Credit Transfer Research Articles

Bridging the Gap: Micro-credentials for Development

This paper describes current trends and issues in implementing micro-credentials. The Covid19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided.

Possible Causes of Leaks in the Transfer Pipeline: Student Views at the 19 Colleges of The City University of New York

Only 11% of community college (associate's-degree) students transfer vertically and obtain a bachelor's degree within six years, despite over 80% originally intending to do so. These leaks in the transfer pipeline disproportionately affect students from underrepresented groups, who are more likely to attend community colleges and to leak out of the pipeline. To obtain insights about how to decrease these leaks, a survey was distributed to all City University of New York undergraduates; 31,511 responded. The survey concerned students’ life and academic circumstances, as well as their information about and views on transfer. Analyses particularly compared responses of never-transferred associate's and bachelor's students and vertical transfer students. The results suggest multiple actions that higher education can take to decrease the pipeline leaks and increase higher education equity, including by increasing transfer students’ belongingness, course availability, credit transfer, financial support, information, and time efficiency.

A process-aware approach for blockchain-based verification of academic qualifications

The global trend of credentialism as well as increased mobility in studies and work bring new requirements regarding the verification of academic qualifications. So far, traditional nostrification processes face challenges related to high process cycle times, elevated fees, and fraud incidents. In the higher education domain, blockchain-based approaches have emerged to revitalize the verification of academic qualifications, but they mostly rely on closed concepts offering their facility to a limited circle of entities. As a result, the verification of degrees is not publicly available to any third party. Moreover, in most cases, a concise process-aware approach describing the intended functionality with appropriate models is missing; this absence raises ambiguity and trust issues in the implemented application. This paper presents the design and early implementation of the VerDe (Verified Degrees) platform; a proposed blockchain-based application for registration and verification of academic qualifications. The novelty of the approach presented in this paper is the implementation of VerDe as a decentralized application utilizing Business Process Model & Notation (BPMN). This work demonstrates that usage of BPMN constructs provides an efficient method in addressing blockchain usability and complexity issues and facilitates the design and implementation of blockchain-based applications. The benefits of deploying VerDe in conjunction with BPMN are an efficient and transparent facility able to handle mobility consequences, detect fraud, and overcome administrative barriers by offering the verification capability to any third-party, and employing a custom-made token that emulates the European Credit Transfer and Accumulation System (ECTS).

유럽연합의 고등교육 시스템

Higher education policy is a policy area that is deeply located in the realm of national sovereignty, and member countries have objection to the unified policy of the European Union. Accordingly, higher education policy at the EU level was very limited. However, the Bologna Process was launched outside the European Union in 1999 to internationalize higher education due to the heightened sense of crisis caused by the decline in competitiveness of European universities. The Bologna Process aimed to establish a European Higher Education Area through mutual recognition and harmonization of degrees and certificates between European universities. European Union was also stimulated by the launch of the Bologna Process in the 2000s, expanding its higher education program and establishing several technical systems for student and faculty exchanges across borders. Specifically, the European Union expanded the Erasmus and Erasmus Mundus programs for the internationalization of universities. At the same time, the European Union actively implemented systems for human exchange, such as the European Credit Transfer and Accumulation System (ECTS). On the other hand, Bologna Process also built its own system such as Bologna Cycle for degree certificate and qualitative evaluation of higher education. The Bologna Process also introduced the European Credit Transfer and Accumulation System, already implemented by the European Union. It is noteworthy that the Bologna Process, which consists of 46 European countries, includes all 27 European Union member states. Accordingly, the European Union’s higher education policy coexists with the Bologna Process, and mutual exchange and system convergence are taking place. In Korea, internationalization of universities is also a major issue, and in order to promote exchanges and cooperation with the European Union, which has a similar academic level, it is necessary to discuss bilateral projects between the two sides. In addition, in order for Korean universities to promote international exchanges, it is necessary to establish a system for unified grades and degree certificates and qualitative evaluation of education among universities.

