Contribution Of Higher Education Research Articles

THE ROLE OF THE UNIVERSITY IN SUSTAINABLE DEVELOPMENT: A STATISTICAL ANALYSIS OF STUDENT AND FACULTY TRENDS AT THE UNIVERSITY OF TAMANRASSET

Purpose: This article studies and analyzes the role of the university in achieving the goals of sustainable development, by revealing the orientations of students and faculty members of the University of Tamanrasset regarding the contribution of higher education and scientific research activities to the economic, social and environmental development of Tamanrasset region and the challenges that prevent the university from performing its functions in the best possible way, in addition to presenting proposals that would contribute to the integration of the university into its local and national environment and keeping pace with changes at the global level. Methodology: The descriptive approach was adopted in this study, where descriptive indicators of educational activity and scientific publications of professors and students of Tamanghasset University that serve the goals of sustainable development were analyzed. The study also used the questionnaire tool to arrive at a standard model that helps in accurately interpreting the results obtained through various statistical data. Results: The results indicate the importance of the university's functions in achieving the sustainable development goals, as the correlation coefficient between them reached 0.7, with an emphasis on the greater impact of scientific research compared to higher education. The results also showed that the level of university education and scientific research is still modest at the University of Tamanrasset, which was reflected in its performance in achieving the sustainable development goals due to several reasons, the most prominent of which were the weakness of educational programs and curricula and the absence of incentives for individual and collective initiatives related to finding solutions to economic, social and environmental issues in the region. Practical Implications: The study suggests that the university should support university education for sustainable development by undertaking specific activities that translate into the university’s work and its relations with the environment, and that educational programs and curricula should take into account labor market expectations and social and economic challenges, in addition to stimulating and valuing scientific research to solve issues with a local dimension and supporting individual and collective initiatives related to the environment through scientific clubs and student organizations to spread environmental awareness among students. Originality/Value: This study contributes to the literature by providing a detailed analysis of the role of the university in achieving the sustainable development goals, which have become a topic of increasing interest due to the environmental challenges facing the world in recent years. The unique focus of the study on the University of Tamanrasset provides valuable insights and recommendations for valuing the outcomes of higher education and scientific research in Algeria in general and in the Tamanrasset region in particular to support sustainable development.

Higher Education's Contribution to the Growth of Social Entrepreneurship

Higher Education's Contribution to the Growth of Social Entrepreneurship

University Research Management: Trends in International Studies

This study seeks to reveal trends in higher education research management as a response to the importance of higher education's contribution to bringing novelty to science through solid research management. The research method of systematic literature review through the PRISMA guideline approach was carried out to see the trends of various studies related to higher education research management. The results of the study show that the trend of higher education research management has begun to move from institutional grant management to project-based research management and expertise. The research data base system has entered the realm of substance that can be widely accessed as a form of contribution to science as well as efforts to downstream research results. Gender-sensitive research management is also a trend found in this study.

Contribution of higher education in the development of village-owned enterprises (BUMDes) Jejama Village Suak Sidomulyo District Selatan Lampung District

South Lampung Regency has 256 Village-Owned Enterprises (BumDes). A total of 47 of them are in the developing classification, so BumDes in the developing classification must be encouraged to become advanced BumDes. In order to encourage BumDes to progress, Universities (PT) have a strategic position to help develop Village-Owned Enterprises (BumDes), this is because PTs with their human resources are seen to have reliable expertise in accordance with the demands for developing BumDes. This research aims to describe the contribution of PT in the development of BumDes. The research location is Suak Village, Sidomulyo District, South Lampung Regency as a village that has a BumDes in the developing category towards Advanced BumDes. Data collection was carried out through interviews, documentation and literature study methods with BumDes actors, namely, BumDes administrators and members. Then, to complete the data, interviews were conducted with the Village Head and several people from the Suak community. Other important data was exported from secondary data, namely documentation related to BumDes and the contribution of universities. The research results illustrate that universities have contributed to developing BumDes. BumDes collaboration with PT is carried out through joint activities, where universities through teaching staff (lecturers) become facilitators and sponsors of these activities. Through community service activities as one of PT's tri-dharma, lecturers (academics) provide several materials related to efforts to develop BumDes. The weakness of the contribution from academics is that service activities are not carried out continuously or unsustainably so they do not reach the evaluation of BumDes development. Therefore, the contribution of PT with BumDes can be further increased in the form of providing more concrete material/knowledge/skills.

