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Abstract

Details

A Machine Learning, Artificial Intelligence Approach to Institutional Effectiveness in Higher Education
Type: Book
ISBN: 978-1-78973-900-8

Book part
Publication date: 9 August 2012

Meifang Xiang and Robert Gruber

This study examines an issue that confronts most instructors in the first financial accounting course at the postsecondary level, that is, some students have had a high…

Abstract

This study examines an issue that confronts most instructors in the first financial accounting course at the postsecondary level, that is, some students have had a high school accounting course, while others have not. Specifically, this study investigates the effect a high school accounting course has on student performance in their first postsecondary level financial accounting course (midterm examinations and course grades). The results suggest this relationship is significant and positive, yet must be interpreted carefully. For example, scholastic aptitude, time management skills, and other intrinsic values also play an important role in student achievement.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78052-757-4

Keywords

Article
Publication date: 10 June 2022

Nguyen Thi Le and Duong Tuan Nguyen

In response to internationalization and globalization, especially in higher education, universities in non-English-speaking countries have implemented English as a medium…

Abstract

Purpose

In response to internationalization and globalization, especially in higher education, universities in non-English-speaking countries have implemented English as a medium of instruction (EMI). The purpose of this study is to assess the satisfaction of students in terms of dimensions of EMI courses and examine the relationship between student motivation, engagement, and satisfaction with EMI courses.

Design/methodology/approach

By using a quantitative approach based on structured questionnaires of 437 Vietnamese undergraduate students, this study applied hierarchical regression analysis to examine the relationship between student motivation, engagement, and satisfaction with EMI courses.

Findings

Students have a relatively positive perception of the EMI courses that they have taken. In particular, they were most satisfied with teachers' teaching characteristics and least satisfied with students' learning characteristics. The study also confirmed that cognitive and emotional engagement have mediating effects on the relationship between motivation and students' satisfaction with EMI courses.

Originality/value

This study suggests that both educational institutions and teachers in non-speaking English countries should pay more attention to motivational factors to engage students in learning and ensure that they are satisfied with EMI courses.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 21 June 2022

Shih-Yeh Chen, Yu-Sheng Su, Ya-Yuan Ku, Chin-Feng Lai and Kuo-Lun Hsiao

Although many universities have begun to provide artificial intelligence (AI)-related courses for students, the influence of the course on students' intention to…

Abstract

Purpose

Although many universities have begun to provide artificial intelligence (AI)-related courses for students, the influence of the course on students' intention to participate in the development of AI-related products/services needs to be verified. In order to explore the factors that influence students' participation in AI services and system development, this study uses self-efficacy, AI literacy, and the theory of planned behaviour (TPB) to investigate students' intention to engage in AI software development.

Design/methodology/approach

The questionnaire was distributed online to collect university students' responses in central Taiwan. The research model and eleven hypotheses are tested using 151 responses. The testing process adopted SmartPLS 3.3 and SPSS 26 software.

Findings

AI programming self-efficacy, AI literacy, and course satisfaction directly affected the intention to participate in AI software development. Moreover, course playfulness significantly affected course satisfaction and AI literacy. However, course usefulness positively affected course satisfaction but did not significantly affect AI literacy and AI programming self-efficacy.

Originality/value

The model improves our comprehension of the influence of AI literacy and AI programming self-efficacy on the intention. Moreover, the effects of AI course usefulness and playfulness on literacy and self-efficacy were verified. The findings and insights can help design the AI-related course and encourage university students to participate in AI software development. The study concludes with suggestions for course design for AI course instructors or related educators.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 3 June 2022

Jonathan Reeve, Isabelle Zaugg and Tian Zheng

As data-driven tools increasingly shape our life and tech ethics crises become strikingly frequent, data ethics coursework is urgently needed. The purpose of this study is…

Abstract

Purpose

As data-driven tools increasingly shape our life and tech ethics crises become strikingly frequent, data ethics coursework is urgently needed. The purpose of this study is to map the field of data ethics curricula, tracking relations between courses, instructors, texts and writers, and present a proof-of-concept interactive website for exploring these relations. This method is designed to be used in curricular research and development and provides multiple vantage points on this multidisciplinary field.

