AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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388 research outputs found
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Indicators of Student Satisfaction in Postgraduate Blended Learning Programmes: Key Messages from A Survey Study.
No full textAbstract: This survey reports on an evaluation of student satisfaction after undertaking blended learning postgraduate programmes in a school of nursing and midwifery. There is little data available in Ireland that considers the student experience of online learning in this student cohort. An anonymous pre-validated survey was sent to students after completion of their respective programme of study. Satisfaction with undertaking a programme through blended learning revealed that students are most satisfied with the flexible nature of programme delivery, the communication processes between them and instructors and the overall learning achieved in relation to the development of their personal and professional skills. Students indicated that they are less satisfied with the communication associated with assessment and feedback procedures
‘Now I want to do something interesting, something fun’. A mixed-methods study into the determinants of horizontal gender segregation at a Belgian university.
No full textThis study examines by means of quantitative and qualitative data analyses which factorsdetermine the choice for more masculine or more feminine fields of study by male and femalebachelor students. The quantitative analyses are based on data of 4758 bachelor students, ofwhich 1808 males and 2950 females, taken from STUBARO 2011-2012, a yearly online survey ofstudents of Ghent University. The qualitative data are data of 15 female and 8 male students ingender-atypical fields, gathered by means of in-depth interviews and focus groups. Familybackground only slightly explained the gendered choices. More important were the students’occupational values, as more feminine values decreased the likelihood of being in moremasculine fields of study, and vice versa. Previous educational careers appeared to be mostimportant, namely mathematics, which determined the enrolment in masculine fields somewhatmore for men than for women
Embedding Knowledge Exchange within Irish Universities- International Shifts Towards a Hybrid Academic?
No full textAbstract: The recent literature is comprehensive in outlining how higher education internationally is immersed in operational and cultural change with fiscal challenges placing immense focus on competition. This paper is primarily focused on the knowledge exchange policy/practice nexus in Ireland. The term knowledge exchange is adopted while recognizing the evident overlap with many other related concepts such as knowledge transfer, university community engagement, integrative applied research, and engaged scholarship. This paper provides an overview of recent international shifts on responding and supporting a more coordinated approach to knowledge exchange initiatives as a response for universities to provide for greater social accountability. This paper will reflect on the new demands on Irish universities and argues for the need for more attention and support to be given on the collaborative capacity of researchers and support staff in order to embed knowledge exchange fully
Higher Education Civic Engagement: Project or Orientation
No full textThe question of how higher education institutions engage with society is gaining more prominence, and is highlighted as a future strategic direction in the 2011 Hunt Report. However, the term engagement is variously understood and interpreted, and raises ideological and political issues for institutions. This paper considers the conceptual issues around engagement, and looks at the varied definitions around the social/civic/community interpretation. It then moves to look at how both the practice and politics of civic engagement are influenced by institutional values and priorities. Consequently, civic engagement may be perceived as a project on the margins or a way of orienting and infusing institutional activities. The paper ends by examining how civic engagement can be moved from the periphery to the core of institutional life and activities. 