The Influence Of Financial Literature And Contribution Of Universities On Student Financial Behavior

Students in Indonesia are often unable to manage their finances for various reasons stated. Conditions like this will be dangerous because students are the nation's successors who will continue the struggle of their predecessors. The inability of students to manage their finances is due to low financial literacy and the lack of attention from universities in supervising their students. This research was conducted on students of the Bogor Unity Institute of Business and Informatics, Faculty of Vocational Studies, Class of 2019-2021. This study uses quantitative methods where quantitative methods are scientific and systematic research on many parts in which there are phenomena and relationships. This study obtained respondents as many as 157 students. This study found a strong influence between Financial Literacy Variables (X1) and Student Financial Behavior (Y) and a low influence between College Contributions (X2) having an influence on Student Financial Behavior (Y). This study concludes that Financial Literacy (X1) and Higher Education Contribution (X2) have an influence on Student Financial Behavior (Y)

Professional objectives of higher education: Imbalances and adaptation

This article analyzes the systemic issues of personnel education in higher education, reveals their causes and consequences. Qualitative and quantitative characteristics of university graduates are one of the conditions for the state economic development. The goals and objectives of higher education should meet the needs of the state, industries, regions, and business. The lack of strong signals from consumers of educational services creates an imbalance between the higher education system and the market requirements and results in the conservatism of higher education. In this context, the purpose of this article is to develop a conceptual model for assessing the contribution of higher education to the national economy as one of the drivers of its transformation. The need to optimize the professional structure of education, with reference to the potential and prospects of the national economy, is emphasized. Research methods involve analysis and synthesis, induction and deduction, system and logical methods. The study result is a model that takes into account a number of indicators of employer satisfaction in university graduates, as well as indicators of regional and industrial security of specific professionals with higher education. An effective motivation for employers to take a more active part in the organization of higher education is the system of educational loans. The state’s management of the credit sphere creates opportunities for consumers of educational services to direct financial flows primarily to education in priority specialties. The effectiveness of this tool requires ensuring its accessibility to employers and differentiating interest rates.

Engineering Design Process of Arduino Uno-based Smart Classroom Technology

The important role of higher education in the 21 st century is to participate in educating the public through the development of research results, therefore the Department of Electrical Engineering at the Raja Ali Haji Maritime University emphasizes the importance of implementing an engineering design process to be able to produce technology-based innovations needed by society. This research is a form of higher education contribution in improving student learning outcomes in elementary schools, through the provision of facilities in classrooms. Technology in schools is one of the driving forces for advancing education in schools and is expected to be able to change the mindset of students at Government Primary School (SD Negeri) 011 Tanjungpinang Timur to get to know technology more. It can be said that to realize the perfection of students, in addition to learning activities, supporting facilities are also needed at school according to technological developments. It is hoped that the facilities in technology-based schools will be able to encourage students to be more enthusiastic about learning, have a desire to know developments in the world of technology and change their mindset towards the use of technology in everyday life. From the observations, it was found that the main problem was the minimal use of technology in schools. With these technological problems, this study will design technology-based prototypes, namely smart classrooms based on Arduino Uno, with the aim of making it easier for teachers to turn on electrical equipment in class without direct contact with switches. The intelligent classroom system design uses the Arduino uno as a controller, the HC-06 bluetooth module as a liaison for the user's android with the Arduino Uno, and the boarduino application as a command from the android via bluetooth transmission media

