International Journal of Higher Education

Journal Information
ISSN / EISSN : 1927-6044 / 1927-6052
Published by: Sciedu Press (10.5430)
Total articles ≅ 1,253
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Einat Heled, Shay Ukrop, Nitza Davidovitch
Published: 7 June 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n6p1

Abstract:
Previous studies confirmed that training for master’s programs for school counseling is deficient. The present study differentiates between three types of academic institutions that train school counselors in Israel: Universities, education colleges and academic colleges, in terms of how professional counselors evaluate the efficiency of academic studies to the school fieldwork and their impact on personal and group professional identity. A total of 158 school counselors, divided into groups of educational institutions, participated in this study. Of whom 5 men and 153 women, aged 27 to 63 years (M = 43.63; SD = 8.11), while the seniority in counseling profession ranged from 1 to 32 years (M = 9.65, SD = 7.60). After factor analysis of the ‘School Counselling Training Efficiency’ questionnaire, a significant difference between the training institutions was found only in the training efficiency, but not in professional identities. Universities-trained counselors reported less training efficiency than counselors trained at education and academic colleges. The average of academic training efficiency was also low in two typical colleges. Training efficiency fully mediate mediated the relationship between training institution and both professional identities. The research findings raised pointed questions about the efficiency of training for school counselors in academia, in all educational institutions. It is important to develop evaluation of school counseling students in their training to support personal and group professional identity.
Ali Hubais, Muhammad Muftahu
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p134

Abstract:
The internationalization of the curriculum (IoC) has been a significant trend in higher education across the globe. However, there is a dearth of literature on this area of research in the Arab countries, including the Omani higher education context. As the key definition and conceptual frameworks of IoC have not been adopted in Omani higher education institutions (HEI), this qualitative study examined lecturers’ understanding of IoC in the Omani higher education context. This was carried out through the employment of the typology of IoC which was proposed by Edwards et al. (2003). To collect data, eight lecturers in an Omani university were interviewed and the thematic analysis of the data revealed that academic staff perceived IoC as important to the institution. Further, the study reported that there are fragmented IoC practices that are primarily based on the ad hoc practices of academic staff. Initiatives should be taken to develop a shared understanding of IoC at the institutional level and in all degree programs in the Omani higher education context. Some suggestions are brought forward for stakeholders to support IoC and help to ensure the quality of degree programs offered.
David M Beauchamp, Jennifer M Monk
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p87

Abstract:
Due to the COVID-19 pandemic, courses were forced into an online format as universities paused in-person learning and consequently, students were required to adjust to online learning. The objective of the current study was to determine the effect of optional assessments designed to promote engagement in a fourth-year asynchronous online nutritional science course. Seven optional engagement assessments were assigned and students’ stress levels, learning approach, and perceptions of online learning were assessed via surveys at the start and end of the semester. A total of 79.8% (n=210) students completed all seven optional engagement assessments. Further, 56.6% (n=149) reported that the assessments helped them feel more engaged with course content. Perceived stress levels did not change during the semester. Surface learning approach scores increased from the beginning to end of the semester, whereas deep learning approach scores remained unchanged. Surface learning scores were positively correlated with experiencing more stress from organizing and maintaining a schedule, more stress associated with time management, and finding time management more challenging. Deep learning approaches were positively correlated with students feeling engaged in the course, comprehending the course content, and stimulating new ideas/perspectives. Collectively, this data demonstrates that optional engagement assessments can improve student perceptions of online learning, however, these outcomes are related to students’ use of surface versus deep learning approaches.
Kuantean Wongchantra, Prayoon Wongchantra, Uraiwan Praimee, Kannika Sookngam, Suparat Ongon, Likhit Junkaew, Phanadda Ritsumdaeng, Surasak Kaeongam, Thongchai Pronyusri
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p1

Abstract:
This study aims to study and compare stress level during the COVID-19 situation of undergraduate students with different gender and year levels. The sample were 276 undergraduate students in the 2nd semester of the academic year 2020, being selected by voluntary sampling. The tool was the stress level in the situation of the Coronavirus disease 2019 measurement form with online system Google from. The frequency, percentage, mean, standard deviation, including hypothesis testing using One-Way ANOVA were analyzed as the statistics. The finding showed that: 1) Undergraduate students’ stress level during the COVID-19 situation, almost of 118 students was a high level of stress, representing 42.75%, followed by severe level of stress, 107 students, representing 38.77%. The moderate level of stress was 45 students, representing 16.30%, and the low level of stress was 6 students, representing for 2.17%. 2) There was statistically significant different of stress level during the COVID-19 situation of students with different gender (p < .05). Female students’ stress level was higher than male students. There was no different of stress level during the COVID-19 situation of students with different year levels.
Irina Rotnitsky, Roman Yavich, Nitza Davidovich
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p18

Abstract:
The pandemic affected the most on the student population in the shortest time. The number of students whose studies were discontinued in March 2020 was about 300 million. The number reached to 1.6 billion on April 2020. To provide basic education for the students during the pandemic, many countries transferred to a mandate of distance learning for the education system. Use of different platforms for distance learning has helped reduce learning gaps. The Corona virus has forced educational systems to enter in a mode of digital transformation and to leave physical classrooms. The impact of this situation was felt at every level of the education system, from kindergartens to universities. This situation creates not only challenges, but many opportunities. Learning in the global open space creates new learning environments and the use of new learning materials.A case study was conducted in Israel. Self-prepared questionnaires were given to 123 educators who teach in elementary schools, middle schools and high schools Teachers who participated in case study teach exact sciences (mathematics, physics, science, and technology), multi-text subjects (language, literature and history) and foreign languages (Arabic and English). The purpose of the case study is to examine the habits of using tools for distance learning, to examine whether there is a difference in the habits of using technological tools between teachers at different age groups, to examine teachers' attitudes to distance learning assessment tools and to examine teachers' recommendations for different subjects and different age groups.The findings indicate that middle school and high school teachers prefer close help and support during online learning. High school and middle school teachers would prefer to continue distance learning even when face-to-face teaching is possible, unlike teachers who teach in elementary schools who prefer face-to-face teaching. The recommendations of high school teachers also indicated that it is necessary to increase the support system during online learning. When we examined the differences between the different subjects, we saw that teachers of science and mathematics subjects feel that most students do not take an active part during the lesson. Despite this, teachers that teach humanities subjects report that they feel that students are actively participating in online learning processes. Teachers report that changes must be done in assessment's methods. Teachers also report that during distance learning it is more difficult to follow students' progress.
Anat Shteigman, Michal Levi-Bliech, Arie Reshef
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p169

