Credit Transfer Research Articles

Challenges in the Implementation of the Bologna Process

Bologna process is the instruction for reshaping in the higher education system, which created significant obstacles for its implementation. The objective of this study is to investigate the issues and challenges faced Kurdistan universities during the implementation of the Bologna process. In this study, three universities have been focused; two public and a private university. A questionnaire form was designed or the three universities’ staff (Erbil Polytechnic University [EPU], Soran University, and Cihan University) which included several questions about the challenges faced them during European Credit Transfer System (ECTS) implementation. The results show that Cihan University provides more knowledge about Bologna process to its staff while EPU and Cihan University were the best regarding staff participation in Bologna process and related events such as conferences, workshops, and seminars. EPU shows to be preferable in providing ECTS instructions While Cihan University tends to be better followed the policy of ECTS. Most Universities’ staff disagreed about the success of the Bologna process implementation due to unsuitable universities’ infrastructure and academic calendar. In conclusion, in point of view of the universities’ staff, several steps have been taken toward the implementation of Bologna process, but it required more preparations and efforts.

A Study on the Impact of Schemes and Programmes of Government of India on Agriculture to Increase Productivity, Profitability, Financial Inclusion, and Welfare of Farmers to Transform them into Modern Society

Purpose: The foremost intent of this research article is to create awareness about various schemes for the productive sector of agriculture. Through this study, the level of performance of these agricultural schemes and programmes were analysed that will be helpful for the attainment of financial inclusion. Hence it is necessary to know about various schemes and their making to connect the beneficiaries. Agriculture is the basic source of food supply, production, processing, promotion and distribution. Agricultural products contribute to Gross Domestic Product (G.D.P.) and generate employment in rural areas. They transform the lives of the farmers in modern society. The government of India has introduced Minimum Support Price (MPS), MIF, PMKSY, PMFBY, e-NAM, PM-KISAN, PMJDY, PM-KUSUM, PKVY, NAMS, and MGNREGS. The mobile app KisanSuvidha and innovative programmes like Kisan Rail, KrishiUdaan double the farmers’ Income (DFI). These help in transforming village economy, coverage of irrigation, crop insurance, and stabilizing the income. They also ensure financial support, flow of credit and Direct Benefit transfer of subsidies and funds to beneficiaries. Adopting modern technology, farm-based activity, poultry, dairy, forestry, beekeeping and with the support of SHGs which will directly impact productivity, profitability, financial inclusion, and the welfare of farmers in the 21st century and development of the country’s economy. Design/ methodology/approaches: This study is all about the theoretical concepts based on analysis of various schemes and interconnect. Findings and results: This study reveals that the effectiveness of various agricultural programs and also identifies the benefits and beneficiaries of these schemes. Under this research, various financial services, subsidies, funds released, online platform for agricultural products, funds for micro-irrigation, and so on benefits provided by the government of India were studied. Originality/value: Analysed the various schemes and compelled its beneficiaries and develop a modern to achieve financial inclusion and economic growth through the study. Type of Paper: Research Analysis.

Blockchain Ecosystem for Credit Transfer in Education

Data is the key to measuring educational effectiveness promptly. But data and education are trapped and siloed across centralized systems, causing information discrepancies and inaccuracies. This has caused countless delayed opportunities, academic credential disagreements, and never-ending confusion around learning potency. This lack of transparency, despite having its fair share of usefulness, has also been quite burdensome. To alleviate this issue, our team has developed a blockchain protocol that verifies professional certifications that have been earned both locally and through another well-established online educational portal. This system allows accuracy, reliability, and immutability that has never been implemented. This foundation of clear, verified data will then be used further to power blockchain-based applications. The result is that our attempt at a versatile, holistic, and decentralized view of educational performance ensures the best e-learning outcome for students and teachers alike.

Request to pay: Monetising the instant payments investment

For the past few years, payment service providers (PSPs) have come together in an attempt to harmonise European instant payments. At the back end, the effort undertaken to transform PSPs’ internal processes and the underlying payment infrastructures to transact in real time has been impressive; however, despite the significant costs associated with this back-end modernisation, pan-European front-end payment solutions capable of fully leveraging instant payments — and the accompanying investment — are yet to be realised. This paper proposes that the solution to this problem is implementing a request to pay messaging layer between existing end-user payment interfaces and PSPs’ SEPA Instant Credit Transfer (SCT Inst) settlement layer. This layer would be used for the secure exchange of messages before the payment is executed to facilitate pan-European request to pay type solutions. This approach promises not only to bring the full value of SCT Inst to consumers, promoting increased levels of certainty, transparency and convenience, but also empowers PSPs to monetise their instant payment investments by enabling them to offer integrated value-added services to their customers around the payment process. This is the missing piece of the puzzle for European payments, and its implementation should prove a crucial step towards attaining a ‘complete’ European payments ecosystem.

