ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of a Large Group Method in an Educational Institution: The World Café versus Large Group Facilitation
Author: Fullarton, Christie
Date: 2008-11-00
Type: Journal Articles
Subjects: Educational Change,Educational Policy,Intervention,Workshops,Foreign Countries,Educational Quality,Comparative Analysis,Qualitative Research,Behavior Change,Knowledge Level,Management Systems,Total Quality Management,Strategic Planning,Tourism,Scores,Group Discussion,Administrator Education

This article reports on the use of a large group method, the World Café, compared to large group facilitation in an educational institutional setting in Oman. Change is central to many educational institutions as they aspire to ensure quality procedures and processes are implemented and maintained. One of the difficulties of introducing change within this context is the number of stakeholders involved, as well as the inherent hierarchical nature of these settings. Large group methods (LGM) are one such intervention for change that seeks to involve a maximum number of stakeholders and minimise hierarchies, while at the same time encouraging participation and creating engagement. To evaluate LGM within this setting, the study compared two different workshop techniques: one workshop was run using the LGM the World Café, while the other was conducted using large group facilitation (LGF). Results indicated that the World Café was superior to LGF in terms of increases in participant knowledge and understanding. Participants who took part in the LGM were also significantly more likely to indicate that the technique was beneficial to their learning, compared to those who took part in the LGF. Qualitative data in the form of comments also provide support for LGM. Further research is needed to assess the applicability of the findings in educational settings in other countries. Moreover, more stringent research is required to assess over time, changes in behaviours occurring following LGM, to provide further evidence as to their value in facilitating change in institutional settings.
What Determines Perseverance in Studying Science?
Author: Otrel-Cass, Kathrin
Date: 2009-11-00
Type: Journal Articles
Subjects: College Students,Student Recruitment,Academic Persistence,Science Education,Student Attitudes,Self Efficacy,STEM Education,Questionnaires,Focus Groups,Coping,Intervention,Foreign Countries,Qualitative Research,Statistical Analysis,Time Management,Study Habits,Psychological Patterns,Family School Relationship,Educational Resources,Educational Technology,Libraries,Teaching Methods

This article explores the issue of university student recruitment and retention beyond the first and second year of studying science. The research investigated the &quot;image&quot; students have of science, the demands they face in studying science and student self-efficacy, and the relative importance of these factors as perceived by 140 returning New Zealand year two science and engineering students, using questionnaires and focus group interviews. Results indicate that returning students are generally confident in their ability to cope with their science studies. However, a significant minority of students was unsure or not coping with issues such as course workloads, and findings suggest that during their first year science students need to be reassured that they are valued, and that their education is taken very seriously by the institution and their lecturers. Student commentary suggests this can be achieved by personalising lectures, ensuring personal contact with lecturers and monitoring how students are coping with the challenges and stresses that affect workload issues and subsequently their academic progress.
Museum Exhibits and Science Literacy: Using Technical Writing and Science to Make Connections among Disciplines and Communities
Author: Henning, Teresa B.
Date: 2008-00-00
Type: Journal Articles
Subjects: Museums,Scientific Literacy,Elementary School Students,Secondary School Students,College Students,Exhibits,Student Participation,Science Instruction,Technical Writing,Assignments,Student Projects,Informal Education

This article presents a model for increasing science literacy of P-16 students as well as community members by engaging university students in the design and development of university museum exhibits. While the design of this project was in large part motivated by time and budget constraints faced by the faculty members involved, the positive outcomes of the project with respect to student learning and community involvement suggest that this kind of project is highly valuable and worth repeating.
International Student Experience: What It Is, What It Means and Why It Matters
Author: Thakur, Marian
Date: 2007-11-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Educational Experience,Foreign Countries,Questionnaires,Comparative Analysis,College Graduates,Educational Attitudes,Academic Support Services,Measures (Individuals),Decision Making,Educational Policy,College Students,Instructional Effectiveness,Item Analysis