Gambaran Kesiapan Mahasiswa Program Merdeka Belajar Kampus Merdeka Pada Program Studi Pendidikan Agama Islam, Universitas Al Azhar Indonesia: Studi Kasus Pertukaran Mahasiswa Merdeka Dalam Negeri

<p><em><strong>This study aims to describe the readiness of students to take part in MBKM, especially the Student Exchange Program (PMMDN) at the Islamic Education, University of Al Azhar Indonesia. This study uses a qualitative method with a case study approach that is focused on the implementation of the PMMDN program. Data analysis obtained from the Ministry of Education and Culture and the Faculty of Psychology and Education, Al-Azhar University Indonesia survey regarding MBKM were analyzed using descriptive analysis presented narratively. MBKM aims to encourage students to master various sciences and improve skills before entering the working world. In the light of the findings of this study, it can be concluded that the PMMDN program may develop leadership skills and soft skills of students who are able to interact with various backgrounds to increase unity and nationalism; providing learning experiences at other universities through a credit transfer system to strengthen and expand competencies; providing the experience of diversity through the implementation of the Nusantara module. The recommendation of this research is that the university can further increase the number of students who take part in the MBKM</strong></em><strong><em></em></strong></p><p><strong><em>Keywords - </em></strong><em>The Student Exchange</em><em>, MBKM, </em><em>Independent Campus, PMMDN</em></p>

Exploring the Shared Knowledge Repositories Program to Reduce International Credit Transfer (ICT) Students' Academic Stress

Exposed to a completely different learning environment, international credit transfer students tend to experience severe symptoms of academic stress. Moreover, the lack of research and treatment related to students’ academic stress-coping makes it difficult to measure their stress levels. This article reports on a study that explored the use of shared knowledge repositories to reduce the exchange students’ symptoms of academic stress. Data were collected using a quantitative method in naturalistic settings of three departments at one of the universities that followed the international credit transfer program to Taiwan and India. An inventory test was accordingly adapted to measure changes in the participants after a shared knowledge repositories program was conducted. A total of 20 ICT students from two groups were selected as the sample for the research. Findings were gathered through document analysis, followed by an inventory t-test to investigate changes in the participants after the sharing session program. In this case, the results of the t-test and document analysis suggested that an improvement was seen in the degree of students’ stress coping system. The results indicated that the program requirements for the participant to constantly create and share learning resources and strategies might have reduced students’ stress related to academic expectations and examinations. Besides, the stage of observation and reflection might have contributed to students’ ability to cope with stress in academic self-perceptions.
 Keywords: shared knowledge repositories program, ICT students, academic stress

Assessment of Actual Workload and Student Performance in the Agricultural Engineering Final Degree Project in a Spanish Higher Education Context

Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores.

Physical exercise training in the syllabus of Bachelor of Science in nursing degrees: an environmental scan

Background: Scientific evidence regarding the effectiveness of physical activity (PA) in the prevention and treatment of chronic diseases is increasing. Healthcare systems are trying to increase exercise prescription treatments. However, it is not clear if health professionals are sufficiently trained. Aim: to analyze the contents related to PA and exercise in the prevention and treatment of chronic diseases in the syllabus of the Bachelor of Science in Nursing at all Spanish universities. Methods: A systematic environmental scan that included a web page search of curricular guide programs of all Spanish universities offering the Bachelor of Science in Nursing was undertaken for the 2017–2018 academic course. The assessment of the European Credit Transfer System (ECTS) about physical activity and/or exercise health-related benefits in the prevention or treatment of chronic diseases was performed by two experts in a peer-review process. ECTS of Practicum and Bachelor thesis were not included in the analysis. Results: In the mean, the Bachelor of Science in Nursing dedicated 5.82% (5.01% mandatory and 0.82% voluntary) of a total of 240 ECTS (ranging from 0 to 45 ECTS). The majority of contents were related to PA promotion; in contrast, contents related to exercise prescription are neglectable. Five Spanish universities do not offer any academic teaching to physical activity on prescription. Conclusions: A great disparity between universities was identified. In general, acquired knowledge seems scarce for PA promotion and exercise prescription in primary healthcare staff. Nurses would need additional physical activity on prescription training to improve PA promotion and exercise prescription knowledge as a coadjutant non-pharmacological treatment for non-communicable chronic diseases in Primary Healthcare settings.

Measuring Time Load Using a Mobile Application to Monitor Curriculum Workload.

Insuffient time for learning activities makes learning very difficult. Weaker students need more time to appropriately manage their learning objectives. To ensure enough study time, curriculum designers must monitor potential mismatches between needed versus provided study time. This study was conducted to measure students' time loads and compare them to the workload determined by the curriculum and measured in European Credit Transfer and Accumulation System (ECTS) credits. Time load entry using the Studo mobile application consisted of entering the time required for all learning activities, categorized into attendance, self-study, and writing student papers, per course. In addition to time load measures, socio-demographic information on travel time, care obligations, and employment status was recorded. Over six semesters (2018/2019-2021), the average response rate per semester was low (8%-17%). Of the 75 piloted courses (4-16 per semester), 2 exceeded the number of hours specified in the curriculum. Regarding socio-demographic data, 3%-34% of the evaluated students worked part time (≥ 10 hours per week). In summary, students were disinclined to measure their learning time. With consideration of potential nonresponse bias, no significant evidence of curriculum workload exceedance was found for the evaluated courses at the University of Veterinary Medicine, Vienna. However, some students are under increased individual time pressure due to part-time employment. The ratio of measured to estimated time should be monitored as a key component to improve performance and enhance student learning.

