Higher Education Study Programs Research Articles

Business Incubation Study Programs to Promote Innovation and Entrepreneurship Activities in Animation Major

The aim of this study was to provide guidelines to setting up business incubation study programs in higher education for the promotion of innovation and entrepreneurship activities in the field of animation. This study examined the relationship between business incubation program implementation, institutional policies, student engagement, faculty involvement, intellectual property (IP) management, and animation major relevant innovation and entrepreneurship activities to achieve its goals. Data collection was carried out from Chinese universities by using a survey questionnaire and results were obtained by using statistical tool in which Structural Equation Modeling (SEM) was carried out. This study believed that incubation centers in the field of animation at higher education institutions can perform better to promote innovation and entrepreneurship success by concentrating on student engagement, faculty involvement and IP management practices along with the supportive institutional policies and proper implementation of strategy. Consequently, this study has significant importance for the policymakers to promote animation major among students by considering the results of the current study. Policymakers can promote animation major through the promotion of incubation centers in Chinese higher educational institutions.

Are some individuals more susceptible to intercultural education than others? Multicultural personality predicts the effects of an intercultural training on cultural intelligence

The development of intercultural competences has become a prominent goal for many study programs in higher education. A widely used frame to measure intercultural competence is Cultural Intelligence (CQ). While empirical research has focused extensively on the development of CQ by means of (student) mobility and long-term training, the effects of short-format trainings – a more cost-effective intervention that can be provided to a large number of participants – remain understudied. Existing findings are inconclusive, and it remains unclear under which conditions, and for whom, short-format interventions are effective in improving participants’ CQ. We propose that CQ development is contingent upon individual differences in multicultural personality traits (operationalized through the Multicultural Personality Questionnaire, MPQ). More specifically, in this study we investigate (1) whether a short-format (6-hour) training improves CQ among higher education students (n = 108), and (2) whether the development of CQ is moderated by students’ social-perceptual and stress-related MPQ trait scores prior to the training. Using a pre and post-test design we found that across the whole sample, all four facets of the CQ increased after the training. We also found that some social-perceptual traits of the MPQ moderated the development of CQ: Social initiative on Metacognitive CQ, Openmindedness on Cognitive CQ, and Social initiative and Openmindedness on Motivational CQ. Additionally, we did not find a moderator effect of stress-related MPQ traits on the development of Behavioral CQ. Based on our findings, we conclude that multicultural personality influences individuals’ susceptibility to intercultural education, underscoring the importance of individualized approaches in intercultural education.

Resilience of Male Teachers and Prospective Male Teachers as Minorities in the Early Childhood Education Field

As a minority in the Early Childhood Education (ECE) field, male teachers and prospective male teachers are likely to face some challenges. Therefore, developing resilience skills is needed. This study aims to investigate the resilience factors of male teachers and prospective male teachers as minorities in the ECE field. Identifying the resilience factors of male teachers and male teacher candidates may guide kindergarten leaders and ECE head study programs in higher education to support male participation in the ECE field. It is descriptive qualitative research involving four male teachers and two prospective male teachers in the Kudus area. In-depth interviews were used to collect the data, while a three-phase analysis of Miles and Huberman was used to analyze the data. Findings showed some risk factors that can be challenges in developing resilience, such as the public’s stereotype about men who choose ECE, low salary, and lack of acceptance from others. On the other hand, some protective factors that support their resilience are their love toward children, family, colleagues, and classmates’ support, as well as religious factors. Collaborative efforts are needed to make the ECE field more gender inclusive, including strengthening the protective factors and teaching resilience to prospective male teachers so they can face some challenges that might arise in the fieldwork.

Development of a recommendation model for information technology-based college study program options for high school students

Students who plan to attend university frequently struggle with making decisions. The challenge of students' decision-making regarding study program selection in higher education arises from factors such as self-understanding, including intelligence, talents, and interests, as well as understanding of the educational environment and available information on study programs. The objective of this research is to create a recommendation model for high school students in Yogyakarta to choose information technology-based study programs. A model is employed to aid guidance and counseling teachers in offering guidance to high school students regarding their choice of study programs in higher education. This guidance is based on the students' self-awareness and understanding of their surroundings. The research described in this study follows the Borg and Gall model, which consists of 10 development steps in the field of research and development (RD). Data on the RPP-PT Model was obtained through questionnaires and interview guides. Data analysis involves the utilization of both quantitative and qualitative methods for analyzing data. The study presents a recommendation model for choosing information technology-based study programs in higher education. This model is designed to provide guidance and counseling teachers with recommendations for college study program choices based on students' learning achievement, general abilities, talents, and interests. External factors, including parental expectations, should be taken into account when considering future development.