Design/methodology/approach

The authors use data science methods to foster insights about the field of data ethics education and literature. The authors present a semantic, linked open data graph in the Resource Description Framework, along with proof-of-concept analyses and an exploratory website. Its framework is open-source and language-agnostic, providing the seed for future contributions of code, syllabi and resources from the global data ethics community.

Findings

This method provides a convenient means of exploring an overview of the field of data ethics’ social and textual relations. For educators designing or refining a course, the authors provide a method for curricular introspection and discovery of transdisciplinary curricula.

Research limitations/implications

The syllabi the authors have collected are self-selected and represent only a subset of the field. Furthermore, this method exclusively represents a course’s assigned literature rather than a holistic view of what courses teach. The authors present a prototype rather than a finished product.

Originality/value

This curricular survey provides a new way of modeling a field of study, using existing ontologies to organize graph data into a comprehensible overview. This framework may be repurposed to map the institutional knowledge structures of other disciplines, as well.

Details

Journal of Information, Communication and Ethics in Society, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1477-996X

Keywords

Article
Publication date: 23 May 2022

Elizabeth Collier, Kathleen E. Odell and Alfred Rosenbloom

The purpose of this study is to determine whether an undergraduate business program that rapidly introduced sustainable development into its curriculum, without an overall…

Abstract

Purpose

The purpose of this study is to determine whether an undergraduate business program that rapidly introduced sustainable development into its curriculum, without an overall curriculum revision, was effective in terms of student engagement with the UN Sustainable Development Goals (SDGs) and what factors were most important for deepening student interest.

Design/methodology/approach

This study used a pre-test/post-test design at one academic institution, in several different core courses, offered multiple times over three years, to assess the effectiveness of the curriculum approach taken.

Findings

Including a significant, SDG-focused assignment in an existing business course increased student learning about the SDGs, student curiosity about the SDGs and students’ feelings of competence to advance the SDGs after graduation. Having a faculty member who can make a strong business case for the SDGs increased student commitment to the goals. These positive outcomes were consistent across business school majors and were not specific to particular courses or faculty.

Research limitations/implications

Data in this study were collected at the course level and did not contain information to identify unique students across the pre- and post-tests. Given the long timeline for curriculum change at the institutional level, these findings provide a way forward for business schools and business school faculty who desire to react quickly to bring these topics into management education.

Originality/value

To the best of the authors’ knowledge, this is the first study to use survey data collected over multiple semesters to test whether course-level interventions increase student engagement and interest in the SDGs.

Details

Journal of Global Responsibility, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2041-2568

Keywords

Article
Publication date: 18 April 2022

Robert S. Fleming and Michelle Kowalsky

This article discusses the experiences of a university's business school in enhancing the preparation of undergraduates through the innovative design and delivery of…

Abstract

Purpose

This article discusses the experiences of a university's business school in enhancing the preparation of undergraduates through the innovative design and delivery of Business Policy, the capstone course taken by all business students.

Design/methodology/approach

The case discusses the proactive approaches taken to explicitly align efforts between thinking and doing, for both faculty course designers and student participants alike.

Findings

Ten strategic areas of innovation and improvement are identified and discussed as areas for individual course alignment as well as the impetus for college and university business program development and delivery.

Practical implications

These innovations can be replicated by other institutions to enhance graduates' career preparation, pursue greater consistency with their organization's mission, develop external stakeholder engagement, and enhance internal collaboration with colleagues within the business school and across the university.

Originality/value

The unique value of this innovative and multifaceted approach was recognized by AACSB International, the elite accrediting agency for business schools, in several articles and at a conference on undergraduate program innovation.

Details

International Journal of Educational Management, vol. 36 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 4 May 2022

Even Elias Edvardsen, Eline Fjærestad Dalseth, Susanne Grødem Johnson, Linda Stigen, Gry Mørk, Trine A. Magne, Astrid Gramstad, Milada Cvancarova Småstuen and Tore Bonsaksen

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The…

Abstract

Purpose

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The purpose of this study was to explore changes in occupational therapy students’ preferences for teaching and courses across the three-year study program.