Abstract:
This paper presents a study that explores how “field experience” programs generate a meaningful bridge between the “theoretical” academic world and the “real” labor market. We examine this model in a population of undergraduate management students who participated in experiential learning programs via internship-integrating courses. The results unravel the significance of the experience-based educational program during Covid-19, formulating new correlations unique to this period. The study's contribution focuses on three main areas. First, the findings shed light on the academic supervisor's importance in establishing the quality of the program and consequently improving students’ perception of its contribution to their integration in the employment market. Moreover, we found that the contribution of the guidance provided by the organizational mentor diminished during the Covid-19 period compared to that shown in former studies. Additionally, an innovative mediating effect of the guidance provided by the organizational mentor was found, one that generated an association between the quality of the program and its contribution to integration in the employment market. These results receive further validation during the period of the study, when academic institutions were required to show flexibility and adaptation, leading to the utilization of previously uncustomary distance learning methods.
Ernest Kaninjing, Sabrina Dickey, Christina Ouma
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p153

Abstract:
It is essential that college students are knowledgeable about their family health history to make informed decisions about health behaviors and cancer screening. In the transitional phase from adolescence to adulthood, engaging in healthy behaviors and communication between family members can be challenging for college students. In this study, the Communication Privacy Management theory provided a framework to examine health and cancer communication among college students and their families. Methods: A cross-sectional online survey was conducted among college students aged 18 years and over (n = 106). Results: Knowledge of participants’ family health history was significantly associated with family health and cancer communication, religious beliefs, and higher annual household income (> $75,000). Being young (< 22 years) and female was significantly associated with knowledge of family health history and family health and cancer communication. Conclusion: Demographic, socioeconomic, and sociocultural factors may influence college students’ level of knowledge about their family health history and communication within their family about general health and cancer risk.
Wanmei Li, Yani Ouyang, Jun Xu
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p189

Abstract:
Situational simulation teaching method (SST mentioned below) is a mature teaching method that has been applied. It has been widely used in foreign language, law, management, clinical and other fields, and has been proved to have good teaching effect. The quality of teachers is the key to improve the international competitiveness of China's education system. With the growth of China's population and the reform and development of education, the training of pre-service teachers has become a public concern. According to the existing research, most of the pre-service teachers have good academic and moral qualities, but there are still deficiencies in teaching ability, management ability and communication ability. .In view of this phenomenon, this paper puts forward a scheme of training chemistry pre-service teachers by using SST method through the way of organic chemistry teaching reform. The results show that SST method can improve students' learning quality and cultivate students' comprehensive abilities (including pre-service teachers' professional skills).
Adeline Dugerdil, Lara Sponagel, Awa Babington-Ashaye, Antoine Flahault
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p102

Abstract:
Medical and health sciences are disciplines of paramount importance in academia. Universities face a crucial challenge in training qualified health experts for teaching and research in these disciplines. With the globalization of the higher education system, international university ranking systems are an increasingly used tool to assess the excellence of universities and help students and researchers to choose an institution. We conduct a scoping review using Web of Science and Google Scholar to search for scientific literature written in English, published between January 2019 and March 2022. We aim to understand to what extent international university ranking systems are adapted to the disciplines of medical and health sciences. We select any scientific article addressing international university ranking systems and their indicators or proposing a new international university ranking system or new indicators. We include a total of 55 articles. Among them, 10 articles propose a new university ranking system, nine propose a new method to analyze or improve existing international university ranking systems, three propose new indicator(s), and two propose a new database. Almost all articles include an analysis of existing rankings. We find no article that specifically addresses the ranking of schools of medical or health sciences. This scoping review highlights the absence of a specific international university ranking system designed for the disciplines of medical and health sciences. Future researchers could investigate how to develop discipline-specific indicators and promote a university ranking system dedicated to these disciplines.
Sam Ramaila, Anwar Junior Molwele
Published: 9 March 2022
International Journal of Higher Education, Volume 11; https://doi.org/10.5430/ijhe.v11n5p9

Abstract:
Development of 21st century skills and competencies in teaching and learning remains a key strategic imperative. Coherent development of skills and competencies requires adoption of innovative pedagogical strategies. Technology integration can be harnessed to foster effective teaching and learning. The study examined the role of technology integration in the development of 21st century skills and competencies in Life Sciences teaching and learning. The empirical investigation adopted an explanatory sequential mixed method design and involved 15 purposively selected teachers from five South African suburban schools. The study is underpinned by social constructivism as the underlying theoretical framework. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews. Technology integration was perceived to promote the acquisition of 21st century skills and competencies in Life Sciences teaching and learning. In particular, the teachers indicated that technology integration facilitates the development of skills such as communication, critical thinking, collaboration, problem solving and computational thinking. In addition, technology integration was largely perceived to create exciting teaching and learning environment which fosters the enhancement of academic achievement and motivation of learners. Theoretical implications for technology-enhanced teaching and learning are discussed.
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