Showing papers on "Higher education published in 2016"

MIMIC-III, a freely accessible critical care database

Abstract: MIMIC-III ('Medical Information Mart for Intensive Care') is a large, single-center database comprising information relating to patients admitted to critical care units at a large tertiary care hospital. Data includes vital signs, medications, laboratory measurements, observations and notes charted by care providers, fluid balance, procedure codes, diagnostic codes, imaging reports, hospital length of stay, survival data, and more. The database supports applications including academic and industrial research, quality improvement initiatives, and higher education coursework.

Learning To Teach In Higher Education

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Narrative Inquiry Experience matters

Abstract: Narrative Inquiry is a research methodology that we adapted over the past two decades from Canadian higher education and curriculum studies to nursing research, education, and health-care practice. The Narrative Inquiry we use originated from Connelly and Clandinin in the 1990s, and rests on John Dewey's philosophy that experience is relational, temporal, and situational, and as such, if intentionally explored, has the potential to be educational. More specifically, it is only when experience is reflected upon and reconstructed that it has the potential to reveal the construction of identity, knowledge, and the humanness of care. Congruent with the expectation that nurses are reflective practitioners and knowledge-makers, Narrative Inquiry provides a means to enhance, not only quality of care, but quality of experience of those in our care: in education, our students, and in practice, our patients. In this article, we explicate how Narrative Inquiry may be lived in health-care education and practice, with a primary focus on nursing. We illuminate how we support our graduate students, the next generation of narrative inquirers, through a Narrative Inquiry Works-in-Progress group.

The Scholarship of Engagement.

Abstract: The goals were rooted in practical reality and aimed toward useful ends. In the 1940s the GI Bill brought eight million veterans back to campus, which sparked in this country a revolution of rising expectations. May I whisper that professors were not at the forefront urging the GI Bill; this initiative came from Congress. Many academics, in fact, questioned the wisdom of inviting GIs to campus; after all, these men hadn't passed the SATs-they'd simply gone off to war, and what did they know except survival? The story gets even grimmer. I read some years ago that the dean of admissions at one of the wellknown institutions in the country opposed the GIs because, he argued, many of them would be married; they would bring baby carriages to campus, and even contaminate the young undergraduates with bad ideas at that pristine institution. I think he knew little about GIs and even less about the undergraduates at his own college. But putting that resistance aside, the point is largely made that the universities joined in an absolutely spectacular experiment, in a cultural commitment to rising expectationsand what was for the GIs a privilege became for their children and grandchildren an absolute right. And there's no turning back. Almost coincidentally, Secretary of State

Engagement through partnership: students as partners in learning and teaching in Higher Education

Abstract: Higher Education in the United Kingdom has rather lagged behind other countries in developing an interest in, scholarly research on, and realisation about the importance of student engagement. This...

Online Education and Its Effective Practice: A Research Review.

Abstract: Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.

The worldwide trend to high participation higher education: dynamics of social stratification in inclusive systems

Abstract: Worldwide participation in higher education now includes one-third of the age cohort and is growing at an unprecedented rate. The tendency to rapid growth, leading towards high participation systems (HPS), has spread to most middle-income and some low-income countries. Though expansion of higher education requires threshold development of the state and the middle class, it is primarily powered not by economic growth but by the ambitions of families to advance or maintain social position. However, expansion is mostly not accompanied by more equal social access to elite institutions. The quality of mass higher education is often problematic. Societies vary in the extent of upward social mobility from low-socio-economic-status backgrounds. The paper explores the intersection between stratified social backgrounds and the stratifying structures in HPS. These differentiating structures include public/private distinctions in schooling and higher education, different fields of study, binary systems and tiered hierarchies of institutions, the vertical ‘stretching’ of stratification in competitive HPS, and the unequalising effects of tuition. Larger social inequalities set limits on what education can achieve. Countries with high mobility sustain a consensus about social equality, and value rigorous and autonomous systems of learning, assessment and selection in education.

Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships

Abstract: Against a backdrop of rising interest in students becoming partners in learning and teaching in higher education, this paper begins by exploring the relationships between student engagement, co-creation and student–staff partnership before providing a typology of the roles students can assume in working collaboratively with staff. Acknowledging that co-creating learning and teaching is not straightforward, a set of examples from higher education institutions in Europe and North America illustrates some important challenges that can arise during co-creation. These examples also provide the basis for suggestions regarding how such challenges might be resolved or re-envisaged as opportunities for more meaningful collaboration. The challenges are presented under three headings: resistance to co-creation; navigating institutional structures, practices and norms; and establishing an inclusive co-creation approach. The paper concludes by highlighting the importance of transparency within co-creation approaches and of changing mindsets about the potential opportunities and institutional benefits of staff and students co-creating learning and teaching.

E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice

Abstract: The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.

Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education

Abstract: Social Media tools are seen by many authors as powerful drivers of change for teaching and learning practices, in terms of openness, interactivity and sociability. However, extensive surveys about actual use that are carried out with large samples at a national level are rare. This study reports the results of a survey addressed to the Italian academic staff, with the aim of identifying the uses of Social Media in the field of university teaching practices. The response rate was 10.5%, corresponding to 6139. The respondents were asked to identify frequency of use, motivations, teaching practices and obstacles related to the use of a number of tools: generic social network sites (Twitter, Facebook), professional and academic networking services (LinkedIn, ResearchGate and Academia.edu), tools to write and comment (blogs, wikis) and to archive and retrieve content material for lectures and group work (podcasts, YouTube and Vimeo, SlideShare). Analyses of data tested which socio-demographic variables mostly affected frequency of use, and the relationships between motivations, ways of use, barriers to use and the scientific discipline. The results show that Social Media use is still rather limited and restricted and that academics are not much inclined to integrate these devices into their practices for several reasons, such as cultural resistance, pedagogical issues or institutional constraints. However, there are differences among academics in the ways they use Social Media or perceive them, mostly depending on the scientific discipline of teaching. Overall, the results emphasise ambivalent attitudes towards the benefits and challenges of Social Media in the context of higher education with obstacles prevailing over advantages. We examine the frequency of use of Social Media for teaching purposes.The variable most associated with frequency of use is scientific discipline.We present motivations and ways to use Social Media tools in teaching.A principal component analysis reveals three main factors as obstacles to use.Results show a complex scenario where potentials and barriers are intertwined.

How do online course design features influence student performance

Abstract: Given the rapid growth in online coursework within higher education, it is important to establish and validate quality standards for these courses. While many online learning quality rubrics do exist, thus far there has been little empirical evidence establishing a clear link between specific course design features and concrete, student-level course outcomes. In the current study, the authors develop an online course design assessment rubric that includes four areas, and explore the impact of each area on student end-of-semester performance in 23 online courses at two community colleges. The results indicate that the quality of interpersonal interaction within a course relates positively and significantly to student grades. Additional analyses based on course observation and interview data suggest that frequent and effective student-instructor interaction creates an online environment that encourages students to commit themselves to the course and perform at a stronger academic level. A new online design assessment rubric is developed.The relationship between four online course design features and student course grades is examined.Quality of online interpersonal interaction relates positively to student grades.Typical practices of online courses with high- versus low-quality interpersonal interaction are showcased.Potential strategies to improve online learning outcomes are discussed.

Evaluation practices and effects of indicator use : a literature review

Abstract: This review of the international literature on evaluation systems, evaluation practices, and metrics (mis)uses was written as part of a larger review commissioned by the Higher Education Funding Co ...

Open educational resources and college textbook choices: a review of research on efficacy and perceptions

Abstract: Textbooks are a vital component in many higher education contexts. Increasing textbook prices, coupled with general rising costs of higher education have led some instructors to experiment with substituting open educational resources (OER) for commercial textbooks as their primary class curriculum. This article synthesizes the results of 16 studies that examine either (1) the influence of OER on student learning outcomes in higher education settings or (2) the perceptions of college students and instructors of OER. Results across multiple studies indicate that students generally achieve the same learning outcomes when OER are utilized and simultaneously save significant amounts of money. Studies across a variety of settings indicate that both students and faculty are generally positive regarding OER.

