International Journal of Higher Education Management最新文献

{"title":"TQM in Higher Education Institutions: The case of HSJ","authors":"C. Platis, E. Fragouli","doi":"10.24052/IJHEM/V06N01/ART-3","DOIUrl":"https://doi.org/10.24052/IJHEM/V06N01/ART-3","url":null,"abstract":"The adoption of a Total Quality Management (TQM) Model could improve many of the administrative structures of public services. The means for quality improvement is based on quantitative features. The European Foundation Quality Management (EFQM) model is an important instrument for achieving organizational excellence, which is mainly based on self-assessment, benchmarking and continuous improvement that aims to improve the efficiency and quality of services. The main objective of the proposed study is to demonstrate the importance of adopting a model based on the principles of TQM in the area of Higher Education and particularly the Hellenic School of Judges (HSJ). Primary research data have been collected through interviews of the administrative and educational staff of the HSJ. The measured variables of the TQM elements, Descriptive statistics and correlation analysis have been applied to define the TQM elements mostly used and the results achieved by the HSJ. The contribution of this study lies in the investigation of several interrelationships between some significant variables that exist in HEIs, with the help of EFQM model. By examining thoroughly and understanding those interrelationships, it is acknowledged that is helpful to deploy appropriate tools in the future, in order HE institutions to achieve excellence.","PeriodicalId":148689,"journal":{"name":"International Journal of Higher Education Management","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115246708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A qualitative investigation into the reasons for low academic achievement of international students in a private college","authors":"D. Bist, Peter Smith, M. Davies","doi":"10.24052/IJHEM/V06N01/ART-4","DOIUrl":"https://doi.org/10.24052/IJHEM/V06N01/ART-4","url":null,"abstract":"Although several academic studies have explored international students’ academic issues in the host country, most explored either academic achievement or improving learning, teaching and assessment practices in isolation, not in concert. This study triangulates students’ academic issues, learning, teaching and assessment practices used by their lecturers, and the service provision at the host institution in tandem. Specifically, we investigated the factors affecting the academic performance of first-and second-year international students studying at a private higher education provider in London, UK. To establish the extent of Low Academic Achievement (LAA), briefly, where students do not meet the learning outcomes in any summative assessment, examination board data were examined. Two student focus groups were established, and eleven lecturers involved in teaching international students were interviewed. Data were analysed using Nvivo8. The results revealed that international students experience language, socio-cultural and financial difficulties, and they must adapt to a new educational environment and find it difficult to adjust to the teaching style of their host country. Nonetheless, learning approaches of the students can be mobilised, developed and utilised in a constructive environment. Student-centred approached are preferred by the students in the classroom and use of alternative assessments was recommended by the lecturers, especially in the transitionary phase.","PeriodicalId":148689,"journal":{"name":"International Journal of Higher Education Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130095020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reporting the impact of Student Centred Learning (SCL): Interactive learning experience based on small-scale study in undergraduate business classes","authors":"S. Shaaban, Bue","doi":"10.24052/ijhem/v05n01/art02","DOIUrl":"https://doi.org/10.24052/ijhem/v05n01/art02","url":null,"abstract":"This paper presents an examination of the student response to a small-scale experiment in Student Centred Learning (SCL) in undergraduate business classes. This experiment tests the benefits and the impact of Student Centred Learning approach. Also, this approach will help to discover and identify students at risk. This experiment examined the twelve principles of SCL in the Faculty of Business Administration, Economics & Political Science (BAEPS) as a part of teaching and learning strategy. Feedback was collected from three students’ groups undertaking different modules at three levels within the Business Department. Each module applied SCL for the first 6 weeks of the module and the rest of semester applied traditional teaching methods. The three groups were undergraduate business students’ classes during one semester at the British University in Egypt (BUE). The feedback from the majority of the three groups reported positive practises. This paper presented a justification and explanation for success and pitfalls in student centred learning and recommended creative interactive teaching strategies. This experiment proved that SCL implementation, together