Philippines Students’ Perception (ESL) of Indonesian Professional Teacher (EFL)

This study examines professional teachers in student perception of EFL teachers and ESL Students. Professional teacher become the next level of teacher labelled. Teachers will be categorized as professional if they master several domains such as teacher knowledge and understanding, teacher practice, and teacher relation. This research is a descriptive qualitative with 20 students of the Transfer Credit Program of Tarlac Agricultural University as the population and 13 students as a sample with a random sampling technique. Data collection of this research through questionnaires and interviews to collect the data and analyse with descriptive analysis and Nvivo as a tool to analyze and visualize the data. This research revealed ESL Student's perceptions stated many negative facts such as language barrier that constructed among them, online learning limited their thought to achieve in their class, and also a duplicate question on their exam seems like a question on the internet. ESL Students also revealed many positive facts such as management class and given a same opportunities to speak in class, innovative teaching method, teaching structured well, and teacher deliver a great material to achieve the objective of the subject matter

Blurred identities: the hybridisation of post-secondary education and training in Cambodia

ABSTRACT This study intends to identify existing permeability pathways between post-secondary education and training in Cambodia and to highlight hindrances that hamper the smooth permeability between the two systems. Adopting a hybrid process, the study combines both inductive and deductive thematic analysis approaches in coding transcribed interviews at 15 sampled training institutions and universities. The study finds that the most common route to higher education and training is through the higher qualification programmes under the same track. Although a transfer mechanism between education and training is in place thanks to the establishment of the national qualifications framework and credit transfer system, it is still a much complicated and less utilised pathway. Challenges that thwart the mobility of students include the lack of inter-ministerial collaboration and coordination, issues related to the assessment of students’ prior qualifications, and differences in quality assurance mechanisms between the two tracks. Be it more or less, these barriers have contributed to the academisation of technical training and the vocationalisation of higher education in the country.

A triple helix case: Innovative and sustainable international summer school in China

Aim: This paper investigates the International summer School model in China with two objectives: evaluating the curriculum and its features and analyzing the application of the Triple Helix Theory of Innovation. A survey of students in the UnivPlus-BSU Shanghai Program and UnivPlus-FSU Beijing Program was conducted in the summer of 2019.Methodology: A survey of 13 questions was disseminated to 115 students from BSU (Shanghai) and FSU (Beijing). The authors collected instructional data from students and faculty involved in the summer programs. The survey was answered on a volunteer basis and was uneven in number on each campus.Findings: UnivPlus is one of the successful organizations that operate international summer schools in China for Chinese overseas students who are enrolled at U.S. and Canadian universities and take advantage of their home vacations in China to study and earn transfer credits. The Triple Helix Model of innovation refers to interactions between university, industry/business, and government fostering economic and social development. International summer schools in China are a new phenomenon and a good example of the Triple Helix innovation Model. The paper’s findings indicate a positive relationship between the collaboration of institutions in the U.S., China, and Canada, effective time management, motivations, and qualitative faculty support for students. Our findings reflect the inspiration of all parties to increase innovation and competitiveness in academia to benefit student learning and enhance their knowledge and intercultural competencies.Implications/Novel Contribution: The success of this program encourages academic leaders at BSU to the potential implementation of summer programs in Japan and Jordan. The international summer program offers Chinese students opportunities to complete some of their courses while visiting their families in the summer with the assurance to transfer credits for equivalent courses at their home universities. This approval process is comparatively easy and unquestionable.

The 3rd ESTRO-EFOMP core curriculum for medical physics experts in radiotherapy

PurposeTo update the 2011 ESTRO-EFOMP core curriculum (CC) for education and training of medical physics experts (MPE)s working in radiotherapy (RT), in line with recent EU guidelines, and to provide a framework for European countries to develop their own curriculum. Material and methodsSince September 2019, 27 European MPEs representing ESTRO, EFOMP and National Societies, with expertise covering all subfields of RT physics, have revised the CC for recent advances in RT. The ESTRO and EFOMP Education Councils, all European National Societies and international stakeholders have been involved in the revision process. ResultsA 4-year training period has been proposed, with a total of 240 ECTS (European Credit Transfer and Accumulation System).Training entrance levels have been defined ensuring the necessary physics and mathematics background. The concept of competency-based education has been reinforced by introducing the CanMEDS role framework. The updated CC includes (ablative) stereotactic-, MR-guided- and adaptive RT, particle therapy, advanced automation, complex quantitative data analysis (big data/artificial intelligence), use of biological images, and personalized treatments. Due to the continuously increasing RT complexity, more emphasis has been given to quality management. Clear requirements for a research project ensure a proper preparation of MPE residents for their central role in science and innovation in RT. ConclusionThis updated, 3rd edition of the CC provides an MPE training framework for safe and effective practice of modern RT, while acknowledging the significant efforts needed in some countries to reach this level. The CC can contribute to further harmonization of MPE training in Europe.

