Higher Learning Research Communications最新文献_第8页

Battling Academic Corruption in Higher Education: Does External Quality Assurance (EQA) Offer a Ray of Hope? 打击高等教育中的学术腐败:外部质量保证(EQA)是否能带来一线希望?

Higher Learning Research Communications Pub Date : 2019-06-20 DOI: 10.18870/HLRC.V9I1.449

L. Nabaho, Wilberforce Turyasingura

{"title":"Battling Academic Corruption in Higher Education: Does External Quality Assurance (EQA) Offer a Ray of Hope?","authors":"L. Nabaho, Wilberforce Turyasingura","doi":"10.18870/HLRC.V9I1.449","DOIUrl":"https://doi.org/10.18870/HLRC.V9I1.449","url":null,"abstract":"The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, UNESCO (and the Council for Higher Education Accreditation) issued a “wakeup call” to quality assurance systems to take up a leading role in the battle against academic corruption. However, a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption exists. This conceptual paper, using the crime-punishment model as an analytical lens, explores how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The paper advances the setting of academic integrity standards, institutional and programme accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies in the exercise of their leadership role in combating academic corruption. These approaches are hypothesised to create both incentives and disincentives for the institutions and staff in connection with engaging in academic corruption. Nevertheless, the paper takes cognisance of the fact that external quality assurance is necessary but not sufficient in combating corruption at the level of the academy.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41774478","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: 5

Indirect Feedback: A dialoguing approach to assessment 间接反馈:评估的对话方法

Higher Learning Research Communications Pub Date : 2019-06-20 DOI: 10.18870/HLRC.V9I1.444

R. Tejeiro, D. Vlachopoulos, A. Edwards, Estefania Campos

{"title":"Indirect Feedback: A dialoguing approach to assessment","authors":"R. Tejeiro, D. Vlachopoulos, A. Edwards, Estefania Campos","doi":"10.18870/HLRC.V9I1.444","DOIUrl":"https://doi.org/10.18870/HLRC.V9I1.444","url":null,"abstract":"Whilst there is consensus in the current literature that feedback plays a fundamental role to student performance and learning, there is also debate about what makes it effective. Particularly, some assessment instruments, like the National Student Survey in the United Kingdom, reveal that evaluation and feedback are systematically amongst the areas that students are less satisfied with. This paper aims to describe the ‘indirect feedback’ (IF) technique, which was utilised by the principle author in his previous tenure as a Professor at the University of Cadiz (Spain) and to reflect on how it can be applied to overcome some of the limitations presented in a different ‘context of practice’. It is argued that indirect feedback meets many of the principles of good practice, as it “facilitates the development of self-assessment (reflection) in learning, delivers high quality information to students about their learning, encourages teacher and peer dialogue around learning … provides opportunities to close the gap between current and desired performance [and] provides information to teachers that can be used to help shape their teaching” (Nicol & MacFarlane-Dick, 2006, p. 205).","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48989372","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: 3

Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs 预测教育科学专业学生的统计焦虑：领域特定动机结构框架下先验经验的作用

Higher Learning Research Communications Pub Date : 2019-05-24 DOI: 10.18870/HLRC.V9I1.435

Guenter Faber, H. Drexler

引用次数: 11

Hearing the voice of faculty: Global recommendations for faculty recognition in Higher Education institutions 倾听教师的声音：高等教育机构教师认可的全球建议

Higher Learning Research Communications Pub Date : 2018-12-26 DOI: 10.18870/HLRC.V8I2.433

Águeda Benito, Fionna Scott-Milligan

引用次数: 6

Investigating Writing Performance and Institutional Supports Among Teacher Candidates Who Transferred from Community Colleges 社区高校转学教师的写作表现与制度支持调查

Higher Learning Research Communications Pub Date : 2018-12-26 DOI: 10.18870/HLRC.V8I2.427

Katharine Pace Miles, Leslie Craigo, Selenid Gonzalez-Frey

{"title":"Investigating Writing Performance and Institutional Supports Among Teacher Candidates Who Transferred from Community Colleges","authors":"Katharine Pace Miles, Leslie Craigo, Selenid Gonzalez-Frey","doi":"10.18870/HLRC.V8I2.427","DOIUrl":"https://doi.org/10.18870/HLRC.V8I2.427","url":null,"abstract":"To provide a snapshot of the skills of community college students as compared to senior college students, this study investigated writing performance and college experience of initial two-year enrolled (community college transfer students, n = 17) versus initial four-year enrolled students (n = 12) in a teacher preparation program. Results of independent samples t-tests on in-class writing, research paper, and final score were non-significant (p =.28, p = .54, p = .15, respectively) indicating that two-year and four-year start teacher candidates did not differ in their performance on these assignments nor overall in the course. Qualitative data indicated that while both two- and four-year start teacher candidates had a positive writing identity during their first two years of college, the personal support that two-year starts had may be what enabled them to succeed and have a positive writing identity once they transferred to a four-year college. Implications regarding how to coordinate supports for transfer student teacher candidates will be discussed, as this is the very population of diverse students needed as PreK-12 teachers.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45629091","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

An Evaluation of the Effectiveness of a Medical School Musculoskeletal Curriculum at an Academic Medical Center 某学术医学中心医学院肌肉骨骼课程的有效性评估

Higher Learning Research Communications Pub Date : 2018-12-26 DOI: 10.18870/HLRC.V8I2.422

