know when to don the hat of educator or research designer and when to be less directive to promote professional development and intercultural competencies. I learned to value relational platforms, enable diverse modes of communication and find workable strategies for mutual learning. By sharing my lessons learned, I hope to provide a better understanding of the facilitator's multiple leadership roles. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120432953&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120432953&lang=es |
| tihe |
competence based approach |
5 |
1070 |
Teaching in Higher Education |
13562517 |
Jan2015 |
20 |
10.1080/13562517.2014.945160 |
1 |
11 |
11 |
Beyond deficit: graduate student research-writing pedagogies. |
Badenhorst, Cecile ; Moloney, Cecilia ; Rosales, Janna ; Dyer, Jennifer ; Ru, Lina ;
|
Faculty of Education, Memorial University, Newfoundland, Canada ; Faculty of Engineering and Applied Sciences, Memorial University, Newfoundland, Canada ; Graduate Program in Humanities, Faculty of Arts, Memorial University, Newfoundland, Canada ;
|
ACADEMIC discourse -- Study & teaching ; UNIVERSITIES & colleges -- Graduate work ; MASTER'S degree ; RESEARCH -- Universities & colleges ; REPORT writing ; HIGHER education ; Colleges, Universities, and Professional Schools ; CASE studies ;
|
Graduate writing is receiving increasing attention, particularly in contexts of diverse student bodies and widening access to universities. In many of these contexts, writing is seen as ‘a problem’ in need of fixing. Often, the problem and the solution are perceived as being solely located in notions of deficit in individuals and not in the broader embedded and sometimes invisible discourse practices. An academic literacies approach shifts the focus from the individual to broader social practices. This research project emerged out of an attempt to develop a graduate research-writing pedagogy from an academic literacies perspective. We present a detailed case study of one Masters' student to illustrate the results of a pedagogy that moved beyond notions of deficit and support. We argue that to be successful research writers, students need to (1) become discourse analysts; (2) develop authorial voice and identity; and (3) acquire critical competence. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99573133&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=99573133&lang=es |
| tihe |
competence based approach |
6 |
1071 |
Teaching in Higher Education |
13562517 |
Aug2012 |
17 |
10.1080/13562517.2011.640997 |
425 |
437 |
13 |
Establishing a portfolio assessment framework for pre-service teachers: a multiple perspectives approach. |
Denney, Maria K. ; Grier, Jeanne M. ; Buchanan, Merilyn ;
|
School of Special Education, School Psychology, & Early Childhood Studies, University of Florida-College of Education, P.O. Box 117050, Gainesville, FL, 32611-7050, USA ; School of Education, California State University Channel Islands, One University Drive, Camarillo, CA, 93012, USA ;
|
Portfolio assessment (Education) ; Student teachers ; Teacher training ; Teacher education ; Core competencies ; Career development ; Professional and Management Development Training ; Vocational Rehabilitation Services ;
|
In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78236966&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78236966&lang=es |
| tihe |
competence based approach |
7 |
1072 |
Teaching in Higher Education |
13562517 |
Apr2001 |
6 |
10.1080/13562510120045159 |
141 |
152 |
12 |
Justice and Lecturer Professionalism. |
MacFarlane, Bruce ;
|
|
COLLEGE teachers ; HIGHER education -- Moral & ethical aspects ; JUSTICE ; PROFESSIONAL ethics ;
|
Lecturers have significant de facto power and responsibility as arbiters of student justice. However, while the literature on ethics in higher education principally focuses on a self-regarding agenda connected with research codes and power relationships between academics, the more practical concerns of pedagogy tend to be overlooked. Moreover, while many new lecturer programmes stress competence in teaching techniques they tend to give restricted attention to many of the ethical dilemmas which confront university teachers in their daily lives. This paper addresses this imbalance by presenting a conceptual framework for debating the ethics of pedagogy based on four forms of justice. The concepts of procedural, retributive, remedial, and distributive justice are presented as a means of incorporating many of the key ethical challenges that confront lecturers new to higher education. The justice framework is also recommended as a means of encouraging practitioners to identify their own key ethical principles. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4421946&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4421946&lang=es |
| tihe |
competence based approach |
8 |
1073 |
Teaching in Higher Education |
13562517 |
Feb2015 |
20 |
10.1080/13562517.2014.978752 |
221 |
230 |
10 |
Moving on the continuum between teaching and learning: communities of practice in a student support programme. |
Naude, Luzelle ; Bezuidenhout, Hannemarie ;
|
Department of Psychology, University of the Free State, PO Box 339,Bloemfontein9301, South Africa ; Faculty of the Humanities, University of the Free State, Bloemfontein, South Africa ;
|
Social learning ; Experiential learning ; Student-centered learning ; Scaffolding (Teaching method) ; Higher education ; Communities of practice ; Higher education -- South Africa ;
|
The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also with like-minded colleagues) created an enabling environment for the development of effective teaching and learning approaches, as well as practical skills. Additional positive results relate to the fact that academics are aware of the importance of and more equipped with the competence to scaffold students towards becoming more effective in the learning process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99907850&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99907850&lang=es |
| tihe |
competence based approach |
9 |
1074 |
Teaching in Higher Education |
13562517 |
Jan2017 |
22 |
10.1080/13562517.2016.1221804 |
109 |
125 |
17 |
Students’ reflective essays as insights into student centred-pedagogies within the undergraduate research methods curriculum. |
Hosein, Anesa ; Rao, Namrata ;
|
Faculty of Education, Liverpool Hope University, Liverpool, UK ;
|
Reflective learning ; Student-centered learning ; Inquiry-based learning ; Student development ; Teaching methods ; Higher education ; Essay (Literary form) ;
|
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students’ development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay of their research experience. Qualitative analysis of the students’ reflective essay demonstrated that students showed an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as the metacognition of their research competence. Pedagogical approaches that encourage ‘reflection on action’ in the research curriculum can, therefore, help students to articulate their researcher identity and build their research skills confidence and should be actively promoted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119333998&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119333998&lang=es |
| tihe |
competence based approach |
10 |
1075 |
Teaching in Higher Education |
13562517 |
Jan2014 |
19 |
10.1080/13562517.2013.827648 |
1 |
12 |
12 |
The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework. |
Tormey, Roland ;
|
Teaching Support Centre/Centre d'appui à l'enseignement, École polytechnique fédérale de Lausanne (EPFL), CH-1015Lausanne, Switzerland ;
|
Learning theories in education ; Cognitive styles ; Teaching models ; Higher education -- Philosophy ; Core competencies ; Higher education ; Higher education research -- Methodology ;
|
The ‘deep/surface approach to learning’ framework is widely used in higher education. Its perceived strength is that it is regarded as having two functions: both being (1) a useful metaphor for development of teaching and learning in higher education and (2) a valid concept for researchers. In this paper, I present a critical review of the model. I argue that an oversimplified conceptual framework, empirical weaknesses, and a relative lack of conceptual development can all be seen as a function of the attempt to meet both these divergent goals. The dominance of the model in the teaching and learning in higher education literature may also have prevented the development of alternative, more useful frameworks for understanding learning in higher education, such as that of ‘expert competence’. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885649&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885649&lang=es |
| tihe |
competence based approach |
11 |
1076 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2014 |
11 |
|
1 |
21 |
21 |
The Cultural Border Crossing Index: implications for higher education teachers in the UAE. |
Hatherley-Greene, Peter ;
|
Formerly Higher Colleges of Technology, UAE ;
|
School dropout prevention ; Universities & colleges ; Higher education ; Academic achievement ; Teachers ; College students ; United Arab Emirates ; Colleges, Universities, and Professional Schools ;
|
Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences - smooth, managed, difficult, and impossible - with easier and smoother crossing experiences associated with close congruency (related to the students' self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students' cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld's (1975) notion of 'warm demandingness' and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98388741&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98388741&lang=es |
| tihe |
competence based approach |
12 |
1077 |
Teaching in Higher Education |
13562517 |
Jan2001 |
6 |
10.1080/13562510020029626 |
85 |
98 |
14 |
The Theoretical Links Between Problem-based Learning and Self-directed Learning for Continuing Professional Nursing Education. |
Williams, Bev ;
|
|
Professional education ; Problem-based learning ; Continuing education ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Nurses ;
|
Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4139856&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4139856&lang=es |
| tihe |
competence based approach |
13 |
1078 |
Teaching in Higher Education |
13562517 |
Oct99 |
4 |
|
511 |
522 |
12 |
Thinking on your feet in undergraduate computer science: A constructivist approach to developing and assessing critical thinking. |
Gent[*], Ian ; Johnston, Bill ; Prosser[*], Patrick ;
|
|
CRITICAL thinking -- Study & teaching ; COMPUTER science -- Study & teaching ; Research and development in the physical, engineering and life sciences ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ;
|
ABSTRACT The project discussed here aimed to develop student's critical thinking about computer science by applying research on student learning to the design of teaching method and assessment. A complementary aim was to develop student confidence and competence in group discussion and oral presentation. Interactions between student learning strategy and lecturer teaching strategy are analysed to establish teaching and assessment practices suited to overcoming the student tendency to concentrate on examination requirements to the detriment of their critical thinking abilities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2536408&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=2536408&lang=es |
| tihe |
competence based approach |
14 |
1079 |
Teaching in Higher Education |
13562517 |
Jun2008 |
13 |
10.1080/13562510802045345 |
315 |
326 |
12 |
Visualising expertise: towards an authentic pedagogy for higher education. |
Kinchin, I. M. ; Cabot, L. B. ; Hay, D. B. ;
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King's Institute of Learning and Teaching, King's College London, London, UK. ; Department of Prosthodontics, King's College London Dental Institute, London, UK. ;
|
EXPERTISE ; EDUCATORS ; SPECIALISTS ; HIGHER education ; CONCEPT mapping ; TEACHING methods ; JOB performance ; ACADEMIC improvement ; ACADEMIC enrichment ;
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The development of expertise is seen as a crucial element in higher education, but the nature of expertise has been clouded by assumptions of the centrality of intuition and tacit knowledge. In this paper the authors contend that much knowledge that has been described as tacit can be surfaced for examination through the application of concept mapping techniques. This approach allows experts to articulate their practice in a way that is transparent, making it available for scrutiny by students. Expertise is described here as connecting the chains of practice that denote competence with the underlying networks of understanding that are required to support academic development. This occurs across the academic disciplines with various degrees of subtlety. It is described in the context of clinical teaching as it is in this context that the separation of chains of practice from underlying networks of understanding is most pronounced. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31684521&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=31684521&lang=es |
| tihe |
competence based approach |
15 |
1080 |
Teaching in Higher Education |
13562517 |
Jan2002 |
7 |
10.1080/13562510120100355 |
3 |
15 |
13 |
Zoology Students' Experiences of Collaborative Enquiry in Problem-based Learning. |
Harland, Tony ;
|
|
Problem-based learning ; Training ; Students ; Higher education ; Zoology ;
|
This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of collaboration was essential for a successful outcome. A particular social context was established in which tutors and students endeavoured to interact as learners to negotiate and construct new understandings and develop life-long learning skills. Students valued the quality of working relationships, the democratic way in which group work was facilitated, and the opportunities for freedom of action and thought. During the course, participants achieved new insights into themselves as learners and this meta-cognitive skill was seen as important for developing the necessary competence in diagnostic self-assessment for PBL. Students had not previously encountered PBL and the transitional nature of their experiences is discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5911166&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5911166&lang=es |
| tihe |
competence |
1 |
1081 |
Teaching in Higher Education |
13562517 |
Jul2013 |
18 |
10.1080/13562517.2012.752732 |
531 |
544 |
14 |
‘Is there a Plan B?’: clinical educators supporting underperforming students in practice settings. |
Bearman, Margaret ; Molloy, Elizabeth ; Ajjawi, Rola ; Keating, Jennifer ;
|
Health Profession Education and Educational Research (HealthPEER) , Monash University , Melbourne , Australia ; Centre for Medical Education , University of Dundee , Dundee , UK ; Department of Physiotherapy , Monash University , Melbourne , Australia ;
|
Education ; Teachers ; Educators ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; Professional Organizations ; Physical therapy ; Professions ;
|
The relationship between supervisors and students in work-based clinical settings is complex, but critical to the appropriate development of the learner. This study investigated the experiences of physiotherapy clinical educators of working with underperforming students, and specifically explored educational strategies used with this subgroup of learners. Findings indicated the cyclical relationship between clinical educator's stressful experiences of working in multifaceted roles within a clinical environment and their tendencies to provide ‘more more more’ – more of the same strategies, more feedback and supervision, and more of themselves – as their primary approach to supporting underperforming students. The data suggest that clinical educators did not have an alternative (‘Plan B’) if the ‘more more more’ approach did not produce results. We argue that the problem of managing underperforming students is a complex one without easy solutions but a focus on systems changes rather than upon individual students or clinical educators should be considered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89552560&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89552560&lang=es |
| tihe |
competence |
2 |
1082 |
Teaching in Higher Education |
13562517 |
Aug2013 |
18 |
10.1080/13562517.2013.764862 |
619 |
630 |
12 |
‘It's more than stick and rudder skills’: an aviation professional development community of practice. |
Bates, P. ; O'Brien, W. ;
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Griffith Aviation, Griffith University, Brisbane, Australia ;
|
Professional education ; Undergraduates ; Nonscheduled Chartered Passenger Air Transportation ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Aeronautics ; Professional identity ; Higher education -- Australia ;
|
In Australian higher education institutions, benchmarks have been directed at developing key competencies and attributes to facilitate students' transition into the workforce. However, for those students whose degree has a specific vocational focus, it is also necessary for them to commence their professional development whilst undergraduates. Familiarising students with the norms and culture of their chosen profession often does not occur through passive observation of subject content. At Griffith University in an undergraduate aviation degree, a community of practice has been established by the school, which develops student's generic skills and their identity as novice professionals. Our research examines the ways in which Mentoring Aviators Through Educational Support (MATES) provides students with the opportunity to develop their professional competence and experience through connecting with other undergraduates and industry professionals. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90147633&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90147633&lang=es |
| tihe |
competence |
3 |
1083 |
Teaching in Higher Education |
13562517 |
Nov2015 |
20 |
10.1080/13562517.2015.1087998 |
821 |
832 |
12 |
“Looking and feeling the part”: developing aviation students' professional identity through a community of practice. |
O'Brien, Wendy ; Bates, Paul ;
|
Griffith Aviation, Griffith University, Australia ;
|
Aeronautics education ; Student development ; Curricula (Courses of study) ; Undergraduate programs ; Flight schools ; Higher education ; Other Airport Operations ; Technical and trade schools ; Flight Training ; Professional identity ; Undergraduates -- Education ;
|
For students entering a profession with a strong vocational focus, the development of professional identity and attributes are important components of successful professional practice. Familiarity with the norms and culture of a specific profession are not often addressed within normal curricula contexts of undergraduate degrees. At Griffith University, undergraduates within an aviation degree work together in a student led community of practice (CoP) to develop their professional identity along with a broader understanding of the aviation industry. This paper examines how Mentoring Aviators Through Educational Support (MATES) CoP provides the opportunity to engage with other students to develop professional competence through meaningful practice. It also examines how the MATES CoP fosters the student's sense of professional identity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573059&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573059&lang=es |
| tihe |
competence |
4 |
1084 |
Teaching in Higher Education |
13562517 |
Nov2015 |
20 |
10.1080/13562517.2015.1095178 |
845 |
856 |
12 |
A Bourdieusian approach to academic reading: reflections on a South African teaching experience. |
Hill, Lloyd ; Meo, Analía Inés ;
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Department of Sociology and Social Anthropology, Stellenbosch University, Private Bag X1,7602Matieland, South Africa ; Consejo Nacional de Investigaciones Científicas y Técnicas (National Council of Scientific and Technical Research, CONICET) and is based at the Instituto de Investigaciones ‘Gino Germani’, Faculty of Social Sciences, University of Buenos Aires, Buenos Aires, Argentina ;
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Reading (Higher education) ; Teaching experience ; Graduate education ; Higher education ; Colleges, Universities, and Professional Schools ; Functionalism (Linguistics) ; English language ; Universities & colleges -- South Africa ;
|
As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573061&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573061&lang=es |
| tihe |
competence |
5 |
1085 |
Teaching in Higher Education |
13562517 |
Feb2017 |
22 |
10.1080/13562517.2016.1221808 |
158 |
177 |
20 |
A critical reflection on the multiple roles required to facilitate mutual learning during service-learning in Creative Arts education. |
Meyer, Merna ; Wood, Lesley ;
|
COMBER, Faculty of Education Sciences, North-West University, Potchefstroom 2526, South Africa ;
|
Service learning ; Arts education in universities & colleges ; Career development ; Youth ; Higher education ; Vocational Rehabilitation Services ; Professional and Management Development Training ; Facilitators (Persons) ; Arts & youth ; Cultural competence ;
|
In this article, I critically reflect on my own learning during a community-based, service-learning pilot project, highlighting the multiple roles that were required of me as facilitator. I provided opportunity for student teachers in a Creative Arts module to Art educator; critical engage with youth from a local township community. The reflection; multiple purpose of the participatory action research was to explore how leadership roles; participatory this process enhanced reciprocal learning. Data were generated action research; reciprocal through multiple qualitative methods in four cycles of interactive learning activities. Adapting to the challenges of community-based learning necessitated that I was flexible enough to know when to don the hat of educator or research designer and when to be less directive to promote professional development and intercultural competencies. I learned to value relational platforms, enable diverse modes of communication and find workable strategies for mutual learning. By sharing my lessons learned, I hope to provide a better understanding of the facilitator's multiple leadership roles. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120432953&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120432953&lang=es |
| tihe |
competence |
6 |
1086 |
Teaching in Higher Education |
13562517 |
Oct2016 |
21 |
10.1080/13562517.2016.1183612 |
825 |
838 |
14 |
A diffractive reading of dialogical feedback through the political ethics of care. |
Bozalek, Vivienne ; Mitchell, Veronica ; Dison, Arona ; Alperstein, Melanie ;
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Teaching and Learning, University of the Western Cape, Cape Town, South Africa ; Department of Obstetrics and Gynaecology, University of Cape Town, Cape Town, South Africa ; Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa ; Education Development Unit, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa ;
|
Higher education ; Political ethics ; Ethics ; Caring ; Conduct of life ;
|
With regard to improving higher education feedback practices, there is an increasing interest in using the efficacy of dialogue rather than the more traditional unidirectional approaches. We build on this impetus by considering how the ethics of care can be used to analyse the dialogical aspects of feedback. By diffractively reading insights of Boud and Molloy [2013a. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education: Understanding it and Doing it Well, edited by D. Boud, and E. Molloy, 1–10. London: Routledge; Boud, D., and E. Molloy. 2013b. “Rethinking Models of Feedback for Learning: The Challenge of Design.”Assessment & Evaluation in Higher Education38 (6): 698–712] on dialogic feedback through the moral elements of care ethics, this paper proposes a novel way of discerning the extent to which the dialogical giving and receiving of feedback contributes to learning. To illustrate this, we draw on experiences from an Emerging Technologies professional development course for higher educators. We examine our own dialogical interactions of giving and receiving feedback using the moral elements of care ethics – attentiveness, responsibility, competence, responsiveness and trust, to provide a concrete example of how the ethics of care can be used productively for evaluating feedback practices. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117602991&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117602991&lang=es |
| tihe |
competence |
7 |
1087 |
Teaching in Higher Education |
13562517 |
Jul2014 |
19 |
10.1080/13562517.2014.880681 |
447 |
458 |
12 |
Analysing the professional development of teaching and learning from a political ethics of care perspective. |
Bozalek, Vivienne Grace ; McMillan, Wendy ; Marshall, Delia E. ; November, Melvyn ; Daniels, Andre ; Sylvester, Toni ;
|
Department of Teaching and Learning, University of the Western Cape, Private Bag X17,Bellville, Cape Town7535, South Africa ; Faculty of Dentistry, University of the Western Cape, 2 Bolus Ave,Kenilworth, Cape Town7708, South Africa ; Department of Physics, University of the Western Cape, Private Bag X17,Bellville, Cape Town7530, South Africa ; Faculty of Economic and Management Sciences, University of the Western Cape, Private Bag X17,Bellville7535, South Africa ; Digital Media Centre, University of the Western Cape, Private Bag X17,Bellville7535, South Africa ; Faculty of Education, University of the Western Cape, Private Bag X17,Bellville7535, South Africa ;
|
Teacher development ; Higher education ; Adults ; Care ethics (Philosophy) ; Higher education -- South Africa ; Political ethics ; Power (Social sciences) ; Tronto, Joan ;
|
This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the piloting and implementation of a teaching and learning professional development model at a South African higher education institution. The political ethics of care was found to be a useful normative framework for a group of higher educators to reflect on the process of engaging in teaching and learning professional development in that it revealed the importance of differential power relations, the importance of working collaboratively and being attentive to the needs of both caregivers and care receivers. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970578&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970578&lang=es |
| tihe |
competence |
8 |
1088 |
Teaching in Higher Education |
13562517 |
Dec2010 |
15 |
10.1080/13562517.2010.522085 |
715 |
720 |
6 |
Becoming global citizens without leaving home. |
Lutz, Jo Ann Digeorgio ;
|
Department of Political Science, Texas A&M University-Commerce, Commerce TX, USA. ;
|
Global studies ; Learning ; Culture conflict ; International cooperation ; Comparative education ; Globalization ;
|
The article offers information on globalization and its impact on students. It states that education is also becoming global which is giving rise to new ways of learning. It discusses the meaning of global competence, giving rise to global talent. It highlights that global education is also helping in reducing the differences between the nations, helping students to understand the cultural and political diversities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=54594040&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=54594040&lang=es |
| tihe |
competence |
9 |
1089 |
Teaching in Higher Education |
13562517 |
Jan2015 |
20 |
10.1080/13562517.2014.945160 |
1 |
11 |
11 |
Beyond deficit: graduate student research-writing pedagogies. |
