Higher Education Curriculum Research Articles

Indian Knowledge Systems in the Curriculum of Higher Education: A Proposed Model of a PG Course in IKS

Indian Knowledge Systems in the Curriculum of Higher Education: A Proposed Model of a PG Course in IKS

Online work-based learning: A systematic literature review

It is widely acknowledged that graduates need to develop skills and competences beyond the theoretical knowledge nurtured within higher education curricula. In the last twenty years there has been an increased interest in supporting learners with work-based learning (WBL) (e.g. apprenticeships, practice-based lab sessions, project-based learning). The experience of COVID-19-related lockdowns has ignited a push to support and provide these opportunities for skills development online. In this systematic literature review, the authors explored (1) which innovative technologies and online WBL typologies are implemented in online WBL in higher education; and (2) to what extent there is evidence that online WBL is effective. From an initial pool of 269 studies identified from two datasets, the authors selected thirteen studies which implemented and evaluated online WBL. In total, 1,015 respondents were included in these studies (M = 84.58, SD = 118.28, range: 7–390). The authors’ findings indicate that most studies used descriptive, qualitative approaches to explore the lived experiences of participants, mostly from Australia. Substantial differences were found in the designs of online WBL practices and technologies, although there was limited robust evidence of effectiveness due to a lack of evidence-based evaluation approaches. The authors encourage WBL researchers to be more precise in their design parameters of online WBL, and to consider (quasi)experimental designs to measure the impact of their approaches.

Investigating anxiety in oral recitation among freshmen BS accountancy students in a Philippine higher education institution

In higher education curriculum, oral recitation is one of the frequent methods utilized in assessing the learnings accumulated by the students throughout the entire topic. Adam (2017) stated that oral recitation is a direct, teacher-centered approach in which the instructor asks succinct questions with a predetermined response in mind. Subsequently, it is unavoidable for students to become anxious when they are being asked to recite in front of the class. In this regard, students should identify their coping strategies and techniques on how they will effectively manage their anxiety of oral recitation. The study was conducted in qualitative approach utilizing Interpretative Phenomenological Analysis. A total of 26 participants who are first year college students were selected through the Purposive-convenience sampling method. Using thematic analysis, the findings indicated four reasons behind students' anxiety of oral recitation, namely; unpleasant past experiences, self-evaluation, fear of rejection, and lack of preparation and training. Also, based on thematic analysis, five underlying factors that are encountered by the students based on their provided reasons were emerged. The factors were: anxious of making mistakes, perfectionism, classroom set-up and environment, linguistic insecurity in English language, and cramming and procrastination. The participants in this research endeavor likewise disclosed their preparations before an oral recitation such as advance reading and crafting possible questions, reminding for having a sure oral recitation, and fulfilling physiological needs for a better performance. Coping techniques during oral recitation to ease their anxiety were also revealed by the participants such as exercising the importance of proper breathing and body gestures and avoiding intrusive thoughts.

The Significance of BELF and Communication Skills: Incorporating ESP in the Core Curriculum in Higher Education - Challenges, Issues, And Opportunities

The Significance of BELF and Communication Skills: Incorporating ESP in the Core Curriculum in Higher Education - Challenges, Issues, And Opportunities

Integrating narratives of working students into higher education curriculum: Equalizer for the socio-economically challenged

Background: Socioeconomically challenged students are the prospective source of relevant development in higher education to actualize an inclusive education. Their situation shapes their individual skills which are integral, especially in learning and subsequently becoming contributors to national development as they become productive members of the community instead of becoming a part of the attrition or unemployment statistics. Objectives: This study analyzes the narratives of working students, particularly self-management practices, specific academic arrangements, and curriculum features that can be integrated into the higher education curriculum. Methods: Four (4) working students, four (4) professionals who were working students in their college years, and four (4) curriculum designers were interviewed to shed valuable narratives and information for the intent of this research. Results: The current and former working students were in unison in saying that they needed more priority in the guidelines of educational engagements because they are already economically disadvantaged and do not have the fluidity of time. Narratives reflect the opportunities for higher education to integrate new forms of learning that are inclusive to those socioeconomically challenged. Conclusion: Curriculum designers recommend that working students are already tailored to succeed because of their ability to manage resources but would be able to self-manage in reducing retention or longer time elapses in their stay in college if the curriculum and policies in the schools were flexible and lenient to their state.

