Excellence In Higher Education Research Articles

Exploring Pedagogical Excellence In Higher Education For Industry 4.0 Skill Development

Exploring Pedagogical Excellence In Higher Education For Industry 4.0 Skill Development

The Construction of Teacher’s Teaching Quality Evaluation System Based on the Teacher-Student Cooperation Model

Within the framework of advancing educational evaluation reform in the modern era, establishing a scientific and rational assessment system for the quality of teacher’s instruction holds immense importance. This contributes to the further development of autonomous evaluations within colleges and universities, fosters enhancements in higher education evaluation systems, and supports the modernization of higher education governance. Considering the evolving demands for cultivating excellence in higher education, the assessment of teachers’ instructional quality continues to face challenges, encompassing evaluation criteria, categorization guidelines, system enhancements, digital adaptation, and more. In the construction of a quality assessment system for teacher’s instruction in higher education, continuous optimization of the evaluation system for teaching quality is essential. This optimization should be driven by scientific principles, grounded in collaboration between teachers and students, and aligned with fundamental principles, including categorized assessment, process orientation, digital integration, and more.

The Role of Higher Education Institutes in Achieving the Gole of Developing

India, a nation known for its rich cultural heritage and diverse demographics, has set forth ambitious goals for its development trajectory. In this pursuit, higher education institutes emerge as pivotal agents, shaping the intellectual, social, and economic landscape of the country. This paper explores the multifaceted role of higher education institutes in India’s development agenda. Through a comprehensive review of literature, policy analysis, and case studies, it elucidates the challenges, opportunities, and strategies for leveraging higher education to propel India towards sustainable development. The findings underscore the imperative for collaborative efforts among stakeholders to foster innovation, inclusivity, and excellence in higher education, thereby catalyzing India’s journey toward prosperity and global leadership. As India strives towards the ambitious vision of Viksit Bharat (“Developed India”) by 2047, higher education institutions (HEIs) stand at a crucial juncture, poised to play a transformative role in this national endeavor. HEIs serve as talent factories, equipping individuals with industry-relevant skills and fostering innovation through research and entrepreneurship. This drives economic growth, technological advancement, and job creation, particularly in knowledge-based sectors. HEIs act as pillars of social empowerment by promoting inclusivity, critical thinking, and lifelong learning. They contribute to closing the gender gap, improving healthcare access, and upholding human rights, leading to a more equitable and just society. HEIs nurture responsible citizens who actively participate in democratic processes. They foster critical analysis, encourage informed choices, and promote transparency, strengthening democratic institutions and governance.

Revitalizing Talent Development in Jiangsu Province's Representative Universities under 'The Belt and Road' Initiative in the Post-Pandemic Landscape: A Data-driven Analysis

Examining four universities in Jiangsu Province's "Belt and Road" international talent programs, this study finds disparities in planning, faculty diversity, and student exchanges. Despite Jiangsu's reputation for excellence in higher education, these institutions perform in a range of ways, most notably in cooperation and planning within the initiative. Although some universities are excellent at internationalizing their faculty, it is still difficult to recruit from "Belt and Road" nations. The pandemic affected participation rates by interfering with exchange and student enrollment programs. Evaluating and correcting shortcomings in Jiangsu universities' "Belt and Road" talent programs was the main goal. With an emphasis on student exchanges, faculty compositions, and educational planning, the study sought to close gaps that prevent successful internationalization. The research sought to reconcile current practices with the urgent need for strong international talent development through careful analysis. Using a thorough methodology, the study examined student exchange data, faculty compositions, and educational plans, identifying notable differences. These results highlight the need for better planning, diverse faculty hiring, and equitable student exchanges. In summary, this study offers crucial recommendations to higher education institutions and decision-makers for improving the success of "Belt and Road" projects in the aftermath of the pandemic, stressing the importance of better international talent development and more robust global alliances.

Preparedness for Academic Excellence in Higher Education through BPO

COVID-19 Pandemic has been a very serious problem worldwide. It has damaged all economic germinate areas. Also the Nepalese higher education field has been disturbed. Our teaching and learning methodologies are conventional. Additionally, politicians, policy makers do not want to change and adopt new concept with high-tech. Academicians and administrative staff are thinking positively, but those people are not techno friendly so that in crucial time they are resistant to change. Still, these situations create a big opportunity in Nepal; thus, the higher education sector would apply the BPO technique to provide quality education for their students with low budgets.
 This study focuses on how to professionally manage teaching and learning service delivery over the public or private networks to help students use ICT effectively and efficiently. It is a new concept in the education field of Nepal, but developed countries have practiced from last decade. The 21st century is more competitive, and challenges and opportunities come together, where we live in a boundary-less small village appropriate to the speedy of ICT. Through the use of outsourcing (offshoring), stakeholders can take more benefits than the usual method. Especially BPO procedure helps teachers, students, and organizations to meet international standards throughout academic excellence and smooth operation.

