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Publisher: Emerald   (Total: 335 journals)

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Showing 1 - 200 of 335 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 9)
Academia Revista Latinoamericana de Administraci√≥n     Open Access   (Followers: 2, SJR: 0.144, h-index: 4)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 30)
Accounting Research J.     Hybrid Journal   (Followers: 25, SJR: 0.26, h-index: 7)
Accounting, Auditing and Accountability J.     Hybrid Journal   (Followers: 19, SJR: 0.88, h-index: 40)
Advances in Accounting Education     Hybrid Journal   (Followers: 14, SJR: 0.514, h-index: 5)
Advances in Appreciative Inquiry     Hybrid Journal   (SJR: 0.124, h-index: 5)
Advances in Autism     Hybrid Journal   (Followers: 8)
Advances in Dual Diagnosis     Hybrid Journal   (Followers: 48, SJR: 0.228, h-index: 2)
Advances in Gender Research     Full-text available via subscription   (Followers: 3, SJR: 0.229, h-index: 7)
Advances in Intl. Marketing     Full-text available via subscription   (Followers: 5, SJR: 0.123, h-index: 11)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 60, SJR: 0.29, h-index: 5)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 30)
African J. of Economic and Management Studies     Hybrid Journal   (Followers: 11, SJR: 0.125, h-index: 2)
Agricultural Finance Review     Hybrid Journal  
Aircraft Engineering and Aerospace Technology     Hybrid Journal   (Followers: 181, SJR: 0.391, h-index: 18)
American J. of Business     Hybrid Journal   (Followers: 16)
Annals in Social Responsibility     Full-text available via subscription  
Anti-Corrosion Methods and Materials     Hybrid Journal   (Followers: 10, SJR: 0.215, h-index: 25)
Arts and the Market     Hybrid Journal   (Followers: 9)
Asia Pacific J. of Marketing and Logistics     Hybrid Journal   (Followers: 8, SJR: 0.244, h-index: 15)
Asia-Pacific J. of Business Administration     Hybrid Journal   (Followers: 3, SJR: 0.182, h-index: 7)
Asian Association of Open Universities J.     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian J. on Quality     Hybrid Journal   (Followers: 2)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.29, h-index: 7)
Aslib J. of Information Management     Hybrid Journal   (Followers: 24, SJR: 0.65, h-index: 29)
Aslib Proceedings     Hybrid Journal   (Followers: 257)
Assembly Automation     Hybrid Journal   (Followers: 2, SJR: 0.657, h-index: 26)
Baltic J. of Management     Hybrid Journal   (Followers: 3, SJR: 0.354, h-index: 14)
Benchmarking : An Intl. J.     Hybrid Journal   (Followers: 11, SJR: 0.556, h-index: 38)
British Food J.     Hybrid Journal   (Followers: 16, SJR: 0.329, h-index: 35)
Built Environment Project and Asset Management     Hybrid Journal   (Followers: 15, SJR: 0.232, h-index: 4)
Business Process Re-engineering & Management J.     Hybrid Journal   (Followers: 8, SJR: 0.614, h-index: 42)
Business Strategy Series     Hybrid Journal   (Followers: 6, SJR: 0.201, h-index: 6)
Career Development Intl.     Hybrid Journal   (Followers: 16, SJR: 0.686, h-index: 32)
China Agricultural Economic Review     Hybrid Journal   (Followers: 2, SJR: 0.238, h-index: 10)
China Finance Review Intl.     Hybrid Journal   (Followers: 5)
Chinese Management Studies     Hybrid Journal   (Followers: 4, SJR: 0.216, h-index: 12)
Circuit World     Hybrid Journal   (Followers: 15, SJR: 0.346, h-index: 17)
Collection Building     Hybrid Journal   (Followers: 11, SJR: 0.829, h-index: 10)
COMPEL: The Intl. J. for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3, SJR: 0.269, h-index: 22)
