Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

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Applied Physics Research     Open Access   (Followers: 6)
Asian Culture and History     Open Access   (Followers: 17)
Asian Social Science     Open Access   (Followers: 8)
Cancer and Clinical Oncology     Open Access   (Followers: 8)
Computer and Information Science     Open Access   (Followers: 14)
Earth Science Research     Open Access   (Followers: 10)
Energy and Environment Research     Open Access   (Followers: 12)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 22)
English Language Teaching     Open Access   (Followers: 32)
Environment and Natural Resources Research     Open Access   (Followers: 7)
Environment and Pollution     Open Access   (Followers: 12)
Global J. of Health Science     Open Access   (Followers: 10, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 66)
Intl. Business Research     Open Access   (Followers: 7)
Intl. Education Studies     Open Access   (Followers: 10)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 20)
Intl. J. of Chemistry     Open Access   (Followers: 12)
Intl. J. of Economics and Finance     Open Access   (Followers: 17)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 21)
Intl. J. of Psychological Studies     Open Access   (Followers: 6)
Intl. J. of Statistics and Probability     Open Access   (Followers: 5)
Intl. Law Research     Open Access   (Followers: 2)
J. of Agricultural Science     Open Access   (Followers: 14)
J. of Education and Learning     Open Access   (Followers: 3)
J. of Educational and Developmental Psychology     Open Access   (Followers: 18)
J. of Food Research     Open Access   (Followers: 4)
J. of Geography and Geology     Open Access   (Followers: 15)
J. of Management and Sustainability     Open Access   (Followers: 8)
J. of Materials Science Research     Open Access   (Followers: 8)
J. of Mathematics Research     Open Access   (Followers: 6)
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 12)
J. of Sustainable Development     Open Access   (Followers: 30)
Mechanical Engineering Research     Open Access   (Followers: 19)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 1)
Review of European Studies     Open Access   (Followers: 12)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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Higher Education Studies
Number of Followers: 66  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1925-4741 - ISSN (Online) 1925-475X
Published by CCSE Homepage  [43 journals]
  • Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 2

    • Abstract: Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.orgReviewers for Volume 10, Number 2Alina Mag, University Lucian Blaga of Sibiu, RomaniaArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAurora-Adina Colomeischi, Stefan cel Mare University, RomaniaAusra Kazlauskiene, Siauliai University, LithuaniaBahar Gün, İzmir University of Economics, TurkeyBarbara N. Martin, University of Central Missouri, USADonna Harp Ziegenfuss, The University of Utah, USADonna Smith, The Open University, UKEvrim Ustunluoglu, Izmir University of Economics, TurkeyGeraldine N. Hill, Elizabeth City State University, United StatesJayanti Dutta, Panjab University, IndiaLaid Fekih, University of Tlemcen Algeria, AlgeriaMei Jiun Wu, Faculty of Education, University of Macau, ChinaMichael John Maxel Okoche, Uganda Management Institute, UgandaNicos Souleles, Cyprus University of Technology, CyprusOlusola Ademola Olaniyi, University of North Carolina, USASavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaSemiyu Adejare Aderibigbe, University of Sharjah, UAEYi Luo, University of Illinois at Urbana- Champaign, USA
      PubDate: Thu, 28 May 2020 01:42:45 +000
  • Task-based Approach in Teaching Translation: A Case Study in Jouf

    • Abstract: Task-based approach is commonly used in second language teaching and it has been adopted in translation teaching too. However, driven by the lack of studies on task-based approach in translation especially in the very early stages of teaching translation, Saudi universities are no exception, this study focuses on the significance of implementing this approach in teaching the first practical translation course in a translation academic programme. It mainly examines the development of translation competence through task-based approach. A case study at English language department in Jouf University has been carried out where 39 students were taught using this method in their first practical translation course. Li’s (2013) customized model, namely task-based teaching in translation, is adopted here and the tasks were specifically selected to develop students’ translation competence in general and their bilingual competence in particular. The results drawn from this study found tangible development of students’ translation competence as well as bilingual competence.
      PubDate: Sat, 09 May 2020 00:35:30 +000
  • Academic Accreditation Process of English Language Institute: Challenges
           and Rewards

