ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Networking and Pedagogical Variations: An Integrated Approach for Effective Interpersonal and Group Communications Skills Development
Author: Okoro, Ephraim
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Networks,Teaching Methods,Feedback (Response),Computer Mediated Communication,Outcomes of Education,Cooperative Learning,Learning Activities,Higher Education,Skill Development,Communications,Interpersonal Communication,Business Communication,Business Administration Education

Electronic communication and social networking are effective and useful tools in the process of teaching and learning and have increasingly improved the quality of students' learning outcomes in higher education in recent years. The system encourages and supports students' active engagement, collaboration, and participation in class activities and provides a process of information dissemination in a unique method that yields measurable results. Faculty members are capable of monitoring and evaluating collaborative and independent efforts and activities of students and can provide immediate and timely feedback to students. While there are some issues and concerns regarding social networking and students' learning, numerous studies indicate that performance assessment and learning outcomes are adequately and objectively measured and managed as a result of social networking mechanism. Additionally, electronic media enhance collaborative learning activities and experiences. Effective and selective use of electronic and social networking tools in learning environments by innovative-minded and interactive faculty can sustain the quality of instructions and skills-development in communications disciplines.
Soft Skills in Practice and in Education: An Evaluation
Author: Wahl, Harald
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Graduates,Industry,Surveys,Newspapers,Foreign Countries,Profiles,Corporations,Researchers,Job Skills,Human Resources,Curriculum Design,English (Second Language),Language Proficiency,Self Management,Self Motivation,Teamwork

The paper measures the soft skills needs of companies and industry to technical oriented academic graduates, especially coming from IT course programs like business informatics, computer science, or information management. Therefore, between March and September 2010, two groups of researchers at the University of Applied Sciences (UAS) Technikum Vienna analyzed job profiles and the intended denotation of certain keywords. Primarily, one group worked on the statistical content analysis of job offers which could be found in Austrian newspapers or were provided by online job platforms. The other group developed a survey to be sent to several companies in Austria and was addressed to human resources departments. The paper explains the evaluation results in details and discusses its necessary implication on academic curriculum design.
Factors of One-Year College Retention in a Public State College System
Author: DeNicco, James
Date: 2015-01-00
Type: Journal Articles
Subjects: College Freshmen,School Holding Power,Academic Persistence,Public Colleges,State Colleges,Cohort Analysis,Demography,Student Characteristics,College Preparation,Student Placement,Computer Assisted Testing,College Entrance Examinations,Scores,Academic Achievement,Remedial Instruction,Predictor Variables,Standardized Tests,College Admission,Admission Criteria,Regression (Statistics),Grade Point Average

This paper explores the factors of freshman year college retention by using a unique data set tracking the participation of a cohort of 1,800 students in a public state college system through 2011 from their freshman enrollment at a community college in 2006. The focus is on prevalent factors in the college retention literature, including demographics, high school characteristics, placement test scores, freshman year performance and remedial course work. The results in this paper add to the understanding of how these factors help predict freshman year retention in order to aid administrators and legislative policy makers interested in affecting college retention. The results indicate that while action can be taken to affect retention once students arrive in their freshman year, some obstacles towards retention must be addressed while the students are still in high school.
Investigation of Vocational Interest and Preference in Terms of Gender and Socio-Economic Status
Author: Deniz, Kaan Zülfikar
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocational Interests,Gender Differences,Socioeconomic Status,Interest Inventories,Foreign Countries,Correlation,College Students,Student Attitudes,Raw Scores,Career Choice,Statistical Analysis,Departments,Majors (Students),Factor Analysis

