Top PDF What Makes Higher Education Knowledge-Compatible?

What Makes Higher Education Knowledge-Compatible?

What Makes Higher Education Knowledge-Compatible?

Abstract: An empirical research is under way at Faculty of Business and Economics, University of Pécs planned to be conducted among approx. 800 Bologna BA (BSc) students in 2009, including the reinterpreted model of Probst and Raub (1998) which summarizes the components of knowledge management. In the study we apply the definition of knowledge-based services to higher education institutions in order to explore various aspects of the role of the university as a site of knowledge management, ranging from active student participation in higher education to the methods and tools that can be used for knowledge scouting, caring and developing at university. We intend to identify clusters of students in line with the phases of the knowledge model as the result of the research. Our hypothesis is that there are some biases among these phases, i.e. these clusters; so the aim of our research is to reveal the reasons for the asymmetrical nature of the process and to find out the prospects how to moderate it – with providing recommendations to the strengthening of each knowledge management phase. Other purpose of the study is the generalization of results in order to determine conclusions by literature which are valid to the whole higher education system.
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What makes a good home-based nocturnal seizure detector? A value sensitive design.

What makes a good home-based nocturnal seizure detector? A value sensitive design.

Design choice 1, the level of detection of epileptic seizures, reflects the balance between risks and benefits of a highly personalized device which is accurate for specific patients and a more gen- eral device only detecting major seizures. A general device is readily available and easy to use for many patients, but gives less accurate information. Only major seizures can be detected. A highly personalized system is more accurate and can also detect smaller seizures. This informa- tion can be useful in deciding on treatment options or adjusting medication, thereby facilitating more optimal care. On the other hand, a more personalized system is not as readily available as it requires an extra investment to adjust the settings of a device to a specific patient. Also, high- ly accurate seizure detection carries the risk of a potential burden of the knowledge of a higher seizure frequency than expected, without proper treatment options to reduce the seizure fre- quency. Another risk of personalized detection including detection of smaller seizures can be overmonitoring leading to alarm fatigue. When alarms lose urgency due to alarming for minor seizures, the response to actually urgent alarms can decrease (alarm fatigue), which can lead to potentially dangerous situations.
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Writing disciplines: producing disciplinary knowledge in the context of contemporary higher education

Writing disciplines: producing disciplinary knowledge in the context of contemporary higher education

Higher Education in the United Kingdom, which was historically the province of a small elite, has expanded vastly since the mid-1980s – the so-called “massification” of both teaching and research. This massification has changed the nature of the everyday work carried out by academics, and the relationships between students and academic staff. The introduction of student fees in England, Wales and northern Ireland in 1998, and particularly the increase in fees to up to £9000 a year from 2010 onwards, have been associated with universities adopting a more marketised presentation of themselves, with more centralised assessment of the quality of teaching, increased weighting given to student satisfaction, and a more consumerised model of what it is to be a university student. Funding for research, always competitive, has become more so, particularly with the introduction of centralised research evaluations (on which, more later). Academics are being encouraged to become increasingly entrepreneurial in their approach to their own research careers, working on portfolios of short-term projects more as “managed professionals” than as autonomous intellectuals. Such shifts mean that universities as a whole become increasingly complex in their organisation. In some institutions, this has led to a greater separation than has historically been the case between teaching and research (Whitchurch, 2010; Trowler, 2012).
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What Makes a Teacher Bad? - Trait and Learnt Factors of Teachers' Competencies

What Makes a Teacher Bad? - Trait and Learnt Factors of Teachers' Competencies

The results of the research project show that rejection can happen for two main reasons: by way of negative personality traits, dispositions, or due to the lack of acquirable competencies and incorrect understanding of the role of the teacher. With the categorisation of the results we can separate the personality dependant flaws and problems from areas that can be acquired, including in particular the pedagogical area. We have reason to assume that many elements of pedagogical work are built on the basis of the personality, and therefore, a significant part of the flaws considered pedagogical in their nature actually arise from the personality or the interpretation of the teacher’s role. The personality dependant factor shown in the results of the research (Figure 2) is, therefore, at least that important, and with the further analysis of the background, this proportion may even be higher. From the above we can draw the conclusion that those considered as bad teachers can improve their evaluation by way of enhancing their pedagogical preparation and professional knowledge, which are relatively easy to develop. Teacher training, as well as the in-service training of practicing teachers, provides good opportunities for the development of these areas. If we do not achieve the cooperation of the students, the new methods in themselves will not yield the expected result. The knowledge gained in the course of the training, and especially the experiences gathered, can lead to personality development also without a specific aim to this effect. Real changes, however, can only be expected from altering the relationship model and the role model. This is a process full of conflicts, which can only be successful with a skilled personal helper, a supervisor, or a Balint group. The deep and internal change meets much resistance in the emotional and cognitive constructions. [11]
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What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

