6th International Conference on Higher Education Advances (HEAd'20)最新文献_第9页

Internal branding at university: Do tenure and job security matter? 大学内部品牌:终身职位和工作保障重要吗?

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-28 DOI: 10.4995/head20.2020.11092

Marta Retamosa, Ángel Millán, J. A. García, M. Millán

{"title":"Internal branding at university: Do tenure and job security matter?","authors":"Marta Retamosa, Ángel Millán, J. A. García, M. Millán","doi":"10.4995/head20.2020.11092","DOIUrl":"https://doi.org/10.4995/head20.2020.11092","url":null,"abstract":"Universities, as educational service providers, must pay attention to their employees who are pivotal in delivering and communicating brand promise and service quality to the stakeholders. While branding initiatives most frequently focus on external stakeholders, internal branding efforts establish systems/processes and consequent employees’ behaviour that are consistent with external branding efforts. With a sample of 753 faculty members and researchers from a Spanish public University, the study aims to establish if employee tenure and job security have a significant relationship with employees’ brand commitment and employees’ brand supporting behaviour. An analysis of variance was carried out for testing the hypothesis. Differences were found according to tenure in employees’ brand commitment while job security did not impact significantly on employees’ brand commitment. In addition, a positive and significant relationship were found between employees’ brand supporting behaviour and tenure, but not for job security. For business practitioners, this research state that it is essential for service companies, such as universities, to use differing approaches to employees according to their organisational tenure as an important managerial implication.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132756890","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: 2

Correlation between students’ workload and attendance as related towards final grades: A case of study on Statistics for first-year Engineering students. 学生工作量与出勤率对最终成绩的相关性:以工科一年级学生统计研究为例。

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-28 DOI: 10.4995/head20.2020.11131

Carlos de la Calle-Arroyo, L. J. Rodríguez-Aragón

引用次数: 0

Good-bye email, welcome Slack 再见电子邮件，欢迎Slack

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-28 DOI: 10.4995/head20.2020.11119

J. M. Lopez-Zafra, Ricardo A. Queralt, Sonia de Paz-Cobo

引用次数: 3

How to support mobility students to gain soft-competences: Knowledge, Skills and Attitudes 如何帮助流动学生获得软能力:知识、技能和态度

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-25 DOI: 10.4995/head20.2020.11248

Eva M. De la Torre, F. Casani, Adriana Pérez Encinas, Jesús Rodríguez Pomeda

引用次数: 0

Peer actions for a service learning project to prevent drug-facilitated sexual assaults 预防毒品性侵犯的服务学习项目的同伴行动

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-25 DOI: 10.4995/head20.2020.11313

G. Montalvo, G. Quintanilla, F. Ortega-Ojeda, C. García-Ruiz, Pablo Prego-Meleiro, Carmen Figueroa Navarro, Begoña Bravo-Serrano, M. García-Pernía, F. Zapata, M. González-Muñoz, C. J. Mateos-Vega

{"title":"Peer actions for a service learning project to prevent drug-facilitated sexual assaults","authors":"G. Montalvo, G. Quintanilla, F. Ortega-Ojeda, C. García-Ruiz, Pablo Prego-Meleiro, Carmen Figueroa Navarro, Begoña Bravo-Serrano, M. García-Pernía, F. Zapata, M. González-Muñoz, C. J. Mateos-Vega","doi":"10.4995/head20.2020.11313","DOIUrl":"https://doi.org/10.4995/head20.2020.11313","url":null,"abstract":"The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128339843","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

Perceptions of organizational injustice in French business schools 对法国商学院组织不公的看法

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-24 DOI: 10.4995/head20.2020.11277

