New Directions For Higher Education Research Articles

Exploring New Directions in Higher Education Aided by Artificial Intelligence Technology

Abstract This paper’s objective optimization problem belongs to the encoding problem of real numbers, and the classical particle swarm optimization algorithm is chosen. The establishment of intelligent learning model was finally completed through the assumption of model components, initial model establishment, model cycle evaluation and validation. First, after the implementation of the E-GPPE-C education model, the test was conducted on the educated people, and the AI literacy questionnaire was also distributed to the students before and after the implementation of the model education. Second, a statistical analysis explores which technologies will most likely be applied to higher education. Finally, the variability of higher education subject relations under the influence of AI and related ethical issues were explored. The results show that the highest score on the students’ final test was 96. 20 students scored more than 80 points, indicating that half of the students had a solid grasp of the knowledge and applications related to the E-GPPE-C model, and that there was a vast difference between the degree of AI knowledge and skill mastery before and after the implementation of education. Natural language understanding, computer vision, and biometrics are the three technologies most suitable for application in higher education.

Improved Student Experience with Advising at a Comprehensive University: NSSE Results and Planful Responses

Assessment UpdateVolume 35, Issue 3 p. 4-16 Article Improved Student Experience with Advising at a Comprehensive University: NSSE Results and Planful Responses Sandra Grunwald, Sandra GrunwaldSearch for more papers by this authorBecky Vianden, Becky ViandenSearch for more papers by this authorBetsy Morgan, Betsy MorganSearch for more papers by this author Sandra Grunwald, Sandra GrunwaldSearch for more papers by this authorBecky Vianden, Becky ViandenSearch for more papers by this authorBetsy Morgan, Betsy MorganSearch for more papers by this author First published: 29 May 2023 https://doi.org/10.1002/au.30346Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. References Kinzie, J., C.A. Cogswell, and K. I. E. Wheatle. 2015. “Reflections on the State of Student Engagement Data Use and Strategies for Action.” Assessment Update, 27(2), 1, 14– 16. Morgan, B. 2012, September 12. “If They Don't Know What They Are Doing, Why Do Faculty Advise?” [Conference presentation]. WACADA 2012 Annual Meeting. La Crosse, WI, United States. Troxel, W. G. 2018. “Faculty Advising: Roles, Rewards, and Requisites.” New Directions for Higher Education, 184, 83– 96. Volume35, Issue3May/June 2023Pages 4-16 ReferencesRelatedInformation

Research on the benefits of new graduates' code of conduct when interviewing at foreign companies to get a job and a stable salary

In this article, we will study and analyze the code of conduct of fresh graduates when applying to companies. From there, students will gain the necessary knowledge, such as behavior and soft skills to adapt to the new working environment, as well as the language. These rules are essential and play a role in the success of graduating students. The results show that student salaries and promotions are correlated with standard codes of conduct. This article researches and analyzes the code of conduct of newly graduated students, thereby giving suggestions and solutions for candidates to be appreciated by employers. It also describes the preparation process so that fresh graduates can confidently and express themselves when entering a new environment. References Brown, C. E. (2016). Ethical issues when graduate students act as mentors. Ethics & Behavior, 26(8), 688-702. McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (1996). The influence of collegiate and corporate codes of conduct on ethics-related behavior in the workplace. Business Ethics Quarterly, 461-476. Proper, E. (2012). Toward a code of conduct for graduate education. New Directions for Higher Education, 2012(160), 49-59. Nitsch, D., Baetz, M., & Hughes, J. C. (2005). Why code of conduct violations go unreported: A conceptual framework to guide intervention and future research. Journal of Business Ethics, 57(4), 327-341. Fisher, E., & Lightner, M. (2009). Entering the social experiment: A case for the informed consent of graduate engineering students. Social Epistemology, 23(3-4), 283-300. Lei, S. A., & Yin, D. (2019). Evaluating benefits and drawbacks of internships: Perspectives of college students. College Student Journal, 53(2), 181-189. Jollands, M., Jolly, L., & Molyneaux, T. (2012). Project-based learning as a contributing factor to graduates’ work readiness. European Journal of Engineering Education, 37(2), 143-154. Proper, E. (2012). Toward a code of conduct for graduate education. New Directions for Higher Education, 2012(160), 49-59. Hénard, F., Diamond, L., & Roseveare, D. (2012). Approaches to internationalisation and their implications for strategic management and institutional practice. IMHE Institutional

