Effect Of Higher Education Research Articles

Modelling Team Effectiveness and its Determinants Among Multidisciplinary Engineering Students: A Case of Malaysian Public University

Team effectiveness depends on the performance of each team member. Success or failure of a team highly relies on the interaction level of all members. Effective teamwork is a critical learning outcome for engineering students and it is one of the most desired skill required by employers. All engineering graduates must have the ability to function in multidisciplinary teams. Prior studies had also found that, many Malaysian employers agreed that the lack of team working skill among the Malaysian graduates would risk the survival of an organisation and in result developing low-level interpersonal skills which is equally necessary for working effectively in a team. However, in the engineering education literature most of the previous studies have focused on the area of professional environments. A very few studies were conducted in the context of educational environments to identify the factors that affect the team effectiveness in higher education. Moreover several internal and external factors also influence the outcomes of student teamwork and not every group is effective in their objectives and numerous groups fail. Therefore, this study is designed to identify the underlying factors that help students to develop their teamwork skill, thus improving team effectiveness. Hence, upon analysing the articles found in this study, nine (factors were identified to have more impacts towards team effectiveness, which were (1) team communication, (2) trust, (3) team cohesion, (4) team leadership, (5) team coordination and cooperation, (6) team commitment, (7) team performance, (8) team satisfaction, and (9) task interdependence. In addition, after comparing several models and theories, a conceptual model that demonstrates relationships among the identified factors was proposed. It asserted team performance and team satisfaction as the predictors of team effectiveness.

The Effect of Higher Education on Entrepreneurial Activities and Starting Up Successful Businesses

The paper deals with the potential relationship between higher education and entrepreneurial activities. Universities and other higher education institutions could be seen as boosting entrepreneurship in the region. University graduates could be more often involved in starting up a new business and the university itself could commercialize their innovations by creating academic spin-off companies. The paper aims to examine whether university graduates are better placed for establishing a successful business compared to less educated people. Based on the data for 40 EU and non-EU countries, retrieved from a Eurobarometer survey, we conducted probit and IV probit regressions. These have tested the assumed relationship between higher education and entrepreneurial activities. Our results strongly suggest that higher education can often be very beneficial for starting up a new business and this seems to be one of the factors determining the success of new business. Furthermore, those respondents who attended courses related to entrepreneurship appear to be more active in starting-up a business and this seems to be also positively correlated with the company's future success. Interestingly, university graduates from Brazil, Portugal and India in particular, tend to appreciate the role that their universities have played in acquiring the skills to enable them to run a business.DOI: http://dx.doi.org/10.5755/j01.ee.29.2.19069

Developing a measure for student perspectives on institutional effectiveness in higher education

Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

Returns to higher education in the very long-run: 1870–2010

ABSTRACTThis article examines the long-run effect of higher education, measured in average years of tertiary schooling, on the level and growth rate of national per capita income. It uses an improved dataset on educational attainments which not only reduces measurement error but also overcomes data comparability issues and allows us to estimate the long-run effect of human capital through higher education on economic development. Using unique long panel data for 36 advanced and emerging economies spanning over the period 1870–2010, we find that higher education has a positive and significant effect on the level and the growth rate of national per capita income. Specifically, our empirical results indicate that a 1% increase in educational attainment at higher education level would raise the growth rate of per capita income by about 0.01% to 0.02% over a five-year period. That is, at the sample mean, an increase in average tertiary education by one year would raise output growth by about 6% to 11% in five years. We find that the returns to female education are lower than the returns to male education at tertiary schooling levels. Our results are robust to alternative specifications.

Space, place and institutional effectiveness in higher education

ABSTRACTThe possible connections between the physical form of a higher education institution and its effectiveness as a site for teaching, learning, scholarship and research have only become explicit, to some extent, from the mid-twentieth century. This may be thought surprising, not least in view of the large proportion of most institutional budgets devoted to creating and maintaining physical fabric. This lack of consideration is now being rectified from both theoretical and operational perspectives. Space and place – the latter conceptualised here as what people make of space – in higher education have come under examination in recent years from philosophical, sociological, pedagogic, architectural, and other perspectives. The conceptual breadth of these perspectives makes it difficult to analyse or to theorise convincingly in a general sense about physical space in higher education – to a greater extent, arguably, than for other overarching determinants of higher education outcomes. I present here some conclusions drawing on current understandings of the meanings of space and place in higher education; how they are seen as interacting (or not) with academic work; and what directions further work in this area might usefully take.

