6th International Conference on Higher Education Advances (HEAd'20)最新文献_第2页

The Validation of a Quantitative Measure of Self-authorship among Chinese University Students 中国大学生自我创作能力定量测量的验证

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11171

Dorothy Tao Li

{"title":"The Validation of a Quantitative Measure of Self-authorship among Chinese University Students","authors":"Dorothy Tao Li","doi":"10.4995/head20.2020.11171","DOIUrl":"https://doi.org/10.4995/head20.2020.11171","url":null,"abstract":"This paper presents the preliminary evidence for validating the Self-authorship Section of the Career Decision Making Survey (SA-CDMS; Creamer, Baxter Magolda, & Yue, 2010) among Chinese university students. Two samples of undergraduate students (Stage One, N= 263; Stage Two, N= 663) from three universities in the People’s Republic of China participated in this study. In the first stage, the SA-CDMS was translated from English to Chinese, with the psychometric properties preliminarily examined by exploratory factor analysis and internal consistency test. The original 18-item SA-CDMS model failed to identify the theoretical structures as expected, however, several modifications could be identified from the results of Stage One. In the second stage, the modified SA-CDMS showed acceptable reliability and validity based on the results of confirmatory factor analysis and Cronbach’s alpha coefficients. In addition, Pearson’s correlation analysis was employed by Stage Two to examine the correlations among the demographic factors, three phases, and three dimensions of self-authorship framework. In general, the current study provided evidence for utilizing SA-CDMS in the Chinese higher education context. This study added to the literature of the research on self-authorship and offered practical implications to educators and policymakers in promoting self-authorship development among Chinese university students.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123817781","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}

引用次数: 0

Student participation and peer-to-peer learning processes in primary education 小学教育中的学生参与和对等学习过程

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11000

Eduard Ramirez Banzo

引用次数: 0

Using Real Data in a quantitative methods course to enhance teachers’ and school leaders’ statistical literacy 在定量方法课程中运用真实数据，提高教师和学校领导的统计素养

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11260

Manuela Heinz

引用次数: 0

Sustainable Practices in research-integrated Education in HE: towards an accepted Development Pedagogy 高等教育研究整合教育的可持续实践:走向公认的发展教学法

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11141

E. Corradini

引用次数: 0

From Times Square to Eyre Square: Hackathons as Authentic Learning for Information Systems Students 从时代广场到爱广场:黑客马拉松是信息系统学生的真实学习

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11046

Mairéad Hogan

引用次数: 6

Social entrepreneurship as a tool for promoting critical, paradoxical learning in the field of business organization and management: An experiment from the University of Zaragoza 社会企业家精神作为促进商业组织和管理领域批判性、悖论式学习的工具:萨拉戈萨大学的一项实验

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.10996

Ignacio Bretos, Millán Díaz-Foncea, Clara Sarasa, Alla Kristina Lozenko, Carmen Marcuello

{"title":"Social entrepreneurship as a tool for promoting critical, paradoxical learning in the field of business organization and management: An experiment from the University of Zaragoza","authors":"Ignacio Bretos, Millán Díaz-Foncea, Clara Sarasa, Alla Kristina Lozenko, Carmen Marcuello","doi":"10.4995/head20.2020.10996","DOIUrl":"https://doi.org/10.4995/head20.2020.10996","url":null,"abstract":"There is a growing interest in examining subversive interventions by scholars that may involve the production of new subjectivities, the constitution of new organizational models, and the linking of these models with current social movements. This paper presents the case of the Social Economy Lab (LAB_ES), created in the Faculty of Economics and Business of the University of Zaragoza in 2017. In particular, we discuss the main experiences and interventions made from the LAB_ES around three areas of work: (1) the space of collective work; (2) the space of participation for the university community; and (3) the space of collective research. The study reflects the possibilities of including the study of alternative organizations in the education agenda. These organizations are guided by principles that include democracy, equality, emancipation and environmental sustainability. Likewise, the results and interventions of the LAB_ES are discussed not only to foster critical thinking among the students, but also to provide this group with skills for starting up alternative projects of organization and management outside the university. Finally, some key conclusions are drawn about the role of the LAB_ES as a space for collective research and collective production of critical knowledge about business organization and management, through the involvement of different actors.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130606966","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}

引用次数: 0

European Joint Doctorates: myth or reality? 欧洲联合博士学位:神话还是现实?

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11209

Pilar Coy Fuster, S. Cánovas, Ann Van Soom, N. Bernabò, P. Lonergan, K. Schellander

{"title":"European Joint Doctorates: myth or reality?","authors":"Pilar Coy Fuster, S. Cánovas, Ann Van Soom, N. Bernabò, P. Lonergan, K. Schellander","doi":"10.4995/head20.2020.11209","DOIUrl":"https://doi.org/10.4995/head20.2020.11209","url":null,"abstract":"Today, there is a lack of consensus for the full implementation of common programmes recognizing the “highest” level of higher education in Europe. Even though cotuttelle agreements are widely used for international joint supervision of PhD theses, these are merely bilateral and individual case-based agreements, far away from a real joint degree under a legal framework that establishes the programme. This article aims to describe the experience of the authors in the management and coordination of a joint doctoral programme between 2015 and 2019 and the results obtained from the interrogation of official websites about the reality in Europe concerning such programmes. Our conclusion is that, still in the 21st century, there is a huge gap to be overcome before the existence of Joint International/European Doctorates can be considered an everyday reality. Although various attempts have been made in the last 20 years, there is still a long way to go for Higher Education institutions to integrate all aspects of such programmes, and to make them something more and different than an additional Diploma Supplement. In the authors´ opinion, major efforts must be made by the administrative bodies, although the drive of the academic staff is crucial for success. ","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"287 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114349815","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}

