Search Results for
"Higher education"

This study focuses on using the return-on-investment (ROI) method to assess the effectiveness of e-learning programs and projects at universities. It aims to increase the efficiency of these programs and help identify promising e-learning initiatives for the future. Research indicates that only a small percentage (8%) of educational institutions measure the ROI of their teaching programs. This particular research evaluates the ROI of an e-learning course development project at Umm Al-Qura University, conducted between 2019 and 2021 under the E-Learning and Distance education Deanship. The methodology of the study involves descriptive analysis. This includes assessing the project's ROI, reviewing related literature, creating research tools, and performing statistical data analysis. The study found that the project had an ROI of 189.9%, meaning it produced nearly double the investment made in it. This indicates financial success, as the benefits of the project surpassed its costs. Moreover, the study highlights several indirect advantages of the project. These include increased satisfaction levels among students and faculty with the e-learning courses and enhanced learning outcomes. The project also aimed to improve the skills of students and faculty in using computers, the internet, and distance communication tools, thereby contributing to the overall institutional work system at Umm Al-Qura University. © 2024 The Authors. Published by IASE.

Accessing higher education is a biographical learning experience for all students, which can promote transformations in individuals’ identities. This article aims to investigate the implications of biographical learning experiences on the students’ identities. We will explore African students’ biographical learning experiences in Portuguese higher education and how they shaped their identities. Biographical learning and identity theoretical perspectives were adopted. This is a qualitative study that used biographical interviews with 22 African students enrolling at Portuguese higher education. The content analysis carried out has been organized into 2 themes: Biographical learning experiences and identity transformations. The results of the study show that African students gained new knowledge and skills and became more independent and autonomous. They develop their self-confidence and open-mindedness through a new way of seeing the world. Thus, African students’ experiences in higher education contributed to the formation and transformation of their identity. © 2024 The authors.

From the Bernsteinian perspective, education policy interpretation and translation, as a process of recontextualising policy discourse into proposed pedagogic modes, follow certain regulative discourses and rules of social orders. This study illustrates this argument by investigating 15 discipline heads’ experiences concerning their exposure to the interpretation and translation of the higher vocational education curriculum reform policy in China. The policy emphasised industry-led curricula, which is opposite to the general regulative discourse of state dominance in the Chinese education system. Given this contradiction, the government and its vocational colleges attempted to find a compromise, and thus their agents interpreted and translated the policy discourse into regionalised modes where the official education system could still control knowledge selection with limited influence from employers. It is argued that the regulative discourse in an education policy originating in realistic and economic considerations might be contrary to the general regulative discourse in official education systems, so that the policy could not be faithfully interpreted based on its own regulative discourse but had to be interpreted by largely following the general regulative discourse that is opposed to that of the policy. Thus, the policy was distorted and reoriented into a pedagogic mode that diverges from the aim of the policy. © The Author(s) 2024.

Purpose: The purpose of this study is to investigate manufacturing industry leaders’ perspectives on the prevailing skills gap in the current Illinois workforce. The insights gained hold significant importance for the emerging generation of workers, helping them discern the essential proficiencies and plan their educational and career paths in response. Design/methodology/approach: Guided by Becker’s (1962) human capital theory (HCT) framework, a qualitative study was conducted to identify the skills gap and explore the perspectives of manufacturing industry leaders. Fourteen industry leaders participated in this study, representing various occupational industries. Findings: The findings underscore the prominence of the skills gap as perceived by manufacturing industry leaders, with notable aspects including limited durable skills and difficulty transitioning from content-based knowledge to practical skills. Originality/value: The findings of this study can offer insights to researchers, scholars and practitioners in the field of human resource development, as well as to leaders in the manufacturing industry who aim to address the skills gap. Furthermore, this research can inform policy decisions and assist higher education institutions in preparing students for careers in the industry. © 2024, Emerald Publishing Limited.

The chapter assesses the state of digital technology in Africa as a catalyst for economic growth and development. The chapter also appraises the state of higher education on the continent in order to determine its preparedness to produce professionals who can function in a digital economy. A number of technological diffusion models which include diffusion of innovation (DIO), theory of reasoned action, and technology adoption model (TAM) were used to explore the diffusion of innovation to Africa from developed countries. Although there is a rapid growth in technological penetration in Africa impacting sectors such as agriculture, education, and finance, more investment in technology is still needed to power strides towards optimum levels of economic development. Africa, with its rapidly growing population and ever expanding market, is perceived as the next economic frontier after Asia. higher education through curriculum models such as education 5.0 can lead the way to make Africa the next economic frontier. © 2024, IGI Global. All rights reserved.

This study aimed to assess the efficacy, benefits, and prospective impact of sports massage education delivered through a blended learning framework for college students. This study involved 52 male students enrolled in a sports massage course. Using qualitative methodology, this study employed systematic content analysis augmented with numerical data, visually representing user responses to sports massage education combined with blended learning. Analysis of the findings shows that 84.29% of participants showed a positive perception of the overall media aspects, contribution, benefits and potential related to learning sports massage through the blended learning model. In conclusion, this study argues that the integration of blended learning models increases the contribution, benefits, and potential of sports massage education, thereby enriching students' learning experiences. © 2024 Nevzat Demirci. All rights reserved.