THE DEVELOPMENT OF WEB-BASED CREDIT TRANSFER APPLICATIONS IN THE FACULTY OF SCIENCE AND TECHNOLOGY UNIVERSITAS TERBUKA (A CASE STUDY IN THE INFORMATION SYSTEM PROGRAM)

The implementation of credit transfer at Universitas Terbuka refers to the Rector's Regulation Number 119, 2018. This credit transfer could only be carried out once when students registered themselves at very first time. Recognition of credit transfer is accepted whn accomplishment of courses have been obtained from their previous universities. Through the provision of credit transfer recognition services, students are expected to be able to finish their study faster. Students can apply for credit transfer through the Faculty which would then be proceed by Study Program. Students are required to collect documents such as diplomas, transcripts, descriptions of courses at their previous university, and the submissions for courses intended to be transferred for credit. The documents which are in form of print out would later be processed in their respective Study Programs. During the process, the Study Program compiled the documents manually by recording and determining the courses approved for credit transfer. However, the study Program hasn’t used a special application. Due to this limitation, several problems occurred in the process, such as the absence of filing the credit transfer application documents, the ineffectiveness of storing the credit transfer master block in the Study Program, and the large number of credit transfer applications. These problems often result in delays in the credit transfer process, thus disrupting academic services for students. Therefore, it is necessary to develop a credit transfer application that can assist in the implementation of credit transfer in the Faculty of Science and Technology. The methodology used to develop this credit transfer application is the waterfall model. For design modeling using UML (Unified Modeling Language), while software testing uses Black Box Testing and usability and acceptance tests applied the PSSUQ (Post-Study System Usability Questionnaire) method. From the results of the tests, it showed that Black Box Testing got test results of 100%, while the usability and acceptance tests using the PSSUQ method got 68% of respondents. The conclusion of this study showed that the application is ready to use and the users Agree/Good/Like on the development of a web-based credit transfer application at the Faculty of Science and Technology of the Universitas Terbuka (case study of Information Systems Study Program). Kata kunci: Credit transfer, Web, Waterfall, , Black Box Testing, PSSUQ.

Persepsi Mahasiswa tentang Program Merdeka Belajar – Kampus Merdeka Pertukaran Pelajar

This article aims to observe students' perceptions of the MB-KM student exchange program, as well as what obstacles and barriers are experienced by students participating in the student exchange program. This research uses a case study method, with a focus on the implementation of an off-campus learning activity program, namely student exchange organized by the Citizenship Education study program, Universitas Pendidikan Indonesia. Observations were made on 23 Citizenship Education students in implementing a student exchange program at the Universitas Pendidikan Indonesia in Islamic law courses. Triangulation of data from observations, interviews, and field notes was used to analyze data collected during the implementation of student exchange activities. The findings of this study indicate that students have a favorable opinion of the Universitas Pendidikan Indonesia implementation of the student exchange program. The student exchange program is viewed as a means of developing an innovative learning culture through collaboration; however, the obstacles that activities frequently face are unexpected; there are issues with credit transfer, as well as student difficulties with adapting to a new environment and time management.

Using H.264 Codec Remote Conference System to Realize Credit Transfer of Global MOT Course at Yamaguchi University and ASEAN Universities

Using H.264 Codec Remote Conference System to Realize Credit Transfer of Global MOT Course at Yamaguchi University and ASEAN Universities

Hub-and-Spoke Logistics Network Considering Pricing and Co-Opetition

With the rapid development of the logistics market, the construction of an efficient “channel + hub + network” logistics system, that is, a hub-and-spoke logistics network, is of great importance to enterprises. In particular, how to reduce costs and increase efficiency in both the construction of network facilities and actual operations, and to formulate reasonable prices for the logistics service needs in the entire market are crucial strategies and decisions for enterprises. Under such a background, this article starts from the perspective of duopoly logistics enterprises that jointly build networks and allow the transfer of surplus capacity and carbon credits, and studies the hub-and-spoke logistics network design that also considers the relationship between service pricing and co-opetition. Considering the corporate profit and difficulty of implementation as a whole, the co-opetition is a better choice than the complete competition and perfect cooperation. In addition, the remaining capacity of the company, the transfer of carbon credits, the joint construction and sharing of hubs, and strategic cooperation in the area of corporate common pricing under the price framework agreement are conducive to the realization of an increase in corporate operating profits, a better market share and more favorable pricing.