The Impact of Service Quality on Students’ Satisfaction

The development and growth of every economy depend on the contributions of higher education. Universities are responsible for the generation and dissemination of knowledge in the socio-economic benefits of a country. Service quality is vital for higher education institutions to remain competitive and growing. Higher educational institutions have seen the need to place a greater value on improving their activities to meet students’ perceptions and expectations to ensure satisfaction. Student satisfaction is vital in determining service quality at higher educational institutions. To have a competitive edge, higher institutions are required to build a stronger bond with students by providing the value for service delivery. The main purpose of this study is to assess student’s satisfaction with services provided at the School of Business, Valley View University. A cross-sectional adopted questionnaire survey involving 100 students were conducted using the SERVQUAL Model with five Service Quality dimensions: tangibles, reliability, responsiveness, empathy, and assurance. The data were analyzed with SPSS software in generating the mean and standard deviation and the regression results. The results of the study showed that service quality and its dimensions of assurance, tangible, and responsiveness provide at the School of Business were very satisfied, however, Empathy was moderately satisfied. Indicated that students had high expectations on services provided at the School of Business. It has also confirmed satisfaction can be 100% accounted for by service quality dimensions of Assurance, Tangible, Responsiveness, Reliability and Empathy. The study recommends that School of Business must attend to student’s needs by providing individual attention to solving the unique challenges of students.

Higher education's contribution to graduate employability and the social good

Higher education's contribution to graduate employability and the social good

El papel de la educación terciaria en la movilidad social intergeneracional

This article investigates the contribution of higher education to intergenerational social mobility. Starting from the scheme proposed by Erikson, Goldthorpe and Portocarrero, the class position of a representative sample of the pea of Montevideo, for the year 2010, is compared with its social position at the origin. The population is divided between those who have tertiary education and those who do not, and the effect of this on social mobility is analyzed. The data allow to affirm that there is indeed a substantive contribution of higher education in class retention and in upward social mobility.

Dyadic processes in postgraduate education: Insights from MBA student experiences

Working productively with others is an expected norm in the work environment today. In the higher education milieu, most of the preparation for this reality is encouraged through group work. This study examines the phenomenon from a student perspective and provides insights into the challenges and learning opportunities embedded within dyadic group work. Postgraduate students enrolled on a management programme at a South African university were required to complete a short reflective paper on a group experience. Content analysis was used to analyse 440 student papers. The results showed four broad themes that included: communication strategies; intended future behaviours; fit, synergy, and learning; and issues of conflict. Collaboration and cooperation are sought-after graduate skills and academy's role must be to engender these competencies as part of higher education's contribution to developing individuals who can work effectively with others in the 21st century workplace.

Estado atual da (re) construção da alteridade como categoria teórico-prática e a contribuição da educação superior

This article aims to map the state of knowledge of otherness from the publications indexed in Scopus database, in the period 2003-2015, in the area of ​​knowledge of the social sciences and humanities, stemming from higher education contribution. The theoretical and methodological position of authors as well as the result of content analysis to develop the 41 articles identified in the light of Bardin (2011), drawing attention to the spread of the theoretical and methodological trajectories, but also pointing more common descriptors in approach to the theme and the authors who represent the foundation of theoretical frameworks that have allowed the reconstruction of otherness category. It highlights the journals that most have prioritized the issue and identifies/group sub-areas of the humanities and social sciences with the relevant productions (Psychology, Anthropology / Sociology, History / Philosophy / Politics, Language / Arts, Education, Biology / Health and Physical Education / Sport). The conclusion shows the emergence of the theme, pointing out the need for studies on otherness in basic education, higher education, especially in forming agencies, public policy, the teacher's work and human development, mainly in formal education.

Evaluating the Contribution of Higher Education to Australia's Research Performance

type=main xml:lang=en> The Australian Government has signalled what it sees as the need for all sectors of the economy to be more innovative. Reviews have been commissioned that indicate how this agenda might be accomplished, including the development of greater links between higher education and industry. In this article, Australia's research expenditure by sector is compared with nine other advanced economies. The funding arrangements and performance of the higher education sector are then considered in some detail. A number of policy changes are recommended for higher education, including a need for greater funding of information technology, engineering and technology and full funding of project research.

