Paradigm Shift In Higher Education Research Articles

Navigating The Artificial Intelligence(Ai) Revolution: The Paradigm Shift In Higher Education

Navigating The Artificial Intelligence(Ai) Revolution: The Paradigm Shift In Higher Education

Intersecting Service-Learning, Salvation, and Transformation: Insights from College Students at Hekima House

This qualitative study delves into the intersecting themes of Service-Learning, Salvation, and Transformation within the unique context of Hekima House. Five college students embarked on a Service-Learning course leading to a transformative self-discovery journey and societal impact. Through in-depth analysis, this research illuminates the profound effects of Service-Learning on individuals and the communities they serve. The students' immersion into Hekima House's resilient community highlights the power of Service-Learning to shape empathetic, socially responsible citizens who actively engage with complex global challenges. The implications of this study extend beyond academia, challenging higher education institutions to foster global citizens who are culturally conscious, empathetic, and initiative taking in addressing complex global challenges. By bridging the gap between academic knowledge and societal impact, this research encourages a paradigm shift in higher education, preparing students to navigate an ever-changing world and make a tangible impact on society.

The devil’s in the detail – counting unique and organic contract cheating sites targeting higher education students in the UAE as a call to delegitimize them

When considering a paradigm shift in higher education, it is imperative to focus on removing obstacles against maintaining integrity in academia. One such obstacle is contract cheating sites that have mushroomed disproportionately during the 18 months of emergency distance learning threatening graduate quality and university reputations (McKie, Essay mills targeting students as pandemic crisis shifts HE online, 2020). It was sharply brought to focus in 2015 due to a mass-scale scandal involving 16 universities and more than 1000 students leading to a subsequent law making such services illegal in Australia. Contract cheating is a mushrooming industry that is constantly targeting often unsuspecting students under the guise of legitimate help. Moreover, these services in turn began black mailing students after delivering services (Draper et al., Int J Educ Integr 17:13, 2021). It is therefore vital to explore the existence and number of such websites that target students in UAE, sometimes using university logos to show legitimacy to understand the extent of the problem. This is primarily because an accurate measure of the extent does not currently exist (Newton, Front Educ 3:67, 2018). Curtis et al. (Stud High Educ. https://doi.org/10.1080/03075079.2021.1972093, 2021) have reported on self-reported cases from students which can be varied and often under-reported. This study is an attempt at using Boolean search technique to count unique and organic websites that have manifested. Coded analysis was used to collate the websites and count the total number of searches. For a total of 34 unique and organic websites, 29 showed a z score higher than the mean value 2.94, at standard deviation of 1.89, positing that the probability of appearance of these 29 websites across different search engines, different browsers and across separate search keywords was significant. This demonstrates the aggressive nature of these sites and their considerable efforts to offer a service that is harmful and detrimental to the students and education sector. This study is a milestone towards developing a nation-wide understanding of contract cheating in the UAE. It is also positioned as a proposal for higher education sustainability in the nation to look to ban services that offer to write assignments for students with or without a fee as a top-down approach to tackling the issue.

The Use of Guided Reflection in Simulation-Based Education With Prelicensure Nursing Students: An Integrative Review.

This integrative review synthesized the findings of studies to determine the uses and outcomes of guided reflection in simulation-based education (SBE) with prelicensure nursing students. A search of Cumulative Index to Nursing and Allied Health (CINAHL) Plus, Education Resources Information Center (ERIC), Education Research Complete (ERC), and PsychINFO using the key words reflection, guided reflection, simulation (nursing education or nursing student), traditional, and baccalaureate identified 18 articles. Findings suggest facilitation of guided reflection in SBE has a positive effect on leadership development, clinical judgment, student satisfaction, and critical thought. Development of a tool to accurately measure guided reflection is warranted. Current evidence on the use of guided reflection in SBE calls for a major paradigm shift in higher education. Guided SBE experiences enhance participant knowledge, and guided reflection should be used as an innovative teaching strategy in SBE. [J Nurs Educ. 2022;61(2):73-79.].

