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

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Asian Culture and History     Open Access   (Followers: 9)
Asian Social Science     Open Access   (Followers: 4)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 15)
Earth Science Research     Open Access   (Followers: 9)
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English Language Teaching     Open Access   (Followers: 29)
Environment and Natural Resources Research     Open Access   (Followers: 5)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 5, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 58)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 7)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 13)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 12)
Intl. J. of English Linguistics     Open Access   (Followers: 8)
Intl. J. of Marketing Studies     Open Access   (Followers: 12)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access  
J. of Agricultural Science     Open Access   (Followers: 4)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 15)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Management and Sustainability     Open Access   (Followers: 7)
J. of Materials Science Research     Open Access   (Followers: 7)
J. of Mathematics Research     Open Access  
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: 9)
J. of Sustainable Development     Open Access   (Followers: 24)
Mechanical Engineering Research     Open Access   (Followers: 17)
Modern Applied Science     Open Access   (Followers: 1)
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: 58  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1925-4741 - ISSN (Online) 1925-475X
Published by CCSE Homepage  [43 journals]
  • Employability and Job Performance of Graduates of Occidental Mindoro State
           College Graduate School

    • Abstract: This descriptive study determined the employability and job performance of Occidental Mindoro State College (OMSC) Graduate School graduates. The study was conducted from January 2020 to August 2020 at OMSC Main Campus, San Jose, Occidental Mindoro, Philippines. A total of 40 respondents selected through simple random sampling participated in the study. A self-made questionnaire was the main instrument used in gathering data for the endeavor. Data were analyzed using frequency and percentage, weighted mean, and Pearson-r moment correlation. Most respondents are middle-aged females who took Master of Arts in Education and graduated in 2013. The majority of the respondents are regular employees designated as unit heads, recently promoted, attended a few seminars and training, and did not receive any award and recognition after obtaining their master's degree. On the other hand, the respondents perform their jobs very well, as shown in their work quality, work habits, human relations, and leadership skills. Furthermore, there is a relationship between gender, graduation year, academic program, promotion, and graduates' job performance. It was concluded that gender, graduation year, academic program, and promotion might affect the graduates' job performance.
      PubDate: Thu, 26 May 2022 02:08:27 +000
       
  • Comparing Synchronous and Asynchronous Learning Environments during
           Process of Learning German as A Third Language in Terms of Enhancing
           Students' Metacognitive Awareness

    • Abstract: The present study dealt with exploring to what extent asynchronous virtual learning environment (ASVLE) and synchronous virtual learning environment (SVLE) enhance students' metacognitive awareness in L3 German learning process. During a five-week intervention, the students of the experimental group were taught L3 German synchronously through the BigBlueButton web conferencing system. In contrast, course notes, video-recordings were shared on Moodle Learning Management System (MLMS) asynchronously with those of the control group. The study was conducted on 72 undergraduates and assessed based on the pre-and post-tests of the Metacognitive Awareness Inventory (MAI) and semi-structured interviews. The findings indicated that SVLE improved the MAI scores of students in the experimental group. In addition, the findings obtained from the interviews revealed that the interaction between student-instructors in SVLE increased the students' motivation and engagements into the courses compared to ASVLE. As for ASVLE, there was no evidence about the enhancements of the students of control group in terms of metacognitive awareness before and after intervention. Transactional distance and poor quality of the relationship between students and instructor caused students to give up learning L3 German.
      PubDate: Tue, 24 May 2022 23:09:55 +000
       
  • Online Health Education Program to Prevent Tobacco Use for Student
           Teachers during COVID-19 Pandemic in Thailand: Design, Challenges, and
           Outcomes

