Knowledge In Higher Education Research Articles

Argumentation and Knowledge Construction in Higher Education: A Vygotskian Perspective

Empirical research indicates that the utilization of argumentation as an educational strategy fosters the acquisition of argumentation skills and disciplinary knowledge. Furthermore, there is evidence to show that argumentation skills development mediates the effect of oral argumentation on disciplinary knowledge. However, studies have also shown that argumentation is scarce in higher education and that although lecturers see argumentation as a relevant pedagogical goal, they think that students need to first acquire knowledge in order to develop argumentation skills. Therefore, a crucial pedagogical resource to promote scientific knowledge in higher education is being overlooked. This paper is aimed at shedding light onto argumentation as a key practice in higher education teaching, disputing the idea that to argue, students first need to acquire knowledge. We elaborate further on Vygotsky’s notion of scientific concepts, highlighting their dialectic structure, which accounts for the epistemic potential of argumentation. This paper extends an invitation to higher education lecturers to prompt argumentation in classrooms as a form of disciplinary learning. Limitations and implications are discussed throughout the paper

Sustaining and Reinforcing the Perceived Value of Higher Education: E-Learning with Micro-Credentials

An important aspect of sustaining higher education is to produce graduates prepared for careers with the expertise and experiences desired by prospective employers. Micro-credentials delivered by higher education can confirm the students’ mastery of demanded skills and knowledge. The use of micro-credentials as an e-learning technology supports sustainability in higher education by reinforcing students’ employability. With hundreds of thousands of these credentials available in the United States, it is predictable that not all are equal. We explored the perceived value of micro-credentials reported by students and employers. Clear differences were found, with employers recognizing their value more than students. Additionally, we considered the source of the credential, which is the organization that creates, brands, and sponsors the award. Results demonstrated that employers used the sources for assessing value. We also tested the differences when higher education was the provider of the micro-credential, and institution type (issuer) was relevant to employers’ value. Finally, this study distinguished between the academic rigor and integrity of university-delivered micro-credentials associated with earning transcripted course credits and credentials that could be earned without course credits (non-transcripted). Employers valued transcripted micro-credentials more. This study found support for the use of micro-credentials to represent the mastery of skills and knowledge in higher education.

INTEGRASI KEILMUAN ISLAM HOLISTIK-INTEGRATIF PERGURUAN TINGGI DI INDONESIA

There are various ways of integrating holistic-integrative Islamic scholarship in the era of postmodernism such as in Indonesia today. This qualitative descriptive writing with a literature study aims to discuss the holistic-integrative integration of Islamic knowledge in higher education in Indonesia. The data analysis technique uses content analysis by sorting data according to the research objectives and problems. This research found the following two things. First, in essence, the integration of Islamic scholarship from holistic-integrative postmodernism-era thinkers is a criticism of the normative-theological Islamic scientific paradigm of the traditionalism era as well as a criticism of the empirical-sociological Islamic paradigm of the modernism era. Second, the essence of the integration of Islamic science in the postmodern era of religious universities in Indonesia is to end the dichotomy of science and religious science for scientific construction in the future. Several Islamic universities in Indonesia have carried out scientific integration, including UIN Syarif Hidayatullah Jakarta with the concept of Reintegration of Sciences in Islam, UIN Sunan Kalijaga Yogyakarta with the concept of Integration-Interconnection using the Spider Web metaphor, UIN Maulana Malik Ibrahim Malang with the concept of Integration of Science in Islam with the Tree of Knowledge metaphor, UIN Sunan Gunung Djati Bandung with the concept of Wahyu Guiding Knowledge with the wheel metaphor, UIN Alauddin Makasar with the concept of Integration and Interconnection of Science and Religious Knowledge with the metaphor of the Tree of Science Cells, and others.

An Analysis of the Path of Digital Transformation of Knowledge in Higher Education

An Analysis of the Path of Digital Transformation of Knowledge in Higher Education

Islamic Revivalism in Post-normal Times: the Obstruction of More Disenchantment of Islam Throughout Ziauddin Sardar’s Whitewashed Approach Towards Evolution of Integration from Islamization of Knowledge in Higher Education of Muslim Societies