directly questioned how 18 elementary school teachers defined inquiry and why those who could define inquiry did not necessarily teach with inquiry. The checklist addressed making observations, asking questions, examining informa- tion sources, investigation, reviewing what is known, data manipulation (gather, analyze, interpret), offering answers, and communicating results. If one to three items were pres- ent, Curry-Sumrall evaluated the definition as “Does not define inquiry,” four to six as “Somewhat defines inquiry,” and seven or eight as “Thoroughly defines inquiry.” Multiple regression revealed no significant relations with subject- matter knowledge, education level, years of teaching, school, socioeconomic level, or extent of inquiry implemen- tation. The scale was likely insufficiently sensitive to finer level differences in definitions, and the sample was small. Martin-Hansen (2002) also examined inquiry definitions in practicing teachers’ secondary-science classrooms. She described five essential features of an inquiry classroom: learner engagement with questions, importance of evidence responding to questions, formulating explanations from evi- dence, connecting explanations to scientific knowledge, and communication and explanations. These five qualities could be among the criteria sought in any good definition of inquiry. Therefore, we included developing a suitable evalu- ation tool for student-teachers’ inquiry understanding within this study.
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Customer Knowledge Management (CKM): Model Proposal and Evaluation in a Large Brazilian Higher Education Private Group

Customer Knowledge Management (CKM): Model Proposal and Evaluation in a Large Brazilian Higher Education Private Group

In order to use analytical tools to compete in the market, organizations need changes in their culture, processes and abilities. Everyone in the organization needs to understand and be convinced by such change and this requires involvement of the top management. It is important that the executive team recognizes the value of the customer management model, really believing on its effectiveness, so that it is adopted as an organizational principle that is essential to the company’s success. As a strategic marketing concept, CRM needs to be included in the higher education institutions’ marketing objectives which should be well defined, precise, measurable and clear (IORDACHE-PLATIS, 2010). Organizations that do not understand that will not be able to know what the world, and more specifically their customers, is trying to tell them. In times of big data, social CRM and all sort of data flowing through the digital universe, exploring and managing the information that is already available in a company’s own data bases, and the information customers are happy to share with it, seems to be the sensible thing for any organization to do. However, many are still not prepared for that. Customers are getting tired of being bombarded by organizations with mass-oriented services presented in an impersonal communication style. In order to know the customers in large scale and still offer them personalized support, information technology plays a great role, becoming the major technological support to relationship marketing. It is a matter of choice: innovate and survive or ignore changes in the environment and fail to cope with the intensifying competition and increasing dynamics of the market place.
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Linear Programming knowledge in First Stage Higher Education Courses

Linear Programming knowledge in First Stage Higher Education Courses

2 nd Session: The working sheet and the WinQSB short guide were given to the students. The resolution of the first problem of the working sheet using WinQSB was asked to the students (that were reminded that had already solved it using the graphic method in the first session). The computational resolution of the problem was superintended by the researchers that explained the necessary procedures to do it (to help the students the computational resolution of this problem was done step by step and was projected on a canvas). This problem was also used to show to the students what WinQSB edit menu allows us to do (this task took approximately 45 minutes).
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Metaversia: a mooc model for higher education

Metaversia: a mooc model for higher education

70% of learning occurs outside of formal education. The dogma of heutagogy states that people inherently know how to learn, and the role of formal education is to enable the confidence to de- velop these skills, encouraging critically evaluate and interpret reality according to own personal skills and competencies. This focus on ‘learning to learn’, and sharing rather than hoarding knowledge, place it in the same constructivist paradigm of the OER movement, and likewise, such sharing of knowledge can be easily achieved through social media and use of personal di- gital technologies, as recent MOOC initiatives have being doing. MOOCs embody the digital economy in terms of their reputational, relational, and networked operations, in same way social media does. Reputation within social media can be established through traditional credentials but is primarily performative, and will not garner the same attention, capital, or amplification unless it is combined with overt demonstration of knowledge or skill, and also with connection to oth- ers. Therefore, successful participation in a MOOC parallels and scaffolds participation in the larger digital economy. But, like OCW, the current generation of courses has proven the feasibil- ity of massive online enrolments, but it is based on a form of adult continuing education. How- ever, MOOCs themselves are highly dependent the information literacy that enables social media performance and demonstration of knowledge and skills. This is exactly what formal education should be doing: developing and fostering such abilities so that learners can participate meaning- fully in MOOCs and other forms of self-learning. Therefore, the demand for formal education programs has never been higher, like we've stated in the beginning of this work.
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Employability and higher education in Portugal