Ten Topics to Get Started in Medical Informatics Research.

The vast and heterogeneous data being constantly generated in clinics can provide great wealth for patients and research alike. The quickly evolving field of medical informatics research has contributed numerous concepts, algorithms, and standards to facilitate this development. However, these difficult relationships, complex terminologies, and multiple implementations can present obstacles for people who want to get active in the field. With a particular focus on medical informatics research conducted in Germany, we present in our Viewpoint a set of 10 important topics to improve the overall interdisciplinary communication between different stakeholders (eg, physicians, computational experts, experimentalists, students, patient representatives). This may lower the barriers to entry and offer a starting point for collaborations at different levels. The suggested topics are briefly introduced, then general best practice guidance is given, and further resources for in-depth reading or hands-on tutorials are recommended. In addition, the topics are set to cover current aspects and open research gaps of the medical informatics domain, including data regulations and concepts; data harmonization and processing; and data evaluation, visualization, and dissemination. In addition, we give an example on how these topics can be integrated in a medical informatics curriculum for higher education. By recognizing these topics, readers will be able to (1) set clinical and research data into the context of medical informatics, understanding what is possible to achieve with data or how data should be handled in terms of data privacy and storage; (2) distinguish current interoperability standards and obtain first insights into the processes leading to effective data transfer and analysis; and (3) value the use of newly developed technical approaches to utilize the full potential of clinical data.

Implementation Of The Islamization Curriculum In Islamic Religious Higher Education (PTKI) Development In Indonesia As An Effort To Integrate Science In The Perspective Of Maqasid Al-Shari'ah

In the present period, Islamic education has significant difficulties. The challenge born in this era is to withstand the exposure of western secularism. PTKI as the axis of higher-level religious education must be able to apply the model of Islamization of education at the university level. In order to apply the Islamization curriculum in higher education, Abdul Hamid Abdul Sulayman a person who is much influenced by Syed Qutub's ideas, is attempting to establish islamization curriculum at the International Islamic University Malaysia (IIUM). With this implementation, AHAS as a policy actor hope to produce Muslim scholars who have a universal perspective of Maqasid Al-Shariah. Meanwhile in Indonesia itself the biggest potential of Muslim world needs to elaborate more regarding to the impelementation of islamization curriculum in PTKI. Using library study this research had been conducted. This research found that PTKI plays an education strategy following the roots of Islamic Curriculum (Isamic-National-International Curriculum). The curriculum has the potential to raise a generation of Muslims capable of using their faith to help solve humanitarian problems through the Maqasid Al-Shariah method. Furthermore, this education model will reform PTKI so that it may generate scholars who are specialists in religious sciences, as well as experts in religious sciences and general sciences. Keywords: PTKI Curriculum, Integration Science, Maqasid al-Shariah.

Navigating Ethical Considerations in the Music Industry: Empowering Aspiring Music Entrepreneurs for a Responsible Future

This paper explores the ethical dimensions of the music industry and the role of aspiring music entrepreneurs in promoting a responsible and sustainable ecosystem. It highlights the challenges faced by hired artists and musicians in terms of financial compensation and professional conduct, drawing attention to anecdotal instances of malpractice. The paper presents solutions and strategies to counteract these malpractices, including comprehensive consultations, well-defined contracts, healthy management systems, and the power of saying "no" to unsuitable opportunities. Furthermore, it emphasizes the implications of these practices for aspiring music entrepreneurs in real-world professional practice and the responsibility they hold to elevate industry standards. By prioritizing fair compensation, transparency, and supportive environments, aspiring music entrepreneurs can contribute to the overall well-being of artists, musicians, and the industry as a whole. This paper encourages the integration of ethical considerations into higher education curricula and emphasizes the need for collaborative efforts to drive positive change and shape a responsible future for the music industry.