Learners Learning to Become

This article describes an entrepreneurial, transdisciplinary and transformative ESD competencies-course for educators at VIA University College, Denmark, the; "Circular Economy and Sustainable Development in the Education" course (CESDE) from 2018-2021, involving more than 100 educators from a wide variety of faculties. It analyses to what extent the effects on transformative changes towards a sustainable university have been and how these experiences with "learning the learners to become" can be implemented at other Higher Educations. (HE’s). The presentation analyses three levels of impact of the competencies course; (1) impacts on the individual educator’s approach to teaching practices; (2) impacts on the values in managerial and organizational levels; (3) impacts on the personal and institutional interaction with surrounding communities, business and society. The results of this case study demonstrate the potential of initiating ESD competencies-courses and confirms the notion that the competence development of academic staff is an essential prerequisite for a sustainability paradigm shift in higher education. In this way, the program started out with an ambition to enhance curriculum redesign (creating Circular and Sustainable Educations for Sustainable Development ESD) but ended up making organizational alterations and creating an iterative loop of learning and interventions between educators, external specialists, the institutional organization (management), the collaborating companies and the students.

An evaluation of decision on paradigm shift in higher education by digital transformation

Digital transformation has become one of the main goals of educational institutions, particularly higher education institutions, in recent years. The research concludes finally solving the problem cited i.e., the world is on transformation mostly because of the digital development and diversification, where the higher education is also shifting as a compelled switch over in methodological approaches, and it needs an assessment for the decision criteria with a proper process and the justification. The research is quantitative in nature and is conducted with a sample of 462 teachers engaged in higher education in Poland. The statistical test Anova has been the main base for concluding the outcome. One of the research question and objective is about the real assessment of decision criteria in paradigm shift in higher education is answered with these variables showing a varied opinion that the paradigm shift has been there in the higher education, still it is not in the unfulfilled state. Poland's higher education sector is digitally transformed in their activities of teachers, where everyone has shifted their teaching pedagogy to online.

A PARADIGM SHIFT IN HIGHER EDUCATION TEACHERS’ TEACHING STYLE

The shift in the educational paradigms, changing the conceptual foundations of studies, forces us to take a closer look at the ability of Lithuanian higher education teachers to establish in practice the new education paradigm modelled on the theoretical foundations of the reform. The study investigates the teaching styles of higher education teachers (N 297) in four universities of applied sciences and the correlation between teachers’ teaching style, demographic factors and self-assessed didactic competence. The study findings led to the conclusions highlighting the following statements: although there is no prevailing teaching style, most college teachers work employing the interaction paradigm. The results also indicated that women show more support to learning paradigm than men; young teachers (25-35 years old) having assistant positions prefer the teaching paradigm more than teachers of other age and position groups; the representatives of technological sciences are more inclined to the teaching paradigm, while humanities – to interaction paradigm; the teachers who assess their didactic competence highly follow the interaction paradigm in their teacher-student relationship, and low - the teaching paradigm. Though the findings of this study allow capturing a larger shift towards the interaction paradigm, teacher continuing development programmes and support are necessary for higher education teachers. The further research is needed to deepen and extend the findings of this study as well.

A Paradigm Shift in Higher Education in the Context of the Fourth Industrial Revolution

The future of work is upon us and has rapidly and profoundly inf luenced many professions and industries. Alongside this, we argue that it is essential for the landscape of postschool education and training (PSET), both in South Africa and globally, to adapt to the changing nature of work, and, ideally, lead this evolution.

Aprendizaje en línea durante la pandemia de COVID-19: aplicación de la teoría de la autodeterminación en la ‘nueva normalidad’

The COVID-19 pandemic has introduced the notion of the ‘new normal’ in daily life through profoundly influencing the way we used to live, study and work. During these unprecedented times, the rapid transition from traditional face-to-face learning to online learning has been viewed as a paradigm shift in higher education. Drawing impetus from the self-determination theoretical framework, the present study aims to examine the impact of the online learning climate on student's engagement. It also hypothesizes the mediating role of basic psychological needs on the nexus between online learning and students’ engagement. Total 689 students taking online classes in ten (five publics and five private) universities of Pakistan responded to the web-based survey. The present study findings do not support the direct influence of the online learning climate on student engagement, nevertheless, this relationship was mediated by students’ perceptions concerning the extent to which their basic psychological needs were satisfied/ dissatisfied. This study theoretically and empirically contributes to both the psychology and higher education literature, pertaining to the developing field of online learning. The practical implications from this study inform policy-makers in academia to reflect on the students’ psychological needs within virtual teaching environment.