Editor's notes

Editor's notes

From the Co-Editors

From the Co-Editors

Adequacy in Faculty Standards in U.S. Regional Accreditation Commissions

Adequacy in Faculty Standards in U.S. Regional Accreditation Commissions

Improving the Vietnamese Accreditation in Light of the SACSCOC’s Institutional Effectiveness Standards

Improving the Vietnamese Accreditation in Light of the SACSCOC’s Institutional Effectiveness Standards

Does Higher Education Cause Inequality?Suzanne Mettler, Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream. (New York: Basic Books, 2014), 261 pp., $27.99Elizabeth A. Armstrong and Laura T. Hamilton, Paying for the Party: How College Maintains Inequality. (Cambridge, MA: Harvard University Press, 2013), 344 pp., $35.00

Previous article No AccessReview EssayDoes Higher Education Cause Inequality? Suzanne Mettler, Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream. (New York: Basic Books, 2014), 261 pp., $27.99 Elizabeth A. Armstrong and Laura T. Hamilton, Paying for the Party: How College Maintains Inequality. (Cambridge, MA: Harvard University Press, 2013), 344 pp., $35.00Roger L. GeigerRoger L. GeigerPennsylvania State University Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Education Volume 121, Number 2February 2015 Sponsored by the Penn State College of Education Article DOIhttps://doi.org/10.1086/679394 Views: 592Total views on this site Citations: 6Citations are reported from Crossref © 2015 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Lina Lee, Celine Latulipe, Tonya Frevert Using Discrimination Response Ideation to Uncover Student Attitudes about Diversity and Inclusion in Computer Science, ACM Transactions on Computing Education 22, no.44 (Dec 2022): 1–32.https://doi.org/10.1145/3550487Artemio Cardenas, John Cheslock The business models employed by U.S. colleges & universities, New Directions for Higher Education 650 (Sep 2022).https://doi.org/10.1002/he.20448Jahid Siraz Chowdhury, Haris Abd Wahab, Mohd Rashid Mohd Saad, Mashitah Hamidi, Parimal K. Roy, Mokbul M. Ahmad Constitutional Provision in Protecting and Managing Indigenous Knowledge Systems, (Jan 2022): 186–206.https://doi.org/10.4018/978-1-7998-7492-8.ch011Simon Marginson The worldwide trend to high participation higher education: dynamics of social stratification in inclusive systems, Higher Education 72, no.44 (Jun 2016): 413–434.https://doi.org/10.1007/s10734-016-0016-xSimon Marginson Higher Education and Inequality in Anglo-American Societies, (Mar 2016): 165–182.https://doi.org/10.1007/978-981-10-0315-8_10Frank Fernandez Remaking College: The Changing Ecology of Higher Education edited by Michael Kirst and Mitchell Stevens., American Journal of Education 122, no.11 (Dec 2015): 161–165.https://doi.org/10.1086/683289

Feature Book Review & Citations

Feature Book Review & Citations

Why Higher Education Demands a Paradigm Shift

Cathy N. Davidson analyzes new directions in higher education in light of both online learning, peer-to-peer, and connectivist methods of learning and the topdown, hierarchical, centralized online education being promoted by massive open online courses (MOOCs) emanating from a few elite universities and corporate funders. In light of the capacities of the World Wide Web, which allows for participation, collaboration, and self-publication without the intervention of an editor or a publisher, the recentralizing of learning in MOOCs seems more in keeping with nineteenth-century forms of siloed education designed for the Taylorized industrial era than for the current era. We need new and better paradigms for shifting the assumptions of higher education.

Designing and evaluating an empowering online pedagogy for commencing students: a case study

Realising the potential for commencing students to succeed at university depends on designing a pedagogy that not only engages students in learning but also encourages their reflection on that learning. This guiding philosophy provided the impetus for a course that also needed to accommodate challenges emanating from a very diverse student cohort, a program decision to switch from an on campus to an online teaching mode, an inter-disciplinary and collaborative program emphasis and the complexities stemming from change forces currently impacting on the Australian higher education sector. These forces included changes in pedagogy, curriculum, assessment, academic identity, technology, research-informed learning and student and stakeholder expectations. This paper documents the design, development, delivery and evaluation of a first semester, first year undergraduate nursing course conducted in the Nursing Program at the University of Southern Queensland. The course integrates an engaging learning philosophy while simultaneously embracing new directions in higher education to empower commencing students.