Talent Management Through Lecturers Competency Evaluation Rubic in Study Programs in Higher Education

Research with the title: Talent Management Through Lecturers Competency Evaluation Rubric in Study Programs Higher Education, where this research was conducted at the Faculty of Education, Universitas Muhammadiyah Jakarta, Indonesia in the odd semester of the 2021/2022 academic year with the distribution of competencies for AIK courses, which are spread across various programs studies in FIP-UMJ, including PGPAUD, PGSD, PENDMAT, PBI, PBSI, POR, PTI. MTP. The number of respondents studied amounted to 27 lecturers, especially those who teach courses according to their competence. The research method with a qualitative descriptive approach. The results of this study indicate that based on the findings in this study there are still 0.11% who are irrelevant to the competency area, but based on the data obtained the person concerned has a background that supports the AIK learning process, especially at the Universitas Muhammadiyah Jakarta, Indonesia. There were three research objectives led the authors to conduct this study, namely: 1) to present the elements used in lecturers’ competencies evaluation rubric; 2) to analysis each of the element assessed in the rubric according to educational system and practice; 3) to report the extent in which this evaluation aligns with talent management practice. The findings revealed that first, the elements used in the rubric needs to be re-evaluated in terms of the statements presented in the questionnaire and the scale; second, each of the element in the rubric is suitable with the qualities mandated by Indonesian Acts for teachers and lecturers No. 14/2005 and proven to be effective by prior studies; third, this evaluation rubric is said to be align with the implementation of talent management in which competencies of the lecturers will obviously support the institution to compete with other private universities and reach its vision, missions, and objectives.

Health Literacy in Higher Education: A Systematic Scoping Review of Educational Approaches

Over the past decade, health literacy has received increased attention as a tool for promoting health, well-being, and sustainable development. So far, educational approaches to health literacy have mainly been implemented in health sciences education and linked to the needs of health professionals in communication with patients. The main objective of this systematic scoping review was to investigate health literacy educational approaches in higher education study programs, including the covered content and the learning activities employed. Altogether, 26 studies on health literacy training in higher education study programs were included. The most frequent study programs represented were medicine and pharmacy. A wide range of health literacy content was extracted from the studies; by far the most frequently studied skill was patient communication, which was identified in 20 studies, followed by identification of patients with low literacy in 12 studies and conceptual knowledge of health literacy in 11 studies. All studies except one reported the use of student active learning as part of the educational approach, and 17 studies reported the use of educational technology. The scientific literature indicates that current health literacy educational approaches mainly focus on the individual components of health literacy and fail to address environmental components and health literacy in vulnerable population groups. Despite the rather extensive use of active learning in educational approaches, pedagogical foundations were scarcely reported. In addition, the use of educational technology was rarely pedagogically integrated.

Personality traits and motivation of Generation Z students in management study programs in higher education

This article examined Generation Z students’ personality traits and motivation as prerequisites for sustainable learning as well as the identification of relevant motivational factors in the educational process. The main goal of the research was to identify and analyze the dominant factors that affect the motivation and performance of Generation Z students in management study programs at a technical university. The identified factors were analyzed in relation to the personality traits and subsequently, the potential impact of the identified factors and personality traits on the learning outcomes of selected subjects was tested. The research sample was represented by Slovak university students while the research sample size was N = 132 respondents. The authors of the article used three standardized questionnaires. The first questionnaire was the Questionnaire NEO (Neuroticism, Extraversion, and Openness) five factor inventory version (with added factors (of agreeableness and conscientiousness), specifically two of the five factors: conscientiousness and neuroticism. The performance motivation questionnaires were also used to assess values, attitudes towards values and motivation. The statistical analysis of the collected data was processed in the statistics program SPSS (Statistical Package for the Social Sciences). The findings proved relationships between motivation to perform and conscientiousness, performance inhibition and neuroticism and differences between students in different years of study.