Badenhorst, Cecile ; Moloney, Cecilia ; Rosales, Janna ; Dyer, Jennifer ; Ru, Lina ;
|
Faculty of Education, Memorial University, Newfoundland, Canada ; Faculty of Engineering and Applied Sciences, Memorial University, Newfoundland, Canada ; Graduate Program in Humanities, Faculty of Arts, Memorial University, Newfoundland, Canada ;
|
Academic discourse -- Study & teaching ; Graduate education ; Higher education ; Colleges, Universities, and Professional Schools ; Master's degree -- Case studies ; University research ; Report writing ;
|
Graduate writing is receiving increasing attention, particularly in contexts of diverse student bodies and widening access to universities. In many of these contexts, writing is seen as ‘a problem’ in need of fixing. Often, the problem and the solution are perceived as being solely located in notions of deficit in individuals and not in the broader embedded and sometimes invisible discourse practices. An academic literacies approach shifts the focus from the individual to broader social practices. This research project emerged out of an attempt to develop a graduate research-writing pedagogy from an academic literacies perspective. We present a detailed case study of one Masters' student to illustrate the results of a pedagogy that moved beyond notions of deficit and support. We argue that to be successful research writers, students need to (1) become discourse analysts; (2) develop authorial voice and identity; and (3) acquire critical competence. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99573133&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99573133&lang=es |
| tihe |
competence |
10 |
1090 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2009 |
21 |
|
171 |
180 |
10 |
Beyond Language Barriers: Teaching Self-Efficacy Among East Asian International Teaching Assistants. |
|
|
Communication barriers ; Teaching ; Self-efficacy in teachers ; Performance ; Education research ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; East Asians ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55466276&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55466276&lang=es |
| tihe |
competence |
11 |
1091 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2011 |
23 |
|
329 |
341 |
13 |
Co-curricular Activities Enhance the Learning Effectiveness of Students?: An Application to the Sub-degree Students in Hong Kong. |
Chi-Hung Leung ; Chi Wing Raymond Ng ; Po On Ella Chan ;
|
Hong Kong Institute of Education ; Tung Wah College ; Hong Kong Baptist University ;
|
Education ; College students ; Learning ; Performance ; Academic achievement ; Hong Kong (China) ; China ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Activities of daily living ; Participation ;
|
A total of 575 students from the Associate Degree Foundation Program and the Associate Degree Program participated in this study. The two purposes of this study were to use the time series between/within experimental design to examine whether participation in co-curricular activities could (1) enhance student learning effectiveness and (2) have positive effects on the academic performance of self-funded sub-degree students in Hong Kong. It was found that participation in cocurricular activities could not enhance student learning effectiveness. Associate degree students were too preoccupied by the need to attain good academic results in the first 2-3 terms of study. Rather, this study suggests that student learning effectiveness is affected by the time factor. High learning effectiveness was observed in the middle of the academic year but relatively low learning effectiveness at the end of the year. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67214900&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67214900&lang=es |
| tihe |
competence |
12 |
1092 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2016 |
28 |
|
218 |
229 |
12 |
Connection and Commitment: How Sense of Belonging and Classroom Community Influence Degree Persistence for African American Undergraduate Women. |
Booker, Keonya ;
|
College of Charleston ;
|
Undergraduates ; African American college students ; African American students ; Student unions ; Classroom activities ;
|
In this study, six African American female college students were interviewed to explore perceptions about their college learning environment and the beliefs they have about their own competence and value with regard to others in the college community. Focus group and individual interviews were conducted over the course of the academic year to examine insights about classroom dynamics and peer interactions. Findings revealed that their decision to persist at the college was based on faculty being accessible, approachable, and providing authentic instruction. While this was encouraging, undergraduate women of color still described challenges such as experiencing microaggressions from professors and classmates and feeling a need to "represent their race" when asked to provide commentary on specific course topics. The results show that African American college women have experiences that are unique and faculty must be aware of the need to create a safe space in which these students can engage and participate fully. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547855&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547855&lang=es |
| tihe |
competence |
13 |
1093 |
Teaching in Higher Education |
13562517 |
Feb2010 |
15 |
10.1080/13562510903487941 |
45 |
55 |
11 |
Considering teaching in higher education as a practice. |
Fitzmaurice, Marian ;
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Learning and Teaching Centre, Dublin Institute of Technology, Ireland. ;
|
Learning ; Teaching ; Higher education ; Education -- Study & teaching ; Core competencies ; Educational standards ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Excellence ; Complexity (Philosophy) ; Integrity ;
|
At a time when learning and teaching in higher education have become the focus of increasing attention and high priority is being accorded to the attainment of excellence in teaching there is a growing concern that teaching is being reduced to the acquisition of a set of competencies. This paper will draw on the work of Alasdair MacIntyre to explore the nature of a practice and of teaching as a practice, and then draw on a case study of teachers in a higher education institute in Ireland to gain some insights into the realities of practice. While acknowledging that this knowledge is unequivocally contextual, this case study has the potential to contribute to our understanding of teaching by affording insights into how teachers respond to the challenges of practice. The paper will argue that to conceive of teaching as a practice, in the manner in which practice is explained and elaborated by MacIntyre, moves us beyond a narrow and mechanistic view of teaching built around the adoption of effective strategies to one that is broader in scope and takes into account notions of internal standards of excellence, complexity and integrity. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=47712399&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=47712399&lang=es |
| tihe |
competence |
14 |
1094 |
Teaching in Higher Education |
13562517 |
Jan2013 |
18 |
10.1080/13562517.2012.678329 |
27 |
39 |
13 |
Development of PCK for novice and experienced university physics instructors: a case study. |
Jang, Syh-Jong ; Tsai, Meng-Fang ; Chen, Ho-Yuan ;
|
Graduate School of Education, Chung Yuan Christian University, 200 Chung-Pei Road, Chung-Li, 32023, Taiwan ;
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Physics education ; Perception ; Workshops (Adult education) ; Performance ;
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The current study assessed and compared university students' perceptions' of a novice and an experienced physics instructor's Pedagogical Content Knowledge (PCK). Two college physics instructors and 116 students voluntarily participated in this study. The research model comprised three workshops, mid-term and final evaluations and instructor interviews. The results showed that each instructor's PCK performance in four categories was slightly improved, though the difference was not statistically significant and only the category of Instructional Representation and Strategies (IRS) was found to be statistically different by students' evaluations of their instructor's PCK. The experienced instructor emphasized life examples and experiments, whereas, the novice instructor emphasized explanations and quizzes. Furthermore, the PCK questionnaire provided university instructors with adequate information so the instructors could receive students' feedback as available sources to reflect on their teaching to improve their quality of teaching. Research implications of this study are provided along with suggestions for future research. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85318842&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85318842&lang=es |
| tihe |
competence |
15 |
1095 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2009 |
21 |
|
299 |
309 |
11 |
Effective Teaching Behaviors in the College Classroom: A Critical Incident Technique from Students' Perspective. |
|
|
Critical incident technique ; Education research ; Teaching ; Classrooms ; Students' conduct of life ; Performance ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Questionnaires ;
|
|
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55466291&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=55466291&lang=es |
| tihe |
competence |
16 |
1096 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Spring2014 |
6 |
|
1621 |
1635 |
15 |
Engagement And Employability: Student Expectations Of Higher Education. |
Millican, Juliet ;
|
University of Brighton ;
|
Employability ; Occupational training ; Core competencies ; Higher education ; Community involvement ; Place-based education ; Vocational Rehabilitation Services ;
|
The rise in tuition fees and moves towards the privatisation of higher education has changed the relationship between tutor and student to what many see as one of 'customer' and 'provider'. As universities become increasingly concerned with attracting a student market there is a risk that education itself assumes an instrumental rather than a developmental focus, preparing students for employment in return for the fees they pay. Indeed employability agendas and the discourse of employability are to be found across higher education institutions, and often don't sit easily alongside a parallel but perhaps contradictory focus on social responsibility and community engagement. This research article summarises the findings of a small scale project undertaken at the University of Brighton between 2012 and 2013. The project involved conversations with new undergraduates entering the university paying tuition fees that were three times as high as those entering the previous year, about their expectations of university life and their attitude towards social engagement and community based learning. Their responses, gathered through a face book poll, through surveys and through focus groups are supplemented by additional discussions with colleagues involved in employability or engagement programmes and with second and third year students who had undertaken engagement modules. Findings indicate that while undergraduates do come to university primarily concerned with themselves and their own futures, and looking for 'a good degree, a good time and a good job' these narrow views are open to challenge during their time there. It concludes that as educationalists we have a duty to confront narrow or instrumentalist views of higher education and should guard against a tendency to conflate 'social engagement' or an exploration of issues of equality and social justice, with notions of 'employability' or 'enhancing your CV'. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94899162&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94899162&lang=es |
| tihe |
competence |
17 |
1097 |
Teaching in Higher Education |
13562517 |
Aug2012 |
17 |
10.1080/13562517.2011.640997 |
425 |
437 |
13 |
Establishing a portfolio assessment framework for pre-service teachers: a multiple perspectives approach. |
Denney, Maria K. ; Grier, Jeanne M. ; Buchanan, Merilyn ;
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School of Special Education, School Psychology, & Early Childhood Studies, University of Florida-College of Education, P.O. Box 117050, Gainesville, FL, 32611-7050, USA ; School of Education, California State University Channel Islands, One University Drive, Camarillo, CA, 93012, USA ;
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Portfolio assessment (Education) ; Student teachers ; Teacher training ; Teacher education ; Core competencies ; Career development ; Professional and Management Development Training ; Vocational Rehabilitation Services ;
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In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78236966&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=78236966&lang=es |
| tihe |
competence |
18 |
1098 |
Teaching in Higher Education |
13562517 |
Jan2014 |
19 |
10.1080/13562517.2013.827655 |
58 |
71 |
14 |
Evaluating the use of reflective practice in a nonprofessional, undergraduate clinical communication skills course. |
Beveridge, Tyler S. ; Fruchter, Lauren L. ; Sanmartin, Cleo V. ; deLottinville, Carl B. ;
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Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada ; Department of Psychiatry and Behavioural Neurosciences, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada ;
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Communication education in universities & colleges ; Critical thinking ; College student attitudes ; Self-evaluation ; Rating of college students ; Young adults ; Higher education ; Communicative competence -- Study & teaching ; Mezirow, Jack, 1923- ;
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Recent studies suggest that the quality of reflective practice being achieved in educational settings is inadequate. Our study aims to determine the level of reflection present in written student reflections in a nonprofessional undergraduate course. We also seek to explore student and instructor perspectives on the value of reflective practices. A measurement instrument was developed to assess the depth of reflection in student submissions. Questionnaires and focus groups were utilized to further examine the role of reflective practice. Our findings suggest that most students are not aware of the objective of reflection and that only 19% of students actually achieve reflection as described by major theorists. However, 95% of participants believe that the exercise is beneficial to their learning. We conclude that the lack of guidance and unclear objectives may contribute to the students' inability to reflect. Nevertheless, reflections were deemed effective in providing an avenue for self-assessment and learning consolidation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885653&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885653&lang=es |
| tihe |
competence |
19 |
1099 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2016 |
28 |
|
335 |
346 |
12 |
Finding Relevance, Competence, and Enjoyment: The Development of Domain Identification and Interest in First-Year Science Majors. |
Ruff, Chloe ;
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Gettysburg College ;
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Qualitative research ; Science students ; Multicultural education ; Graduate students ; Coding theory ;
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The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors working with first-year science students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120617384&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120617384&lang=es |
| tihe |
competence |
20 |
1100 |
Teaching in Higher Education |
13562517 |
Jul2014 |
19 |
10.1080/13562517.2014.880687 |
543 |
554 |
12 |
First-year students' perspectives on intercultural learning. |
Lee, Amy ; Williams, Rhiannon D. ; Shaw, Marta A. ; Jie, Yiyun ;
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Postsecondary Teaching and Learning, University of Minnesota, 206 E Burton Hall, 178 Pillsbury Dr. SE Minneapolis,MN55455, USA ; Organizational Leadership and Policy Development, University of Minnesota, Minneapolis, MN55455, USA ; Alabama State University, P.O. Box 271,Montgomery, AL36101, USA ;
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Multicultural education in universities & colleges ; College teacher-student relationships ; Psychology of college students ; Higher education ; Adults ; College freshmen -- Attitudes ; Cultural competence ;
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Faculty can play a critical role in supporting students' intercultural development, but studies indicate that instructors report a lack of formal understanding about how to maximize this opportunity. Through the investigation of 115 first-year students' written reflections, this study provides faculty with students' perspectives on intercultural learning moments that were supported by pedagogical and curricular components. The findings suggest that moments students note as critical to their intercultural development may be initiated within the classroom through intentional knowledge sharing and awareness building, yet extended further by students both inside and outside of the classroom context. This article explores student intercultural learning from the perspective of the student and discusses implications for both classroom and campus culture. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970584&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970584&lang=es |
| tihe |
competence |
21 |
1101 |
Teaching in Higher Education |
13562517 |
Nov2016 |
21 |
10.1080/13562517.2016.1209183 |
990 |
1005 |
16 |
Fostering students’ moderation competence: the interplay between social relatedness and perceived competence. |
Bürgermeister, Anika ; Ringeisen, Tobias ; Raufelder, Diana ;
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Faculty of Education, Leipzig University, Leipzig, Germany ; School of Business, Merseburg University of Applied Sciences, Merseburg, Germany ; Institute of Educational Sciences, Greifswald University, Greifswald, Germany ;
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Autonomy (Psychology) ; Teaching methods ; Communicative competence ; Control groups (Research) ; Experimental groups ; Oral communication ;
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Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students’ self-determination affected students’ sense of social relatedness and their perceived moderation competence, as well as the interplay between these two components and the students’ performance during a moderation exam. We conducted a quasi-experimental field study with university students (N = 160), who were evenly distributed between an experimental (EG) and a control group (CG). The results of multi-group path analysis suggest that simultaneously fostering autonomy, competence, and relatedness (EG), in comparison to providing autonomy and competence support only (CG), leads to a stronger link between perceived competence and social relatedness. If students experience moderation competence, they in turn feel socially related to their teacher, which leads to an even higher competence perception thereafter. The crucial role of teachers’ behaviour, in particular relatedness support, in learning development is discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118281647&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118281647&lang=es |
| tihe |
competence |
22 |
1102 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Summer2014 |
6 |
|
19721 |
19721 |
1 |
From Policy To Practice; How Praxis Works- Enacting The Intercultural Guidelines In The Classroom. |
Whitaker, Teresa ;
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Hibernia College ;
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Best practices ; Classroom activities ; Primary school teachers ; Praxis (Social sciences) ; Procedure manuals ;
|
Policy makers make policies based on national and international best practice evidence; however, policies may not get enacted on the ground due to the lack of knowledge of the policy by practitioners or it could reflect a lack of commitment or a lack of awareness of obligations. In this paper we examine how primary school teachers enacted the intercultural guidelines (NCCA, 2005) in the classroom. A cohort of teachers (n=25) undertaking a module on Intercultural education as part of a Master of Arts in Teaching and Learning (MATL) conducted small scale action research projects in which they sought to practice intercultural education in the classroom and school. Interculturalism argues that normality is diverse and diversity is normal; it takes an anti-bias curriculum (Derman-Sparks & ABC Task Force, 1989) approach by eschewing discrimination of any kind whether it is based on race, gender, religion, disability, sexual orientation, family or marital status, age and Traveller status. Policies encourage teachers to be political activists and to challenge discrimination of all kinds. The European Council emphasises the importance of intercultural competence and dialogue, exchange and education in building a common European future based on values and principles, so that human rights and democracy are safeguarded (Huber 2012). The Council of Europe further argue that there is a great need for education so that intercultural competence can be developed, learned and maintained throughout life. They go so far as to say that intercultural competence is at the heart of education. The paper will examine diversity in Irish society based on the results of the Irish census (2011) and provide a brief resume of current laws, policies and strategies on intercultural education. It gives examples of how teachers can promote an anti-bias curriculum in the classroom in relation to ethnicity, religion and Travellers. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179656&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179656&lang=es |
| tihe |
competence |
23 |
1103 |
Teaching in Higher Education |
13562517 |
Jan2016 |
21 |
10.1080/13562517.2015.1110788 |
37 |
48 |
12 |
If it's going to be, it's up to me: first-year psychology students’ experiences regarding academic success. |
Naude, Luzelle ; Nel, Lindi ; van der Watt, Ronel ; Tadi, Florence ;
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Department of Psychology, University of the Free State, Bloemfontein, South Africa ;
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Psychology students ; College freshmen ; Educational attainment ; Autonomy (Psychology) ; Self-culture ; Enthusiasm ;
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Student life is marked by substantial growth in areas such as self-regulation abilities. In this article, the experiences of first-year Psychology students are explored through the lenses of the self-determination theory. Both content and thematic analyses were done with 79 students’ reflections on the aspects they regarded as facilitating/preventing success in their studies. Responses ranged from complete external control (amotivation and external regulation) to high levels of internal control (integration). While many participants articulated their perceptions of incompetence, other participants took ownership of their behavior and articulated how an interest in and enthusiasm for Psychology as a discipline moved them toward feelings of competence, autonomy, and relatedness. High value was placed on a well-structured but warm and responsive educational context. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112132444&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112132444&lang=es |
| tihe |
competence |
24 |
1104 |
Teaching in Higher Education |
13562517 |
Jun2012 |
17 |
10.1080/13562517.2011.611874 |
245 |
255 |
11 |
Intercultural teaching and learning strategies for global citizens: a Chinese EFL perspective. |
Zhao, Hongqin ; Coombs, Steven ;
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The School of International Studies, Zhejiang University, Hangzhou, China ; Department for Continuing Professional Development, Bath Spa University, Bath, UK ;
|
Multicultural education ; Learning strategies ; English as a foreign language ; Chinese-speaking students ; Teaching methods ; China ; Language Schools ; Universities & colleges -- China ; Social change ;
|
This article reviews teaching intercultural competence in the classroom with a group of homogeneous Chinese university students. This is explored through teaching English as a Foreign Language (EFL) writing in a way that changes Chinese students’ thinking. It involves a change of cultural perspectives by placing the concept of ‘the individual’ at the heart of their learning and writing in English. This cultural change through alternative thinking strategies demands that Chinese students critically examine their collective traditions and beliefs that have otherwise influenced their assumptions in learning and in writing in English. This article is derived from teaching strategies that facilitate change through a biographical teaching method, which ensures a personal paradigm shift in the student towards becoming a global citizen. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76515193&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76515193&lang=es |
| tihe |
competence |
25 |
1105 |
Teaching in Higher Education |
13562517 |
Jul2017 |
22 |
10.1080/13562517.2016.1273209 |
532 |
550 |
19 |
Internationalisation and the development of students’ intercultural competence. |
Lantz-Deaton, Caprice ;
|
Centre for Inclusion and Diversity, Faculty of Health Studies, University of Bradford, Bradford, UK ;
|
GLOBALIZATION ; STUDENTS ; INTERETHNIC adoption ; CROSS-cultural communication ; PERFORMANCE ;
|
Universities’ internationalisation rhetoric suggests that students studying on internationally diverse campuses will automatically engage positively with one another and develop intercultural competence. This study examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed intercultural competence. The Intercultural Development Inventory® (IDI®) and a locally designed survey were used to assess students’ intercultural competence and to explore their intercultural experiences over seven months. Students began almost exclusively in lower (ethnocentric) stages of intercultural development and most showed little progress despite reporting relatively high levels of intercultural contact, friends from other cultures and positive experiences. Findings suggest that even positive intercultural experiences do not necessarily lead to the development of intercultural competence and that university policy and practice may need to be enhanced if producing graduates with higher levels of intercultural competence is to become a realised outcome of internationalisation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122857301&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122857301&lang=es |
| tihe |
competence |
26 |
1106 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2008 |
20 |
|
298 |
306 |
9 |
Learning to Teach the Creative Arts in Primary Schools Through Community Engagement. |
Russell-Bowie, Deirdre ;
|
University of Western Sydney ;
|
Community involvement ; Art education ; Learning ; Primary school facilities ; Graduate students ; Teacher training ; Training of student teachers ; Art students ;
|
