scholarly journals Collaborative learning: Businesses and HE co-create

2019 ◽  
Author(s):  
Angela Wright ◽  
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Experiential Learning ◽  
Experimental Approach ◽  
Learning Experience ◽  
Education Institution ◽  
City Centre ◽  
Further Training ◽  
Mba Students ◽  
Service Charter

This novel research pivoted around a collaborative cyclical learning experience between businesses in a City Centre scape and a local Higher Education Institution. This concept provided for a dual aspect to learning; third level MBA students in parallel with business operatives in a City. The students were tasked with addressing a business problem in cooperation with City Hall and to write a ‘service charter for this city’, while being assessed for progression for their MBA. This Collaborative experiential learning (Kolb, & Kolb, 2017) centred on a group of 22 MBA students while they interacted with 20 businesses in a European City to research, develop and write a service charter. Details of the development of the charter per se are not dealt with in this paper, just the experience of its development by the students and business alike. Finding novel ways to assess third level students is always a challenge for Higher Education Institutions. Imagine the opportunity of being placed at the fulcrum of learning and business development through a dual aspect collaborative learning challenge and experiential learning. An experimental approach was afforded to MBA level 9 students when they were tasked with writing a ‘Service Charter ‘for their City – while in parallel, being assessed through ‘problem solving’ for 5 ECTS credits with the third level partner. The dual aspect of learning and co-creation between businesses and college began when the students sought to solve a problem for City businesses and find a solution to their problem and reflect on it, and the second, when a recommendation came from the research that the businesses needed to undertake further training in order to implement the plan of the final City Service Charter.

scholarly journals Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

2021 ◽  
Author(s):  
Vian Ahmed ◽  
Alex Opoku
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Teaching Style ◽  
Education Institution ◽  
Academic Community ◽  
Learning Approaches ◽  
Positive Role ◽  
Online Delivery

AbstractOnline teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

The Correlation between Servqual Dimensions and Student Satisfaction

2021 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Nur Zihan Abd Rashid ◽  
Tuan Nur Athirah Nabilah Tuan Ismail ◽  
Bibianah Thomas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Sampling Technique ◽  
Education Institution ◽  
Primary Objective ◽  
Future Research ◽  
Higher Education Institution ◽  
New Findings

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality. Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

scholarly journals Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment

2022 ◽  
Vol 12 (1) ◽  
pp. 37
Author(s):  
Ian David Jones ◽  
Geraldine Brady
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Professional Practice ◽  
Informal Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Methodology ◽  
Primary Method ◽  
Social Pedagogy ◽  
Practice Approach

The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.

scholarly journals Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

2018 ◽  
Vol 1 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Samuel Imathiu
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Proximal Development ◽  
Student Centered ◽  
Passive Learning ◽  
Hands On Learning

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

scholarly journals Analysis of a Portuguese HEI teachers experience in the context of COVID-19

2021 ◽  
Vol 14 (2) ◽  
pp. e33579
Author(s):  
Elisabete Brito ◽  
Natália Gomes ◽  
Pedro Tadeu ◽  
Carlos Brigas
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
New Paradigm ◽  
Quantitative Investigation ◽  
Work Volume ◽  
Current Context ◽  
Portuguese Higher Education

The current context of the pandemic crisis has led to unexpected educational changes. It has forced the institutions to rapidly adapt their teaching and learning methodologies in all areas, especially in higher education. This situation, atypical, has given rise to numerous reflections on the ability of institutions to adapt to this new paradigm. This research aims to understand how the Portuguese Higher Education Institution (Polytechnic of Guarda) teachers have adjusted their teaching and learning process to distance learning situation. We constructed a quantitative investigation with a survey applied to the population, consisting of 158 elements, achieving 102 valid answers, 65% of the population. The results show that despite the initial doubts and concerns at the beginning of the process, there was always a substantial increase in work volume. There was a rapid adaptation to new teaching and learning methodologies in COVID-19 time. Overall, most of the inquiries considered this distance learning experience to be very positive.

Practice-based learning in the Tequila industry: the business school goes out of the classroom

2019 ◽  
Vol 9 (3) ◽  
pp. 305-318 ◽  
Author(s):  
Ruben Toledano-O’Farrill
Keyword(s):  
Higher Education ◽  
Business School ◽  
Large Scale ◽  
Small And Medium Enterprises ◽  
Learning Experience ◽  
Education Institution ◽  
Project Based Learning ◽  
Organizational Capabilities ◽  
Content Type ◽  
Medium Enterprises

Purpose The purpose of this paper is to present the methodology and results of practice-based learning in the Business School of a higher education institution (HEI) in Mexico, with a focus on students’ participation and learning experience. Design/methodology/approach This research is a descriptive and qualitative analysis of six team experiences within a larger project developed through university–business partnership with the aim of helping develop organizational capabilities of small and medium enterprises within the Tequila industry in Mexico. Findings Participation of students in project-based learning, in genuine scenarios alongside professional consultants, is an effective way to develop learning and to apply prior knowledge. Learning occurs at several levels, including developing professional knowledge, teamwork, leadership and communication skills, and to some extent consulting skills. Client organizations also develop learning in work-based learning (WBL) projects. Research limitations/implications The research methodology does not allow for generalization of the results on a large scale. Practical implications This research shows a successful instance of project- and practice-based learning that may be helpful for HEIs seeking to implement this learning methodology. Social implications There is research evidence that more students are expecting to get practice-based skills as part of their higher education training. This paper supports the argument that HEIs can develop wide scale WBL programs that have impact on students’ learning and skills development as well as on the development of host organizations. Originality/value The instance of WBL described in this research paper is unique within HEIs in Mexico.

scholarly journals A qualitative study on the experiences and challenges of MBA students' engagement with a business research methods module

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chinny Nzekwe-Excel
Keyword(s):  
Learning Experience ◽  
Education Institution ◽  
Management Research ◽  
Problem Solving Skills ◽  
Content Type ◽  
Business Context ◽  
Mba Students ◽  
Management Project ◽  
Uk Higher Education ◽  
Business And Management

PurposeUndertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it challenging undertaking a research project. This study set out to explore the experiences of a group of MBA students who recently undertook their business and management research projects as part of their MBA degree program.Design/methodology/approachThe study was carried out in a UK higher education institution and is based on an MBA business and management research module. The purpose of the module is to enable learners to develop advanced-level independent research and critical problem-solving skills within a business context. The study adopted a qualitative approach to capture a broad mix of students' experiences and perceptions on the module. The sample includes previous MBA students on different cohorts and different nationalities.FindingsOutcomes of the study show that though students are stretched in the business and management project process they develop a diversity of skills required in the workplace while conducting their projects. The study findings also show that the practical implications of the students' projects and progressive support from their project supervisors contribute to the successful completion of their projects and subsequent attainment of their MBA degree.Originality/valueOutcomes of this study further reveal that undertaking business and management projects creates a rewarding learning experience for learners/students, develops confident graduates as well as enables effective applications of theory into practice.

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