Selecting English Study Programs in Higher Educations: Students’ Perspectives

This research was to know the students’ reasons for choosing English study programs in higher education. This research was qualitative. There were 62 participants from the English Education study program in various colleges or universities in Indonesia, 32 students were from Public Higher Education, and the rest of the students were from Private Higher Education. The result showed two internal and external factors underlying the students' choosing English study programs. The internal factors were: 1) learning English is full of challenges, 2) English is the international language in the world, 3) it is an opportunity to get a scholarship abroad, 4) they are interested in learning, even deepening, oral and written English skills, 5) they have the desire to be an English teacher after graduation, 6) career prospects for English graduates are widely open, 7) English is the students’ favorite subject at senior high school, 8) English scores are good on their school report card, and 9) English scores are good and satisfactory in the national exam. Several external factors include: 1) the desire to choose the English major appears from themselves (they are not influenced by their parents/family, friends, and school recommendation or request), 2) the prestigious image of being an English major student in the society, 3) no other major at college that attracts their attention, 4) good accreditation, 5) the good reputation of the study program, 6) the superiority among others, 7) the availability of tuition fee information, and 8) the desire to study at their favorite universities.

Blended Learning Method in The View of Learning and Teaching Strategy in Geography Study Programs in Higher Education

In this era of digital technology, learning is very foreign if it still uses single method methods, namely face-to-face. We firmly believe that combining traditional methods with technology must be applied to achieve outcomes, especially in postgraduate studies. For that reason, we have carried out many publications in journals, books and procedures, and other information. Then the effort has involved several steps such as understanding the data through coding evaluation and drawing conclusions that essentially want to get the answer data on this royal question as valid and accurate as possible. Based on the available evidence and the depth of the discussion of the findings, we can finally say that the learning strategy in universities, especially in the undergraduate market, is a strategy that combines the old and new ways, namely face-to-face in the classroom and is guided by collaborative learning or learning-based learning. Thus, it is hoped that the findings of this study will make the development and progress of learning and learning studies related to blended learning increase in the future.

PERSPEKTIF PEMBELAJARAN KEWIRAUSAHAAN DI PERGURUAN TINGGI DENGAN KONSEP PENDIDIKAN HUMANIS PAULO FREIRE

This paper intended to review the humanistic education concept of Paulo Freire according to Entrepreneurship Courses at Indonesian Higher Education. The method used is the content analysis. The paper summarized that Education must be carried out dialogically, not stifling creativity and creativity, because in essence students are not passive beings where the dialogue process itself is a process of awareness as the core of the process of humanization or humanity. In line with the concept of humanization Paulo Freire, the concept of humanization also underpins the entrepreneurship learning process in universities. Entrepreneurship learning is not just learning oriented to business and economics alone, but on exploring values / values of independence, honesty, innovative creative, so that entrepreneurial learning becomes an important learning that is applied in all study programs in higher education. The focus of this article is on entrepreneurship learning in private teacher training colleges which in the main profile print professional teacher candidates and an additional profile that is reliable entrepreneurship printing. Learning entrepreneurship in private teacher training colleges is still said to have not taught the value of humanism. There are several obstacles, among them are still focusing on theoretical with more dominant proportions compared to practice, exploring creative ideas are still dominated by ideas from lecturers so students tend to be passive and less creative, creative idea development programs are not maximally channeled so that it only stops at the completion of the course assignment obligations, the interest and motivation of students to become entrepreneurs has not yet fully arisen by students' self-awareness. Even though the creative ideas that have emerged from students should be continued as a forerunner to the emergence of startup-based young entrepreneurs. Freedom to create ideas and creative thoughts should be extended to students so that students are more motivated and motivated to become job creators than job seekers.

TOWARDS A NEW PEDAGOGY IN HIGHER EDUCATION

In this essay the authors argue the need for a new pedagogy in Higher Education (HE). Our hypothesis is that the predominant focus today is on instrumental systems meant to measure the “quality” of education, subjecting the HE-teacher to goal management and frameworks that limit didactic possibilities. However, acting wisely and solving challenges across professions in an increasingly unpredictable world, requires attitudes, knowledge, skills and understanding that cannot unambiguously be defined in advance. Using a reflective practice and action inquiry research approach, the authors reflect upon experiences and research involving the Dialogos approach to philosophical practice, new research findings in pedagogy for the unforeseen and data from the completion of a PhD course for employees from four faculties in higher education. We argue that higher education should focus on open-ended and creative approaches to teaching that includes philosophical practices and reflective “samhandling” across disciplines. All higher education study programmes should to some extent train students for unforeseen events in life and society.

