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1 – 10 of over 11000Maleeha Ashraf, Gabriella Cagliesi, Denise Hawkes and Maryam Rab
Driven to improve the quality of higher education as an engine of growth and socio-economic development within Pakistan for 20 years, the Higher Education Commission (HEC) in…
Abstract
Driven to improve the quality of higher education as an engine of growth and socio-economic development within Pakistan for 20 years, the Higher Education Commission (HEC) in Pakistan has focused on linking academics and professional services staff with their counterparts in various countries, including the UK, US, and Australia. In collaboration with the British Council, the PAK-UK initiative has been launched to offer deeper linkages between the academics and universities in the UK and Pakistan. This paper presents statistical analysis of data collected in a British Council project highlighting the gender inequalities of the current HEC strategy. The results suggest the potential for online opportunities to help close and amend this gender gap and improve higher education in Pakistan, and the PAK-UK initiative's role in contributing more broadly to the United Nations Sustainable Development Goals.
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Undertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it…
Abstract
Purpose
Undertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it challenging undertaking a research project. This study set out to explore the experiences of a group of MBA students who recently undertook their business and management research projects as part of their MBA degree program.
Design/methodology/approach
The study was carried out in a UK higher education institution and is based on an MBA business and management research module. The purpose of the module is to enable learners to develop advanced-level independent research and critical problem-solving skills within a business context. The study adopted a qualitative approach to capture a broad mix of students' experiences and perceptions on the module. The sample includes previous MBA students on different cohorts and different nationalities.
Findings
Outcomes of the study show that though students are stretched in the business and management project process they develop a diversity of skills required in the workplace while conducting their projects. The study findings also show that the practical implications of the students' projects and progressive support from their project supervisors contribute to the successful completion of their projects and subsequent attainment of their MBA degree.
Originality/value
Outcomes of this study further reveal that undertaking business and management projects creates a rewarding learning experience for learners/students, develops confident graduates as well as enables effective applications of theory into practice.
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Solveig Cornér, Lotta Tikkanen, Henrika Anttila and Kirsi Pyhältö
This study aims to advance the understanding on individual variations in PhD candidates’ personal interest in their doctorate and supervisory and research community support, and…
Abstract
Purpose
This study aims to advance the understanding on individual variations in PhD candidates’ personal interest in their doctorate and supervisory and research community support, and several individual and structural attributes potentially having an impact on the profiles.
Design/methodology/approach
The authors explored the interrelationship between personal interest – social support profiles, and nationality, gender, research group and study status and the risk of dropping out. A total of 768 PhD candidates from a research-intensive university in Finland responded to a modified version of the cross-cultural doctoral experience survey. Latent profile analysis was used to explore the individual variations in PhD candidates’ interest and support from the supervisor and research community.
Findings
Three distinctive PhD interest-social support profiles were detected; the high interest–high support profile (74.4%, n = 570), the high interest–moderate support profile (18.2%, n = 140) and the moderate interest–moderate support profile (7.4%, n = 56). The profiles exhibited high to moderate levels of research, development and instrumental interest. Individuals in the high interest–moderate support and in the moderate interest–moderate support profiles were more prone to consider dropping out from their PhD than in the high interest–high support profile.
Originality/value
The results indicate that by cultivating PhD candidates’ interest and providing sufficient supervisory and the research community offers a means for preventing candidates from discontinuing their doctorate. Hence, building a supportive learning environment that cultivates a PhD candidate’s personal interest is likely to reduce high dropout rates among the candidates.
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Abdellah El Boubebkri and Benachour Saidi
This article intends to explore the Sub-Saharan African students' perceptions on their cross-cultural adaptation to the Moroccan society by probing into their adaptive strategies…
Abstract
Purpose
This article intends to explore the Sub-Saharan African students' perceptions on their cross-cultural adaptation to the Moroccan society by probing into their adaptive strategies adopted in order to overcome day-to-day challenges as well as factors impeding their adaptation processes. To this end, three central research questions are advanced: (1) what are the factors that influence Sub-Saharan students' cross-cultural adaptation to the Moroccan society? (2) How do Sub-Saharan students perceive the role of host communication competence, host interpersonal relationship, ethnic proximity, host receptivity and personality type in facilitating or hindering their adaptation? And (3) how do they undergo their cross-cultural adaptation to the Moroccan society?
