Education Institutions In Jordan Research Articles

Impact of total quality management practices on competitive advantage in Jordan's private higher education institutions

This study aims to determine whether both soft and hard total quality management (TQM) practices influence the creation of competitive advantage in private higher education institutions in Jordan. Primary data were collected through a questionnaire from a sample of 108 academics working in these institutions, using convenience sampling. Descriptive statistics, such as mean and standard deviation, were used to describe the sample. The study employed multiple linear regression analysis, which revealed that both soft and hard TQM practices have a significant positive impact on creating a competitive advantage. The study recommends further research on the role of soft and hard TQM practices, particularly in the business environments of developing countries in the Middle East, with a focus on the manufacturing industries.

The role of digital communication in developing administrative work in higher education institutions

In higher education institutions, effective digital communication is crucial for achieving administrative goals, such as improving student services, managing resources, and facilitating collaboration among staff members. By exploring the impact of copresence factors on digital communication effectiveness, higher education institutions can gain a deeper understanding of the factors that influence their digital communication and develop strategies that optimize its efficiency. The study applied a quantitative research approach through a questionnaire survey to collect required responses from employees who are working in the higher education institutions of Jordan with a total of 304 participants. The findings of this study indicate that copresence factors play a significant role in the effectiveness of digital communication within higher education institutions in Jordan. The results support the framework developed by others and suggest that self-copresence and partner-copresence have a positive impact on the efficiency of communication. This highlights the importance of considering the presence of individuals during digital communication and the impact it can have on the quality of the exchange. In conclusion, the study sheds light on the importance of correspondence in digital communication and its impact on the efficiency of communication within higher education institutions. The findings can help in the development of strategies and practices for enhancing the effectiveness of digital communication and improving administrative work in higher education institutions in Jordan.

Individual, technological, organizational, and environmental factors impact of the internet of things on e-learning adoption in higher education institutions in Jordan

Individual, technological, organizational, and environmental factors impact of the internet of things on e-learning adoption in higher education institutions in Jordan

The social effects of higher education in Jordan

Few studies have examined the social effects of higher education. These studies have shown that there are personal and community effects, like low crime rate, greater civic participation, and improved performance across a host of socioeconomic measures. Depending on some and more of the variables or measures of previous studies, the current study tried to determine whether higher education institutions have achieved the goals for which they established, through identifying the social effects of higher education in Jordan, by analysing published data of a group of social variables related to graduates of higher education institutions in Jordan. The study shows that higher education did not show any positive effect across most of the studied variables, such as unemployment, idleness, income, spending behaviour, and family size, which indicates that higher education institutions did not achieved their goals in those aspects, regardless of the reasons behind that.

Examining the antecedents of employee retention among Jordanian private Universities: The moderating role of knowledge sharing

This study aims to examine the effect of employee engagement, job satisfaction, task complexity and talent management on employee retention in private universities based in Jordan. The study also examines the moderation effect of knowledge sharing on the relationship between employee engagement and employee retention. The data collected from 183 academics and analyzed through Statistical Package for the Social Sciences (SPSS) and partial least squares-structural equation modeling (PLS-SEM) indicated that employee engagement, talent management and job satisfaction significantly impact employee retention. However, task complexity was found to have a non-significant relationship with employee retention. Further, it was found that knowledge sharing positively moderates the relationship between employee engagement and employee retention. This study is a signpost for future research regarding the antecedents of employee retention and provides useful insights to the policy makers of higher education institutions in Jordan. The study also highlights several avenues for future research.

