Development Of Education Research Articles

Enhancing Operational Excellence Through Quality Management

Quality management system enhancing Operational Excellence in a Company nowadays, Quality assessment involves a systematic evaluation of products, services, or processes against predetermined standards. This evaluation encompasses various factors such as efficiency, effectiveness, reliability, safety, and customer satisfaction. The primary goal is to identify areas for improvement, address issues, and ensure that the product, service, or process meets or exceeds stakeholders' expectations. Quality assessment is relevant across multiple industries, including manufacturing, healthcare, education, and software development. Operational excellence is crucial for competitive advantage in service and manufacturing sectors. Consequently, companies must carefully analyze their operational strategies; as these decisions significantly impact operational excellence. This study aims to review existing literature on operations and excellence within service firms and explore the factors influencing operational excellence in this sector. While operational excellence in the service sector may lack clarity in current literature, this research seeks to build upon advancements in the industrial domain and integrate various factors traditionally studied independently. The proposed theoretical framework examines multiple factors influencing operational excellence, intending to apply this model within the service sector and other industries. Additionally, the research suggests investigating obstacles that hinder firms from achieving operational excellence. By synthesizing existing knowledge and proposing a comprehensive theoretical framework.

The Correlation of Education, Employment, Parental Income and Social Emotional Development with the Nutritional Status of Preschool Children Living in Flood Areas

Nutrition is a biological factor that influences children's growth and development. In 2022, the World Health Organization stated that around 148.1 million children under five years old have a height that is not appropriate for their age or stunting, 45 million children are too thin compared to their height or wasting, and 37 million children are too heavy for their height or overweight..This study aims to determine the nutritional status of preschool children in flood areas and looking at the correlation of education, employment, parental income and children's social emotional development with the nutritional status of preschool children. The sample in this study was 114 preschool children aged 3 - 6 years who lived in flood areas. Sampling technique with cluster sampling. There are 9.6% of children who are very underweight, 29.8% are underweight, 15.8% are at risk of being overweight according to weight per age. According to height per age, there are 22% of children who are malnourished and 0.9% obese. According to BMI, there are 22.8% malnutrition and 18.4% malnutrition. There were 13.2% of children in the short category and 4.4% of very short children. There is a social emotional relationship between children and nutritional status according to BMIA. However, stunting and undernutrition or underweight are important findings in this study. These findings relevant for nursing to design and implement treatment or prevention interventions in overcoming nutritional problems in children. Future studies require surveys with larger samples and with more varied characteristics.

Academic librarians as educational developers: Overview, case study, and discussion

In the library and information science (LIS) literature, there are examples of librarians leading educational development initiatives, often centered on information literacy (IL). However, there does not appear to have been significant exploration in the educational development literature of librarians acting as educational developers. This article is intended fill this gap by providing an overview of academic librarians’ engagement with educational development and offering a brief case study of a librarian who is involved in educational development, followed by discussion of key questions and potential implications that are raised when considering librarians acting in this role. The goal is to open up a dialogue between and among educational developers and librarians about the role of librarians in educational development. This may also encourage discussion among educational developers about how the field should be defined and who qualifies as an educational developer.

Rethinking time in preparing for and reflecting on teaching: Pedagogical partnership with student consultants as empowering educational development

How faculty choose—or feel compelled—to spend time on preparing for and reflecting on their teaching is influenced both by capitalist notions of efficiency and productivity and by human, relationship-focused conceptions of growth. The educational development opportunities that faculty are offered at the intersection of these influences can foster self-directed, meaningful, and empowering ways to conceptualize and use time. This article reports on a study that aimed to deepen understanding of how faculty think about, experience, and make choices about time during and after participating in a particular form of educational development: one-on-one pedagogical partnership with liminally positioned student consultants. Anonymous survey responses revealed that, while participating in this form of educational development, faculty experienced pedagogical partnership as a useful/practical way to spend time, as a source of insights into the student perspective on and experience of time, as inspiration to use time to center student learning, and as a worthwhile investment of time to grow as reflective practitioners. Survey responses showed that, after participating in this form of educational development, faculty carried forward new understandings of the importance of spending time outside of class reflecting on teaching, of feeling more confident and capable in planning for teaching, of using time differently in class, and of continuing to invest time in revising their sense of self as a teacher in meaningful learning relationships with students. The article concludes with recommendations for educational developers who wish to support faculty in rethinking time through creating or expanding opportunities to participate in student-faculty pedagogical partnerships.