Competitiveness Review : An Intl. Business J. incorporating J. of Global Competitiveness     Hybrid Journal   (Followers: 6)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14, SJR: 0.508, h-index: 8)
Corporate Communications An Intl. J.     Hybrid Journal   (Followers: 7, SJR: 0.703, h-index: 26)
Corporate Governance Intl. J. of Business in Society     Hybrid Journal   (Followers: 7, SJR: 0.309, h-index: 29)
Critical Perspectives on Intl. Business     Hybrid Journal   (Followers: 1, SJR: 0.32, h-index: 15)
Cross Cultural & Strategic Management     Hybrid Journal   (Followers: 8, SJR: 0.356, h-index: 13)
Development and Learning in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.138, h-index: 8)
Digital Library Perspectives     Hybrid Journal   (Followers: 17)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 22, SJR: 0.533, h-index: 32)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 129, SJR: 0.241, h-index: 4)
Education + Training     Hybrid Journal   (Followers: 21, SJR: 0.532, h-index: 30)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (SJR: 0.141, h-index: 10)
Emerald Emerging Markets Case Studies     Hybrid Journal   (Followers: 1)
Employee Relations     Hybrid Journal   (Followers: 6, SJR: 0.435, h-index: 22)
Engineering Computations     Hybrid Journal   (Followers: 4, SJR: 0.387, h-index: 39)
Engineering, Construction and Architectural Management     Hybrid Journal   (Followers: 14, SJR: 0.541, h-index: 28)
Equal Opportunities Intl.     Hybrid Journal   (Followers: 3)
Equality, Diversity and Inclusion : An Intl. J.     Hybrid Journal   (Followers: 14, SJR: 0.239, h-index: 9)
EuroMed J. of Business     Hybrid Journal   (Followers: 1, SJR: 0.145, h-index: 9)
European Business Review     Hybrid Journal   (Followers: 7, SJR: 0.481, h-index: 21)
European J. of Innovation Management     Hybrid Journal   (Followers: 23, SJR: 0.596, h-index: 30)
European J. of Marketing     Hybrid Journal   (Followers: 20, SJR: 0.933, h-index: 55)
European J. of Training and Development     Hybrid Journal   (Followers: 9, SJR: 0.489, h-index: 23)
Evidence-based HRM     Hybrid Journal   (Followers: 6)
Facilities     Hybrid Journal   (Followers: 2, SJR: 0.371, h-index: 18)
Foresight     Hybrid Journal   (Followers: 7, SJR: 0.486, h-index: 20)
Gender in Management : An Intl. J.     Hybrid Journal   (Followers: 17, SJR: 0.359, h-index: 22)
Grey Systems : Theory and Application     Hybrid Journal   (Followers: 1)
Health Education     Hybrid Journal   (Followers: 3, SJR: 0.383, h-index: 17)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 45, SJR: 0.172, h-index: 4)
History of Education Review     Hybrid Journal   (Followers: 13, SJR: 0.141, h-index: 2)
Housing, Care and Support     Hybrid Journal   (Followers: 9, SJR: 0.174, h-index: 4)
Human Resource Management Intl. Digest     Hybrid Journal   (Followers: 17, SJR: 0.121, h-index: 6)
Humanomics     Hybrid Journal   (Followers: 2, SJR: 0.14, h-index: 4)
IMP J.     Hybrid Journal  
Indian Growth and Development Review     Hybrid Journal   (SJR: 0.163, h-index: 4)
Industrial and Commercial Training     Hybrid Journal   (Followers: 5, SJR: 0.217, h-index: 14)
Industrial Lubrication and Tribology     Hybrid Journal   (Followers: 6, SJR: 0.322, h-index: 19)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 6, SJR: 0.63, h-index: 69)
Industrial Robot An Intl. J.     Hybrid Journal   (Followers: 3, SJR: 0.375, h-index: 32)
Info     Hybrid Journal   (Followers: 1, SJR: 0.25, h-index: 21)
Information and Computer Security     Hybrid Journal   (Followers: 22)
