Search results

The millennial students are disengaged in the current classrooms. Hence, there is a definite need to evaluate and compare the current learning tools. The purpose of this paper is to assess the effects of three learning tools – listening, structured doodling and note-taking – on recall ability of students in the classroom. The authors have specifically compared the effect of Andrade’s (2010) and Boggs et al.’s (2017) structured doodling condition (i.e. shading in shapes) vis-à-vis note-taking and listening.

An experimental research design was used for the study where three groups of around 40 participants each were created. The participants were Indian students (72 males and 48 females) who were undergraduates at NMIMS University, Navi Mumbai. Each group experienced all the three learning methods that are listening, note-taking and structured doodling. It was a 3×3 mixed model design. Listening, note-taking and structured doodling were compared on recall ability. This was assessed using a questionnaire extracted from Boggs et al.’s (2017) study and a self-designed evaluation sheet.

Across all three groups, structured doodling and note-taking had a higher impact on recall ability than the traditional method. However, the difference in the impact of note-taking and doodling on recall ability was not practically very large. The current finding assumes higher significance in the Indian education set up as Indian students are accustomed to note-taking as a learning tool yet structured doodling had a statistically analogous effect on recall ability compared to a systematically documented note-taking. Hence, a future direction could be to assess the impact of a blended learning tool that utilizes both note-taking and doodling or note-taking through doodling.

First, the authors did not capture doodling habits of the students. Second, the study limits itself to a small sample size of 120 management graduates. The study can be extended to other disciplines like science and technology and also on how the higher engagement learning tools can be utilized in the normal environs of a course in a classroom. A future direction of the study can be to engage students in an activity as long as a regular lecture of about 60 min. A fusion of learning tools that effectively combines note-taking and doodling can be suggested to enhance recall ability and classroom engagement.

Higher order learning tools characteristically require technologically advanced infrastructure setups. In developing economies like India, most educational institutes may not have access to technologically advanced classrooms; hence, the implementation of higher engagement learning tools becomes a huge challenge. The endeavor in this study has been to study the impact and effectiveness of learning tools like doodling and note-taking which do not inherently call for access to advanced technology.

In today’s age of globalization, emerging economies like India are seen to be taking center stage. Thus, ensuring that Indian education system is geared up to train students to compete globally and in the same vein, these students have access to higher engagement learning tools – the absolute need of the hour. Hence, the current research aims to bridge the gap between global education innovations and Indian classroom teaching method implementation.

The research has assessed the effectiveness of three different learning tools, namely – listening, note-taking and structured doodling – in Indian higher education setup. The current research is in harmony with the current literature and would function as an adaptation and augmentation of Andrade’s (2010) and Boggs et al. (2017) studies. A very scanty research body on understanding the impact of learning tools on recall ability exists in the Indian education setup. Current research will act as a bridge between global path breaking education research and implementation of in-class teaching methods in Indian higher education.

This study aims to determine whether different perceptions based on a learner’s characteristics of age, gender, ethnicity, and duration of stay in Australia provide an explanation of teaching performance evaluations. Perceptions determine interpersonal behaviour (including communication and motivation)and the way a learner believes that they are going to be assessed by the teacher. Thereby, this will impact on a student’s formal evaluation of teaching performance through a student survey of teaching (SST). This study considers the existence of ethnic and gender bias in postgraduate students undertaking accounting‐related courses. The study applies a combination of quantitative online and offline surveys which include SST data and additional questions identifying demographic data to demonstrate that a learner’s evaluation of teaching performance is influenced by the learner’s perceptions. Whilst there were no significant findings related to gender, we identified that students from certain ethnic backgrounds and citizenship, had different perceptions of a teacher’s performance. In addition we identified age and duration of stay in Australia as two demographic elements which were also statistically significant.

Across the United States, Native Americans ¹ are often underrepresented in gifted and talented programs. The education publications tend to be replete with literature focused on their general failures and challenges in general education, and little attention is placed on those students who are currently in gifted education programs or have the potential for such advanced academic services. This chapter focuses specifically on the underrepresentation of Native American students in gifted programs and how educators could better identify and service this student population in gifted education.