Assessing the suitability of sustainability frameworks for embedding sustainability in higher education curricula: pragmatism versus transformation

PurposeThis viewpoint paper addresses the use of sustainability frameworks in embedding education for sustainability into the curriculum of higher education institutions (HEIs). The purpose of this paper is to explore the paradox that sustainability frameworks must facilitate transformation of existing structures whilst also being well-enough aligned with current conditions to be readily adopted by today’s HEIs.Design/methodology/approachThis paper proposes a set of four criteria for assessing the suitability of sustainability frameworks for use across the curriculum: relevance to current curricula, language, institutional fit and concept of the future. Using these criteria, this paper assesses how various frameworks align with the current (unsustainable) state of affairs and their transformative potential. The frameworks assessed are: the sustainable development goals (SDGs), the three pillars framework and the capitals approach.FindingsThis paper finds that each of the frameworks has strengths and weaknesses: the SDGs and the capitals approach perform well on alignment but less well on transformational criteria. Conversely, the three pillars framework performs well on transformation criteria but less well on alignment criteria. By applying the criteria set out in this paper, the authors hope those working to embed sustainability into the curricula of HEIs will be better equipped to navigate the tensions presented by sustainability transitions.Originality/valueUsing a novel set of criteria for assessing sustainability frameworks, this paper provides guidance that was previously lacking in education for sustainability professionals who are attempting to embed sustainability into the curriculum at HEIs.

Individual and social influence on students’ attitudes towards business ethics

Business ethics, as a content of formal higher education, occupies an important place in the curricula of higher education. Based on previous research results, it is essential to determine which factors influence students' attitudes and behavior in adopting the principles of business ethics and social responsibility. This paper investigates a series of individual and social influences on students' attitudes toward business ethics. Using a sample of 211 students from the University of Banja Luka, Bosnia and Herzegovina (BiH), and the University of Niš, Serbia, we empirically test factors, influencing students’ attitudes toward business ethics and social responsibility. The paper employs statistical methods of descriptive analysis, clustering, and statistical testing of mean differences using non-parametric tests (Mann-Whitney U and Wilcoxon Z). After analyzing the empirical results, recommendations are given for improving educational programs and adopting the principles of business ethics and social responsibility in business. Additionally, recommendations are provided aimed at public authorities in creating public policies that would strengthen the focus of young generations on business ethics.

PEMBELAJARAN MATA KULIAH BAHASA INDONESIA BERBASIS KARAKTER UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM MERDEKA DI PERGURUAN TINGGI

The purpose of this study is to determine the implementation of character education integration into Indonesian language lectures based on the independent curriculum and also to find out the obstacles and problems in the implementation of character education integration in Indonesian language lectures based on the independent curriculum. the research in this journal is descriptive qualitative research. Descriptive qualitative research is a research procedure that produces descriptive data from people and behavior observed in the form of written or spoken language. The research was conducted on STTI Bontang students majoring in mechanical engineering and chemical engineering semester 2, using data collection interviews via google from.1. Description of Research Results Based on the results of interview research on STTI Bontang semester 2 students and mataram university, the research results are: What are the obstacles in character-based Indonesian language learning that are not running properly. the obstacles are still from students who are active when learning Indonesian language courses to liven up the interactive classroom atmosphere and the Implementation of the Merdeka Curriculum even though it has been running smoothly in the past few months, there are still several obstacles such as, among others, lack of experience with learning independence, limited references and uneven access to learning, time management. The concept of learning Indonesian language courses in supporting an independent curriculum in higher education has the concept of how students have a deeper character to participate in supporting an independent curriculum and during the lecture process students are taught, more active and effective in lectures. Thus students are expected to support an independent curriculum in higher education. The independent study program is implemented by giving freedom to educational institutions, including students, to identify topics, interests and desire to learn. They are also free to determine the learning methods that suit their needs. Merdeka Belajar - The Independent Campus Policy aims at the "Right to Study for Three Semesters Outside the Study Program" program to improve the ability of graduates, both soft skills and hard skills, to be better prepared and adaptive to the needs of the times, to train graduates to become outstanding national leaders in the future, the concept of independent learning is the latest policy in the field of education.

Essential Hard skill For Student in VUCA Era: Literature Study

The purpose of this article is to provide a literature study of essential hard skill for students in Volatility, Uncertainty, Complexity and Ambiguity (VUCA) era. The authors aim to base their new conceptualization on extensive evidence from literature review, and synthesis of the review of literature. An extensive literature review of essential hard skill for student in VUCA era is first carried out. Based on the review and synthesis of literature, an essential hard skill for student in VUCA era with three domain areas is conceptualized. The higher education curricula can now apply more specifically, any of the three dimensions areas of essential hard skill for student in VUCA era and understand the conditions under which a particular dimensions area is important for students to understand the changes caused by the VUCA and adjust the hard skills possessed by these changes.