Online learning during the COVID-19 pandemic: Applying the self-determination theory in the ‘new normal’

The COVID-19 pandemic has introduced the notion of the ‘new normal’ in daily life through profoundly influencing the way we used to live, study and work. During these unprecedented times, the rapid transition from traditional face-to-face learning to online learning has been viewed as a paradigm shift in higher education. Drawing impetus from the self-determination theoretical framework, the present study aims to examine the impact of the online learning climate on student’s engagement. It also hypothesizes the mediating role of basic psychological needs on the nexus between online learning and students’ engagement. Total 689 students taking online classes in ten (five publics and five private) universities of Pakistan responded to the web-based survey. The present study findings do not support the direct influence of the online learning climate on student engagement, nevertheless, this relationship was mediated by students’ perceptions concerning the extent to which their basic psychological needs were satisfied/ dissatisfied. This study theoretically and empirically contributes to both the psychology and higher education literature, pertaining to the developing field of online learning. The practical implications from this study inform policy-makers in academia to reflect on the students’ psychological needs within virtual teaching environment.

Factors that Influence the Quality of the Study Process: the Attitude of Klaipėda University and 1 December 1918 University Students of Pedagogical Studies

The article analyzes the factors that influence the quality of the study. Quality of study and its assurance are priority tasks in the European higher education area. The key provisions of the Bologna Process focus on the paradigm shift in higher education. The Berlin Communique (2003) identifies the need for quality assurance at institutional, national and European level as well as for the development of common quality assurance criteria and methodologies. The Bergen Communiqué (2005) emphasized the importance of research for the improvement of studies, and endorsed the European qualifications framework for higher education based on learning outcomes. They are defined by the Dublin Descriptors (2005), which describe knowledge and understanding specific to each cycle, the application of knowledge and understanding, as well as decision-making, communication and learning to learn skills (2014-2020 Case Study of the Suitability and Compatibility of European Union Funds Investment in Training Programs, 2018). The Leuven Communique (2009) emphasizes student-centered studies, which remain a priority in the European Higher Education Area Quality Assurance Regulations and Guidelines (2015). The article analyzes the attitude of students of pedagogical studies towards the factors that influence the quality of studies. Students from Lithuanian and Romanian regional universities (Klaipėda University and 1 Decembrie 1918 University) participated in the study, 553 persons studying in various forms, undergraduate and postgraduate studies. The study was conducted with the aim of increasing internationalization and developing partnerships with European Union universities. Close collaboration in research helps to disseminate best practice in improving the quality of studies. This international study is theoretically and empirically based on the research methodology and statistical methods have identified the most important factors that determine the quality of the study process. It is researched how students’ attitudes towards individual study process quality factors depend on their study evaluation, learning motivation, age and other parameters. The dissemination of the research results will help the academic community of the universities to carry out similar research and to improve the quality of studies on this basis.

Socially Accountable Medical Education: Our Story Might Not Be Yours

Socially Accountable Medical Education is a global educational movement transforming the development and delivery of medical schools in higher education. It is described as an upstream policy approach that seeks to align medical education and local community healthcare needs. To better understand social accountability as a policy initiative, we conducted a narrative review to identify key themes in the literature around frameworks of implementation. Our findings illustrate that social accountability has been mostly defined to date in terms of outcomes and related-actions and that there is a lack of focus on critical social constructs, such as power and place, that can reorient processes and inequities within health systems and educational institutions. We conclude that while socially accountable medical education is a promising paradigm shift in higher education, we call for a more complexified, contextualized, and nuanced approach.

Docencia de la investigación en la universidad actual

RESUMENHay un cambio de paradigmas en la educación superior con el paso de la sociedad de información a la sociedad del conocimiento y la medición de su rendimiento a nivel global. Se prioriza la investigación básica y tecnológica y la colaboración interinstitucional e interdisciplinar. La Ley Universitaria N° 30220 le asigna una importancia decisiva desde que estipula un vicerrectorado de investigación. Una de las varias maneras de impulsar la investigación, así ubicada, es mediante políticas específicas de implementación y desarrollo de docencia para la investigación, desde el pregrado hasta el posdoctoral. Se impone la investigación para el desarrollo y la innovación y la colaboración con las empresas para la formación de competencias laborales y el emprendimiento.
 ABSTRACTThere is a paradigm shift in higher education with the shift from the information society to the knowledge society and the measurement of its performance globally. Priority is given to basic and technological research and inter- institutional and interdisciplinary collaboration. The University Law N ° 30220 assigns a decisive importance to him since stipulates a vice-rector of investigation. One of several ways to promote the research so located is through specific policies of implementation of teaching development for research from undergraduate to postdoctoral. Research is required for development and innovation and collaboration with companies for the training of job skills and entrepreneurship.

