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Article
Publication date: 19 April 2013

Noha Elassy

This paper aims to create a theoretical model of student involvement in the institutional quality assurance process at their universities.

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Abstract

Purpose

This paper aims to create a theoretical model of student involvement in the institutional quality assurance process at their universities.

Design/methodology/approach

The model suggested in this paper was created and developed from a critical examination of relevant literature on stakeholder involvement in decision making and quality assurance processes, regarding different disciplines.

Findings

This paper presents a theoretical model of student involvement in the institutional quality assurance with its diminutions, categories and 20 rungs of student activities. It suggests a definition of student involvement term, regarding participating in the quality assurance process at higher education institutions. The importance of involving students in quality assurance procedures has been discussed. The paper provides some international experiences about student involvement in institutional QAP depending on the categories of student involvement activities that were suggested in the theoretical model.

Originality/value

The paper reveals a comprehensive model of student involvement that allows a full understanding of the extent and nature of the activities which higher education students undertake when they involve themselves in the quality assurance process at their institution.

Details

Quality Assurance in Education, vol. 21 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 7 April 2015

Noha Elassy

– The purpose of this paper is to study the extent and the quality of student involvement in the quality assurance process (QAP) in Egyptian higher education institutions (HEIs).

Abstract

Purpose

The purpose of this paper is to study the extent and the quality of student involvement in the quality assurance process (QAP) in Egyptian higher education institutions (HEIs).

Design/methodology/approach

In this study, two qualitative methods were used to explore the extent and the quality of student involvement; these were focus groups and interviews. The aim of the study was achieved by collecting data from samples of students and staff members belonging to 14 public and private universities and institutes in Egypt.

Findings

The results indicated that students were not efficiently involved in the QAP at the Egyptian HEIs. They were involved in responding to QA-related questionnaires to a large extent in the case when the HEI was on its way to be accredited or if it was accredited already. It revealed that students were not widely involved in committees regarding QAP. They were invited to meet the external review panel members that were sent by the national accreditation body, but they did not participate in writing the self-evaluation report or even reviewing it. Three factors influencing the extent of student involvement are highlighted.

Originality/value

The paper provides an empirical insight of the extent and the quality of student involvement in Egyptian HEIs. The importance of this study comes from the fact that after the Egypt’s uprising in January 25, 2011; community pressures appeared to precede positive changes, specifically in the educational sector. From that point of time, higher education (HE) students wanted to be seen as partners in developing their HEIs. Therefore, this study introduces a set of recommendations to increase student involvement to three main Egyptian institutions; these are the ministry of HE, the national quality assurance body and the HEIs.

Details

Quality Assurance in Education, vol. 23 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 10 August 2012

Chia‐Wen Tsai

The author redesigned a course titled “Applied Information Technology: Networking” and applied online collaborative learning (CL) with initiation and self‐regulated learning (SRL…

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Abstract

Purpose

The author redesigned a course titled “Applied Information Technology: Networking” and applied online collaborative learning (CL) with initiation and self‐regulated learning (SRL) to improve studentsinvolvement in this course in an environment that is full of free online games, shopping websites, and social networking websites. The purpose of this paper is to explore the potential effects of online CL with initiation and SRL on studentsinvolvement.

Design/methodology/approach

This study designed an intervention of online CL with initiation and SRL to improve studentsinvolvement and their learning in a blended course. It is believed that this article is important to the computing field and could provide insight for teachers to design their online courses and teaching methods.

Findings

The author in this study adopted SRL in the implementation of online CL with initiation, and explored their effects on improving studentsinvolvement. The results of this empirical study report that the effects of online CL with initiation and SRL were positive, and led to the best involvement in the blended course among the three classes.

Research limitations/implications

The effects of online CL with initiation and SRL in this study were positive; however, problems of experimental validity may result from students in the comparison group being incidentally exposed to the treatment condition, having more enthusiastic teaching, being more motivated than students in the control group, etc. (Gribbons and Herman). Besides, some other contextual factors and individual behaviours might influence students’ online learning effects. For example, students’ adaptability to the online learning environments and their readiness for self‐directed learning may result in the differences of the effects among the three groups (Shen, Lee and Tsai).

Practical implications

The internet has enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer‐supported collaborative learning (CSCL) environments (Kreijns, Kirschner and Jochems). It is expected that the interventions of online teaching methods, course design, and learning activities in this study may provide a reference for teachers, particularly for blended learning computing courses.

Social implications

The results of this study report that the effects of online CL with initiation and SRL were positive, and contributed to the best involvement in the blended course among the three classes. The author further discusses the implications for schools and teachers who plan to provide online or blended learning for their students.

Originality/value

First, this study provides a scenario about how to help students collaborate and learn regularly, and improve their involvement in a blended course through online CL and SRL, particularly for computing courses. Second, this study specifies how teachers can provide initiation to help students climb the learning curve and overcome the bottlenecks typically encountered in the implementation of online CL. Third, this study is one of the first attempts to explore and demonstrate the effects of online CL with initiation and SRL in a blended course simultaneously.