A systematic literature review of games-based learning empirical evidence in primary education

Abstract: Games-based Learning (GBL) has developed a reputation with educationalists it is perceived as a potentially engaging form of supplementary learning that could enhance the educational process and has been used at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence supporting GBL as an approach. This paper presents the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of GBL in Primary Education (PE) categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills and knowledge acquisition and content understanding. This paper presents a synthesis of these high quality studies associated with GBL. The studies showed that GBL have been used to teach a variety of subjects to children and young people in PE with mathematics, science, language and social studies being the most popular. However, the analysis shows that more Randomised Controlled Trial (RCT) studies should be performed comparing GBL to traditional teaching approaches to ascertain if GBL is a useful, viable teaching approach at PE level; there is a distinct lack of longitudinal studies and further longitudinal studies are required; further studies are required looking at whether there are pedagogical benefits of using 2D or 3D games at PE level to assess if 3D immersive games are indeed necessary; further studies are also required to perform comparisons between single and collaborative play and to identify the pedagogical benefits. A large systematic literature review of computer games at primary education.Uses a multi-dimensional framework to ensure the quality of the studies analysed.Searches through 18,000 papers to identify 105 relevant papers in the field.Provides a snap-shot in time and repository in computer games for primary education.

How College Affects Students: 21st Century Evidence that Higher Education Works

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The Shaping of Higher Education: The Formative Years in the United States,

Abstract: The American university was shaped in a formative period from 1890 to 1940 long before the rise of federal funding, the G.I. Bill, and mass higher education. Both the scale and scope of institutions of higher education were greatly increased, the research university blossomed, states vastly increased their funding of higher education, and the public sector greatly expanded relative to the private sector. Independent professional institutions declined, as did theological institutes and denominational colleges in general. Increases in the scale and scope of institutions of higher education were generated by exogenous changes in the that affected the professions generally and that of the clergy in particular. The increase in the share of students in the public sector may also have been prompted by these exogenous changes for they gave advantages to institutions, such as those in the public sector, that had research facilities, reputation, and a long purse. The high school movement, which swept parts of the country from 1910 to 1940, brought students from less privileged backgrounds to college and thus also buoyed enrollments in the public sector. States differed widely in their funding of higher education per capita and we find that greater generosity in 1929 was positively associated with later statehood, lower private college enrollments in 1900, greater shares of employment in mining and manufacturing, higher income, and a proxy for greater and more equally distributed wealth.

Does higher education service quality effect student satisfaction, image and loyalty?: A study of international students in Malaysian public universities

Abstract: Purpose – The purpose of this study is to investigate the effect of Malaysian public universities’ service quality on international student satisfaction, institutional image and loyalty. Design/methodology/approach – A total number of 400 questionnaires were distributed to international students, selected using convenience sampling technique, at three public Malaysian university campuses in Kuala Lumpur. Of this, 241 were deemed fit for analysis (60 per cent response rate). Partial Least Squares Structural Equation Modeling was used to analyze the collected data, assess the model and test hypotheses. Findings – The findings show that all the five dimensions of higher education service quality influence student satisfaction which in turn influences institutional image, and together, they influence student loyalty. Research limitations/implications – There are a number of limitations associated with this study. First, the findings of the study are based on data from international students at only three Mala...

The Slow Professor: Challenging the Culture of Speed in the Academy

Abstract: This paper explores the principles of the Slow Movement to counter work-stress among university and college teachers. We believe that a Slow approach to teaching and learning may be the most effective way to counter the erosion of humanistic education by the corporate ethos of consumerism, efficiency, accountability, and standardisation We explore the principles of Slow not only to counter the consumer model of education but also to foster better teachers and learners. It is well-documented that changes in academic work have created significant stress among academic teachers (Catano, Francis, Haines, Kirpalani, Shannon, Stringer, & Lozanksi, 2007; Miller, Buckholdt & Shaw, 2008), and students (Dabney, 1995; Brown & Ralph 1999; Rowbotham and Julian 2006), but what requires further attention is the link between the corporate reliance on efficiency and the problem of lack of time in learning and teaching. Corporatisation has sped up the clock. The Slow Movement—originating in the Slow Food Movement—has gained recognition as a way to resist both globalization and the frantic pace of contemporary life. While slowness has been lauded in architecture, business, urban life and interpersonal relations, among others, it has yet to be applied to academia. Yet, if there is one sector of society that should be cultivating deep thought in themselves and others it is academic teachers. The consumerism that has taken hold in higher education propels the belief that time is money, resulting in superficial learning (Cote & Allahar, 2011b; Readings, 1996). Perhaps the most damaging effect of corporatisation in the universities is that individual educators feel paralysed in the face of overwhelming odds. Our focus on individuals and their own professional practice is conceived as political resistance to corporatisation.