Planning for Environmental Sustainability : Learning from LEED and the USGBC

The author analyzes the relationship between the US Green Building Council and higher education by examining campus use of LEED credits over time, and also suggests that the USGBC provides a model for large-scale organizations. Since its founding in 1993, the U.S. Green Building Council (USGBC) has made noteworthy strides toward its stated goal of transforming the nation's construction industry. The Washington, DC-based nonprofit organization created the LEED[R] Green Building Rating system to support environmentally sustainable construction. The system spurs demand for green knowledge and green technologies in an overarching effort to grow the nation's capacity to produce green buildings. In this quest, LEED also provides building owners with an incentive for participating and for providing Leadership in and Environmental Design. A critical aspect of LEED is that it uses principles of encouragement rather than enforcement (McDonough and Braungart 2002). Participation in LEED is voluntary and carries a level of social prestige. LEED also uses an incremental approach that grows out of what we already know how to do. As innovative techniques are tested and then integrated into mainstream practice, the USGBC raises the bar by requiring new registrants to seek more rigorous standards and higher point thresholds. The LEED system engages interested parties in providing the resources of time, money, research, and development that are necessary to foster innovation. Thus, those who elect to participate help carry the up-front cost of innovation. These investments help make new approaches viable for widespread use. The cost of constructing to a higher standard makes good sense on college campuses, where buildings need to last 60 years or more and operating costs are notoriously high (Palmese 2009). Today the USGBC offers an ever-expanding range of programs tailored to specific user groups, including higher education. As one of LEED's largest user groups, higher education has helped the system evolve (Fedrizzi 2009). However, there is ample room to expand higher education's contribution to the green construction knowledge base. Addressing pressing social issues is a core purpose of academe, and this issue warrants increased and immediate attention (Kerr 1995; Levin 2003; Rhodes 2001). Higher education's role in LEED has concentrated on two main areas: using LEED in the construction of campus buildings and serving as USGBC members. Members of the USGBC (2009a) represent all segments of the construction industry, and their various forms of engagement help refine the system. Changes are consensus-based and market-driven (USGBC 2009a, p. xi). Together, the USGBC's members define targets, goals, and agendas for the organization to meet. Members volunteer time, effort, and expertise to help establish and cultivate LEED programs. Gauging how well LEED works for members and for users of the system is critical to protecting the investments they are making. This article investigates the popularity of the system among universities--probing strengths, weaknesses, and issues of cost--and identifies trends in universities' use of LEED. Understanding the strengths and weaknesses of the system can help LEED users and the USGBC as they refine the system and their use of it. Moreover, since the USGBC represents a successful learning organization, it provides an effective model of planning for transformational change (Birnbaum 1988; Goleman 2009). Universities stand to benefit from using it as a precedent. USGBC'S TRANSFORMATIVE PRACTICES Statistical analyses indicate that universities' LEED ratings and point totals have increased over time (Chance 2010b). They also indicate that the category of Energy and Atmosphere has been most important in determining the ratings universities have achieved. These findings suggest that the ranking system is true to its name (by rewarding focus on Energy and Environmental Design), and that there is some level of organizational occurring. …

Lifelong Learning Policies and Higher Education in Europe and Spain

This paper describes and analyzes the set of increasing policies related to lifelong learning in Europe and Spain in the last 20 years. Lifelong learning and related concepts ― lifelong education, formal-non formal-informal learning, etc. ― are discussed to clarify and contextualize their use. The contribution of higher education to lifelong learning is specially mentioned. The paper provides an overview of the European strategies and programmes, acknowledging Europe 2020 strategy and its Education and Training 2020 strategy and the Lifelong Learning Programme (2007-2013) and its successor, Erasmus (2014-2020). Spanish policies and conceptions about lifelong learning are pointed out. The case of UNED and its continuing education activities is described. Special mention is devoted to initiatives about open education, framed within lifelong learning actions. Final section remarks some challenges and future steps, such as recognition and accreditation of non-formal, informal and open learning or integration of open education initiatives.

Soft power and cultural diplomacy: emerging education hubs in Asia

Several education hubs have emerged in Asia and the Middle East in recent years with a specific focus on cross-border higher education. Through considerable efforts in policy planning and generous funding, these hubs aim to transform a country or city into an eminent destination for education, research, and training. The inherent design of these hubs raises many questions about higher education's contribution to international relations as large numbers of local and foreign actors congregate. Specifically, some education hubs are leveraging cultural heritage and colonial legacy as an instrument of soft power by emphasising shared cultural identities and values. By engaging in cultural diplomacy, education hubs seek to exert influence on the international stage. However, assumptions about shared identities and values as well as the prevailing political climate of the local society present serious challenges for policy implementation. Alternatively, an education hub can also engage with international actors based on an enduring faith in the venture of science to propel the knowledge economy – another kind of norm that underpins soft power. This paper compares Malaysia, Singapore, and Hong Kong as education hubs that engage in soft power and cultural diplomacy.