Vpliv kraja bivanja in izobrazbe staršev na intenzivnost inštrukcij

Research question (RQ): Among other questions in this research we have tried to answer, in relation to an increase of the use of tutoring, was whether the intensity of the use of tutoring is influenced by the place of residence and education of parents, so we formulated the following research question: “Does the place of residence and education of parents’ affect the use of tutoring?” Purpose: The basic goal of the research was to determine how extensive the use of tutoring is in the Goriška region and how/if the place of residence and education of parents is relevant. We focused on science subjects such as math, physics, chemistry, and one foreign language. Method: We surveyed primary school students, high school students, secondary schools, and students enrolled in higher education study programs in the Goriška region. By interviewing both students and parents, a quantitative research was enriched by the detailed content review of the importance of tutoring. We also conducted interviews with teachers of physics, chemistry, mathematics, and English in both primary and secondary education, and gained an insight into the increased use and need of tutoring in the context of formal education. We also used the method of observation by observing the students that use tutors and resort to tutoring. The research was conducted during the 2016/2017 school year. Results: Based on the data gained by conducting an extensive research, the following key conclusion was formed: Place of residence and education of parents do not affect the intensity of tutoring. Organization: According to the findings, the volume of tutors is increasing, and students are too focused on improving grades rather than better consolidating learning, school principals and deans could make certain changes in the delivery of learning content to students. When organizing the tutoring, it is important that it directly relates to consolidation of learning, rather than being directed only towards the improvement of grades, which are required for passing and applying for collage. Society: The contribution is important from the point of view of students, teachers and also the Ministry of Education in relation to the reform of the school system. Moreover, a broader study could offer solutions to limit the emerging gap between students and teachers, as research has shown that the use of tutoring has increased significantly. Here we should follow the example of those countries where the study is designed in such a way, that there is no need for additional tutoring. Originality: This is the first such extensive research in the Goriška region and in Slovenia in general. All school levels were included. Starting with elementary schools, high schools and higher education programs. Above all, this study expresses originality, as it seeks to answer how the place of residence and education of parents influence the tutoring process. Limitations/further research: The limitation of the research is that we conducted the research in the Goriška region only and that the selected sample was small, therefore, the findings cannot be applicable to everyone. It would make sense to conduct similar research and expand it to the entire Slovenian population. Another limitation is the fact that it was carried out before COVID-19, during which teaching, and tutoring had to adapt to the new situation.

CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES

Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme makers.
 Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions.
 Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented.
 Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected.
 Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes.
 Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.

Integrating Mini-MOOCs into Study Programs in Higher Education during COVID-19. Five Pilot Case Studies in Context of the Open Virtual Mobility Project

This paper describes five different pilot case studies which show how mini-MOOCs were integrated into study programs in higher education during COVID-19. The pilot case studies were conducted in five different countries (Germany, Italy, Spain, Romania and Slovenia) in the first quarter of 2020 as part of the Open Virtual Mobility project. Open Virtual Mobility project (OpenVM) is a three year (2017-2020) strategic partnership for innovation and the exchange of good practices founded by the European Erasmus+ program of the European Commission. One of the key outcomes of the Open Virtual Mobility project is the Open Virtual Mobility Learning Hub (OpenVM Learning Hub), an online learning environment for the development, assessment and recognition of virtual mobility skills in higher education. The OpenVM Learning Hub hosts a set of eight mini-MOOCs, each dedicated to a specific competency cluster. Based on small-scale pilots at the universities in the five countries, this paper describes the design of OpenVM mini-MOOC, spotlights different educational approaches for integrating MOOCs into study programs during COVID-19 and highlights diverse objectives, attitudes and expectations of educators who piloted the integration of the mini-MOOCs during the pandemic. The paper explores differences in integration of traditional MOOCs and mini-MOOCs and concludes with recommendations for embedding mini-MOOCs into academic programs in view of rapid (digital) transformations in higher education such as the one caused by COVID-19.

Analisa Metode AHP Pada Minat dan Bakat Siswa SMA dalam Memilih Jurusan Pada Perguruan Tinggi Di Aceh Tengah

The AHP (Analytical Hierarchy Process) method is suitable for the decision making process because it can determine scores for each different criteria, then proceed with the best alternative selection process. In the SPK (decision support system) is used web-based that can be accessed anytime, anywhere. So that at school, high school students (high school) can access the system through the school's computer. Requirements analysis is divided into 2 types, namely functional requirements (Functional Requirements) are types of requirements that contain the processes that will be carried out by the system and non-functional requirements (Non Functional Requirements) are types of requirements that contain behavioral properties owned by the system. Criteria for test results is a requirement for decision makers in determining the selection of study programs in Higher Education, based on the DAT test, the results of which are divided into 3 criteria, namely verbal ability, numerical ability, and spatial ability. Of the 100% accuracy of the results on the system using the AHP method in this system only results in 75% of the accuracy of the results.