The Contest of Faculties: On Discerning the Politics of Social Engagement in the Academy

The Contest of Faculties: On Discerning the Politics of Social Engagement in the Academy

ITunes Is Pretty (Useless) When You’re Blind: Digital Design Is Triggering Disability When It Could Be a Solution

This article critically examines the promise of Internet-based digital technology to open up the world to people with disabilities, and the parallel danger that the social construction of disability in the digital environment will simply come to mirror pre-existing analogue discrimination. This paper explores how technologies and innovations designed to improve access by the disabled actually enhance access for all users. The first part of the paper focuses on ‘Web 2.0’ and digital access for people with disability, particularly those with vision impairment. The online software that drives the iPod and iPhone and exclusively delivers content to these devices is iTunes. While iTunes seems on the surface to provide enormous opportunity for the vision impaired to access a broad selection of audio content, its design actually works to inhibit access to the platform for this group. Apple promotes the use of iTunes in educational settings through the iTunes U channel, and this potentially excludes those who have difficulty with access to the technology. Critically, it is these excluded people who, potentially, could benefit the most from the new technology. We consider the difficulty experienced by users of screen readers and braille tablets in relation to iTunes and highlight the potential problems for universities who seek to utilise iTunes U. In the second part of the paper we reframe disability accessibility as a principle of universal access and design and outline how changes made to assist users with disability can enhance the learning experience of all students using the Lectopia lecture recording and distribution system as an example. The third section of the paper situates these digital developments within the continuum of disability theory deploying Finkelstein’s three stages of disability development. The focus then shifts to the potential of online virtual worlds such as Second Life to act as a place where the promise of technology to mediate for disability might be realised. Goggin and Newell suggest that the Internet will not be fully accessible until disability is considered a cultural identity in the same way that class, gender and sexuality are. This article argues that accessibility must be addressed through the context of design and shared open standards for digital platforms.

The Unanticipated Explosion: Private Higher Education’s Global Surge

The massive global growth of private sectors transforms higher education. It naturally sparks great interest and debate. But analysis lags far behind, as does cross-national documentation. Promoters glorify roles (e.g., access), while critics demonize roles (e.g., moneymaking). Policy makers tend to hold simple views of what private higher education does or what they want it to do, while participants tend to generalize from their own institution. Public discussion thus often revolves around narrow and misleading declarations. The gap is large between self-serving or ill-informed views and more complex reality. Private higher education is least understood where it has just recently become prominent—and that is in much of the world. A few decades ago, private higher education was absent or marginal in most countries. Today, it captures a major or fast-increasing portion of enrollments in Eastern and Central Europe, the Middle East and northern and sub-Saharan Africa, East and South Asia, and Latin America. Furthermore, new forms of private

The open learning initiative: New directions for higher education

<p><span>This paper was Bruce King's Keynote address to the Biennial ASET</span><a href="http://www.aset.org.au/confs/edtech92/edtech92_contents.html">EdTech'92</a><span> Conference, 1-3 October 1992 in Adelaide.</span></p>

New directions in higher education

The authors review six significant reports published from 1982 to 1985 on the quality of education in the United States. They summarize the salient points of each report and identify the directions these reports provide for professional nursing education.

Avoiding Conflict in Faculty Personnel Practices

Journal Article Avoiding Conflict in Faculty Personnel Practices Get access Avoiding Conflict in Faculty Personnel Practices. Edited by Peairs RH Vol 2, no 3, of New Directions for Higher Education. San Francisco, Jossey-Bass, Inc., Publishers, 1974, paper, 102 pp, $5 Michael M. Helland Michael M. Helland Search for other works by this author on: Oxford Academic Google Scholar Physical Therapy, Volume 56, Issue 1, January 1976, Pages 116–117, https://doi.org/10.1093/ptj/56.1.116a Published: 01 January 1976

Some Remarks on “Student Ratings: Validation”

Frey, P. W. Student ratings of teaching: Validity of several rating factors. Science, 1973, 182, 83-85. Gessner, P. K. Evaluation of instruction. Science, 1973, 180, 566-569. McKeachie, W. J. Student ratings of faculty. American Association of University Professors Bulletin, 1969, 55, 439-444. Menges, R. J. The new reporters: Students rate instruction. In C. R. Pace (Ed.), New directions in higher education: Evaluating learning and teaching. San Francisco: Jossey-Bass, 1973. Rodin, M. & Rodin, B. Student evaluations of teachers. Science, 1972, 177, 1164-1166.