Community engagement has been used for many years to enhance and strengthen teacher education courses, preparing student teachers with real life learning experiences as they work with community groups in mutually beneficial projects. This research examines a community engagement project that involved 13 undergraduate creative arts students who were planning to enroll in a post-graduate teacher education degree course when they had completed their initial degree. The students were placed in a primary school to work on a variety of creative arts-based projects with a range of teachers and classes with the aim of learning skills, knowledge, and strategies about teaching in relation to the creative arts. Outcomes from the project included an increasing confidence and competence in relation to teaching skills, knowledge, and strategies by the students as they were involved in the action - reflection cycle of community engagement. The school community also benefited from the project as children were developing creative arts skills and knowledge as they worked with the university students, and the teachers gained new ideas in relation to implementing the creative arts in their classrooms. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44785015&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=44785015&lang=es |
| tihe |
competence |
27 |
1107 |
Teaching in Higher Education |
13562517 |
Jul2017 |
22 |
10.1080/13562517.2016.1273217 |
501 |
518 |
18 |
Methods that matter in addressing cultural diversity with teacher candidates. |
Acquah, Emmanuel O. ; Commins, Nancy L. ;
|
Centre for Learning Research and Department of Teacher Education, University of Turku, Turku, Finland ; Culturally and Linguistically Diverse Education, School of Education and Human Development, University of Colorado, Denver, CO, USA ;
|
CULTURAL pluralism ; TEACHERS ; MULTICULTURAL education ; TEACHER education ; TEACHING methods ;
|
Drawing on a combination of prior experience, theoretical stance, and intuition, along with pedagogical practices identified to be effective in addressing diversity with teacher candidates, a model for teaching multicultural education to teacher candidates was designed. This study examined how particular elements of this model were effective in developing teacher candidate’s cultural competence. The results indicate that teacher candidates gained substantial knowledge about and experiences with issues of diversity by the end of the course. Participants pointed to the multiple methods employed in the class; in particular the interactive strategies, group work, diverse cultural experiences, and opportunities to critically reflect on these experiences as accounting for their gains. Their sense of ownership and understanding has given them the ability to use these strategies in their own future work. Implications for research and teacher education are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122857305&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=122857305&lang=es |
| tihe |
competence |
28 |
1108 |
Teaching in Higher Education |
13562517 |
Feb2015 |
20 |
10.1080/13562517.2014.978752 |
221 |
230 |
10 |
Moving on the continuum between teaching and learning: communities of practice in a student support programme. |
Naude, Luzelle ; Bezuidenhout, Hannemarie ;
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Department of Psychology, University of the Free State, PO Box 339,Bloemfontein9301, South Africa ; Faculty of the Humanities, University of the Free State, Bloemfontein, South Africa ;
|
Social learning ; Experiential learning ; Student-centered learning ; Scaffolding (Teaching method) ; Higher education ; Communities of practice ; Higher education -- South Africa ;
|
The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also with like-minded colleagues) created an enabling environment for the development of effective teaching and learning approaches, as well as practical skills. Additional positive results relate to the fact that academics are aware of the importance of and more equipped with the competence to scaffold students towards becoming more effective in the learning process. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99907850&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99907850&lang=es |
| tihe |
competence |
29 |
1109 |
Teaching in Higher Education |
13562517 |
Feb2016 |
21 |
10.1080/13562517.2015.1136276 |
219 |
231 |
13 |
Organisational and training factors affecting academic teacher training outcomes. |
Renta-Davids, Ana-Inés ; Jiménez-González, José-Miguel ; Fandos-Garrido, Manel ; González-Soto, Ángel-Pío ;
|
Department of Pedagogy, Rovira i Virgili University, Ctra de Valls,Tarragona, Spain ;
|
Training of college teachers ; Bologna process (European higher education) ; Adults ; Continuing education ; Professional and Management Development Training ; Teacher effectiveness -- Research ; Effective teaching research ; Middle-aged persons ;
|
University teacher training has become an important topic in recent years due to the curricular and methodological reforms introduced by the Bologna process. Despite its acknowledged importance, evaluations have been limited to measures of participants’ satisfaction, and little is known about its impact on teaching practices. This study seeks to analyse the effects of the different delivery methods used during workshops that aim to enhance academic teachers’ pedagogical competence and teaching practices. Moreover, the study analyses to what extent individual characteristic and job requirement also have an effect on training outcomes. The study draws on data collected through a self-reported questionnaire administered to academic teachers two years after they participated in training workshops at a Spanish university (n = 204). The results show that specific delivery methods have a significant effect on the outcome variables, especially those related to the design of learning activities and assessment tools. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112735260&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112735260&lang=es |
| tihe |
competence |
30 |
1110 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Autumn2016 |
8 |
|
2931 |
2943 |
13 |
Peer Assessment of, for and as Learning: A Core Component of an Accredited Professional Development Course for Higher Education Teachers. |
Egan, Arlene ; Costello, Laura ;
|
National College of Ireland ;
|
Peer review of students ; Professional education ; College teachers ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ;
|
A core competence associated with effective teaching in Higher Education is self-awareness and is associated with reflective practice, an active process of learning and teaching development. Through reflection, teachers can gain insight into personal strengths and limitations which consequently can be of benefit when focusing on enhancing the knowledge, skills and dispositions of their learners. This study concerns an accredited programme for the professional development of teachers in Higher Education, developed for both experienced and novice teachers to learn new skills and share existing ideas. The design of the programme ensures that peer assessment and feedback are embedded to support assessment of, for and as learning. This study examines the perceived value of peer assessment and feedback in relation to learning from the perspectives of both learners enrolled on the programme and the academic programme team. Attention is paid to how the use of peer assessment and feedback has impacted on the learning experience of teachers and a conceptual model is proposed as to how peer assessment and feedback can be effectively used as a method of assessment of, for and as learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262039&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262039&lang=es |
| tihe |
competence |
31 |
1111 |
ASEAN Journal of Teaching & Learning in Higher Education |
19855826 |
Jan2012 |
4 |
|
82 |
95 |
14 |
PERBANDINGAN KEMAHIRAN GENERIK PELAJAR OPSYEN BAHASA MELAYU DI SEBUAH IPTA DAN IPGM. |
Mahamod, Zamri ; Alias, Anisah ; Mohd Said, Nur Ehsan ;
|
Universiti Kebangsaan Malaysia, Malaysia ; Institut Pendidikan Guru Malaysia, Kampus Perempuan Melayu Melaka, Malaysia ;
|
Higher education ; Teacher training ; Comparative studies ; Malaysia ; Social skills ; Public institutions ; Malay language ;
|
This research was carried out to study the comparison of generic skills among the Malay language option students from a Public Institution of Higher Education (PIoHE) and Teacher Training Institute of Malaysia (TTIoM). Three generic skills were used to make the comparison, namely the skills of communication, leadership and group work. A total of 127 students were selected as research participants. From this number, 77 were from the PIoHE and 50 from the TTIoM. The Malaysian Generic Skills Instrument (MyGSI) instrument was used to measure the generic skills among the participants. Data were analyzed using descriptive statistics of frequency, percentage and mean. The findings indicated a higher rate of regularity of the three generic skills among the PIoHE students than the TTIoM students. |
Academic Journal |
Article |
Malay |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=81282409&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=81282409&lang=es |
| tihe |
competence |
32 |
1112 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Summer2016 |
8 |
|
2791 |
2801 |
11 |
Quiz Mastery: Students as Bloggers and Testers in Pursuit of Grammatical Competence. |
Gabuadan, Odette ; Norton, Sue ;
|
Dublin Institute of Technology ;
|
Higher education ; Writing ; English grammar ;
|
This article considers the challenges confronted by instructors of composition and writing skills in higher education. Identifying key aspects of grammar, syntax, and punctuation, it argues that a grammatically informed terminology is helpful to learner-writers endeavouring to improve the clarity of their written assignments. To aid assimilation of this terminology, and the concepts it signifies, e-learning tools can be integrated into the curriculum so that students can consolidate knowledge through their own construction of it. As they create blogs and peer to peer quizzes, they become more theoretically and practically informed about the basis of effective writing practices. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262032&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262032&lang=es |
| tihe |
competence |
33 |
1113 |
ASEAN Journal of Teaching & Learning in Higher Education |
19855826 |
Jan2013 |
5 |
|
57 |
68 |
12 |
REFLECTIVE EFFECTS OF MICRO-TEACHING AND FIELD EXPERIENCES ON PRE-SERVICE TEACHERS IN NIGERIA. |
Igwe, Rosita O. ; Uzoka, Ngozi E. ; Rufai, Saheed Ahmad ;
|
University Of Lagos, Lagos, Nigeria ;
|
Teaching research ; Educational technology research ; Educational standards research ; Teaching aids & devices -- Research ; Student teachers -- Research ;
|
In recent times, there have been much hues and cries over the continuous poor standard of education in Nigeria. This has been blamed predominantly on the teachers, their teaching methods and techniques, attitude to work, competence and general behavior. This unpleasant development somewhat put to question the efficacy of teacher education content particularly micro-teaching which serves as the meeting point of both theory and practice in the pre-service training of teachers. The purpose of this study is to investigate the modes of improving the pre-service teacher competence and productivity based on the constructive reflection of student teaching, with a focus on micro-teaching which is adjudged as an avenue for acquiring pre-service pedagogical knowledge and field experiences. The study seeks to highlight the efficacy of micro-teaching in facilitating effective teacher preparation. It employs a combination of quantitative and qualitative research methods. In its quantitative dimension, the study features a descriptive survey design with research questionnaire administered on 500 respondents randomly sampled across five institutions. In its qualitative dimension, the study employs inductive and deductive research methods and analysis where data were collected and analysed based on existing framework and emerging themes on reflective effect of micro-teaching and field experiences, as decided in advance by the researchers. The study revealed that micro-teaching content, resources and material need to be reviewed for optimum result. Multi channel-viewing and other forms of Information Communication Technology (lCT) gadgets need to be introduced as a matter of urgency. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90542697&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=90542697&lang=es |
| tihe |
competence |
34 |
1114 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2014 |
26 |
|
473 |
484 |
12 |
Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills. |
Chittum, Jessica R. ; Bryant, Lauren H. ;
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Virginia Tech ; North Carolina State University ;
|
Graduate students ; Peer review (Professional performance) ; Communicative competence ; Academic discourse ; Empirical research ;
|
Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005). Today's scholars in any field must be prepared to communicate findings effectively to a variety of audiences and venues. As such, explicit support in academic writing and communication skills at the graduate level is vital, and yet this area of support is often neglected in graduate level programs (e.g., Pfeifer & Ferree, 2006; Surratt, 2006). Thus, we propose engaging students in the professional peer-review process to nurture this skillset. In this paper, we present support for and practical implications of involving students in the professional peer-review process, where graduate students serve as initial reviewers in double-blind (or similarly robust) review procedures for refereed journals. We discuss theoretical and empirical support for incorporating professional peer-review activities to facilitate growth in graduate students' academic writing skills and productivity, including constructivist theory, examining examples and non- examples, working within the zone of proximal development to engage in deeper levels of learning, and utilizing general student peer review to improve writing skills. Finally, we present a framework for incorporating this form of peer review into graduate programs across disciplines. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102558045&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102558045&lang=es |
| tihe |
competence |
35 |
1115 |
Teaching in Higher Education |
13562517 |
Feb2014 |
19 |
10.1080/13562517.2013.836090 |
183 |
193 |
11 |
Slovenian pre-service teachers' prototype biography. |
Lipovec, Alenka ; Antolin, Darja ;
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Faculty of Education, University Maribor, Maribor, Slovenia ;
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Student teacher attitudes ; Mathematics education (Elementary) ; Teacher training ; Elementary education ; Narrative inquiry (Research method) ; Slovenes ;
|
In this article we apply narrative methodology to the study of pre-service elementary teachers' school-time memories connected to mathematics education. In the first phase of our empirical study we asked 214 Slovenian pre-service teachers to write their mathematical autobiographies. On the basis of the mathematical autobiographies we constructed a prototype story by using narrative analysis. In the prototype we can separate three phases, including the following characteristics: (1) an idyllic phase in elementary education, (2) teachers' lack of ethical and professional competence at secondary level, and (3) a major turning point in upper secondary school, including significantly lower grades and seeing teachers as strict, fear-evoking figures. In the second phase of our study 301 pre-service teachers expressed their percentage identification with the prototype story. Overall, the agreement with the story was very high. Educators' familiarity with biographies could help designing the teacher training program emphasizing mathematics teachers' identities development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93927067&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=93927067&lang=es |
| tihe |
competence |
36 |
1116 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Spring2016 |
8 |
|
2521 |
2545 |
25 |
Some Reflections from the Entrepreneurship Educator's Mirror. |
O'Dwyer, Breda ; McGowan, Pauric ; Hampton, Alison ;
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Institute of Technology Tralee ; University of Ulster ;
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Continuing education ; Cognitive ability ; Professional and Management Development Training ; Entrepreneurship education ;
|
The context of this research is based on the European reference framework, which presented 'Entrepreneurship and a sense of initiative' as one of eight key competences for lifelong learning that citizens require in a knowledge-based society. The key competence 'sense of initiative and entrepreneurship' is defined as "an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives" (EU, 2013, p.8). These European developments and initiatives contribute to the growing evidence of the need for individually based entrepreneurial learning and for more entrepreneurship educators. "Teachers are key actors", (EU, 2015, p.89). Duening (2010) has attempted to develop the five minds of the future specifically to the five minds of the entrepreneurial future. However, realising that there is a difference between the cognitive thinking process for an entrepreneur and for a non entrepreneur means we will need to provide entrepreneurship educators "with a conviction that we know why we are doing and what we are doing in the entrepreneurship classroom", (Duening, 2010, p. 20). Wilson and Beard (2003) have developed the learning combination lock model which acknowledges the inclusion of the five elements in the model: stimuli, our senses, the filtering process, interpretation and responses. This model is a key component to this research. This paper is a small initial exploratory study based on a literature review and on four interviews across the primary, secondary and tertiary education levels to help establish a platform for a deeper analysis at the tertiary education level. To date, reflective based interviews using the Pictor Technique have helped to understand the role of learning, experience and key influencers in becoming an entrepreneurship educator. The proposed deeper analysis will continue this approach in an attempt to develop the typology (ies) of an entrepreneurship educator. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262019&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121262019&lang=es |
| tihe |
competence |
37 |
1117 |
Teaching in Higher Education |
13562517 |
Jan2017 |
22 |
10.1080/13562517.2016.1221804 |
109 |
125 |
17 |
Students’ reflective essays as insights into student centred-pedagogies within the undergraduate research methods curriculum. |
Hosein, Anesa ; Rao, Namrata ;
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Faculty of Education, Liverpool Hope University, Liverpool, UK ;
|
Reflective learning ; Student-centered learning ; Inquiry-based learning ; Student development ; Teaching methods ; Higher education ; Essay (Literary form) ;
|
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students’ development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay of their research experience. Qualitative analysis of the students’ reflective essay demonstrated that students showed an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as the metacognition of their research competence. Pedagogical approaches that encourage ‘reflection on action’ in the research curriculum can, therefore, help students to articulate their researcher identity and build their research skills confidence and should be actively promoted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119333998&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119333998&lang=es |
| tihe |
competence |
38 |
1118 |
Teaching in Higher Education |
13562517 |
Jan2014 |
19 |
10.1080/13562517.2013.827648 |
1 |
12 |
12 |
The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework. |
Tormey, Roland ;
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Teaching Support Centre/Centre d'appui à l'enseignement, École polytechnique fédérale de Lausanne (EPFL), CH-1015Lausanne, Switzerland ;
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Learning theories in education ; Cognitive styles ; Teaching models ; Higher education -- Philosophy ; Core competencies ; Higher education ; Higher education research -- Methodology ;
|
The ‘deep/surface approach to learning’ framework is widely used in higher education. Its perceived strength is that it is regarded as having two functions: both being (1) a useful metaphor for development of teaching and learning in higher education and (2) a valid concept for researchers. In this paper, I present a critical review of the model. I argue that an oversimplified conceptual framework, empirical weaknesses, and a relative lack of conceptual development can all be seen as a function of the attempt to meet both these divergent goals. The dominance of the model in the teaching and learning in higher education literature may also have prevented the development of alternative, more useful frameworks for understanding learning in higher education, such as that of ‘expert competence’. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885649&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=92885649&lang=es |
| tihe |
competence |
39 |
1119 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2014 |
11 |
|
1 |
21 |
21 |
The Cultural Border Crossing Index: implications for higher education teachers in the UAE. |
Hatherley-Greene, Peter ;
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Formerly Higher Colleges of Technology, UAE ;
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School dropout prevention ; Universities & colleges ; Higher education ; Academic achievement ; Teachers ; College students ; United Arab Emirates ; Colleges, Universities, and Professional Schools ;
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Student transitions from secondary to tertiary education have attracted global attention as universities and colleges of higher education seek to improve student retention. Over the course of one academic year, I documented the transitional experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). In this paper I describe four categories of cultural border crossing experiences - smooth, managed, difficult, and impossible - with easier and smoother crossing experiences associated with close congruency (related to the students' self-perceived attitude and scholastic preparedness as broadly reflected in their competence in their second language, English) between the predominantly Arabic life-world associated with Emirati families and government schooling and the dominant Western/English language culture in institutes of higher education. Additionally, I describe and evaluate students' cultural border crossing experiences with some Foundation program faculty, finding that those teachers who developed a classroom culture based on Kleinfeld's (1975) notion of 'warm demandingness' and caring rapport-building appeared to have the most positive impact upon the students. Implications from this research have the potential to positively impact both the student and faculty classroom experience in the Gulf tertiary classroom, in addition to improving overall student retention rates. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98388741&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=98388741&lang=es |
| tihe |
competence |
40 |
1120 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2012 |
24 |
|
6 |
15 |
10 |
The Influence of International Service-Learning on Transcultural Self-Efficacy in Baccalaureate Nursing Graduates and their Subsequent Practice. |
Amerson, Roxanne ;
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Clemson University ;
|
Learning ; Self-efficacy in students ; Baccalaureate nursing education ; Nursing school graduates ; Curricula (Courses of study) ; Case study (Research) ; Physician practice patterns ;
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The purpose of this study was to explain how participation in an international service-learning project during a community health course influenced transcultural self-efficacy of baccalaureate nursing graduates following graduation and their subsequent clinical practice. A qualitative, explanatory case study was used to conduct telephone interviews with 14 nursing graduates, who had previously participated in international trips to Ecuador or Guatemala. A constant comparative analysis revealed themes related to increased self-efficacy in the cognitive, practical, and affective learning dimensions of cultural competence. Additional themes focused on the importance of experiential learning, the provision of culturally congruent care, and a commitment to international service. The findings indicate that service-learning promotes social growth while providing opportunities to increase self-efficacy during cultural encounters with diverse populations. Nursing graduates were able to provide culturally congruent care as a result of their increased transcultural self-efficacy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89290467&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89290467&lang=es |
| tihe |
competence |
41 |
1121 |
Teaching in Higher Education |
13562517 |
Jan2013 |
18 |
10.1080/13562517.2012.678327 |
53 |
64 |
12 |
The performance of academic identity as pedagogical model and guide in/through lecture discourse. |
McInnes, David ;
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School of Humanities and Communication Arts, University of Western Sydney, Sydney, Australia ;
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Performance ; Lectures & lecturing ; Students ; Experience ; Anecdotes ;
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This article argues that lecture discourse has the capacity to support students in their transition into modes of social critique and that the lecturer, through an enactment of an academic identity in lecture discourse, plays a crucial role as both model and guide. Certain crucial phases and sub-phases of lectures are used to model an engagement with individual and everyday experience as grounds for analysis and critique. A close examination of phase structures illustrates how an academic's identity is used as a model within a pedagogical process wherein the academic shifts from the anecdotal to the theorised and critical through the process of recontextualisation. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85318841&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85318841&lang=es |
| tihe |
competence |
42 |
1122 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2011 |
23 |
|
292 |
302 |
11 |
The Role of Non-classroom Faculty in Student Learning Outcomes in Higher Education Context. |
Inozu, Julide ;
|
Cukurova University ;
|
Higher education ; Learning ; Performance ; Teacher-student relationships ; Interaction analysis in education ; English language education ;
|
Researchers have identified a number of learning experiences including faculty-student interaction which affect students' gains in learning outcomes in higher education. This study specifically focused on the relationship between out-of-class faculty-student contact and student learning gains in a language teacher education program. The study was based on data gathered from 116 senior students at English Language Teacher Education Department of Cukurova University, Turkey. The results suggest that the main contribution of contact with faculty members is attributed to gains in knowledge and subject matter competence. On the other hand, faculty contact is not seen as a source of intellectual growth and practical competence by the participant students. The findings of the study prove to be valuable for showing insights about the relationship between faculty-student interaction and specific learning gains. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67214894&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67214894&lang=es |