The Course Experience Questionnaire (CEQ) was administered to recent university graduates by Graduate Careers Australia (GCA) in order to obtain feedback about their perceptions of their course. Students were asked to rate the extent to which they agree with a series of 49 statements covering issues surrounding the education and support services provided by their university. Although data from international graduate students were collected, there is no commonly used standard, nor is there a systematic way, for reporting and tracking these results; and little is understood regarding the utility of the CEQ items as a scale of international student satisfaction. This article investigates the utility of two of the CEQ scales--Generic Skills and Good Teaching--and compare differences in satisfaction levels between domestic and international graduates. A better understanding of the experience of this student cohort will provide further insights, enable meaningful comparisons and allow university administrators and policy practitioners to make critical decisions in program planning and educational policy. Ultimately, our goal is the same, to enhance the international student's total experience.
It's Hard Work Learning Soft Skills: Can Client Based Projects Teach the Soft Skills Students Need and Employers Want?
Author: McCale, Christina
Date: 2008-00-00
Type: Journal Articles
Subjects: Basic Skills,Skill Development,Experiential Learning,Transitional Programs,Career Readiness,Business Administration Education,Self Efficacy,Student Attitudes,Undergraduate Students,Marketing,Classroom Techniques,Demography,Predictor Variables,Training Methods

The importance of business relevance in academia coupled with an increasingly challenging job market magnifies the importance for students to be better prepared for the marketplace. Client-based projects have been lauded for helping students gain the soft skills employers look for in entry-level employees, but little research supports this premise. This study discusses how students improved their soft skill sets, ultimately preparing them for career entry by working with business clients. This study demonstrates students benefit by not only applying the theories of marketing to a practical activity, but also by providing an opportunity to develop the skill sets needed to transition their careers.
Comparative Analysis of Student Surveys on International Student Experience in Higher Education
Author: Grebennikov, Leonid
Date: 2007-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Student Surveys,Access to Education,Student Personnel Services,Student Attitudes,Satisfaction,Expectation,Student Experience,Measures (Individuals),Questionnaires,Likert Scales,Comparative Analysis

This article seeks to contribute to the current discourse on internationalisation of higher education in Australia and to understanding and managing the increasing diversity of the student body. Its specific concern is a comparison of international versus domestic student experience regarding a range of a university's academic and general services provision. The research sample consisted of 5,090 students who participated in three University of Western Sydney (UWS) surveys in 2004-05. The results indicated that international and domestic student experience at UWS was largely similar in learning and teaching; however, overseas undergraduate students were significantly less satisfied with course outcomes, provision of facilities and resources--and access to them, than domestic students. No such differences were evident at postgraduate and research higher degree levels. One practical outcome of this study was a clear need for promotion and communication of various support services and facilities for international students, especially at the early stages of their program.
Making Cooperative Learning Work in the College Classroom: An Application of the &quot;Five Pillars&quot; of Cooperative Learning to Post-Secondary Instruction
Author: Jones, Karrie A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Cooperative Learning,College Environment,Classroom Environment,Classroom Techniques,Postsecondary Education,Teacher Educators,Curriculum Implementation,Multicultural Education,Educational Practices,Teaching Methods,Teaching Styles,Teacher Education Programs,Instructional Effectiveness,Academic Achievement,Preservice Teachers,Interaction,Accountability,Interpersonal Competence,Group Dynamics,Educational Strategies

Cooperative learning is viable yet generally underutilized method of instruction at the college level (Paulsen and Faust, 2008). This paper highlights the work of teacher educator Dr. Paul J. Vermette in his implementation of cooperative learning based practices in a graduate level Multicultural education course. In analyzing the &quot;Five Pillars&quot; of cooperative learning as outlined by Johnson, Johnson &amp; Smith (1991), this article will highlight Vermette's implementation of cooperative learning structures to this theoretical framework. Through narratives of Vermette's actual teaching, the authors will provide suggestions for implementing cooperative learning in the college classroom.
Generation Y and Higher Education: The &quot;Other&quot; Y2K
Author: Nimon, Sally
Date: 2007-11-00
Type: Journal Articles
Subjects: Higher Education,Generational Differences,Influence of Technology,Mass Media Effects,Student Characteristics,Enrollment Management,School Holding Power,Developmental Studies Programs,Developmental Stages,Foreign Countries

The technological developments of the late 20th century opened up a whole vista of possibilities, both social and professional, that transformed millions of lives around the world. However, for the Millennial Generation, or people born in or after 1980, it also had a profound effect on shaping how they view and interact with their world: their perspectives, their attitudes and their visions for the future. Some of these represent a sharp deviation from those who have preceded them, and raise a range of important issues that are already confronting employers, administrators and teachers as they enter the workforce and higher education. This article uses an integration format to explore the Australian Millennial customer of higher education at the dawn of the 21st century: how to attract them, how to retain them and how to help them negotiate and forge the brave new world of the future.
The Impact of Ranking Systems on Higher Education and Its Stakeholders
Author: Thakur, Marian
Date: 2007-00-00
Type: Journal Articles
Subjects: Reputation,Higher Education,Institutional Evaluation,Foreign Countries,Universities,Stakeholders,Periodicals,Indexes,Global Approach,Credibility,Internet,Decision Making,College Choice,Educational Quality,Criticism,Educational Planning,Institutional Advancement