Examining professional learning and the preparation of professionally competent teachers in initial teacher education

The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers’ professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. One hundred and thirty-two student teachers participated in the quantitative survey of whom seven were interviewed. The findings reveal that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE. Yet, in terms of relationship with professional competence, student teachers’ engagement with the practical aspects of ITE was related to competence in classroom teaching, whereas their engagement with the conceptual aspects contributed to their mastery of professional knowledge, competence in classroom teaching and competence in interacting with stakeholders. The study illuminates the distinctive contributions of schools and higher education in ITE. While acknowledging the important role of schools in providing a setting for practical work, this study affirms the distinctive contribution of higher education in equipping student teachers with practical and conceptual tools in the preparation of professionally competent teachers.

Mathematical Model Research on Contribution of Higher Education to Economic Growth

This paper selects 31 provinces (autonomous regions and municipalities) of China and divides them into three areas with four indicators—economic output, physical capital input, labor input and education years in 2004 to 2013 as data samples and adopts the theory of aggregate production function and least square method to establish a mathematical model of the relationship between education and economic growth, and concludes the following conclusion: The rate of China’s education contribution towards economic growth is 9.82%. The economic growth rate of human capital level for education per capita in the eastern area is 11.513%, which is higher than the national average level, while the economic growth rate of education in the central and western area is respectively 9.221% and 5.479%, which is lower than the national average level.

Human capital or signalling, unpacking the graduate premium

Purpose –The purpose of this paper is to revisit the debate on the contribution of higher education (HE) to the economy which has been dominated by human capital theory and signalling theory. Human capital theory contends that HE contributes by adding to the potential productivity of graduate employees. Signalling theory, asserts that HE contributes by enabling employers to differentiate potentially productive graduate employees. Design/methodology/approach – The paper uses recent advances in our understanding of the graduate employability to reassess the two theories. Most graduate job vacancies are open to graduates of any subject and the key to employment in such jobs appears to be the graduate propensity to learn in employment. Findings – HE both increases students’ propensity to learn in employment and signals to employers that graduates are people with a high propensity to learn in employment. Practical implications – The conclusion is that for the four key stakeholder groups, the economic value of a university education can best be explained with the concept of “graduate propensity to learn”. Social implications – Employers, government, existing students and potential students and universities benefit from the propensity to learn, which is the most important economic outcome of a university education. Originality/value – The paper resolves the choice between human capital and signalling theories as a false dichotomy as HE both develops students’ powers.

Shifting of undernutrition to overnutrition and its determinants among women of reproductive ages in the 36 low to medium income countries

Objectives are to examine the shift away from undernutrition towards overnutrition for low to medium income countries (LMIC) and investigate the potential determinants of this shift using the nationally representative survey data. We analysed cross-sectional, representative samples of 540,290 women aged 20-49 years drawn from the Demographic and Health Surveys (DHS) at two time points in 36 LMIC. The ratio of overweight-to-underweight at earliest and latest survey was calculated for each country to illustrate the relative magnitude of the shifting of underweight to overweight. Potential determinants of underweight (BMI < 18.5) and overweight (BMI ≥ 25) were examined. In the latest DHS compared to the earliest DHS (mean duration 10 years), the prevalence of underweight significantly declined for one in two countries and the prevalence of overweight significantly increased for 80% of the listed countries. The annual increase of overweight was two folds higher than annual decline of underweight (6.4% vs. 3.3%). Although higher socio-demographic factors were associated with shifting of underweight towards overweight, over time, the risk of the highly educated, wealthy, and urban women being overweight was weakening. Findings of this study suggest that among women of child-bearing age there was a large shift away from undernutrition to overnutrition for most of the LMIC. Overtime, the contribution of higher education, wealth and urbanisation to being overweight was decreasing in the LMIC.