Open access is a new scholarly publishing model that has appeared in place of the commercial publishing model. The aim of this study was to investigate the level of awareness, use and attitudes of the Indian students in higher educational institutions about scholarly open access.

Survey method was used in the study. The sample population of the study was 212 Indian students belonging to different higher educational institutions in India.

The results of the study reveal a gloomy picture about the open access (OA) awareness and use among Indian students. Unfamiliarity with the OA journals and high publication fee were the main obstacles for the students not to publish in OA journals. However, a majority of the students reported their willingness to publish in OA journals in future if the obstacles are removed. A very meager ratio of the respondents had published in OA journals so far. In addition, motivational factors for publishing in OA journals were also taken into consideration, and respondent's indicated winning research grants, great impact and higher citations as main factors to publish in OA journals.

This study is geographically limited to the students of the higher educational institutions located in India.

This study will help to understand the involvement and behavior of the Indian students toward scholarly open access. The study will also guide what measures need to be taken in the take up of open access movement.

Institutional repositories appeared to be relatively a novel term for the respondents, and in order to get the citation advantages and higher visibility, librarians can make an effort to persuade students to publish their research work in open access journals and institutional/subject repositories. The study recommends that institutions need to take appropriate measures to inform students about the importance and overall benefits associated with using of OA platforms in their scholarly work.

By the mid-19th century the British colonial state introduced liberal education to India. Amongst various disciplines, political economy illustrates the concerns of the colonial state with the education of Indians, and its anxiety with quelling political discontentment. The emerging Indian nationalist intelligentsia also utilized ideas from classical political economy, first taught in educational institutions, to critique colonial policy and proposed the development of “Indian Economics”, suited to national economic interests. This paper explores the development of political economy as a specific knowledge form in Calcutta University and Bombay University, and its connection with colonial educational policy^.

This study relies primarily on university records and the proceedings of the Education Department to bring out the politically sensitive nature of the teaching of economics in colonial India.

The study finds that political economy grew from being a minor part of the overall university syllabi to becoming part of the first university departments created in early-20th-century India. The government and nationalist forces both found the discipline to be relevant to their respective agendas. The circulation of knowledge theoretical framework is found to be relevant here.

The history of political economy in Indian universities, especially during the 19th century, has not been dealt with in any detail. This study tries to fill this gap. The close connection between politics and the teaching of economics has also not been studied closely, which this paper does.

Since the spread of mass education around the world in the mid- to late-twentieth century, teacher quality has been heralded as the key factor to improve education quality nationwide. National education systems worldwide are also engaged in ongoing and often high stakes cross-national comparisons. As a result, policy-makers and educators in most national education systems are looking at and implementing new ways to improve education overall by raising teacher quality levels, and India is no exception. In India, teacher quality is publicly blamed for both perceived low education quality and demonstrated low average student performance, especially following Indian students’ performance on the 2009 Programme for International Student Assessment. Indian education policy-makers are, therefore, looking at teacher quality as a key factor to improve student performance. Little is known about the impact or implementation of Indian policy frameworks on teacher quality and associated student outcomes in India. This introductory chapter identifies and analyzes various measures of teacher quality and how teacher quality varies in India both in response to and in spite of national policies related to teacher quality. It begins by providing evidence regarding the global importance of teacher quality on student outcomes and then addresses the ambiguity of the term “teacher quality.” This chapter then briefly discussed national education policy in India and the role teacher quality has played in these national policies, especially in the early twenty-first century, including NCF 2005, NCFTE 2009, Draft NPE 2016, Draft NPE 2019, and NPE 2020.

Case-based classroom teaching-learning process (hereafter, case method) has provided a very productive teaching-learning environment for a long time. In the case method, students are expected to meet some prerequisites, such as reading and analyzing the case in advance, listening to the classroom discussion and actively participating in the discussion. However, it is frequently reported in Indian business schools that students do not prepare the assigned case before the scheduled class. The under-preparation of cases results in low-quality discussion, high absenteeism, passive attitude and lack of energy.

This study modeled the case method using an IGEO (input-guide-enablers-output, commonly used in any process modeling) framework to identify challenges in the case-based classroom teaching-learning process. A novel customized classroom teaching-learning process called the EPDE (explain, practice, discuss, explore) method replaced the case method. These two teaching-learning processes were used for teaching two groups of MBA students.