Getting to the Core of Credit Transfer: How Do Pre-Transfer Core Credits Predict Baccalaureate Attainment for Community College Transfer Students?

The majority of community college entrants aspire to earn a bachelor’s degree; yet fewer than a third do. States use several strategies to support community college’s transfer function, including a transferrable core curriculum, a block of pre-major coursework universally accepted at public postsecondary institutions. In this study, we used statewide administrative data from Texas—a state with a transferable core—to examine pre-transfer credit accumulation and how pre-transfer core credits predict bachelor’s degree attainment and time to degree for community college transfer students. Our results illuminate high variation in pre-transfer core credit accumulation among community college transfer students. Each additional pre-transfer core credit improves students’ probability of earning a bachelor’s degree, but only up to core completion status. Soon after students are core complete—at which point universities are no longer required to transfer in additional core credits, students experience a negative relationship between core credits and bachelor’s degree attainment.

How Outsourcing Social Services to NGOs Bolsters Political Trust in China: Evidence from Shanghai

The Chinese Communist Party has recently acknowledged its attempts to bolster good governance by outsourcing public and social service functions to social organizations—non-profit organizations, either created by relevant government bureaus, developed through non-profit incubators, or voluntarily created civil society groups. Do these services gender political trust for the party-state? Using matching methods on an original survey data collected in communities in Shanghai, this article reveals two important findings. (1) Service efficacy—the internal belief that one can affect the content of the services show strong correlation with political trust and the relationship is stronger than that between service quality and political support. (2) There is strong evidence for credit transfer—whilst accountability for these services is attributed to grassroots actors and there is strong correlation between service efficacy and political support, political support increases only for the central government level. The results show how the new programs of social service outsourcing and incorporation of non-governmental organizations in service provision can increase support for the party-state.

EVALUASI PEMBELAJARAN KOLABORATIF MELALUI CREDIT TRANSFER DAN CULTURAL EXCHANGE INTERNASIONAL

Merdeka Learning Merdeka Campus aims to encourage students to master various fields of science with their fields of expertise, MBKM can provide opportunities for students to gain new learning experiences at other universities in accordance with their study programs so that the graduates produced can meet market demands work both at national and international levels so that the learning process in higher education becomes more autonomous and flexible. The Faculty of Transportation and Logistics Engineering at ITL Trisakti has a credit transfer and cultural exchange program with UniKL MIDI in Malaysia, this program is one of the implementations of the MBKM pre-program at the ITL Trisakti campus, this program was attended by 62 participants from the Environmental Infrastructure Engineering study program ( RIL). As many as 80.7% are interested in participating in the internationalization program in the future, from these data it can be concluded that internationalization activities can increase social networking and knowledge for participants. This research serves to see the extent to which the implementation of MBKM in this case Credit Transfer and Cultural Exchange has been implemented, and to identify any shortcomings that arise from these activities, so that in the future it can become input for the ranks of ITL Trisakti and the Ministry of Education, Culture, Research and Technology. in the implementation of the MBKM program. The author uses quantitative descriptive research methods in assessing the level of participant satisfaction.

Challenges of Implementing European Credit Transfer System at University of Raparin

The implementation of the European Credit Transfer System (ECTS) tool into higher institutions of learning has become a challenging task for numerous institutions. Even though the ECTS credits reflect the quantity of work that is necessary for each course to pass on the first semester, the elements incorporated by this tool may pose a challenge during implementation. The elements of ECTS include the student workload, allocation of credit, as well as the learning outcomes and competence. Aside from the challenge of implementing these elements, institutions may experience other challenges such as an instinctive negative reaction to change by the people due to the extra effort required as well as the mental barrier obstacle in regard to the number of credits as well as the significance of courses. Raparin University, a new public university that has been implementing the ECTS system for three years as an international program, has faced many obstacles and has been subjected to student work, trust and a lack of experience. Regardless of these challenges, the ECTS is a very essential and helpful tool that should be implemented in learning institutions to facilitate course and study transparency. Note: ECTS refers to Implementing European Credit Transfer System.

