Hasil untuk "Education"

J. Frank, L. Snell, O. Cate et al.

K. Mann, J. Gordon, A. MacLeod

J. Ruiz, M. Mintzer, R. Leipzig

E. Brantlinger, Robert T. Jiménez, J. Klingner et al.

K. Glanz, F. Lewis, B. Rimer

M. Prosser, K. Trigwell

J. Banks

M. Nussbaum

Kathleen V. Hoover-dempsey, H. Sandler

J. Banks, C. Banks

R. Slavin

Scientific

L. Pritchett, L. Pritchett

Cross-national data show no association between increases in human capital attributable to the rising educational attainment of the labor force and the rate of growth of output per worker. This implies that the association of educational capital growth with conventional measures of total factor production is large, strongly statistically significant, and negative. These are 'on average' results, derived from imposing a constant coefficient. However, the development impact of education varied widely across countries and has fallen short of expectations for three possible reasons. First, the institutional/governance environment could have been sufficiently perverse that the accumulation of educational capital lowered economic growth. Second, marginal returns to education could have fallen rapidly as the supply of educated labor expanded while demand remained stagnant. Third, educational quality could have been so low that years of schooling created no human capital. The extent and mix of these three phenomena vary from country to country in explaining the actual economic impact of education, or the lack thereof.

E. Liguori, Christoph Winkler

Without question, the global spread of COVID-19 poses a challenge to the higher education landscape at a magnitude we have not seen since the emergence of technology supported and online instruction. The impact of this hits entrepreneurship education classrooms especially hard. Thus, in this editorial, we discuss how the pandemic is impacting entrepreneurship education globally and call for additional scholarship and the development of additional resources for online entrepreneurship education.

M. Chankseliani, T. McCowan

This special issue of Higher Education focuses on higher education and the Sustainable Development Goals (SDGs). The 17 SDGs adopted by all United Nations member states in 2015 cover a broad range of issues related to socio-economic, environmental and technological development, and apply to all of the world’s countries, and not only those normally considered to be ‘developing’ or ‘emerging’. As part of its broad remit, the SDGs expanded the focus beyond primary and secondary education to include tertiary education. This was an important move as higher education was missing from the international development agenda as evidenced by previous sets of development goals—the Millennium Development Goals and Education for All. One of these goals—SDG 4—calls for equal access to tertiary education, including university, as part of the promotion of lifelong learning opportunities for all. Yet, universities have another important role in the SDGs, as a driver for the achievement of the full set of goals, through their role in human formation, knowledge production and innovation. This special issue builds on the existing scarce literature (Aarts et al. 2020; Castells 1994; McCowan 2016, 2019; Milton & Barakat 2016; Neave et al. 2000; Owens 2017; Schendel & McCowan 2015) to examine this latter, and less commonly discussed, role of higher education in addressing the SDGs. University as an institution has a long history, starting as an educational establishment, later assuming the knowledge creating (research) function and more recently the so-called third mission (engagement). In most contexts, universities were for the elites, educating them for religious, professional or administrative occupations. With the expansion of higher education participation, university has acquired a larger potential for contributing to societal development. Teachers, doctors, engineers, among other professionals, obtain academic education at a higher level to practice their professions and support societies. Furthermore, universities undertake fundamental and applied research in sciences and humanities to improve our understanding of life. There exist diverse exemplars of universities’ innovative engagement with the global challenges, such as the University of Pretoria’s (South Africa) strategy to use research for addressing societal problems across the continent, with a focus on food security. Another example is the Ahfad University for Women (Sudan) which provides a holistic experience through academic courses, research, on-the-job training and community extension activities

P. Iyer, K. Aziz, D. Ojcius

Dental institutions in the United States are reeling from the consequences of the novel SARS-CoV2 coronavirus, the causative agent of CODIV-19. As oral health care providers, we have been trained on prevention of aerosol transmissible diseases, but we are still grappling with many unknown factors regarding COVID-19. While the Centers for Disease Control and Prevention (CDC), American Dental Association (ADA), and local state agencies are releasing updates on guidelines for dentists and patients, no official information exists for dental institutions on how to effectively follow the recommended guidelines including "shelter in place" with social distancing to protect students, faculty, staff, and patients, and still ensure continuity of dental education. This article discusses the challenges that we face currently and offers some simple strategies to bridge the gaps in dental education to overcome this emergency.

P. Paudel

The pandemic COVID-19 has forcefully shifted the mode of teaching and learning from only face to face to online in the higher education of Nepal, which is new experiences and practices for many of the teachers and students. In this context, this study investigated teachers’ and learners’ perspectives on online education in relation to its benefits, challenges and strategies during and after COVID-19 in higher education of Nepal. To achieve this objective, online survey research design was employed. Survey questionnaire were used in the study to determine the perspectives of 280 teachers and students from five universities of Nepal. The results showed that the participants experienced online education beneficial primarily for promoting online research, connecting the practitioners to the global community and getting huge and authentic resource of knowledge though they have found time-management skills, more freedom to the teachers and learners, and   reliable internet at workplace as the extreme challenges. The research also revealed time management skills, technological prepared and computer literate are the basic qualities for the practitioners who want to have online education. The participants suggested that ICT policy should be clear and courses should be developed accordingly. Only online mode of teaching and learning in the context of Nepal cannot be effective so the participants preferred blended learning. The findings of the research indicated that online education can be an alternative means of traditional education. Thus, if blended approach is implemented, the education process would be more effective and successful in the contexts like Nepal.

G. Longhurst, Danya M. Stone, K. Dulohery et al.

The Covid‐19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face‐to‐face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three‐dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.

Irene-Angelica Chounta, Emanuele Bardone, Aet Raudsep et al.

H. Rahiman, Rashmi Kodikal

Abstract Global businesses are actively embracing Industry 4.0 and digital transformation. Simultaneously, the education sector is leveraging digital tools to foster personalized learning and equity. Universities transcending borders and students becoming increasingly global have opened new frontiers through the use of artificial intelligence (AI)-based tools in education. Since the role of AI is inevitable in future education, current research aims to identify the level of awareness of faculty members on the applicability and adoption of artificial intelligence. The study also intended to discover how AI enhanced their learning experience and impacted the degree of work engagement of teachers in higher education. A cluster and multi-stage sampling method was employed to select 250 faculty members from QS (Quacquarelli Symonds) ranked institutions operating in hybrid education modes. Utilizing a quantitative research approach and a structural equation model, factors influencing AI adoption in this context were explored. The findings revealed that AI implementation led to the evolution of robust evaluation and assessment methods, resulting in heightened faculty engagement levels. The study identified that perceived risk, performance expectancy, and awareness play significant roles in influencing work engagement and the adoption of AI within the higher education system through mediating variables, specifically attitude, and behavior.