A counterfactual impact evaluation of a bilingual program on students’ grade point average at a spanish university

This observational study intends to estimate the causal effects of an English as a Medium of Instruction (EMI) program (as predictor) on students Grade Point Average (GPA) (as outcome) at a particular University in Spain by using a Counterfactual Impact Evaluation (CIE). The need to address the crucial question of causal inferences in EMI programs to produce credible evidences of successful interventions contrasts, however, with the absence of experimental or quasi-experimental research and evaluation designs in the field. CIE approach is emerging as a methodologically viable solution to bridge that gap. The program evaluated here consisted in delivering an EMI program in a Primary Education Teacher Training Degree group. After achieving balance on the observed covariates and recreating a situation that would have been expected in a randomized experiment, three matching approaches such as genetic matching, nearest neighbor matching and Coarsened Exact Matching were used to analyze observational data from a total of 1288 undergraduate students, including both treatment and control group. Results show unfavorable effects of the bilingual group treatment condition. Potential interpretations and recommendations are provided in order to strengthen future causal evidences of bilingual education programs’ effectiveness in Higher Education.

Lessons in learning gain: insights from a pilot project

‘Learning gain’ has become an increasingly prominent concept in debates about the effectiveness of higher education across OECD countries. In England, interest has been heightened by the Higher Education Funding Council for England (HEFCE)’s major research initiative on learning gain, launched in 2015, and by the new Teaching Excellence Framework which assesses learning and teaching and student outcomes. HEFCE’s novel research initiative has funded a set of experimental projects across the English higher education sector for the first time. This paper presents preliminary findings from one such project at the University of East Anglia (UEA). The project trials and evaluates three approaches to identifying and measuring learning gain using data from cohorts of students across different discipline areas during 2015–2016 and 2016–2017. It builds upon previous work carried out at UEA in developing self-efficacy assessments and applying concept inventories. Student marks provide a simple comparator as a third approach to measuring learning gain.

Determinants of Administrative Effectiveness in Higher Education : A Study of Occupational Efficacy, Administrative Behavior and Job Satisfaction of Educational Administrators Working in Indian Universities

Determinants of Administrative Effectiveness in Higher Education : A Study of Occupational Efficacy, Administrative Behavior and Job Satisfaction of Educational Administrators Working in Indian Universities

Determinants of Administrative Effectiveness in Higher Education : A Study of Occupational Efficacy, Administrative Behavior and Job Satisfaction of Educational Administrators Working in Indian Universities

Determinants of Administrative Effectiveness in Higher Education : A Study of Occupational Efficacy, Administrative Behavior and Job Satisfaction of Educational Administrators Working in Indian Universities

Student Evaluations of Teaching Effectiveness in Higher Education

Receiving feedback from students has become the most common source in higher education in evaluation of teaching. There appears to be a widespread consensus that students’ evaluations of teaching have raised awareness of teachers about their critical role of effective teaching. The involvement of students in assessing teacher or course effectiveness inspires teachers to tailor their teaching to meet students’ preferences. On the average, there is little controversy over the use of student feedback as a data source for instructional improvement. The study aims to reveal the impact of students’ evaluations on improving the quality of teaching at a university.

Adaptation of the Teacher Effectiveness Scale in Higher Education into Turkish Language.