In a rapidly evolving job market influenced by the rise of artificial intelligence (AI), the integration of mock interviews and internships into higher education curricula takes on new significance. This chapter delves into the pivotal role these experiences play in preparing students for entering the workforce. It highlights the importance of feedback mechanisms to enhance academic preparation through the impact of mock interviews and internships while emphasizing the need for clear learning outcomes that encompass both technical and soft skills. Encouraging reflection and portfolio building enables students to deepen their understanding of their growth and bolster their professional profiles. Furthermore, it underscores the necessity of continuous improvement, as institutions must adapt to AI's impact on job requirements and the job search process, ensuring that mock interviews and internships remain pertinent tools for navigating the evolving world of work. © 2024, IGI Global.

In the throes of a global skills gap and relentless labor market disruptions, organizations grapple with the pressing challenge of aligning workforce skills with the demands of a hypercompetitive economy. Reports from influential entities like the World Economic Forum and McKinsey & Company underscore the urgency for strategic interventions to bridge this divide. Despite the pivotal role of higher education and corporate training, recent findings from the Society for Human Resource Management (SHRM) reveal a persistent struggle in finding candidates equipped with the requisite skills for a multitude of available jobs. The deficiencies span from foundational communication skills to complex problem-solving abilities, posing a formidable hurdle for organizations seeking qualified talent. Prioritizing Skills Development for Student Employability emerges as a solution to the skills misalignment conundrum by delving into the heart of the issue, dissecting the intricacies of global workforce dynamics, education-industry collaborations, and the evolving landscape of corporate training. By exploring topics such as learning analytics, educational artificial intelligence (AI), and effective leadership in the context of present-day human resource management, the book provides a comprehensive roadmap for both academic scholars and professionals to navigate the complex terrain of skills development. This book is a vital resource for educators, human resource professionals, and corporate trainers seeking actionable insights to bridge the skills gap and enhance employability. With a focus on the future of work, job design, and candidate selection, it aims to empower readers with the knowledge needed to address the challenges of post-pandemic economic realities and shape fulfilling career paths. As we navigate the evolving dynamics of the workforce, Prioritizing Skills Development for Student Employability serves as a guide to not only understand the intricacies of the skills landscape but also to actively contribute to the transformation of our global economic future. © 2024 by IGI Global. All rights reserved.

The paper presents the analysis of the higher education modernisation for sustainable development in Ukraine regarding goals adopted on global and national levels, pre-pandemic trends and the challenges of 2020. The global experience integrating sustainable development goals into higher education is also a background analysis. Taking into account the Sustainable Development Goals (SDGs), adopted in 2015 and the national “Concept of environmental education in Ukraine”, adopted in 2001, the article investigates the current trends on macro (the country’s ESD policy), meso (HEIs), and micro (participants of educational process) levels. Particular attention is paid to embedding SDGs in university policy, curriculum, and pedagogy, primarily in training economists. Furthermore, the research focuses on the new challenges of 2020 – the COVID-19 pandemic and digitalization affecting higher education transformation. These drivers cause transformative sustainability teaching-learning practices and social and environmental impacts of digital technologies implementation in Ukraine’s higher teacher and economic education. The research reveals similar trends in higher education modernisation for sustainable development in the world and Ukraine. This theoretical and empirical research is based on the literature review, statistical data and surveys conducted at a national university in 2023. Finally, the research results in suggestions given by Humanities students and faculty members to foster higher education significance in developing environmental knowledge, awareness and culture among professionals and society in the future. © by the authors, in its year of first publication.

While innovative teaching behavior is a promising type of competency that can equip faculty members with the necessary capability to adapt their teaching to fit their specific teaching context, how to achieve it remains underexplored. This study explored ten faculty members’ perceptions of the kind of values pertaining to innovative teaching behavior in English medium instruction (EMI) settings created by the co-participatory learning opportunities provided by their EMI community of practice (CoP). Using semi-structured interviews and thematic analysis underpinned by the value creation framework, we identified three themes illustrating faculty members’ conceptualization of (1) prospects of value creation associated with membership in the community, (2) attained values, created through participating in the CoP, and (3) aspirational values, needed to sustain the community. Expectations of gains in professional development and peer support motivated members to join the community, and the values attained through co-participatory learning were underpinned by a sense of camaraderie and psychological safety that the community offered its members. Language-related support for developing English competencies and tailored support towards EMI issues constituted the main aspirational values members sought to gain. Finally, organizational support was highlighted as a crucial ingredient for sustaining the community’s activities. The implications of the results with respect to sustainable development of a faculty member’s innovative instructional practices are discussed. © The Author(s), under exclusive licence to Springer Nature B.V. 2023.