A Narrative Case History of Distance Education Before, During, and After COVID-19 in China and Iran

Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.

Digital Initiatives of Indian Council of Agricultural Research for the Agricultural Community: An Overview

Background: Today’s age/time is the Digital age/time. The digital initiatives made by the Indian Council of Agricultural Research (ICAR) in the field of agriculture and agriculture education have been explained in this article. Methods: The Indian Council of Agricultural Research (ICAR) is the apex body for co-ordinating, guiding and managing research and education in agriculture including horticulture, fisheries and animal sciences in the entire country. A website is an electronic information wall of any organization or any digital initiative. This paper highlights the various digital initiatives of ICAR, New Delhi Result: Indian Council of Agricultural Research (ICAR) has played a major role in promoting excellence in higher education in agriculture. The present article discusses and highlights ICAR-related digital initiatives.

Quality management and international accreditation processes for the development of student competencies

In an increasingly globalized world, quality management and international accreditation processes have become fundamental elements to ensure excellence in higher education. This article analyzes the relationship between quality management, international accreditation processes and the development of student competencies. A methodology is presented to evaluate and improve educational quality, highlighting the importance of skills as a key factor in the training of students. The results show the close relationship between quality management, international accreditations and the strengthening of student competences. In conclusion, the need to implement effective quality management strategies and obtain international accreditations to enhance the development of competencies in students is highlighted.

The Total Quality Policy for Excellence in Higher Education: A Tool to Extend Neoliberal Ideology

The Total Quality Policy for Excellence in Higher Education: A Tool to Extend Neoliberal Ideology

Examining the Culture of Excellence (CoE) within a Private Philippine Higher Education Institution amidst of the Global Health Crisis

Excellence is one of the thriving drives that any Higher Education Institution in Philippines to be attuned regardless of the challenges imposed by the society, especially during the initial phase of the global health crisis. The context of excellence in Higher Education has different vantage points that have great indicators or manifestations of being excellence in different foundational pillars of Higher Education Institutions. With this, the researchers examined the Culture of Excellence among the employees of a Private Philippine Higher Education Institution during the pandemic COVID-19 through a descriptive-correlational research design. Thus, the researchers developed and validated a research instrument that suited for the intention of the study. The developed research instrument was digitized and floated accordingly. Whereas, respondents were determined through the collaboration of the purposive and stratified sampling techniques. Afterward, the collected data was statistically analysed using frequency, percentage, weighted mean, standard deviation, and appropriate correlational analysis. It revealed that the respondents agree that they observed the indicators of Culture of Excellence despite of the global health crisis and modality of working. Furthermore, age and educational background were statistically related to their perception towards the Culture of Excellence. Based on these insights, the researchers created a proposed action plan to further harness and strengthen the said culture among the employees of the institution.

Learners’ attitude towards outcomes-based teaching and learning in higher education

As outcomes-based education (OBE) is now being pursued in the Philippine higher education, learners have expressed their varied sentiments to this new approach. This cross-sectional study on the undergraduate and postgraduate learners sought answers as to what attitudes they may foster towards the success of implementing outcomes-based teaching and learning approach in a State University. It also aimed at determining the relationship between learners’ demographics, and their attitude towards OBE. Findings reveal that learners have positive attitude towards OBE. Correlation analysis revealed a significant relationship between learners’ demographics, and their attitude towards OBE. Analysis of variance reveals significant differences in the attitude of learners across degree levels. As the values formation seems to be a source of dispute among the learners of this new approach, it may also be the source of hope for its brighter future. Taking positively, it simply demands both the learners and educators the kind of character that will help them achieve their goals. For it is within the values of everyone to continue with what the implementers have started while waiting to reap its fruit towards excellence in higher education.
 Received: 12 January 2021Accepted: 11 January 2022

Trans-regional generic competences: The core of an internationalized curriculum

If we admit that students must be prepared for life and work in increasingly culturally-diverse and ever changing contexts through core curricula which are the competences that must be prioritized? What competences are ‘strong candidates’ to be considered as trans-regional and can lead to inclusive excellence in higher education? Does, this, perhaps depend on the region where students are educated? The present article reports on a meta-study that sought to respond to these questions through looking at 40 generic competences valued by over 71,000 graduates, employers, students and academics from different disciplines in Europe, Latin America, Africa and Asia. The notion of trans-regional generic competences is introduced and four levels of trans-regionalisation are distinguished. Differences across regions and countries in relation to competence formulation and conceptualization, as well as the very presence/absence of a particular competence, are discussed with views of re-introducing further nuances in the global debates about internationalization of curriculum.

