Results for 'Assessment of higher education'

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  1.  24
    Development Assessment of Higher Education System Based on TOPSIS-Entropy, Hopfield Neural Network, and Cobweb Model.Xian-Bei Liu, Yu-Jing Zhang, Wen-Kai Cui, Li-Ting Wang & Jia-Ming Zhu - 2021 - Complexity 2021:1-11.
    This paper first extracted 11 indicators from four aspects of infrastructure, educational equity, teaching quality, and scientific research level and established a multidimensional higher education evaluation system. After that, according to TOPSIS and the entropy method, a comprehensive score of the development of higher education was obtained, and a comprehensive index of higher education was proposed. According to the level of the score, we divide the development status into 5 categories, and use discrete Hopfield (...)
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  2.  37
    Sustainability assessment in higher education institutions. The stars system.Amber Wigmore & Mercedes Ruiz - 2010 - Ramon Llull Journal of Applied Ethics 1 (1):25.
    Sustainable development is a concern for countries, businesses and organizations sensitive to excess in terms of utilized resources. This is evident in international initiatives which aim to establish guiding principles for institutions to follow regarding what is considered to be socially responsible behavior, allowing for assessment and the identification of objectives. As higher education institutions, colleges and universities have a public responsibility to generate and transmit knowledge to society as a whole, as well as an economic and (...)
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  3.  14
    18. Quality Assessment in Higher Education Institutions – from the Perspective of Those Assessed.Jürgen Mittelstraß - 2018 - In Theoria: Chapters in the Philosophy of Science. Boston: De Gruyter. pp. 176-181.
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  4.  10
    Evaluation of the Potential of Higher Education Institutions in the Context of Achieving Sustainability.Alina Suslenco - 2022 - Postmodern Openings 13 (2):118-142.
    This paper represents a theoretical-methodological incursion on the requirements of higher education institutions to achieve sustainability. The relevance of the topic derives from the need to assess the potential of higher education institutions in order to achieve sustainability. The aim of the research is to assess the potential of universities in the context of sustainability. The paper focuses on making an approach to achieving educational performance, in terms of assessing the human, innovative potential of higher (...)
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  5.  10
    Clark Kerr's world of higher education reaches the 21st century: chapters in a special history.Sheldon Rothblatt (ed.) - 2012 - London: Springer.
    This volume consists of original essays by academic leaders and scholars connected to Clark Kerr’s life and work. He was arguably America’s most significant higher education thinker and public policy analyst in the last 50 years of the 20th century and renowned globally. However, little thoughtful attention has been devoted to assessing the whole of his work. Some commentators misunderstand the man as well as his ideas. The California Master Plan for Higher Education of 1960 was (...)
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  6.  40
    Gamification as transformative assessment in higher education.Erna Oliver - 2017 - HTS Theological Studies 73 (3):15.
    Gamification in education is still a very new concept in South Africa. Being a 21st-centuryinvention, it has already established itself in the world within the environs of the corporatemarket, marketing, training and the social world. This article will first discuss gamification(and all its other designations) and its applications in general; thereafter, the focus will be onthe application of gamification within the environment of education, and more specificallywith an emphasis on assessment. The burning question for South Africa is (...)
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  7.  34
    (1 other version)Confronting the Dark Side of Higher Education.Søren Bengtsen & Ronald Barnett - 2016 - Journal of Philosophy of Education 50 (4):114-131.
    In this paper we philosophically explore the notion of darkness within higher education teaching and learning. Within the present-day discourse of how to make visible and to explicate teaching and learning strategies through alignment procedures and evidence-based intellectual leadership, we argue that dark spots and blind angles grow too. As we struggle to make visible and to evaluate, assess, manage and organise higher education, the darkness of the institution actually expands. We use the term ‘dark’ to (...)
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  8.  31
    The mismeasure of higher education? The corrosive effect of university rankings.David Robinson - 2013 - Ethics in Science and Environmental Politics 13 (2):65-71.
  9.  21
    Student-generated video creation for assessment: can it transform assessment within Higher Education?Cate Allen & Ruth Hawley - 2018 - International Journal for Transformative Research 5 (1):1-11.
    Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is (...)
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  10.  41
    Teacher and student perceptions of intermediate assessment in higher education.Indira N. Z. Day, F. M. van Blankenstein, P. Michiel Westenberg & W. F. Admiraal - 2017 - Educational Studies 44 (4):449-467.
    Universities introduce intermediate assessment because it is understood to have positive effects on student behaviour and achievement. Yet, how intermediate assessment is perceived might be conditional for its success. The current study investigates both teachers’ and students’ perceptions of intermediate assessment. Teachers and students were interviewed and Student Evaluations of Teaching were examined. Results indicate that both teachers and students had generally positive perceptions of intermediate assessment. However, the two groups provided different reasons for their positive (...)
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  11.  24
    Electronic assessment in higher education.Roelien Brink & Geoffrey Lautenbach - 2011 - Educational Studies 37 (5):503-512.
    Assessment is an important cornerstone of education. A world trend in staying abreast of the latest developments in the field of information and communication technology (ICT) has led to an increased demand for electronic assessment in education circles. The critical need and responsibility for higher education to stay on par with the latest techniques regarding assessment subsequently led the University of Johannesburg (UJ) to implement electronic assessment in some departments in 2004. Several (...)
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  12.  27
    Potential for Assessing Dynamic Problem-Solving at the Beginning of Higher Education Studies.Benő Csapó & Gyöngyvér Molnár - 2017 - Frontiers in Psychology 8:277958.
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  13.  16
    The Silk Road of Higher Medical Education: the First Joint Steps.Sergiy Kurbatov - 2018 - Filosofiya osvity Philosophy of Education 22 (1):283-286.
    The article is devoted to the observation of the work of The Second International Forum on Higher Medical Education, which was conducted at China Medical University in Shenyang, China in May, 26-27, 2018. About 300 participants from 49 medical higher educational institutions, located in 15 countries took part in this academic event. The main topics, which were discussed during the forum, were internationalization of higher medical education, implementation of modern innovations in teaching and learning processes, (...)
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  14.  10
    The Pedagogy of Compassion at the Heart of Higher Education.Paul Gibbs (ed.) - 2017 - Cham: Imprint: Springer.
    This book offers a moral rather than instrumental notion of university education whilst locating the university within society. It reflects a balancing of the instrumentalization of higher education as a mode of employment training and enhances the notion of the students' well-being being at the core of the university mission. Compassion is examined in this volume as a weaving of diverse cultures and beliefs into a way of recognizing that diversity through a common good offers a way (...)
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  15.  15
    Ethics at the heart of higher education.C. R. Crespo & Rita Kirk (eds.) - 2020 - Eugene, Oregon: Pickwick Publications.
    Today's college students have more knowledge available to them than can be absorbed; mastery of a subject area creates siloes where nearly every course is tailored to comprehending subject matter that may be outdated before they graduate. But learning is more than subject-matter expertise. Our fast-paced environment requires instantaneous reactions to complex questions. Our instant-messaging age champions quick response over reflection or thought--even the president governs by Twitter. Yet the ethical dilemmas are no less complex than the subject matter; cyber (...)
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  16.  12
    Assessing the Viva in Higher Education: Chasing Moments of Truth.Stephen Dobson - 2017 - Cham: Imprint: Springer.
    This book makes the case for a revival in interest in the viva. As an oral assessment of a treatise or dissertation or of a student's performance in art or dance the viva has a long history dating back to the time of the Greeks. It can be found today in the form of professional, vocational and academic vivas, where a judgment of oral performance is required to gain entry into a profession or community of scholars. In a time (...)
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  17.  10
    Measurement and Assessment of Virtual Internationalization Outcomes in Higher Agrarian Education.Alexander Kobzhev, Marina Bilotserkovets, Tatiana Fomenko, Oksana Gubina, Olha Berestok & Yuliia Shcherbyna - 2020 - Postmodern Openings 11 (1Sup1):78-92.
