Search Results for
"Higher education"

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials. © 2024, Institute of Advanced Engineering and Science. All rights reserved.

Traditional educational settings often struggle to engage students and cater to their individual needs when cultivating analytical thinking skills. This study addresses this challenge by exploring the potential of animated cartoons to enhance analytical thinking among elementary students. The research aims were to develop an animated cartoon format that encourages analytical thinking, evaluate its effectiveness, and investigate students' application of analytical thinking. Using cluster sampling, 2258 students were selected from 44 randomly chosen schools in Thailand's Mekong River Basin. The study employed a mixed-methods approach, utilizing document analysis, format suitability assessment, and an analytical thinking skills rubric. Data analysis involved qualitative summaries, descriptive statistics, and comparisons of pre- and post-intervention assessments. The findings revealed that the developed 3D animated series “Tang Na's Analysis" significantly improved students' analytical thinking skills, with high format suitability and good quality analytical thinking post-intervention. This study highlights the potential of animated instructional media to stimulate higher-order cognitive functions and make complex concepts accessible, contributing to the integration of engaging technological tools in education to nurture essential thinking skills. © 2024 The Authors

This study conducted a comprehensive tracer analysis of 197 graduates from Daffodil International University’s Marketing bachelor program between 2019 and 2022. The main objective was to evaluate the program's alignment with labor market requirements and its effectiveness in equipping students with the necessary skills to navigate the complexities of the global market. A cross-sectional descriptive design was employed, utilizing a survey questionnaire as the primary data collection instrument. The target population consisted of graduates of the marketing program, selected through purposive sampling to ensure the inclusion of individuals with relevant experience. Data were analyzed using descriptive statistics to identify trends and percentages. Key findings revealed a significant gender disparity, with more male graduates than female, and high unemployment rates, which highlighted ongoing employment difficulties. While 75.5% of graduates affirmed the curriculum’s relevance to their professional roles, a gap was noted between the theoretical knowledge imparted and its practical application. The study suggests integrating comprehensive career preparation and extensive networking opportunities into the curriculum to mitigate employment barriers. Additionally, enhancing the curriculum to support entrepreneurial ventures is recommended. The findings emphasize the importance of ongoing curriculum revisions and the development of dynamic career support services to improve graduate employability and adapt to the evolving demands of the marketing profession. This research provides valuable insights for policymakers, curriculum developers, and educational researchers to enhance the relevance of higher education to the workforce, facilitating successful transitions into the labor market. ©Authors.

This paper emphasized the role of self-directed learning in promoting autonomy, academic success, and crucial lifelong learning skills. However, a persistent challenge in many Saudi EFL contexts is the reliance on teaching practices that fail to promote learners’ autonomous learning. This reliance may impede effective language acquisition and promote surface-level learning. Therefore, the paper called for further integration of self-directed learning principles within the unique framework of EFL higher education in Saudi Arabia. The aim was to empower Saudi EFL students with life-long skills to independently navigate their language acquisition journey and promote their academic independence. Through an extensive review of the literature, the paper illustrated the transformative role of SDL in equipping students with the essential competencies required for academic success in a globally connected world. It specifically investigated key literature, theoretical frameworks, and empirical studies to synthesize insights on the potential benefits and challenges of integrating self-directed learning strategies in Saudi EFL settings. The review yielded clear insights into the influence of SDL on language acquisition, addressing its integration with technology, relevance in higher education, and considerations of learner readiness and their pragmatic attitude towards SDL. Practical recommendations were embedded within the discussion of these facets and elaborated upon towards the end. The paper ended by discussing in detail the potential implications for teachers and policymakers in Saudi EFL higher education, emphasizing the importance of nurturing self-directed learning as a fundamental force toward promoting academic independence and adequately preparing students for the evolving demands of a globalized society. ©Authors.