The purpose of this research is to adapt The Teacher Effectiveness Scale in Higher Education into Turkish language. The survey method was employed. Collected data were analyzed using confirmatory and exploratory factor analyses. The adapted scale had 32 items and 4 factors explaining 50.3% variance. Cronbach alpha reliability coefficients of the factors varied from α=0.70 to α=0.89 and factor loadings of the items ranged from 0.47 to 0.80. Statistically significant correlations among factors ranging from r=0.54 to r=0.58 were found. It is concluded that the adapted scale is a valid and reliable instrument to measure teaching-related behavior, subject matter expertise, relational expertise, and personality aspects of teacher effectiveness in higher education. Article visualizations:

The effects of higher education on childrearing fertility behavior in Japan

PurposeCost-benefit theory cannot explain the inverse relationship between education and fertility behavior among developed countries. The purpose of this paper is to examine psychological factors in fertility decisions, focusing on the number of children and determinants involved in the decision to have three or more children.Design/methodology/approachTwo empirical models were employed utilizing data from the Japanese General Social Survey of 2005 and 2006. An ordered logit model was used to examine how educational background impacts the number of children people choose to have. A logit model focused on psychological factors was used to investigate the effect of the burden of childcare on the decision to have more children.FindingsThe probability of a third birth declines as the number of years of education increases for women, but not for men. Women whose mothers were housewives tended to have fewer children, whereas women who live in families and are homeowners were likely to have more children. For women, the most influential factor in the decision to have a child was awareness of childrearing costs. Men from higher-class, higher-income families tended to have more children.Practical implicationsThe analysis indicates that maternal leave or systemic re-employment support can impact a woman’s decision to have a child.Social implicationsThe inverse relationship between women’s fertility behavior and education can be partially explained by the awareness among educated women of the duties and burdens of childrearing.Originality/valueThis study contributes to practical information concerning the role of psychological factors in fertility decisions.

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Higher education plays a crucial role for developing responsible citizens and accordingly a key priority for educators should be how to prepare their students for contributing to society development. Traditional teaching methods have been insufficient to realize these aims and experiential learning has been recommended for supporting learning effectiveness in higher education as experiential learning plays a crucial role to complement the required capabilities. In business education,experiential learning has focused on the simulation of real world business practices. As experiential learning is a relatively new educational practical approach in Egypt, this study sheds the light on the rational process of experiential learning as well as the study aims to evaluate the benefits and obstacles that educators may face when implementing an experiential approach. The case study presents an experiential learning model based on a business simulation, reflecting its effectiveness to develop students’ learning process and learning outcome. Using qualitative analysis, the study investigates the responses of diverse undergraduate student teams to a business simulation as a new experiential learning approach. The study recommends that experiential learning approach has proven useful for supporting the business students’ effective learning.

Student perceptions of cloud applications effectiveness in higher education

Cloud computing technology use in higher education institutions is rapidly expanding and becoming a more integral part of the collegiate experience. This expansion of the use of cloud applications comes with some significant learning and adoption challenges to the end users along with the technical advantages that allow greater accessibility and ease of use. The influence of individual user perceptions toward these technologies is an issue that merits further investigation. Several technology acceptance models have demonstrated some degree of success in predicting adoption behaviors utilizing individual user traits and beliefs. However, there have been limited investigations of variables after the technology has been implemented and used. This paper focuses on the associations between variables identified in the literature that are considered to be influencing use and perceptions of technology for undergraduate students of technology at a mid-sized university in Southeast Michigan. The results statistically present significant correlations between each measured variable and support the interaction between perceived ease of use, computer anxiety, computer self-efficacy, and internet self-efficacy with the perceived usefulness of cloud applications in a higher education setting.

