Higher Education Experts Research Articles

Clustering of Student Expertise Fields Using the K-Means Algorithm (Case Study: STMIK Kaputama Binjai)

Grouping students' fields of expertise in higher education is an important issue that can provide significant benefits for students and educational institutions. STMIK Kaputama is one of the universities that has students with various fields of expertise, but the absence of data that informs the field of expertise of students is very unfortunate. Research data was obtained through questionnaires distributed to students, which included information about study programs, Grade Point Average (GPA), and areas of expertise. Clustering analysis was conducted using Matlab software to validate and implement the clustering results. The results show that the K-Means algorithm is effective in grouping students into clusters that have similar characteristics. The first cluster consists of students with expertise in programming and database, the second cluster focuses on students with networking expertise, and the third cluster includes students with various combinations of expertise.This study also found a tendency that students with certain expertise have a higher GPA than students with other expertise.

The effect of essential skills on perceived employability: a case of Malaysian undergraduates in energy-focused universities

PurposeThe purpose of this study is to examine the effect of technical skills, soft skills and social mobility skills on the perceived employability of Malaysian undergraduates in energy-focused universities. This study also aims to investigate the moderating effects of academic performance on such relationships.Design/methodology/approachTo accomplish these objectives, this study employed partial least squares-structural equation modelling (PLS-SEM) to analyse data obtained from 247 Malaysian undergraduates from public and private energy-focused universities across Malaysia. The Human Capital Theory served as the overarching theoretical framework for the study.FindingsThe study reveals that even if an undergraduate has stellar grades, they will not help him/her to land a job if they lack basic technical and computing skills. This study also indicates that undergraduates’ current academic performance affects their perceived employability despite already possessing the necessary soft skills. Along with academic performance, social mobility skills can be a determining factor in how graduates see their own employability. This is because social mobility has a significant impact on graduates’ chances of finding gainful employment.Research limitations/implicationsThis study provides insights into how technical skills, soft skills and social mobility skills influence the perceived employability of Malaysian undergraduates, especially in energy-focused universities, and the role of various parties involved. These parties, such as higher education institutions, are the key players that can initiate strategies to enhance specific skills and steer a public conversation towards a more methodical strategy for boosting graduates’ employability for future employment. This research also sheds light on how to better prepare for emerging job opportunities in the energy sector.Originality/valueThe study examines the effect of technical skills, soft skills and social mobility skills on the perceived employability of Malaysian undergraduates in energy-focused universities for future employment among Malaysia’s universities’ graduates. By providing a multidisciplinary viewpoint, this study paves the way for future research partnerships among experts in higher education, researchers in related fields and career researchers.

WP6.3 - Neurodivergence Toolkit for Trainers, Supervisors and Educators

Abstract Aim To create a simple and easy to use reference toolkit for trainers, supervisors and educators to support neurodivergent trainees. Methods Around 15% of the UK population is neurodivergent, increasing annually. Between 2014-2020 the number of autistic medical students doubled. Neurodivergent doctors have little support, as few as 32% of neurodivergent doctors disclose to a supervisor and only 15% to Occupational Health. Only half of those who had asked for reasonable adjustments had them implemented. Neurodivergence impacts training, delaying graduation for up to 25% of individuals, increasing acts of self-harm by 50% and 24% increase of attempted suicide. We set out to create a simple reference toolkit of adjustments beneficial to neurodivergent doctors without negatively impacting neurotypical doctors, so it can be implemented without need for disclosure of neurodivergence. A literature review was completed using the terms “neurodivergent”, “neurodiversity”, “autism” and “education”, “training”. Adjustments in different clinical settings were developed with experts in higher education, neurodivergence and supervising trainers. Results A reference toolkit divided by training setting and by level of adjustments has been completed and will be published by in full for use by trainers and trainees in early 2024. Conclusions Effective adjustments can be made in a number of domains with varying levels of required trainer effort: Planning: Educational brief, Checklisting, Flexibility Environment Modification: Ambient noise reduction, Task completion, Reduced distractions Metacognition: Refocus on aims, Breaks from engagement, Two way communication Feedback: Specific behavioural feedback, achieved competency frameworks, reframing of difficulties, written descriptive feedback

Developing the future academic workforce: A descriptive cross-sectional study of the experiences of early career academics from registered health and social care professions

