Search results

The youth (especially students) with their values have major influence on further value system of society in general in the future. Exploring the values and value systems focused on youth, students in the field of economic science are in the interest of this study. Pedagogical interest for the research of values among youth can be double‐natured: the authors want to find out how much students manage to adapt to validity system of a certain society, or they want to find out what values in which youth can bring to future generation as a special group of people. The aim of this research is to find out whether there are differences in the hierarchical values and the value system between the Economics university students from EFST (Croatia) and GUF (Germany) or not.

In order to find out if there are values in general and also a value system of the youth, the research was conducted using questionnaires at Universities in Split and Frankfurt. The questionnaire was constructed based on psychometric Likert‐analytical methods. The collected statistical data are entered and stored in the file of the statistical package SPSS.

The value system of the youth is an important indicator for a specific trend of the society, because young people represent the future backbone of the society. The current situation in society affects the formation of confounding value attitudes to a greater or lesser impact on the actual behavior of young people. Based on obtained results it can be concluded that the Economics students of the University of Split and Frankfurt have a statistically significant difference in the assignment of significance values and the value system as a whole.

This study primarily examines the value systems of students who live in very different social environment. Social environment has affected their value system.

Using the data from PISA (Program for International Student Assessment), we compare the ways in which families and schools influence educational achievement among 15-year-olds between four Asian countries (Hong Kong, Korea, Indonesia, and Thailand) and four Latin American countries (Argentina, Chile, Mexico, and Peru). We find that family socioeconomic status (SES) affects student achievement considerably more in Latin America than in Asia. Compared to the relatively weak impacts of family SES in Asian countries, however, parental communication with children plays an important role in fostering achievement. The most evident difference between the two regions is the extent of school differentiation along family socioeconomic backgrounds. The extent to which students’ individual and family characteristics account for between-school variance in student performance is substantially larger in Latin America than in Asia. Although the overall degree of students’ sense of belonging at their school is significantly associated with increased student achievement in all eight countries, school climate factors are more relevant for student learning in Asian education than in Latin American education.

We explore the extent to which schools manipulate the composition of students in the test-taking pool in order to maximize ratings under Texas’ accountability system in the 1990s. We first derive predictions from a static model of administrators’ incentives given the structure of the ratings criteria, and then test these predictions by comparing differential changes in exemption rates across student subgroups within campuses and across campuses and regimes. Our analyses uncover evidence of a moderate degree of strategic behavior, so that there is some tension between designing systems that account for heterogeneity in student populations and that are manipulation-free.

Despite an emerging trend in the higher education sector toward sustainable campuses, comparative analyses that span multiple themes across multiple campuses are still limited. The purpose of this paper is to reduce such a gap by comparing universities that are members of the International Sustainable Campus Network across themes that are related to environmental quality.

In total, 34 universities are included in the sample. Indicators are systematically reviewed and clustered into ten themes. Common indicators (CIs) are identified in seven themes for at least seven and at most 20 campuses. At the absence of CIs, the given theme is assessed based on the measures applied. The results indicate the average levels of performance in the sample and/or the scope of the measures that are undertaken.

According to related values, an average campus spent 233,402 MWh of energy in buildings, 838,317 m³ of water on campus, generated 4,442 tonnes of waste, and emitted 75,354 tonnes of CO₂ emissions. The average recycling rate was 50 percent, the average single occupancy vehicle rate in campus commuting was 34 percent, and on average, there were 152 sustainability-oriented courses. Best practices from the measures included energy audits for data centers, retrofit of water intense laboratories, and on-site renewable energy projects.

In addition, a unified monitoring framework is proposed to improve subsequent comparative analyses of campuses. Universities must focus on the use of the campus as a living laboratory to guide society toward a more sustainable future.

The purpose of this paper was to ask librarian Rachel Mulvihill (Head of Teaching and Engagement) and colleagues at University of Central Florida libraries about the Foundations of Excellence Transfer Initiative, an extensive, university-wide self-study program examining their transfer student needs for success and retention. University librarians participated in Foundational Dimensions groups in the first year of the program and with action groups in the second year.

This is an interview.

