scholarly journals Examining Language in Higher Education Courses

2019 ◽  
Vol 2 (2) ◽  
pp. 85-101
Author(s):  
Christine Kaye Kenney ◽  
Melissa Sreckovic
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Critical Reflection ◽  
Language Faculty ◽  
Reflective Conversations ◽  
Education Courses

Words and labels used about a person inevitably have an impact, whether intended or unintended. This article discusses the need for intentional and overt, critical reflection and discussion in higher education regarding the language faculty and students use. The authors provide language examples commonly used in courses that could have varied meanings. Instructional strategies which support reflective conversations surrounding language in higher education courses are provided.

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

The Influence of the Established Links between University Courses on the Quality of Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Coherent System ◽  
University Courses ◽  
Quality Of Teaching ◽  
Education Courses ◽  
Initial Knowledge

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

scholarly journals Multi-Class Assessment Based on Random Forests

2021 ◽  
Vol 11 (3) ◽  
pp. 92
Author(s):  
Mehdi Berriri ◽  
Sofiane Djema ◽  
Gaëtan Rey ◽  
Christel Dartigues-Pallez
Keyword(s):  
Higher Education ◽  
Machine Learning ◽  
Random Forests ◽  
Learning Algorithm ◽  
Teaching Staff ◽  
Machine Learning Algorithm ◽  
Process Data ◽  
Training Courses ◽  
Education Courses

Today, many students are moving towards higher education courses that do not suit them and end up failing. The purpose of this study is to help provide counselors with better knowledge so that they can offer future students courses corresponding to their profile. The second objective is to allow the teaching staff to propose training courses adapted to students by anticipating their possible difficulties. This is possible thanks to a machine learning algorithm called Random Forest, allowing for the classification of the students depending on their results. We had to process data, generate models using our algorithm, and cross the results obtained to have a better final prediction. We tested our method on different use cases, from two classes to five classes. These sets of classes represent the different intervals with an average ranging from 0 to 20. Thus, an accuracy of 75% was achieved with a set of five classes and up to 85% for sets of two and three classes.

scholarly journals Cultural Dimension in Internationalization of the Curriculum in Higher Education

2020 ◽  
Vol 10 (12) ◽  
pp. 375
Author(s):  
Maria José Sá ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Critical Reflection ◽  
Cultural Dimension ◽  
Complex Process ◽  
Analysis Technique ◽  
Bibliographic Search ◽  
Internationalization In Higher Education

Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

scholarly journals Field-based Learning in Higher Education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Heather N. Fedesco ◽  
Drew Cavin ◽  
Regina Henares
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Qualitative Research ◽  
Natural Sciences ◽  
Traditional Classroom ◽  
Academic Literature ◽  
Individual Interviews ◽  
Social Sciences And Humanities ◽  
Qualitative Research Design ◽  
Education Courses

Field-based learning in higher education is lacking both in practice at colleges and in research within the academic literature. This study aims to address these deficits by exploring the benefits of, and suggesting strategies for, executing field study in higher education across a variety of courses. We report the results of a qualitative research design that included the observation of five courses within the natural sciences, social sciences, and humanities. Approximately eight students per observed course were interviewed three times during their course to assess perceptions of the class, their peers and instructor, the field experiences, and their motivation throughout the course. In total, 130 individual interviews were conducted with 45 students. Results revealed that field-based learning enhances the degree of relatedness students feel with their classmates and instructors, they have a greater degree of intrinsic motivation in the course, and these experiences facilitate learning in ways that may not be replicated in the traditional classroom. In addition, we created a typology of field-based learning, which includes eight different trips that could be employed in higher education courses. We also identified general strategies to improve the execution of these trips.

Hospitality & Society: Critical reflections on the theorizing of hospitality

2021 ◽  
Vol 11 (3) ◽  
pp. 293-331 ◽  
Author(s):  
Paul Lynch ◽  
Alison McIntosh ◽  
Peter Lugosi ◽  
Jennie Germann Molz ◽  
Chin-Ee Ong
Keyword(s):  
Higher Education ◽  
Research Agenda ◽  
Critical Reflection ◽  
Global Citizenship ◽  
Hospitality Management ◽  
Space Design ◽  
Critical Reflections

This article is the second part of a critical reflection upon the progress of Hospitality & Society in its first ten years. Analysis of the articles published highlights conceptual contributions made to the field of hospitality studies. Thirteen major themes are identified: conceptualizations of hospitality; migration and labour; lifestyle; social hospitality; hospitality, consumption, global citizenship and ethics; addressing neglected areas of research; hostipitality, violence and exploitation; hospitality careers and higher education; historical studies; image and identity; space, design and food; hospitality management and neoliberalism; hospitality and technology. Following reflection on the original goals of Hospitality & Society and the progress made, a research agenda is proposed emerging from the analysis contributing to the aim to transform the landscape of hospitality scholarship.

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