Conceptions of teachership in the professional identity construction of adult educator graduates

ABSTRACTThe aim of this study was to investigate the conceptions of teachership among graduates (n = 126) from a Finnish higher education study programme called Pedagogical Studies for Adult Educators. The conceptions of teachership comprise notions of teaching and of oneself as a teacher. Accordingly, the conceptions of teachership are viewed as one element in the process of constructing teacher identity. Currently, we have little knowledge about the professional identity construction of adult educators, even though there is a growing need for adult pedagogics in the changing professional life. Based on a qualitative thematic analysis of open-ended questionnaire data, three main conceptual categories were identified: (1) teachership as an activity, (2) teachership as a personal disposition, and (3) teachership as a process. It was concluded that in studying teacher identity it is essential to focus on the interplay between the personal and the social. Thus, the findings suggest that in understanding and supporting the construction of teacher identities, one should pay particular attention to the intertwined relationship between individual and collective needs.

Doprinos studija pedagogije razvoju profesionalnih kompetencija pedagoga - procene praktičara

Due to the circumstances enabling the dominance of the theoretical-practical concept of education directed towards the development of competencies, higher education study programs have been based on the foundations of the previously established professional competencies that ought to be developed in students. Due to its complexity, the fulfilment of the professional role of the pedagogue requires the development of numerous and distinct competencies. Pedagogical studies are among the most important factors for their development. This paper comprises a presentation and analysis of the results of a research aimed to study pedagogues' assessments on the contribution of pedagogical studies to the development of competencies required for professional activities. The research sample included 152 pedagogues employed at various pedagogical and educational institutions in the Republic of Serbia. The results of the research indicate that pedagogues estimate that pedagogical study programs are directed towards a balanced development of many different competencies, but that not all of them are of equal importance for professional activities. Moreover, the results of the research highlight the statistically significant differences among pedagogues in terms of the preferred importance of specific competencies for professional activities and the assessment of their development throughout studies, taking into account their years of experience and workplace. The results of the research may be used as a starting point for the further development of pedagogical study programs.

PENGARUH KONFORMITAS TEMAN SEBAYA, MOTIVASI DAN MINAT KARIR TERHADAP PEMILIHAN PROGRAM STUDI AKUNTANSI DI PERGURUAN TINGGI

Peer conformity, motivation, and career interests influence the selection of Accounting study programs in Higher Education. Peer conformity is common in the social environment of students, highly motivated, and career interests make students interested in choosing Accounting study programs. The purpose of this study was to determine the effect of peer conformity, motivation, and career interests on the selection of accounting study programs in tertiary institutions. The research method uses quantitative methods using multiple linear regression. The population in this study were all students of the Unikama Accounting study program totaling 665 students with a research sample of 100 students. The sampling technique uses stratified random sampling method. analyzing data with the help of SPSS application version 22.00 for windows. Based on the results of calculations, it is known that there is an influence of peer conformity, motivation, and career interests simultaneously on the selection of accounting study programs in Higher Education both partially and simultaneously. Choosing a study program should be chosen in accordance with the foreseeable consideration in accordance with interests, talents, and abilities.

Zapošljivost i kompetencije studenata inženjerskog menadžmenta - očekivanja studenata Fakulteta za inženjerski menadžment

Engineering management is frequently defined as a specific type of management that is implemented for successful leading of engineering or technical personnel and projects. Engineering management as a higher education study program is new to Serbian higher educational institutions. The aim of this study is to evaluate employability of engineering management students and to, through empirical research, answer the question whether the students' change their expectations career development centers and their employability at the job market before and after receiving soft skills development trainings on the example of the students of School of Engineering Management from Belgrade, Serbia. It is concluded that the key in assisting the students in acquiring those skills are the programs and courses provided by higher education career development centers, but that the further study is necessary in order to assess the ways in which employability of the engineering management students can be increased through various programs aimed for improving their transferable skills.

Digital Immigrants in Distance Education

<p class="3">The constant growth of methods of education that incorporate the Internet into teaching-learning processes has opened up a wide range of opportunities for students across the world to gain entry to undergraduate or graduate degree programs. However, if the enrolling student is a digital immigrant, the chances of success may be limited by the difficulty of using the Internet to communicate. This laid the groundwork for a qualitative study aimed at determining, from an ontological, epistemological, methodological, and instrumental approach, and from a teacher’s perspective, the main technical and communication challenges faced by digital immigrants as they follow an online higher-education study program.</p>