The "flipped classroom" approach has gained popularity in the field of education, especially in the post-Covid-19 era. The flipped classroom approach involves a variety of instructional activities that take place both inside and outside the classroom. Therefore, it is crucial to determine the most efficient way for organizing flipped classroom activities. As metacognitive thinking skills are one of the basic skills required for learning in the context of digital technologies, the current research aimed to investigate the impact of two type of flipped classroom activities, namely self-directed activities (SDA), and sequence task activities (STA), on metacognitive thinking skills. This investigation was conducted in recognition of the fundamental role that metacognitive thinking skills play in the process of learning within the realm of digital technologies. The research used a quasi-experimental methodology to conduct a comparative analysis of the two experimental groups. The first experimental group utilized a flipped classroom approach which is characterized by self-directed activities, whereas the second experimental group utilized a flipped classroom model centered on sequential tasks. The study sample included (60) high school students who were assigned to the two research groups using a random distribution method. A metacognitive thinking scale was devised, including three distinct dimensions: planning, monitoring, and assessment. The findings of the study demonstrated that flipped classrooms, which include self-directed activities, exhibit a higher level of efficacy in fostering the development of metacognitive thinking abilities. The study suggested the need of enhancing the structure of flipped classrooms based on the self-directed activities framework. © 2024, Creative Publishing House. All rights reserved.

Purpose: The job satisfaction of university graduates can serve as an indicator of success in their professional development. At the same time, it can be a measure of higher education systems’ effectiveness. The purpose is to assess the relationship of university graduates’ socio-demographic characteristics, aspects of their degree program, experiences in the labor market and current working conditions and their job satisfaction. Design/methodology/approach: The data were collected from a survey conducted at 11 Chilean universities with 534 graduates. An ordinal logistic regression model was fit to calculate job satisfaction probabilities for different graduate profiles. Findings: The results show that sex, field of study, gross salary and horizontal match are related to graduates’ job satisfaction. Men and graduates in education and humanities are more likely to report being satisfied with their current job. Those graduates receiving higher salaries and those who are horizontally well-matched report higher levels of job satisfaction. Originality/value: This study contributes to expanding knowledge about the job satisfaction of university graduates. Specifically, based on the results obtained, it introduces the idea of aspiration fulfillment as a possible determinant of job satisfaction in different fields of study. This can serve as a starting point for research that delves into differentiated expectations for graduates from different disciplines. © 2024, Emerald Publishing Limited.

Purpose: This study aims to examine the relationship between organizational social capital, university image, perceived employability and career satisfaction of information technology (IT) professionals. It also aims to investigate the moderating effects of diverse age groups of IT professionals on the antecedents and consequences of career satisfaction. Design/methodology/approach: Variance-based partial least square structural equation modeling (PLS-SEM) technique was used to analyze a dataset of 412 responses from IT professionals. The predictive relevance of career satisfaction was estimated through PLS predict, and the relative importance of determinants was analyzed through importance-performance map analysis (IPMA). PLS Multi-group analysis (PLS-MGA) and measurement invariance of composites (MICOM) were used to estimate the moderating effects of age groups. Findings: The findings of this study indicate that university image is perceived as the crucial factor for career satisfaction by IT professionals followed by perceived employability and organizational social capital. Gender was found to be a positive predictor of career satisfaction. PLS-MGA results indicate that organizational social capital is a prominent predictor of career satisfaction for middle-aged professionals as compared to young professionals as the latter consider university image to be more important. Originality/value: This is the first study to examine the relationship between organizational social capital, university image, perceived employability, and career satisfaction of IT professionals in a developing country context. © 2024, Emerald Publishing Limited.