Design/methodology/approach

A total of 263 students participated in a longitudinal study, where preferences were measured with the Approaches and Study Skills Inventory for Students. The data were analyzed with linear mixed effect models for repeated measures.

Findings

The results indicated no significant changes in preferences for courses and teaching over the three-year period. Also, there were no significant differences between the six involved study programs. Preferences for the courses and teaching type “supporting understanding” were associated with higher age and higher study effort. Preferences for the courses and teaching type “transmitting information” were associated with lower age and female gender.

Originality/value

In summary, the findings of this study suggest that preferences for teaching and courses are stable and may be challenging to alter during a three-year undergraduate study program.

Details

Irish Journal of Occupational Therapy, vol. 50 no. 1
Type: Research Article
ISSN: 2398-8819

Keywords

Article
Publication date: 11 April 2022

Francisco Buitrago-Florez, Mario Sanchez, Vanessa Pérez Romanello, Carola Hernandez and Marcela Hernández Hoyos

Numerous challenges in education emerge as our technology-driven society rapidly evolves and manifests more exigent requirements from engineering professionals. Higher…

Abstract

Purpose

Numerous challenges in education emerge as our technology-driven society rapidly evolves and manifests more exigent requirements from engineering professionals. Higher education, nonetheless, seems to adapt to such requirements at an unequal speed, generating some tensions between industry and higher education institutions. The purpose of this paper is to share the experiences obtained through a process of assessment and redesign of a large enrollment course of programming from which the authors developed a systematic approach for course design/redesign.

Design/methodology/approach

A mixed method approach was deployed for data gathering and evaluation, consisting of close-ended surveys, open-ended questionnaires, information matrices and state of the art compilation. Triangulation of the information offered clear data about the necessity of curriculum redesign; therefore, a new programming course curriculum encompassed with relevant necessities in engineering and science was developed.

Findings

The authors produced a coherent and dynamic systematic path for assessment and design/redesign of course curriculum, which the authors find extremely helpful to improve negotiation processes inside higher education institutions, as it can be implemented to improve any large enrollment course curricula in engineering and science.

Research limitations/implications

By following the systematic path for assessment and design/redesign of curricula the authors developed, higher education systems could embark more efficiently in the ever-challenging process of adapt their courses and programs to tackle the upcoming demands of our society.

Originality/value

So far, a systematic path for assessment and design/redesign of course curriculum was not published, and it supports the improvement of pedagogical approaches in academic institutions.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 3 May 2022

Corlia Joynt

This study aims to provide a thick description of a four-day bridging course in introductory accounting presented before the start of a student’s first year. The course

Abstract

Purpose

This study aims to provide a thick description of a four-day bridging course in introductory accounting presented before the start of a student’s first year. The course aims to address the lack of prior accounting knowledge. The study also evaluates the effectiveness of the course using econometric techniques. Treatment effects are considered when interpreting the results.

Design/methodology/approach

This voluntary intervention used a quasi-experimental research design and quantitative techniques, including the application of propensity score matching (PSM), to isolate the treatment effect on the treated and untreated groups.

Findings

A positive and significant association is reported between attending the bridging course and performance in the first assessment.

Research limitations/implications

A bridging course in accounting offers higher educators an opportunity to ensure that students are academically better prepared when entering university. This course provides adequate prior knowledge from which a student will benefit during the first assessments, which may contribute to increased self-efficacy and retention. This intervention has social implications for students as they can interact, participate and easily transition from school to university. Social implications include learning communities that are formed at the onset of their studies.

Originality/value

Bridging courses have been presented in other disciplines with positive results but not yet in accounting. Bridging courses in accounting are viable interventions to address gaps in prior knowledge and assist with the transition from school to university. This study expands literature by demonstrating the application and interpretation of PSM in quasi-experimental designs.

Details

Meditari Accountancy Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2049-372X

Keywords

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