Current State of Compulsory Basic and Clinical Courses in Genetics for Medical Students at Medical Faculties in Balkan Countries With Slavic Languages.

Introduction: In this study we aimed to perform the first research on the current state of compulsory basic and clinical courses in genetics for medical students offered at medical faculties in six Balkan countries with Slavic languages (Bosnia and Herzegovina, Croatia, Montenegro, North Macedonia, Serbia, and Slovenia). Materials and Methods: The study was conducted from June to September 2021. One representative from each country was invited to collect and interpret the data for all medical faculties in their respective country. All representatives filled a questionnaire, which consisted of two sets of questions. The first set of questions was factual and contained specific questions about medical faculties and design of compulsory courses, whereas the second set of questions was more subjective and inquired the opinion of the representatives about mandatory education in clinical medical genetics in their countries and internationally. In addition, full course syllabi were analysed for course aims, learning outcomes, course content, methods for student evaluation and literature. Results: Detailed analysis was performed for a total of 22 medical faculties in Bosnia and Herzegovina (6), Croatia (4), Montenegro (1), North Macedonia (3), Serbia (6), and Slovenia (2). All but the two medical faculties in Slovenia offer either compulsory courses in basic education in human genetics (16 faculties/courses) or clinical education in medical genetics (3 faculties/courses). On the other hand, only the medical faculty in Montenegro offers both types of education, including one course in basic education in human genetics and one in clinical education in medical genetics. Most of the basic courses in human genetics have similar aims, learning outcomes and content. Conversely, clinical courses in medical genetics are similar concerning study year position, number of contact hours, ECTS (European Credit Transfer and Accumulation System) and contents, but vary considerably regarding aims, learning outcomes, ratio of types of classes, teaching methods and student evaluation. Conclusion: Our results emphasise the need for future collaboration in reaching a consensus on medical genetics education in Balkan countries with Slavic languages. Further research warrants the analysis of performance of basic courses, as well as introducing clinical courses in medical genetics to higher years of study across Balkan countries.

International Transfer Credit: Indonesia International MBKM Curriculum Based on Authenticity

Credit Transfer International is a prestigious program that is the hope of all Indonesian students so far. This activity provides an opportunity for Indonesian students to study on campuses abroad for one semester as grant recipients from the Ministry of Education, Culture, Research and Technology. Although a student successfully goes through the selection process and officially becomes a student on an international campus, it does not mean all problems have been resolved. Various problems often arise both regarding learning efforts, curriculum and intercultural surprises that often arise. This research is exploratory, based on the experience in lecturers while guiding students of Credit Transfer participants and participants of activities for two years in the period 2020 and 2021. The results of this study found elements forming students' competing abilities in the international learning process that are strongly influenced by local culture before the activities of their respective campuses. The local culture in question is something that needs to be developed under the concept of local learning that has been taught by the father of Education Ki Hajar Dewantara. The development of bloom's modern pedagogy theory has been shown to shape the Competency-Based Curriculum in students. This research proves that collaboration with local pedagogy a la Ki Hajar Dewantara has created a sustainable International MBKM Curriculum through strengthening IKU 2 (Students Get Off-Campus Experience) and IKU 6 (Study Program in collaboration with world-class Partners).

TÜRKİYE’DE PARASAL AKTARIM MEKANİZMASININ ETKİNLİK ANALİZİ

The Central Bank of the Republic of Turkey (CBRT)’s main target was price stability until the 2008 global crisis, it also focused on financial stability in the post-crisis period. CBRT has implemented new monetary policies that would react against shocks apart from traditional practices to limit the negative effects of the crisis since the end of 2010. The aim of this study is to analyze the effectiveness of the transmission channels of the monetary policies implemented by CBRT, comparing the traditional and new monetary policy periods. In this study, the effectiveness of the change in the monetary policy of the central bank in achieving the stability goals through credit and exchange rate transfer channels was compared as of 2002-2011 and 2011-2020 periods. The structural VAR (SVAR) model was used in the analysis since it allows the structural changes of variables based on economic theory. According to the findings, the effect of credit and exchange rate channels on inflation in 2002-2011 is compatible with the expectations. It was found that interest rate is the most important determinant of the fluctuations in credits and exchange rates. In 2011-2020, the effect of the transmission mechanism of credit and exchange rate channels over interest rates on inflation is compatible with the expectations. The majority of the variations in credits and exchange rates originated from the interest rates. Most of the fluctuations in inflation are caused by exchange rate and credit fluctuations, and the explanatory power of the exchange rate is relatively high.