Learning Analytics Methods, Benefits, and Challenges in Higher Education: A Systematic Literature Review.

Abstract: Higher education for the 21st century continues to promote discoveries in the field through learning analytics (LA). The problem is that the rapid embrace of of LA diverts educators’ attention from clearly identifying requirements and implications of using LA in higher education. LA is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of LA in higher education. Few studies have synthesized previous studies to provide an overview of LA issues in higher education. To address the problem, a systemic literature review was conducted to provide an overview of methods, benefits, and challenges of using LA in higher education. The literature review revealed that LA uses various methods including visual data analysis techniques, social network analysis, semantic, and educational data mining including prediction, clustering, relationship mining, discovery with models, and separation of data for human judgment to analyze data. The benefits include targeted course offerings, curriculum development, student learning outcomes, behavior and process, personalized learning, improved instructor performance, post-educational employment opportunities, and enhanced research in the field of education. Challenges include issues related to data tracking, collection, evaluation, analysis; lack of connection to learning sciences; optimizing learning environments, and ethical and privacy issues. Such a comprehensive overview provides an integrative report for faculty, course developers, and administrators about methods, benefits, and challenges of LA so that they may apply LA more effectively to improve teaching and learning in higher education.

The Value of Postsecondary Credentials in the Labor Market: An Experimental Study

Abstract: We study employers’ perceptions of the value of postsecondary degrees using a field experiment. We randomly assign the sector and selectivity of institutions to fictitious resumes and apply to real vacancy postings for business and health jobs on a large online job board. We find that a business bachelor’s degree from a for-profit online institution is 22 percent less likely to receive a callback than one from a nonselective public institution. In applications to health jobs, we find that for-profit credentials receive fewer callbacks unless the job requires an external quality indicator such as an occupational license. (JEL I23, I26, J24, J44, J63, M51)

Engaging students as partners in learning and teaching: a guide for faculty

Abstract: In an era where calls for accountability within higher education are becoming more predominant, post-secondary institutions are reconsidering the purpose(s) of higher education. For students to lea...

The Relation Between Research Productivity and Teaching Effectiveness

Abstract: (2002). The Relation between Research Productivity and Teaching Effectiveness. The Journal of Higher Education: Vol. 73, No. 5, pp. 603-641.

Producing anxiety in the neoliberal university

Abstract: This paper presents a theoretical analysis of the neoliberal production of anxiety in academic faculty members in universities in Northern Europe. The paper focuses on neoliberalization as it is instantiated through audit and ranking systems designed to produce academia as a space of economic efficiency and intensifying competition. We suggest that powerful forms of competition and ranking of academic performance have been developed in Northern Europe. These systems are differentiated and differentiating, and they serve to both index and facilitate the neoliberalization of the academy. Moreover, these audit and ranking systems produce an ongoing sense of anxiety among academic workers. We argue that neoliberalism in the academy is part of a wider system of anxiety production arising as part of the so-called “soft governance” of everything, including life itself, in contemporary late liberalism.

Re-conceptualising graduate employability: the importance of pre-professional identity

Abstract: Despite efforts to broaden the concept of graduate employability, there remains an overarching focus on developing industry-relevant employability skills. The skills-based approach is, however, too narrow and does not fully capture the complexity of graduate work-readiness. This paper argues for the redefining of graduate employability by embracing pre-professional identity (PPI) formation. PPI relates to an understanding of and connection with the skills, qualities, conduct, culture and ideology of a student's intended profession. The ‘communities of practice’ model is drawn upon to demonstrate how PPI can be developed during university years. Here, a student makes sense of his/her intended profession through multiple memberships and differing levels of engagement with various communities within higher education's ‘landscape of practice’. Example communities include professional associations, student societies, careers services and employers. Implications for stakeholders are discussed.