Participation in campus-wide initiatives to reach transfer students improved the libraries’ image in the university system, strengthened inter-department connections and supported the success of transfer students. Developing personal connections with transfer students and understanding your school’s transfer population needs and dialogues with feeder school can help libraries better support their student populations.

The integration of library staff into a system-wide transfer-student assessment program is rare, if not unique.

This paper aims to describe a case study illustrating the systematic approach librarians used to develop of an information literacy mobile application (app) prototype that aids students in performing research tasks “on the go”.

The initial findings from a student survey on technology use indicated the value of an information literacy mobile application. The analysis, design, development, implementation and evaluation approach was used to develop the app. Alpha and small-scale usability testing was performed to evaluate the prototype’s readiness for deployment.

The survey analysis indicated that students were not using mobile devices as expected for library related tasks. Student suggestions for improving their library experiences included mobile access to the libraries’ digital collection, mobile reference support and an application that assisted them in effectively using these resources. Usability studies indicated a positive response to the app and its readiness for beta testing among the inclusive student population.

To the author’s knowledge, this is the first native information literacy mobile application whose aim is to help students with research on the go. The step-by-step approach used for each phase of development, as well as the implications for success, may serve as a model for libraries’ seeking to enhance their mobile resources.

Numerous attempts have been made to link a particular learning style to either a particular culture, gender, or even a generation. In a typically heterogeneous online class, it is impossible to address every participant's culture or the degree of assimilation to a particular culture. Consequently, the aim of this paper is to recommend strategies on how to address numerous learning styles in a culturally sensitive classroom environment.

Currently, a literature review of publications in English has been concluded. An upcoming case study at an online university might corroborate the findings.

There are many variations of an instructor's cultural background interacting with the diverse cultures of students in an online university situated in a particular local culture. Consequently, it is prudent to offer a variety of learning opportunities. The more learning styles are accommodated, the higher the chances that learning occurs. Compared with a traditional face‐to‐face classroom where choices between learning options have to be made due to time constraints, the online classroom offers the opportunity to provide a variety of learning opportunities.

The paper presents a variety of learning opportunities that can be considered in the development of online courses. The suggestions are not bound to a particular generation, culture, or gender but are just plain good online teaching that applies to a heterogeneous – just as much as to a homogeneous – student population.

Online learning is spreading in numbers as well as globally. This paper hopes to avoid “colonization” of online learning but to support cultural affirmation within the online learning environment.

The purpose of this paper is to discuss the design and implementation of an information literacy program for the Faculties of Science and Engineering at McGill University.

Borrowing from the literature and Bloom's Taxonomy of Educational Objectives, a theoretical approach to audience characterization is used to generate learning outcomes aligned with American Library Association Information Literacy Standards for Science and Technology.

Results suggest that a learner‐centered program, addressing potential gaps between perceived and actual skills and needs, is well‐received by the student population.

This study, primarily focused on the description of a program, provides timely and useful information to academic librarians.

Nowadays, networks are the basic core of social organization and interaction; consequently, networking has become an indispensable requirement in today's societies. In education, the development of different types of collaborative networks has been observed, leading, in recent years, to the creation of educational macro-networks that generate links between schools and different types of institutions. Therefore, this study consists of a systematic review to examine the most relevant findings on this type of educational macro-networks. The authors’ objectives were: to examine the main characteristics of this type of networks; to analyze the consequences they cause; and to determine which aspects contribute to or hinder their construction and development.

A bibliographic search was carried out in Web of Science, SCOPUS and Education Resources Information Center, which yielded a total of 29 studies that were analyzed thematically using Nvivo software.

Among the most noteworthy results are: the wide variety of existing structures; the benefits they generate in terms of learning outcomes, educational equity and the reduction of inequalities; and the influence exerted by the type of leadership and policies in the development of this macro-networks. Finally, future lines of research and policy implications for practice are highlighted.

In this society, networks have become the basic core of an organization and the new form of social interaction. As a result, networks have begun to play a fundamental role in today's societies, even permeating various spheres such as education. In this context, it is essential to analyse this type of relationship in the field of education in order to truly understand its implications in this sector as well as its development and structure.