Design/methodology/approach
The main aim of this article is to explore African Sub-Saharan students' perceptions on their adaptation to Moroccan society as well as factors affecting their adaptive experiences. Due to the complex nature of this research, opting for mixed-methods research, the combination of both qualitative and quantitative, would best serve the objective of this study. For this purpose, qualitative methods (interviews) are used to collect non-numerical data about factors that facilitate or hinder the cross-cultural adaptation of Sub-Saharan students in Morocco in the first phase, and then quantitative methods (questionnaires) are used to collect numerical data about their perceptions of their adaptation in the Moroccan society in the second phase.
Findings
The results of the present study revealed that a large number of Sub-Saran African students are well adapted to the Moroccan culture, but with discrepant degrees. Their adaptation is mainly influenced by an array of intersected factors. Firstly, the participants showed that the more they were aware of the Moroccan culture and language, the more likely they would be able to function properly and effectively in different social settings. Secondly, it was found that establishing social ties with the host members was perceived as significant for easing their adaptation due to the cultural, emotional and academic support these ties provided. Thirdly, host receptivity was perceived as an important factor that facilitated the students' cross-cultural adaptation. With the case of some participants, host receptivity, however, hindered their adaptation because they were subject to different types of discriminatory and racist behaviours by some Moroccans. Lastly, intercultural personality traits displayed in flexibility, prior cross-cultural move and intercultural empathy were found to contribute to the students' overall functional fitness in the
Originality/value
This is the first research to tackle the issue of Sub-Saharan African students' cultural adaptation in Morocco.
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Issues around informal, non-formal and formal learning, intended and unintended learning and competencies and capabilities have been considered in work-based learning (WBL)…
Abstract
Purpose
Issues around informal, non-formal and formal learning, intended and unintended learning and competencies and capabilities have been considered in work-based learning (WBL). However, demarcated modes of learning, or what can be called strategies or pedagogies of learning, associated with experience of work environments have yet to be examined. One mode of learning which has been highlighted in relation to work is reflective practice, and its centrality to learning at work has been established. But reflective practice as a core skill, and its relation to other approaches to learning and research in WBL, remains uncovered. The purpose of the present study therefore is to identify different modes of learning as they appear in the literature and to present a proto-theoretical “learning by …” model for WBL and research founded on learning by reflection.
Design/methodology/approach
Proto-theoretical modelling and qualitative descriptions of each mode of learning.
Findings
Work environments, and the higher degree WBL programmes which support them, should provide learning via every available mode of learning, thereby allowing students to find their own best orientation to learning and encourage it by any means.
Originality/value
The proto-theoretical model and 12 modes of learning applied to WBL are unique to this study. WBL provides participants of work with multiple opportunities and approaches to learn and similarly provides multiple modes through which learning can occur on the basis of knowledge and skills in reflective practice.
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Mahmoud Abdellatif and Reham Abdellatif
The purpose of this research is to improve the understanding of what constitutes a successful thesis proposal (TP) and as such enhance the quality of the TP writing in…
Abstract
Purpose
The purpose of this research is to improve the understanding of what constitutes a successful thesis proposal (TP) and as such enhance the quality of the TP writing in architecture, planning and related disciplines.
Design/methodology/approach
Based on extended personal experience and a review of relevant literature, the authors proposed a conception of a successful TP comprising 13 standard components. The conception provides specific definition/s, attributes and success rules for each component. The conception was applied for 15 years on several batches of Saudi graduate students. The implications of the conception were assessed by a students' opinion survey. An expert inquiry of experienced academics from architectural schools in nine countries was applied to validate and improve the conception.
Findings
Assessment of the proposed conception demonstrated several positive implications on students' knowledge, performance and outputs which illustrates its applicability in real life. Experts' validation of the conception and constructive remarks have enabled further improvements on the definitions, attributes and success rules of the TP components.
Research limitations/implications
The proposed TP conception with its 13 components is limited to standard problem-solving research and will differ in the case of other types such as hypothesis-based research.
Practical implications
The proposed conception is a useful directive and evaluative tool for writing and assessing thesis proposals for graduate students, academic advisors and examiners.
Social implications
The research contributes to improving the quality of thesis production process among the academic community in the built environment fields.
Originality/value
The paper is meant to alleviate the confusion and hardship caused by the absence of a consensus on what constitutes a successful TP in the fields of architecture, urban planning and related disciplines.
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Ya-Ping (Amy) Hsiao, Gerard van de Watering, Marthe Heitbrink, Helma Vlas and Mei-Shiu Chiu
In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However…
Abstract
Purpose
In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.
Design/methodology/approach
This study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.
Findings
The findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.
Originality/value
This study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.
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