    • Abstract: This study developed an online health education program by applying the Health Belief Model with social support to prevent tobacco use by student teachers and evaluated the effectiveness of the program during the COVID-19 pandemic in Thailand. This involved mixed method research divided into 2 phases, with phase 1 combining an online focus group discussion (n=8) and a literature review to develop an online health education program to prevent tobacco use, while phase 2 involved evaluating the effectiveness of the program. Phase 2 used a randomized pretest-posttest control group design consisting of an intervention group (n=30) and a control group (n=30) selected by simple random sampling for both groups from student teachers in academic years 1–5 in the Faculty of Education, Kasetsart University, Bangkok, Thailand. The result from phase 1 for the proposed program for the intervention group involved 8 weeks of online activities, including exercise, meditation, music, games and lectures by experts in public health, health education, and experiences shared by ex-smokers. Leaflets were provided to all participants in both the intervention and control groups. The results from phase 2 showed significant differences in knowledge (p < 0.000; p < 0.007), attitude (p < 0.000; p < 0.034) and risk behavior to tobacco use (p < 0.004; p < 0.025) for both the intervention and control groups at 8 weeks post-intervention compared to pre-intervention, respectively. The program could support, guidance, and contributions of the many individuals and organizations that have been involved in the online process.
      PubDate: Tue, 17 May 2022 00:55:05 +000
       
  • A Synthesis of the Results of the Third Round of External Quality
           Assessment in Higher Education: Rajabhat University Cluster in Thailand

    • Abstract: The objectives of this research were to synthesize the results of assessment and analyze strengths, weaknesses that should be developed from the results of the third round of quality assessment in the higher education level of Rajabhat University cluster. The target group of the research consisted of 40 reports of the third round of external quality assessment B.E. 2554-2558 (2011-2015) in higher education of the Rajabhat University cluster. Secondary data were obtained from the external quality assessment reports. The data were analyzed using frequency, percentage and the mean. The results were as follows:1) The synthesis of the results of the third round of external quality assessment of Rajabhat Universities showed that all of the 40 universities had been accredited, with the overall quality in the good level (Mean = 4.22). Three universities (7.50%) were in the very good level and 37 universities (92.50%) were in the good level.2) The strengths of Rajabhat universities were on the Aspects of Academic Services to Society and Preservation of Art and Culture. The weaknesses that should be developed were on the Aspect of Research and Creative Work.
      PubDate: Wed, 04 May 2022 03:12:55 +000
       
  • A Study on the Evaluation Index System of Innovation and Entrepreneurship
           Education for Undergraduate Students Majoring in Interdisciplinary Arts
           and Sciences

    • Abstract: Innovation and entrepreneurship education develop rapidly in China, but the teaching varies considerably in quality. Therefore, it is very important to systematically construct an evaluation index system of innovation and entrepreneurship education. The speciality setting of comprehensive universities has the characteristics of interdisciplinary. The research selected the Shenzhen Campus of Jinan University as a case study. Based on literature research, the research constructed an evaluation index system of innovation and entrepreneurship education for undergraduate students majoring in interdisciplinary arts and sciences, which is composed of 4 primary indexes and 19 secondary indexes. In total, 234 respondents were surveyed and Importance-performance Analysis modelling was performed to analyze the innovation and entrepreneurship education situation of the research object. Results show that the most important evaluation index to be improved is the innovative service platform. The findings of this study would be of use to the development of innovation and entrepreneurship education in other similar universities.
      PubDate: Fri, 29 Apr 2022 23:15:59 +000
       
  • On Motivations for Southeast Asian Doctoral Students’ Studying at
           Japanese Private Universities

    • Abstract: It was investigated why Southeast Asian recipients of engineering or related fields studied at Japanese private universities. Scholarships were the most popular reason. The reasons that they liked Japan and that the research or education level at Japanese universities was high were less popular. About a half of questionnaire respondents had been to Japan before they studied at Japanese language institutes or at Japanese universities. More than ninety percent of respondents were interested in Japanese culture before they studied at Japanese language institutes or at Japanese universities. These implied that they had advance knowledge on Japan before they studied in Japan. Correlation analysis implied that Japanese anime or cartoons would be one of indirect causes of Southeast Asian doctoral students’ studying at Japanese private universities. Analysis of international students’ voices on Japanese private universities’ official web pages showed that one reason why they were motivated to study at Japanese private universities was interest in the Japanese language and Japanese culture. This is consistent with the questionnaire survey.
      PubDate: Thu, 21 Apr 2022 23:02:59 +000
       