Article
Publication date: 6 March 2023

Pankaj Misra, Gaurav Chopra and Preeti Bhaskar

This research work aims to study the continuous usage intention of students for digital library systems in higher learning institutions (HLI). Additionally, keeping in mind the…

Abstract

Purpose

This research work aims to study the continuous usage intention of students for digital library systems in higher learning institutions (HLI). Additionally, keeping in mind the lack of focus on academic involvement of students in existing studies, this research work attempts to examine the moderating role of academic involvement in making up the continuous usage intention for digital library systems among students at HLI.

Design/methodology/approach

Cross-sectional survey design is used in this study. Target population is students pursuing postgraduate studies and using digital library systems at private universities in the state of Uttarakhand, India. The Stratified random sampling method is used wherein each private university forms one stratum.

Findings

The results suggest that the students' continuous usage intention for digital library systems is significantly influenced by dimensions of digital library system quality, mediated by user satisfaction. Further, the level of academic involvement of students exerts moderating impact between dimensions of digital library system quality and user satisfaction; however, it d oes not exist between user satisfaction and their continuous usage intention.

Research limitations/implications

This study contributes to the literature on academic involvement of students by highlighting its importance in the process of continuous usage intention. It also proposes a holistic conceptual framework for continuous usage intention for digital library systems among students and moderating impact of academic involvement. Being cross-sectional survey-based research, this study has certain limitations. Since responses were obtained at a single point in time, variation in respondents' behaviour could not be captured.

Practical implications

The findings of the study can be helpful to the HLI, academic librarians, teachers, digital library systems service provider companies and government regulatory authorities. HLI need to put more effort into procuring subscriptions to reputed publications of e-books, e-research papers, e-magazines, e-reports, etc. for making digital library systems more beneficial for the students. Academic librarians need to be effortful towards building students' satisfaction through constantly upgrading software and systems and active interaction with students. Digital library systems service provider companies can also collaborate to customize their digital resources for different types of academic programs. The government can partnership with private companies for providing digital library systems in HLI.

Originality/value

This research work is the first of its kind in terms of studying the role of academic involvement of students for purpose of evaluating continuous usage intention for digital library systems among students studying in Indian HLI.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 January 1993

Yoram Neumann and Edith F. Neumann

Examines the relationships between five components of students′quality of learning experience (resources, content, learningflexibility, student‐faculty contact, and involvement

Abstract

Examines the relationships between five components of students′ quality of learning experience (resources, content, learning flexibility, student‐faculty contact, and involvement) and four criteria of college outcomes (students′ satisfaction with their college experience, perceived performance in college, commitment to their college and students′ grades). The major findings of this study indicate that studentsinvolvement and learning flexibility are the dominant predictors of all four students′ college outcomes, whereas resources and content are the weakest predictors. In addition, quality of learning experience indicators are effective predictors of students′ satisfaction with their college experience (R⊃2 = 0.27) and grades (R⊃2 = 0.20). Discusses the implications of these findings.

Details

International Journal of Educational Management, vol. 7 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 25 July 2011

Mario S. Torres, Nicole Poenitzsch and Jeffrey Burke

Findings from a prior study confirm schools are relying more extensively on law enforcement to police student behavior (Torres & Stefkovich, 2009). The same study suggests further…

Abstract

Findings from a prior study confirm schools are relying more extensively on law enforcement to police student behavior (Torres & Stefkovich, 2009). The same study suggests further that decisions to report student offenses to law enforcement may be motivated in part by school poverty and school minority student concentration. These findings are concerning in light of the NAACP's suggestion that disciplinary action may be overly harsh in schools serving large populations of children of color. Minimal research however has examined the effect of policy interventions (e.g., prevention training) and community involvement (e.g., engagement) in minimizing the likelihood student offenses are criminalized. Using the NCES School Survey on Crime and Safety (2000), policy involvement in student discipline is explored by schools’ action in mitigating/resolving problems through prevention, alternative resolution, and external involvement. Implications for ethical leadership and responsibility are explored.

Details

Leadership in Education, Corrections and Law Enforcement: A Commitment to Ethics, Equity and Excellence
Type: Book
ISBN: 978-1-78052-185-5

Article
Publication date: 14 September 2012

Pearse McCusker, Gillian MacIntyre, Ailsa Stewart and Jackie Jackson

The purpose of this study is to evaluate the effectiveness of user and carer involvement in a new one‐year postgraduate certificate course for Mental Health Officers (MHOs) in…

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Abstract

Purpose

The purpose of this study is to evaluate the effectiveness of user and carer involvement in a new one‐year postgraduate certificate course for Mental Health Officers (MHOs) in Scotland, covering the first year of its delivery (2009‐2010).

Design/methodology/approach

This was explored in two ways: first, by assessing the level of user and carer involvement against a modified framework; and second, by measuring students' confidence in working with people with mental health issues over the duration of the course, and through interviews with students and service users and documentary analysis.

Findings

The findings indicate user and carer “influence” and “partnership” over the design and delivery of the learning, teaching and assessment strategy, but no degree of “control” over any aspect of the course. Teaching provided by users and carers was associated with marked improvement in students' confidence in engaging with and upholding the rights of users and carers in the context of the MHO role. Students reported increased awareness of the lived reality of compulsory treatment. Users reported benefits from feeling they had helped facilitate future good practice.