Andy Lalka, R. Caldwell, A. Black, F. Scott

{"title":"An Evaluation of the Effectiveness of a Medical School Musculoskeletal Curriculum at an Academic Medical Center","authors":"Andy Lalka, R. Caldwell, A. Black, F. Scott","doi":"10.18870/HLRC.V8I2.422","DOIUrl":"https://doi.org/10.18870/HLRC.V8I2.422","url":null,"abstract":"Background: Musculoskeletal disorders are common medical problems encountered by physicians and affected 126.6 million Americans in 2012. Musculoskeletal education has inadequate in United States medical schools. \u0000Objective: To determine the musculoskeletal competency of third year medical students. \u0000Methods: A cross-sectional 25-question nationally validated musculoskeletal competency exam was given to the third year medical students. A survey was given to second and third year medical students to assess students’ level of interest in musculoskeletal medicine and their feedback regarding the curriculum. \u0000Results: The mean score of the competency exam was 69.0%. There was 48/107 (44.9%) students’ who reached the minimum passing score of 70%. Free-response feedback from both classes featured themes of more hands-on learning, a longer clinical block, and more small-group learning sessions. \u0000Conclusions: Third year medical students scored relatively well on the exam. Student feedback suggests the 2-week musculoskeletal block is useful and relevant to their future careers.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42396202","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: 3

Designing a Peer-Mentoring Program for Education Doctorate (EdD) Students: 为教育博士(EdD)学生设计同伴指导计划:

Higher Learning Research Communications Pub Date : 2018-04-26 DOI: 10.18870/HLRC.V8I1.408

Kendra P. Lowery, R. Geesa, Kat R. McConnell

{"title":"Designing a Peer-Mentoring Program for Education Doctorate (EdD) Students:","authors":"Kendra P. Lowery, R. Geesa, Kat R. McConnell","doi":"10.18870/HLRC.V8I1.408","DOIUrl":"https://doi.org/10.18870/HLRC.V8I1.408","url":null,"abstract":"Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically. \u0000 \u0000Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles. \u0000 \u0000Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations. \u0000 \u0000Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates. \u0000 \u0000Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"8 1","pages":"30–50-30–50"},"PeriodicalIF":0.0,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48534458","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: 14

Student Perceptions of Academic Dishonesty in a Private Middle Eastern University 中东私立大学学生对学术不端的认知

Higher Learning Research Communications Pub Date : 2018-04-25 DOI: 10.18870/HLRC.V8I1.400

K. Ahmed

{"title":"Student Perceptions of Academic Dishonesty in a Private Middle Eastern University","authors":"K. Ahmed","doi":"10.18870/HLRC.V8I1.400","DOIUrl":"https://doi.org/10.18870/HLRC.V8I1.400","url":null,"abstract":"Objective:In varying degrees of severity and seriousness, evidence of academic dishonesty exists in tertiary institutions around the world. This paper examines academic misconduct in a tertiary-level institution in one of the Gulf countries to see if academic dishonesty prevails, andif so, how and why it happens.Method:To gauge students’ perceptions about academic dishonesty in this context, a survey was distributed to 111 junior, sophomore, and senior level students taking an advanced academic writing course ina private university.Results:Results show statistically significantevidence that cheating exists.Conclusions: While research on academic misconduct is extensive in Western contexts, less is documented in the Middle East and North Africa region besides conceptual papers that aim to create a general understanding of this issue and newspaper articles that discuss its prevalence.Implications for Theory and/or Practice: This paper underscores the existence of academic misconduct in the Middle East and North Africa region, identifying the need for further research and implementation of improved teaching strategies and increased attention regarding academic misconduct.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"8 1","pages":"16-29"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46219863","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: 17

Evaluation of Academic Competencies Through Standardized Instruments 通过标准化工具评估学术能力

Higher Learning Research Communications Pub Date : 2018-02-02 DOI: 10.18870/HLRC.V8I1.395

Gema Santiago Gómez, S. R. Duarte, Ó. G. López

引用次数: 1

Defining Quality in Undergraduate Education: Directions for Future Research Informed by a Literature Review. 定义本科教育的质量:由文献综述提供的未来研究方向。

Higher Learning Research Communications Pub Date : 2018-01-22 DOI: 10.18870/HLRC.V8I1.392

A. Bowers, Shyam Ranganathan, Denise R. Simmons

{"title":"Defining Quality in Undergraduate Education: Directions for Future Research Informed by a Literature Review.","authors":"A. Bowers, Shyam Ranganathan, Denise R. Simmons","doi":"10.18870/HLRC.V8I1.392","DOIUrl":"https://doi.org/10.18870/HLRC.V8I1.392","url":null,"abstract":"Objectives: This research brief explores the literature addressing quality in undergraduate education to identify what previous research has said about quality and to offer future directions for research on quality in undergraduate education. \u0000 \u0000Method: We conducted a scoping review to provide a broad overview of existing research. Using targeted search terms in academic databases, we identified and reviewed relevant academic literature to develop emergent themes and implications for future research. \u0000 \u0000Results: The exploratory review of the literature revealed a range of thoughtful discussions and empirical studies attempting to define quality in undergraduate education. Many publications highlighted the importance of including different stakeholder perspectives and presented some of the varying perceptions of quality among different stakeholders. \u0000 \u0000Conclusions: While a number of researchers have explored and written about how to define quality in undergraduate education, there is not a general consensus regarding a definition of quality in undergraduate education. Past research offers a range of insights, models, and data to inform future research. \u0000 \u0000Implication for Theory and/or Practice: We provide four recommendations for future research to contribute to a high quality undergraduate educational experience. We suggest more comprehensive systematic reviews of the literature as a next step.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"8 1","pages":"51-64"},"PeriodicalIF":0.0,"publicationDate":"2018-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46388733","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