Neglected and Common Areas of Educational Research in Pakistan: A Document Analysis

Educational research plays an important role in development of education. In Pakistan, after the establishment of Higher Education Commission of Pakistan in 2002, there is a paradigm shift in higher education. Number of doctorate students increased very fast in last decade. This study explores the areas which are commonly explored by the researchers and those areas which are neglected by the researchers. The objectives of the study were 1) to find out the trend of educational research in Pakistan, 2) to find out the common areas of educational research in Pakistan, 3) to find out the uncommon area of educational research, and 4) to identify the neglected area of educational research in Pakistan. Document analysis was used as method of analysis. By using universal sampling, 247 theses were selected. It was found that teacher education, psychology and administration were the most common topics while History of Education, Crime education, ECE were the least studied areas. It was concluded that the Pakistani researchers are focusing on some areas and neglecting some other areas.

Students as customers: a paradigm shift in higher education

Increasingly, higher education students are being considered as customers or clients. But this new way of seeing students implies a substantial change in the traditional notion of the student. The idea of student–customers goes beyond the demand for proper attention to the student: it is part of an entirely new paradigm in higher education, which also includes other factors, such as the idea of higher education as a competitive market, public reputation as an institutional priority associated with a greater capacity for attracting and satisfying students, study programmes conceived by the students as an important personal and economic investment, curricula designed with a clear professional development orientation, quality systems centred on the value of customer satisfaction, and a new way of understanding educational relationships between students and faculty. This paradigm is the everyday way of thinking in some countries, while in others, such as Spain, it is slowly breaking through only now. This paper analyses this paradigm via an extensive bibliographical review of the research on the different factors that characterise it and its impact on the quality of the learning processes and the social function of universities.

The relationship between perceived learning and student attainment: lectures and problem-based learning sessions

There has been a paradigm shift in higher education towards the utilisation of problem-based learning sessions instead of the traditional lecture format which is considered obsolete by detractors and simply convenient by its advocates. This move coincides with research highlighting that active learning strategies promote profound rather than superficial learning, encourage critical thinking and increase student attainment. However, there are limited studies quantifying the attainment of undergraduate students presented with varied pedagogical techniques, and still fewer that assess student perceptions of their own learning. Over four different teaching sessions (two lectures and two problem-based learning), n=94 students completed a 10 question questionnaire comprised of Likeart style questions assessing how advantageous they perceived the teaching strategy implemented to be to their own learning. In addition, n=64 of the students also completed short quizzes at the completion of three out of four of the sessions (one lecture, two problem-based learning sessions) assessing their knowledge of the content covered. There was no significant difference in attainment (quiz score) between the two delivery methods (p = 0.113), however there was a significant difference between individual sessions (p<0.05). Student ratings (total questionnaire score) did not differ between the two delivery methods (p=0.487) or between individual sessions (p=0.748). There was a trend for increased attainment in the problem-based sessions and a decreased student rating in these classes. Findings were in agreement with prior work and highlight the need for a varied approach to teaching in the biological sciences alongside the judicious interpretation of student feedback. Keywords: problem-based learning; lectures; feedback; attainment; student perception

Paradigm shift in higher education?

PurposeThe purpose of this paper is to widen the discussion about the ongoing paradigm shift in global higher education.Design/methodology/approachThe paper discusses and gives examples on several major changes and potential future developments within higher education.FindingsSeveral major changes have taken place within higher education in a short time. Financial restraints leading to shorter accountability periods, mass education and research, as well as increased competition through e-enhanced globalization, have changed the field of higher education profoundly. It simultaneously faces requirements to produce a higher level of competence, shorten the implementation periods and to offer this to an increasing number of participants with fewer resources. Thus, it should be considered if the mission of higher education institutions has changed and what that mission should be.Research limitations/implicationsThe paper is written from a culturally limited point of view (Finland/Nordic countries/Europe) and does not rely on empirical research findings.Social implicationsThe potential paradigm shift has major social implications globally. It may change the way we understand and operate higher education during the next few decades.Originality/valueA lot of the presented ideas have been discussed before in other articles. However, the potential implications as a whole have not yet been adequately discussed in scientific processes.

