HLRC - Higher Learning Research Communications (E-Journal)
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Dinámicas TIC en educación biomédica y odontológica
Full text linkEnsayo que aborda un espectro de propuestas de nuevas tecnológicas aplicables en el ámbito de la enseñanza biomédica de mayor implicación operatoria, con especificidad en la rama odontológica. Después de un breve repaso de los elementos que han dificultado la inserción de las TIC en las academias médicas, el trabajo ofrece variedad de estrategias para gestionar el cambio y la mejora a través de la aplicación de tecnologías, con apoyo en evidencias de éxito y dependientes de la estrecha relación de lo tecnológico con un modelo educativo -de simulación preclínica y ejercitación teórico/práctica- dinámico y flexible. Todo refrendado por un proyecto de innovación, con base en la investigación-acción, llevado a cabo en la titulación de Odontología de la Universidad Europea de Madrid, que concluye con el aporte de buenas prácticas y una prospectiva de considerable desarrollo a corto y largo plazo.DOI: 10.18870/hlrc.v5i4.29
Quality assurance in higher education: A review of literature
Full text linkThe aim of this paper is to present a general view and a brief literature review of the main aspects related to quality assurance in global higher education. It provides an overview of accreditation as a mechanism to ensure quality in higher education, examines models of QA, and explores the concept of quality. In addition, this paper provides a review of research on the effectiveness of quality assurance practices, with a particular focus on student involvement with quality assurance. In reviewing the concept of quality assurance itself, the author noted there is a need for a common framework for a quality assurance model; however, there is no agreement as to a QA definition or a QA model. Furthermore, although quality is the utmost significant concern for accrediting bodies, accreditation structures are decentralized and complex at both the regional and international level. Another challenge identified revolves around the concerns of faculty members and other stakeholders, such as students, about the QA process. Given that students are at the center of higher education, and invest time and money in the system, the author concludes involving them could improve QA processes.DOI: 10.18870/hlrc.v5i4.25
Military cultural competency: Understanding how to serve those who serve
Full text linkThe aim of this essay is to define and describe the different constituents of the military population, and present the challenges this demographic faces when pursuing higher education. The essay also discusses key aspects higher education professionals must understand in order to better serve military populations, such as federal regulations and military structures. After reviewing several reports from the government and organizations that support military populations, the authors found more research is needed in order to better understand the unique challenges of civilian male spouses of active duty service members, and both male and female spouses of disabled veterans and military retirees, as research and reports have historically excluded these populations. The authors conclude by presenting best practices higher education institutions can put into practice to better serve military populations.DOI: 10.18870/hlrc.v5i2.22
Realizing internationalization at home through English-medium courses at a Japanese University: Strategies to maximize student learning
Full text linkIn 2009, the Japanese government launched the Global 30 (G30) Project, a new initiative to internationalize universities. Selected universities had to create English-medium degree programs at undergraduate level in order to stimulate “internationalization at home.” The G30 Project represented a major shift in the focus of internationalization efforts from quantitative to qualitative outcomes. Using a case study approach, this paper investigates one G30 program and the attempts made to open up English-medium course offerings to the wider student body. It explores two related issues: level setting and student attrition. A mixed methods approach was used with data gathered from students and course instructors. Sanford’s (1966/2009) “support and challenge” conceptual framework, as adapted by J. M. Bennett (1993), and Vygotsky’s (1978) “zone of proximal development and scaffolding” were employed. Results showed that to maximize learning it was important to have strategies to maintain a high level of course content while also providing targeted support to students at appropriate times. Effective strategies for reducing course attrition were identified.DOI: 10.18870/hlrc.v5i1.237
Guest Editorial
Full text linkThis volume of HLRC is dedicated to the emergent and rapidly growing interest in English Medium Instruction as a major driver in the internationalization of higher education. It focuses on sharing knowledge and experience in CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) from different universities in Eastern and European countries as a means to reflect and improve upon teaching and learning.As editors, we would like to kick this volume off with a review of one of the most comprehensive and relevant publications on the topic in recent times, The Higher Education Language Landscape: Ensuring Quality in English Language Degree Programmes, (2013). Following the book review is a short question and answer section with its authors and renowned experts in the field, David Marsh, Victor Pavón Vázquez, and María Jesús Frigols Martín. We would like to extend our gratitude to all three for providing us with their insights, which are, no doubt, of great use to higher education institutions considering embarking upon or improving English-taught degree programs
Motivation and career-development training programs: Use of regulatory focus to determine program effectiveness
Full text linkThe purpose of this study was to focus on the relationship between career-development training programs and the motivation of employees. The study used a qualitative method and a phenomenological design using semistructured interviews conducted with a script of open-ended questions. Two main components of the research design were the modified van Kaam method for exploration of experiences and the purposive selection of the participants. The 20 participants in the sample were project managers and consultants from south-central Texas, all of whom had experience with governmental projects. Based on interview responses, the findings of this study highlighted a concern from the participants that training programs have a major influence on workplace productivity and morale. Furthermore, the findings suggest the training program’s quality may influence workplace productivity. The authors conclude by pointing out the analysis of the answers showed that not only does workplace productivity decline from the changes in a training program, but employee motivation is altered as well.DOI: 10.18870/hlrc.v5i2.214
Book overview and Q&A with David Marsh, Victor Pavón-Vázquez, and María Jesús Frigols-Martín: Review of the book 'The higher education language landscape: Ensuring quality in English language degree programmes'
Full text linkThe purpose of this essay is to serve as an introduction to the Special Issue on English-Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL): Challenges and Opportunities. The guest editors provide a general overview of the book, The Higher Education Language Landscape: Ensuring Quality in English Language Degree Programmes, written by Marsh, Pavón-Vázquez, and Frigols-Martín (2013), as well as general impressions about its contents. The book is one of the few publications currently available on CLIL and EMI. It also includes short biographical information about the book authors and a Q&A, where they answer questions about the book and content language integrated learning in higher education.DOI: 10.18870/hlrc.v5i1.24