BackgroundHealthcare academics are generally recruited for their expertise as practitioners, however this may not always convert into expertise in higher education. ObjectiveInvestigate experiences of academics who transitioned from clinical roles by:1.Ascertaining prior understanding of the academic role.2.Understanding motivations to transition to academia.3.Determining whether expectations reflected reality.4.Identifying support needs for a successful transition. DesignDescriptive cross-sectional survey. Participants122 survey responses; 103 females, 89.3 % UK participants, 65.6 % nurses. Average years as clinician was 14.49 (SD 8.44), average age at time of transition was 39.99 (SD 8.28), average length of time in academia was 4.36 years (SD 6.51) and most were currently employed as a senior lecturer (36.9 %) or lecturer (28.7 %). MethodsAn electronic survey using an amended version of the Career Transition Inventory (CTI), the HEXACO personality trait measure, and open questions for elaboration.Descriptive and inferential statistics were performed on statistical data and open questions were analysed thematically. Results73 % of participants agreed they felt like a novice again and were overwhelmed in their first year of academia. Most felt they received support from their line manager and the transition was the right decision. Higher levels of extraversion were associated with a positive transition, and those open to new experiences were more likely to feel ready and confident in their career transition.The qualitative data identified four themes: the need to do something different, expectations not reflecting reality, levels of support, and it being a transformative experience. ConclusionsReasons for transitioning from clinical to academic roles are multifaceted. There is a lack of prior understanding around the complexities of the role, and expectations rarely reflect reality. Academic roles require extensive support and development, and time to transition into the role effectively.

A teaching model for biomedical imaging informatics

IntroductionRadiology played a leading role in the transformation of medicine to a digital environment. To ensure the smooth operation and managing workflow in a digital imaging environment, dedicated, well-trained individuals are needed. The objective of this study was to develop a teaching and learning model for imaging informatics. MethodsQuantitative and qualitative data were collected through a literature review and three structured questionnaires. Results from literature and questionnaires informed the Delphi statements. Three Delphi rounds with medical informatics and higher education experts were completed – all data contributed to developing the teaching and learning model. ResultsLiterature provided the frame of reference related to regulation and inclusions in the model. Six summated imaging informatics themes with categories that included topics, teaching, learning and assessment as well as project management, and clinical engineering were included in the first Delphi questionnaire. The three-round Delphi resulted in consensus achieved for 142 of the 184 statements and the stability of 37 statements. The model created aligns with the context, goals, content, learning experiences and assessment that lead to holistic student development. ConclusionFeedback from a variety of sources assisted the development of the teaching model for image informatics. The model can be regarded as having a broad scope but also depth since expert refinement strengthened the final inclusions. The flexible, holistic nature of this model addresses not only the educational impediments associated with curriculum development but additionally catalyses a pragmatic approach to implementation and operationalisation thereof. Implications for practiceThe developed teaching and learning model could serve to improve the training of radiographers and IT specialists to become certified imaging informatics professionals. This model may be incorporated to assist the integration of all systems – to improve quality and service.

Rethinking peer interaction in language classrooms: students and L1 peers as mediators and experts in higher education

ABSTRACT In today’s multilingual and multicultural societies, different languages and cultural orientations converge for complex purposes. This study examines how Spanish language students and their native peers (L1 peer = L1P) experiment with dynamic and culturally embedded language uses in higher education. The data included conversation recordings between students (N = 17) and L1Ps (N = 2). A qualitative conversation analysis of the student-L1P interaction revealed multiple and shifting learner-expert positions that led to reciprocal intercultural mediation. Both students and L1Ps mediated diverse linguistic and cultural knowledge to each other by relying on a rich array of multimodal mediational means. However, the L1Ps’ role as peers on the students’ level was crucial in fostering communication in the target language beyond native and non-native speaker positions.

Assessing Utilization and Accessibility of Public Cash Assistance Benefits among Postsecondary Students

Low-income students struggle with resources while trying to achieve future financial stability. As colleges explore ways to support students, one solution is integration with public benefits. This study focuses on Temporary Assistance for Needy Families (TANF), a program that offers cash assistance to low-income adults with children. Statistical analysis of New Jersey data on applications from students (N = 1,064) is complemented by interviews with higher education experts (N = 6). Findings indicate that knowledge about the program is lacking. Among students who do apply, many either withdraw their application or do not complete the requirements. Findings offer recommendations to improve access for students.

Applying ChatGPT to tackle the side effects of personal learning environments from learner and learning perspective: An interview of experts in higher education.