Competition in american social work education during times of COVID-19: a midwestern case study

ABSTRACT Competition to attract students for enrollment in American social work degree programs is intense. Program attributes (e.g. minimum grade point average, maximum transfer credits permitted, institutional tuition rate, and rankings) distinguish social work education programs in the United States. Determining which program attributes appeal to potential students could help increase a program’s competitiveness in a crowded education marketplace. The COVID-19 pandemic is further intensifying recruitment of students to BSW programs. This research used a case study approach to compare admission attributes of 21 bachelor of social work programs (BSW) offered at 11 public and 10 private institutions located in one state that could be viewed as representative of American BSW programs. This paper compared attributes that differentiated these undergraduate social work programs, while exploring the potential impact of the pandemic on BSW student recruitment. Implications for social work education are discussed, including lessons learned that may be helpful to BSW faculty and staff responsible for student recruitment activities and related operations. Social work education program administrators and faculty could use this information to review recruitment and application processes and raise awareness of the burgeoning influence of reputational ranking services.

ESTABLISHMENT AND OPERATION OF ACADEMIC BANK OF CREDITS (ABC) IN HIGHER EDUCATION

The NEP, 2020 reiterates the holistic and multidisciplinary education. Even engineering institutions, such as IITs, will move towards more holistic and multidisciplinary education with more arts and humanities. The Academic Bank of Credits (ABCs) shall be a national-level facility to promote flexibility of curriculum framework and interdisciplinary academic mobility of students across HEIs with appropriate credit transfer mechanism. It will enable the integration of multiple disciplines of higher learning, leading to the desired outcomes including enhanced creativity, innovation, higher order thinking and critical analysis. Academic Bank of Credits is essentially a credit-based, and highly flexible, student-centric facility. Students are eligible for Credit transfer, Credit accrual and Credit redemption through ABCs. The present article enlighten the readers with regard to Objectives of ABCs ; Functions of ABCs ; Organizational Structures of ABCs ; Implementation Plan for ABCs ; and Eligibility Criteria for HEIs to register with ABCs. The Regulations presented in this article are called as the University Grants Commission (Establishment and Operation of Academic Bank of Credits in Higher Education) Regulations, 2021 which will be implemented from the academic year 2021-22.

Institutional Barriers Contribute to Low College Completion Rates

Institutions contribute to low college graduation rates by creating barriers. These are six common ones: degree requirements poorly described, not offering needed courses, unnecessary registration holds, inappropriate placement of transfer credits, financial aid policies that do not benefit the most needy students and not recommending students complete 30 hours a year. All of these barriers can be removed at little or no cost to the institution.

Prototype Development of a Cross-Institutional Credit Transfer Information System for Community College Transfer Students

Credit transfer information systems in higher education are not well studied. This article demonstrates the prototype development of a cross-institutional credit transfer information system (CICIS) for community college transfer (i.e., vertical transfer) students in an Asian educational context. It exhibits credit transfer guidelines and past credit transfer records to enhance the transparency and sustainability of credit transfer information and to facilitate the transfer process of prospective community college transfer students. It also ensures the sustainability of credit transfer information and its application. The four-phase life cycle of the prototyping model was adopted to guide the study. In this paper, we report the first three phases of this development: (1) Users’ needs assessment and pre-prototyping groundwork, (2) prototype development, and (3) unforeseen circumstances and expert review. Challenges and difficulties throughout the whole process are documented and discussed. Based on this prototype development experience, a solid foundation of strategies for future engineering and enhancement of credit transfer information systems can be developed.

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication.

Although scientific publication is often mandatory in medical professions, writing the first research article for publication is challenging, especially as medical curricula have only a minor focus on scientific writing. The aim was therefore to identify facilitators and barriers experienced by medical doctors writing their first scientific article for publication. An explorative inductive approach made use of semi-structured interviews for collecting data until saturation. Data were analyzed with systematic text condensation. Several barriers were identified: (a) writing in general; (b) writing in English; (c) dealing with content, structure, and presentation; and (d) navigating in the author group. Good supervision in the initial writing phase was a facilitating factor. Medical doctors requested a course in which they could work on their own articles and give feedback to fellow students. They valued skilled lecturers and individual supervision, and they wanted to learn about author instructions, how to present text correctly, and how to sell their core message. Their goal was to create a useful end product and to obtain European Credit Transfer System (ECTS) points. The facilitators and barriers that medical doctors experience when writing their first scientific article for publication and their course requests should be reflected in the learning objectives and content of future courses.