Information Technology & People     Hybrid Journal   (Followers: 45, SJR: 0.576, h-index: 28)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 14, SJR: 0.112, h-index: 1)
Interlending & Document Supply     Hybrid Journal   (Followers: 62, SJR: 0.48, h-index: 13)
Internet Research     Hybrid Journal   (Followers: 42, SJR: 1.746, h-index: 57)
Intl. J. for Lesson and Learning Studies     Hybrid Journal   (Followers: 4)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 9)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 8, SJR: 0.304, h-index: 7)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 8, SJR: 0.515, h-index: 38)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 14, SJR: 0.416, h-index: 7)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 5, SJR: 0.279, h-index: 25)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 15, SJR: 0.763, h-index: 38)
Intl. J. of Contemporary Hospitality Management     Hybrid Journal   (Followers: 12, SJR: 1.329, h-index: 35)
Intl. J. of Culture Tourism and Hospitality Research     Hybrid Journal   (Followers: 16, SJR: 0.399, h-index: 5)
Intl. J. of Development Issues     Hybrid Journal   (Followers: 10)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 8, SJR: 0.225, h-index: 7)
Intl. J. of Educational Management     Hybrid Journal   (Followers: 5, SJR: 0.424, h-index: 32)
Intl. J. of Emergency Services     Hybrid Journal   (Followers: 5, SJR: 0.179, h-index: 1)
Intl. J. of Emerging Markets     Hybrid Journal   (Followers: 4, SJR: 0.199, h-index: 5)
Intl. J. of Energy Sector Management     Hybrid Journal   (Followers: 3, SJR: 0.25, h-index: 12)
Intl. J. of Entrepreneurial Behaviour & Research     Hybrid Journal   (Followers: 5, SJR: 0.694, h-index: 28)
Intl. J. of Event and Festival Management     Hybrid Journal   (Followers: 6, SJR: 0.32, h-index: 8)
Intl. J. of Gender and Entrepreneurship     Hybrid Journal   (Followers: 5, SJR: 0.638, h-index: 6)
Intl. J. of Health Care Quality Assurance     Hybrid Journal   (Followers: 9, SJR: 0.352, h-index: 32)
Intl. J. of Health Governance     Hybrid Journal   (Followers: 26, SJR: 0.277, h-index: 15)
Intl. J. of Housing Markets and Analysis     Hybrid Journal   (Followers: 9, SJR: 0.201, h-index: 5)
Intl. J. of Human Rights in Healthcare     Hybrid Journal   (Followers: 9, SJR: 0.13, h-index: 2)
Intl. J. of Information and Learning Technology     Hybrid Journal   (Followers: 7)
Intl. J. of Innovation Science     Hybrid Journal   (Followers: 9, SJR: 0.173, h-index: 5)
Intl. J. of Intelligent Computing and Cybernetics     Hybrid Journal   (Followers: 3, SJR: 0.258, h-index: 10)
Intl. J. of Intelligent Unmanned Systems     Hybrid Journal   (Followers: 4, SJR: 0.145, h-index: 2)
Intl. J. of Islamic and Middle Eastern Finance and Management     Hybrid Journal   (Followers: 8)
Intl. J. of Law and Management     Hybrid Journal   (Followers: 2, SJR: 0.107, h-index: 2)
Intl. J. of Law in the Built Environment     Hybrid Journal   (Followers: 4, SJR: 0.111, h-index: 2)
Intl. J. of Leadership in Public Services     Hybrid Journal   (Followers: 16)
Intl. J. of Lean Six Sigma     Hybrid Journal   (Followers: 7, SJR: 0.562, h-index: 15)
Intl. J. of Logistics Management     Hybrid Journal   (Followers: 13, SJR: 0.998, h-index: 15)
Intl. J. of Managerial Finance     Hybrid Journal   (Followers: 6, SJR: 0.212, h-index: 11)
Intl. J. of Managing Projects in Business     Hybrid Journal   (Followers: 2)
Intl. J. of Manpower     Hybrid Journal   (Followers: 2, SJR: 0.354, h-index: 37)