  • Linguistic Imperialism and Standard Language Ideology in an English
           Textbook Used in China

    • Abstract: An increasing number of studies have demonstrated how language textbooks serve as an arena for ideological reproduction. Following the theory of language ideology, this paper aims to examine the ideological representation of English in a textbook targeting Chinese university students in China. Data were subjected to content analysis and critical discourse analysis regarding their reference to the embodied identity options, images, case studies, cultural notes, exercises, dialogues, and reading passages in the textbook. Findings reveals that by highlighting the dominant position of English and simplifying the multilingual landscape, the textbook tends to place English at the center of prominence. The dominance of English is further entrenched by expressions of the values of speaking Standard English. It is argued that the representation of speaking Standard English ideology can be understood as the global penetration of linguistic imperialism. Furthermore, the textbook also reproduces biased gender and class representation of social characters, which might exacerbate learners’ prejudice towards certain groups on the basis of their understandings of real-life power relations. It is hoped that the study can shed some lights on providing English language learners with a more diversified textbooks for cultivating their language awareness and intercultural competence.
      PubDate: Sun, 17 Apr 2022 00:46:44 +000
       
  • A Review on Higher Education of Belt and Road Initiative: Key Findings and
           Emerging Themes

    • Abstract: Higher education is an important pillar of B&R, and as Chinese universities improve their global popularity, China is working hard to increase the level of higher education. In this paper, we provide a narrative synthesis of studies of China’s Belt and Road Initiative for higher education in mainland China (published 2015-2020). The review reveals five major emerging themes in the published literature: Higher education development in countries along the route; Higher education cooperation between countries; Internationalization of higher education; Higher education functions; Education of international students. This review provides an overall picture of the knowledge base on high education for BRI. This article makes specific suggestions for improving higher education under the Belt and Road Initiative. The authors highlight the need for more empirically solid research in mainland China.
      PubDate: Sun, 17 Apr 2022 00:40:41 +000
       
  • The Understanding about Cultural Intelligence of Cabin Crew from
           Thailand's International Airlines

    • Abstract: In the airline business, cabin crew are the employees who have direct contact with passengers. They are in an occupational group that generally has to face many difficulties in the workplace. In addition to their responsibilities to ensure the safety of the flight, one particular issue that creates tremendous stress for cabin crew is when they have to serve passengers from other different cultures. This study explores the understanding of cabin crew from the international airlines concerning cultural intelligence. The key informant of 12 cabin crew were selected from the international airlines in Thailand. Interview approach was used to collect the data using an in-depth interview form which was then analyzed by using content analysis. The findings revealed 1) there is the importance of knowing cultural intelligence for cabin crew from the international airlines, 2) it is not just the skills to deal with the passengers but everyone in workplace, 3) everyone is different, 4) their experiences matter, 5) we should think, learn, plan, and act, 6) we also should embrace and adapt the Thai cultures that have already existed to the world, 7) it is important to learn knowledge through the diversities and differences, 8) and also learn the knowledge through experiences, 9) we should realize the awareness of cultural diversity and difference. 10) we should expand the perspective since the world is bigger than you think, 11) we should discuss and learn the shared understanding and involvement in cultural diversity and difference for every cabin crew, and 12) we should identify the appropriate actions to effectively work and deal with people from different cultural backgrounds. The study summarized, then proposed the findings of overall understanding about cultural intelligence of cabin crew to Thailand’s international airlines organization. The researchers proposed the outcomes to the research institutions, the academic institutions, and the airline organizations in Thailand and around the world.
      PubDate: Thu, 31 Mar 2022 23:26:23 +000
       
  • Impact of Emergency Remote Education in the 2021 COVID-19 Pandemic: A Case
           of Higher Education Students in the Department of Mechanical Engineering