Striving to strengthen the ecosocial framework in social work in Finland

AbstractThere is no economic or social sustainability without ecological sustainability, yet the latter can hardly be achieved without the other forms of sustainability. While contemporary consumer societies are still today fundamentally unsustainable, advancing the overall sustainability transition as well as mitigating and preventing the ecological crisis should be high on the social work and community development agendas. On one hand, this is because the ecological crisis both causes and increases social inequality and vulnerability. On the other hand, aspiring sustainability requires profound social and cultural changes, bringing about which belongs to social work and community work’s areas of expertise.Asking how to respond to the socio-environmental crisis and its ramifications in social work education, this article focuses on the currently evolving ecosocial framework in Finnish social work education and practice, paying special attention to the opportunities and hindrances in its realization. The inquiry is based on thematic analysis of advanced level social work students’ views on these issues, as presented on a 5 ECTS (credits as per the European Credit Transfer and Accumulation System) course Social Work in Ecosocial Transition, part of the University of Jyväskylä’s social work master’s degree curriculum. In countries like Finland, where community development has a marginal role, adoption of the ecosocial framework would inherently strengthen the community based and political orientation in social work.

Features and contents of master programs in public health in Chile

In Chile, public health training grew both in enrollment and in the number of universities offering programs on the subject. To compare the academic characteristics and the contents of the master's programs in public health offered by Chilean universities. A search of all master's programs that include the word "public health " in their title was made, excluding those that did not declare current students in 2020. The academic characteristics and content of each program were compiled according to the information declared by each university. The contents were grouped according to the list of core competencies for the public health professional of the Association of Schools of Public Health in the European Region (ASPHER). Eleven programs were included, most of them are carried out in face-to-face modality. The academic load is expressed in Transferable Credit System credits (62-71), credits (87-125) or teaching hours (1252-2048). All programs declare to have a graduation activity, with a heterogeneous academic load. All programs have basic subjects in epidemiology and more than 60% include introductory topics in public health, research methodology, and health services management. No program declares demography or food safety as compulsory subjects. There is heterogeneity in the academic load and the contents between the programs. It is necessary to establish common criteria in the training of future public health professionals, at least in the compulsory subjects and the minimum academic load.

CULTURAL AND LANGUAGE DIFFERENCES OF INTERNATIONAL CREDIT TRANSFER STUDENTS STKIP PGRI SUMATERA BARAT WITH FATONI UNIVERSITY THAILAND STUDENTS

Exchange Program Students or called Credit Transfer International, which activity is to allow students to take the eyes of college degrees higher outside the country. By the terms, already doing work equally among college high to carry out an exchange student program. One of them is the STKIP PGRI West Sumatra in Credit Transfer Program to Fatoni University, Thailand which was carried out in 2020, even though during the COVID-19 period. Barriers to communication between cultures have appeared in every aspect, this is caused by differences in culture, differences in how to think, how to see, how to hear, and translating languages, so the case is to be interpreted differently by cultures other, even. When the difference in language in a class, then by this translation should be required, so that the potential mistake of misunderstanding does not occur. Therefore, the communication effective among people of different cultures become one of the things that are pretty challenging.

Overcoming Barriers in Higher Education Mobility between Latin America, Canada and Asia: A Scoping Review

Latin America and Asia have been tied for hundreds of years through a transcontinental trade network, which has culminated in their current economic interdependence. This interdependence necessitates cooperation, which can be bolstered through cultural understanding between the two continents. International student mobility is one way to foster intercultural relations, which are currently quite low between these regions. Canada has faced a similar struggle as Latin America to attract students in the Americas when faced with competition from US universities, but has had some successes which Latin American countries could learn from. This study therefore completes a scoping review of the literature to categorize barriers and enablers to academic mobility between higher education institutions (HEIs) in Asia, Canada, and Latin America and synthesizes relevant suggestions. An integrative literature search of qualitative and quantitative studies was conducted using six different databases. After considering inclusion and exclusion criteria, 33 studies were selected and analyzed. The results were categorized into six themes: Cultural, Academic and Professional, Linguistic, Economic, Program Structure, and Political Climate. Each theme included factors which enabled or hindered student mobility between Asia and the Americas. The findings highlight the need for Latinamerican HEIs to emphasize relevant initiatives and qualities that go beyond rankings, boost the use of English among academics and staff, actively reach out to Asian partners, and collaborate to develop credit transfer policies compatible with Asian institutions. These considerations could be all the more timely considering students are currently more open to virtual international opportunities in the midst of the COVID-19 pandemic, generating possibilities of greater collaboration between these regions of the world.