Makerspace, higher education and technical institutions

Graduates of engineering programs have to be enabled to create hardware products by having easy access to methods for designing, manufacturing, distributing and learning. Such capabilities can be hosted in makerspaces. The makerspace approach remains immature in many developing economies, such as Jordan. Academia in Jordan is considered mostly research-oriented, while the industry is concerned purely with commercial returns. However, higher education institutions in Jordan have realized that linking industry and academia is crucial for maximizing the value of research, as seen through the lens of commercial development. This study aims to establish a roadmap and framework model for developing engineering programs in Jordanian universities by establishing a makerspace to introduce hands-on teaching. Several steps must be conducted sequentially to achieve the objectives of the study, which will ultimately enhance higher education institutions in the field of engineering. The study focuses on establishing a makerspace to receive the necessary equipment to improve teaching methods and the modernization of some engineering courses. Therefore, it will help improve the quality of higher education and enhance its relevance to the labor market and society. Additionally, this trend will gain potential in the future with higher employability.

Jordanian University Instructors’ Practices and Perceptions of Online Testing in the COVID-19 Era

It is widely known that exceptional circumstances inevitably call for the use of matching procedures. As there has been a change in face-to-face teaching methods, there have also been parallel changes in student evaluation and assessment plans or strategies during the COVID-19 era. This study investigates how COVID-19 affected online testing in higher education institutions in Jordan. For this purpose, the researchers developed a five-construct Likert-type questionnaire with 20 items and distributed it to a sample of 426 university instructors. The constructs were the internet and technology, technical and logistic issues, types of questions, test design, and students’ awareness. The results showed that the Internet and technology are essential to guarantee the successful performance of online testing. The study also showed that this type of testing affected the test design and types of questions in a way to eliminate or at least reduce the spread of online cheating. The study recommends that higher education institutions provide instructors with on-the-job training, not only in e-learning techniques and procedures but also in preparing and conducting online exams.

Technology of Job Satisfaction for Employees in Private Technical Higher Education Institutions in Jordan

his is a brief demonstration about the project, which consists of three parts web application, mobile application and PDA devises. Mobile applications using to send keyword in SMS that determine user location previously entered in website. In web application we design complete system receives and organise incoming request to closest parking to achieve project goals. On other hand in PDA devise the user benefit from services provided by to request taxi, specially the GPS services. The Text a Taxi system ensures to collect all possible technology together to make the operation of book taxi be more security, fast, cheap and easy than to the original way. Traffic Transport has a great importance in all the daily activities of the communities and especially in the daily work and shopping processes in the Arab countries is important for the easy use of users and consumers in the business, trade and economy using intelligent devices over the Internet and the services of offices booking by websites and this is the subject of our study in Saudi Arabia The city of Rafha as a city with a population of 60,000 people distributed over 16 areas © 201x JASET, International Scholars and Researchers Association

Technology of Job Satisfaction for Employees in Private Technical Higher Education Institutions in Jordan

The study assesses Higher-education institutes include public and private sectors, where academic staff and employees in each sector have different challenges and obstacles. In this research, we investigated functionality and its importance on staff evaluation, a comparison between job conditions in public and private systems in Jordan is presented including salaries, promotion systems and sabbatical leave, also a brief description on the institute' employee is presented where challenges for each group is discussed and further recommendation are suggested; groups included lecturers, lab administrators, employees and craftsmen.

The (Un)Sustainability of Higher Education Institutions in Jordan

Higher education in Jordan has been tied closely to the state-building process in the century since the modern Hashemite state's foundation in 1921, with its explicit purpose being to educate and train high volumes of students who are competent and capable to serve as contributors to the state's development. Though this purpose has largely been successful to date, it is becoming increasingly clear that more is needed than simply issuing degrees. In an increasingly globalized world, it is necessary to educate those who can contribute to future research arenas and labor markets over which a single state has limited control. Within this perspective, we detail the evolved societal position that higher education institutions in Jordan occupy and how that position has made such institutions a liability in the nation's continued sustainable development. It is important to emphasize that we do not address here classical sustainability issues, but rather focus on more fundamental and culturally-relevant issues pertaining to the survivability of universities in Jordan upon which more global sustainability views and solutions can be predicated. Specifically, we outline the unsustainability of impersonal, inefficient and ineffective infrastructure, centralization of policies and academic practices, lack of autonomy and/or self-governance, considerable financial dependence on the state, and a general hesitation for higher education institutions to seek boldly societal and economic impact beyond the simple production of graduates. To counter this unsustainability, we propose a three-pronged approach that can help catalyze the re-imagining of Jordan's higher education institutions so that they become maximally effective contributors to the state's future sustainable development. Our proposed approach is based on (i) internally decentralizing higher education institutions to enable greater autonomy and academic freedom, (ii) re-purposing these institutions to become more student-centric, and (iii) embracing diversity and academic community recognition. Finally, it is the intention of this perspective to highlight not only those challenges facing higher education institutions in Jordan, but also to present clearly the necessary and practical steps that institutions themselves may take immediately to ensure their relevance in, and impact on, modern society.