This paper investigates the capacity of ChatGPT, an advanced language model created by OpenAI, to mitigate the side effects encountered by learners in Personal Learning Environments (PLEs) within higher education. A series of semi-structured interviews were conducted with six professors and three Information and Communication Technology (ICT) experts. Employing thematic analysis, the interview data were assessed, revealing that the side effects stemming from the learner and learning perspectives could be primarily categorized into cognitive, non-cognitive, and metacognitive challenges. The findings of the thematic analysis indicate that, from a cognitive standpoint, ChatGPT can generate relevant and trustworthy information, furnish personalized learning resources, and facilitate interdisciplinary learning to fully actualize learners' potential. Moreover, ChatGPT can aid learners in cultivating non-cognitive skills, including motivation, perseverance, self-regulation, and self-efficacy, as well as metacognitive abilities such as self-determination, self-efficacy, and self-regulation, by providing tailored feedback, fostering creativity, and stimulating critical thinking activities. This study offers valuable insights for integrating artificial intelligence technologies to unleash the full potential of PLEs in higher education.

Are Generational Psychological Traits Basic in the Practice?

We are dealing with a very important and sensitive issue of our days, the generational differences and characteristics within businesses. In fact, it’s about a qualitative presentation of HR within the Theory of the Firm. Knowing the characteristics of each generation, altogether with appropriate skills and know-how, both employees and entrepreneurs/CEOs, the positive results are granted, prosperity and return are achieved. Qualitative analysis is used, due to the fact we face psychological traits and behaviours based on them. Discussions, interviews, papers in media are used, along with my own expertise in higher education. Research sources mean, essentially, the opinions and training papers of some-well-known consultancy firms in the field, such as McKinsey, Deloitte, KPMG, which present sound materials, courses, based on the empirical observations of what is happening in HR field nowadays. As conclusions, generational traits mean vectors for employees’ careers and for performance and returns for the firms/companies. The proper skills and abilities are required both for the staff and managers in order to reach a state of balance and trust, acting like real vectors within entities.

AGE-INCLUSIVE STRATEGIES TO ENHANCE LEARNING AND WORKPLACE ENVIRONMENTS IN U.S. HIGHER EDUCATION

Abstract This symposium reports on recent research to develop informed strategies to expand age-friendly campus practices related to institutional functions our previous study identified as areas of high-need and broad-impact within an age-friendly campus environment: Teaching and Learning, Personnel, and Student Affairs. The current research aimed to identify barriers and opportunities for age inclusivity as experienced by older campus members (faculty, staff, and students); identify challenges and strategies for implementing age-friendly campus practices; and recommend practical strategies to expand and enhance age-friendly practices. To this end, we drew on data collected from several sources: open-ended responses to the Age-Friendly Inventory and Campus Climate Survey (ICCS) administered to a sample of 23 U.S. members of the Age-Friendly University (AFU) network; responses from 16 focus groups of faculty, administrators/staff, and students; and 18 experts on a nationally selected Delphi panel of experts in higher education. Based on the focus group data, we generated over 50 strategy recommendations within the academic functions that were then evaluated by the Delphi panelists to assess their efficacy, feasibility, likelihood of implementation, and perceived impact. Silverstein will provide an overview of the research objectives, Bowen will discuss what the open-ended responses revealed about perceptions of campus age-inclusivity, Lin and Xu will describe the study samples, Whitbourne will describe the results of the focus group analyses, and Montepare will discuss the final set of recommendations based on the Delphi panel analyses. Berg-Weger will serve as Discussant.

IDENTIFYING AGE-FRIENDLY CAMPUS STRATEGIES USING A DELPHI PANEL METHODOLOGY

Abstract This presentation will describe the results of a Delphi panel study of 18 experts in higher education who independently assessed age-friendly strategies in three core areas of institutional function: teaching and learning, personnel practices, and student affairs. To begin, experts evaluated the relative importance of 21 common challenges for advancing age inclusivity on U.S. campuses. They then assessed the extent to which 53 potential strategies were appropriate, feasible, and likely to be implemented by campus leaders. In the first round of evaluations, 3 of the 21 challenges were rated as not very important by some experts. On the second round of evaluations, experts assessed why these particular challenges were rated as such. During the first round of reviews, experts also indicated that while 8 strategies were feasible and appropriate to addressing challenges to age inclusivity, they were unlikely to be implemented on campuses. Thus, in the second round, experts were asked why this might have been the case by selecting 2 probable barriers from a list of barriers to adoption. Finally, experts rated the potential impact of all strategies for improving age inclusivity. That is, aside from feasibility or likelihood, the extent to which they thought the strategies could transform age-inclusive environments in higher education. In addition to describing which strategies were most highly recommended, insights will be presented about how the experts viewed various age-friendly challenges and the barriers that hold institutions back from taking up more age-inclusive practices to support older students, faculty, and staff.