Research limitations/implications

The research design does not allow for causal links to be made between increases in student confidence and user and carer involvement.

Practical implications

The study identified substantial barriers to effective user and carer involvement but confirmed its potential as a positive change agent for post‐qualifying social work education.

Originality/value

This study contributes to the evidence base by demonstrating the value of service user and carer involvement in post qualifying social work education.

Details

The Journal of Mental Health Training, Education and Practice, vol. 7 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

Open Access
Article
Publication date: 6 November 2017

Hansani Chathurika Dassanayake, Busige Nishantha and Asanka Senevirathne

The purpose of this paper is to investigate the impact of peripheral services offered by distance education (DE) institutes on student involvement in DE and, examine whether this…

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Abstract

Purpose

The purpose of this paper is to investigate the impact of peripheral services offered by distance education (DE) institutes on student involvement in DE and, examine whether this impact is mediated by student experience quality.

Design/methodology/approach

Quantitative research approach based on cross-sectional survey design was used where data were collected using a structured questionnaire. Sample consisted of 400 undergraduates of the Open University of Sri Lanka, drawn using simple random sampling technique. Collected data were analyzed using the structural equation model.

Findings

Data analysis revealed that there is a significant direct impact of peripheral services offered by DE institutes on student involvement in the Sri Lankan context. Furthermore, it is validated that this impact is mediated by student experience quality.

Research limitations/implications

Focus of the study is only on the impact of contextual elements rather than personal or demographic factors of students which can have an important impact on their experience quality as well as involvement.

Practical implications

Findings are useful in designing and redesigning service offering and policy development by DE institutes to make their services more appealing.

Originality/value

Even though previous studies have identified student dropout and lower academic excellence as issues in DE, how service offering can be used to overcome them via student involvement has not received considerable attention. Hence, the tested conceptual model developed on multiple theories is a novel contribution to the existing knowledge base.

Details

Asian Association of Open Universities Journal, vol. 12 no. 2
Type: Research Article
ISSN: 2414-6994

Keywords

Book part
Publication date: 23 September 2009

Wendy Morrison Cavendish

The No Child Left Behind Act (NCLB) (2001) has led to widespread use of high-stakes assessment in determining graduation options for all students, including those with…

Abstract

The No Child Left Behind Act (NCLB) (2001) has led to widespread use of high-stakes assessment in determining graduation options for all students, including those with disabilities. In this chapter, we examine graduation trends in the state of Florida before and after the implementation of a high-stakes test used as a means to meet NCLB requirements and further examine specific trends in rates of graduation with a standard diploma attained by students with disabilities. As trends for students with disabilities reveal a reduction in standard diploma attainment, we discuss research related to the Individuals with Disabilities Education Improvement Act (IDEA) provisions for individualized education program (IEP) and transition planning for students with disabilities that are designed to improve students’ graduation and post-school outcomes. We discuss ways in which schools might improve student graduation rates within the context of both NCLB and IDEA. Specifically, we report findings from a study conducted in a school district in Florida that demonstrates a positive relationship between student perceptions of school's efforts to facilitate student involvement in planning (as outlined by IDEA requirements) and the likelihood of graduation with a standard diploma (based on “passing” a high-stakes test) for students both with and without disabilities. Implications for policy and practice are discussed.

Details

Policy and Practice
Type: Book
ISBN: 978-1-84855-311-8

Article
Publication date: 6 February 2018

Louisa Ha, Claire Youngnyo Joa, Itay Gabay and Kisun Kim

The purpose of this paper is to examine how college students’ social media use affects their school e-mail avoidance and campus involvement.

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Abstract

Purpose

The purpose of this paper is to examine how college students’ social media use affects their school e-mail avoidance and campus involvement.

Design/methodology/approach

The study employed face-to-face interviews and self-administered survey/quantitative data.

Findings

Communication and business students are more involved on campus and likely to use social media as the primary communication medium than other majors. Social media and text messages are not the culprits of school e-mail avoidance. University departments, student organizations, and faculty advisors’ e-mails are most likely to be avoided. Social media users can be categorized as either “instant communicators” or “online content curators.” Facebook is the only social media brand conducive to campus involvement.

Research limitations/implications

This study only used one university’s students as sample. In examining school e-mail avoidance, it only focused on the source of e-mail. The study is limited by its sole reliance on quantitative behavioral data.

Practical implications

University administrators and academic advisors need to reconsider the e-mail communication to students, target at the instant communicator social media users, and use Facebook to create a strong sense of community and campus involvement for their students. Marketers can utilize the two social media user groups in selecting social media in targeting to students.

Originality/value

The study offered empirical evidence to explain how social media affect students’ school e-mail avoidance and the role of campus media and specific social media outlet on campus involvement. It advances the knowledge of media choice of students and the social media user groups.

Details

Internet Research, vol. 28 no. 1
Type: Research Article
ISSN: 1066-2243

Keywords

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