| tihe |
competence |
43 |
1123 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2016 |
28 |
|
265 |
270 |
6 |
Toward a Caring Curriculum: Can Occupational Therapy Be Taught in a Caring Context? |
Battaglia, James ;
|
Hofstra University ;
|
Occupational therapy ; Community college curriculum ; Care ethics (Philosophy) ; Medical rehabilitation ; Physical therapy ;
|
Caring is often cited as the central component of many health care professions. It is also identified as an equally important factor in patient physical and emotional recovery. In examining health care education, however, curriculum is becoming increasingly focused on the development of technical competence and skill with little focus on the affective aspects of providing care in a caring context. In the field of occupational therapy, little is written regarding facilitation of caring behaviors in occupational therapy students. Through examination of the educational philosophies of Paulo Freire and Nel Noddings, a framework for a caring curriculum can be developed. Through use of signature pedagogies in occupational therapy, the author utilizes fundamental aspects of a caring curriculum put forth by Freire and Noddings to develop a curriculum that not only develops the individual's technical skill, but makes them emotionally competent as well. Though the work of Freire and Noddings was not explicitly intended for higher learning or health care professional education, the principles put forth are not only relevant but provide a viable framework for the development of caring professionals. The benefit of this proposal will ultimately be to patients whom these emotionally competent occupational therapists serve. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547848&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117547848&lang=es |
| tihe |
competence |
44 |
1124 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2015 |
12 |
|
1 |
17 |
17 |
Transfer of learning in the development of peer tutor competence. |
Brandt, Caroline ; Dimmitt, Nicholas ;
|
Petroleum Institute, United Arab Emirates ;
|
Transfer of training ; Peer teaching ; Writing centers ; Collaborative learning ; Teaching -- Competitions ;
|
Many universities run Writing Centers to provide support for students wishing to improve their academic literacy. These centers are ideal venues for peer tutoring, which may benefit both student-tutors (through tutoring skills development), and those tutored (through opportunities to discuss writing with a supportive peer). In the context of a university in the GCC region, peer tutors, prior to working, must complete required Communication courses. The syllabuses reflect student-centered and collaborative post-process writing approaches, where scaffolding is emphasized over direction, and word-by-word instructor correction of student writing is de-emphasized. Peer tutors also undergo preparation aimed at equipping them with an understanding of the rationale for these approaches and the skills needed to adapt them to tutoring. Given these experiences, the researchers set out to determine whether tutors are able to articulate such understandings and apply them to tutoring. Interconnected interpretative methods were deployed, including tutoring observation, consultation-conversation analysis and semi-structured interviews with tutors. Results indicate that tutors have significant recent experience of non-directive writing classes and may be aware of the rationale and benefits of such approaches. However, in their tutoring, content appears to be transferred from their most recent experiences but their style relies on instruction predominated by telling, explaining, demonstrating and directing, reflecting formative experience at school. The relationship between tutors' experience, preparation, articulation and practice is explored, and recommendations are made to enhance Writing Center practices, in line with the concept of a constructively-aligned instruction system where all components address the same agenda and support each other. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109232420&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109232420&lang=es |
| tihe |
competence |
45 |
1125 |
Teaching in Higher Education |
13562517 |
Apr2015 |
20 |
10.1080/13562517.2014.1001835 |
272 |
284 |
13 |
Understanding veterinarians as educators: an exploratory study. |
Dolby, Nadine ; Litster, Annette ;
|
Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, USA ; Department of Veterinary Clinical Services, Purdue University, West Lafayette, IN, USA ;
|
Veterinary medicine study & teaching ; College teachers ; College teaching ; Higher education ; Veterinary Services ; Professional identity ; Animal welfare ; Human-animal relationships ;
|
A new emphasis on ‘non-technical competence’ in veterinary medical education has drawn attention to the reality that veterinarians are not solely technicians, but instead take on a wide variety of roles in their daily practice. This article discusses one largely overlooked role that veterinarians engage in on a regular basis – that of educator. Drawing from Beijaard, Verloop and Vermunt's teacher professional identity model, we discuss an exploratory survey conducted with 29 veterinary students, and how the students understand themselves as ‘subject-matter experts’ and ‘pedagogical experts.’ We focus on two areas of current concern in veterinary medical education: animal welfare and the human–animal bond. The data suggests that there is a need to expand the veterinary medical curriculum to accommodate changes in the contemporary role of veterinarians in society, and their increasingly visible and significant role as educators to clients and the general public. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101516858&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=101516858&lang=es |
| tihe |
competence |
46 |
1126 |
Teaching in Higher Education |
13562517 |
Jun2008 |
13 |
10.1080/13562510802045345 |
315 |
326 |
12 |
Visualising expertise: towards an authentic pedagogy for higher education. |
Kinchin, I. M. ; Cabot, L. B. ; Hay, D. B. ;
|
King's Institute of Learning and Teaching, King's College London, London, UK. ; Department of Prosthodontics, King's College London Dental Institute, London, UK. ;
|
Expertise ; Educators ; Higher education ; Concept mapping ; Teaching methods ; Job performance ; Academic improvement ; Academic enrichment ; Specialists ;
|
The development of expertise is seen as a crucial element in higher education, but the nature of expertise has been clouded by assumptions of the centrality of intuition and tacit knowledge. In this paper the authors contend that much knowledge that has been described as tacit can be surfaced for examination through the application of concept mapping techniques. This approach allows experts to articulate their practice in a way that is transparent, making it available for scrutiny by students. Expertise is described here as connecting the chains of practice that denote competence with the underlying networks of understanding that are required to support academic development. This occurs across the academic disciplines with various degrees of subtlety. It is described in the context of clinical teaching as it is in this context that the separation of chains of practice from underlying networks of understanding is most pronounced. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=31684521&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=31684521&lang=es |
| tihe |
competence |
47 |
1127 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2012 |
9 |
|
1 |
29 |
29 |
"We don't teach English, we teach in English": teaching non-native English speaking university students. |
Jewels, Tony ; Albon, Rozz ;
|
Zayed University, UAE ; Higher Colleges of Technology, UAE ;
|
English language education for foreign speakers in universities & colleges ; College students ; United Arab Emirates ; Middle East ; Australia ; Universities & colleges -- Australia ;
|
The article presents a study which investigated teaching practices for non-native English students in Australian university. It states that one of the researchers acted as a participant observer and data were obtained from focus groups that involved United Arab Emirates and Middle Eastern students in Australia. It notes that teachers should know student difficulties and language differences when aiming for communicative competence in the English language. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85754008&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85754008&lang=es |
| tihe |
competence |
48 |
1128 |
Teaching in Higher Education |
13562517 |
Apr2009 |
14 |
10.1080/13562510902757179 |
147 |
159 |
13 |
What undergraduate students in China say about their professors' teaching. |
Kai Yung Tam ; Heng, Mary Anne ; Jiang, Gladys H. ;
|
Xiamen University, China ; National Institute of Education, Nanyang Technological University, Singapore ;
|
Education research ; Student-centered learning ; Education -- Study & teaching ; Undergraduates ; College teachers ; Teacher educators ; Teacher-student relationships ; Student teaching ; Teaching methods ; China ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Administration of Education Programs ;
|
Students have traditionally been viewed as passive recipients of knowledge and their contributions to understanding good teaching have been largely ignored. This study presents first-person account of university students of their professors' teaching. A total of 210 undergraduate students from China wrote about their best and worst professors. Favorite teachers were described as knowledgeable about curriculum and instruction, making connections to student learning beyond textbooks and examinations, and as employing more student-centered teaching approaches to engage and inspire students. Teachers were viewed as role models who showed qualities of care and of having heart. Least favorite teachers focused more on research than teaching and did not see the importance of developing teaching competence. They were indifferent, difficult to talk to, and employed didactic delivery modes that taught content for examinations. Implications for a re-examination of the culture of teaching and learning in higher education systems in China are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37208350&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=37208350&lang=es |
| tihe |
competence |
49 |
1129 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2015 |
27 |
|
364 |
381 |
18 |
Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency. |
Sandell, Elizabeth J. ; Tupy, Samantha J. ;
|
Minnesota State University ; Idaho State University ;
|
Undergraduates ; Teacher education ; Accreditation (Education) ; College students ; Higher education research ; Administration of Education Programs ; Cultural competence ;
|
Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences was more ethno-centric. Due to their lack of experience among people of cultures different than their own, they were more likely to minimize cultural differences and emphasize cultural commonalities. During this investigation, after the first semester, data analysis showed no statistically significant change in students' cultural competence. After a semester with higher-impact activities (e.g., cultural partnerships), subjects showed statistically significant positive gains in their orientations to cultures different than their own. Investigators concluded that domestic inter-cultural experiences may encourage university students to not only learn about others, but also learn from and with others. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114122230&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114122230&lang=es |
| tihe |
competence |
50 |
1130 |
Teaching in Higher Education |
13562517 |
Jul2014 |
19 |
10.1080/13562517.2014.880686 |
510 |
524 |
15 |
Which self-presentation style is more effective? A comparison of instructors' self-enhancing and self-effacing styles across the culture. |
Kim, Eun Joo ; Berger, Charles ; Kim, Joohan ; Kim, Min-Sun ;
|
Graduate School of Education, Yonsei University, 50 Yonsei Ro,Seoul, Republic of Korea ; Department of Communication, University of California, 377 Kerr Hall,Davis, CA95616, USA ; Department of Communicology, University of Hawaii, Honolulu, HI96822, USA ;
|
Cross-cultural studies on education ; College teachers -- Research ; Higher education ; Self-presentation ; Impression formation (Psychology) ; Self-perception ;
|
Many studies have investigated how people perceive others' self-presentation styles (such as enhancement and effacement) in forming first impressions and how culture influences the process. Most of those studies have, however, investigated self-presentation styles in the context of informal and intimate interpersonal relations. Few studies have examined the perceptions of self-presentation styles in formal communication contexts such as instruction in classrooms. This study examines how college students from different cultures perceive professors' self-presentation styles in terms of competence and likability with the samples from the Mainland USA, Hawaii, and South Korea. The results from the latent mean analyses showed that professors with self-enhancement were perceived as more competent but less favorable in the Mainland USA and Hawaii, but not in South Korea – self-promoter's paradox was not found, while trade-offs between competence perception and likability seemed to exist. Structural equation models showed that, in explaining the variances of self-presentation perceptions, self-construals were significant variables in the Mainland USA and Hawaii, but not in South Korea. Academic motivations, on the contrary, appeared as significant variables in South Korea only. The implications of the findings are discussed in terms of cultural differences through self-construals in perceiving others' self-presentation styles. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970583&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970583&lang=es |
| tihe |
competence |
1 |
1131 |
Teaching in Higher Education |
13562517 |
Apr2006 |
11 |
10.1080/13562510500527701 |
175 |
190 |
16 |
A conceptual model of assessing teaching performance and intellectual development of teacher candidates: a pilot study in the US. |
Kim Hyunsook Song ;
|
University of Missouri, St Louis, USA ;
|
Student teachers ; Student teaching ; Teacher training ; Education -- Study & teaching ; Teachers colleges ; Teacher educators ; Performance ; Scoring rubrics ; United States ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
|
A conceptual model was developed in an urban undergraduate education institution in the US to assess teaching performance and intellectual development levels of teacher candidates. Danielson's framework of teaching performance and Perry's pattern of intellectual and ethical development were used for developing a conceptual model. A pilot study was conducted to 282 urban teacher candidates based on the conceptual model to assess their teaching performance and the intellectual development levels. The results from Danielson's and Perry's rubrics showed that the higher students moved to in their teacher education program, the more proficient their teaching performance became and the higher intellectual and ethical development became. Within each of the teaching performance domains and of the intellectual patterns, individual competency patterns varied. This conceptual model may hold promise as a measure of assessing teacher candidates’ growth through their performance-based artifacts rather than through the test scores. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19896459&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19896459&lang=es |
| tihe |
competence |
2 |
1132 |
Teaching in Higher Education |
13562517 |
Jan99 |
4 |
|
125 |
128 |
4 |
Book reviews. |
Henkel, Mary ;
|
|
Professional Competence & Higher Education: The ASSET Programme (Book) ;
|
Reviews the book `Professional Competence and Higher Education: The ASSET Programme,' by Richard Winter and Maire Maisch. |
Review |
Book Review |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1547356&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=1547356&lang=es |
| tihe |
competence |
3 |
1133 |
International Journal of Teaching & Learning in Higher Education |
18129129 |
2007 |
19 |
|
8 |
20 |
13 |
Educating the Business Graduate of the 21st Century: Communication for a Globalized World. |
Briguglio, Carmela ;
|
Curtin Business School, Curtin University of Technology ;
|
Business communication ; Postsecondary education ; Higher education ; Cross-cultural communication ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ; Business etiquette ; Business writing ; Corporate public relations ;
|
This article examines current business communication education in higher education, particularly in regard to English as a global language. The discussion is situated at the intersection of business communication, intercultural communication, and internationalization of higher education, and the article draws on research from all three fields. The article questions why not enough use is being made of existing cultural diversity in university classrooms, and it suggests a variety of pedagogical strategies which will enable teachers to build on the cultural and linguistic strengths of their students to develop intercultural communication competence. These new directions for intercultural business communication will equip business graduates to operate successfully in a globalized world. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=26463791&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=26463791&lang=es |
| tihe |
competence |
4 |
1134 |
Teaching in Higher Education |
13562517 |
Apr2001 |
6 |
10.1080/13562510120045159 |
141 |
152 |
12 |
Justice and Lecturer Professionalism. |
MacFarlane, Bruce ;
|
|
College teachers ; Higher education -- Moral & ethical aspects ; Justice ; Professional ethics ;
|
Lecturers have significant de facto power and responsibility as arbiters of student justice. However, while the literature on ethics in higher education principally focuses on a self-regarding agenda connected with research codes and power relationships between academics, the more practical concerns of pedagogy tend to be overlooked. Moreover, while many new lecturer programmes stress competence in teaching techniques they tend to give restricted attention to many of the ethical dilemmas which confront university teachers in their daily lives. This paper addresses this imbalance by presenting a conceptual framework for debating the ethics of pedagogy based on four forms of justice. The concepts of procedural, retributive, remedial, and distributive justice are presented as a means of incorporating many of the key ethical challenges that confront lecturers new to higher education. The justice framework is also recommended as a means of encouraging practitioners to identify their own key ethical principles. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4421946&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4421946&lang=es |
| tihe |
competence |
5 |
1135 |
Teaching in Higher Education |
13562517 |
Oct2001 |
6 |
10.1080/13562510120078054 |
519 |
526 |
8 |
Quantum Literacy. |
Whitehead, David ;
|
|
English language education in universities & colleges ; Cognition ; Quantum theory ;
|
Quantum physics provides an alternative to classical explanations of matter and energy, and may have metaphoric utility in substantiating cognitive explanations of human information processing. Three concepts central to an understanding of the sub-atomic world of quantum physics are: (1) the role of the observer in the interpretation of events; (2) the uncertainty of physical states; and (3) the interconnectedness of the physical world. These concepts have parallels in the psychological world. They support a theory of literacy and learning that, when applied to the teaching of English explains: (1) the role of readers, authors, teachers and contexts in the construction of meaning; (2) the uncertainty and impermanence of meaning; and (3) the interconnectedness of meaning. These concepts challenge mechanistic explanations of behavioural psychology and associated pedagogy used by some teachers of English. Quantum-consistent English teaching engages teachers and students in practices that result in different kinds and levels of literate competence and achievement, and that provide different constructions of what counts as literacy. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5203199&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5203199&lang=es |
| tihe |
competence |
6 |
1136 |
Teaching in Higher Education |
13562517 |
Jan2001 |
6 |
10.1080/13562510020029626 |
85 |
98 |
14 |
The Theoretical Links Between Problem-based Learning and Self-directed Learning for Continuing Professional Nursing Education. |
Williams, Bev ;
|
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Professional education ; Problem-based learning ; Continuing education ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Nurses ;
|
Professional undergraduate nursing education programmes share the goal of preparing competent graduates who will successfully make the transition to the world of professional nursing practice. Furthermore, society demands continued professional accountability for competence in an era of exponential knowledge proliferation and technological change. One way to meet this demand is for every practicing professional to engage in continuing professional nursing education. If professional nurses are to maximize continuous learning, they need to be able to manage and monitor their own learning. This means that professional nurses engaged in continuous learning should have the ability to be self directed. The use of problem-based learning (PBL) as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate the development of nursing students' abilities to become self-directed in learning. The theoretical links between PBL and self-directed learning are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4139856&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4139856&lang=es |
| tihe |
competence |
7 |
1137 |
Teaching in Higher Education |
13562517 |
Oct99 |
4 |
|
511 |
522 |
12 |
Thinking on your feet in undergraduate computer science: A constructivist approach to developing and assessing critical thinking. |
Gent[*], Ian ; Johnston, Bill ; Prosser[*], Patrick ;
|
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Computer science education ; Research and development in the physical, engineering and life sciences ; Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) ; Critical thinking studies ;
|
ABSTRACT The project discussed here aimed to develop student's critical thinking about computer science by applying research on student learning to the design of teaching method and assessment. A complementary aim was to develop student confidence and competence in group discussion and oral presentation. Interactions between student learning strategy and lecturer teaching strategy are analysed to establish teaching and assessment practices suited to overcoming the student tendency to concentrate on examination requirements to the detriment of their critical thinking abilities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2536408&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=2536408&lang=es |
| tihe |
competence |
8 |
1138 |
Teaching in Higher Education |
13562517 |
Jan2002 |
7 |
10.1080/13562510120100355 |
3 |
15 |
13 |
Zoology Students' Experiences of Collaborative Enquiry in Problem-based Learning. |
Harland, Tony ;
|
|
Problem-based learning ; Training ; Students ; Higher education ; Zoology ;
|
This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of collaboration was essential for a successful outcome. A particular social context was established in which tutors and students endeavoured to interact as learners to negotiate and construct new understandings and develop life-long learning skills. Students valued the quality of working relationships, the democratic way in which group work was facilitated, and the opportunities for freedom of action and thought. During the course, participants achieved new insights into themselves as learners and this meta-cognitive skill was seen as important for developing the necessary competence in diagnostic self-assessment for PBL. Students had not previously encountered PBL and the transitional nature of their experiences is discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5911166&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5911166&lang=es |
| tihe |
program learning outcomes |
1 |
1139 |
Teaching in Higher Education |
13562517 |
Aug2008 |
13 |
10.1080/13562510802169764 |
477 |
487 |
11 |
A human capabilities framework for evaluating student learning. |
Walker, Melanie ;
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School of Education, University of Nottingham, UK and University of the Western Cape, South Africa ;
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LEARNING ; LEARNING ability ; STUDENTS ; PEDAGOGICAL content knowledge ; INTELLIGENCE tests ; STUDENT interests ; EDUCATION ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ; SEN, Amartya, 1933- ; NUSSBAUM, Martha Craven, 1947- ;
|
This paper proposes a human capabilities approach for evaluating student learning and the social and pedagogical arrangements that support equality in capabilities for all students. It outlines the focus on valuable beings and doings in the capability approach developed by Amartya Sen, and Martha Nussbaum's capabilities focus on human flourishing. For both, education is understood to include both intrinsic and instrumental aims and to be foundational to other important capabilities. A method for applying the capability approach to evaluating what students said about their own learning is suggested, and from this a list of valued functional capabilities is then outlined. The multi-dimensionality of the approach is emphasised and its relationship to economic opportunities and human security. Finally, generic graduate outcomes are considered but rejected as not being the same as capabilities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=32794170&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=32794170&lang=es |
| tihe |
program learning outcomes |
2 |
1140 |
Teaching in Higher Education |
13562517 |
Oct2002 |
7 |
10.1080/135625102760553883 |
373 |
386 |
14 |
A New Disciplinarity: communities of knowledge, learning and practice. |
Parker, Jan ;
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UNIVERSITIES & colleges -- Curricula ; INSTRUCTIONAL systems ; Colleges, Universities, and Professional Schools ;
|
The welcome new attention paid to subject teaching should have bridged the old divide between pedagogical and disciplinary research. But this paper argues that the focus on subject, rather than disciplinary communities is part of the commodification of higher education; that what is needed to re-energise both teachers and students is an inclusive new model of disciplinary education based on an engaged community's processes and practices. Each discipline, it is proposed, will model differently its practices, knowledge creation and dissemination, its writing, its community. The model may change received ideas about the focus and central concerns of the discipline, and in modelling disciplinary learning will change teaching and assessment. The model will be discipline specific and, as such, will resist generic and imposed 'skills and outcomes' frameworks. Evolving out of practice, rather than an external agenda, it should link disciplinary and pedagogical research so that they are mutually informing and transforming. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7714365&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=7714365&lang=es |