Graduate Employability Agenda and Inculcation of Soft Skills in Higher Education

The paper focuses on the what, why and how of the "employability agenda” and inculcation of soft skills in higher education based upon a review of relevant literature and a recent questionnaire survey conducted by the author. It begins by providing an overview of the growing concern for graduate employability and soft skills in higher education. The paper subsequently delves into the importance of soft skills, soft skills sought by Malaysian employers, soft skills lacking in Malaysian graduates, soft skills needed by Malaysian graduates to enhance their employability in the twenty-first century workplace, core components of lifelong employability, and the need for a paradigm shift in higher education pertaining to the employability agenda. The paper ends with discussing the most common approaches to developing soft skills among graduates and making recommendations for implementing the employability agenda in higher education institutions.

Developing Competency-Based Advising Practices in Response to Paradigm Shifts in Higher Education

Competency-based programs have gained prominence in recent years for two primary reasons. First, more students are seeking ways to apply nonclassroom learning experiences toward a degree. Second, a paradigm shift in higher education encourages postsecondary curriculum developers to accept nonclassroom experiences as demonstrations of skills and competencies and to adapt curriculum to include these experiences. Educators must realize that the traditional classroom learning necessary to earn credits toward graduation must also apply to life outside academe and must reflect student experiences. Like educators in the classroom, advisors must respond to this change in perspective through inquiry-based practices and democratic relationships with students.

Book Review The End of College: Creating the Future of Learning and the University of Everywhere, Carey, K. New York, Riverhead Books, 2015

In The End of College, Carey (2015) presents the notion that new modes and cultures of learning couched in social justice will allow many people to, for the first time in their lives, attain higher learning. The author's insights are informed by over twenty-five years of artificial intelligence data. In what Carey refers to as the 'university of everywhere', the future of higher education will be unbridled from formal degree programs. Hints of what the edX movement at Harvard and MIT are doing to revolutionize higher education include public portfolios that present an individual's learning credentials in the new higher education economy. A professor of Education at John's Hopkins University, Carey has served as an education policy analyst at both the state and federal levels. Carey's views on the future of higher education will engage the LIS educator in thought about the future, if not ignite the impetus of radical change.Keywords: Higher Education, Social Justice, MOOCS, LIS education, Online learningThe End of College: Creating the Future of Learning and the University of Everywhere, Carey, K. New York, Riverhead Books, 2015, 269 pages, Nook book $14.99, ISBN 978-101-63459-2.IntroductionIn The End of College, Carey offers readers an engaging account of a proposed paradigm-shift in higher education. To set the stage for his thesis, he provides a brief history of the beginnings of higher education in Europe, and the subsequent establishment of the American university. The author then quickly enters into what we understand about higher education as it has been for the past half century. Carey chronicles what has evolved in the application of artificial intelligence to learning that unwittingly sets the stage for a new type of university; the university of everywhere. The content presents as if it were a biography of higher education woven with predictive views of the future informed by current trends in online education. Written in a style as equally provocative to higher education consumers as it is to higher education professionals, Carey voices what many may fear; driving change fueled by disruptive technologies. Those technologies are the toys and tools engaged by today's youth who are the post-secondary students of the near future.Library and information science (LIS) scholars and educators, although not the first to offer courses online, were among the first in their respective institutions to offer graduate degree programs entirely online (Haigh, 2007). These pioneering actions offered new economic models to institutions of higher education impacted by the decline in the economy in the late twentieth century (Bush & Hunt, 2011; The Economist, 2012). Since then, only an elite few LIS scholars have delved into the world of Massive Open Online Classes (MOOCS) (Stephens & Jones, 2014). Meanwhile, the discipline has been caught up in an identity revolution, better known as the iSchool movement, battling for modernization (Bonnici et al., 2009). Typical of revolutions, entrenched library advocates have planted their heels pushing possible bifurcation of the profession. Meanwhile, the threat imposed by further economic pressures, declining enrollments, and new skills and knowledge have demanded our attention, perhaps stalling our interests in the future of higher education on a long-term scale. Carey's book, The End of College, will reintroduce, if not reinforce the importance of the mode and mechanism for educating the next generation of library and information professionals.As the son of two academics, one a Ph.D. computer scientist at a large public university, and the other holding a doctorate in education, Carey was immersed in traditional academic life throughout his formal years of learning. With an undergraduate degree in political science and a master's degree in public administration, Carey has become one of the most renowned higher education experts in the country (Blue Engine, 2015). …