Strategic planning tools for educational developers supporting SoTL cultures and programs at their institutions

As centers for teaching and learning increasingly offer support and leadership for the scholarship of teaching and learning (SoTL) at their institutions, educational developers need better tools to plan their SoTL programming. This article shares the work of a regional network of educational developers across six institutions in Virginia, who aimed to enhance SoTL offerings within and across their institutions. While SoTL tools and models for individual instructors proliferate, this community of practice noted a gap in support for developers doing more institution-level planning. Through their collaboration, they developed two tools for planning and launching institution-level SoTL programs: the SoTL Strategic Planning Worksheet and the SoTL Program Taxonomy. This article describes the development of these tools and assesses their implications for educational development practice.

Beyond the “Human Dimension”: Expanding Fink’s taxonomy of significant learning to include the more-than-human world

We are in a particular moment in human history when climate change and environmental degradation, and the accompanying “eco-anxiety” many of us feel, are challenging predominant ways of living and educating. Just as educational developers have started turning a critical lens inward around other important social justice issues, we all have the opportunity, and indeed a responsibility, to examine the ways that our field may be contributing—albeit inadvertently—to much broader environmental injustices. In this article, we take as our starting point an influential taxonomy of learning, offered by L. Dee Fink, which is frequently utilized in U.S. centers for teaching and learning to guide faculty in the design of their courses. Our purpose is to explore the implications and potential growth areas of one particular area of Fink’s learning taxonomy, what he has called the “Human Dimension,” and then to propose an expanded understanding and application of this dimension to include attention to and relationships with the more-than-human world, which Indigenous peoples have long practiced. We hope, ultimately, for this piece to provoke critical reflection of an anthropocentric approach to education, inspire a broader ecological perspective-taking, and perhaps even result in concrete environmental actions.

Understanding the Developments in System of Education within Rural Communities

In India, more than 70 percent of the populations resides in rural communities. In these communities, the individuals have recognized the meaning and significance of education. But it is unfortunate to note that system of education is not in a well-developed state. This is regarded as one of the critical impediments within the course of progression of rural individuals and communities. Hence, there is a need to formulate programs, which are essential in leading to up-gradation of overall system of education. Within these programs, all factors are to be taken into account, which are necessary in bringing about improvements in overall structure of the organizations. Within rural schools, it is necessary in promoting enhancement of teaching-learning methods, teaching-learning materials, assessment strategies and instructional strategies. Furthermore, up-gradations need to take place in various types of extra-curricular and creative activities. These are essential in stimulating the mind-sets of rural individuals towards learning and achievement of educational goals. In this manner, there will be an increase in rate of absenteeism. One of the important aspects is, there is a need to recruit well-qualified and experienced teachers. As they are contributing efficiently in promoting student learning and leading to up-gradations of overall system of education. Therefore, in order to lead to progression, it is necessary to promote developments in overall system of education. The main concepts that are taken into consideration in this research paper are, objectives of promoting developments in rural education, measures to be implemented in promoting developments in system of education, and advantages of promoting enrichment of rural education.