| tihe |
program learning outcomes |
3 |
1141 |
Teaching in Higher Education |
13562517 |
Feb2017 |
22 |
10.1080/13562517.2016.1237495 |
222 |
238 |
17 |
A present absence: undergraduate course outlines and the development of student creativity across disciplines. |
Marquis, Elizabeth ; Radan, Kaila ; Liu, Alexandra ;
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Arts & Science Program and McMaster Institute for Innovation & Excellence in Teaching and Learning (MIIETL), McMaster University, Hamilton, ON, Canada ; Bachelor of Health Science Program and MIIETL, McMaster University, Hamilton, ON, Canada ;
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College curriculum ; Course outlines (Education) ; Creative ability ; STEM education ; Young adults ; Higher education ; Colleges, Universities, and Professional Schools ;
|
While recent scholarship has suggested that colleges and universities have an obligation to help cultivate students' creativity, existing evidence suggests that this priority is infrequently and imperfectly realized in practice. In order to further examine the potential prevalence of this gap, the present study conducted a qualitative analysis of all publicly available undergraduate course outlines from one Canadian university for the 2013-2014 academic year. Using a modified version of an existing analytical tool, we scrutinized syllabi from across academic disciplines for explicit and implicit references to student creativity, understanding these texts as significant locations at which meanings about teaching and learning are enacted. Based on this analysis, we argue that creativity occupies a relatively circumscribed position in many ways -- particularly in the Science, Technology, Engineering, and Mathematics disciplines, but may nonetheless be fostered through the deployment of relevant activities. Implications for the development of student creativity are considered. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120432954&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120432954&lang=es |
| tihe |
program learning outcomes |
4 |
1142 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2014 |
11 |
|
1 |
27 |
27 |
A student participation assessment scheme for effective teaching and learning. |
Abuid, Bader Ahmed ;
|
Directorate General of Technological Education, Oman ;
|
Effective teaching ; College curriculum ; Reading interests of students ; Feedback (Psychology) ; Colleges, Universities, and Professional Schools ; Student participation in administration -- Universities & colleges ; Nizwa College of Technology (Nizwa, Oman) ;
|
In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety of areas of participation within and outside the classroom with the aim of improving their learning. The scheme addresses mostly the challenges related to the practicality of the structure and design of the assessment. It also addresses the subjectivity of grading student participations. Areas of participation are widened to allow the faculty more accurate information about the conduct of each individual student towards more objective assessment. In addition, it provides the faculty with the flexibility to select areas that best fit the learning outcomes, nature of the course, availability of time and resources, and class atmosphere. The proposed scheme is initiated and developed using feedback from the teaching staff of Nizwa College of Technology, (NCT) through a survey and open discussion. The results indicate that over two thirds of the surveyed staff show agreement with the concept of assessing participation and find the scheme design clear and systematic, while 82% of them perceive the scheme as effective in improving the motivation and learning of students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95096281&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95096281&lang=es |
| tihe |
program learning outcomes |
5 |
1143 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2015 |
13 |
10.18538/lthe.v13.n1.213 |
1 |
20 |
20 |
An innovative approach to assessing professional skills learning outcomes: a UAE pilot study. |
Schoepp, Kevin ; Danaher, Maurice ;
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Zayed University, UAE ;
|
Ability ; Facilitated learning ; Engineering ;
|
Industry and academia around the world stress the importance of professional skills (also known as soft skills, generic skills, or transferable skills) so it is necessary to be able to assess students' attainment of these skills. An innovative method was developed in the USA for assessment of these skills in an engineering program (Ater Kranov, Hauser, Olsen, & Girardeau, 2008); this method was based around student discussion of an open-ended, unresolved, discipline-related problem, held face-to-face and subsequently analyzed using a rubric. In the research project described here, the method was adapted for the United Arab Emirates by writing appropriate scenarios for computing students, by modifying the rubric and by running the discussion on an online discussion board. The primary aims were to determine the feasibility of adapting the method and to examine its suitability. The results of the study showed that the method can be adapted and employed very successfully with UAE students. This paper presents the method, its adaptation and implementation, and the results obtained. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112960078&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112960078&lang=es |
| tihe |
program learning outcomes |
6 |
1144 |
Teaching in Higher Education |
13562517 |
Jan2006 |
11 |
10.1080/13562510500400149 |
63 |
77 |
15 |
An innovative use of the web to build graduate team skills. |
Murray, Martin ; Lonne, Bob ;
|
Queensland University of Technology, Australia ; University of Queensland, Australia ;
|
Graduates ; Curricula (Courses of study) ; Place-based education ; Students ; Internet in education ; Teaching teams ; Learning ; Business enterprises ; Teams in the workplace ; Social groups ;
|
Successful graduates in today's competitive business environments must possess sound interpersonal skills and the ability to work effectively in team situations within, and across, disciplines. However, developing these skills within the higher education curriculum is fraught with organisational and pedagogical difficulties, with many teachers not having the skills, time or resources to facilitate productive group processes. Furthermore, many students find their teamwork experiences frustrating, demanding, conflict-ridden and unproductive. This paper brings together the perspectives and experiences of an engineer and a social scientist in a cross-disciplinary examination of the characteristics of effective teamwork skills and processes. A focus is the development and operation of ‘TeamWorker’, an innovative online system that helps students and staff manage their team activities and assessment. TeamWorker was created to enhance team teaching and learning processes and outcomes including team creation, administration, development and evaluation. Importantly, TeamWorker can facilitate the early identification of problematic group dynamics, thereby enabling early intervention. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19114297&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=19114297&lang=es |
| tihe |
program learning outcomes |
7 |
1145 |
Teaching in Higher Education |
13562517 |
Aug2017 |
22 |
10.1080/13562517.2017.1289507 |
705 |
719 |
15 |
Assessing visual literacy: a case study of developing a rubric for identifying and applying criteria to undergraduate student learning. |
Bowen, Tracey ;
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University of Toronto Mississauga, Institute of Communications, Culture, Information & Technology, Mississauga, Canada ;
|
VISUAL literacy ; VISUAL learning ; CRITICAL thinking ; STUDENT engagement ; UNDERGRADUATES ;
|
Higher education has traditionally privileged language-based text as evidence of students’ levels of critical thinking and literacy. Twenty-first century education at all levels however, has focused on multimodal literacies and how educators can engage students who are seeing the world through diverse representations and a myriad of forms. Many scholars maintain that we live in a visual culture where we are becoming increasingly proficient at reading images of all kinds. However, our criteria for assessing student learning and measures of assessment have not moved much beyond the traditional written texts outside art and design disciplines. While much has been written about the role of visual literacy, there is little research on assessing visual literacy competencies. This paper proposes a Visual Literacy Competency (VLC) rubric based on the Biggs and Collis (1982.Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). New York: Academic Press) SOLO taxonomy and describes applications for assessing assignments in two undergraduate communications courses with a focus on further developing and shaping student learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123450014&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=123450014&lang=es |
| tihe |
program learning outcomes |
8 |
1146 |
Teaching in Higher Education |
13562517 |
Apr2009 |
14 |
10.1080/13562510902757237 |
175 |
184 |
10 |
Battlefield tours and staff rides: a useful learning experience? |
Lloyd, Nick ;
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Department of Defence Studies, Joint Services Command and Staff College, Swindon, UK ;
|
EDUCATION -- Research ; MILITARY education ; STAFF rides ; BATTLEFIELDS ; EXPERIENTIAL learning ; LEARNING strategies ; STUDENT teaching ; MILITARY history ; GREAT Britain ; Historical Sites ; Administration of Education Programs ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; National Security ; Elementary and Secondary Schools ; Colleges, Universities, and Professional Schools ;
|
A key component of current British military education is the battlefield tour and staff ride. These tours allow students to visit the location of military events, most commonly the battlefields of the First and Second World Wars in northern Europe, to facilitate their understanding of military history and draw contemporary parallels from the events concerned. While these tours are commonly hailed as excellent opportunities for learning, there has been a lack of critical discussion on the learning and teaching implications of these exercises. This article aims to provide a review of the available literature on the pedagogical value of battlefield tours and staff rides and to bring them within a theoretical learning context. It will then present some conclusions on the ways in which learning outcomes from battlefield tours and staff rides can be improved. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37208357&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=37208357&lang=es |
| tihe |
program learning outcomes |
9 |
1147 |
Teaching in Higher Education |
13562517 |
Apr2003 |
8 |
|
211 |
231 |
21 |
Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning. |
HILLS, J. M. ; ROBERTSON, G. ; WALKER, R. ; ADEY, M. A. ; NIXON, I. ;
|
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EMPLOYMENT of students ; JOB qualifications ; HIGHER education ; GREAT Britain ;
|
This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9756532&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9756532&lang=es |
| tihe |
program learning outcomes |
10 |
1148 |
Teaching in Higher Education |
13562517 |
Apr2010 |
15 |
10.1080/13562511003619953 |
123 |
133 |
11 |
Bringing the social into pedagogy: unsafe learning in an uncertain world. |
Leibowitz, Brenda ; Bozalek, Vivienne ; Carolissen, Ronelle ; Nicholls, Lindsey ; Rohleder, Poul ; Swartz, Leslie ;
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Centre for Teaching and Learning, University of Stellenbosch, Stellenbosch, South Africa. ; Department of Social Work, University of Western Cape, Belville, South Africa. ; Department of Psychology, University of Stellenbosch, Stellenbosch, South Africa. ; School of Health Sciences and Social Care, Brunel University, West London, UK. ; University of East Anglia, UK. ;
|
EDUCATION ; TEACHING ; CURRICULUM planning ; UNIVERSITIES & colleges ; SOCIAL classes ; COMMUNITIES ; RACE ; AFRICA ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Colleges, Universities, and Professional Schools ; AFRICA, Southern ;
|
The paper describes a collaborative curriculum development project implemented over 3 years at 2 universities in the Western Cape Province of South Africa. The project involved a short module in which students in their fourth year of study interacted and learnt collaboratively across the boundaries of institution, discipline, race and social class, about the concepts of community, self and identity. The pedagogic approach adopted is described, as well as the responses of the students, and a brief reflection on some of the learning outcomes attained. The paper considers the learning processes which the curriculum development team experienced, and suggests that in order to facilitate learning for an 'uncertain world', the curriculum designers, too, need to engage in learning processes in which they make themselves vulnerable, mirroring some of the learning processes they expect the students to undergo. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=48982609&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=48982609&lang=es |
| tihe |
program learning outcomes |
11 |
1149 |
Teaching in Higher Education |
13562517 |
Oct2013 |
18 |
10.1080/13562517.2013.836096 |
761 |
772 |
12 |
Chinese students making sense of problem-based learning and Western teaching – pitfalls and coping strategies. |
Gram, Malene ; Jæger, Kirsten ; Liu, Junyang ; Qing, Li ; Wu, Xiangying ;
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Department of Culture and Global Studies, Aalborg University, Aalborg, Denmark ; Department of Culture and Communication, University of International Relations, Beijing, China ; English Department, University of International Relations, Beijing, China ; Department of International Economics and Trade, University of International Relations, Beijing, China ;
|
CHINESE students in foreign countries ; PROBLEM-based learning ; ACTIVE learning ; CRITICAL thinking ; FOREIGN study ; UNIVERSITIES & colleges ; HIGHER education ; ADULTS ; DENMARK ;
|
Culturally different imaginations of student and teacher roles, incongruent perceptions of academic standards, and diverging conceptualizations of learning may cause ‘difficult times’ for institutions and individual learners involved in international education. Universities practicing alternative approaches to teaching and learning, for example problem-based learning (PBL), may face even larger challenges because of the unfamiliarity of international students with such approaches. This study explores the difficult times experienced by Chinese students in a PBL setting at a Danish University. The main result of the study is an increased understanding of these students’ remarkable ‘survival’ skills, coping strategies, and learning outcomes gained from the challenging immersion in a Danish PBL environment. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90821900&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90821900&lang=es |
| tihe |
program learning outcomes |
12 |
1150 |
Teaching in Higher Education |
13562517 |
Jun2010 |
15 |
10.1080/13562511003740858 |
285 |
297 |
13 |
Conceptualising, developing and assessing critical thinking in law. |
James, Nickolas ; Hughes, Clair ; Cappa, Clare ;
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School of Law, University of Queensland, Australia. ; Teaching and Educational Development Unit, University of Queensland, Australia. ;
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Critical thinking ; Thought & thinking ; Universities & colleges ; Learning ; Goal (Psychology) ; Australia ; Colleges, Universities, and Professional Schools ; Modern philosophy ; Psychology ; Philosophy ;
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'Critical thinking' is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of 'signature' disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of 'critical legal thinking', the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51417516&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51417516&lang=es |
| tihe |
program learning outcomes |
13 |
1151 |
Teaching in Higher Education |
13562517 |
Feb2013 |
18 |
10.1080/13562517.2012.696541 |
192 |
204 |
13 |
Creating high challenge/high support academic environments through constructive alignment: student outcomes. |
Larkin, Helen ; Richardson, Ben ;
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School of Health and Social Development, Deakin University, Geelong, 3217, Australia ; School of Psychology, Deakin University, Burwood, 3125, Australia ;
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Curricula (Courses of study) ; School environment ; Effective teaching ; Higher education ; Occupational therapy ;
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Higher education needs to provide challenging yet supportive learning environments catering for students with diverse academic needs. There is also an emphasis on using student-driven outcome measures to determine teaching effectiveness. How can these measures be used to reflect upon and evaluate teaching initiatives? Using an undergraduate occupational therapy programme as the site for exploration, this article reports on an application of constructive alignment principles and describes how available empirical data were used to explore student outcomes. A comparison was made between student evaluations and academic grades prior to, and after the implementation of the initiative. Results provide evidence of improvement in student satisfaction and academic grades as a result of implementing constructive alignment. Whilst it is acknowledged that changes in academic grades and student evaluations can be attributed to a number of factors, findings of this study support a view that constructive alignment facilitates students' learning and experiences. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85751137&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85751137&lang=es |
| tihe |
program learning outcomes |
14 |
1152 |
Teaching in Higher Education |
13562517 |
May2015 |
20 |
10.1080/13562517.2015.1023286 |
442 |
454 |
13 |
Critical perspectives on methodology in pedagogic research. |
Kahn, Peter ;
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Centre for Lifelong Learning, University of Liverpool, Liverpool, UK ;
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Theory & practice ; Educational outcomes ; Theory of knowledge ; Adults ; Higher education ; Higher education research -- Methodology ; Critical realism ; Reflexivity ; Taxonomy ;
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The emancipatory dimension to higher education represents one of the sector's most compelling characteristics, but it remains important to develop understanding of the sources of determination that shape practice. Drawing on critical realist perspectives, we explore generative mechanisms by which methodology in pedagogic research affects the sector's emancipatory potential. In this, we critique the research that led to the Structure of Learning Outcomes taxonomy. Our analysis here enables us to offer a revised version of the taxonomy that is sensitive to horizontal knowledge structures. We further consider a set of studies employing approaches to research that were sensitive to variation in knowledge across disciplines, social relations, reflexivity, corporate agency and other considerations, enabling us to illuminate the stratified basis for our explanatory critique. There is potential for our analysis to assist in developing approaches that are distinctive to research into higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102122401&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=102122401&lang=es |
| tihe |
program learning outcomes |
15 |
1153 |
Teaching in Higher Education |
13562517 |
Jul2014 |
19 |
10.1080/13562517.2014.880685 |
459 |
469 |
11 |
Cultivating student skills in self-regulated learning through evaluation of task complexity. |
Belski, Regina ; Belski, Iouri ;
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Department of Dietetics and Human Nutrition, La Trobe University, Melbourne, VIC, Australia ; School of Electrical and Computer Engineering, Royal Melbourne Institute of Technology, Melbourne, VIC, Australia ;
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SELF-culture ; EDUCATIONAL tests & measurements -- Evaluation ; ENGINEERING students ; TASK analysis (Education) ; ACADEMIC achievement -- Testing ; HIGHER education ;
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In order to self-regulate, students need to honestly reflect on their learning and to take appropriate corrective action. A simple procedure to cultivate student skills in self-regulated learning, known as the Task Evaluation and Reflection Instrument for Student Self-Assessment (TERISSA) is discussed in this paper. TERISSA guides students through two evaluations of the complexity of a task: the first is undertaken just before solving the task and the second straight after completing the task. This study involved 63 undergraduate students and observed a statistically significant difference (p= 0.007) in performance between the students who did (6.1/10) and did not (4.1/10) use TERISSA during tutorials leading up to an assessment task. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94970582&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=94970582&lang=es |
| tihe |
program learning outcomes |
16 |
1154 |
Teaching in Higher Education |
13562517 |
Apr2016 |
21 |
10.1080/13562517.2015.1136281 |
266 |
286 |
21 |
Developing career management competencies among undergraduates and the role of work-integrated learning. |
Jackson, Denise ; Wilton, Nicholas ;
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School of Business and Law, Edith Cowan University, Joondalup, Australia ; Bristol Business School, University of the West of England, Bristol, UK ;
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CAREER development ; RESEARCH ; CORE competencies ; COLLEGE students -- Research ; EDUCATIONAL attainment -- Great Britain ; LEARNING ; YOUNG adults ; HIGHER education ; Vocational Rehabilitation Services ; Professional and Management Development Training ;
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This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113272115&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=113272115&lang=es |
| tihe |
program learning outcomes |
17 |
1155 |
Teaching in Higher Education |
13562517 |
Jan2002 |
7 |
10.1080/13562510120100418 |
97 |
111 |
15 |
Developing Progress Files: a case study. |
Fry, Heather ; Davenport, Elizabeth S. ; Woodman, Theresa ; Pee, Barbel ;
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PROFESSIONAL education ; DENTAL technicians ; GREAT Britain ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ;
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This paper reports the development of a progress file, a tool to promote learning, planning and the recording of achievement, for dental therapists in training and professional practice. Progress files are to become obligatory in higher education in the United Kingdom. The aims of the file, its development and the naturalistic approach taken to evaluation are described; the outcomes are analysed. A number of potential challenges posed by progress files for teaching, learning, assessment, curriculum and policy development in the United Kingdom, and for researching these challenges, are highlighted. Issues relating to employment, self-appraisal, lifelong learning and reflection in learning are considered. The desirability of a discipline or professionally-based file, and for acceptance of flexibility in intent, length and usage of such devices is posited. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5911160&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=5911160&lang=es |
| tihe |
program learning outcomes |
18 |
1156 |
Teaching in Higher Education |
13562517 |
Aug2010 |
15 |
10.1080/13562510903556075 |
369 |
381 |
13 |
Developing reflective cyber communities in the blogosphere: a case study in Taiwan higher education. |
Yu-Chih Sun ;
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Institute of Teaching English to Speakers of Other Languages, National Chiao Tung University, University Road, Hsin Chu, Taiwan. ;
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Teacher training ; Higher education ; English language education in universities & colleges ; Career development ; Problem solving ; Taiwan ; Professional and Management Development Training ; Vocational Rehabilitation Services ; Internet Publishing and Broadcasting and Web Search Portals ; Cyberspace ; Cyberculture ; Blogs ; Education -- Taiwan ;
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The purpose of this study is to highlight the possibilities and challenges that underlie efforts to integrate blogs into teacher-education programs in Taiwan higher education. The participants were 12 pre-service teachers undertaking Master's level study in Teaching English to Speakers of Other Languages. The outcomes of the blogging project were highlighted in terms of pre-teachers' professional development on the blogs, their difficulties encountered, problem-solving strategies employed, and the students' perception of blogging. The results suggested that blogging could encourage pre-service teachers to actively and reflectively engage in knowledge sharing, knowledge transformation, and knowledge generation. Blogging also encouraged the development of numerous strategies to cope with difficulties encountered in the blogging process. Overall, pre-service teachers held positive attitudes toward blogging as a support for their professional development and were conscious of audience considerations, and so tended to select and respond to blog content deemed interesting and useful to their audience. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=52038636&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=52038636&lang=es |
| tihe |
program learning outcomes |
19 |
1157 |
Teaching in Higher Education |
13562517 |
Oct2016 |
21 |
10.1080/13562517.2016.1184138 |
870 |
886 |
17 |
Disciplining the disciplines? How qualification schemes are written up at study program level in Norwegian higher education. |
Friedrich, Philipp E. ; Prøitz, Tine S. ; Stensaker, Bjørn ;
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Department of Education, University of Oslo, Oslo, Norway ; Department of Education and School Development, University College of Southeast Norway, Oslo, Norway ;
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Higher education ; Education ; Learning ; Comprehension ; Norway ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Educational Support Services ;
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Qualification frameworks are spreading rapidly, not least in Europe following the introduction of the European Qualification Framework. The impact of such frameworks are contested, and the article contributes to this debate by analyzing how a selected group of different study programs in Norwegian higher education is adapting to the newly launched national qualification framework. The findings show that there are distinct differences as to how universities and colleges, as well as how different disciplines write up their study programs according to the new framework. In the conclusion, we discuss the implication of the findings for current debates about the relevance and function of qualification framework in higher education. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117602999&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=117602999&lang=es |