Following the yellow brick road? Developing inspiring learning and teaching in the pursuit of teaching excellence in higher education

ABSTRACT Inspiring learning and teaching are a matter of growing importance in today’s marketised higher education sector. To date, much research in this area has a focus on reviewing literature or adopting a single-stakeholder perspective – typically that of staff or students. This paper reports on the findings of a qualitative study adopting a multi-stakeholder perspective on inspiring learning and teaching. The study sought to address the following questions – what is inspiring learning and teaching, and what are the conditions under which universities might achieve it? Thirty-two participants from three English universities took part in the study including heads of learning and teaching [n = 4], academic staff [n = 13], and students [n = 15]. Adopting a phenomenological position using interviews and focus groups, the study found that rather than being a tangible ‘something’, inspiring learning and teaching is the outcome of a complex interplay between all relevant stakeholders, requiring an authentic commitment to learning. Drawing on the findings, the authors propose a model that captures the multi-faceted and multilateral nature of inspiring learning and teaching, demonstrating the inter-relatedness of the following factors: authentic relationships, partnership and collaboration, student reciprocity, and pedagogical leadership. The authors conclude by exploring the necessary institutional conditions required to apply the framework in practice in order to foster inspiring learning and teaching, such as recognising and rewarding inspiring teaching; providing professional development opportunities for staff who are keen to develop inspiring teaching; and having time and space to nurture authentic and trusting relationships with students in learning and teaching.

HBCUs Matter: A Review of Behavioral Health at Historically Black Colleges and Universities

Nearly one-fourth of all undergraduate degrees received by Black students are from historically Black colleges and universities (HBCUs). HBCUs have both historical significance and present-day relevance in the promotion of Black excellence in higher education, especially in the consideration of behavioral health. The purpose of this work is to examine the present state of research surrounding behavioral health within HBCUs. A scoping review was conducted of the EbscoHost database, yielding a total of 252 articles. A total of 39 articles met the inclusion criteria and were examined within this work. Six studies informed the prevalence of behavioral health issues on campus, while the remaining articles covered a broad range of research from psychological and physical wellbeing, sexual health, violence, identity, and ideology, and finally programs and policies. Gaps and future recommendations for research and practice are discussed.

Unhealthy leadership behavior and employee retention that rocks academic excellence in higher education from a critical realist approach

Unhealthy leadership behavior also known as Toxic leader’s theory. It affects employee base and create environments to be less effective due to stress, devaluation, and potential job loss. And today, this challenge has also rocked academic excellence in higher education. This paper took a giant step to investigate unhealthy leadership behavior and employee retention that affects academic excellence and suggested a coping strategy by adopting a critical realist approach. This approach is used and adopted to understand the significant relationship between unhealthy leadership behavior, employee retention, and academic excellence. The study is centered on 48 head of units of universities both public and privately owned. The findings reveal that lack of job satisfaction and organizational commitment are rampant among higher educators due to unhealthy leadership behavior of which leads to implications on job satisfaction, job retention, and organizational commitment which are key components of organizational productivities.

Policy Dialogue: Online Education as Space and Place

AbstractThe rise of online learning over the past few decades has raised fundamental questions about the kinds of “spaces” and “places” this mode of education creates. Do they support meaningful exchanges? Can they advance educational equity, access, and community-building? Are they comparable to in-person classroom experiences? The recent COVID pandemic and the global turn toward virtual learning in response have brought such questions into sharp relief. These were the questions and contextual factors that brought distinguished historian Carroll Pursell and international educational technology authority Toru Iiyoshi together for this policy dialogue. Their conversation takes readers on a wide-ranging discussion about the interplay between education, technology, and society writ large. And they offer insights into the past, present, and likely future of education in an era of accelerating technological change.Carroll Pursell is the Adeline Barry Davee Distinguished Professor of History (Emeritus) at Case Western Reserve University and Distinguished Honorary Professor of History at the Australian National University. He held faculty positions at the University of California at Santa Barbara and served as the Andrew W. Mellon Distinguished Professor of the Humanities at Lehigh University. Pursell is a fellow of the American Association for the Advancement of Science (AAAS), and former president of both the International Committee for the History of Technology (ICOHTEC) and the Society for the History of Technology (SHOT), which also awarded him its Leonardo da Vinci Medal for outstanding contributions to the history of technology.Toru Iiyoshi is professor and director at the Center for the Promotion of Excellence in Higher Education at Kyoto University. Previously, he was a senior scholar and director of the Knowledge Media Laboratory at the Carnegie Foundation for the Advancement of Teaching. He also served as senior strategist in the Office of Educational Innovation and Technology at Massachusetts Institute of Technology. Iiyoshi is a member of the World Economic Forum's Global Agenda Council on Technology and Education and past recipient of the Outstanding Practice Award in Instructional Development and the Robert M. Gagne Award for Research in Instructional Design from the Association for Educational Communications and Technology.HEQPolicy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references to readers who wish to follow up on sources relevant to the discussion.