Literacy and Economic Development

Previous articleNext article No AccessLiteracy and Economic DevelopmentMark BlaugMark Blaug Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 74, Number 4Winter, 1966 Article DOIhttps://doi.org/10.1086/442786 Views: 86Total views on this site Citations: 20Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1966 University of ChicagoPDF download Crossref reports the following articles citing this article:Anthony Amoah, Edmund Kwablah, Andrews Kofi Taayeli, Benjamin Amoah Is an all-inclusive educational policy a determinant of voting behaviour in Ghana?, International Journal of Social Economics 49, no.55 (Feb 2022): 653–668.https://doi.org/10.1108/IJSE-08-2021-0494Moses Muhindo Kibalirwandi, Adrian Rwekaza Mwesigye, Clive Maate , ( 2020): 187.https://doi.org/10.4018/978-1-7998-0264-8.ch011Suresh Kumar Pande Enhancing Learning Opportunities Through Development of Open and Distance Education in Africa, (Jan 2020): 448–466.https://doi.org/10.4018/978-1-7998-3019-1.ch024Suresh Kumar Pande Enhancing Learning Opportunities Through Development of Open and Distance Education in Africa, (Jan 2018): 71–95.https://doi.org/10.4018/978-1-5225-2624-7.ch004David Post Adult literacy benefits? New opportunities for research into sustainable development, International Review of Education 62, no.66 (Oct 2016): 751–770.https://doi.org/10.1007/s11159-016-9602-5Emile Kok-Kheng Yeoh, Kah-Mun Chu Literacy, Education and Economic Development in Contemporary China, SSRN Electronic Journal (Jan 2012).https://doi.org/10.2139/ssrn.2207559Idowu Biao Human development index literacy as a new social development theory, International Critical Thought 1, no.44 (Dec 2011): 385–396.https://doi.org/10.1080/21598282.2011.640136Valeda Frances Dent Local economic development in Uganda and the connection to rural community libraries and literacy, New Library World 108, no.5/65/6 (May 2007): 203–217.https://doi.org/10.1108/03074800710748777Carlos Alberto Torres Adult education and instrumental rationality: A critique, International Journal of Educational Development 16, no.22 (Apr 1996): 195–206.https://doi.org/10.1016/0738-0593(95)00010-0K.L. Oglesby, A. Krajnc, M. Mbilinyi Adult Education for Women11This article was written by Leni Oglesby and includes material provided by Ana Krajnc and Marjorie Mbilinyi., (Jan 1989): 322–333.https://doi.org/10.1016/B978-0-08-030851-7.50100-4Carlos Alberto Torres Adult education as public policy: A perspective from Latin America, Prospects 18, no.33 (Sep 1988): 379–388.https://doi.org/10.1007/BF02194158Audrey N. Grant Defining literacy, Australian Review of Applied Linguistics 9, no.22 (Jan 1986): 1–22.https://doi.org/10.1075/aral.9.2.01graKenneth Levine Functional Literacy: Fond Illusions and False Economies, Harvard Educational Review 52, no.33 (Sep 1982): 249–266.https://doi.org/10.17763/haer.52.3.77p7168115610811Harvey J. Graff The Legacies of Literacy, Journal of Communication 32, no.11 (Feb 2006): 12–26.https://doi.org/10.1111/j.1460-2466.1982.tb00473.xDavid Harman Nonformal education and development, New Directions for Higher Education 1976, no.1414 (Jan 1976): 7–20.https://doi.org/10.1002/he.36919761404Peter W. Musgrave Review Symposium : Australian and New Zealand Journal of Sociology, 1972, Vol. 8 (June): 121-140, The Australian and New Zealand Journal of Sociology 8, no.22 (Sep 2016): 119–127.https://doi.org/10.1177/144078337200800207 Beyond Reading, (): 131–142.https://doi.org/10.4018/978-1-4666-5043-5.ch007Donald P. Sanders, Peter S. Barth Chapter II: Education and Economic Development, Review of Educational Research 38, no.33 (Jun 2016): 213–230.https://doi.org/10.3102/00346543038003213Seth Spaulding Chapter VI: Research on Content, Methods, and Techniques in Education for Development, Review of Educational Research 38, no.33 (Jun 2016): 277–292.https://doi.org/10.3102/00346543038003277Maureen Woodhall Chapter II: The Economics of Education, Review of Educational Research 37, no.44 (Jul 2016): 387–398.https://doi.org/10.3102/00346543037004387