with a traditional approach in teaching and learning, is more effective for undergraduate university students learning route.","PeriodicalId":148689,"journal":{"name":"International Journal of Higher Education Management","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121571280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An evidence-informed guided problem-based learning approach to teaching operations management","authors":"V. Berardi, Donald Thacker, G. Blundell","doi":"10.24052/IJHEM/V05N01/ART01","DOIUrl":"https://doi.org/10.24052/IJHEM/V05N01/ART01","url":null,"abstract":"","PeriodicalId":148689,"journal":{"name":"International Journal of Higher Education Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124579702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Character and service dimensions of global competencies for 21st century learning: cross-sectional perspectives","authors":"S. M. Ang","doi":"10.24052/IJHEM/V05N01/ART03","DOIUrl":"https://doi.org/10.24052/IJHEM/V05N01/ART03","url":null,"abstract":"","PeriodicalId":148689,"journal":{"name":"International Journal of Higher Education Management","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134285811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being published in reputable academic and scientific journals: Key criteria for acceptance","authors":"Palto Datta, Mark T. Jones","doi":"10.24052/ijhem/v05n01/art05","DOIUrl":"https://doi.org/10.24052/ijhem/v05n01/art05","url":null,"abstract":"Purpose: In scholarly journal publication, blind peer review has become an integral part of the process that helps maintain the standard and quality of academic papers that are accepted for publication. The main purpose of this study was to understand the reasons for the acceptance or rejection of a manuscript by analysing the reviewers’ comments based on the ratings on eight specific areas of concern and their written comments.","PeriodicalId":148689,"journal":{"name":"International Journal of Higher Education Management","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130550305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Redefining education: the convergence of liberal arts and career school education","authors":"P. Melnick","doi":"10.24052/IJHEM/V05N01/ART04","DOIUrl":"https://doi.org/10.24052/IJHEM/V05N01/ART04","url":null,"abstract":"Today’s businesses are investing heavily in IT transformational tools to keep pace with the 21st century’s ceaseless advances in digital technology and artificial intelligence. However, business leaders are realizing those investments go nowhere without the creative minds to discover new ways to converge technology advances in software clustering algorithms, Big Data Analytics, data lake deployments, blockchains, chatbots, and social media apps with customer engagement for growth opportunities Traditional business skills are no longer viable in a globalized digital ecosystem. Departmentalized linear and vertical thinking skill competencies have been usurped by the value chain of integrative, non-linear and lateral thinking. Complex problems arising from unfamiliar and multifaceted complications caused by globalization and technology advances need nontraditional, unconventional and atypical responses. The intellectual agility of the creative mind uncovers new associative links by converging disparate knowledge domains to provide innovative solutions. Converging different ideas from different knowledge domains to form new patterns of thought has become one of the most valuable 21st century workforce skills. Yet, an overwhelming amount of higher education institutions separate, silo, and isolate one subject area of knowledge from another. A liberal art “breadth of knowledge” is no longer sufficient without establishing a methodology that provides a convergence of knowledge. It is the finding of this paper that the case study of The North Coast College demonstrates a pedagogical model which converge disparate knowledge domains to redefine education for the 21st century. The North Coast College’s Principle of Convergence pedagogy is a response to the changing 21st century business environment and its need for “transdisciplinarity, interdisciplinarity, and multidisciplinarity” minds to stimulate idea generation for innovation. The 4 Layers of The North Coast College’s Principles of Convergence Plan are: The Convergence of Business and Design; The Convergence of Design Industry Standards with The NCC Academics; The Convergence of Linear Thinking with Lateral Thinking; and, The Convergence of General Education Requirements with Everything. Each layer is designed to interact with today’s needs of a workforce skill which values convergence of knowledge to foster creative thinking and innovation. The NCC’s pedagogical construct converges career skill-based competencies with the holistic breadth of a liberal arts education while providing an epistemological methodology to converge disparate knowledge domains for creative thinking and innovation aptitudes.","PeriodicalId":148689,"journal":{"name":"International Journal of Higher Education Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115762429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}