    • Abstract: Accreditation plays a vital role in promoting self-assessment and excellence in English language teaching and administration. It ensures high quality teaching, and provides proper tools and various types of educational support for productive learning to take place. In this connection, the present research is a case study to assess the academic and administrative practices based on the accreditation and reaccreditation experiences of the English Language Institute (ELI), female section, at King Abdul-Aziz University in Saudi Arabia. It aims to document both initial accreditation and reaccreditation and the changes that are fostered. It also aims to report accreditation challenges along with its impact on administrative and academic levels. Semi-structured interview was used to collect data for the study. The study participants were ELI faculty and administrators who were involved in the accreditation process. The findings revealed a positive impact of accreditation on the ELI administrative and academic practices in terms of organizational structure, work atmosphere, and cultural influence.
      PubDate: Sat, 25 Apr 2020 00:28:28 +000
  • Homelessness in Higher Education is not a Myth: What should Educators be

    • Abstract: This paper investigated homelessness and housing insecurity on college campuses in the United States. Using a mix design and framed by the theoretical frameworks of resiliency and social justice theories, this research sought to assess the barriers and interventions, if any, for students encountering homelessness while in college. The data analysis found three recurring themes: Education regarding homelessness, resource development, and the elimination of barriers. Research from this study underscored the need for interventions to be developed to assist the student in supporting retention. Additionally, the development of interventions allows faculty and staff to advocate for students while helping the university in meeting enrollment and graduation goals.
      PubDate: Tue, 21 Apr 2020 01:09:02 +000
  • Role of University Principals’ Leadership Strategies on Teachers’ and
           Management Performance: Mediating Role of Support and Rewards in Australia
           and Pakistan

    • Abstract: Leadership strategies of principals in educational institutes is considered an important factor in order to increase support and rewards. Universities in Pakistan suffer from the problems of low support and rewards, due to which most of the teachers and management staff members remain dissatisfied with their principals. This study investigated whether transformational or transactional leadership is better for providing support and rewards to teachers and management staff, along with evaluation of principles’ leadership qualities. For that, 5-point Likert scale questionnaire was utilised to assess the performance of principals by investigating 75 management and 75 teachers of 3 universities of Pakistan. Critical review approach was used for comparison between Pakistan and Australia. It was found that transformational leadership is much better as compared to transactional leadership, because it improves interaction and support, as observed in Australia. However, teachers and management staff members in Pakistan reported dissatisfaction, when asked about leadership role of their principals. They said that their principals never motivate them, support them nor reward them in contrast to leadership approaches in Australia.
      PubDate: Mon, 20 Apr 2020 00:31:03 +000
  • Quality Framework of Higher Education in Vietnam, Malaysia and Nigeria

    • Abstract: The purpose of this study is to investigate how Vietnam, Malaysia and Nigeria quality assurance agencies operate towards ensuring quality in higher education institutions. Quality assurance systems was investigated with respect to social demands and it was compared based on the key concepts: autonomy, accountability and improvement. The study relied on qualitative document analysis methods and was conducted on relevant higher education and policy, quality assurance systems of Viet Nam Ministry Education and Training, quality assurance of National Universities Commission, National Board for Technical Education of Nigeria and Malaysian Qualification Agency respectively and their challenges were assessed and compared. There are deals of convergence between Quality Assurance systems of Viet Nam, Malaysia and Nigeria. Viet Nam and Malaysia has a single Quality Assurance system while Nigeria has multi Quality Assurance systems. In all three countries’ Quality Assurance systems made achievements in terms of autonomy, accountability and improvement. In Vietnam, Vietnamese Qualification Agency: internal Quality Assurance is embedded within an accreditation system, but still requires a recognition external quality assurance agency. In Malaysia, Malaysian Qualification Agency: internal Quality Assurance is embedded within accreditation system and reduced the involvement of external Quality Assurance agency. In Nigeria, the National Universities Commission, National Board for Technical Education and National Commission for Colleges of Education of Nigeria provides guidelines for higher education institutions to assist build their internal Quality Assurance. Vietnam and Malaysia Quality Assurance experienced accountability being demonstrated for continuous improvement while Nigeria Quality Assurance accountability is seen with invisible improvement due to challenges associated with the quality frameworks. The study gives appreciated vision into Quality Assurance systems and frameworks of higher education institutions and how Quality Assurance responds to the social demands of stakeholders.
      PubDate: Mon, 06 Apr 2020 01:48:51 +000
  • Small Change is Beautiful: Exploring Possibilities of Eco-san on School
           Garden for Transformative Pedagogy