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  18.  79
    Assessing Quality and Evaluating Performance in Higher Education: Worlds Apart or Complementary Views?Cláudia S. Sarrico, Maria J. Rosa, Pedro N. Teixeira & Margarida F. Cardoso - 2010 - Minerva 48 (1):35-54.
    This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the (...)
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  19.  50
    African higher education and decolonizing the teaching of philosophy.Luís Cordeiro-Rodrigues - 2022 - Educational Philosophy and Theory 54 (11):1854-1867.
    In recent years, different places in the world have witnessed demands for the decolonization of education. Nevertheless, it is not completely clear how this ought to be carried out. There are various factors that influence what such decolonization may entail, including the geographical place for decolonization and the discipline being decolonized. This requires a specific analysis of each context. In this article, I wish to make a proposal for how to carry out the decolonization of philosophy teaching at the (...)
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  20.  49
    Education as a mode of existence: A Latourian inquiry into assessment validity in higher education.Jonathan Tummons - 2019 - Educational Philosophy and Theory 52 (1):45-54.
    Within professional higher education, the construct of assessment validity is used to make assumptions about the extent to which students are able to replicate in professional practice what...
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  21.  15
    Higher Education and the Color Line: College Access, Racial Equity, and Social Change.Gary Orfield, Patricia Marín & Catherine L. Horn (eds.) - 2005 - Harvard Education Press.
    _Higher Education and the Color Line_ examines the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. In the wake of the U.S. Supreme Court's landmark decision upholding affirmative action, this comprehensive and timely book outlines the agenda for achieving racial justice in higher education in the next generation. Weaving together current research and a discussion of overarching demographic, legal, and political (...)
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  22.  6
    Thinking about Higher Education.Ronald Barnett & Paul Gibbs (eds.) - 2014 - Cham: Imprint: Springer.
    With higher education around the world in a period of extreme flux, this volume explores its underlying philosophy, a core element of the ongoing debate. Offering a diverse range of perspectives from an international selection of renowned scholars of higher education, the book is full of imaginative insights that add up to a substantive contribution to the discussion. As universities attempt to adapt to a new environment characterized by stiff international competition, networked remote learning, burgeoning student (...)
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  23.  28
    Promoting ethical competencies: education for democratic citizenship in a Mexican institution of higher education.Susana Patiño-González - 2009 - Journal of Moral Education 38 (4):533-551.
    Higher education institutions have a responsibility to promote the development of students' ethical and citizenship competencies, especially in contexts of major social inequality. Graduates, who constitute a very small percentage of the population in México, are the best qualified to conceive of creative alternatives to resolve its demanding social challenges. But this cannot be done if trained professionals and specialists remain indifferent to their communities and merely seek to satisfy their personal interests. Higher education institutions should (...)
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  24.  45
    The assessment challenge of social and collaborative learning in higher education.David Boud & Margaret Bearman - 2024 - Educational Philosophy and Theory 56 (5):459-468.
    There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer assessment, group assignments and direct assessment of teamwork or collaboration. This paper argues that focussing on singular assessment tasks or experiences tends to lead to marginal (...)
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  25.  46
    Assessing the State of Ethics Education in General Education Curricula at U.S. Research Universities and Liberal Arts Colleges.Jeremiah Kim, Drew Chambers, Ka Ya Lee & David Kidd - 2023 - Journal of Academic Ethics 21 (1):19-40.
    Higher education is seeing renewed calls for strengthening ethics education, yet there remains a dearth of research on the state of ethics education across undergraduate curricula. Research about ethics in higher education tends to be localized and often isolated to fields of graduate study. In contribution to a contemporary, landscape understanding of ethics education, we collected data on the placement and prevalence of ethics instruction within the general education curricula at 507 major (...)
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  26.  13
    Self-assessment of the level of satisfaction and self-confidence of students' singing competence at the Teacher Education faculty.Jelena Blašković Galeković - 2023 - Metodicki Ogledi 29 (2):229-255.
