scholarly journals Critical Thinking and Reasoning for Information Systems Students

10.28945/2780 ◽  
2004 ◽  
Author(s):  
Theda Thomas ◽  
Tim Davis ◽  
Alanah Kazlauskas
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Information Systems ◽  
Action Research ◽  
Higher Education Institutions ◽  
First Year ◽  
Action Research Project ◽  
Rich Description ◽  
Reasoning Skills ◽  
First Time

It is important for higher education institutions to produce Information Systems graduates who can think and solve problems effectively. This paper is a rich description of the first cycle in an action research project defined to investigate the effectiveness of using a specially developed unit in the first year of an Information Systems course in order to facilitate the enhancement of students’ critical thinking and reasoning skills. Introduced for the first time in Semester 2, 2003, the unit does not try to teach thinking and reasoning skills in isolation but shows how they can be applied within the field of Information Systems in a direct way. This paper describes the unit content together with qualitative comments depicting the students’ and the lecturers’ experiences with the unit and an analysis of and reflection on what worked and what did not. The skills covered in this unit should then be able to be applied in units offered elsewhere in the course.

scholarly journals First year student expectations: Results from a university-wide student survey

2009 ◽  
Vol 6 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Geoffrey Crisp ◽  
◽  
Edward Palmer ◽  
Deborah Turnbull ◽  
Ted Nettelbeck ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Higher Education Institutions ◽  
First Year Experience ◽  
First Year ◽  
Student Survey ◽  
Student Expectations ◽  
Constructive Dialogue ◽  
First Time ◽  
First Year Student

Although much has been written on the first-year experience of students at higher education institutions, less attention has been directed to the expectations of students when they enter an institution for the first time. This paper provides additional insights into the expectations of students at an Australian university and highlights areas in which students’ expectations may not necessarily align with the realities of common university practices. By providing opportunities for students to articulate their expectations, staff are able to use the responses for a constructive dialogue and work towards a more positive alignment between perceived expectations and levels of student satisfaction with their experience.

First-time adoption of International Public Sector Accounting Standards by Russian universities: Practical aspects

2020 ◽  
Vol 23 (4) ◽  
pp. 364-383
Author(s):  
L.I. Kulikova ◽  
I.I. Yakhin
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Financial Reporting ◽  
Higher Education Institutions ◽  
Accounting Standards ◽  
Educational Process ◽  
Academic Excellence ◽  
Public Sector Accounting ◽  
First Time ◽  
Russian Universities

Subject. This article examines the practice of first-time applying the International Public Sector Accounting Standards (IPSAS) by Russian higher education institutions. Objectives. The article aims to identify and address the problems associated with such application, and conduct a critical analysis of Russian universities' compliance with the requirements of the International Standards on their first-time adoption. Methods. For the study, we used observation, systematization, and a comparative analysis. Results. The article examines and describes the practical experience of the first-time use of IPSAS in the preparation of reporting by Russian educational institutions participating in the Russian Academic Excellence Project (5Top100 Project). It presents the results of the most typical reclassification adjustments of reporting items made by the universities when preparing their inductive statements of financial position as of the date of transition to IPSAS. Conclusions and Relevance. Most of the universities studied complied with the requirements of the IPSAS first-time adoption and provided comparative information in their first IPSAS financial reporting. The importance of the study is to justify the provision that financial reporting in accordance with IPSAS is appropriate to improve the international competitiveness of universities, which makes it possible to better reflect financial information on the activities of universities. The results of the study can be used in the practical activities of the Russian economy public sector organizations, and in the educational process of higher education institutions.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Japan: The "Haves" are Gaining and the "Have-Nots" are Losing

2015 ◽  
Author(s):  
Yoshiaki Obara
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
First Year ◽  
Prospective Students ◽  
Risk Of Falling ◽  
First Year Students ◽  
Rural Colleges ◽  
Negative Cycle ◽  
Rural Institutions