    • Abstract: This article explores the possibilities of the use of eco-san in the school garden in the Nepalese community school, focusing on transformative pedagogical impacts on the social learning environment of the school. In particular, the use of urine as a fertilizer in the school garden through eco-san and linking pedagogical alignment to provide a pleasant experience that has a positive impact on students’ meaningful engagement, social connections, and developing confidence. The main finding for the research question came from qualitative data collected from students, parents, and teachers through in-depth interviews, focus group discussions, participant observations and informal conversations. This was supported by analyses of qualitative data on students’ learning, collaborative inquiry, teachers' and parents' engagement and perceptions on the use of human urine as fertilizer from eco-san, and school gardening activities. Results showed that the gardening program attributes valued most highly by the parents and teachers included increased students' meaningful engagement, opportunities for experiential and integrated learning through dialogue conferences, collaborative inquiry, and building social skills like cooperation, sharing and argumentation. Future research should explore whether effects persist over time and if and how changes in students’ positive attitude affect learning through school gardening activities applying human. Suggestions for applying results to future studies are provided.
      PubDate: Wed, 01 Apr 2020 00:20:07 +000
  • Effects of School Location and Teachers’ Quality on Students Performance
           in Business Studies Examination in Public Secondary Schools in Sapele
           Local Government Area of Delta State

    • Abstract: The purpose of the study is to find out the effects of school location and teachers’ quality on students performance in Business Studies Examination in public secondary schools in Sapele Local Government Area of Delta State Nigeria. Four research questions guided the study, and the expost facto research design was used for the study. The population of the study was 2579 students that sat for Business Studies in the Basic Education Certificate Examination in public secondary schools in Sapele Local Government Area of Delta State for 2016/2017 Academic Session. No sampling was done population was used as sample for the study, as well, no instrument was develop for data collection, data were collected on request from Ministry of Primary and Basic Education, Sapele Field Office. Data collected were analysed using simple frequency count and percentage for the research questions. The results show that location does not have significant effects on students’ performance. Also, the findings revealed that qualification of teacher has significant effects on students’ performance. Based on the findings of this study, it was concluded that school location does not have significant effects on students’ performance in Business Studies examination in secondary schools in Delta State. As well, teachers’ qualification has significant effects on students’ performance in Business Studies examination in secondary schools in Delta State. Hence, it was recommended amongst others that Delta State Ministry of Basic and Secondary Education should employ qualified teachers to teach Business Studies in secondary schools in Delta State.
      PubDate: Tue, 24 Mar 2020 00:57:00 +000
  • Should Items and Answer Keys of Small-Scale Exams Be Published'

    • Abstract: This study aimed to examine the effect of using items from previous exams on students’ pass-fail rates and on the psychometric properties of the tests and items.The study included data from 115 tests and 11,500 items used in the midterm and final exams of 3,910 students in the preclinical term at the Faculty of Medicine from 2014 to 2019. Data were analyzed using descriptive statistics related to the total test scores, item difficulty and item discrimination values, and internal consistency values for reliability. The Shapiro-Wilks test was used to evaluate the distribution structure, and t test were used to analyze the differences between groups.The findings showed that the mean item repetition rate from 2014 to 2019 ranged from 16.98% to 39.00%. The total score variance decreased significantly as the percentage of test items increased. There was a significant, moderately positive relationship between the percentage of repeated test items and the number of students eligible to pass their grades. Item difficulty values obtained from initial item use were significantly lower than those obtained from repeated item use.We conclude that test items and answer keys should not be published by test makers unless they have the means such as the infrastructure, budget, and personnel to develop new items in place of the ones previously published in test banks.
      PubDate: Tue, 24 Mar 2020 00:52:14 +000
  • Academics’ Opinions on Organizational Democracy and the Perception of
           Academic Freedom and the Appropriate Level in Turkey