Employability and higher education in Portugal

E mployability is a concept that has been increasingly used in connection to the reform of the European higher education system 1 This concept refers to the quality or possibility of having a job, taken here in the lactu sensu of being an employee or self-employed. In this sense, employability also refers to entrepreneurship and the ability to create jobs, either for oneself and/or for others. Improvements in employability were one of the main goals of the Bologna Process. The assumption of such goal meant that higher education, in addition to providing general knowledge to their graduates, should be responsible for training individuals to enter the labour market. Therefore, the whole higher education system – universities and polytechnic institutes, public and private – should also be assessed based on the employability of their graduates. It has to be kept in mind that skills acquired at any education level will only be fully operational if those trained have the opportunity to apply those skills in the labour market, which sometimes is not possible, at least immediately. Six years past the adoption of the Bologna Process by the Portuguese higher education system it is important to evaluate to what extent such goal has been accomplished. Bellow we present some of the questions that have oriented the present study, and which were dealt with in different levels of analytical and empirical depth:
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Knowledge about cervical cancer and barriers of screening program among women in Wufeng County, a high-incidence region of cervical cancer in China.

Knowledge about cervical cancer and barriers of screening program among women in Wufeng County, a high-incidence region of cervical cancer in China.

The study employed a cross-sectional design and used a nonprobability sampling method known as convenience sampling [9]. A total of 7929 local women were recruited in our investigation. A total of 5936 women over 26 years of age, who were sexually active and willing to participate in the survey, were recruited between 2006 and 2008. Ultimately, 5929 questionnaires (99.9%) were determined to be valid. All participants possessed local household identity from three towns in Wufeng County (Caihua Town, Fujiayan Town and Changleping Town). Door-to- door recruiting for the investigation and free-of-charge gyneco- logical examinations were performed by staff to attract participants to the centers. Face-to-face interviews were conducted in person by professionally trained investigators. The completed question- naires were returned directly to the researchers. After the face-to- face interviews, all participants were invited to undergo a free gynecological examination, including cervical cancer screening (visual inspection with acetic acid, visual inspection with Lugol’s iodine, colposcopy and biopsy et al). We did not provide detailed knowledge or educational materials about cervical cancer and gynecological examinations before the investigation.
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Interface (Botucatu)  vol.20 número57

Interface (Botucatu) vol.20 número57

According to respondents, there is interdependence among the Higher Education Institution A and professionals of the Family Health Strategy. Nevertheless, their reports also show that the proposition of actions in the service was mainly coming from the Higher Education Institution A coordinators. The conception or formulation of these actions is not understood as a common product, given that the health services provide only the space. As shown in the statement below of a health professional, they are not responsible for the students’ professional development:
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Towards a maturity model for higher education institutions

Towards a maturity model for higher education institutions

Higher Education Institutions are complex organizations with multiple power decision centers that bring together a wide range of heterogeneous interests. Mintzberg [7], on his classification of the organization’s structural configurations, places universities in the Professional Bureaucracies group, i.e., in the not centralized bureaucratic organizations group. In these organizations, the work developed by professionals is complex and standardized, predictable or predetermined. However, "in the Professional Bureaucracy, often coexist two parallel hierarchies: one for professionals, directed upside, the democratic, and another to the functions of logistics support, directed downside, with the characteristics of a Machine Bureaucracy " [7].
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Perceptions of Higher Education Reforms in Russia: the Role of Institutions and Social Capital

Perceptions of Higher Education Reforms in Russia: the Role of Institutions and Social Capital

Fatima M., Shafique M., Qadeer F. and Ahmad R. (2015). HR Practices and Employee Performance Relationship in Higher Education: Mediating Role of Job Embeddedness, Perceived Organizational Support and Trust. Pakistan Journal of Statistics and Operation Research, vol. 11, no. 3, pp. 421-439.

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GLOBALIZATION’S ASPECTS OF HIGHER EDUCATION COMMERCIALIZATION

GLOBALIZATION’S ASPECTS OF HIGHER EDUCATION COMMERCIALIZATION

The article is devoted to higher education current trends in the context of commercialization under globalization. The paper analyzes dynamics of the global education market, identifies factors that influence the choice of university and educational programs abroad. The importance of world universities rankings as information products that reflect the quality of education is shown. The study characterizes Ukrainian realities of globalization's activation in higher education.