| tihe |
program learning outcomes |
20 |
1158 |
Teaching in Higher Education |
13562517 |
Nov2014 |
19 |
10.1080/13562517.2014.934354 |
870 |
881 |
12 |
Diversity and intergroup contact in higher education: exploring possibilities for democratization through social justice education. |
Ross, Sabrina N. ;
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Department of Curriculum, Foundations, and Reading, Georgia Southern University, PO Box 8144,Statesboro, GA30460-8144, USA ;
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DIVERSITY in education ; COLLEGE students -- Social networks ; SOCIAL justice -- Study & teaching (Higher) ; DEMOCRACY & education ; UNIVERSITIES & colleges ; RACE relations ; BLACK college students ; WHITE college students ; HIGHER education ; UNITED States ; SOCIAL aspects ;
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This study contributes to research linking diversity and higher education teaching to democratic learning outcomes. It explores processes and outcomes associated with the intergroup contact of Black and White students enrolled in two sections of a diversity education course at a public university in the southeastern United States. The goals of this study were: (1) to explore the intergroup dynamics that emerged when students interacted in both sections of the course; and (2) to identify student support for intergroup cooperation as a result of their experiences in the course. While one section of the course experienced a high degree of intergroup conflict, students in both sections reported support for intergroup cooperation at the end of the course. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=97586720&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=97586720&lang=es |
| tihe |
program learning outcomes |
21 |
1159 |
Teaching in Higher Education |
13562517 |
Feb2007 |
12 |
10.1080/13562510601102255 |
91 |
104 |
14 |
Effects of teacher clarity and student anxiety on student outcomes. |
Rodger, Susan ; Murray, Harry G. ; Cummings, Anne L. ;
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The University of Western Ontario, Canada ;
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PSYCHOLOGY of students ; COLLEGE students ; EDUCATIONAL tests & measurements ; EDUCATIONAL psychology ; ACADEMIC achievement ; ANXIETY ; STRESS (Psychology) ; ABILITY testing ; TEACHERS ; Educational Support Services ;
|
A laboratory experiment was carried out with 120 undergraduate students to examine a possible aptitude–treatment interaction between teacher clarity and student test anxiety in relation to two outcome measures, namely student achievement and student motivation, with student intelligence statistically controlled. Students completed measures of intelligence and test anxiety and were randomly assigned to high teacher clarity or low teacher clarity conditions, defined by the presence or absence of specific teaching behaviours in a videotaped lecture with content held constant across conditions. Measures of motivation and self-efficacy for learning the material were completed immediately post-treatment, then one week later participants completed an achievement test based on the material contained in the lecture and assigned homework. Results revealed significant beneficial main effects for high vs. low teacher clarity for both achievement and motivation measures, but no aptitude–treatment interaction between teacher clarity and student test anxiety. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24078237&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24078237&lang=es |
| tihe |
program learning outcomes |
22 |
1160 |
Teaching in Higher Education |
13562517 |
Jan2003 |
8 |
|
3 |
16 |
14 |
Employability and Good Learning in Higher Education. |
KNIGHT, PETER T. ; YORKE, MANTZ ;
|
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PUBLIC investments ; HIGHER education ; EDUCATION & state ; Other provincial and territorial public administration ; Administration of Education Programs ; Other local, municipal and regional public administration ; Public Finance Activities ;
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Many governments are concerned that investment in higher education should increase the stock of human capital, which is seen as a source of national economic well-being. This concern often leads to an expectation that higher education will foster the learning outcomes that employers value. In the UK it has taken the form of pressure on higher education institutions to improve students' employability. This paper briefly reviews some current responses, claiming that they are inadequate. An analysis of the concept of employability follows, leading to a claim that it necessarily entails complex learning. This gives way to a view of what needs to be done to improve the chances of such learning occurring. The main implication for teaching is contained in the claim that employability policies are not well-served by piecemeal actions. Rather, teaching that enhances employability is associated with systemic thinking about programmes and learning environments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9428883&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=9428883&lang=es |
| tihe |
program learning outcomes |
23 |
1161 |
Teaching in Higher Education |
13562517 |
Aug2012 |
17 |
10.1080/13562517.2011.640997 |
425 |
437 |
13 |
Establishing a portfolio assessment framework for pre-service teachers: a multiple perspectives approach. |
Denney, Maria K. ; Grier, Jeanne M. ; Buchanan, Merilyn ;
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School of Special Education, School Psychology, & Early Childhood Studies, University of Florida-College of Education, P.O. Box 117050, Gainesville, FL, 32611-7050, USA ; School of Education, California State University Channel Islands, One University Drive, Camarillo, CA, 93012, USA ;
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PORTFOLIO assessment (Education) ; STUDENT teachers ; TEACHERS -- Training of ; TEACHER education ; CORE competencies ; CAREER development ; Professional and Management Development Training ; Vocational Rehabilitation Services ;
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In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=78236966&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=78236966&lang=es |
| tihe |
program learning outcomes |
24 |
1162 |
Teaching in Higher Education |
13562517 |
Feb2016 |
21 |
10.1080/13562517.2015.1136274 |
191 |
206 |
16 |
Evaluating the influence of peer learning on psychological well-being. |
Hanson, Jana M. ; Trolian, Teniell L. ; Paulsen, Michael B. ; Pascarella, Ernest T. ;
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Office of Planning, Decision Support, and Assessment, South Dakota State University, Brookings, SD, USA ; Department of Educational Policy and Leadership Studies, University of Iowa, Iowa City, IA, USA ;
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PEER teaching ; COLLEGE students -- Research ; MENTAL health of college students ; COLLABORATIVE learning research ; YOUNG adults ; HIGHER education ;
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The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in psychological well-being after four years of college. Results indicate a significant, positive influence of peer learning on the Ryff scale of psychological well-being [Ryff, C. D., and C. L. Keyes. (1995). “The Structure of Psychological Well-Being Revisited.”Journal of Personality and Social Psychology69 (4): 719–726]. In addition, peer learning had a significant positive effect on all but one of the Ryff well-being subscales (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance). This research supports the use of peer learning as an important pedagogical practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=112735258&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=112735258&lang=es |
| tihe |
program learning outcomes |
25 |
1163 |
Teaching in Higher Education |
13562517 |
Jul2015 |
20 |
10.1080/13562517.2015.1036732 |
556 |
566 |
11 |
Exploring of new models of research pedagogy: time to let go of master-apprentice style supervision? |
Harrison, Scott ; Grant, Catherine ;
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Queensland Conservatorium, Griffith University, PO Box 3428,Brisbane4101, QLD, Australia ;
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GRADUATE students -- Supervision of ; COLLABORATIVE learning ; COMMUNITIES of practice ; SUPERVISION ; MUSIC -- Instruction & study -- Universities & colleges ; HIGHER education ;
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While the time-honoured one-to-one supervisory model of higher research degree training has its advantages, recent research suggests that the model also has significant drawbacks, including its hierarchical nature. Nevertheless, this pedagogical model remains the default for higher research pedagogy. Using the discipline of music as a case study, where growing interest in practice-based research has lately demanded considerable fluidity in supervisory practices, this research explores the benefits and challenges of one-to-one models of supervision. Drawing on semi-structured interviews, dialogue forums, survey data, the extant literature and observations of practices at selected higher music education institutions in Australia, the UK, Belgium and the Netherlands, it recommends and suggests ways to implement more ‘horizontal’ approaches to research pedagogy. The findings of this research may improve teaching and learning experiences and outcomes in higher research degrees in music and the creative arts, and stimulate a reflection of supervisory approaches more generally across the sector. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102916572&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102916572&lang=es |
| tihe |
program learning outcomes |
26 |
1164 |
Teaching in Higher Education |
13562517 |
Jun2007 |
12 |
10.1080/13562510701278740 |
377 |
391 |
15 |
Factors that contribute to undergraduate student success. |
Dearnley, Christine ; Matthew, Bob ;
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University of Bradford. UK ; University of Glasgow. UK ;
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NURSING -- Study & teaching ; NURSING -- Practice ; NURSING school dropouts ; NURSING students -- Psychology ; ACADEMIC achievement -- Research ; ATTRITION in research studies ; EDUCATION -- Research ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ;
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In this paper, we report on the outcomes of a study that was designed to explore the significant characteristics of a nursing professional development programme, which was perceived as having a successful outcome in terms of student attrition, academic attainment, practice development, and motivation for study. We provide a rational for the study, and an outline of the research design. An overview of the process of change and development experienced by the student participants is provided, followed by a detailed exploration of the characteristics of the learning experience found to be most significant in driving and sustaining that process. From the outcomes of this study, we draw tentative conclusions, and suggest recommendations for professional learning in higher education and further research. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24757050&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24757050&lang=es |
| tihe |
program learning outcomes |
27 |
1165 |
Teaching in Higher Education |
13562517 |
Jun2010 |
15 |
10.1080/13562511003740825 |
273 |
284 |
12 |
From anxiety to empowerment: a Learning Community of University Teachers. |
MacKenzie, Jane ; Bell, Sheena ; Bohan, Jason ; Brown, Andrea ; Burke, Joanne ; Cogdell, Barbara ; Jamieson, Susan ; McAdam, Julie ; McKerlie, Robert ; Morrow, Lorna ; Paschke, Beth ; Rea, Paul ; Tierney, Anne ;
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Learning and Teaching Centre, University of Glasgow, Glasgow, UK. ; Faculty of Law, Business and Social Science, University of Glasgow, Glasgow, UK. ; Faculty of Information and Mathematical Science, University of Glasgow, Glasgow, UK. ; Department of Zoology, University of Otago, New Zealand. ; Faculty of Medicine, University of Glasgow, Glasgow, UK. ; Faculty of Biomedical and Life Sciences, University of Glasgow, Glasgow, UK. ; Faculty of Education, University of Glasgow, Glasgow, UK. ; Faculty of Physical Sciences, University of Glasgow, Glasgow, UK. ;
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SELF-efficacy ; ANXIETY ; COLLEGE teachers ; LEARNING ; COMMUNITY & college ; EMPLOYMENT (Economic theory) ; UNIVERSITIES & colleges ; INFRASTRUCTURE (Economics) ; HIGHER education ; Colleges, Universities, and Professional Schools ;
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Increasing numbers of 'teaching-only' staff are being appointed in higher education institutions in the UK. At one research-intensive university, a new category of academic staff was recently introduced: University Teachers, who are required to engage in scholarly activity as part of their conditions of employment. For many this scholarly activity equates to the Scholarship of Teaching and Learning (SoTL). In an attempt to support this growing body of staff in their engagement with SoTL, a year-long Learning Community (LC) was formed. This paper outlines the activities of the LC and presents the outcomes of a collaborative project to explore its members' experiences. We describe the developmental process of LC membership and consider the parallels between our findings and theories of social capital and transformative learning. We conclude with a consideration of how LCs might be used as an engaging form of academic staff development. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51417517&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=51417517&lang=es |
| tihe |
program learning outcomes |
28 |
1166 |
Teaching in Higher Education |
13562517 |
Jun2012 |
17 |
10.1080/13562517.2011.611872 |
295 |
308 |
14 |
Instructional development for teachers in higher education: effects on students' learning outcomes. |
Stes, Ann ; De Maeyer, Sven ; Gijbels, David ; Van Petegem, Peter ;
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Institute for Education and Information Sciences, University of Antwerp, Antwerp, Belgium ;
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College students ; College teachers ; Learning ; Class size ; Experimental design ; Instructional systems design -- Research ; Quantitative research ;
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Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study, we investigate the impact of an instructional development program for beginning university teachers on students’ learning outcomes. We also explore whether this impact is dependent on class size and student level. Quantitative data were gathered from more than 1000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. The results show limited effects of teachers’ instructional development. Several interpretations and perspectives for further research are discussed. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76515192&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=76515192&lang=es |
| tihe |
program learning outcomes |
29 |
1167 |
Teaching in Higher Education |
13562517 |
Aug2014 |
19 |
10.1080/13562517.2014.901964 |
721 |
733 |
13 |
Learning about learning outcomes: the student perspective. |
Brooks, Sara ; Dobbins, Kerry ; Scott, Jon J.A. ; Rawlinson, Mark ; Norman, Robert I. ;
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Department of Medical & Social Care Education, Leicester Medical School, University of Leicester, University Road, 107 Princess Road East,LeicesterLE1 7RH, UK ; School of Biological Sciences, University of Leicester, University Road, 107 Princess Road East,LeicesterLE1 7RH, UK ; School of English, University of Leicester, University Road, 107 Princess Road East,LeicesterLE1 7RH, UK ;
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EDUCATIONAL outcomes ; RESEARCH ; STUDENT-centered learning ; COLLEGE students ; LEARNING ; EDUCATIONAL surveys ; HIGHER education ; GREAT Britain ;
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Despite an extensive literature on how to frame learning outcomes, to date, limited attention has been given to understanding whether and how students actually use them. This study employed a questionnaire survey and focus groups with students in three disciplines at the University of Leicester to explore students' perceptions and use of learning outcomes. The findings suggest that the majority of students find learning outcomes useful and use them to support their studies in various ways. However, the data also indicate that some students struggle to understand from their learning outcomes the level of learning required to cover their topic area or to pass assessments. Additionally, certain respondents reported that learning outcomes can restrict or overfragment their knowledge. Whilst many students wanted learning outcomes to remain a central part of their learning experience, the findings suggest further work is required to establish more effective use of learning outcomes as a learning resource. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96208208&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=96208208&lang=es |
| tihe |
program learning outcomes |
30 |
1168 |
Teaching in Higher Education |
13562517 |
Feb2008 |
13 |
10.1080/13562510701794159 |
107 |
115 |
9 |
Learning outcomes: a conceptual analysis. |
Hussey, Trevor ; Smith, Patrick ;
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Buckinghamshire Chilterns University College, UK ;
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Learning ; Teaching ; Higher education ; Curricula (Courses of study) ; Educational evaluation ; Academic degrees ;
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Learning outcomes have become widely used in higher education, but also misused to the point of being controversial and a bureaucratic burden. This paper distinguishes three kinds of learning outcome found in current literature: (1) those used in individual teaching events; (2) those specified for modules or short courses; and (3) those specified for whole degree programmes. The nature of each is explored and their use in assessment and auditing is discussed, together with related notions such as the 'corridor of tolerance', emergent outcomes, etc. It is concluded that learning outcomes used in individual teaching events (1) are the most useful kind if employed flexibly, but that they cannot be specified exactly or used for auditing performance, and their relationship with assessment is complex. Learning outcomes specified for modules or short courses (2) state little more than a list of contents; they cannot be stated precisely and have limitations in guiding assessment. Learning outcomes specified for whole degree programmes (3) is a misuse of the term 'learning outcome'. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=28332599&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=28332599&lang=es |
| tihe |
program learning outcomes |
31 |
1169 |
Teaching in Higher Education |
13562517 |
Oct2003 |
8 |
|
517 |
528 |
12 |
Not crying, but laughing: the ethics of horrifying students. |
Brina, Carolyn ;
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School of Sociology, University of West of England, Bristol ;
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Teaching ; Higher education ; Learning ; Ethics ;
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The current climate of higher education, with its emphasis on academic outputs, encourages instrumental attitudes to education among both teachers and learners. As a teacher, however, I desire more than the narrowly academic development of my students. This paper argues that a shared set of unexamined norms and values about the constitution of the 'academic' can allow both teachers and learners to collude in the avoidance of difficult political and social issues. The argument is grounded in my experience of teaching a module that uses shocking and politically controversial material to illustrate and communicate social psychological ideas. My reflection on this experience has raised a number of issues that point to the central role of emotion and critical self-reflection in producing outcomes that are academically and morally desirable. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=11184941&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=11184941&lang=es |
| tihe |
program learning outcomes |
32 |
1170 |
Teaching in Higher Education |
13562517 |
Feb2016 |
21 |
10.1080/13562517.2015.1136276 |
219 |
231 |
13 |
Organisational and training factors affecting academic teacher training outcomes. |
Renta-Davids, Ana-Inés ; Jiménez-González, José-Miguel ; Fandos-Garrido, Manel ; González-Soto, Ángel-Pío ;
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Department of Pedagogy, Rovira i Virgili University, Ctra de Valls,Tarragona, Spain ;
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TRAINING of college teachers ; BOLOGNA process (European higher education) ; TEACHER effectiveness ; RESEARCH ; EFFECTIVE teaching research ; ADULTS ; MIDDLE-aged persons ; CONTINUING education ; Professional and Management Development Training ;
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University teacher training has become an important topic in recent years due to the curricular and methodological reforms introduced by the Bologna process. Despite its acknowledged importance, evaluations have been limited to measures of participants’ satisfaction, and little is known about its impact on teaching practices. This study seeks to analyse the effects of the different delivery methods used during workshops that aim to enhance academic teachers’ pedagogical competence and teaching practices. Moreover, the study analyses to what extent individual characteristic and job requirement also have an effect on training outcomes. The study draws on data collected through a self-reported questionnaire administered to academic teachers two years after they participated in training workshops at a Spanish university (n = 204). The results show that specific delivery methods have a significant effect on the outcome variables, especially those related to the design of learning activities and assessment tools. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=112735260&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=112735260&lang=es |
| tihe |
program learning outcomes |
33 |
1171 |
Teaching in Higher Education |
13562517 |
Jul2001 |
6 |
10.1080/13562510120061197 |
309 |
331 |
23 |
Perceptions of What Helps Learn and Develop in Education. |
Drew, Sue ;
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PERCEPTION ; HIGHER education ;
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This article describes the findings of a series of structured group sessions, which elicited student views on their learning outcomes, and what helped or hindered their development. It provides an insight into student perceptions of the factors that they considered influenced their learning. These factors are considered in relation to the Quality Assurance Agency's criteria for Subject Review. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4781203&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4781203&lang=es |
| tihe |
program learning outcomes |
34 |
1172 |
Teaching in Higher Education |
13562517 |
Aug2014 |
19 |
10.1080/13562517.2014.901955 |
616 |
629 |
14 |
Realising graduate attributes in the research degree: the role of peer support groups. |
Stracke, Elke ; Kumar, Vijay ;
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Faculty of Arts and Design, University of Canberra, Canberra, Australia ; Higher Education Development Centre, University of Otago, Dunedin, New Zealand ;
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Peer counseling of students ; Research -- Study & teaching (Higher) ; Higher education ; Services for the Elderly and Persons with Disabilities ; Support groups -- Research ; Graduate students -- Research ; Quality (Philosophy) ; Experiential learning research ;
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This paper discusses the role of peer support groups (PSGs) in realising graduate attributes in the research degree. The literature indicates that top-down embedding of graduate attributes has met with only limited success. By taking a bottom-up approach, this paper shows that PSGs offer an opportunity to improve the graduate attribute outcomes of universities. This paper presents the experiences of research students in three PSGs in New Zealand, Australia and Malaysia, and the results of an exploratory opinion survey that required past and present PSG members to share their learning experiences about the development of graduate attributes. The participants favoured five attributes: communication, critical thinking, self-motivation, research organisation and teamwork. Viewing the development of graduate attributes through the lens of the students adds to our understanding of how PSGs help them to develop graduate attributes and contribute to university efforts to instil these attributes by taking into account experiential learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96208200&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=96208200&lang=es |
| tihe |
program learning outcomes |
35 |
1173 |
Teaching in Higher Education |
13562517 |
Nov2015 |
20 |
10.1080/13562517.2015.1085853 |
807 |
820 |
14 |
Redeveloping a business undergraduate honours research degree to improve educational outcomes: implications for PhD supervision. |
Mitsis, Ann ;
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Faculty of Business and Law, Swinburne University of Technology, P.O. Box 218,Hawthorn, Victoria3122, Australia ;
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Doctor of philosophy degree ; Learning ; Supervision of graduate students ; Universities & colleges -- Honors courses ; Educational outcomes ; Professional education ; Higher education ; Colleges, Universities, and Professional Schools ; Professional and Management Development Training ; Business and Secretarial Schools ; Business education (Graduate) ; Undergraduates -- Education ;
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There are many challenges that undergraduate students face when studying an honours research degree. Honours programmes though traditionally considered within the business discipline as a loss leader, nevertheless, form a direct entry requirement for PhD programmes. The honours degree can be considered a formative research programme for student development. This paper specifically provides an outline of the honours degree's redevelopment and improved learning outcomes that were achieved and discusses the proposed PhD supervisory framework. The student benefits identified from the honours programme's redevelopment include a more sophisticated understanding of research paradigms; a faster cycle of learning and development, which resulted in lower student stress levels and better grades; and increases in both peer-reviewed co-authored publications and students transitioning to PhD. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573054&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573054&lang=es |
| tihe |
program learning outcomes |
36 |
1174 |
Teaching in Higher Education |
13562517 |
Jul2015 |
20 |
10.1080/13562517.2015.1020778 |
481 |
492 |
12 |
Role-play and student engagement: reflections from the classroom. |
Stevens, Rachel ;