Problem Statement: Individuals tend to prefer a vocation in order to reach their targets such as leading a life, nutrition, housing, being safe, having a good position in society etc. It is a task of the adolescence period to choose a vocation which is for some the most important step of the life, while for some others it is a rather important step in life however that can be changed and made flexible any time. All studies which are examined, show that vocational interest and vocational preference are affected by a great deal of variables. Purpose of Study: In this study, the relations were investigated between the gender, socio-economic status (SES) variables and the vocational interest and the vocational preference. Methods: Within this study, the long (OFII) and short form (OFII-SF) of the Occupational Field Interest Inventory were used. In total 812 students, who were studying at the preparatory classes of Ankara University (N = 495) and Yildirim Beyazit University (N = 317) during the 2011/12 spring semester, took part in this study. Before the analyses were made, the raw scores obtained via OFII and OFII-SF were converted into z score. For the analysis of the data chi-square, independent samples t test and one way ANOVA statistic techniques were used. Findings and Results: At the end of the study, it was seen that there is significant difference with regard to the gender of the individuals in terms of the fields which they study and their interests. According to the findings that were obtained as per SES, it was found out that the departments of current higher-education and vocational interest (except for mathematics) of the individuals do not differ significantly. Conclusions and Recommendations: It was found significant that the point differences with regard to OFII sub-dimensions are in favor of women for Psychology, Health, Law, Foreign Languages and Visual Art; in favor of men for Computer, Political and Financial Sciences, Engineering, Agriculture-outdoor and Physical Science. It can be asserted that these findings are in conformity with the gender-vocational interest studies. Many studies show that the interest/preference of the women for social vocations, which require working with people, is higher, while interest of men for the vocations which require working with objects and abstract concepts is higher. It was recommended, while measuring vocational interests that the gender variable is to be considered and new studies on SES variable carried out.
Measuring Essay Assessment: Intra-Rater and Inter-Rater Reliability
Author: Kayapinar, Ulas
Date: 2014-00-00
Type: Journal Articles
Subjects: Interrater Reliability,Essay Tests,Writing Tests,Grading,English (Second Language),Evaluation Criteria,Check Lists,College Students,High School Students,Grade 10,Correlation,Scores,Rating Scales,Accuracy,Interviews,Qualitative Research,Statistical Analysis

Problem Statement: There have been many attempts to research the effective assessment of writing ability, and many proposals for how this might be done. In this sense, rater reliability plays a crucial role for making vital decisions about testees in different turning points of both educational and professional life. Intra-rater and inter-rater reliability of essay assessments made by using different assessing tools should also be discussed with the assessment processes. Purpose of Study: The purpose of the study is to reveal possible variation or consistency in grading essay writing ability of EFL writers by the same/different raters using general impression marking (GIM), essay criteria checklist (ECC), and essay assessment scale (ESAS), and discuss rater reliability. Methods: Quantitative and qualitative data were used to present the discussion and implications for the reliability of ratings and the consistency of the measurement results. The assessing tools were applied to 44 EFL university students and 10 graders assessed the essay writing ability of the students by using GIM, ECC, and ESAS in different occasions. Findings and Results: The findings and results of the analyses indicated that using general impression marking is evidently not reliable for assessing essays. The coefficients obtained from checklist and scale assessments, considering the correlation coefficients, estimated variance components, and generalizability coefficients present valuable information, clearly show that there is always variation among the results. Conclusions and Recommendations: When the total scores and the rater consensus results in this study are examined, it can be clearly seen that the scores are almost always not identical and they are different from each other. For this reason, opposed to the idea that is commonly agreed upon, checklists or even scales may not be effectively as reliable as expected and they may not improve inter-reliability or intra-reliability of ratings unless the raters are very well-trained and they have strong agreement or common inferences on performance indicators and descriptors since they should not have ambiguous interpretations on the criteria set. The results might be more accurate and reliable if the accepted interpretation of a meaningful correlation coefficient for this kind of measurements can be considered as 0.90 minimum for giving evidence of reliable ratings. This might mean that the proximity of the scores which are assigned to same or independent essays will be higher and more similar. However, the scale use could still be emphasized as more reliable. Still, an elaborate and careful examination with more raters is seen needed.
Utilizing Undergraduate Assistants in General Education Courses
Author: Firmin, Michael W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Assistants,General Education,Best Practices,Teacher Characteristics,Student Characteristics,Teacher Recruitment,Peer Relationship,Cost Effectiveness,Grade Point Average,Motivation

This conceptual article relates a best-practice paradigm for undergraduate faculty who teach relatively large, undergraduate, general education courses and utilize an undergraduate teaching assistant (TA). Suggested characteristics for successful TAs are related as well as intrinsic and extrinsic motivators that help recruit quality assistants. Five factors are shared that are believed to have made an undergraduate TA program successful for 20 years: the quality of students recruited, helping students to handle well their peer-relationships with students in the class, learning which items can and cannot successfully be delegated to TAs, harnessing the potency of relationships, and maintaining a healthy benefit/cost equilibrium with TAs.
Perception of Students Regarding Motivational Techniques Used by the Principals of Colleges in N. W. F. P
Author: Inamullah, Hafiz Muhammad
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Attitudes,Motivation Techniques,Student Evaluation of Teacher Performance,Principals,Foreign Countries,Teacher Motivation,College Faculty,Questionnaires,Teacher Attitudes,Instructional Effectiveness