Many Japanese private higher education institutions also face a risk of falling into the "losing group." It seems that small/rural colleges end up receiving less extra income from admissions over the tei-in (the quota for first-year students) level. This loss creates less scholarship money for capable students. The small/rural institutions are likely to lose prospective students as a negative cycle works against them. This tendency, in turn, augments the opportunities available to large, metropolitan higher education institutions. In Japan, a clear division is anticipated, with the larger institutions getting much larger and the smaller and rural ones getting much smaller. This is a hard fact that we will face in the foreseeable future.

scholarly journals The Effect of Perceived Factors of Decision Support Systems on Actual Usage: Behavioral Intention of Using Decision Support Systems as a Mediating Variable: “An Empirical Study of Jordanian Higher Education Institutions”

2016 ◽  
Vol 12 (1) ◽  
pp. 201
Author(s):  
Bilal Mohammed Salem Al-Momani
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Decision Support ◽  
Information Systems ◽  
Decision Support Systems ◽  
Behavioral Intention ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Quality Of Information

Decision support systems (DSS) are interactive computer-based systems that provide information, modeling, and manipulation of data. DSS are clearly knowledge-based information systems to capture, Processing and analysis of information affecting or aims to influence the decision making process, performed by people in scope professional job appointed by a user. Hence, this study describes briefly the key concepts of decision support systems such as perceived factors with a focus on quality  of information systems and quality of information variables, behavioral intention of using DSS, and actual DSS use by adopting and extending the technology acceptance model (TAM) of Davis (1989); and Davis, Bagozzi and Warshaw (1989).There are two main goals, which stimulate the study. The first goal is to combine Perceived DSS factors and behavioral intention to use DSS from both the social perspective and a technology perspective with regard to actual DSS usage, and an experimental test of relations provide strategic locations to organizations and providing indicators that should help them manage their DSS effectiveness. Managers face the dilemma in choosing and focusing on most important factors which contributing to the positive behavioral intention of use DSS by the decision makers, which, in turn, could contribute positively in the actual DSS usage by them and other users to effectively solve organizational problems. Hence, this study presents a model which should provide the useful tool for top management in the higher education institutions- in particular-to understand the factors that determine using behaviors for designing proactive interventions and to motivate the acceptance of TAM in order to use the DSS in a way that contributes to the higher education decision-making plan and IT policy.To accomplish or attain the above mentioned objectives, the researcher developed a research instrument (questionnaire) and distributed it amongst the higher education institutions in Jordan to collect data in order to empirically study hypothesis testing (related to the objectives of study). 341 questionnaires were returned from the study respondents. Data were analyzed by utilizing both SPSS (conducted descriptive analysis) and AMOS (conducting structural equation modelling).Findings of the study indicate that some hypotheses were supported while the others were not. Contributions of the study were presented. In addition, the researcher presented some recommendations. Finally, this study has identified opportunities for further study which has progressed greatly advanced understanding constantly of DSS usage, that can help formulate powerful strategies Involving differentiation between DSS perceived factors.

scholarly journals Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

2016 ◽  
Vol 2 ◽  
Author(s):  
Nelson Casimiro Zavale ◽  
Luisa Alcantra Santos ◽  
Maria Da Conceição Dias
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Strategy Training ◽  
Internal Quality ◽  
African Higher Education ◽  
Internal Quality Assurance ◽  
Reflection On Action ◽  
First Time ◽  
Eduardo Mondlane University