引用次数: 0

Integrated disciplines and future competencies: A blueprint for ethically aligned curriculum for IT, CS, ITC & beyond 综合学科和未来能力:IT, CS, ITC及其他领域的道德课程蓝图

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11241

A. Libin

{"title":"Integrated disciplines and future competencies: A blueprint for ethically aligned curriculum for IT, CS, ITC & beyond","authors":"A. Libin","doi":"10.4995/head20.2020.11241","DOIUrl":"https://doi.org/10.4995/head20.2020.11241","url":null,"abstract":"Autonomous and intelligent technical systems are specifically designed to reduce the necessity for human intervention in our daily lives. In so doing, these new computer-based systems are also raising concerns about their impact on individuals and society. Because of their innovative nature, the full benefit will be obtained only if the technology is aligned with society's defined values guided by ethical principles. Through the proposed ethically aligned curriculum (ETHIKA) for computer sciences (CS) and information technology (IT) specialties we intend, therefore, to establish frameworks to guide and inform dialogue and debate around the non-technical implications, in particular related to ethical dilemmas. Hereby we understand \"ethical\" to go beyond universal moral constructs, such as trust, harm, good or bad, and include ethical designs for AI-based technologies, socially-oriented computer sciences, and ethical risks of digital society. As digital economy prospers, more CS/IT-professionals realize the power of education-driven intellectual capacity (InCED). It is hypothesized, that InCED has direct impact on learning competencies of students, warranting future successful management of professional and life ethical challenges. ETHIKA elucidate, through both methodological and experimental inquiries, the impact of global digitalization and related ethical risks on learning and professional competencies in both professional CS/IT-community and the University students.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115607865","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}

引用次数: 0

Flipped teaching and interactive tools. A multidisciplinary innovation experience in higher education 翻转教学和互动工具。高等教育多学科创新经验

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.10990

J. S. Artal-Sevil, Ana Gargallo-Castel, Marta Sofía Valero-Gracia

{"title":"Flipped teaching and interactive tools. A multidisciplinary innovation experience in higher education","authors":"J. S. Artal-Sevil, Ana Gargallo-Castel, Marta Sofía Valero-Gracia","doi":"10.4995/head20.2020.10990","DOIUrl":"https://doi.org/10.4995/head20.2020.10990","url":null,"abstract":"Nowadays learning methods in higher education are under a constant review process. Applications focused on Blended-Learning allow to speed-up the learning process; this facilitates the design and implementation of interactive resources in the classroom. The present study shows an experience developed with engineering master students. Flipped Teaching approach has achieved significant mention in academic circles in recent years. Undoubtedly, the implementation of this educational methodology improves students’ motivation and increases their participation in the classroom. In this paper different Information and Communication Technologies (ICT) tools and multimedia resources that facilitate the teaching sessions are presented. Its use has been simple and intuitive. These educational tools increase the skills, abilities and competences acquired by students. The objective is to achieve more interactive learning. Students positively value this activities related to the Flipped Learning. In addition, students prefer teaching-learning procedures more dynamic, flexible, creative, participatory and with continuous evaluation. Although the general impression is that they need more effort and more dedication, compared to the Traditional Teaching. Every time there is a greater number of educational tools and electronic devices for higher education. However, its use must be correct so that it can be useful in training students.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127294688","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}

引用次数: 4

Veterinary students´ perceptions of participation in a service-learning activity 兽医学生对参与服务学习活动的看法

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-06-02 DOI: 10.4995/head20.2020.11196

Marta Elena Alonso, Jose Ramiro Gonzalez Montaña, J. C. Dominguez, J. M. Lomillos

{"title":"Veterinary students´ perceptions of participation in a service-learning activity","authors":"Marta Elena Alonso, Jose Ramiro Gonzalez Montaña, J. C. Dominguez, J. M. Lomillos","doi":"10.4995/head20.2020.11196","DOIUrl":"https://doi.org/10.4995/head20.2020.11196","url":null,"abstract":"Citizens worldwide are increasingly concerned about the animal welfare of farm animals but lack knowledge about animal production systems, as fewer and fewer people have a direct connection to rural environment. Veterinary students these days present low motivation for teaching subjects related to agricultural species because they are more focused on companion animals. The aim of this work was to evaluate the perception of veterinary students about the degree of utility for learing achieve, satisfaction and acceptability of participation on an service-learning activity integrated in a teaching innovation project. We choose the service-learning activity because learner-centered methodologies could be appealing to students to stimulate external motivation and, simultaneously, provide benefits for society. The participants reported increases in the awareness of lack of knowledge about food animal production aspects and the importance of university involvement in activities that provide social benefits. Together with a 94 % of high or very high self-reported learning increase about the specific topics of the curricula of the subject and an 80% of high or very high self-reported global satisfaction with the participation in the SL activity, despite some technical difficulties, led us to conclude that service-learning methodologies could be successfully integrated in the veterinary curricula.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126041131","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}

引用次数: 1