The main purpose of this study was to find out the concepts of students regarding teachers to make all out efforts for an excellent performance. Following were the main objectives of this study: (a) to examine the views of teachers about the effective and ineffective motivational techniques used by their heads, (b) to identify the students' opinion about the performance of the teachers resulting from motivational techniques used by the heads, (c) to find out the impact of motivation techniques used by the heads on the performance of teachers.
Barriers to the Use of Information and Communication Technologies in Teaching and Learning Business Education
Author: Umoru, Titus A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Education,Business Administration Education,Teaching Methods,Technology Uses in Education,Technology Integration,Barriers,Learning Strategies,Student Surveys,Teacher Surveys,Teacher Attitudes,Student Attitudes,Questionnaires,Likert Scales,College Faculty,College Students,Educational Practices,Foreign Countries

Education is an instrument &quot;per excellence&quot; for national development. Business education is one of the programs run in about 117 universities in Nigeria. It was believed that business education has the capacity to bring about the required development since it is a course of instruction aimed at inculcating in the youth the skills, attitudes and competencies which are necessary to empower them to be gainfully engaged so that they will be useful citizens and contribute to the development of Nigeria and the society. However, there seemed to be gaps between the nation's educational objectives and their realization. The obvious indicators to this fact are poor skills of graduates who cannot fit into the office of today, unemployment, poverty and underdevelopment of the country. Information and Communication Technologies (ICTs) where properly utilized is capable of making the difference in empowering the students with the needed skills, attitudes and competencies. This study explored the barriers to the use of ICTs in teaching and learning business education. The researcher constructed 15 questionnaire items from research reports relevant to the study. The questionnaire was validated using Cronbach Alpha which yielded a reliability coefficient of 0.78. A total of 256 questionnaire items were administered to 202 business educators and 54 students of business education respectively from Universities offering business education in Nigeria and all of which were completed and retrieved. The Research Question &quot;what are the barriers to the use of ICTs in teaching and learning business education in Nigeria?&quot; was answered using mean rating and standard deviation. The Hypothesis of no significant difference in the mean responses of business educators and business education students from universities regarding barriers to the use of ICTs in teaching and learning business education was tested using student T-test. The study revealed that all the constructs, except one, constituted barriers to the use of ICTs in teaching and learning business education in Nigeria universities. it was concluded that the revealed barriers be tackled by the government, the university authorities, the teachers and the students so that the university environment would be repositioned to play its role of empowering the youth with the skills, attitude and competencies needed for Nigeria's development.
Remedying Misdemeanors at South African Higher Education and Training Institutions
Author: Lumadi, Mutendwahothe Walter
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,College Students,Student Behavior,Behavior Problems,Cheating,School Vandalism,Sexual Harassment,Rape,Antisocial Behavior,Crime,Crime Prevention,Substance Abuse,Suspension,Expulsion,Discipline Problems,Discipline Policy,Interviews

In 2004 South Africa embarked on a mission of reforming its higher education system, merging and incorporating small universities into larger institutions, and renaming all higher education institutions university. The democratic country's universities and technikons, which were incorporated with others and thus no longer exist, will be mentioned in this study. There are also a large number of institutions in South Africa, some are local campuses of foreign universities, some conduct classes for students who write their examinations at the distance education University of South Africa and some offer unaccredited or non accredited diplomas. Public universities in South Africa are divided into three types; traditional universities, which offer theoretically oriented university degrees; universities of technology, which offer practically-oriented diplomas and degrees in technical fields; and comprehensive universities, which offer a combination of both types of qualifications. Disciplinary problems at universities interfere with the educational process and place a burden on Management and academics. Misdemeanours have long been linked to negative outcomes for students, such as course failure and dropping out of universities. University senior management team is interested in keeping the institution safe and maintaining positive environment conducive to learning. To accomplish this mission, universities employ a range of policies and approaches to managing student behaviour, including positive behaviour support, exclusion, suspension and expulsions. Research was conducted in three types of South African universities. Management of each type of university was interviewed. From each type of university, three institutions were randomly selected. This left the researcher with a total of 9 universities out of 23. Responses from management of various institutions were related.
Effecting Consistency across Curriculum: A Case Study
Author: Devasagayam, P. Raj
Date: 2008-00-00
Type: Journal Articles
Subjects: Case Studies,Business Administration Education,Educational Improvement,Liberal Arts,Small Colleges,Educational Quality,College Faculty,Curriculum Development,Outcomes of Education,Parent Attitudes,Student Attitudes,Quality Assurance,Education Work Relationship,Accreditation (Institutions),Teacher Attitudes,Course Descriptions