Communicating Clear Guidance: Advice for Generative AI Policy Development in Higher Education

Communicating Clear Guidance: Advice for Generative AI Policy Development in Higher Education

Social work education in Vietnam: the development, challenges and ongoing effort to indigenization in the past two decades

ABSTRACT Social work education is considered essential in developing the social work profession in Vietnam to set a foundation for the profession in the late 1980s. Since officially given a training code in 2004 and recognition of the professional status in 2010, the development of social work education has been significantly expanded in the number of training institutions and programs provided at various levels with only two schools providing undergraduate programs in 2003 to 35 in 2024, including 10 MSW and two PhD programs. After two decades of fast development, there have been considerable issues and challenges in maintaining the quality and professionalization of social work education. As an imported discipline, social work education depends on programs and resources from other countries. Hence, indigenization has become an increasing issue and challenge in Vietnam and other countries in the Global South. This paper presents the result of a short survey of 30 training institutions and an online questionnaire of 116 social work educators, practitioners, policymakers and social service managers. The paper examines the process of development, challenges and how to promote indigenous social work training programs to appropriately meet local needs and context and ensure regional and global standards.

Kanyashree Prakalpa as a catalyzer for development of women’s education in West Bengal, India

Kanyashree Prakalpa initiative in advancing women's education in West Bengal, India. This study investigates the enrolment among female students at undergraduate and postgraduate levels before and after the implementation of Kanyashree Prakalpa in West Bengal and makes a comparison between enrolment before and after the implementation of Kanyashree Prakalpa. The methodological techniques used in this study are qualitative and documentary. Documentary analysis addresses the goals of the study by reviewing the available reports from the Department of Higher Education, Government of India's All-India Survey on Higher Education. Results showed that before the implementation of Kanyashree Prakalpa, the percentage of female enrolment fluctuated from around 43.94% to 53.85% at the undergraduate level and after the implementation of Kanyashree Prakalpa, the percentage increased, reaching as high as 59.04% in 2019-2020. At the post-graduate level before the implementation, the percentage of female enrolment fluctuated around 43.94% to 53.85%. After the implementation, the percentage increased, reaching as high as 59.04% in 2019-2020 at the postgraduate level. In conclusion, this research highlights Kanyashree Prakalpas as a promising model for the development of women's education and empowerment.

Lifestyle of Children with Disabilities in a Modern Arctic City

The problem of the research presented in the article was determined by the contradiction between the conditions for the development of inclusive processes and various kinds of restrictions that shape the lifestyle of children with disabilities in an Arctic city. The study is aimed at identifying factors influencing the formation of the lifestyle of children with disabilities in the Arctic city. The research method was a semistructured interview. The sample consisted of mothers raising children with disabilities aged 4-13 years, living in Murmansk and Arkhangelsk (n = 71). The main results of the study are expressed in the fact that the characteristics of the lifestyle of a child with mental disabilities in an Arctic city are determined, regardless of the territory of residence, namely, limited specific children’s types of activities, distancing from peers, insufficient opportunities to satisfy their interests and preferences, receive quality education, socio-cultural and physical development. The low accessibility of urban space for children is shown, which leads to restrictions in the formation of “territorial behavior” and reflects the insufficient effectiveness of inclusive processes. Two factors have been identified as the leading reasons for this situation: the nature of social interactions and the degree of spatial accessibility of urban space.

Sustaining and supporting the momentum of enduring pandemic practices

Faculty members impacted by the COVID-19 pandemic inadvertently participated in a historic, widespread, and rapidly occurring educational development phenomenon: the global shift toward emergency remote teaching. We surveyed faculty members (n = 502) at four different institutions (a community college and a small, medium-sized, and large university) and collected self-reported data on faculty members’ continued use of educational technology tools or teaching techniques that they adopted for the first time during the pandemic. Faculty respondents also shared their perceptions on why this change to their teaching was valuable. Approximately 62% of the faculty surveyed reported their continued use of an educational technology tool, and 34% reported their continued use of a teaching technique or strategy. Higher education institutions must now consider the implications of these enduring pandemic practices, evaluate their effectiveness, and work to sustain the skill-building momentum of faculty who have invested time in adopting new technology tools and teaching techniques.

