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1 – 10 of 111
Article
Publication date: 1 December 2023

Breanne A. Kirsch

The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and…

Abstract

Purpose

The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL.

Design/methodology/approach

This quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL.

Findings

The UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi.

Research limitations/implications

This research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy.

Practical implications

Most faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy.

Originality/value

This paper is an original work describing a campus UDL initiative from a librarian's perspective.

Details

Reference Services Review, vol. 52 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 19 December 2023

Susan Gardner Archambault

Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught…

Abstract

Purpose

Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aims to explore subject-matter experts’ insights and perceptions of the knowledge components, coping behaviors and pedagogical considerations to aid faculty in teaching algorithmic literacy to postsecondary students.

Design/methodology/approach

Eleven semistructured interviews and one focus group were conducted with scholars and teachers of critical algorithm studies and related fields. A content analysis was manually performed on the transcripts using a mixture of deductive and inductive coding. Data analysis was aided by the coding software program Dedoose (2021) to determine frequency totals for occurrences of a code across all participants along with how many times specific participants mentioned a code. Then, findings were organized around the three themes of knowledge components, coping behaviors and pedagogy.

Findings

The findings suggested a set of 10 knowledge components that would contribute to students’ algorithmic literacy along with seven behaviors that students could use to help them better cope with algorithmic systems. A set of five teaching strategies also surfaced to help improve students’ algorithmic literacy.

Originality/value

This study contributes to improved pedagogy surrounding algorithmic literacy and validates existing multi-faceted conceptualizations and measurements of algorithmic literacy.

Details

Information and Learning Sciences, vol. 125 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Open Access
Article
Publication date: 16 February 2023

Omer Alrwais

The geographic information systems (GIS) sector is witnessing significant growth in recent times at the global level and in the Kingdom of Saudi Arabia at the same pace. In this…

Abstract

Purpose

The geographic information systems (GIS) sector is witnessing significant growth in recent times at the global level and in the Kingdom of Saudi Arabia at the same pace. In this research, the authors aim to measure the GIS market employability in the Kingdom of Saudi Arabia, the required skills of those seeking GIS employees, existing knowledge and abilities of graduates of relevant academic programs and gaps, if any, between the graduates and the labor market requirements in terms of GIS. Research on GIS education and GIS employability from an information system perspective is scarce; thus, this study is needed.

Design/methodology/approach

In this study, a questionnaire was distributed manually and electronically to a specific group of GIS students, teachers and employees. The questionnaire was prepared in Arabic and English language. It was distributed manually to the attendees of the 12th GIS Symposium, organized by Imam Abdulrahman Bin Faisal University at Dammam city, Saudi Arabia in April of 2018. The event is a yearly one that gathers local GIS community and outside speakers and guests. An electronic version of the questionnaire was also available and distributed via personal contacts. Responses were received until the end of 2019.

Findings

The results of 107 respondents indicates good GIS foundation (for example in topology, geospatial data processing and cartography); however, programming and business skills (namely cost benefit analysis, organizational perspective and business understanding) are lacking from Saudi GIS graduates. About 67% of respondents acknowledge directly that it is difficult to find locally qualified GIS graduates. Moreover, 55% of respondents classify GIS job candidates as underqualified. This research identifies under qualification in business competencies and computer programming skills for GIS students and workers in Saudi Arabia. This research did not find a statistically significant different response between GIS teachers and GIS employees/employers; however, students’ response was significantly different from these two groups.

Originality/value

Research on GIS education and GIS employability from an Information System perspective is scarce; thus, this study is needed. Moreover, research about this topic in Saudi Arabia and the Arabian Gulf is almost nonexistent.

Details

Arab Gulf Journal of Scientific Research, vol. 42 no. 1
Type: Research Article
ISSN: 1985-9899

Keywords

Abstract

Details

The Impact of ChatGPT on Higher Education
Type: Book
ISBN: 978-1-83797-648-5

Article
Publication date: 21 July 2023

Thomas E. Jones, Lindsay Mack and Oscar A. Gómez

As UN’s sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to…

Abstract

Purpose

As UN’s sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to investigate undergraduates’ own self-stated commitment to the SDGs and their perceived feasibility by the 2030 target.

Design/methodology/approach

A mixed-methodology approach covered quantitative and qualitative approaches facilitated by purposive selection of an Asia-Pacific HEI via a Japanese liberal arts college where a questionnaire survey was administered in Autumn 2021. Responses were monitored from freshmen students in twin courses within the same major (introduction to “Environment” and “Development” studies, respectively; n = 177) that both integrated SDGs within their respective curricula.

Findings

Students in both classes rated the SDGs as a useful learning tool but were sceptical of their feasibility by 2030. A self-stated commitment was high, especially among environment studies students. Multiple regression was run to predict SDGs commitment from gender, major, perceived SDGs’ usefulness and feasibility. These variables partially predicted SDGs commitment but only gender and major variables added statistical significance. Moreover, the same variables were less equivocal in terms of predicting the self-stated belief that the SDGs could be achieved by 2030.