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Department of History, Monash University, Clayton Campus,Melbourne, VIC3800, Australia ;
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ROLE playing ; STUDENT engagement ; ACTIVE learning ; ORAL history ; HISTORY -- Study & teaching ;
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Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what they gained from the activity and if it encouraged them to learn more about the topic. The results found conflicting student views: though a large majority found the activity beneficial, a small minority gained little from the exercise. It is argued that role-play can be counterproductive for weak and/or unprepared students. Role-play may be a popular teaching method but teachers should consider how format and preparation can impact learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102916565&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=102916565&lang=es |
| tihe |
program learning outcomes |
37 |
1175 |
Teaching in Higher Education |
13562517 |
Jul2013 |
18 |
|
477 |
490 |
14 |
Strategies and effectiveness of teaching universal design in a cross-faculty setting. |
Watchorn, Valerie ; Larkin, Helen ; Ang, Susan ; Hitch, Danielle ;
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Occupational Science and Therapy, School of Health and Social Development , Deakin University , Geelong , Australia ; School of Architecture and Building , Deakin University , Geelong , Australia ;
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Architectural designs ; Architectural design ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Education ; Internet in education ; Teaching ;
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Universal design of built environments is an area of professional interest for both architects and occupational therapists, yet is not always specifically included in undergraduate curricula. This paper reports on the student experience of introducing universal design education into architecture and occupational therapy curricula. Online and face-to-face teaching methods were employed, including virtual and real-life simulation activities designed to provide students with a personal experience of impairment. Virtual simulation activities used the medium of Second Life™. Results showed improvement in self-reported learning outcomes related to universal design and, overall, students found the learning activities and resources useful. Real-life simulations were reported to be more useful than virtual simulations. Project outcomes support the introduction of universal design education into architecture and occupational therapy curricula, and offer insight into student perceptions and future directions for related teaching and learning resources. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asu&AN=89552558&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asu&AN=89552558&lang=es |
| tihe |
program learning outcomes |
38 |
1176 |
Teaching in Higher Education |
13562517 |
Jun98 |
3 |
|
197 |
217 |
21 |
Students' perceptions of their learning outcomes. |
Drew, Sue ;
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STUDENTS ; LEARNING ;
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Examines the perception of students relating to their learning outcomes. Focus of the outcomes towards personal and professional skills and qualities; Construction of an evaluation session; Comparison of the student-generated list with the existing models. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=851275&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=851275&lang=es |
| tihe |
program learning outcomes |
39 |
1177 |
Teaching in Higher Education |
13562517 |
Jan2001 |
6 |
10.1080/13562510020029572 |
19 |
32 |
14 |
Teaching and Assessing Critical Thinking Abilities as Outcomes in an Informal Logic Course. |
Ikuenobe, Polycarp ;
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TEACHING ; CRITICAL thinking ; LOGIC -- Study & teaching ;
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I provide a theoretical framework to show that courses in informal logic can be taught developmentally to focus on a critical thinking practical component. However, efforts must be made to state clear outcomes, such that the content and processes of the course are tailored to achieve the outcomes, and clear criteria are provided for students' learning and assessment of their performance. This framework is an attempt to respond indirectly to the distinction between informal logic and critical thinking, and the concern that informal logic courses only teach abstract principles of reasoning and do not focus on requisite critical thinking abilities, which are contextualised to subject matter. I suggest a plausible connection between critical thinking and informal logic: that learning logical principles of reasoning is necessary, but not sufficient to think critically; there is an extra element which involves learning to apply the principles to various contexts. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4139861&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4139861&lang=es |
| tihe |
program learning outcomes |
40 |
1178 |
Teaching in Higher Education |
13562517 |
Jan2001 |
6 |
10.1080/13562510020029653 |
119 |
123 |
5 |
Teaching Communication Skills to Medical Students: unexpected attitudes and outcomes. |
Kennedy, Miriam ;
|
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COMMUNICATION -- Study & teaching ; MEDICAL students ;
|
Experiences in teaching communication skills to medical and veterinary medical students are described. The first involved unexpected attitudes of resentment arising when students took on the role of a patient undergoing a clinical examination. The emergence of empathy as a learning issue due to greater self-awareness was a useful outcome. The second involved resistance to dealing with ethical problems arising during problem-based learning cases. These two emotionally laden attitudes would not have been revealed if more passive traditional ways of teaching had been used. While ability to empathise with another and the ability to deal with difficult interpersonal situations are desirable in the medical professional, there is a paucity of teaching approaches dealing with this aspect of self-development in the undergraduate curriculum. This poses a real challenge to us as facilitators of learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4139864&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4139864&lang=es |
| tihe |
program learning outcomes |
41 |
1179 |
Teaching in Higher Education |
13562517 |
Nov2015 |
20 |
10.1080/13562517.2015.1085856 |
753 |
766 |
14 |
Team-based curriculum design as an agent of change. |
Burrell, Andrew R. ; Cavanagh, Michael ; Young, Sherman ; Carter, Helen ;
|
Centre for Open Education, Macquarie University, Balaclava Road,Sydney2109, Australia ; School of Education, Macquarie University, Balaclava Road,Sydney2109, Australia ; PVC Learning and Teaching, Office of DVC Academic, Macquarie University, Balaclava Road,Sydney2109, Australia ; Learning and Teaching Centre, Macquarie University, Balaclava Road,Sydney2109, Australia ;
|
Curriculum planning ; Team learning approach in education ; Educational outcomes ; Web-based instruction ; Teacher education ; Kindergarten ; Professional education ; Higher education ; Secondary education ; Elementary and Secondary Schools ; Professional and Management Development Training ; Colleges, Universities, and Professional Schools ; Information & communication technologies ;
|
Curriculum design in higher education environments, namely the consideration of aims, learning outcomes, syllabus, pedagogy and assessment, can often be ad hoc and driven by informal cultural habits. Academics with disciplinary expertise may be resistant to (or ignorant of) pedagogical approaches beyond existing practice. In an environment where there is a need to develop online activities for students, one way to counter this friction is through a team-based approach underpinned by design-thinking. A design-thinking team brings together content, pedagogical and technical expertise to examine and resolve curriculum design issues. This paper explores a number of case studies in which such teams developed units of study and programmes for online delivery. The paper looks at the possibilities that the team approach can be a vehicle to instigate cultural change within and beyond the team; that is, from an individualist to a collective approach and ownership of the curriculum and its design, maintenance and continuous improvement. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573057&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110573057&lang=es |
| tihe |
program learning outcomes |
42 |
1180 |
Teaching in Higher Education |
13562517 |
Aug2016 |
21 |
10.1080/13562517.2016.1183618 |
686 |
699 |
14 |
The emotional turn in higher education: a psychoanalytic contribution. |
Gilmore, Sarah ; Anderson, Valerie ;
|
Portsmouth Business School, University of Portsmouth, Portsmouth, UK ;
|
COLLEGE environment ; PSYCHOANALYSIS ; EMOTIONS (Psychology) ; ANXIETY ; COLLEGE students ; HIGHER education ; STUDY & teaching ; PSYCHOLOGICAL aspects ;
|
This article contributes to contemporary debates about the significance of emotions within Higher Education. Using a psychoanalytic lens we analyse the ways in which experiences of anxiety and tension are essential for learning. The anxiety associated with learning can stimulate meaningful and reflexive outcomes but ‘learning inaction’ [Vince, R. 2014. ‘What Do HRD Scholars and Practitioners Need to Know About Power, Emotion, and HRD?’Human Resource Development Quarterly25: 409–420] is also possible. In adopting a psychoanalytical lens we assert the agency of both learners and teachers in scholarly relationships and we draw attention to the emotions of educators as well as students. This has important implications for teacher education and academic formation activities. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116194552&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=116194552&lang=es |
| tihe |
program learning outcomes |
43 |
1181 |
Teaching in Higher Education |
13562517 |
Apr2007 |
12 |
10.1080/13562510701191992 |
219 |
233 |
15 |
The influence of learning environments on students' epistemological beliefs and learning outcomes. |
Tolhurst, Denise ;
|
University of New South Wales. Australia ;
|
LEARNING ; STUDENTS ; THEORY of knowledge ; BELIEF & doubt ; MOTIVATION (Psychology) ; WORKSHOPS (Adult education) ; ACTIVE learning ; CURRICULA (Courses of study) ; HIGHER education ;
|
There is evidence that students' epistemological beliefs impact on approaches to learning and consequent learning outcomes. Epistemological beliefs have been shown to influence students' approaches to study and problem-solving, motivation and persistence in information seeking. There are also some preliminary research findings that suggest the structure of learning environments can influence students' epistemological beliefs. A study was designed to investigate the impacts of a new course on students' epistemological beliefs. The new course structure was based on engaging students in web-supported independent activities prior to small-group workshops that focused on active learning. Findings indicate that students' epistemological beliefs changed during the course implementation, and that students with more complex epistemological beliefs achieved better results in the course. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24325584&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24325584&lang=es |
| tihe |
program learning outcomes |
44 |
1182 |
Teaching in Higher Education |
13562517 |
Aug2015 |
20 |
10.1080/13562517.2015.1052788 |
636 |
651 |
16 |
The use of modern pedagogical techniques when introducing information technology students to entrepreneurship. |
Pardede, Eric ;
|
Department of Computer Science and Information Technology, La Trobe University, Bundoora,Melbourne3086, VIC, Australia ;
|
Information technology education in universities & colleges ; Teaching methods ; Educational technology ; Learning ; Higher education ; Entrepreneurship -- Study & teaching (Higher) ;
|
This paper describes the design of teaching and learning activities (TLAs) in an entrepreneurship subject offered to Information Technology (IT) students. We describe the challenges that we have encountered. Within one teaching semester, the students are expected to achieve a high level of applied knowledge in an area where they have little theoretical knowledge. We introduce TLAs that are not common in an IT curriculum. These TLAs use experience as the basis of knowledge, collaboration as the focus of learning and a reflective approach to structuring knowledge. We identify our rationale for using these new TLAs to achieve the intended learning outcomes for the subject based on the existing literature. To evaluate the effectiveness of our design, we conducted an annual survey. The results of the survey support our design. Student feedback surveys and end of course assessment results indicate that the new TLAs have enhanced the students’ learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109091154&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=109091154&lang=es |
| tihe |
program learning outcomes |
45 |
1183 |
Teaching in Higher Education |
13562517 |
Jul2003 |
8 |
|
357 |
368 |
12 |
The Uses of Learning Outcomes. |
HUSSEY, TREVOR ; SMITH, PATRICK ;
|
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TEACHING ; LEARNING ; CURRICULA (Courses of study) ; TEACHERS ; EDUCATION ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
|
This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=10282854&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=10282854&lang=es |
| tihe |
program learning outcomes |
46 |
1184 |
Teaching in Higher Education |
13562517 |
Oct2006 |
11 |
10.1080/13562510600874276 |
471 |
482 |
12 |
The virtual learning future. |
Westbrook, Vivienne ;
|
National Taiwan University, Taiwan ;
|
COMPUTER assisted instruction ; INTERNET in education ; LEARNING ; TEACHERS ; STUDENTS ; ETHICS ; ECONOMICS ; EDUCATION ; UNIVERSITIES & colleges ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ; Educational Support Services ; Colleges, Universities, and Professional Schools ;
|
Since there is a real possibility that online courses will become the dominant informational platforms of the future universities need to address a range of issues from design and quality through to ethics and economics to ensure that the all-round investment required reaps positive outcomes. This paper addresses some of the issues that have confronted teachers and students engaged in online teaching and learning in eastern and western contexts. This paper concludes that Asian students are not necessarily poor online learners, as has often been suggested, but that they are alert to the importance, and real advantages, of personal interaction in the learning process. For this reason it is suggested that integrated hybrid virtual and classroom courses might prove more effective and elicit more positive responses from such students than courses that are conducted entirely online. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=22138802&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=22138802&lang=es |
| tihe |
program learning outcomes |
47 |
1185 |
Teaching in Higher Education |
13562517 |
Apr2012 |
17 |
10.1080/13562517.2011.611868 |
193 |
207 |
15 |
This is only a test: a machine-graded improvement to the multiple-choice and true-false examination. |
McAllister, Daniel ; Guidice, Rebecca M. ;
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Department of Management, University of Nevada Las Vegas, USA ; Department of Management, University of North Carolina Wilmington, USA ;
|
MULTIPLE choice examinations ; TRUE-false examinations ; MOTIVATION in education ; FEEDBACK (Psychology) ; AACSB -- the International Association for Management Education ;
|
The primary goal of teaching is to successfully facilitate learning. Testing can help accomplish this goal in two ways. First, testing can provide a powerful motivation for students to prepare when they perceive that the effort involved leads to valued outcomes. Second, testing can provide instructors with valuable feedback on whether their teaching resulted in the learning desired. It is in the process of creating test questions that the test's value is determined. After reviewing the different types of questions available to educators, we introduce a new approach that can improve the nature of testing. We report on the use of this approach and provide preliminary analysis of its impact in the classroom. We conclude with a discussion of the implications of this approach as well as recommendations for its future development and use in academia. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=73763020&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=73763020&lang=es |
| tihe |
program learning outcomes |
48 |
1186 |
Teaching in Higher Education |
13562517 |
Feb2010 |
15 |
10.1080/13562510903488121 |
29 |
43 |
15 |
Towards a best practice electronic course profile. |
Wadley, David ;
|
School of Geography, Planning and Environmental Management, The University of Queensland, Brisbane, QLD 4072, Australia. ;
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Higher education ; Postsecondary education ; Internet in education ; Teaching ; Education ; Computer assisted instruction ; Educational Support Services ; All Other Miscellaneous Schools and Instruction ; Administration of Education Programs ; Other Technical and Trade Schools ; Junior Colleges ; Colleges, Universities, and Professional Schools ; Business and Secretarial Schools ; Cosmetology and Barber Schools ; Apprenticeship Training ; Multimedia systems ; Online information services ; Empirical research ;
|
Higher education institutions are introducing standardised electronic course profiles (ECPs) to advance quality outcomes. Involving both 'message' and 'medium', they alter traditional practice and interpretations. Critical examination is required of the values, presuppositions and operation of the nascent system. Lacking much theory, analysis relies on emerging empirical evidence. Having considered the ECP's context and composition, its message is then scrutinised, attention focussing on the intent of the document and complicated elements it contains. Next, the medium is examined, with concern expressed over technical aspects, and equity effects implicit in this new form of delivery. From these investigations, a logical exegesis details how an ECP can maximise pedagogic dividend. Conclusions suggest developmental avenues for the best practice ECP and support its eventual inclusion in competitive e-learning suites. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=47712400&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=47712400&lang=es |
| tihe |
program learning outcomes |
49 |
1187 |
Teaching in Higher Education |
13562517 |
Jul2000 |
5 |
10.1080/13562510050084712 |
311 |
321 |
11 |
Transgressing the Traditional? Teaching and Learning Methods in a Medieval History Access Course. |
Gunn, Victoria A. ;
|
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CURRICULA (Courses of study) ; SCOTLAND ; GLASGOW (Scotland) ; UNIVERSITY of Glasgow ;
|
This paper reports on a Medieval History Access course in which the author utilised teaching methods not traditionally associated with the discipline. The paper outlines the practice and outcomes of two of these methods: collaborative group work and embedded rhetorical training for essay writing. From her experience of these methods and her students' reflections on them, the author challenges her readers to engage more formally in discussion concerning the notion of discipline-specific pedagogical practice and asks whether such practice should ever be static. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3500162&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=3500162&lang=es |
| tihe |
program learning outcomes |
50 |
1188 |
Teaching in Higher Education |
13562517 |
Jul2014 |
19 |
10.1080/13562517.2014.880684 |
497 |
509 |
13 |
Verbal and behavioral cues: creating an autonomy-supportive classroom. |
Young-Jones, Adena ; Cara, Kelly Copeland ; Levesque-Bristol, Chantal ;
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Psychology Department, Missouri State University, Springfield, MO65897, USA ; Center for Instructional Excellence, Purdue University, West Lafayette, IN47907, USA ;
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Autonomy (Psychology) ; Classroom environment ; Motivation in education ; Self-determination theory ; Need (Psychology) ; Academic achievement -- Psychological aspects ;
|
Teaching practices can create a range of autonomy-supportive or controlling learning environments. Research shows that autonomy-supportive techniques are more conducive to positive learning outcomes than controlling techniques. This study focused on simple verbal and behavioral cues that any teacher could use to create a positive learning environment, foster motivation, and improve participation. Students were randomly assigned to autonomous or controlling conditions wherein they were exposed to a brief recorded lecture that mimicked a first-day-of-class experience. To examine language and behavior separately, participants observed a video-only (n= 59), audio-only (n= 53), or video/audio combined delivery of the lecture (n= 60). Participants rated their perceptions of the learning climate, satisfaction of their basic psychological needs, and preference to take the course. The most significant results were found in the audio and video/audio combined deliveries suggesting that simple changes in teachers' language can create autonomy-supportive or controlling learning environments. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970581&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94970581&lang=es |
| tihe |
program learning outcomes |
1 |
1189 |
Teaching in Higher Education |
13562517 |
Feb2012 |
17 |
10.1080/13562517.2011.590973 |
39 |
50 |
12 |
‘Worldly’ pedagogy: a way of conceptualising teaching towards global citizenship. |
Fanghanel, Joëlle ; Cousin, Glynis ;
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INSTIL, University of West London, UK ; Institute for Learning Enhancement, University of Wolverhampton, UK ;
|
TEACHING methods ; WORLD citizenship ; HIGHER education ; MULTICULTURALISM ; REFLEXIVITY ; GREAT Britain ;
|
In this paper, we discuss the characteristics of a form of pedagogy capable of addressing differences across nations and cultures in ways that do not inflate differences. We suggest that those conceptual insights are particularly relevant to the teaching of ‘global citizenship’. We have labelled this a ‘worldly’ pedagogy, because of the connection to teaching in a global context, and with reference to Arendt's concept of ‘worldliness’ and the ‘worldly’ experience of human beings in their plurality sharing a ‘common world’. Our conceptual framework results from our analysis of a specific educational environment which we investigated through a small grant obtained from the Higher Education Academy (UK) that examined the pedagogies used to promote learning amongst two polarised (Palestinian and Israeli) communities. We carried out eight interviews with participants to this programme and report on the outcomes of this study. This paper contributes to the debate on tribal identities through the challenge it offers to positions on difference that display rigid essentialising identity readings and to homogenising discourses that fail to appreciate the differences within cultures/nations/groups. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71347704&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=71347704&lang=es |
| tihe |
program learning outcomes |
2 |
1190 |
Teaching in Higher Education |
13562517 |
Oct2004 |
9 |
10.1080/1356251042000252408 |
477 |
489 |
13 |
A comparison of the responses of first and second year veterinary science students to group project work. |
Mills, Paul C. ; Woodall, Peter F. ;
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University of Queensland, Brisbane, Australia. ;
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GROUP work in education ; STUDENTS ; VETERINARY medicine ; ACTIVITY programs in education ; COHORT analysis ; COGNITIVE ability ; TEACHING ; Veterinary Services ;
|
This article compares the responses of first and second year veterinary science students to group project work. Group project work has gained increased acceptance as a learning tool at all levels of education. By placing learning responsibility on the learner, group project work enhances deep learning. Evaluating the success of group project work can be difficult and researchers have investigated various aspects of group interactions to gauge the outcomes. Many studies of group project work are limited to cohort studies concentrating on a specific year or course within a year, often neglecting prior experience and having no ability to compare cognitive ability as students develop within a programme. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=15281540&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=15281540&lang=es |
| tihe |
program learning outcomes |
3 |
1191 |
Teaching in Higher Education |
13562517 |
Jul2004 |
9 |
|
363 |
375 |
13 |
A new dimension to understanding university teaching. |
Åkerlind, Gerlese S. ;
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Australian National University, Canberra, Australia ;
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COLLEGE teaching ; COLLEGE teachers ; TEACHER-student relationships ; HIGHER education ; UNIVERSITIES & colleges ; COLLEGE students ; Colleges, Universities, and Professional Schools ;
|
This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of academics' ways of experiencing or understanding being a university teacher. A range of understandings was found, representing in particular a varying focus on the experience of teaching as a: teacher transmission focused experience; teacher-student relations focused experience; student engagement focused experience; and student learning focused experience. This work builds on previous studies of university teachers' conceptions of teaching. However, the focus taken in this study on the experience of being a teacher , rather than engaging in teaching , has highlighted new aspects of university teaching. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13460994&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=13460994&lang=es |
| tihe |
program learning outcomes |
4 |
1192 |
Teaching in Higher Education |
13562517 |
Jul2013 |
18 |
10.1080/13562517.2013.764863 |
557 |
569 |
13 |
Academics' resistance to summative peer review of teaching: questionable rewards and the importance of student evaluations. |
Iqbal, Isabeau ;
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Centre for Teaching, Learning and Technology , University of British Columbia , Vancouver , BC , V6T 1Z4 , Canada ;
|
College teachers ; Career development ; Tenure of teachers ; Employee reviews ; Professional and Management Development Training ; Vocational Rehabilitation Services ; 360-degree feedback (Rating of employees) ;
|
This study draws from 30 semi-structured interviews with tenure-track faculty members in a research-intensive university to examine their lack of engagement in the summative peer review of teaching. Findings indicate that most academics in the study do not think peer review outcomes contribute meaningfully to decisions about career advancement and believe that, in comparison, student evaluation of teaching scores matter more. The findings suggest that faculty member resistance to summative peer reviews will persist unless academics are confident that the results will be seriously considered in decisions about tenure and promotion. This article also contends that senior administrators should provide further clarity about the purpose and use of peer review outcomes in high-stakes career decisions. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89552565&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89552565&lang=es |