    Singing is a way of musical expression interwoven into the human beings' very essence. Voice, as an intimate instrument invisible to the eye, demands as fuller use as possible, which includes muscular stamina and refined listening to sounds. In the educational system, singing is a part of a structured programme with the goal of developing singing abilities and musical culture of participants in the educational process in general. Feeling self-confident and having an image of oneself as a competent and qualified (...)
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  27.  7
    Analyzing the state of regional higher education systems.Daniil Sandler - 2021 - Sotsium I Vlast 4:20-37.
    Introduction. Higher education systems at the present stage of development are facing new serious challenges. On the one hand, universities function as independent units, on the other, they are part of the regional system, they attract and share the attention of the stakeholders interested in the system (applicants, students, research and teaching staff, business structures, etc.). The purpose of the study is to assess the competitiveness of regional higher education systems through the formed system of indicators, (...)
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  28.  17
    Core HR in British Higher Education: For a Technological Single Source and Version of the Truth?Elio Di Muccio - 2019 - Social Epistemology 33 (4):321-336.
    ABSTRACTThis paper assesses the introduction of Core HR technologies in British higher education. The work of Adorno and Horkheimer is adopted as a starting point for understanding Core HR technolo...
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  29.  63
    Institutional Quality of a Higher Education Institution from the Perspective of Employers.Karmen Rodman, Roberto Biloslavo & Silva Bratož - 2013 - Minerva 51 (1):71-92.
    The present paper proposes a theoretical model of institutional quality of a higher education institution (HEI) which, in addition to the internal dimensions of quality, incorporates also the external dimension, i.e. the outcomes dimension. This dimension has been neglected by the quality standards and models examined in our paper. Furthermore, the standards and models analyzed consider stakeholders as one of the quality factors of a HEI. The stakeholders’ perspective is seen as a lens through which stakeholders define, control (...)
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  30.  26
    Admitting a Sense of Superiority: Aggrandized Higher Education Status as an Objection to Educational Inequality.John Fantuzzo - 2018 - Studies in Philosophy and Education 37 (6):579-593.
    Recalling the landmark US Supreme Court case Brown v. Board of Education, the advancement of educational equality is often associated with the reduction of stigmatizing differences in status or “sense of inferiority” engendered by separately and differentially educated citizens. This essay takes up the obverse concern, the sense of superiority sustained by educational inequality, with particular focus on the inequality signaled by higher education status. I contend that the presence of aggrandized HES in a democratic society provides (...)
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  31.  47
    Assessing the Connection Between Students’ Justice Experience and Perceptions of Faculty Incivility in Higher Education.Dorit Alt & Yariv Itzkovich - 2015 - Journal of Academic Ethics 13 (2):121-134.
    IntroductionIncivility is defined as an interpersonal misconduct involving disregard for others and a violation of norms of respect . This phenomenon has been extensively investigated in workplaces . However, only a few studies have focused their attention on the academic setting, investigating both student and faculty general incivilities .While previous studies’ theoretical framework was mainly informed by organizational and psychosocial theories , this study suggests viewing incivility through the lens of justice psychology, which examines individual justice concerns . According to (...)
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  32.  11
    Philosophical, educational and moral openings in doctoral pursuits and supervision: promoting the values of wonder, wander, and whisper in African higher education.Yusef Waghid - 2024 - New York: Routledge.
    This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education. Written by one of the foremost academics in the field, the book combines the normative philosophical, educational and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but also (...)
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  33.  64
    Sen and the Art of Motorcycle Maintenance: Adaptive Preferences and Higher Education.Michael Watts - 2009 - Studies in Philosophy and Education 28 (5):425-436.
    Adaptive preferences are both a central justification and continuing problem for the use of the capability approach. They are illustrated here with reference to a project examining the choices of young people who had rejected higher education. Jon Elster, Amartya Sen and Martha Nussbaum have all criticised utilitarianism on the grounds that a focus on preference-satisfaction fails to acknowledge the human tendency to adapt preferences under unfavourable circumstances and that self-assessments of well-being are therefore likely to be distorted (...)
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  34. in Higher Education.Marvin J. Croy - unknown
    A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and (...)