Lovasoa Ramboarisata, Linda Ben Fekih Aissi

{"title":"Perceptions of organizational injustice in French business schools","authors":"Lovasoa Ramboarisata, Linda Ben Fekih Aissi","doi":"10.4995/head20.2020.11277","DOIUrl":"https://doi.org/10.4995/head20.2020.11277","url":null,"abstract":"Whereas the institutional drivers of the accountability discourse and the apparatus of performance evaluation accompanying such a discourse in the neoliberal university are well documented, their implications at the individual level have received lesser interest. Our paper suggests that more attention be paid to the voices and the experiences of the “governed”. It accounts of the unfairness of the accountability regime in higher education, and more specifically in business schools, as it is perceived by scholars in France. Using insights from the institutional complexity (IC) and organizational justice (OJ) literatures, as well as an empirical analysis of the French business scholars’take on their changing work context and the metrics against which their performance is assessed, our study extends the understanding of the implications of organizations’ rewards, incentives, performance control and evaluation practices for OJ. Moreover, it deconstructs the narrative of the accountability regime by reminding that institutional complexity leaves very little room for many scholars to be star researchers, excellent program managers, innovative and inclusive pedagogues as well as impactful public servants at the same time without hindering other academic missions they value (disinterested collegiality, care, social inclusion), their quality of life, family, and or health. ","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121778554","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

Integrating STEMM in Higher Education: a proposed curriculum development framework 在高等教育中整合stem:一个拟议的课程发展框架

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-23 DOI: 10.4995/head20.2020.11058

L. Conner

引用次数: 2

Self-Contained Jupyter Notebook Labs Promote Scalable Signal Processing Education 自包含的Jupyter笔记本实验室促进可扩展的信号处理教育

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-21 DOI: 10.4995/head20.2020.11308

Dominic Carrano, I. Chugunov, Jonathan Lee, B. Ayazifar

{"title":"Self-Contained Jupyter Notebook Labs Promote Scalable Signal Processing Education","authors":"Dominic Carrano, I. Chugunov, Jonathan Lee, B. Ayazifar","doi":"10.4995/head20.2020.11308","DOIUrl":"https://doi.org/10.4995/head20.2020.11308","url":null,"abstract":"Our upper-division course in Signals and Systems at UC Berkeley comprises primarily sophomore and junior undergraduates, and assumes only a basic background in Electrical Engineering and Computer Science. We’ve introduced Jupyter Notebook Python labs to complement the theoretical material covered in more traditional lectures and homeworks. Courses at other institutions have created labs with a similar goal in mind. However, many have a hardware component or involve in-person lab sections that require teaching staff to monitor progress. This presents a significant barrier for deployment in larger courses. Virtual labs—in particular, pure software assignments using the Jupyter Notebook framework—recently emerged as a solution to this problem. Some courses use programming-only labs that lack the modularity and rich user interface of Jupyter Notebook’s cell-based design. Other labs based on the Jupyter Notebook have not yet tapped the full potential of its versatile features. Our labs (1) demonstrate real-life applications; (2) cultivate computational literacy; and (3) are structured to be self-contained. These design principles reduce overhead for teaching staff and give students relevant experience for research and industry. ","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125878660","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

Innovation2: Innovative Course on Innovation Takes On the Lebanese Revolution Innovation2:创新课程以黎巴嫩革命为主题

6th International Conference on Higher Education Advances (HEAd'20) Pub Date : 2020-04-20 DOI: 10.4995/head20.2020.11314

Marina Apaydin, Christopher Bouri

{"title":"Innovation2: Innovative Course on Innovation Takes On the Lebanese Revolution","authors":"Marina Apaydin, Christopher Bouri","doi":"10.4995/head20.2020.11314","DOIUrl":"https://doi.org/10.4995/head20.2020.11314","url":null,"abstract":"The purpose of this paper is to showcase the unique learning outcomes derived from an innovative course facing disruption from unforeseen political events. In spite of the tense events on the streets surrounding the university during the Lebanese revolution, which erupted in the middle of the semester, we were able not only to implement pre-planned innovative teaching methods to challenge student thinking and traditional higher education practices, but also leveraged the revolution context to introduce new topics and approaches to course delivery in the face of road closures and risks to students’ wellbeing. Strategic innovation management topics were complemented by the real time innovative strategies to continue education developed jointly by the course instructor and the students, resulting in an Innovation2 effect. Ultimately, the course learning outcomes were reinforced and broadened by embracing the continued uncertainty and relating to the ongoing situation day by day. As Lebanon and AUB enter its second semester of the political revolution, this paper aims to share lessons learned from both, the initial course innovative design, and its delivery in the crisis circumstances of the revolution in order to help faculty dealing with unstable educational context in Lebanon, Middle East and other challenging regions.","PeriodicalId":351217,"journal":{"name":"6th International Conference on Higher Education Advances (HEAd'20)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130831470","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