    • Abstract: The study aimed to determine how lecturers have adopted organizational democracy and academic freedom in Turkish state universities, as well as to find out their views on its appropriation for Turkey. A correlative descriptive survey model is used in this study. The study sample was included 418 academics working at state universities in Ankara. For this research, an ‘Organizational Democracy Scale’ and an ‘Academic Freedom Scale’ were developed and employed by the researcher, and the obtained data were analyzed using SPSS statistical software. The arithmetic mean and the standard deviation were calculated for the answers provided by the academics. Regression analysis was conducted to find out the effect of organizational democracy on academic freedom. In the qualitative phase of the study, face-to-face interviews were conducted with 20 academics. NVivo 10 software was used to analyze the content of the interviews. At the end of the study, it was found that university administrations should avoid discriminative attitudes; should account for their decisions and implementations; deans and faculty boards should be elected democratically; all stakeholders (apart from academics), including students, should take part in both elections and be involved in management processes; and finally, the election system should be more democratic.
      PubDate: Fri, 20 Mar 2020 02:07:30 +000
  • The Change of Secondary School Students’ Environmental Consciousness,
           Attitude and Behaviors with Nature Education Project

    • Abstract: The purpose of this study is to determine the effect of the nature education project on the attitudes and awareness levels of secondary school students towards the environment. The research is based on an experimental model which is a type quantitative research approaches and the population consisting of the students studying at a secondary school in Denizli. The sample of the study consists of 24 students participating in the project selected from Denizli. The first criterion for the selection of the students was determined as the participation of a 4006 science fair before, and other criteria were some variables such as academic achievement, gender, absence of health problems, and high communication skills. The data of the study collected with the journal form was used to gather the opinions and thoughts of the participants through an “Environmental Affect Scale” (EAS) consisting of 15 questions in type of five point likert scale along with another “Environmental Behavior Scale” (EBS) consists of 12 questions in type of seven point likert scale that were both developed by Sontay, Gökdere & Usta (2014). SPSS 22 program is used in the analysis of the data.When the results obtained are evaluated in general, it is evident that nature education program significantly contributes to both the environmental consciousness and environmental attitudes of the participants. In addition, in the evaluation made according to the sub-dimensions of the attitude scale, it is clearly seen that the program increases students' positive attitudes towards the environment as well as ensuring their permanence. However, no significant differences were found in the environmental perception scores of the students.
      PubDate: Wed, 18 Mar 2020 02:12:32 +000
  • The Effect of Argumentation-Based Learning Environments on Pre-service

    • Abstract: The aim of this study is to investigate the effect of making argumentation practices on the conceptual understanding level and decision making styles of pre-service science teachers on socio-scientific subject, genetically modified organisms (GMO). The sample of this study consists of 48 Pre-service science teachers studying in the 2nd grade of the science education department, Faculty of Education, in the 2018-1019 academic year. 24 of the pre-service science teachers are the experimental group and 24 of them are the control group. Case study was used in the study. In the experimental group; within the scope of 5E teaching model; with materials and animations containing Toulmin's argumentation model; the control group was processed with traditional teaching methods. Conceptual understanding levels of Pre-service science teachers, who constitute the experimental and control groups, about GMO before and after the teaching activities, were measured. As a data collection tool in the research; the open-ended question and likert type scale consisting of 12 items, which are based on GMO, based on expert opinions and have scope validity, is the Knowledge Test on Genetically Modified Products of University Students (KTGMOUS), pre-test and post-test. It was applied as a test. In addition, a five-point Likert-type "Decision-Making Styles Scale" consisting of 24 items was applied to the experimental group in the form of pre-test and posttest. Findings obtained at the end of the study are presented.
      PubDate: Wed, 18 Mar 2020 02:07:30 +000
  • Cyber Bulling Among Learners in Higher Educational Institutions in
           Sub-Saharan Africa: Examining Challenges and Possible Mitigations

    • Abstract: Proliferation of technology in the form of internet, mobile phone and social media access and usage is exposing many youths to cyber bullying activities. Cyber bullying activities are viewed as negative consequences of growth and development in technology. Many of the victims of cyber bullying include those that have been trapped in the technology through obsessive and addictive behaviours. The study was conducted in order to understand cyber bullying in educational institutions in Sub- Saharan Africa. The study is guided by the following five objectives: understanding cyber bullying and its manifestations among learners in education institutions; explore contributing factors in education institutions; determine the prevalence of cyber bullying in education institutions; examine the effects of cyber bullying among learners in education institutions and determine ways of dealing with cyber bullying among learners in education institution. The study adopted a case study approach and involved 123 respondents with a response rate of 64% (n=192). A survey questionnaire was used to collect data. Resulting data was analysed using statistical package for social sciences (SPSS). Evidence suggests that cyber bullying has serious psychological harm on the victims some leading to suicidal thoughts and suicide, among others. The study concludes that the effects of cyber bullying are far reaching and devastating to the learners and the institutional safety as well. The study recommends that more research and awareness are needed in an effort to control this menace and make outreaching and learning institutions safe.
      PubDate: Mon, 16 Mar 2020 07:00:49 +000
  • Research on Cultivation and Development of Graduate Students'
           Innovation and Entrepreneurship Consciousness