Intl. J. of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 25)
Intl. J. of Migration, Health and Social Care     Hybrid Journal   (Followers: 10, SJR: 0.261, h-index: 5)
Intl. J. of Numerical Methods for Heat & Fluid Flow     Hybrid Journal   (Followers: 11, SJR: 0.594, h-index: 32)
Intl. J. of Operations & Production Management     Hybrid Journal   (Followers: 18, SJR: 2.198, h-index: 94)
Intl. J. of Organizational Analysis     Hybrid Journal   (Followers: 3, SJR: 0.222, h-index: 11)
Intl. J. of Pervasive Computing and Communications     Hybrid Journal   (Followers: 4, SJR: 0.165, h-index: 9)
Intl. J. of Pharmaceutical and Healthcare Marketing     Hybrid Journal   (Followers: 4, SJR: 0.304, h-index: 12)
Intl. J. of Physical Distribution & Logistics Management     Hybrid Journal   (Followers: 11, SJR: 1.694, h-index: 66)
Intl. J. of Prisoner Health     Hybrid Journal   (Followers: 10, SJR: 0.254, h-index: 10)
Intl. J. of Productivity and Performance Management     Hybrid Journal   (Followers: 6, SJR: 0.785, h-index: 31)
Intl. J. of Public Sector Management     Hybrid Journal   (Followers: 24, SJR: 0.272, h-index: 37)
Intl. J. of Quality & Reliability Management     Hybrid Journal   (Followers: 8, SJR: 0.544, h-index: 63)
Intl. J. of Quality and Service Sciences     Hybrid Journal   (Followers: 2, SJR: 0.133, h-index: 1)
Intl. J. of Retail & Distribution Management     Hybrid Journal   (Followers: 6, SJR: 0.543, h-index: 36)
Intl. J. of Service Industry Management     Hybrid Journal   (Followers: 2)
Intl. J. of Social Economics     Hybrid Journal   (Followers: 9, SJR: 0.227, h-index: 25)
Intl. J. of Sociology and Social Policy     Hybrid Journal   (Followers: 47, SJR: 0.361, h-index: 5)
Intl. J. of Sports Marketing and Sponsorship     Hybrid Journal   (Followers: 1)
Intl. J. of Structural Integrity     Hybrid Journal   (Followers: 2, SJR: 0.325, h-index: 8)
Intl. J. of Sustainability in Higher Education     Hybrid Journal   (Followers: 12, SJR: 0.616, h-index: 29)
Intl. J. of Tourism Cities     Hybrid Journal   (Followers: 2)
Intl. J. of Web Information Systems     Hybrid Journal   (Followers: 6, SJR: 0.208, h-index: 13)
Intl. J. of Wine Business Research     Hybrid Journal   (Followers: 6, SJR: 0.196, h-index: 12)
Intl. J. of Workplace Health Management     Hybrid Journal   (Followers: 11, SJR: 0.358, h-index: 8)
Intl. Marketing Review     Hybrid Journal   (Followers: 16, SJR: 1.076, h-index: 57)
J. for Multicultural Education     Hybrid Journal   (Followers: 3, SJR: 0.124, h-index: 11)
J. of Accounting & Organizational Change     Hybrid Journal   (Followers: 5, SJR: 0.346, h-index: 7)
J. of Accounting in Emerging Economies     Hybrid Journal   (Followers: 7)
J. of Adult Protection, The     Hybrid Journal   (Followers: 15, SJR: 0.291, h-index: 7)
J. of Advances in Management Research     Hybrid Journal   (Followers: 3)
J. of Aggression, Conflict and Peace Research     Hybrid Journal   (Followers: 49, SJR: 0.177, h-index: 9)
J. of Agribusiness in Developing and Emerging Economies     Hybrid Journal   (Followers: 1)
J. of Applied Accounting Research     Hybrid Journal   (Followers: 16, SJR: 0.22, h-index: 5)
J. of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
J. of Asia Business Studies     Hybrid Journal   (Followers: 3, SJR: 0.115, h-index: 1)
J. of Assistive Technologies     Hybrid Journal   (Followers: 19, SJR: 0.215, h-index: 6)
J. of Business & Industrial Marketing     Hybrid Journal   (Followers: 8, SJR: 0.664, h-index: 48)
J. of Business Strategy     Hybrid Journal   (Followers: 12, SJR: 0.381, h-index: 17)