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Rev. Adm. Pública  vol.45 número1

Rev. Adm. Pública vol.45 número1

The performance of academic staff as teachers and researchers deter- mines much of the student satisfaction and has an impact on student lear- ning and thus the contribution of the higher education institutions (HEIs) to society. Thus satisfaction and motivation of the academic staff assumes importance. Oversimplified and naïve explanations of job satisfaction abound in all sectors of the workforce. Most typical is the mistaken belief that pay incentives alone will create effective levels of motivation and thus, overall job satisfaction. Previous research indicates that dissatisfaction stems from inadequate and non-competitive salaries and further lack of job satisfaction due to non-monetary reasons. There are intrinsic variables related to personal growth and development, and extrinsic factors associated with security in the work environment. There is also ample and somewhat obvious evidence that job satisfaction is related to employee motivation.
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Corporate project management framework

Corporate project management framework

It is also proven that it is important to define clearly who the project manager is, so that responsibilities can be assigned and resources managed. Equally important is to be able to plan, which is a critical phase and where very little time is spent, leading to chaos in projects (Wamsley, 2009). Research proves that managing change aligned with project management, to answer to challenges is of great importance; and that this can be done with higher success combining Project Management with Benefits Management (Badewi 2015). Specifically, this includes not focusing only on the time, cost and scope objectives. These limit an organization’s view, so they should consider the project benefits, namely the customer (stakeholder) satisfaction with its related responsibilities and expectations.
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Education for cataloging and knowledge organization

Education for cataloging and knowledge organization

higher education in the light of Bologna Declaration (1999) has stimulated a consider- ation of changes in education for cataloging and knowledge organization at the De- partment of Library and Information Science and Book Studies at the Faculty of Arts, University of Ljubljana. A two level university program (3+2 years) is suggested by the Bologna Declaration. A proposed stepwise learning for cataloging and knowledge organization is intended to consider the functions of a library catalog on the one hand and to enable students for various degrees of specialization on the other. In each year of study one or more courses would be offered that would increase theoretical and scientific level of topics according to the knowledge acquired in previous courses. However, theoretical knowledge should be enhanced by practical work , therefore courses should provide practical training and internship. After graduation a period of introducing novices should remain an essential part of training. Professional librari- ans should see continuing educaiton as an integral part of their careers.
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Adult higher education in a portuguese prison

Adult higher education in a portuguese prison

As we have seen, these students are very motivated to attend and complete the course, because they envisage a more attractive future. Even though their expectations are not very high, due to potential rehabilitation issues, it is essential that we move towards this inclusive and quality education. However, to turn this into reality, we need to thoroughly redesign the architecture of information systems in prisons in Portugal and provide them with digital platforms to allow the implementation of Distance learning and e-Learning. By reading and analysing the views of students/prisoners and applicants– the latter having a more institutional opinion perhaps more closer to reality, we have concluded that the current situation in the Porto prison, extensible to other prisons in Portugal, at this level has many weaknesses and limitations that need to be resolved as quickly as possible.
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Blended Learning: enabling Higher Education Reform

Blended Learning: enabling Higher Education Reform

Observing the larger higher education agenda, it is noted that Higher Education Reform (HER) has been a topic of discussion for the last two decades. This discus- sion intensified over the last decade with growing pressures indicating the need to reform the system, now. Higher Education Reform has become a global agenda with virtually every jurisdiction or region articulating a plan. Within the Canadian con- text, education and higher education fall under provincial not federal jurisdiction, so a formal, pan-Canadian agenda is not possible. However, HER is very much a part of discussions regarding higher education in Canada, albeit through Universi- ties Canada, Canadian Ministers’ of Education Council (CMEC)and other provincial initiatives, consortia, and collaborations.
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Guidelines for Higher Education Libraries in Portugal

Guidelines for Higher Education Libraries in Portugal

The presentation of the Guidelines for Higher Education Libraries is a mile- stone resulting from the increasingly felt need to unleash and build public policies in the field of information, documentation and libraries in particu- lar. Public policy designing intends to mobilise social intervention and public action involving all agents – librarians, teachers, researchers, students, politi- cians and other players in the fields of information, as stakeholders in the prob- lematization and solution of these issues. Intervention on this level always implies negotiating interests, allowing the entry of emerging themes on the political agenda. This is only possible through research, publication, academic work, but also through practices in an associative context, as is the case of the work developed by the Higher Education Libraries Work Group.
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