The arrival of university ranking has changed the landscape of higher education all over the world and is likely to continue to influence further development nationally and internationally. This article provides an overview of rankings systems in which Australian universities feature and it goes on further to discuss the impact ranking systems have on higher education and its stakeholders. It concludes by acknowledging that ranking systems are viewed differently by different stakeholders and hence affect them in different ways. While no one ranking can be accepted as definitive, these ranking systems will remain a part of the higher education system for some time to come.
The Effect of Concept Mapping on Preservice Teachers' Reflective Practices When Making Pedagogical Decisions
Author: Blackwell, Sarah
Date: 2008-00-00
Type: Journal Articles
Subjects: Concept Mapping,Preservice Teachers,Reflective Teaching,Decision Making,Lesson Plans,Educational Planning,Education Majors,Introductory Courses,Education Courses,Instructional Design,Curriculum Development,Hypothesis Testing,Conventional Instruction,Student Teachers,Statistical Analysis,Journal Writing,Quasiexperimental Design,Pretests Posttests

The purpose of this study was to determine the effect of using concept mapping to promote reflective instructional decision-making among junior level education preservice teachers when planning lessons for elementary and secondary students. The researchers were interested in determining if there was a connection between the use of concept mapping to help preservice teachers improve their instructional decisions when planning lessons and their reflective practices when striving to improve the quality of their lessons. The eighty-five participants in the study were junior education majors enrolled in an introductory education course (Planning and Teaching Strategies for Effective Classroom Practice). This course provided opportunities for reflection of classroom practices, curriculum design and planning. The intervention group consisted of forty-one (n = 41) preservice teachers and the control group consisted of forty-four (n = 44) preservice teachers.
University Governance in Uncertain Times: Refocusing on Knowledge Creation and Innovation
Author: Blackman, Deborah
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,College Administration,Knowledge Management,Educational Innovation,Colleges,Governing Boards,Observation,Semi Structured Interviews

Knowledge, its creation, development, dispersion and institutionalisation in organisations is a complex topic and one that attracts much attention in both academic and management literatures (Choo &amp; Bontis, 2002; Davenport &amp; De Long, 1998; Davenport &amp; Prusak, 1998; Spender, 1996). The relationship between knowledge and organisational performance is often drawn and particular reference is made to the importance of knowledge in contexts of ubiquitous and increasingly fastpaced change (Prusak, 2001). University governance is not immune to the impacts of this environmental flux; indeed, the ability of higher education institutions to adapt to their contexts is cited as critical to their continuing relevance and effectiveness in contemporary settings (Teodorescu, 2006). Understanding the nature and role of knowledge in this relationship is a central concern in the current global interest in governance. This article explores the roles of the Academic Board and the University Council as sites of knowledge production in uncertain times. Based on earlier work on constructions of knowledge in these forums (Blackman, Kennedy, Richardson, &amp; Swansson, 2006) and focused on information and knowledge flows within and between the two entities, this article discusses opportunities for improving the university's performance through a shift in focus in its governing bodies. While we do not claim that the issues that limit knowledge creation in the university are simple ones, we do suggest that the introduction of notions of creativity and imagination to the discussion of university governance would highlight opportunities for organisational improvement.
Study of Australian Multi-Campus Universities
Author: Scott, Geoff
Date: 2007-11-00
Type: Journal Articles
Subjects: Foreign Countries,Investigations,Profiles,Educational Policy,Institutional Characteristics,Funding Formulas,Multicampus Colleges,Web Sites,Content Analysis,Predictor Variables,Income,School Effectiveness,Outcomes of Education,Student Characteristics,Regression (Statistics)