Practical implications

The findings can inform instructors of students’ perceptions towards SDGs. Significant differences raise academic and applied discussion points, such as how to engage male students, for example, by setting up sustainability “business case” practicums.

Originality/value

As global HEIs grapple with effective ways to vertically integrate SDGs into a university’s curriculum, students’ opinions are often underrepresented. This paper’s originality and value address these gaps by exploring a holistic student-centric perspective on SDGs in the context of commitment. This paper also has implications for more effective cross-curricula integration of the SDGs.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

Article
Publication date: 12 December 2023

David Ernesto Salinas-Navarro, Ernesto Pacheco-Velazquez, Agatha Clarice Da Silva-Ovando, Christopher Mejia-Argueta and Mario Chong

This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design…

Abstract

Purpose

This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field.

Design/methodology/approach

This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning.

Findings

The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts.

Research limitations/implications

The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation.

Practical implications

The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students.

Social implications

The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches.

Originality/value

This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.

Details

Journal of International Education in Business, vol. 17 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 21 March 2023

Mario Marcello Pasco-Dalla-Porta, Milos Lau, Fátima Ponce-Regalado and Martha Marianella Pacheco Mariselli

Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find…

Abstract

Purpose

Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru.

Design/methodology/approach

The research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis.

Findings

The study found that a clear course structure, adequate research methods literature, good advisor–student communication and goal planning and achievement were the key determinants of the students' final grades.

Originality/value

This research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 2 January 2024

Adam Carmer, Joseph Kleypas and Marissa Orlowski

The aim of this paper is to examine the existing literature circa 2010–2023 of introductory wine education involving sensory experience components in an objective, transparent and…

Abstract

Purpose

The aim of this paper is to examine the existing literature circa 2010–2023 of introductory wine education involving sensory experience components in an objective, transparent and replicable manner. Sensory experience education normally involves the usage of the five senses (smell, taste, sight, feel and hearing) as means to demonstrate, scaffold and illuminate introductory-level wine curricula. This study identifies the methodologies used in existing in educational wine sensory experience literature, identifies the pedagogical utilities of current wine research and explores findings useful for wine educators.

Design/methodology/approach

This paper uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) for literature review reporting.

Findings

From the existing body of literature involving wine sensory experience in education (N = 20), five pedagogical utilities emerged from the dataset: wine sensory experience training (n = 7), wine sensory analysis techniques (n = 5), teaching environment (n = 5), wine and food pairing (n = 2) and psychological context (n = 1). Furthermore, experimental design is the preferred method (n = 14) of research related to wine sensory experience in education.

Practical implications

This study provides utility for wine educators at the college and university level and may provide perspective and tools for firms seeking consumer engagement through wine education.

Originality/value

To the researchers' knowledge, there are no literature reviews that explore wine sensory experience in education. Thus, the primary contributions of this study are threefold: identification of current gaps in wine education research, identification of future research questions and avenues of study, and resources for curriculum improvement of introductory wine courses.

Details

British Food Journal, vol. 126 no. 4
Type: Research Article
ISSN: 0007-070X

Keywords

Article
Publication date: 14 June 2022

Sunil Tyagi

This study aims to measure the global research landscape of the National Institute of Pharmaceutical Education and Research (NIPER) of India on a set of quantitative and…

Abstract

Purpose

This study aims to measure the global research landscape of the National Institute of Pharmaceutical Education and Research (NIPER) of India on a set of quantitative and qualitative metrics in terms of research output toward exploring research trends and give an overview of collaborative practices by researchers of NIPERs.

Design/methodology/approach

The present study has selected the Scopus database as a tool to retrieve potential publications of studied NIPERs during the last 12 years (2010–2021). NIPER-Mohali, NIPER-Hyderabad, NIPER-Ahmedabad, NIPER-Guwahati and NIPER-Kolkata have been selected for the study. The study has adopted a comprehensive search strategy to extract 3,926 publications data. VOS viewer 1.6.17, BibExcel and Microsoft Excel were used for data analysis and visualization.

Findings

The global scientific research output of NIPERs accrued 3,926 publications with an average of 327 publications per year. The retrieved publications fetched a total of 67,772 citations with an average citation impact of 17.26. There observed a steady growth of publications from 168 to 509 registered with an average growth rate of 18.44%. The mean relative growth rate and doubling time of research output are 0.26 and 2.94. The authorship patterns explore collaborative trends as most of the publications were published by multiple authors (99.39%). NIPERs have expanded their outreach to collaborate with the USA, Malaysia, Saudi Arabia, Australia and the UK to collaborate on research and regulatory reforms exhibits in the USA as a major contributor.

Originality/value

The present study is the first effort to evaluate the global research productivity of NIPERs and assess the current research trends on a set of quantitative and qualitative metrics to provide some insights into the complex dynamics of research productivity. The study’s outcome may help to identify the current research progress of NIPERs at the global level.

Details

Library Hi Tech, vol. 42 no. 1
Type: Research Article
ISSN: 0737-8831

Keywords

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