In post-normal times along with the advent of Artificial Intelligence (AI), human society around the world is often considered in the state of contradictory, complex, and chaotic in nature. For Ziauddin Sardar, Muslim societies are living within post-normal times now. Muslims need to deal with so many complex problems of societies. As world citizens, Muslims must contribute to face challenges with all the people of the world hand in hand. Islamic teaching of Unity and Universal brotherhood needs to be implemented when facing all the post-normal challenges. Ziauddin Sardar comes up with the solution to reform in higher educational institutions in Muslim societies. The revivalist movement in higher education in Muslim societies is called ‘Integration of Knowledge’ which is alternative Islamic Revivalism in replace of ‘Islamization of Knowledge’. In the age of Globalization, Sardar urges Muslims to abandon Islamization agenda which is ‘US vs Them’ as Huntington emphasized being the representative of West. Instead, Sardar calls Muslims to embrace Integration of Knowledge agenda as a Cosmopolitan way of Islamic Revivalism. He proposes debate and discussion culture in higher education with all categories of people. This article uses qualitative methodology in which content analysis is adopted. This research finds that Sardar’s approach of Integration of knowledge is effective and beneficial to work with different background of people. However, the more disenchantment of Islam through evolution of Integration from Islamization is visible in Sardar’s approach for higher educational institution in Muslim societies

Learning to Draw is Learning to See : A Comprehensive Review of Art and Design Practices in Higher Education

Practises related to learning to draw and learning to see are valuable knowledge in higher education. The drawing process can lead to improvements in visual perception, cognitive skills, and creative thinking abilities. This research presents a case for the integration of drawing practises in higher education, arguing that it can enhance students' ability to think creatively and visually, both in academic and professional pursuits. Through a comprehensive contextual analysis of the literature review from 2019 until 2023, this research examines the evidence that drawing is produced from observation and considers the wide potential implications of learning in higher education. As a result, a conceptual model is presented to explain the relationship between drawing elements and learning to see. This research concludes with a discussion of the potential benefits of incorporating drawing practises into higher education and the challenges and opportunities involved. Overall, this research contributes to supporting comprehensive art and design practises for learning to draw and learning to see and highlights the potential value of drawing in higher education.

Biophilosophy in the System of Higher Education as a Paradigm of the Preservation of Human Culture and Civilisation

The article attempts to solve the problem of updating higher education content to form a modern worldview of the individual through the interdisciplinary course “Biophilosophy”. Biophilosophical knowledge and cognition content is studied at the fundamental and applied levels using methods of description, explanation, and analysis. The obtained results make it possible to formulate conclusions and perspectives regarding updating the content of philosophical knowledge in higher education, where biophilosophy can be a new worldview paradigm for preserving human culture and civilisation.

Exploring the Role of Open Knowledge in Higher Education: A Comprehensive Review and Future Prospects

The research focuses on exploring the theoretical foundations and historical development of open knowledge in higher education. The primary objective is to analyze the impact of open knowledge on knowledge management, intellectual capital, and overall performance in academic institutions. By synthesizing insights from various studies, the findings highlight open knowledge as a pivotal and contemporary trend in higher education. The research underscores the crucial role of technology, emphasizes the financial implications, and examines the intricate relationships between knowledge transfer, intellectual capital, and innovation. In conclusion, the study contributes to a comprehensive understanding of how open knowledge influences diverse aspects of higher education, providing valuable insights for future developments in this dynamic field.

(De)constructing knowledge in higher education

(De)constructing knowledge in higher education

Students' willingness to share knowledge in higher education in Hungary

AbstractGiven that knowledge is one of the most important human resource values, the manner of its acquisition, transfer and development within an organisation is crucial. It should come as no surprise that given the link between knowledge acquisition and development in most spheres, several individuals wish to restrict their knowledge to themselves, as it gives them value in the labour market. Yet, if we inculcate knowledge sharing habits among individuals at an early age, so that they not only impart but also acquire knowledge through knowledge transfer, information acquisition can become a mutually beneficial process for both providers and acquirers. In this study, we conducted a survey among university students in Hungary to investigate how open they are about sharing their knowledge with each other and what they expect from their peers in exchange for the information they have. Data analyses showed that students' willingness to transfer knowledge and their expectations in return for the knowledge transferred are greatly influenced by their mutual relationships, but the strength of these relationships impact the rewards they expect for knowledge transfer.

A Study of the Integration of Aesthetic Practices in the System of Professional Knowledge in Higher Education in Science and Technology

A Study of the Integration of Aesthetic Practices in the System of Professional Knowledge in Higher Education in Science and Technology

Integrating AI Tools and Linguistic Content in College Education

This paper presents class designs that integrate artificial intelligence (AI) technology tools and linguistics knowledge in higher education and examines the degree of integration. The emergence of AI-based tools and content creation has opened up innovative paths to exploring applications and providing engaging and personalized learning experiences in college education. By presenting the designs of two English language classes, this study showcases the integration of AI technology and language education, which can help deepen the understanding of learning content and provide diverse personalized learning experiences. In addition, this paper proposes as a means to measure the degree of integration a rubric to evaluate the depth of integration between AI technology tools and teaching materials, and discusses the relationship between that degree and educational effectiveness.