| tihe |
program learning outcomes |
5 |
1193 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2014 |
11 |
|
1 |
14 |
14 |
Challenges associated with teaching mathematics for social justice: Middle Eastern perspectives. |
Tanko, Mohammed Goma ;
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Higher Colleges of Technology, UAE ;
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Mathematics education ; Social justice -- Study & teaching ; Effective teaching ; Middle East ; Middle Eastern students ; Muslim women -- Education ;
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This study involved a group of Middle Eastern Muslim women (ages ranging from 16-36) learning mathematics through social justice pedagogy. One of the important lessons from this experience is that, despite some of the unique challenges associated with teaching for social justice, in this context this method of teaching is doable and beneficial. However, in the current atmosphere throughout the Middle East it is a very challenging task: it needs courage and commitment on the part of the teacher/researcher, as well as support and even protection by the head of the college or policymakers to ensure that it leads to positive learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95096283&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95096283&lang=es |
| tihe |
program learning outcomes |
6 |
1194 |
Teaching in Higher Education |
13562517 |
Jul2001 |
6 |
10.1080/13562510120061223 |
369 |
381 |
13 |
Complexity and Curriculum: a process approach to curriculum-making. |
Knight, Peter T. ;
|
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CURRICULUM planning ; UNIVERSITIES & colleges -- Curricula ; Colleges, Universities, and Professional Schools ;
|
It is argued that the complex learning with which higher education institutions are concerned is best promoted by coherent curricula. However, curriculum coherence is not widespread. Outcomes-led rational curriculum planning offers one way of creating coherent curricula, but it is argued that, despite its appeal, it is a poor approach to adopt. An alternative, process model of curriculum creation is described and claims are made about the advantages it can have as an approach to planning coherent learning programmes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4781200&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4781200&lang=es |
| tihe |
program learning outcomes |
7 |
1195 |
Teaching in Higher Education |
13562517 |
Jul2005 |
10 |
10.1080/13562510500122180 |
327 |
337 |
11 |
Developing a portfolio to promote authentic enquiry in teacher education. |
Harland, Tony ;
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University of Otago, New Zealand ;
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TEACHERS -- Training of ; OCCUPATIONAL training ; STUDENT teaching ; TEACHER development ; TUTORS & tutoring ; CURRICULA (Courses of study) ; Vocational Rehabilitation Services ; All other schools and instruction ; Exam Preparation and Tutoring ;
|
This paper presents a case study of tutor and student experiences of using a portfolio in a pre-service teacher-education programme for university lecturers. The portfolio aimed to provide a space for ‘authentic enquiry’ that focused on student self-determination and the process, rather than the outcomes, of learning. The rationale behind the portfolio is explained with reflections on practice as the curriculum developed during the research cycle. Initially, portfolios were evaluated formatively during supervisory meetings and each student decided what part of their portfolio should remain private and what the tutor might read and comment on. In the second phase of development, formative judgements about work were no longer made and portfolios became private documents. Challenges for student teachers were associated with the novelty of the experience, the time taken for reflection to develop and the individualistic nature of the task. My own challenges centred on new methods of supervision and trying to live up to the explicit values that informed the curriculum. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17267382&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=17267382&lang=es |
| tihe |
program learning outcomes |
8 |
1196 |
Teaching in Higher Education |
13562517 |
Jan2002 |
7 |
10.1080/13562510120100364 |
17 |
31 |
15 |
Disciplinary, Gender and Course Year Influences on Student Perceptions of Teaching: explorations and implications. |
Santhanam, Elizabeth ; Hicks, Owen ;
|
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Higher education ; Educational evaluation ; Students ; Australia ;
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The prevalent use of student ratings in teaching evaluations, particularly the reliability of such data, has been debated for many years. Reports in the literature indicate that there are many factors influencing student perceptions of teaching. Three of these factors were investigated at the University of Western Australia, namely the broad discipline group, course/unit year level and student gender. Data collected over 3 years were analysed. The outcomes of this study confirmed results reported by other workers in the field that there are differences in ratings of students in different discipline groups and at different year levels. It also provided a possible explanation for the mixed results reported in studies of student gender in relation to student ratings. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5911165&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=5911165&lang=es |
| tihe |
program learning outcomes |
9 |
1197 |
Teaching in Higher Education |
13562517 |
Jan99 |
4 |
|
91 |
106 |
16 |
Educating tomorrow's scientists: IT as a tool, not an educator. |
Fraser, Sharon P. ; Deane, Elizabeth M. ;
|
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SCIENCE -- Study & teaching ; INFORMATION technology ; EDUCATIONAL technology ; EDUCATIONAL innovations ;
|
Highlights the advantages and disadvantages of embracing modern technologies for the facilitation of learning in science. Information technology strategies being enacted to enhance science learning; Need for cultural change before educators can effectively select appropriate instructional media for achieving learning objectives; Considerations of learning outcomes. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=1547351&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=1547351&lang=es |
| tihe |
program learning outcomes |
10 |
1198 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2015 |
13 |
10.18538/lthe.v13.n1.227 |
1 |
17 |
17 |
English communication skills for employability: the perspectives of employers in Bahrain. |
Thomas, Andrew ; Piquette, Casey ; McMaster, David ;
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Bahrain Polytechnic ; ACK Solutions, Bahrain ;
|
Communication strategies ; Bahrain ; English language ;
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Whilst English remains the language of global commerce, the role and outcomes of English language provision in English-medium higher education institutions in the Arab Gulf countries remains central to any discussion on graduate profile and the employability of graduates in the global marketplace. This paper describes the findings of research into English workplace communication skills amongst a sample of Bahrain employers and students at Bahrain Polytechnic. Using a mixed methods approach, data was gathered through telephone interviews, student workplace simulations and employer focus groups. Findings show that generic employability skills, channelled through English as a second or additional language, are highly valued by Bahrain's employers. In particular, students need to market themselves as confident, knowledgeable individuals during the recruitment process and after recruitment, continuing to operate successfully in the sociolinguistic culture of their company. Consequently, it is concluded that English language training in higher education programmes needs to move from purely linguistic and degree-related content areas to a broader remit of English for communication purposes that covers both specialised discourse fields and broader generic employability skills and competencies. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112960080&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112960080&lang=es |
| tihe |
program learning outcomes |
11 |
1199 |
Teaching in Higher Education |
13562517 |
Apr2001 |
6 |
10.1080/13562510120045212 |
229 |
246 |
18 |
Multiple Approaches to Assessment: reflections on use of tutor, peer and self-assessment. |
Fallows, Stephen ; Chandramohan, Balasubramanyan ;
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Educational evaluation ; Peer review (Professional performance) ; Higher education ; Great Britain ; Literature ;
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Assessment within higher education has traditionally been the sole responsibility of the tutor. This paper considers the authors' experience with the introduction of both selfassessment and peer-assessment into a literature module at a new UK university. This paper describes the practical aspects and examines the outcomes. Reflections on the process are given for both students and tutor. It is concluded that, with careful application, the use of self-and peer assessment can yield positive educational benefits that more than justify any additional efforts required of students or tutor. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4421936&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=4421936&lang=es |
| tihe |
program learning outcomes |
12 |
1200 |
Teaching in Higher Education |
13562517 |
Oct2014 |
19 |
10.1080/13562517.2014.934346 |
735 |
746 |
12 |
Policy enacted – teachers' approaches to an outcome-based framework for course design. |
Barman, Linda ; Bolander-Laksov, Klara ; Silén, Charlotte ;
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Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden ;
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Outcome-based education ; Teacher development ; Medical education ; Curriculum planning ; Education & state ; Freedom of teaching ; Higher education ; Other provincial and territorial public administration ; Other local, municipal and regional public administration ; Administration of Education Programs ; Colleges, Universities, and Professional Schools ;
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In this paper, we report on how teachers in Higher Education enact policy. Outcome-based education (OBE) serves as an example of a governmental educational policy introduced with the European Bologna reform. With a hermeneutic approach, we have studied how 14 teachers interpreted this policy and re-designed their courses. The findings show teachers' enactment of policy framed as different approaches to OBE:container, technocratic, pragmatic or ideological. The approaches range from being (1) highly regulated to being autonomous; and (2) from having a teacher-centred orientation to having a student-centred orientation to teaching–learning. Teachers who reinterpreted the policy to fit their learning-centred orientation used it to facilitate a joint development process together with colleagues. Thus, policy may stimulate development of teaching–learning. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97048389&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97048389&lang=es |
| tihe |
program learning outcomes |
13 |
1201 |
Teaching in Higher Education |
13562517 |
Jan2013 |
18 |
10.1080/13562517.2012.756465 |
106 |
118 |
13 |
Reclaiming literacies: competing textual practices in a digital higher education. |
Lea, Mary R. ;
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Institute of Educational Technology, Open University, Walton Hall, Milton Keynes, MK7 6AA, UK ;
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Literacy ; Higher education ; Outcome-based education ; Essay (Literary form) ; Textual criticism ;
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This essay examines the implications of the ubiquitous use of the term ‘digital literacies’ in higher education and its increasing alignment with institutional and organisational imperatives. It suggests that the term has been stripped of its provenance and association with disciplinary knowledge production and textual practice. Instead it is called into service rhetorically in order to promote competency-based agendas both in and outside the academy. The piece also points to a tendency to position teachers in deficit with regard to their technological capabilities and pay scant attention to their own disciplinary and scholarly practices in a digital world. It concludes that there is a case for building on established theoretical and conceptual frameworks from literacy studies if we wish to integrate advantages of the digital landscape with thoughtful teaching practice. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85318848&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=85318848&lang=es |
| tihe |
program learning outcomes |
14 |
1202 |
Teaching in Higher Education |
13562517 |
Jan2001 |
6 |
10.1080/13562510020029590 |
43 |
56 |
14 |
Research and Teaching: conditions for a positive link. |
Elton, Lewis ;
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TEACHING ; EDUCATION -- Research ; Educational Support Services ; Administration of Education Programs ; All Other Miscellaneous Schools and Instruction ;
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It has become increasingly clear over the past decade that the question of a positive link between research and teaching has no simple or general answer. At the same time, there may well be a positive link under particular conditions. This paper argues that a positive link can be due primarily to the processes, rather than the outcomes, inherent in research and teaching, and that, in particular, student-centred teaching and learning processes are intrinsically favourable towards a positive link, while more traditional teaching methods may at best lead to a positive link for the most able students, who in the perception of traditional academics are, of course, the future university teachers. This finding, in turn, leads to a rational explanation of the persistent myth of a general positive link. Finally, it is argued that pedagogic research and its outcomes could play an important role in strengthening the link. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4139859&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=4139859&lang=es |
| tihe |
program learning outcomes |
15 |
1203 |
Teaching in Higher Education |
13562517 |
Oct2013 |
18 |
10.1080/13562517.2013.836091 |
736 |
747 |
12 |
Strategies for critiquing global citizenry: undergraduate research as a possible vehicle. |
Henderson, Juliet ;
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Department of History, Philosophy and Religion, Oxford Brookes University, Oxford, UK ;
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UNDERGRADUATES ; WORLD citizenship ; HIGHER education ; POSTSECONDARY education ; UNIVERSITIES & colleges ; COLLEGE students ; ADULTS ; Other Technical and Trade Schools ; Apprenticeship Training ; Cosmetology and Barber Schools ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ; Junior Colleges ;
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Even as an increasing number of universities commit to producing graduates possessing the attributes of ‘a global citizen’, discussions between academics suggest it is common practice to design programme outcomes which include the attribute of global citizenship without advancing discussion as to ways of embedding them in deeper learning. This presents a potential risk of defaulting to ‘empty rhetoric’ when trying to meet institutional agendas relating to graduate attributes. To address this issue, this paper opens up discussion about how to assess global citizenship within and across disciplines by offering an example of a four-step method. To support a further goal of framing global citizenship in contemporary Higher Education Institutions as an object of pedagogic and social theory, emergent findings of a discourse of interculturality in student work are presented. Findings serve to identify the ways in which students articulate the contested concept of interculturality, a key attribute of the ‘global citizen’. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90821895&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90821895&lang=es |
| tihe |
program learning outcomes |
16 |
1204 |
Teaching in Higher Education |
13562517 |
Jul2016 |
21 |
10.1080/13562517.2016.1160217 |
545 |
556 |
12 |
Support for assessment practice: developing the Assessment Design Decisions Framework. |
Bearman, Margaret ; Dawson, Phillip ; Boud, David ; Bennett, Sue ; Hall, Matt ; Molloy, Elizabeth ;
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Health Professions Education and Educational Research (HealthPEER), Monash University, Melbourne, Australia ; Office of the Vice-Provost (Learning and Teaching), Monash University, Melbourne, Australia ; Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, Australia ; Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia ; Institute for Work-Based Learning, Middlesex University, London ; School of Education, University of Wollongong, Wollongong, Australia ; Faculty of Education, Monash University, Melbourne, Australia ;
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Higher education ; Evaluation ; Feedback (Psychology) ; Finish Carpentry Contractors ; Framing Contractors ; Structural frames ; Tertiary Period ;
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There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118224865&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=118224865&lang=es |
| tihe |
program learning outcomes |
17 |
1205 |
Teaching in Higher Education |
13562517 |
May2014 |
19 |
10.1080/13562517.2013.860109 |
336 |
349 |
14 |
The relation between feedback perceptions and the supervisor–student relationship in master's thesis projects. |
de Kleijn, Renske A. M. ; Meijer, Paulien C. ; Pilot, Albert ; Brekelmans, Mieke ;
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Department of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands ;
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Academic dissertations ; College teacher-student relationships ; Feedback (Psychology) ; Master's degree ; Faculty advisors ; Adults ; Higher education ;
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Research supervision can be investigated from social–emotional and cognitive perspectives, but most studies include only one perspective. This study aims to understand the interplay between a social–emotional (supervisor–student relationship) and cognitive (feedback) perspective on the outcomes of master's thesis supervision in specific, by investigating student perceptions of both perspectives. Questionnaire data (N = 1016) were collected and analysed using regression analyses. For student satisfaction (SS) and students' perceived supervisor contribution to learning (PSCL), affiliation by far is most important, followed by control for SS and feedback-forward for PSCL. Also, interaction effects between feedback and interpersonal perceptions were found, indicating that the role of feedback perceptions is most important in situations in which no optimal supervisor–student relationship could be established. Findings imply the importance for master's thesis supervisors of creating friendly and helping relationships with students and if this is problematic, extra care should be taken with giving feedback. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94773617&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94773617&lang=es |
| tihe |
program learning outcomes |
18 |
1206 |
Teaching in Higher Education |
13562517 |
Nov2014 |
19 |
10.1080/13562517.2014.934341 |
882 |
894 |
13 |
Why Algerian students struggle to achieve in English Literature: an appraisal of possible root causes. |
Bouazid, Tayeb ; Le Roux, Cheryl S. ;
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Department of English Literature Studies, University of Mohamed Boudiaf, Msila, Algeria ; College of Education, University of South Africa, Pretoria, South Africa ;
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ARABIC-speaking students ; ENGLISH literature -- Study & teaching (Higher) ; ENGLISH language -- Study & teaching (Higher) -- Foreign speakers ; ALGERIANS ; SELF-efficacy in students ; SELF-efficacy ; COLLEGE teaching ; HIGHER education ;
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This article examines the challenges experienced by Arabic-speaking students and lecturers at meeting the proposed learning outcomes in English Literature (EL) at a residential university in Algeria. An overview of the history of foreign languages (French and English) in the curricula in Algerian schools and tertiary education institutions has been provided to identify possible contributing factors and underlying causes of the challenges faced in teaching and learning EL today. The authors believe that current practice and attitudes towards foreign language teaching and learning have not developed in a vacuum, but need to be positioned within the context of past events. Three overarching factors that emerged from the empirical dimension of the study that appears to inhibit success in EL studies were inappropriate teaching strategies, inadequate language proficiency and poor student self-efficacy. |
Academic Journal |
Case Study |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=97586712&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=97586712&lang=es |
| tihe |
program learning outcomes |
19 |
1207 |
Teaching in Higher Education |
13562517 |
Aug2013 |
18 |
10.1080/13562517.2013.774355 |
643 |
655 |
13 |
Working with uncertainty to support the teaching of critical reflection. |
Mackay, Margaret ; Tymon, Alex ;
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The University of Portsmouth Business School, Portland Street, Portsmouth, P01 3DE, UK ;
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CRITICAL thinking ; PERSONALITY & culture ; TEACHING -- Methodology ; UNCERTAINTY ; BUSINESS education ; HIGHER education ; Business and Secretarial Schools ; Colleges, Universities, and Professional Schools ;
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This paper explores the cumulative reflections of lecturers examining their tacit assumptions of teaching practice. Despite extensive literature on the educational value of reflection, there is less visible research on teachers assessing their own reflective thinking. This longitudinal interpretive study uses Larrivee's assessment framework with a purposive sample of UK business students. Findings reveal insights for teaching reflection; acknowledging the discomfort of reflexive practice encourages learners to experiment with knowledge interpretation. The students' struggle to engage in reflection resonated with lecturers' parallel difficulties. The teaching approach balances deliberate structure with uncertain outcomes to trigger fresh interpretation of developmental theory and workplace relevance. Practice implications for lecturers are that harnessing uncertainty can provoke deeper insights that enable students to direct their learning and develop reflective skills. This case study offers a practical assessment example to enrich reflexive teaching, with scope to compare and replicate in different disciplinary settings. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90147637&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=90147637&lang=es |
| tihe |
soft skills |
1 |
1208 |
Learning & Teaching in Higher Education: Gulf Perspectives |
20775504 |
2015 |
13 |
10.18538/lthe.v13.n1.213 |
1 |
20 |
20 |
An innovative approach to assessing professional skills learning outcomes: a UAE pilot study. |
Schoepp, Kevin ; Danaher, Maurice ;
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Zayed University, UAE ;
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Ability ; Facilitated learning ; Engineering ;
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Industry and academia around the world stress the importance of professional skills (also known as soft skills, generic skills, or transferable skills) so it is necessary to be able to assess students' attainment of these skills. An innovative method was developed in the USA for assessment of these skills in an engineering program (Ater Kranov, Hauser, Olsen, & Girardeau, 2008); this method was based around student discussion of an open-ended, unresolved, discipline-related problem, held face-to-face and subsequently analyzed using a rubric. In the research project described here, the method was adapted for the United Arab Emirates by writing appropriate scenarios for computing students, by modifying the rubric and by running the discussion on an online discussion board. The primary aims were to determine the feasibility of adapting the method and to examine its suitability. The results of the study showed that the method can be adapted and employed very successfully with UAE students. This paper presents the method, its adaptation and implementation, and the results obtained. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112960078&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=112960078&lang=es |
| tihe |
soft skills |
2 |
1209 |
AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education |
20093160 |
Summer2014 |
6 |
|
19715 |
19715 |
1 |
Student Work Placement: Friend Or Foe? A Study Of The Perceptions Of University Students On Industrial Work Placement. |
O'Briain, Sian ; Bergin, Susan ; Mooney, Aidan ; Bourgoin, Martina ; Murray, Paula ; Qingyang Zhao ;
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National University of Ireland, Maynooth ;
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Students -- Academic workload ; College students ; University College, Dublin ; Computer systems design and related services (except video game design and development) ; Data acquisition systems ; Computer engineering studies ;
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At the National University of Ireland Maynooth, Computer Science and Software Engineering students are required to undertake an industrial work placement module as part of their course. The work placement is typically six to eighteen months long and takes place in the penultimate year of the degree. This paper evaluates students' perception of the quality of the learning experience they received through work placement. The voice of many key players involved in the process is captured, including, the students themselves, members of the academic department and the Industrial Work Placement Office; and importantly this paper is authored by representatives of each of these groups. In particular, the paper evaluates the types of preparations students make prior to commencing a placement, the transferable skills acquired and improved during their placement, and student perceptions of the advantages and disadvantages of their placement. A mixed data acquisition model is used for gathering data including questionnaires, interviews and focus groups. The gathered data is analysed and a critique on the findings is presented. The paper concludes with recommendations and considerations for any institution that is interested in offering an industrial work placement component. |
Academic Journal |
Article |
English |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179650&lang=es |
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=97179650&lang=es |