J. of Centrum Cathedra     Open Access  
J. of Children's Services     Hybrid Journal   (Followers: 5, SJR: 0.167, h-index: 9)
J. of Chinese Economic and Foreign Trade Studies     Hybrid Journal   (Followers: 1, SJR: 0.188, h-index: 4)
J. of Chinese Entrepreneurship     Hybrid Journal   (Followers: 3)
J. of Chinese Human Resource Management     Hybrid Journal   (Followers: 7, SJR: 0.112, h-index: 3)
J. of Communication Management     Hybrid Journal   (Followers: 7, SJR: 0.735, h-index: 6)
J. of Consumer Marketing     Hybrid Journal   (Followers: 18, SJR: 0.613, h-index: 62)
J. of Corporate Real Estate     Hybrid Journal   (Followers: 3, SJR: 0.633, h-index: 5)
J. of Criminal Psychology     Hybrid Journal   (Followers: 119, SJR: 0.13, h-index: 1)
J. of Criminological Research, Policy and Practice     Hybrid Journal   (Followers: 54)
J. of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 11, SJR: 0.109, h-index: 5)
J. of Documentation     Hybrid Journal   (Followers: 187, SJR: 0.936, h-index: 50)
J. of Economic and Administrative Sciences     Hybrid Journal   (Followers: 3)
J. of Economic Studies     Hybrid Journal   (Followers: 10, SJR: 0.498, h-index: 26)
J. of Educational Administration     Hybrid Journal   (Followers: 6, SJR: 0.848, h-index: 36)
J. of Engineering, Design and Technology     Hybrid Journal   (Followers: 17, SJR: 0.173, h-index: 10)
J. of Enterprise Information Management     Hybrid Journal   (Followers: 5, SJR: 0.433, h-index: 38)
J. of Enterprising Communities People and Places in the Global Economy     Hybrid Journal   (Followers: 1, SJR: 0.212, h-index: 8)
J. of Entrepreneurship and Public Policy     Hybrid Journal   (Followers: 9)
J. of European Industrial Training     Hybrid Journal   (Followers: 2)
J. of European Real Estate Research     Hybrid Journal   (Followers: 3, SJR: 0.52, h-index: 7)
J. of Facilities Management     Hybrid Journal   (Followers: 3)
J. of Family Business Management     Hybrid Journal   (Followers: 6)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 13, SJR: 0.529, h-index: 30)
J. of Financial Crime     Hybrid Journal   (Followers: 344, SJR: 0.158, h-index: 5)
J. of Financial Economic Policy     Hybrid Journal  
J. of Financial Management of Property and Construction     Hybrid Journal   (Followers: 8, SJR: 0.234, h-index: 1)
J. of Financial Regulation and Compliance     Hybrid Journal   (Followers: 9)
J. of Financial Reporting and Accounting     Hybrid Journal   (Followers: 12)
J. of Forensic Practice     Hybrid Journal   (Followers: 49, SJR: 0.225, h-index: 8)
J. of Global Mobility     Hybrid Journal   (Followers: 1)
J. of Global Responsibility     Hybrid Journal   (Followers: 4)
J. of Health Organisation and Management     Hybrid Journal   (Followers: 23, SJR: 0.67, h-index: 27)
J. of Historical Research in Marketing     Hybrid Journal   (Followers: 3, SJR: 0.376, h-index: 8)
J. of Hospitality and Tourism Technology     Hybrid Journal   (Followers: 4, SJR: 0.672, h-index: 10)
J. of Human Resource Costing & Accounting     Hybrid Journal   (Followers: 5)
J. of Humanitarian Logistics and Supply Chain Management     Hybrid Journal   (Followers: 13)

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Journal Cover Journal of Applied Research in Higher Education
  [51 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1758-1184
   Published by Emerald Homepage  [335 journals]
  • Toward ideal enacted mental models of learning outcomes assessment in
           higher education
    • Pages: 490 - 508
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 490-508, October 2017.