The novel EPDE method effectively addressed the case method challenges. It resulted in better learning outcomes in the Indian B-school context.

The purpose of the study is to examine the impact of an alternative to the traditional case study method in a college classroom among MBA students. Two points make this study original and unique: (1) The IGOE process modeling framework is used to model teaching-learning processes, such as the case and EPDE methods. Using IGOE for teaching-learning processes is unique and is not available in the literature and (2) the EPDE method is a novel concept.

The paper aims to understand how resource constraints are addressed in the development of a marketing strategy by a social enterprise.

The authors have used an in-depth case study of collaboration between a Finnish university and an Indian social enterprise as the methodology for the research in which the data were collected over a period of two years. The data involve semi-structured interviews, field notes and student reports.

The authors propose bricolage as a method of marketing ingenuity in resource-constrained social enterprises. Network bricolage and entrepreneurship education bricolage were identified as two mechanisms adopted to address resource constraints in the early stage of the development of a social enterprise. Further studies need to be conducted to test the applicability of network bricolage among a variety of small and medium-sized enterprises and start-ups. Bricolage could be explored in more detail as an alternative to resource leveraging to understand the marketing activities of social businesses in their initial stages.

Network bricolage is a type of bricolage in which an entrepreneur utilizes existing personal and professional networks as a resource at hand. Although networking and resource leveraging imply that the founders of an organization pursue resources from previously unknown people, network bricolage involves already known contacts of the entrepreneur.

Another type of bricolage that observed by the authors was entrepreneurship education bricolage. A combination of students, business mentors and university resources such as faculty members was utilized as an ingenuity mechanism to develop creative solutions for a shortage of marketing resources.

The theoretical framework of entrepreneurial bricolage is applied in the context of the marketing of a social enterprise.

Ukraine hosts thousands of international students for educational tourism, of which more than 18,000 Indian medical students were compelled to escape Ukraine under emergency conditions of war. This paper aims to examine their intention to return to Ukraine to complete their education based on an integrated theory of planned behaviour (TPB) framework with added constructs, i.e. risk perception, career anxiety, rescue and relief memory.

The data were collected from 26 February 2022 to 30 June 2022 in two phases and two modes. It was ensured that the respondents were strictly confined to Indian medical students who had travelled to Ukraine for educational tourism. SPSS 25 and AMOS 23.0 were used to analyse the data. The hypotheses proposed were statistically tested.

The analysis reveals that the extended TPB model resulted in a strong model and the empirical findings corroborate that the students’ attitude, subjective norms, perceived behavioural control and career anxiety significantly and positively influence the students’ revisit intention (RI) while risk perception and rescue and relief memory have a negative influence on the RI.

The study provides timely insights and implications to the Ukrainian tourism industry, particularly educational tourism business and medical institutions under the present turmoil, which can also act as blueprint research for destinations with a similar unstable political background.

The primary value of this research work is that it provides an understanding of the intention of medical students (educational tourists) towards revisiting the war-hit destination of Ukraine.

Branch campuses and other types of partnerships are becoming increasingly common where a degree provider starts offering a programme in another nation. The aim of this paper is to focus specifically on the student and staff experience of learning in UK degree programmes operating in India.

The methodology followed for this study was qualitative. Open‐ended responses were invited from students and members of faculty about their experiences from two UK degree programmes in India. The data were analysed by using open coding which led to the identification of major categories.

Students expressed high level of satisfaction related to the internal environment particularly the quality of education provided by a foreign degree. But they also worry about the regulatory environment, branding and industry linkages of such programmes.

One of the most obvious limitations of this research is that the results cannot be generalized. The satisfaction with the academic engagement expressed by the students and the faculty could be due the strong systems put in place by these specific partnerships and not a generic feature of transnational partnerships.

This paper highlights that the educational issues important in the host nation may be different to the home nation. So equivalence of degrees or even rankings in the home country may not automatically get transferred in the host nation.

Student and faculty experience of learning in a foreign degree programme without leaving their country is underreported in the literature. To the best of the author's knowledge no work exists on the foreign degree programmes existing in India and this paper is the first attempt to research the issues related to transnational education in India.