Students’ Information Seeking Behavior and Information Needs

"All around the world, universities and university libraries have faced the decline in the importance as a physical entity. This decline has multiple causes, such as the change of users' expectations and needs, the universities switch from exclusively on-site work and teaching to remote or more flexible schedules, the availability of alternative sources of information, the use of new technologies (social networks, mobile technologies), the preference for anytime and remote access from personal devices, the demand for greater compatibility and interoperability of systems, and the transformation of library user from consumer into content creator. Thus, this research aims to study the information-seeking behavior of college students in the context of traditional and electronic resources). Urquhart and Rowley's model of information-seeking behavior will be applied along with Wilson's model, to identify the factors that influence information-seeking behavior: the design of information resources, the educational infrastructure, the organizational culture, the availability and access constraints, the information culture, the search strategy, the support and training, the pedagogy, the behavior of teachers regarding information, and the study discipline and curriculum. Nonetheless, the article will explore information literacy skills and the barriers to accessing and using them: cultural aspects related to teaching and learning styles, language proficiency and digital culture. Methods. Initial stages of the project assess the current level of inclusion of industrial property topics into higher education curricula and labour market needs. Samples include Slovenian technical sciences faculties, and employers of technical profiles with needs for industrial property knowledge. Online surveys are used for data collection. Results. General, not positive, alignment was found in terms of expected competencies: Companies do not place high priorities on industrial property competencies of their non-law employees. Furthermore, many higher education institutions do not include these topics in their teaching. Industrial property teaching is needed, but not done, which implies the need for educators-employers dialogue. A relatively traditional image of libraries emerges, as they are usually not involved in teaching. This provides an excellent opportunity for libraries to evolve and become more proactive. Conclusions. Our findings offer a valuable contribution to the planning of a systematic and holistic intellectual property curriculum for technical studies within the European Union."

An Educational Philosophy Perspective On Teaching in Contemporary Curriculum Development

Current research supports the significance of critical consciousness development in the educational process. The research on reflective participatory learning and critical consciousness to foster critical consciousness in higher education may be far superior, notwithstanding a few shortcomings. More research is needed to determine the nature of critical consciousness in the higher education curriculum's philosophy of education and the best ways to support these students' vital development of consciousness. The critical consciousness technique was used in this investigation, and critical consciousness as a theoretical paradigm in education philosophy seeks to address multi-systemic oppression. All educational initiatives, including curricular decisions are grounded on philosophy. Critical consciousness encourages educators and students to consider other identities' viewpoints when reading and evaluating texts. It extends the goal of education to a more excellent social environment; this content critique and analysis method humanizes the learning process. Philosophy looks for and makes visible the good that all people should pursue and focus their deliberate education toward. In philosophy, the curriculum is prescriptive since it specifies the broad guidelines, courses, and disciplines that should be completed to earn a particular grade or standard. Like philosophy, the curriculum is normative and has guiding ideas and theories. Philosophy becomes a benchmark by which to evaluate the objectives, curriculum choices, and education delivery methods. Curriculum must be understood that they are constantly faced with making decisions about curricula and that philosophy plays a significant role in the decision-making process.

EREMI: An Innovative Interdisciplinary Approach for Higher Education in Resource Efficient Manufacturing Environments

This paper presents an overview of EREMI, a two-year project funded under ERASMUS+ KA203, and its results. The project team’s main objective was to develop and validate an advanced interdisciplinary higher education curriculum, which includes lifelong learning components. The curriculum focuses on enhancing resource efficiency in the manufacturing industry and optimising poorly or non-digitised industrial physical infrastructure systems. The paper also discusses the results of the project, highlighting the successful achievement of its goals. EREMI effectively supports the transition to Industry 5.0 by preparing a common European pool of future experts. Through comprehensive research and collaboration, the project team has designed a curriculum that equips students with the necessary skills and knowledge to thrive in the evolving manufacturing landscape. Furthermore, the paper explores the significance of EREMI’s contributions to the field, emphasising the importance of resource efficiency and system optimisation in industrial settings. By addressing the challenges posed by under-digitised infrastructure, the project aims to drive sustainable and innovative practices in manufacturing. All five project partner organisations have been actively engaged in offering relevant educational content and framework for decentralised sustainable economic development in regional and national contexts through capacity building at a local level. A crucial element of the added value is the new channel for obtaining feedback from students. The survey results, which are outlined in the paper, offer valuable insights gathered from students, contributing to the continuous improvement of the project.