The Effect of Cultural Dimensions on Knowledge-Sharing Intentions: Evidence from Higher Education Institutions in Jordan

The Effect of Cultural Dimensions on Knowledge-Sharing Intentions: Evidence from Higher Education Institutions in Jordan

The Impact of the (4-MAT) Strategy on the Academic Achievement of University Social Studies Students in Jordan

The 4-MAT strategy is an effective teaching method for all educational levels (high school and university settings) and academic disciplines in many parts of the world. However, a shortage of research still exists in higher education related to social studies disciplines. This study was carried out to fill this gap and provide further research evidence to the suitability of the 4-MAT strategy. The primary purpose of this study was to determine the impact of the 4-MAT strategy on the direct and deferred academic achievement of social studies students in Jordan. The population of the study consisted of all classroom teachers who are required to take social studies course as part of their curriculum plan during their study in the Department of Curriculums and instruction. The sample of the study composed of (86) students was divided into two groups: the experimental group with (45) students and the control group with (41) students. The equivalence of the two groups was established through a pre-test. The academic achievement test used in this study was composed of 25 items and has proven to be valid and reliable. Results of the study indicated significant differences between the experimental and control groups in both the direct and deferred academic achievement in favor of the experimental group. The present study provided valuable insights as to the effectiveness of the 4-MAT teaching strategy to prove academic achievement and deferred retention of information for social studies students at higher education institutions in Jordan.

Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

Aim/Purpose: The current study has been carried out to reveal students’ readiness to utilize MOOCs at higher learning institutions in Jordan. Background: Higher education institutions around the globe are shifting rapidly to reach learners worldwide by providing open education. In accordance with this universal effort, Jordan is committed to offering open access education that allows learners to access knowledge through the Internet and has launched one of the first Arabic “Massive Open Online Course” (MOOC) platforms in the Arabic region. Thus, students must be prepared and ready for this innovation in education. Nonetheless, MOOCs have been incessantly discussed and have faced wide criticism as an insufficient amount of research has been conducted on students’ readiness to be involved in MOOCs. The level of tertiary students’ preparation to utilize and attend MOOCs as a source of learning is unclear. Methodology: Structural equation modeling (SEM) was used to test the proposed model of students’ readiness for MOOCs. Convenience sampling was used to distribute a paper-based questionnaire to the students of three Jordanian universities during a period of four months from May to September 2019. Out of 700 distributed questionnaires, a total of 537 responses were returned giving a response rate of 76.7%. Out of the returned questionnaires, 69 responses were reported incomplete as most of the questions (>80%) were left unanswered; these 69 questionnaires were eliminated from any further analysis. As a result, a total of 468 questionnaires were valid for statistical analysis. Contribution: This study aims to contribute to the existing literature by examining the perceptions of higher education students in Jordan toward MOOCs. The current study extends the continuing debate about MOOCs with respect to determining which factors influence students’ readiness to participate in these courses. Specifically, this study investigates both the cognitive and psychological influential factors that determine the readiness of Jordanian students to adopt MOOCs. The proposed theoretical framework for this research is based on the work of Yu and Richardson, who developed the model of Student Online Learning Readiness (SOLR). SOLR is comprised of three forms of competency assumed to be important in examining students’ readiness for online learning. Specifically, these competencies are (1) social competency represent skills, capabilities, and a sense of control, which is necessary for managing social situations and developing and sustaining relationships, (2) communication competency, “the ability of an individual to demonstrate knowledge of the appropriate communicative behavior in a given situation”, and (3) technical competencies, “self-efficacy in technology”. Furthermore, the research model includes an additional competency: self-management of learning, “the degree to which a student perceives himself/herself as being self-disciplined and is able to engage in a greatly autonomous learning setting.” Findings: The results obtained from the SEM revealed that students’ readiness to accept MOOCs in their learning is significantly influenced by four types of competency: social, technical, self-management of learning, and communication. Recommendations for Practitioners: Facilitators of MOOCs should take into account that technical competency can be enhanced by recognizing that technical competency related to online learning should be developed, taught, and constantly reinforced at every educational level as a life skill. Additionally, facilitators and developers of MOOCs should be prepared to find methods to support and inspire student participation, and to recognize the importance of learning skills in the MOOC environment. Furthermore, facilitators and developers of MOOCs should increase the social presence of fellow participants in MOOCs, which in turn facilitates the attainment of collaborative learning. Recommendation for Researchers: Researchers may use well-established theories related to investigating online learning usage in exploring students’ readiness to use MOOCs. Impact on Society: A study like the current one would be beneficial for higher education institutions in Jordan to determine the key factors that influence students’ readiness and in turn develop active strategies to address students’ needs in order for them to adopt MOOCs. Future Research: Further studies may include additional factors to better measure students’ readiness to use MOOCs. The additional factors can be revealed by utilizing a qualitative method. Thus, additional studies may employ a mixed-method approach (both quantitative and qualitative) to accurately identify additional factors that may influence student readiness to student readiness to MOOCs and to offer a more holistic understanding of readiness.

The Impact of Innovative Technology on the Quality Assurance at Higher Education Institutions in Developing Countries: A Case Study of Jordan

Quality assurance consider as one of the most important concerns in higher education institutions, which may influence the overall rank of universities. Innovation technology may play an important role in improving such quality of higher education institutions. Innovation technology provides several benefits, which are seen immediately, for instant, allowing students to share information easily and to discover new experiences within the education system. This study aims to find out the key factors of innovative technology affecting the quality assurance at higher education institutions in Jordan. By adopting the diffusion of innovation theory, this study sheds light on several factors that extended from this theory. Fieldwork including five universities in Jordan was conducted to specify the actual technological factors that may influence quality assurance at higher education institutions. An interpretive paradigm using triangulation methods was applied to collect data, conducting sixteen semi-structured interviews with major stakeholders in Jordanian universities, including professors, university vice-chancellors, IT managers, heads of departments, and deans of schools. The researchers also held two focus groups and distributed 232 surveys to Jordanian students.

Social Presence and Self-Efficacy in Relation to Student Satisfaction in Online Learning Setting: A Predictive Study

This study investigated the levels of social presence, online learning self-efficacy, and student satisfaction among undergraduate students taking online courses from the School of Educational Sciences at the University of Jordan during the COVID-19 pandemic. It was hypothesized that the relationships between these variables and the degrees of social presence and online learning self-efficacy could predict student satisfaction in these online learning settings. To this end, we used a stepwise multiple regression model for student satisfaction involving social presence and online learning self-efficacy. Data were collected from a sample of 435 participants, all of whom were undergraduate students enrolled in the summer semester at the University of Jordan in 2020 Academic Year. The results demonstrated that the undergraduate students had high levels of online learning self-efficacy and moderate levels of social presence and student satisfaction. The study also revealed a significant positive relationship between social presence, online learning self-efficacy, and student satisfaction. The findings revealed that social presence and online learning self-efficacy impact and significantly predict student satisfaction in higher education institutions in Jordan in online learning settings. Based on these results, the authors recommend that instructors at these institutions foster social presence to enhance student satisfaction.