Founded in 1962, Eduardo Mondlane University (UEM), Mozambique’s largest and most prestigious university, established an Internal Quality Assurance (IQA) system for the first time in 2013. Based on UEM’s case, this paper examines the features and challenges faced when implementing an IQA system within African higher education institutions. Literature on higher education quality assurance has widely examined the features of, and challenges faced by national QA systems, or by a QA system established across several higher education institutions (HEIs). However, this literature has rarely targeted single HEIs, particularly (African) HEIs that are establishing, for the first time, their IQA systems. Besides, even when IQA at a single HEI is targeted, this is often done by outsiders. Based on reflection-in-action and reflection-on-action, this paper addresses the perspectives of both insiders and outsiders. The authors analyse a system that they have been involved in establishing. The paper’s findings enable to conclude that the main challenges of implementing an IQA system in an African HEI are associated with linking QA to decision-making and to a funding strategy; training human resources and allocating funds for the system to operate and to be sustainable; enabling the system to be assimilated by the university community; and defining measurable and objective quality standards to enable unbiased performance classification. Fondée en 1962, l’Université Eduardo Mondlane (UEM), la plus grande et la plus prestigieuse université du Mozambique, a créé pour la première fois en 2013 un système interne d’assurance qualité (IAQ). A partir de l’étude du cas de l’UEM, cet article examine les caractéristiques et les défis qui attendent les institutions d’enseignement supérieur africaines qui désirent implémenter un IAQ. La littérature sur l’assurance qualité de l’enseignement supérieur a largement examiné les caractéristiques des systèmes nationaux d’AQ (ou de systèmes communs à plusieurs institutions), et les défis auxquels ils sont confrontés. Elle s ‘est cependant rarement concentrée sur des cas uniques d’institutions, notamment des institutions (africaines) qui ont créé pour la première fois leur propre IAQ. Par ailleurs, même quand elle s’attarde sur une institution en particulier, l’analyse est souvent effectuée par des personnes étrangères à l’institution. Fondé sur la réflexion dans l’action et la réflexion sur l’action, cet article présente les perspectives de personnes internes et étrangères à l’établissement. Il permet de conclure que les principaux défis à affronter lors de l’établissement d’un IAQ sont dus à la difficulté de lier l’AQ à la prise de décision et à une stratégie de financement ; à la formation des ressources humaines et l’allocation des fonds nécessaires pour que le système fonctionne et perdure ; à l’assimilation du système par la communauté universitaire ; et à la définition de standards de qualité mesurables et objectifs pour permettre une classification de la performance impartiale. 

scholarly journals IMPLEMENTATION OF SIMPLE ADDITIVE WEIGHTING METHOD IN THE DETERMINATION SYSTEM OF THESIS SUPERVISOR

2021 ◽  
Vol 23 (2) ◽  
pp. 133-141
Author(s):  
Renny Puspita Sari ◽  
Ferdy Febriyanto ◽  
Ibnur Rusi
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Higher Education Institutions ◽  
Natural Sciences ◽  
Weighting Method ◽  
Weight Value ◽  
Determination System ◽  
Simple Additive Weighting

Majors are part of higher education institutions that a very important role determining the thesis student supervisor . At the Department of Information Systems, Faculty of Mathematics and Natural Sciences (MIPA) the determination of the thesis supervisor is carried out through a lecturer meeting based on its title in accordance with the competence of the lecturer who will guide, regardless of the number of lecturers' workload or the number of students being supervised. The results of the decision of the meeting to determine the supervisors will be announced to students after the meeting is held. This flow inefficient and may lead to ineffective determination of the supervisor . The final result of the system shows that the Simple Additive Weighting (SAW) method can be applied to determine the weight value of each attribute so as to produce a ranking of each alternative lecture who will be selected as a student supervisor for the thesis according to the result of computerized and accurate calculations.

scholarly journals Taking a Stand against Cyberbullying in Higher Education

2016 ◽  
pp. 197-235
Author(s):  
Margaret Anne Carter ◽  
Marie M'Balla-Ndi ◽  
Ariella van Luyn ◽  
Donna Goldie
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Action Research ◽  
University Students ◽  
Learning Communities ◽  
Higher Education Institutions ◽  
Education Students ◽  
Online Learning Communities ◽  
The Third ◽  
Ongoing Development

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

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