Towards an understanding of EMI teacher expertise in higher education: An intrinsic case study

As a growing phenomenon in higher education, English medium instruction (EMI) places high demands on content area teachers regarding linguistic proficiency, content knowledge, and pedagogical strategies. To improve EMI practice and facilitate EMI teachers' continuing development, a focus on teacher expertise thus becomes imperative. Focusing on an intrinsic case, this study investigates the attributes of an EMI teacher's expertise and its influencing factors in the field of law at a Chinese university. Drawing on data from semi-structured interviews, classroom observations, and artifacts, the study reveals three critical dimensions of the teacher's expertise: 1) maximizing the power of language, 2) facilitating disciplinary socialization, and 3) empathizing with students in the EMI learning process. Meanwhile, the three attributes functioned in a continuous, reflective, and collaborative manner entangling with the teacher's continuous learning, agentive reflection, and social interactions within the disciplinary community. The paper concludes with practical suggestions in relation to both EMI teaching and teacher development.

Modeling and Measuring Domain-Specific Quantitative Reasoning in Higher Education Business and Economics

Quantitative reasoning is considered a crucial prerequisite for acquiring domain-specific expertise in higher education. To ascertain whether students are developing quantitative reasoning, validly assessing its development over the course of their studies is required. However, when measuring quantitative reasoning in an academic study program, it is often confounded with other skills. Following a situated approach, we focus on quantitative reasoning in the domain of business and economics and define domain-specific quantitative reasoning primarily as a skill and capacity that allows for reasoned thinking regarding numbers, arithmetic operations, graph analyses, and patterns in real-world business and economics tasks, leading to problem solving. As many studies demonstrate, well-established instruments for assessing business and economics knowledge like the Test of Understanding College Economics (TUCE) and the Examen General para el Egreso de la Licenciatura (EGEL) contain items that require domain-specific quantitative reasoning skills. In this study, we follow a new approach and assume that assessing business and economics knowledge offers the opportunity to extract domain-specific quantitative reasoning as the skill for handling quantitative data in domain-specific tasks. We present an approach where quantitative reasoning – embedded in existing measurements from TUCE and EGEL tasks – will be empirically extracted. Hereby, we reveal that items tapping domain-specific quantitative reasoning constitute an empirically separable factor within a Confirmatory Factor Analysis and that this factor (domain-specific quantitative reasoning) can be validly and reliably measured using existing knowledge assessments. This novel methodological approach, which is based on obtaining information on students’ quantitative reasoning skills using existing domain-specific tests, offers a practical alternative to broad test batteries for assessing students’ learning outcomes in higher education.

Re‐evaluating online oral examinations

Re‐evaluating online oral examinations

Challenges and successes of using Two-Eyed Seeing to teach Indigenous science at a predominantly white institution

Two-Eyed Seeing, or Etuaptmumk (in Mi’kmaw), is an approach to learning and science that braids both Indigenous and Western knowledges and ways of knowing. This approach has many benefits including a better understanding of the world and greater effectiveness at addressing large problems. In fall 2021, we used Two-Eyed Seeing to teach science at a predominantly white institution in Michigan (USA). In an online setting, participants learned from six Indigenous experts on topics ranging from the Odawa Nation’s connections to water to Indigenous education, and chemistry. The course was challenging to design and implement because of the Western/colonial structure of the institution, higher education, and Western science. Funding was both necessary for course design and constrained, as applications required speakers to have credentials commensurate with Western scientists, curriculum vitae, and advanced approval. Navigating Indigenous spaces brought challenges in building relationships, trust, and respect. Regardless of these constraints, this course proved to be highly successful. We received tremendous support from university administrators that were willing to fund this course. Additional faculty (both Indigenous and non-Indigenous) contributed to grant writing and course design, and the course was populated to capacity approximately-one month after its listing by both Indigenous and non-Indigenous students. The course invested heavily in reciprocity and relationship building with Indigenous experts; and, after its completion, the course fueled future collaborations among faculty/staff, students, and Indigenous scientists. This course demonstrates the potential for relationship building and incorporation of Indigenous expertise in higher education.