Stroke Riskometer App as an educational campaign in outpatient clinics and its association with knowledge of stroke Warning Signs

BACKGROUND: Stroke is highly prevalent worldwide; however, the associated symptoms and risk factors are commonly unknown among the general population. No study has been carried out in the Mexican population about the risk of stroke and knowledge of warning signs. AIM: Describe the knowledge of early signs of stroke and their association with the risk of cerebral infarction at 5 and 10 years using the American Stroke Association validated application "Stroke Riskometer." METHODS: Observational, descriptive, cross-sectional study including adult outpatients from the Neurology department at "Dr. José Eleuterio González" University Hospital. Anthropometric measurements and vital signs were taken, and the "Stroke Riskometer" was used to calculate the stroke risk at 5 and 10 years. Early signs of stroke were assessed, with emphasis on the acronym "CAMALEON", a mnemonic that includes the three main early signs of Stroke in Spanish. Descriptive statistics were performed. For inferential statistics, Chi-Square test for categorical variables, Mann-Whitney U and Kruskal-Wallis for numerical variables, Spearman correlation for numerical and ordinal variables were conducted, considering significance at p<0.05, using SPSSv25 for statistical analysis. RESULTS: Total of 200 individuals were included; 142 (71%) were women; with an average age of 54.72 (±14.63) years. The most prevalent stroke risk factors were sedentary lifestyle (54%), high blood pressure (41%), and diabetes mellitus (32%). 72.5% were unaware of any early signs of stroke, 10.5% knew 1 sign, 6% knew 2 signs, and 11% knew 3 signs. "Facial Weakness" was the most recognized sign (19.5%), followed by "Arm Weakness" (16%) and "Speech Disturbance" (15.5%). A weak correlation was found between knowledge of early signs and 5 or 10-year risk (r=0.14, p=0.048; r=0.138, p=0.051, respectively). There is a significant difference between knowledge of early signs and educational level (p=0.004), with higher knowledge in higher education. A difference was observed between male and female genders and 5 and 10-year risk (Median 5.3 vs 3.6, p=0.007 and Median 11 vs 5.4, p=<0.001, respectively). Additionally, a significant difference was found between current occupation and 5 and 10-year stroke risk (p=<0.001). Post-hoc analysis and percentage risk analysis found significant differences between students and other occupations. There is an increase in stroke risk as an individual's life decade advances. CONCLUSION: Awareness of stroke warning signs is low, remaining an unfinished goal despite educational campaigns in Mexico. A national, massive, and ongoing campaign for the population is necessary.

Bridging the Gap: Addressing the Disparity between Higher Education Knowledge and Industry Needs

Job mismatch, which has been described as a discrepancy between skills possessed by individuals and those demanded by the labor market, has become a prevalent issue with significant implications for individuals, organizations, and society at large. This paper explores the causes and consequences of job mismatch and proposes strategies to address this challenge. Drawing on existing literature and personal experiences, the paper highlights the role of technological advancements, inadequate education and training systems, and changing job requirements in contributing to job mismatch. It discusses the adverse effects of job mismatch on individuals’ job satisfaction, productivity, overall well-being, and its impact on organizations’ performance and the economy. To mitigate job mismatch, the paper suggests collaborative efforts between training institutions and employers, increased investment in employee training and development, and the use of comprehensive skills assessment tools. By implementing these strategies, individuals can acquire the necessary skills, organizations can optimize their workforce, and societies can foster inclusive and sustainable economic growth. This paper provides insights into the complex issue of job mismatch and offers practical recommendations for policymakers, employers, and individuals to tackle this challenge and create a better-aligned labor market.

The SDG agenda and university transformation in Africa: The decolonial turn deferred?