      Purpose The purpose of this paper is to explore the enacted mental models, the types of thinking and action, of assessment held by faculty and staff in higher education. Design/methodology/approach This research approaches the question: in what ways are “learning outcomes assessment” understood (thinking) as part of a system and assessed in the individual’s work (practice)'” Interviews and concept maps were used to identify influences, descriptions of actions, and connections to environments for 12 participants, known to have engaged in learning outcomes assessment. Findings By connecting individual perspectives to broader organizational understanding, a goal of this research was to identify and analyze how educators understand and practice learning outcomes assessment in higher education. Influences on assessment presented in the literature are confirmed and several behavioral types are defined and categorized. Research limitations/implications The findings focus attention on the ways individuals act on influences in systems of higher education. The findings yield opportunities for new ways to utilize assessment knowledge. The study is small and has implications for similar type institutions. Practical implications Faculty and staff can use these findings to create training and development protocols and/or adjust their own practices of assessment. Assessment professionals can apply findings to consulting on an array of assessment projects and with staff who have varying skill levels. Social implications The ways in which assessment is practiced is deeply influenced by training but is also shaped heavily by current environments and accountability structures. Policies and practices related to such environments can make a difference in preparing for scaled-up assessment practices and projects. Originality/value This research offers insight into possible archetypes of assessment behaviors and presents applied influences on assessment.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:06:05Z
      DOI: 10.1108/JARHE-10-2016-0064
       
  • Changing concerns of beginning Dutch university teachers
    • Pages: 509 - 520
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 509-520, October 2017.
      Purpose The purpose of this paper is to address the concerns of beginning university teachers about learning to teach in the context of an induction programme. Design/methodology/approach The author asked 162 beginning teachers at Dutch universities of applied sciences to express their concerns about teaching. Of those, the author first asked 44 teachers to write down their concerns freely. These open statements were categorised and translated to a 20-item questionnaire, which was completed by the remaining 118 teachers before and after the induction programme. Findings Statistical analysis identified three main concerns: activating students, being an effective teacher in general, and being sufficiently facilitated and supported in the teaching context. While concerns about activating students and being an effective teacher were reduced after the programme, concerns about the supportiveness of the teaching context remained unchanged. Research limitations/implications The study was conducted in the context of a specific induction programme with a specific pedagogical design; thus, generalisation of the results should be done carefully. Additionally, while the instrument that was developed in this study must be improved, this study indicates a relevant problem: the results of induction programmes might be less sustainable without a proper supportive organisational context. Originality/value The study adds insight into the concerns of beginning university teachers and highlights some consequences at the organisational level.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:13Z
      DOI: 10.1108/JARHE-09-2016-0060
       
  • Selecting teaching style based on group technology philosophy
    • Pages: 521 - 529
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 521-529, October 2017.
      Purpose The purpose of this paper is to classify students into clusters at class level according to their preferred learning styles by using group technology. Design/methodology/approach The Felder and Silverman index of learning styles is used to determine the preferred learning styles of the students, then similarity-coefficient analysis is used to group students into clusters based on the similarity of their preferences. Findings Using this approach would allow the instructor to use a teaching style suitable for the students in order to achieve the intended learning outcomes. Originality/value This is an original research with promising findings to help educators using this approach to achieve the intended learning outcomes.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:21Z
      DOI: 10.1108/JARHE-02-2017-0014
       
  • Critical dimensions for the effective design and use of simulation
           exercises for emergency management in higher education
    • Pages: 530 - 549
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 530-549, October 2017.