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  35.  96
    Promoting Critical Thinking in Higher Education: My Experiences as the Inaugural Eugene H. Fram Chair in Applied Critical Thinking at Rochester Institute of Technology.Clarence Burton Sheffield - 2018 - Topoi 37 (1):155-163.
    From 2012 to 2015 I was the first Eugene H. Fram Chair in Applied Critical Thinking at Rochester Institute of Technology, in Rochester, NY. To the best of my knowledge it is the only such endowed position devoted solely to this at a major North American university. It was made possible by a generous 3 million dollar gift from an anonymous alumnus who wished to honor a retired faculty member who had taught for 51 years. The honoree was revered for (...)
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  36.  12
    Higher Education Professors and Administrative Leaders’ Perspectives on AI Ethics Across the Curriculum in advance.Sevinj Iskandarova & Oris Griffin - forthcoming - Teaching Ethics.
    The increasing presence of technology in higher education institutions requires a co-creation process among faculty members and administrative leaders to implement AI education. Unfortunately, most educators currently lack the necessary knowledge and skills to assess AI applications. Fitzpatrick’s research in 2023 revealed that only 6% of instructors had utilized ChatGPT for work, while a significant 32% expressed the need for greater familiarity with such tools. Interestingly, students tend to adapt to AI much more swiftly than their teachers. (...)
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  37.  70
    Encouraging Active Classroom Discussion of Academic Integrity and Misconduct in Higher Education Business Contexts.Mark Baetz, Lucia Zivcakova, Eileen Wood, Amanda Nosko, Domenica De Pasquale & Karin Archer - 2011 - Journal of Academic Ethics 9 (3):217-234.
    The present study assessed business students’ responses to an innovative interactive presentation on academic integrity that employed quoted material from previous students as launching points for discussion. In total, 15 business classes ( n = 412 students) including 2nd, 3rd and 4th year level students participated in the presentations as part of the ethics component of ongoing courses. Students’ perceptions of the importance of academic integrity, self-reports of cheating behaviors, and factors contributing to misconduct were examined along with perceptions about (...)
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  38.  6
    Employee Assistance Programs in Higher Education.R. Paul Maiden & Sally B. Philips (eds.) - 2008 - Routledge.
    Understand the challenges faced by university based EAPs and the strategies to effectively meet needs&#;and discover what works and what does not Academia is a diverse workplace unlike any other, and subsequently, employee assistance program issues are unique. Employee Assistance Programs in Higher Education focuses on the unique challenges of employee assistance service delivery in a university setting. This handy resource discusses the evolution, development, and strategies in managing an EAP in academia while comparing the substantial differences in (...)
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  39.  15
    affordances of rubrics in L2 writing in Higher Education.Aitor Garcés-Manzanera - 2022 - Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (6):1-12.
    The use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they are (...)
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  40.  2
    The Footsteps on the Sands of AI for Higher Education: Moving Beyond Ad-Hoc.Julie Lindsay & Lisa Jacka - 2024 - Journal of Ethics in Higher Education 5:51-77.
    Artificial Intelligence (AI) offers an array of challenges and opportunities for higher education (HE). What once seemed like science fiction has become ubiquitous with AI now used to support the intellectual and creative work of faculty and students. The authors have been experimenting with AI, trialling and testing ways to meaningfully utilise the tools for teaching and learning. The University of Southern Queensland, a successful distance education regional university in Australia, has over 70% of its enrollment learning (...)
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  41. Assessment for excellence: the philosophy and practice of assessment and evaluation in higher education.Alexander W. Astin - 1990 - Phoenix, Ariz.: Oryx Press.
    To find more information on Rowman & Littlefield titles, please visit us at www.rowmanlittlefield.com.
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  42.  11
    The Palgrave Handbook of Critical Thinking in Higher Education.W. Martin Davies & Ronald Barnett (eds.) - 2015 - New York, NY, USA: Palgrave.
    The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.
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  43. Blended learning solutions in higher education: history, theory and practice.Neil Hughes - 2025 - New York, NY: Routledge.