The Sustainable Development Goals (SDGs) agreed in September 2015 set the scene for a renewed and ambitious development framework in a global context of widening inequalities within and between countries, global economic crises, conflict and climate change. Higher education is framed in several of the targets that make up SDG 4 and is also argued as central to achieving all 17 goals. However, the extent to which they engage with higher education in the context of calls for responsive, decolonised higher education remains underexplored. It is this gap that this paper addresses, arguing that while the SDGs take a broad approach to education the focus on specific targets and indicators limit states’ autonomy by de-territorialising local frameworks (Sayed & Moriarty, 2020). As a result, universities in Africa struggle to assert their agendas as power is overly located at the supra national level. We use the case of South African higher education to examine how and in what ways the national education agenda articulates with the SDG agenda. In particular, we focus on the lack of a clear equity and anti-racist focus in the SDG agenda which fails to engage with the disciplinary hold of racism over knowledge. We use Boaventura de Sousa Santos’ (2014) notion of difficult questions in higher education with weak answers to address what a decolonised and deracialised higher education system might look like. In particular, we articulate how Western domination has marginalised knowledge present in the global South. In so doing, we describe the influence of the SDGs in higher education noting the strides made but also their limited application in the global South and the decolonial turn. We argue that the decolonisation of knowledge in higher education is a collective process in which disruptive disciplinary practices contribute to cognitive global justice.

How can we conceptualise the ways in which Business School academics view signature pedagogy? A social ecology approach

Signature pedagogy raises questions relating to the nature of disciplinary knowledge in Higher Education (HE) and the ways in which academics approach teaching and learning. Coined by Shulman (2005), signature pedagogy has been adopted by those who see the delivery of degree programmes as being closely aligned to professional practice and different to other disciplines. The aim of this paper is to report on how academics in a Business School approach teaching and learning within the context of Shulman's signature pedagogy thesis. The findings challenge the idea of a narrowly-defined signature pedagogy within the Business School and report on a range of views on how to deliver the curriculum, with a minority favouring a traditional pedagogic approach. The findings also point to three dimensions within the curriculum, which are described as prescribed, partnership and parochial. In order to facilitate the conceptualisation of this investigation, the findings and discussion are contextualised within Bronfenbrenner's (1979) social ecology systems theory.

Teachers and pre-service teachers’ scientific competencies: a methodological development for a systematic review

ABSTRACT Science is part of the educational curricula, and its teaching is the responsibility of teachers. Since 2000, scholars from The Organisation for Economic Co-operation (OECD) countries have been tested in science by the Programme for International Student Assessment (PISA), despite the diversity in national higher education systems. This requires a global perspective on teaching methods and the scientific competencies of teachers. This systematic review addresses scientific knowledge among educators and the strategies for improving this knowledge in higher education. The twenty-five articles were evaluated following PRISMA guidelines. Five large databases (WOS, Scopus, Proquest, EbscoHost and PubSyc) were searched systematically using the main concept of scientific literacy in the target group: teachers, pre-service teachers, and educators involved in science education. Google Scholar was also examined to avoid publication bias. The procedure was guided by the CADIMA Software to ensure transparency and accuracy. The findings indicate medium or low levels in scientific literacy (SL) and low scores in the nature of science (NOS) among the sample. Explicit instruction, such as inquiry-based, solving-problem, and modelling approaches, could enhance the teaching and learning of science by improving the depth of knowledge current and future teachers transfer to their pupils.

Humanitarian knowledge in higher education: On the issue of training scientific and scientific-pedagogical personnel (on the example of graduate ecologists)

The purpose of the research is to peruse the dynamics of the real-life context for young graduates in Russia with regard to socio-cultural, axiological and pedagogical perspectives. Under the pressure from accelerating social demand to stimulate economic advancement, the tertiary education strives to align graduate research programmes with national priorities. Being a part of the Humanitarisation Project of the Industrial University of Tyumen, this research presents an analysis drawn from the perceptions of graduate students in ecology as the key stakeholders in their scientific pursuit.

‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction

ABSTRACT In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. “Multilingual Interaction and Construction of Knowledge in Higher Education.” International Journal of Bilingual Education and Bilingualism 21 (7): 853–866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction.

Beyond epistemology: the challenge of reconceptualising knowledge in higher education

ABSTRACT In this Point of Departure, we build on the scholarship of Suellen Shay. Shay explored the nature of higher education, examining assessment and the relation between curriculum and knowledge structures across several disciplines. She drew on the work of Bernstein and in her later work responded to the calls for decolonisation. We first contextualise the work of Basil Bernstein and explain its attraction for scholars of education development in the South African HE context. We then provide a brief summary of recent decolonial scholarship. On this basis, we speculate what a critique and caricature of the Bernsteinian tradition by the decolonial school might look like. In turn we offer a caricatured rebuttal by the Bernsteinian school to the decolonial critique. Finally, we pull our argument together and, by drawing on Bhaskar’s critical realism, assert the importance of an adequate theorisation of ontology.