Supporting online faculty: Developing a supporting website resource
No full textCurrent trends in post-secondary education enrollment indicate that colleges and universities are likely to experience an increase in the number of online students. The purpose of this study was to ascertain the type of resources and support features online faculty need, desire, and expect in a support website. The method used to collect research findings was an online survey. The participants for this study consisted of the online faculty population at an institution of higher learning in the southwestern United States. Participants were invited by email to participate in a 13 question survey which asked participants to rate the importance of the questions listed. Of the 2,522 survey invitations e-mailed to potential participants, 380 responded with completed surveys, providing a response rate of 15.06%. Although this was a relativity low response rate, researchers felt the demographics of the respondents provided an accurate representation of the population studied. Findings from the survey indicated participants agree there is a need to implement a support website. Participants indicated the support website should provide support resources, communication forums, and resources to increase connectivity to the institution. The authors note providing online faculty with support websites could be a differentiation strategy to recruit and retain quality online faculty.DOI: 10.18870/hlrc.v4i1.15
Emotional intelligence vs. general intelligence: Aspects to consider in teaching
No full textThe main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire) assessment was administered and, secondly, the R scale of the PMA Test (Primary Mental Abilities). The sample consisted of 58 university students between 18 and 51 years old, of which 76% are women and 24% are men. The results show that there is no direct relationship between emotional intelligence and general intelligence. However, it is important to consider the size of the sample, since it presents limitations when interpreting the results. Nonetheless, an interesting finding is the interaction discovered between a performance indicator, such as the selectivity score, and the overall EI score. These results are in line with those found by Schutte et al. (1998). This result is even more significant, if possible, when realizing the selectivity score showed a negative correlation (inverse relationship) with the score on the PMA- R (Reasoning) test.--------------------Inteligencia emocional vs. inteligencia general: Aspectos a considerar en la docenciaResumenLa presente investigación tiene como principal objetivo analizar el modo en el que las competencias emocionales (IE) de los estudiantes se vinculan con su inteligencia general (IQ) y cómo del cruce de ambas medidas determinan su rendimiento académico. Para el desarrollo de esta investigación, se suministraron dos cuestionarios a estudiantes de la Universidad Europea de Madrid. Concretamente, los estudiantes cumplimentaron el cuestionario TEIQue (Trait Emotional Intelligence Questionnaire) para la medición de la Inteligencia emocional y la escala R del Test PMA (Primary Mental Abilities) para la valoración del factor de razonamiento. La muestra está compuesta por 58 alumnos universitarios con edades comprendidas entre 18 y 51 años, de los cuales el 76% son mujeres y el 24% son hombres. Los resultados de esta investigación, aunque no han permitido establecer una vinculación clara entre Inteligencia Emocional e Inteligencia General, han permitido vislumbrar algunas tendencias que relacionan las sub-escalas del cuestionario TEIQue con el factor razonamiento de los estudiantes. A través de esta relación, se han podido establecer perfiles y, a partir de ellos, se han identificado las metodologías docentes más adecuadas para mejorar los resultados académicos de los estudiantes.DOI: 10.18870/hlrc.v4i1.199PDF document contains both the original in Spanish and an English translation
Editorial
Full text linkThis issue of Higher Learning Research Communications (HLRC) features research focused on some of the challenges colleges and universities are facing in this new century, as the world becomes more and more technology focused and internationalized. New learning and teaching paradigms in higher education institutions across the globe highlight the need to constantly innovate educational programs in order to remain relevant and accessible across disciplines and frontiers alike.An entity that has been ahead of its times for decades has been the International Baccalaureate (IB). As Dr. Ian Hill and Dr. Susan Saxton explain in their article, “The International Baccalaureate (IB) Programme: An international gateway to higher education and beyond”, the Diploma Programme of the IB allows students to obtain internationally recognized university entrance qualifications. At the same time, students develop critical thinking skills, international mindedness, and intercultural understanding, among other valuable skills in globalized economies and societies. Furthermore, research has shown the international recognition and the skills acquired through the IB Diploma allow students to better succeed in both higher education and their professional careers.As higher education becomes more and more internationalized, higher education institutions must also deal with the challenges of training international faculty. As Dr. Kevin R. Meyer and Dr. Yuping Mao point out in their article, “Comparing student perceptions of the classroom climate created by U.S. American and international teaching assistants”, past research has shown students tend to rate international teaching assistants (ITAs) lower that their local counterparts. Although this could have important repercussions for learning outcomes, little research has been conducted in this area. Meyer and Mao’s research suggest institutions should be proactive in encouraging students to value cultural differences while helping ITAs to create a classroom climate that promotes cultural understanding.Another challenge higher education institutions are facing is integrating distance learning into their curricula. Research has shown blended learning can be a powerful and effective teaching tool. However, as researchers Christopher P. Johnson and Debra Marsh point out in their article, “Blended language learning: An effective solution but not without its challenges,” the success of blended learning programs depend on both proper teacher training and student involvement and motivation.Sustainability is also emerging as one of the main challenges of this new century. As such, colleges and universities are starting to develop curricula focused on Education for Sustainable Development (ESD). As national and international awareness rises regarding the human impact on the environment, societies, and economic systems, these higher education programs seek to help students understand the past in order to affect positively the present and foresee and prevent problems in the future. Researchers from the Universidad Europea de Madrid, in their piece, “Education for sustainable development in higher education: State-of-the-art, barriers, and challenges”, present recent literature on the subject and propose steps higher education institutions could take in order to implement a sustainability plan