Continuous quality improvement is the clarion call across all business schools which is driving the emphasis on assessing the attainment of learning outcomes. An issue that deems special attention in assurance of learning outcomes is related to consistency across courses and, more specifically, across multiple sections of the same course taught by different professors. This paper is intended to accomplish the two objectives. First, identify and discuss the situational factors that are driving the need for improving quality through assessment. The expectations of students and parents, employers and graduate programs, accrediting organizations, and faculty are examined in this situational assessment. Second, a review of the process utilized by the School of Business at a small, private, liberal arts college to address consistency issues that adversely impact quality improvement is provided. This process, still in the early stages of evolution, has had a significant impact on the culture of the institution as it strives to meet AACSB requirements. The process described in this paper has been utilized to address concerns and fears of faculty, and has resulted in improvements in consistency among courses in the curriculum. Concluding remarks provide general recommendations that can be used by our peers who aspire to travel down the same path of using assessment data to improve quality.
How Do Gifted Children of Various Ages Perceive Their Situation in Heterogeneous Classes and What Can Pre-Service Teachers Learn from Them?
Author: Klavir, Rama
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Heterogeneous Grouping,Preservice Teachers,Preservice Teacher Education,Student Needs,Introductory Courses,Writing Assignments,Reflection,Elementary Secondary Education,Semi Structured Interviews,Educational Environment,Psychological Patterns,Student Attitudes,Social Status,Teacher Behavior,Statistical Analysis,Student Behavior,Teacher Student Relationship,Interviews

During their teaching program, pre-service teachers participated in a course concerning teaching in the heterogeneous classroom. As an introduction to the issue of &quot;gifted children,&quot; the pre-service teachers were given an assignment: (1) to interview gifted children (identified as gifted by the Ministry of Education, according to IQ level) in their own classes or schools, about their situation in the heterogeneous class or school. (2) To write a personal reflection about what they learned from these interviews. These data provided the basis for the study of the unique needs of &quot;gifted children&quot; and the responses of pre-service teachers to these issues. The present study is based on the analysis of these collective results. On the one hand, it presents the picture obtained by the pre-service teachers from analysis of their interviews (Part I). On the other, the study presents the analysis of the pre-service teachers' responses to Part II of the assignment.
Writing as a Survival Skill: How Neuroscience Can Improve Writing in Organizations
Author: Douglas, Yellowlees
Date: 2012-00-00
Type: Journal Articles
Subjects: Neurosciences,Reading Processes,Writing Instruction,Guidelines,Teaching Methods,Business Administration Education,Graduate Students,Masters Programs,Scientific Research,Writing Skills,Language Usage,Inferences

This article looks at the apparent paradox between the demand for strong writing skills and the lack of colleges of business that require their MBA students to complete writing courses. In the past, most approaches to teaching writing proved inadequate in producing graduates with the ability to write clearly, effectively, and efficiently. This article examines the implications of neurocognitive research on the reading process for the teaching of writing and ends with a set of 16 guidelines for teaching MBA students how to write well--principles that reach far beyond those specified in the SEC's plain language guidelines.
Synchronous Distance Education: Using Web-Conferencing in an MBA Accounting Course
Author: Ellingson, Dee Ann
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,Videoconferencing,Course Descriptions,Teacher Attitudes,Teaching Methods,Accounting,Masters Programs,Business Administration Education,College Faculty,Graduate Students,Student Attitudes,Feedback (Response),Communities of Practice,Cooperative Learning

Online distance education can take many forms, from a correspondence course with materials online to fully synchronous, live instruction. This paper describes a fully synchronous, live format using web-conferencing. Some useful features of web-conferencing and the way they are employed in this course are described. Instructor observations and perceived benefits are presented, along with some challenges.
Teaching Learning Curves in an Undergraduate Economics or Operations Management Course
Author: Naidu, Jaideep T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Economics Education,Teaching Methods,Concept Teaching,Classroom Techniques,Learning Theories,Instructional Materials,Role Playing,Computation,Ambiguity (Context),Textbook Content,Comparative Analysis,Intermode Differences,Educational Practices,Educational Strategies

Learning Curves has its roots in economics and behavioral psychology. Learning Curves theory has several business applications and is widely used in the industry. As faculty of Operations Management courses, we cover this topic in some depth in the classroom. In this paper, we present some of our teaching methods and material that have helped us in communicating the learning curves concept. The students have found these very helpful in grasping the concepts better. We present comparative charts that highlight the key differences among the three standard methods for learning curve calculations. Students find these comparative charts to be very helpful in understanding these methods and in choosing the least time-consuming method when a problem can be solved in more than one way--often important during a time based exam. Furthermore, we point out an error and an ambiguity in textbooks and also provide some insights into the formula method.