      Purpose There is a need to provide more effective learning experiences for higher education (HE) students in transdisciplinary contexts such as disasters and emergency management. While much has been written on the value of simulation exercises (SEs) for emergency management practitioners, research has focussed less on their value for HE students. The purpose of this paper is to identify how a practitioner-oriented framework for the design and use of SEs in emergency management is relevant to the HE context and how this framework may need to be adapted to support effective learning by HE students. Design/methodology/approach An interpretive approach based on a qualitative content analysis of 16 semi-structured interviews with emergency management practitioners and educators is used to enable an in-depth understanding of the social phenomena to be obtained. Findings The paper highlights that a framework for the design and use of SEs for emergency management practitioners is potentially valuable in the HE context but should be applied in a nuanced way. Research limitations/implications The paper is based on a small number of interviews and future studies could usefully analyse a wider set of perspectives (e.g. students), using a variety of alternative methods (e.g. surveys), to further test and/or enrich the framework. Practical implications Insights from the paper can inform the design and use of SEs in the HE context with a view to supporting more effective learning that better prepares students to operate during disaster events when they enter the emergency management workforce. Originality/value This is the first paper that has investigated the value of a practitioner-oriented framework for the design and use of disaster SEs in the HE context. In so doing, the paper has highlighted how the dimensions of the framework apply in the HE context and has revealed other issues that need to be addressed to support effective learning by HE students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:04Z
      DOI: 10.1108/JARHE-11-2016-0086
       
  • Knowledge sharing behavior of academics in higher education
    • Pages: 550 - 564
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 550-564, October 2017.
      Purpose The purpose of this paper is to investigate the effect of motivation to share, interpersonal trust, job involvement, job satisfaction and continuance commitment on knowledge sharing behavior of academics in higher education institutes. Design/methodology/approach Data were conveniently collected through a self-administered questionnaire from 369 academics working in six public sector universities of Pakistan. Correlation and incremental regression analyses were run to draw the results. Findings Results reveal that 24 percent of the variation in KSB is due to the changes in all the independent variables – intrinsic motivation, extrinsic motivation, interpersonal trust, job involvement, job satisfaction and continuance commitment. The study also identifies job involvement and continuance commitment as strong determinants of knowledge sharing behavior among academics. Research limitations/implications To facilitate knowledge sharing behavior among academics, management of the universities must provide the ways for improving the levels of job involvement, continuance commitment and job satisfaction. Originality/value This is the first study that investigated the combined effect of intrinsic motivation, extrinsic motivation to share, interpersonal trust, job involvement, job satisfaction and continuance commitment on knowledge sharing behavior of teachers in public sector universities in Pakistan.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:24Z
      DOI: 10.1108/JARHE-11-2016-0077
       
  • Doctoral student support programs in diverse national contexts
    • Pages: 565 - 576
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 565-576, October 2017.
      Purpose The growing demand for doctoral education and the role of the doctoral degree to advance nations socially, economically, and culturally forces countries and individual institutions to respond to concerns stemming from the doctoral process. Numerous initiatives to support doctoral students have been adopted with varying features across countries. The purpose of this paper is to examine doctoral student support programs in two countries: the USA and Turkey. These countries offer higher education systems at different stages of maturity and stability. Design/methodology/approach The data for this study came from a comparative case study analysis of doctoral student experiences in support programs at two research universities, one in the USA and one in Turkey. Ten American doctoral students and eight Turkish doctoral students were interviewed, for a total of 18 interviews. The study utilized the conceptual framework specified by the PhD Completion Project initiated by the US Council of Graduate Schools. Findings The two national systems featured in this study are at different points of their development. These developmental starting points influence the rationale and construction of a student support program, particularly one focused on advanced degrees, research activity, and knowledge production. The Turkish higher education system faces the challenge of building its infrastructure to be responsive to national needs in future decades, including producing qualified faculty as teachers and researchers. The American model of doctoral student support concentrates on increasing diversity within the academy. By focusing on first-generation students, students of color, and women in STEM disciplines, efforts are directed toward not just improving the quantity of graduates, but also the diversity of those graduates. Originality/value While doctoral student support programs are increasingly common in multiple national contexts, analyses of these programs are rare, and comparative analyses even more so. The emergence of new academic disciplines, the trend toward interdisciplinary research, and the prevalence of neo-liberal policies has made the doctoral experience increasingly complex. The data presented here reveal that while doctoral education is influenced by country-specific contexts, doctoral students from multiple countries share many of the same experiences.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:19Z
      DOI: 10.1108/JARHE-12-2016-0095
       
  • Understanding student perceptions of a web-based blended learning
           environment
    • Pages: 577 - 597
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 577-597, October 2017.