    • Abstract: At present, it is a common phenomenon in colleges and universities all over the world to carry out innovation and entrepreneurship education. This article takes the graduate students of tourism management major as the research object, and explores the theory and practice of cultivating the innovative entrepreneurship consciousness of tourism management graduate students in colleges and universities through the method of literature and questionnaire. The purpose of the study is to put forward some opinions and suggestions on the innovative entrepreneurship education of graduate students in tourism management.
      PubDate: Sun, 15 Mar 2020 01:02:31 +000
  • Senior Faculty Opinions on the Significance of Retirement Age - Employing
           Natural Language Processing

    • Abstract: This study is a pioneer study examining the significance of retirement in terms of lost investments and outcomes. Research findings on the output of academic faculty and on measures of excellence in higher education indicate that upon retirement the academic institution as an organization loses not only faculty who are still capable of contributing both to research and to teaching, but rather also two other important products: valuable knowledge and experience accumulated by senior faculty in the academic system in light of the institution’s investments in them. 107 questionnaires were collected from senior faculty members in a case study of one academic institution. A combined research method was utilized, consisting of qualitative and statistical analysis, with the aim of exploring the significance of retirement in terms of lost input and output, as perceived by academic faculty members. The research findings indicate that indeed, as perceived by the faculty, academic institutions as an organization lose faculty who are still capable of contributing to both research and teaching, as well as valuable knowledge and experience accumulated by senior faculty members within the academic system, after being nurtured by the academic institution.
      PubDate: Fri, 13 Mar 2020 02:00:36 +000
  • Draw Me a Shepherd: Student-teachers' Perceptions and Metaphors on the
           Image of the "Leader-teacher"

    • Abstract: The current research examined how students participating in professional training in education and teaching characterized the concept of the "teacher leader". Layered analysis was employed using quantitative data alongside a qualitative examination of metaphorical representations indicating deeper unconscious perceptions.The significance of the investigation lies in revealing the meaning given in the student-teachers' reflective worldview to their future role as teachers and educational leaders. Participants were one hundred twenty-five undergraduate students studying in various stages of their B.Ed. courses in education and teaching at a teacher education college in Israel.The research process identified four key indices, describing the main qualities required for the teacher leader: Personal Relations, Student Empowerment, Personality Traits, and Functional Traits. Key findings indicated that, according to the students' opinions, Personal Attitude received the highest score of the four examined indices. Thus, from the perspective of these future teachers, a clear association was created between Personal Relations and Personality Traits, as the most significant dominant traits in the concept of the "teacher leader".
      PubDate: Mon, 09 Mar 2020 01:13:35 +000
  • Application of Iconicity to English Teaching

    • Abstract: The theory of iconicity is widely applied in different fields such as poetry, novel, advertising and English-Chinese comparison but scarcely is it utilized to the combination of English teaching and iconicity theory in cognitive linguistics. This paper discusses how iconicity theory can be used in English teaching by literature research method. Once teachers become familiar with iconicity theory and apply it to their teaching activity, English teaching and learning would be encouraged for they are a rewarding journey, promised with a host of knowledge.
      PubDate: Sun, 08 Mar 2020 02:05:03 +000
  • Identity Negotiation in Chinese University English Classroom

    • Abstract: Through a theoretical framework that builds on the Community of Practice construct and the concepts of identity negotiation, imagined identity and investment, this case study examines how one English-as-a-foreign-language student negotiated the identity as an English learner in the Chinese university classroom setting. Then the extent that the student’s oral communication behaviors in the English classroom community were influenced by the negotiated identity is presented. The analysis shows that a student may have multiple identities in the educational setting. By constantly shifting identities in the English learning process, the focal student struggled with the English learner identity perceived by herself and that identified by her English teacher. As a result, the student’s investment in English class oral tasks and communication behaviors in EFL classroom may change with the shift of identities. Suggestions are made for EFL teachers to help students construct desirable identities in order to improve their involvement in English class oral communication activities.
      PubDate: Sat, 01 Feb 2020 09:58:09 +000
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