Comparative Analysis of Educational Development Strategies in Emerging Economies

Comparative Analysis of Educational Development Strategies in Emerging Economies

다변량 잠재성장모델을 활용하여 부모 지원이 자녀의 자아개념을 매개로 진로성숙도에 미치는 영향 분석

This study sought to examine longitudinally how parental support affects career maturity through children's self-concept. For this purpose, data from the 3rd to 7th years of the KELS 2013 of the Korean Educational Development Institute were used. Descriptive statistics and a multivariate latent growth model were analyzed using five years of longitudinal data from 5,200 students nationwide from the first year of middle school to the second year of high school. As a result, first, parental support, children's self-concept, and career maturity showed a decreasing trend over time. Second, parental support at an early point in time had a positive effect on the children's self-concept and career maturity, and the children's initial self-concept had a positive effect on the initial career maturity. Additionally, changes in parental support had a significant positive effect on changes in children's self-concept. Meanwhile, changes in parental support appeared to be slowing down as they have a negative impact on changes in children's career maturity. Through this, it was confirmed that parental support is an important variable that determines a children's self-concept by influencing the children's self-concept from the beginning to the pattern of change. In addition, the higher the initial parental support, the higher the children's initial career maturity. However, changes in parental support showed a negative relationship with changes in career maturity, so the increase slowed. Based on this, it was suggested that follow-up research was needed to establish institutional alternatives to narrow the gap in students' self-concept and career maturity caused by differences in parental support in the educational field and, lastly, to identify the characteristics of each variable.

Investigating The Determinants of Vocational Education and Economic Development in Digital Age: A Review from 2018 - 2023

Vocational education plays a crucial role in the development of individuals by providing them with the most essential skills. The crucial importance of vocational education necessitates support from various elements, including government policy and the educational aspect within the vocational school. However, higher vocational education and economic development in the digital age face several challenges, stemming from enrollment trends, policy interventions, labor market dynamics, and demographic shifts. This study provides a systematic review using PRISMA guidelines for addressing higher vocational education enrollment, policy interventions, labor market trends, and demographic factors that affect the integration of vocational education and economic development in the digital age. The initial phase involves the identification of a suitable source database, which may include prominent platforms such as Scopus, Google Scholar, or IEEE Xplore The findings of the study reveal that most students enrolling in higher vocational education recommend using hands-on training and practical skills that have been directly applicable to my current job in the IT industry. The program needs to focus on industry-relevant skills for the demands of the labor market. We also identifying and filling these research gaps could lead to a more comprehensive and critical understanding of vocational education. Vocational education programs can adapt to labor market trends by incorporating emerging technologies into their curricula, collaborating with industry experts to identify skill gaps, and offering continuing education courses to keep graduates up to date with the latest advancements. Finally, this study provides some recommendations for further studies.

Incidence of Student Participation in The Democratic Culture of School Municipalities

Purpose: Determine to what extent student participation affects the democratic culture of School Municipalities. Theoretical Framework: Focuses on the importance of developing a democratic culture through student participation in spaces such as school municipalities, based on the theories of John Dewey and Roger Hart. Method: A quantitative approach was used with a causal correlational design and a sample of 230 students between 12 and 17 years old, selected from a population of 569 members of the school municipalities through probabilistic sampling. Results and Discussion: It was found that 32.6% of students consider student participation positive, while 33.9% perceive it negatively. Furthermore, 68.3% report a regular perception of the democratic culture in school municipalities. Although there are spaces for participation, student involvement remains low on many occasions. Research Implications: This study seeks to promote democratic culture through student participation in school, thus contributing to improving educational management and aligning with the objectives of sustainable development in education. Originality: Offers a perspective on the role of educational institutions in building a democratic school community through student participation. Conclusion: Student participation has a significant impact (82.5%) on the democratic culture of the School Municipalities, which supports the study hypothesis. It is crucial that students understand their role as citizens and actively participate in school life to build a strong democratic culture.