Incentives and Obstacles Influencing Faculty Members’ Use of Information and Communication Technology (ICT)

The use of Information and Communication Technology (ICT) in the classroom is very important for providing opportunities for students and learners to learn to operate in an information era. Studying the incentives and obstacles to the use of ICT in education may assist instructors to overcome these barriers and become successful technology adopters in the future. Thus, this paper investigates the factors related to the incentives and obstacles that influence the use of ICT in the educational practices as perceived by faculty members in Jordanian universities. Moreover, this article identifies factors that may affect faculty member’ decisions to use ICT in the classroom. These factors are interrelated; the success of the implementation of ICT in teaching and learning process is not dependent on the availability or absence of one individual factor, but is determined through a dynamic process involving a set of interrelated factors. A web-based questionnaire was employed and distributed to all faculty members of four selected universities in Jordan for the Fall Semester 2017/2018. A total of 262 participants from a wide variety of schools have responded and completed the survey. The results of the analysis revealed that the major factors that prevent or affect faculty member’ use of ICT in higher education institutions in Jordan are lack of faculty member ICT skills; lack of faculty member confidence; lack of pedagogical faculty member training; lack of suitable educational software; limited access to ICT tools; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these factors and obstacles affect individuals and institution may help in taking a decision on how to tackle them.

The Human Rights Climate in Higher Education Institutions in Jordan

This study aimed to uncover the reality of the human rights climate in higher education institutions in Jordan. It used the descriptive survey approach and applied the University of Minnesota Scale (Taking the Human Rights Temperature of Your School). The study sample consisted of (521) male and female students and teachers. Results showed that the impact of the human rights climate is present at higher education institutions in Jordan at a medium degree of (3.14) and a standard deviation of (0.39). They’ve also shown that there are no statistically significant differences at the level of significance (α ≤ 0.05) regarding the impact of the human rights climate on higher education institutions in Jordan due to the variables of role (students, teachers) and gender (male, female).

Special Education Teachers' Identification of Self-determination Skills in Teaching Handicapped Students at Special Education Institutions in Jordan

Special Education Teachers' Identification of Self-determination Skills in Teaching Handicapped Students at Special Education Institutions in Jordan

A Proposed Educational Model to Improve the Operations of Knowledge-Exchange between MOE and Higher Education Institutions in Jordan

The purpose of this study was to build a proposed educational model for improving knowledge-exchange processes between the Ministry of Education and Higher Education institutions in Jordan. The sample of the study consisted of (301) educational leaders: (158) academic staff members from the Faculty of Educational Sciences – University of Jordan – and the Faculty of Education in Yarmouk University; and (143) members from the center of Jordanian Ministry of Education for the academic year 2016/2017. To achieve the aims of the study, the researcher built a questionnaire, consisting of (88) items as tool for collecting data. The research tool was checked for its validity and reliability semantics. To analyze the data, means and standard deviation were used.
 The results of the study showed that the educational leaders rated the degree of practicing knowledge-exchange processes between Jordanian Ministry of Education and Higher Education institutions in Jordan as (moderate). Also, they rated the obstacles that face knowledge-exchange processes as (moderate). The study concluded with a proposed educational model for improving knowledge-exchange processes between the Ministry of Education and Higher Education institutions in Jordan, and recommended to be approved and applied in Jordan.
 Keywords: A Proposed educational model, Knowledge-exchange processes, Practicing degree, Obstacles, Jordanian Universities, Jordanian Ministry of Education

أنموذج تربوي مقترح لتحسين عمليات تبادل المعرفة بين وزارة التّربية والتّعليم ومؤسسات التّعليم العالي في الأردن

أنموذج تربوي مقترح لتحسين عمليات تبادل المعرفة بين وزارة التّربية والتّعليم ومؤسسات التّعليم العالي في الأردن