This study investigates whether Australian multi-campus universities are distinctive in terms of their student profile by field of education (FOE), funding and expenditure profiles, and learning and teaching outcomes, and identifies the implications for higher education policy and funding. Both parametric and non-parametric techniques are used to explore links between various measures of profile and performance for 38 Australian universities. The results show that Australian multi-campus universities have different educational and funding profiles to the rest of the sector, including a lower total revenue per student. Differences in cost profiles across universities are more strongly associated with their age than with their campus structure. No statistically significant differences in performance related to learning and teaching are found between multi-campus and other universities. The study concludes that multi-campus universities are achieving similar performance outcomes with fewer resources and that an objective measure of the extent of multi-campus university operations should be recognised and used in government funding allocation formulae.
A Qualitative Study of TAFE Students Exiting from TAFE Programs
Author: Buchanan, Catherine
Date: 2009-11-00
Type: Journal Articles
Subjects: Qualitative Research,Postsecondary Education,Student Attrition,Dropout Prevention,Dropout Research,School Holding Power,Questionnaires,Withdrawal (Education),Employment Potential,Student Employment,Health Programs,Financial Problems,Individual Characteristics,Helping Relationship,Help Seeking,Educational Quality,Expectation,Student Attitudes,Student Surveys,Academic Persistence,Foreign Countries

Institutional researchers have undertaken many studies of student attrition in the past but mainly focusing on the quantitative dimensions. No doubt it is important for institutions to be aware of their attrition rates and how this may vary by demographic and other variables in order to develop strategies to minimise drop-out rates and thereby reduce downward pressures on income foregone. However, few studies have previously focused on qualitative perceptions of tertiary level students discontinuing their programs (these are individual awards such as Diploma of Building). Collecting detailed qualitative information from students who are exiting their tertiary studies provides the opportunity to obtain valuable information for the purposes of program and student services improvement and a reduction in the incidence of a negative form of student attrition in the future. Accordingly, this article presents the findings of a qualitative research into reasons and associated issues concerning students exiting from Technical and Further Education (TAFE) programs within an inter-sectoral university.
The New Faculty Members' Concerns: The Case of Jordanian Universities
Author: Qudais, Mahmoud Abu
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Beginning Teachers,Teaching Experience,Educational Research,Services,Family Work Relationship,Work Environment,Teacher Attitudes,Performance Factors,Performance Technology,Institutional Characteristics,Gender Differences,Social Status,School Location,Likert Scales,Predictor Variables,Correlation,College Faculty,Multivariate Analysis

The present study aimed to identify and interpret concerns of the new faculty members in Jordanian universities. A total of 336 new faculty members who participated in this study were asked to rate their perceptions of issues related to teaching, research, service, balancing work and home life and the academic culture of their workplace. Means and standard deviations, ANOVA, and a two-tailed t test were used to determine any differences among the mean scores of the new faculty concerns in Jordanian public and private universities, and them for each of the demographic variables. Results revealed that Teaching and Research have the highest level of concerns, Workplace, Service, Personal and Social Information have the moderate level of concerns. The MANOVA results revealed significant differences on the new faculty concerns regarding to university type, sex, and country from which the faculty member received his/her doctorate. No significant effect on the new faculty concerns related to their social status.
ICT-Enabled Learning: The Student Perspective
Author: Scott, Geoff
Date: 2009-11-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Uses in Education,Use Studies,Student Experience,Student Surveys,Feedback (Response),Qualitative Research,Preferences,Educational Technology,Educational Improvement,Influence of Technology,Educational Practices,Change Strategies,College Students,Art Education,Foreign Countries

This research seeks to contribute to current discussions in Australian higher education on how best to deploy ICT-enabled learning. Its particular focus is on examining the qualitative data from students on their experience of using Information and Communication Technologies (ICT) at one college in an Australian university. In total, about 71,240 written comments made on a subject feedback survey by College of Arts students in Semesters 1 and 2 in 2007, and Semester 1 in 2008 were analysed using the qualitative analysis tool &quot;CEQuery&quot; (Scott, 2006). A more detailed analysis of 1,866 specific comments on ICT-enabled learning was then undertaken. Some 26 different types and uses of ICT-enabled learning were identified by students in their comments as a &quot;best aspect&quot; of their university experience. The preferred uses of ICT-enabled learning are consistently focused on active learning--online search and use of the online library; various forms of peer-supported learning, online discussions, quizzes, tutorials, experiment; and receiving prompt and constructive feedback on their learning. The article argues that ICT-enabled learning must always be seen as being just one (albeit very important) element among the many &quot;best aspect&quot; methods identified by students as engaging them in productive learning.