Ethics Incognito: Detecting Ethically Relevant Courses Across Curricula in Higher Education

Ethics Incognito: Detecting Ethically Relevant Courses Across Curricula in Higher Education

A life skills intervention for developing psychological capital among college students in India

Background: Life skills programmes focus on teaching individuals how to make responsible decisions and healthy choices in life. However, in the current Indian context, importance and priority are given mainly to the academic achievement of young people rather than developing both hard and soft skills. Aims: The current study aimed to look into the impact of a life skills intervention programme on psychological capital and its components namely resilience, optimism, self-efficacy, and hope among college students in Punjab, India. Methods: A quasi-experimental design was used to conduct the study on a sample of thousand first-year college students. The study was conducted among consenting first-year students attending the constituent colleges of Punjabi University, Patiala, India. The experimental and control groups comprised 498 and 502 college students respectively. The Punjabi version of the Psychological Capital Questionnaire was used to assess psychological capital in four dimensions; resilience, hope, self-efficacy, and optimism. Results: The results of the analysis of covariance revealed that life skills training plays a significant role in developing psychological capital and its dimensions among college students. Conclusions: The results of this study point towards the need to integrate life skills programmes into the higher education curriculum for ensuring positive youth development.

The Role of Culture in Shaping the Curriculum of Higher Education in South Africa

Over the past two decades, the South African higher education (HE) sector has highlighted the usefulness of a locally relevant curriculum that incorporates culture. There is also some research calling for the integration of culture and an emphasis on the Africanized curriculum. However, these related concepts (culture and Africanization) have yet to be sufficiently applied in the HE curriculum as part of the HE transformation drive. The present paper aims to present a review of the literature regarding the role of culture on curriculum transformation and the Africanization of academic material in the context of the HE sector in South Africa. The primary research method for this study is the review of the selected research findings containing issues related to culture and its role in curriculum transformation. The findings of this review reveal that the concepts of culture, and more specifically the Africanization of the localized curriculum (in the HE sector), are not yet adequately understood, even though progress has been made over the last two decades. The inheritance of colonial Eurocentric views is believed to be hindering this progress. Higher education can in this regard play a significant role in achieving the goal of a locally relevant curriculum.

Students’ career capital resource needs for employability in the technology-driven work world

The present study assessed the world of work awareness of a random sample of (N = 486) higher education undergraduate students from an emerging country. In addition, the study explored these students’ needs for information they need from their studies about the technology-driven world of work. The needs were evaluated in terms specific career capital resources that should be addressed in the higher education curriculum to foster the employability of graduates in a rapid evolving digital-era workplace. A mixed methods concurrent triangulation design was employed to analyse quantitative (numeric descriptive statistics and correlations) and qualitative (text) data from the same sample. The quantitative descriptive findings suggested an open-mindedness toward new technology, being responsive to changing work conditions and a need for continuous upskilling opportunities. The participants exhibited sound awareness of the impact of technology on their future employability and careers. Predominantly, the qualitative findings indicated a strong need for 'knowing how' career capital resource development in the form of career planning and job search guidance and gaining deeper knowledge and understanding of the impact of technology on the job market, job and occupation opportunities and employability requirements. Participants expressed a need to understand the relevance of the qualification curriculum and content to the digital-era world of work and shifting employer expectations. The findings also revealed a need for 'knowing what', 'knowing why' and 'knowing whom' career capital resource development for employability as part of university studies. Recommendations are made for incurriculating career and employability development in university courses.

The development and validation of an instrument to measure evaluative judgement: a focus on engineering students’ judgement of intercultural competence

Intensive research attention has focused on developing students’ evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this background, this study develops and validates a self-report instrument to measure engineering students’ evaluative judgement of intercultural competence. A total of 815 Chinese engineering students participated in the pilot and formal phases of validation. Following sequential exploratory-confirmatory factor analyses, the final instrument contains 27 items covering six dimensions. Validity and reliability evidence supports the correlated six-factor model and a higher-order factor model. The study provides educators and policymakers with a useful tool to understand students’ development in their evaluative judgement of intercultural competence. More importantly, for students themselves, the instrument facilitates self-reflection and helps them achieve greater autonomy in directing their development and growth. Although the study adopts a situated approach to measure evaluative judgement, we also discuss the possibility of adapting this instrument for other judgement contexts.