      Purpose The purpose of this paper is to report on how web-based training and testing platforms provide opportunities for students to leverage the capabilities of various information and communication technologies to engage in self-directed learning. Design/methodology/approach The impact of an interactive learning environment on improving students’ essential skills was measured using a previously validated structured questionnaire, consisting of five subscales: content, accuracy, format, ease of use, and timeliness. Having analyzed the instrument, the authors decided to modify it to incorporate two more measures of overall reliability and satisfaction to capture students’ overall satisfaction level with the tool. Overall, 24 items are used to measure students’ perceptions of the tool content, accuracy, format, ease of use, timeliness, reliability and satisfaction. A five-point Likert-type scale was used in the questionnaire where 1=strongly disagree and 5=strongly agree. Findings This study suggests that while students’ major, instructor, and course grade are important factors impacting student perception of the learning tool, year (freshman vs sophomore) and gender do not have any impact on the student perception. Course grade shows an interesting trend. Students who received an A and an F as their final grades are the most satisfied groups compared to other grade groups. This finding suggests a further study is needed to explore the impact of the course grade on the students’ satisfaction with the tool. While students liked simulations, grading feature with immediate feedback, electronic textbook and the system overall, they suggested improvements in the grading module, simulations, projects, system compatibility, system reliability, and cost. Originality/value Most studies use a survey to measure student’s satisfaction with a web-based learning platform. This study, however, made an attempt to understand students’ satisfaction with a web-based blended learning platform by analyzing their comments and feedback on the course using a text analytics tool.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:14Z
      DOI: 10.1108/JARHE-12-2016-0090
       
  • The Nexus between emotional, metacognitive, and motivational facets of
           academic achievement among Iranian university students
    • Pages: 598 - 615
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 598-615, October 2017.
      Purpose The purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian university students. Design/methodology/approach To do so, two distinctive questionnaires, namely; the “student version of Maslach Burnout Inventory” (Schaufeli et al., 2002) and the “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990) were administered to the participants. The data were analyzed via structural equation modeling (SEM). Findings The findings of the study yielded via SEM revealed that students’ emotional exhaustion negatively predicted students’ intrinsic motivation, effort regulation, and academic achievement. It was also found that intrinsic motivation significantly and positively predicted effort regulation and academic achievement. Finally, effort regulation was found to be a positive and significant predicator of university students’ academic achievement. Originality/value While a plethora of studies, thus far, strived to investigate the concept of burnout in different contexts, there is still a scant body of research attempting to delve into the most significant dimension of the syndrome (i.e. emotional exhaustion), and, to the best knowledge of the present researchers, no documented study to date has studied Iranian university EFL students’ emotional exhaustion, intrinsic motivation, and effort regulation within a single framework.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:06:07Z
      DOI: 10.1108/JARHE-05-2017-0060
       
  • Motivation and choice of teachers to pursue their postgraduate studies in
           an ethnic minority college
    • Pages: 616 - 629
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 616-629, October 2017.
      Purpose The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies. Design/methodology/approach During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college. Findings Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation. Research limitations/implications The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development. Originality/value The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:08Z
      DOI: 10.1108/JARHE-03-2017-0020
       
  • Academic staff perspectives on first-year students’ academic
           competencies
    • Pages: 630 - 640
      Abstract: Journal of Applied Research in Higher Education, Volume 9, Issue 4, Page 630-640, October 2017.
      Purpose The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills). Design/methodology/approach Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants’ responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories. Findings Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students’ technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions. Practical implications These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment. Originality/value Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2017-10-04T02:05:15Z
      DOI: 10.1108/JARHE-03-2017-0023
       
 
 
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