Structural Equation Modeling of Factors Related to Organizational Culture Involved in the Internationalization of Iranian Universities

Background and Aim The internationalization of higher education is an effective strategy to meet the diverse needs of a society. One of the factors determining the failure or success of internationalization is the organizational culture of universities. The present study aims to investigate the role of organizational culture-related factors in the internationalization of Iranian universities. Methods & Materials This is a quantitative-quantitative study. Participants were 124 Iranian experts in higher education and those involved in internationalization of universities. A researcher-made questionnaire was used as a self-report tool with close-ended questions. In the quantitative stage, structural equation modeling and first- and second-order factor analysis were performed in SPSS and AMOS software. Ethical Considerations This study was approved by the ethics committee of Islamic Azad University, Rasht Branch (Code: IR.IAU.RASHT.REC.1400.035) Results The ranking of factors affecting the internationalization of Iranian universities showed that the factor with the highest factor loading was “communication & interaction” (1.03) and the factor with the lowest factor loading was “human/physical/financial resources” (0.87). Conclusion Communication/interaction of universities with other education centers, as an organizational culture-related factor, plays an important role in the internationalization of Iranian universities.

Higher education and the principles of access, quality and accountability: Brazil × Canada panorama

PurposeCanada is a country that has a democratized higher education system, based on solid principles of access, quality and accountability. Brazil, on the other hand, is a country that seeks to advance its higher education system. For this reason, this paper aims to understand with the main stakeholders of the systems, the perceptions in relation to higher education in terms of access, quality and accountability, confronting two educational systems, the Brazilian and the Canadian.Design/methodology/approachThe author applied an exploratory and qualitative method through categorical content analysis in a multicase study. Data were collected through 10 interviews with government managers, 18 unstructured (open) questionnaires, where 13 were applied to professors and experts in higher education and four to student leaders.FindingsThe results demonstrate that, for Canadian participants, these principles should guide any nation, as it is something demanded by society itself: democratic access to the system, that the available system has quality and that the resources allocated to the system are being well applied. In addition, Brazilian participants understand that it is necessary to deepen this debate, including a new principle: permanence, as it is a country of traditional social inequality.Originality/valueThis study presented the perceptions of an educational system based on the principles of access, quality and accountability, the Canadian system and the perspectives for a system that intends to develop in this context in Brazil.

Teachers Attitude Towards Inclusive Education in Educational Institutions of Pakistan

The paper provides a useful insight into the dynamics of teacher approaches and attitudes towards inclusive education. It reflects the access and inclusiveness for all educational institutions in Pakistan. The objectives of the research are to analyze the different aspects of teachers’ attitudes, and differences between trained and untrained teachers to improve the knowledge towards inclusive education in secondary educational institutions. Using the quantitative research methodology, the survey tool is used for the collection of data. It unfolded that training of the teachers is a compulsory area that needs attention from the higher education experts. The inclusiveness of teachers is possible with the management and better training processes, those are tested in a quantitative setup. The finding of the study incorporated the lapses in un-trained teachers and that is the major reason for reduced access to inclusive education. It is suggested that teacher training, which is a major aspect of gaining access to inclusive education in Pakistani institutions affect on development and progress of teachers' attitudes.

The EU Erasmus+ Programme During the COVID-19 Pandemic

The article critically reflects upon various aspects of the COVID-19 pandemic impact on the EU funded Erasmus+ academic cooperation programme. A complete or partial shutdown of academic mobility, imposition of quarantine, and forced introduction of digital teaching and learning technologies have become the most prominent consequences of the pandemic for the European universities. Numerous surveys among students, teachers and experts in higher education have shown many vulnerabilities of the Erasmus programme requiring improvement. Responding to the COVID-19 challenges, the EU and university community are updating the Erasmus programme for the period 2021‒2027, in order to strengthen it as a tool to promote European values and increase its resilience to withstand external threats.

An MCDM-based game-theoretic approach for strategy selection in higher education

This study proposes a framework for universities and governments to select strategies by considering the strategic interactions. The strategic choices of universities and governments can be determined by analyzing the related literature and discussing it with experts in higher education (HE). Because these experts form their evaluations depending on various criteria, the outputs of multi-criteria decision-making (MCDM) models are used to determine payoff values for players by considering all strategic combinations. After constructing the payoff matrix, the Nash equilibrium concept of game theory is used to determine optimal strategies for the universities and governments for simultaneously played games. Sequential versions of the games are also analyzed using backward induction. The results show that in all games constructed using criteria with different weights, either the government or the university, or both, preferred to motivate high-quality academic research. The proposed methodology can be used by the policymakers in the higher education area, both by the central planners (usually the government) and the universities.