Teaching excellence in the context of business and management education: Perspectives from Australian, British and Canadian universities

Teaching excellence is a multidimensional and highly contested concept among stakeholders in higher education (HE) environments. Thus, there is no universally accepted definition of, nor consensus of opinion on what constitutes, teaching excellence in HE environments. Moreover, there exists a paucity of empirical research on teaching excellence in the context of tertiary level business and management education particularly from the perspective of senior level academics. Accordingly, this study explores notions of what constitutes teaching excellence in the context of business and management education based on semi-structured interviews with 10 senior level academics in Australian, British and Canadian university business and management schools. The paper presents practitioner attributes, research activeness, the involvement of key stakeholders, the learning environment, students as active partners, the learning journey and the informed curricula as 7 perspectives on teaching excellence relating to business and management education that are shaped by how senior management (leadership) teams interpret, articulate, promote, lead, support, monitor and review a shared notion or framework of teaching excellence within business and management schools, and the faculty subculture and wider institutional culture within which they operate. The implications of the study provide credible and meaningful suggestions for promoting teaching excellence in the provision of tertiary level business and management education based on the 7 perspectives of teaching excellence presented in the paper. The research contributes to, and furthers, our understanding of teaching excellence in HE pertaining to business and management education.

Working in Creative Partnership with Students to Co-Produce Neuroanatomy e-Learning Resources in a New Era of Blended Learning.

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive toward blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership organization for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline.

ELEMEN TRANSFORMATIF DAN AKULTURASI DIRI DARI PENGALAMAN TAHUN PERTAMA PENGAJIAN DI UNIVERSITI AWAM MALAYSIA SEBAGAI WASILAH PRESTASI PENCAPAIAN AKADEMIK PELAJAR ANTARABANGSA

The academic aspect plays a vital role as a transformative element in bringing change into the life of each individual. One of the main goals for students to continue their studies abroad is to obtain a high-quality education. The freshman experience is considered an important phase involving self-assimilation, emotional change, cultural shock, and social values that can influence the academic achievement of international students. The discussion of this paper detailing the factors that contribute to a more meaningful freshman year experience is differentiated by comparing the process of self-assimilation and academic achievement of international students. The qualitative approach using the purposive sampling technique has involved in-depth interviews of 40 international students from four Malaysian Public Universities. The findings of the study generate a self-reflective understanding of the nature of international students which is translated through selective narratives of emotional outpouring, describing excitement, desire, and hope. The new findings for this study relate to the elements of transformation and self-assimilation of students who have an interrelationship with (i) The reputation of Malaysian Public Universities as a prestigious study destination, (ii) The quality of the higher education system which is more comprehensive and versatile, (iii) Flexibility and the dynamics of the academic programmes offered, (iv) Contemporary and market-driven study programmes, and (v) The added value of English proficiency as a method of learning and teaching. The sharing of empirical data of this study is expected to be useful information to the human resource management of the university which has a high dependence on the enrolment of international students. This effort is in line with the National Strategic Plan for Higher Education (PSPTN) which was formulated with the vision of transforming Malaysia into a hub of excellence in higher education on the international stage.

Developing effective national policy instruments to promote teaching excellence: evidence from the English case

ABSTRACT There is increasing international focus on system-wide schemes of teaching excellence in higher education. In this article, I explore national policy instruments intended to promote and measure teaching excellence. There appears to be very limited knowledge about what underpins the effective design of policy instruments for teaching excellence. This article attempts to address this gap by examining the English case, which involved two distinct approaches to developing teaching excellence across the higher education system. The available evidence suggests that neither policy instrument was particularly successful in increasing teaching excellence across the sector. This highlights the challenges of developing effective teaching excellence policy instruments. Based on this analysis, recommendations are made for the more effective design of policy instruments aimed at teaching excellence in higher education.