Innovative Training of Future Teachers of Higher Education Institutions in the Conditions of Distance Learning

The study examined the change in the attitude of students and teachers to the system of distance learning of future teachers of higher education institutions after passing the blitz course "Modern distance education". The experiment was conducted in Ukraine -a post-Soviet state, where part-time and part-time education still prevails, and distance learning still remains innovative and is gradually being implemented within the transitional credit transfer system. The article used sociological methods to study the acceptability of innovative forms of learning. In particular, after the participants of the blitz course "Modern Distance Learning" sociologically measured the attitude to innovative areas of distance learning, namely: work with electronic resources,counseling, modeling personal educational trajectory, organization and self-organization of independent forms of work and psychological training (motivation, training in self-regulation techniques, trainings and self-trainings on the practice of independent decision-making and responsibility). Particular attention was paid to diagnosis and self-diagnosis, as well as control and self-control. After a theoretical (sociological) discussion of innovative forms of distance learning, it was found that teachers are interested in innovative methods of work, but prefer a stationary form of educational services; during distance learning, emphasis is placed on consulting forms of work and multifaceted monitoring of competencies. Students, on the other hand, showed a high sensitivity to e-learning, providing maximum academic freedom and self-control. However, the dynamics of a positive attitude to distance innovation had a slight increase in students and moderate -in teachers. At an international level, the scientific novelty of the article involves subjective views of students and university teachers on distance learning in the post-Soviet countries, where until now such learning was implemented only by the top-down approach. Thus, the article can become a theoretical basis for the development of contact educational programs in the humanities for the implementation of innovative methods of distance learning in the studied region.

AN ANALYSIS OF INTERACTIVE LEARNING MEDIA IN THE INTERNATIONAL TRANSFER CREDIT PROGRAM

Indonesian government has the Independent Learning Campus Teaching (MBKM) program aiming to prepare students to produce a strong generation of people for the Indonesian country. It is a new policy from the Minister of Education and Culture that has been implemented by universities. One of the programs is International Credit Transfer. STKIP PGRI Sumatera Barat implemented the program Fatoni University, Thailand. The program is carried out in the Malay language study program with a concentration of Indonesian Language consisting 7 courses and 22 credits. The learning process carried out during the Covid-19 pandemic is in 2 (two) ways, namely online and face-to-face. This research uses qualitative research methods focused on phenomenological understanding. The online learning process from STKIP PGRI Sumatera Barat with Fatoni University is carried out using the Google Meet application. Before the lecture started, the lecturer from Fatoni University Thailand sent a Google Meet meeting link to the email of each student at STKIP PGRI Sumatera Barat. Even though it's a long distance, the teaching and learning process can run smoothly.

Отношение студентов бакалавриата к внедрению Системы зачетных единиц на основе выбора (СЗЕОВ) в Индии

The study was conducted to explore the perception of students towards CBCS and the challenges faced by them in the progress for successful implementation of CBCS. Convergent Parallel design of mix-method approach has been used. A total 80 students from Ravenshaw University and from affiliated urban degree colleges of Utkal University were selected as sample of the study. Self-developed perception scale and an open-ended questionnaire were administered. The collected data were analyzed by using percentage, t-test, ANOVA. The research revealed no significant difference in perception towards CBCS between boys and girls and between Arts, Science and Commerce students. Majority of student respondents (87.5%) have a favourable perception towards introduction of GPA instead of marks. Students highly recommended for the provision of credit transfer system, employment-based skill enhancement courses, internal exams, appointment of student advisor and flexibility to study at different times and different institutions to complete one course and scope to transfer credits from one institution to other. Majority of Students highly satisfied with the semester system of examination, flexibility in subject selection, continuous comprehensive evaluation and skill enhancement courses. The study revealed some problem which are faced by students in the successful implementation of Choice Based Credit System such as; overburden of course, workload, exam oriented, inadequate library and infrastructure, absence of specialized teachers and references, text books. The findings of the present study yielded the necessity of developing strategies by all the stakeholders for successful implementation of Choice Based Credit System.