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1 – 10 of 92Rodney Coombridge and Shaima Alansari
This case study describe how Bahrain Polytechnic maintains academic quality while responding to students’ expectations that prior learning will be recognized in a competitive…
Abstract
This case study describe how Bahrain Polytechnic maintains academic quality while responding to students’ expectations that prior learning will be recognized in a competitive market. Although recognising prior learning is important for enhancing the student experience, Higher Education Institutions (HEI’s) need confidence in the quality of transferring students prior learning. Bahrain Polytechnic differ from other HEI’s in the Kingdom of Bahrain in that it delivers applied, professional and technical qualifications. Graduates are expected to be work-ready; confident and competent, aware of what is expected of them in the professional world, and able to perform to their full potential (Bahrain Polytechnic, 2017). Programmes, qualifications and courses, and the underlying methodology of how they are delivered are developed in consultation with businesses, industries, professions, international education and training institutions to ensure that Bahrain Polytechnic graduates meet the needs of the labour market, thus supplying Bahrain’s economy with a source of highly skilled graduates. This enforces the use of a unique teaching and learning philosophy represented in Problem-based Learning (PBL) (Bahrain Polytechnic, 2017). Therefore, Bahrain Polytechnic need to be very cautious when assessing any RPL application. This paper identifies student mobility and internationalization as important and legitimate issues for both individual institutions and for educational quality assurance bodies. It then focuses on the Bahrain Polytechnic’s approach in acknowledging students prior learning through formal education. Following significant internal consultation, Bahrain Polytechnic has developed a more robust process for awarding credits/ exemptions to students based on formal education in other approved HEI’s.
Ben Alexander, Sean Owen and Cliff B. Thames
This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from…
Abstract
Purpose
This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.
Design/methodology/approach
This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.
Findings
The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.
Originality/value
These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.
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Jeff Ritchie, Emma Lythgoe and John Donovan
Starting in the late 1950s with the creation of the National Council of University Research Administrators (NCURA), followed by the formation of other professional organisations…
Abstract
Starting in the late 1950s with the creation of the National Council of University Research Administrators (NCURA), followed by the formation of other professional organisations both in the USA and Europe, there was a growing sense that research management was indeed a profession. One goal was the creation of professional standards that would lead to a standard training curriculum and, ultimately, a professional credential, and there have been many attempts at developing research administration certification. Now, in the US, accreditation through the Research Administrators Certification Council (RACC) exam has become ubiquitous, whereas in other parts of the world, certification by portfolio is more common. This chapter will compare and contrast the salient features of certification, certificates, and degree programs in research administration and review their development and growth over the past 30 years. The chapter will discuss their relative merits and how they work to advance the profession of research administration.
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Joclarisse Espiritu Albia and Sheng-Ju Chan
Regionalisation in education has gained increased interest and importance because of the increasing collaborations among neighbouring nations. Definitions of the term vary, and…
Abstract
Purpose
Regionalisation in education has gained increased interest and importance because of the increasing collaborations among neighbouring nations. Definitions of the term vary, and more so the regionalisation practices and initiatives of higher educational institutions. In the Philippines, the emphasis on regionalisation has become even more pronounced with the Association of Southeast Asian Nations (ASEAN) Integration Vision. This vision of the ASEAN is geared towards enhancing regional collaboration and the creation of an ASEAN identity and puts education at the forefront, considering it as a strategic objective to achieve the region’s development agenda of economic, social and cultural growth. It becomes of paramount importance then to examine how regionalisation in education is understood by university constituents, its manifestations in terms of institutional activities and especially, how the ASEAN Integration shapes these initiatives and constructions of regionalisation. The paper aims to discuss these issues.
Design/methodology/approach
Using a multiple case study design that looked at three higher education institutions (HEIs) in the Philippines, this study found that regionalisation is associated and interchanged with internationalisation in terms of purpose, goal and activities, but is differentiated in dimensions of geographical location and orientation.
Findings
Institutional initiatives pertaining to regionalisation were largely functional and mostly open and soft collaborations. The ASEAN Integration creates an ASEAN-centric consciousness, and functions as an opportunity for expanding partnerships, institutional niches and programmatic initiatives; and for legitimising regionalisation and internationalisation goals.
Originality/value
These definitions and approaches to regionalisation have significant policy implications as HEIs strive to respond to the challenges of the Integration.
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Huikang Li, Yaoting Sun, Min Yang and Zhihui Wei
Nowadays, the construction of lifelong education system has become the common trend of educational development in many countries. In China, credit accumulation and transfer as one…
Abstract
Nowadays, the construction of lifelong education system has become the common trend of educational development in many countries. In China, credit accumulation and transfer as one of the effective measures to promote the lifelong education system was proposed in the National Medium and Long-term Educational Reform and Development Plan (2010 – 2020). It certainly poses a new opportunity and challenge to open universities in China, most of which are in transition from TV and radio universities and expected to play more important roles in the construction of lifelong education system in China. The paper presents the initial research and practice of Shanghai Academic Credit Transfer and Accumulation Bank for Lifelong Education (SHCB), which is led by Shanghai Municipal Education Commission and operated by Shanghai Open University as one of the initiatives of open universities in China since 2010. Focusing on continuing education for Shanghai citizens and cooperating with other universities and related institutions, SHCB has been established with the organisational structure, accreditation criteria for credits, credit accumulation and transfer system, learners' learning portfolios, technology service platform, and the detailed operating mode. By now, accreditation criteria of learner's credits of 166 courses and 139 non-degree certificates, and recognition of 541 non-degree certificates and 1549 leisure courses have been completed. SHCB has been open to the public from 24 July, 2002 to promote the exchange and transfer among the academic education, even between academic education and non-academic education, and ultimately promote the construction of the lifelong education system in Shanghai.
This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway…
Abstract
Purpose
This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway called the Early Childhood Certificate (ECC) program which reflects the National Professional Development Schools (NAPDS) Essential Guideline 4: Reflection and Innovation. The ECC program is an innovative, career-building model that leverages resources between a predominantly white regional state university, a nonprofit organization serving as a Head Start grantee, a large urban school district and community-based education settings across a Midwestern metropolitan region.
Design/methodology/approach
This descriptive narrative documents how the ECC program developed as a professional pathway for early childhood educators to scale up their skills for teaching young children while strengthening their capacities and credentials within the early childhood education (ECE) profession pipeline. The narrative includes relevant literature and examples from the field.
Findings
This paper includes a discussion of the benefits and challenges related to the design, implementation and refinement of the professional learning ECC program.
Research limitations/implications
This is a descriptive narrative. As such, generalizability is lacking. Research is needed to determine the effectiveness and sustainability of innovative teacher education programs.
Practical implications
Relevant research and lessons learned provide guidance for other school–university partnerships to consider how to meet workforce and career needs for educators in the field of ECE.
Social implications
School–university partnerships can be change agents and positively impact early childhood educators' career development.
Originality/value
This paper addresses the need for understanding how predominantly white early childhood teacher education programs can partner with schools and agencies and then together leverage resources to support workforce and career development opportunities.
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