Medication Side Effect Profiles in PD Patients in a Safety-Net Hospital

Background: Compulsive behavior, dyskinesias, motor fluctuations, and hallucinations are common Parkinson’s disease (PD) medication side effects. These are yet to be examined in relation to race and level of education. The goal of this analysis was to identify socioeconomic or clinical variables that are associated with compulsive behavior, dyskinesias, motor fluctuations, and hallucinations in patients in a safety-net hospital. Methods: A movement disorder patient database containing 452 patients with idiopathic PD was analyzed for differences in PD medication side effects using univariate and multivariate logistic regression analysis. Race, sex, and level of education were evaluated as possible confounders. Results: A greater proportion of the patients in this study were Caucasian males. The only variable associated with compulsive behavior was age, with higher age having a protective effect (p = 0.0336). Disease duration (defined as time since the onset of symptoms), diagnosis duration (time since formal diagnosis), and level of education were significantly associated with dyskinesia inunivariate analysis (p =< 0.0001, <0.0001, 0.1236 respectively). However, diagnosis duration was the only variable significantly associated with dyskinesia in multivariate analysis (p = 0.0038), in addition to a borderline significant association when comparing individuals with graduate degree to those who had completed high school education or less (p = 0.0599), with a protective effect of higher education. Disease duration, diagnosis duration, and use of monoamineoxidase inhibitors were also significantly associated with motor fluctuations in the univariate analysis, while only diagnosis duration was significantly associated with motor fluctuations in multivariate analysis (p = 0.0035) with longer diagnosis duration associated with higher risk of motor fluctuations. Age, disease duration, and diagnosis duration were associated with an increased risk of hallucinations in univariate analysis (p =< 0.0001, <0.0001, <0.0001 respectively), but age and disease duration were the only variables associated with hallucinations in multivariate analysis (p = 0.0009, 0.1196 respectively). Race was not associated with a higher risk of compulsive behavior, dyskinesias, motor fluctuations, or hallucinations. Conclusion: Compulsive behavior, dyskinesias, motor fluctuations, and hallucinations in our PD population may be associated with differences in socioeconomic status and access to care, but not with differences in race.

Audit Culture and Academic Production

The perceptible rise of an audit culture has had marked effects in higher education, including in Australia. Since their introduction in the early 1990s, academic audits have grown in size and sophistication, consuming ever more time, energy and financial resources. While supported by both governments and institutional leaders, this study reveals that the effects have significantly distorted the academic mission, favouring research published in highly ranked international journals, at the expense of local journals, and enhancing gender differences in the profession. For an English language system that is increasingly integrated into the Asia–Pacific, with a diverse academic staff, the effects are complex, and not entirely uniform. But overall, the effects have been to devalue collegiality, in the interests of re-shaping academics into self-monitoring subjects.

Incentive Effects in Higher Education: an Improved Funding Model for Universities

We examine the incentive effects of risk-sharing between student and university in the English higher education system. The ‘graduate premium’ has been widely reported and has been used to justify rising higher education participation and increased individual or governmental expenditure. But this premium is simply the mean of a wide distribution, varying, inter alia, by subject, institution, year of graduation and individual. We assume that universities exist in a state of monopolistic competition and are subject to a budget constraint. Using US college data we find evidence suggesting that a funding model which incorporates risk-sharing improves the efficiency of educational delivery while maintaining subject diversity and access.

The Impact of Accreditation on Student Learning Outcomes

In recent years, student outcomes in higher education has captured the interest and concern of accreditation communities, governments, employers as well as international organizations. Student outcomes is becoming the principal gauge of higher education's effectiveness and accreditation bodies expect learning outcomes to be well defined, articulated, assessed, verified, and used as a guide for future improvement. The paper investigates the impact of accreditation on student outcomes in higher education and examines the impact of two accreditation bodies on student outcomes, namely: The National Commission for Academic Accreditation and Assessment (NCAAA) established by the Higher Council of Education in Saudi Arabia and the Accreditation Board for Engineering and Technology Inc. (ABET). Results from a course in Mathematics at Effat University, Jeddah, KSA, showed how important the learning outcome is in the process of re-evaluating strategies and methodologies used in the learning process.

Factors Influencing Team Effectiveness in Higher Education

Organizations must fulfill in order to produce and sustain effective teams. Many factors can affect how effectively teams perform. Thus, this study offers the results of an investigation of the factors that donate to team effectiveness in higher education. Task interdependence, task conflict and personality traits appeared as key influences on team effectiveness. An overall of 275 randomly selected researchers from local Malaysian universities. The results were measured by the Structural Equation Modeling (SEM) analysis. The empirical results showed task interdependence was found to be a critical factor in team effectiveness. Thus, task interdependence that emerged in this study offers a significant influence on the works on team effectiveness in professional contexts.

Flipping the Debate

APT2015 ‘Flipping the Institution: Higher Education in the post Digital Age’focused on exploring the challenges and opportunities created by the rapid changes in technology and their potential effects in higher education. ‘Is flipped learning a challenge, an opportunity or a necessity?’ (Stripe and Carrier, 2015) presented the idea that flipped learning is anything that challenges the traditional teacher led model of classroom teaching, especially by introducing technology (FLIP LEARNING, 2016).