    Blended Learning Solutions for Higher Education explores the origins, empirical foundations, and implementation of blended learning in colleges and universities. Since emerging as a third-way solution to traditional and virtual higher education models, blended learning has become a predominant learning modality in an era of rapid technological proliferation. Offering an alternative to longstanding yet flawed methodologies and assumptions about its validity, this book conceptualizes blended learning as a complex social practice mediated by knowledge, institutional rules, policies, (...)
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  44.  81
    Learning outcomes for higher education: Some key issues.Reginald Melton - 1996 - British Journal of Educational Studies 44 (4):409-425.
    Learning outcomes currently play an increasingly important role in higher education. This paper identifies a number of key issues that need to be taken into account in identifying and making use of them. It includes a review of the background from which learning outcomes have emerged. It also highlights the behaviourist approach underlying their use in teaching and assessment and identifies key issues that need to be taken into account in adopting such an approach.
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  45.  27
    An Analysis of the Perceptions of Incivility in Higher Education.Tracy Hudgins, Diana Layne, Celena E. Kusch & Karen Lounsbury - 2023 - Journal of Academic Ethics 21 (2):177-191.
    The aim of this study was to understand how incivility is viewed across multiple academic programs and respondent subgroups where different institutional and cultural power dynamics may influence the way students and faculty perceive uncivil behaviors. This study used the Conceptual Model for Fostering Civility in Nursing Education as its guiding framework. The Incivility in Higher Education Revised (IHE-R) Survey and a detailed demographic questionnaire were used to gather self-assessment and personal perspective data regarding incivility in (...)
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  46. Promoting Knowledge Management Components in the Palestinian Higher Education Institutions - A Comparative Study.Samy S. Abu Naser, Mazen J. Al Shobaki & Youssef M. Abu Amuna - 2016 - International Letters of Social and Humanistic Sciences 73:42-53.
    Publication date: 29 September 2016 Source: Author: Samy S. Abu Naser, Mazen J. Al Shobaki, Youssef M. Abu Amuna This paper aims to measure knowledge management maturity in higher education institutions to determine the impact of knowledge management on high performance. Also the study aims to compare knowledge management maturity between universities and intermediate colleges. This study was applied on five higher education institutions in Gaza strip, Palestine. Asian productivity organization model was applied to measure Knowledge (...)
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  47.  41
    An Incrementalist View of Proposed Uses of Information Technology in Higher Education.Marvin J. Croy - 1997 - Philosophy in the Contemporary World 4 (1/2):1-9.
    A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and (...)
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  48.  16
    Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety.Maristella Lunardon, Tania Cerni & Raffaella I. Rumiati - 2022 - Frontiers in Psychology 13.
    The under-representation of women in Science, Technology, Engineering, and Mathematics is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender and Intelligent Quotient, completed online self-report questionnaires and (...)
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  49.  28
    Philosophical Foundations of Educational Leadership: Cultivating Ethical and Innovative Practices in Higher and Postgraduate Education.Bin Liu - 2024 - European Journal for Philosophy of Religion 16 (2):190-205.
    This study investigates the cultural and ideological underpinnings of educational leadership within higher education institutions (HEIs) and assesses their impact on fostering innovation in teaching and management. Our research reveals a nuanced relationship between varied leadership styles, institutional cultures, and the drive for innovation. Notably, transformational leadership aligns strongly with innovative outcomes and a collaborative institutional ethos, in contrast to the more rigid structures associated with authoritarian and laissez-faire leadership styles. The philosophical core of this inquiry lies in (...)
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  50.  83
    Techno-solutionism a Fact or Farce? A Critical Assessment of GenAI in Open and Distance Education.Helen Titilola Olojede - 2024 - Journal of Ethics in Higher Education 4:193-216.
    Techno-solutionism (Ts) amplifies academic integrity issues endemic to using Generative AI in Open and Distance education (ODE). It (Ts) induces in Higher education (HE) the disposition that technology can and should be employed in every aspect of teaching, learning, and assessment. The prevalence of Ts in ODE and the consequence of undermining academic integrity is found in the surge in published papers. A 2023 study by Nature of over 1600 scientists reports that nearly 30% use GenAI (...)
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