More is not always better: Profiles of perceived frequency of parental involvement among Chinese students and associations with resilience and academic achievement

This study adopted a person-centered approach to explore heterogeneous patterns of home-based parental involvement frequency among elementary, middle, and high school students, and examined how such patterns were associated with resilience and academic achievement. The sample comprised 105,641 Chinese students, with analyses conducted using latent profile analyses (LPAs) and multivariate analysis of covariance (MANCOVA). The results revealed consistent profile emergence across all cohorts- four profiles distinctly described the students' perceived patterns of parental involvement. These encompassed three universally identified profiles: “low involvement in life and study,” “moderate involvement in life and study,” and “high involvement in life but low in study.” For the 8th and 11th graders, the fourth profile was denoted as “high involvement in life and study,” while for 4th graders, it was termed “moderate involvement in life but moderately low in study.” MANCOVA results revealed statistically significant differences in students' resilience and academic achievement across profiles after controlling students' gender and family socioeconomic status (SES). The findings of this research highlight that parents' more frequent involvement in students' everyday lives, coupled with less frequent involvement in their study matters, may effectively foster academic success and enhance the development of resilient traits. Educational relevance statementThis study sheds light on the impact of diverse frequency of parental involvement profiles on the academic achievement and resilience of Chinese students across different grade levels. The findings highlight students who perceive their parents as a ‘high involvement in life but low in study’ are associated with greater academic achievement and resilience. These insights emphasized the need for teachers, parents, and policymakers to consider the nature, frequency, and domains of parental involvement, offering significant implications for teaching strategies, parenting practices, and educational policy development, particularly in the Chinese context.

История и перспективы развития специальной психологии: к 100-летию со дня рождения В.И.Лубовского

<p>The article presents a historical overview of the formation of special psychology as a special direction of psychological science, in which Vladimir I. Lubovsky played a key role. V.I. Lubovsky headed for a long time at the Research Institute of Defectology and became the organizer and first head of the Department of Special Psychology at Moscow State University of Psychology and Education. The article describes the stages of development of the department, changes in the teaching staff, changes in various educational programs and areas implemented as part of the training of specialists for psychological and pedagogical support of children with developmental disorders. The Faculty of Clinical and Special Psychology of Moscow State University of Psychology and Education continues to develop, preserving the traditions laid down by V.I. Lubovsky. The article examines the current state of special psychology and its prospects, notes current problems of special psychology, once formulated by V.I. Lubovsky: the development of early special psychological services, the study of the possibilities and conditions for the integration of children with developmental disabilities into educational institutions, the development of a unified approach to the use terminology. All the identified problems are of current importance to this day; they are being reviewed in the context of the development of inclusive education in our country.</p>

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

BackgroundThe concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program.MethodsThe undergraduate medical program at the Charité – Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program’s study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants.ResultsAfter two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching.ConclusionsIn systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts.

Research on Effective Supply Strategies of Informationization Teaching Resources under the Background of "Double Reduction"

The quality of education after the "double reduction" needs to be guaranteed by deepening education and teaching reform. In order to better implement the "double reduction", it is necessary to apply information technology teaching methods to promote educational reform. At the same time, deepening information technology teaching reform is also an effective measure to promote the common and balanced development of compulsory education. In the society where information technology teaching is constantly developing, information resources are everywhere. In the context of "double reduction", the study of effective supply strategies for high-quality information technology education resources is conducive to the realization of reducing burden, increasing efficiency, and improving the quality of education environment. On the basis of explaining how information technology education resources can empower the implementation of "double reduction", this study proposes effective supply strategies for information technology education resources from the perspectives of precise promotion of teaching resources and teaching services, hierarchical supply of after-school service resources, big data resources to assist school work, and transformation of service models for off campus institutions.