Purpose: Utilizing the Social Cognitive Theory framework, this research aims to illuminate how self-efficacy acts as a mediating factor, enhancing employability among working university students by fostering essential capabilities in digital leadership and intercultural competence. Design/methodology/approach: Quantitative study with 206 working undergraduates from an Indonesian university. Questionnaires and structural equation modeling (SEM) with SPSS and SmartPLS were used. Findings: Findings showed that working undergraduate students possess a high level of digital leadership capability and intercultural competence and tend to display increased confidence in their ability to perform challenging tasks and attain anticipated outcomes, thereby enhancing their employability. The integration of these skills, coupled with a solid self-efficacy belief, emerges as a powerful combination in the modern employment landscape in the digital transformation and Artificial Intelligence age. Research limitations/implications: This research is conducted in one university in Indonesia, potentially limiting its generalizability. Future studies could expand its regions to multiple universities across different countries for a more comprehensive implication. Practical implications: This research answered the call for strategies from the university level on enhancing the development of essential competencies for working undergraduate students’ employability. It further highlights the necessity for shaping the curriculum to prioritize digital leadership capability, intercultural competence, and the cultivation of self-efficacy among working students. Social implications: This insight of the research has profound social implications, indicating that educational institutions must adapt their curricula to prioritize these competencies. By doing so, universities can better prepare students to navigate the complexities of the modern workplace, thereby contributing to a workforce that is not only technologically proficient but also culturally adept and resilient in the face of challenges. This adaptation is essential for fostering a generation of graduates who are well-equipped to contribute positively to a diverse and rapidly evolving labor market, ultimately benefiting both the individuals and the wider society by promoting economic development and cultural understanding. Originality/value: Adopting a quantitative approach, this research offers a data-driven lens of employability determinants, deepening the understanding of how intertwined competencies shape employment outcomes in the AI age. © 2024, Emerald Publishing Limited.

Mentalizing has been conceptualized as the ability to understand oneself or others, and thus as a form of imagery capable of grasping the causal factors underlying overt behaviors and covert reasoning alike. higher mentalizing skills have been shown to protect the individual against mental distress, through the promotion of effective coping skills and emotional competency. This finding has instigated several empirical studies on the topic, with the quest of characterizing the interplay between early life experiences and later distress. But apart from childhood and adolescence, adults may also reshape their mentalizing abilities, particularly while in education or training. The fundamental role exerted by parental figures during development is mirrored in education or training by different role-models (e.g., teachers, mentors, tutors), fostering the (re)definition of personal and occupational identities. Specific professions are more interested in this phenomenon, which is nonetheless general and transversal to each occupation. For instance, the role of the mentor in medical training has been observed as crucial to promote a later positive sense of accomplishment during work or training, harboring resilience against emotional exhaustion in face of moral injuries to one's own practice (e.g., the death of a patient, policy, and economic limitations). By contrast, mistreatment, objectification, or frank exploitation suppress the positive reinforcement of identity development, increasing the risk for later burnout. The current chapter reviews the existing evidence on the topic of mentor-mentee relationships, as nurturing mentalizing skills during adult life and exerting a pivotal influence on resilience and burnout. A novel perspective on mentalizing in relation to transformative experiences is proposed. An overarching role for mentors in promoting epistemic trust and self-worth is discussed. Finally, the implications of these findings for specific professions are considered, extending Corson's model of vocational education (1985). © 2024 Nova Science Publishers, Inc. All rights reserved.

In this review, we integrate three bodies of scholarship—education stratification research, political-historical sociology of higher education, and sociological theories of race and racism—to understand the production of “separate and unequal” postsecondary experiences for racially marginalized college students in the United States. We argue that the US postsecondary system is plural, heterogeneous, and stratified partly as a result of hundreds of years of contested efforts to deploy higher education in the service of white supremacy and capital accumulation. Organizational stratification of higher education along racial lines leads to horizontal stratification in individual experiences within the same level of schooling, and even within the same university. We review literature on racialized sorting between schools, which channels racially marginalized students to different parts of the postsecondary system relative to their racially advantaged peers. We also describe stratification within schools, as students are tracked, often by race, into divergent academic and social pathways internal to a single university. Both types of sorting have racial consequences for students’ career trajectories, economic security, and well-being. Finally, we detail recent efforts to challenge horizontal stratification, responses to those efforts, and avenues for future research. © © 2024 by the author(s).