    • Abstract: The higher education in Taiwan was forced to begin an unprecedented large-scale distance teaching emergently due to the outbreak of the COVID-19 pandemic in May 2021. This research accordingly intended to realize what the students had been experienced and the mechanical engineering at a private university of technology was investigated. There are five aspects surveyed and quantitatively their satisfying order from high to low is the following: learning resources, synchronous distance teaching, final assessment, learning effectiveness, and school equipment. Next, the qualitative data shows that most students embraced freedom and liberation at the beginning of the sudden implementation of the six-week emergency distance education, and soon discovered that the pressure of learning had become greater. Reasons include easy distraction at home, increased assignments, and relatively difficult online communication, etc. In summary, the participants have the highest satisfaction with "learning resources", although there are still students who complained that they can only access the visual classroom by poor facilities, like mobile phones (6% of the participants who cannot access computers/laptops for learning), old-fashioned computers, or no internet at home. It shows the limitations of unfair resources to online learning. Furthermore, the learning effect is the second-worst, showing that although the students have mastered the skills for synchronous remote education in the six weeks, most of them still prefer to return to the familiar and reliable face-to-face classroom, owing to the difficulties in communication, hardware, and software conditions. Finally, some suggestions for the college students to prepare for the uncertain future are provided based on the study conclusions.
      PubDate: Thu, 24 Mar 2022 09:01:04 +000
       
  • The Multifaceted Nature of Job Satisfaction among Academic Staff in Public
           and Private Universities in Tanzania: A Critical Perspective of
           Counterproductive Behaviours

    • Abstract: This study investigated the multifaceted nature of job satisfaction among academic staff in the selected public and private universities in Tanzania. A cross-sectional survey design with mixed research approaches was employed. Probability and non-probability sampling techniques were used to get a total sample of 128 respondents; 84 from public and 44 from private universities. Data were collected by using four scale Likert-type questionnaires, semi-structured interviews, focus group discussion and documentary review techniques. The study findings indicated varying job satisfaction levels among the academic staff in public and private universities in Tanzania. Despite the same regulatory authority of universities in Tanzania (Tanzania Commission of Universities –TCU), experiences of the academic staff working in universities were different on their work benefits, relationship with their leaders and communication feedbacks. On the other hand, the study revealed existing counterproductive behaviours which are detrimental to the attainment of universities’ core functions of teaching, research and consultancy. In spite their severity, counterproductive behaviours ranging from conflicts, absenteeism, revenge, emotional cruelty, divided loyalty and intention to quit (job exit) were reported as among the main threats to public and private universities in Tanzania. This study suggests that university leadership needs to consider factors such as fairness in promotion, improving work benefits and effective communications among others, to create a friendly organizational culture. It is also recommended that there should be dialogue, through regular academic staff meetings, effective communication, and enough academic freedom to foster a culture of curiosity, autonomy, and trust in public and private universities in Tanzania.
      PubDate: Thu, 24 Mar 2022 08:53:50 +000
       
  • The Challenges Distance Education Students Experience during Their
           Education Degree Program in the Faculty of Education at the University of
           Namibia

    • Abstract: The main purpose of this study was to identify the challenges distance education students experience during their education degree studies. The specific objectives studied included the following: to investigate the technical and technology limitations, limited interactivity between lecturers and students and among distance education students, and lack of support from administrative staff. The research design employed in this study was the survey research design. The distance education students were asked to complete an online survey to determine their experiences doing their studies on a distance mode. The target population for this study included all distance education students (1675) who are enrolled at the Centre for Open, Distance and eLearning (CODEL) at the University of Namibia in 2020. The questionnaire instrument was administered via google form, 354 responses were received in spreadsheet formats, and chats generated from the responses, the Statistical Package of the Social Sciences (SPSS) file, the descriptive and reliability statistics for all the variables. Based on the findings of this study, this study concludes that the University of Namibia needs to improve slow internet speeds, limited internet access, lecturer student interaction, collaboration between distance education students, lack of computers, among others. Some of the recommendations made by this study include: increased funding in ICT infrastructure for distance education students, better training for lecturers on how to deliver pedagogy and the CODeL administrative staff to better support distance education students.
      PubDate: Sat, 19 Mar 2022 00:19:38 +000
       
  • Augmented Reality Applications in Education: Arloopa Application Example

    • Abstract: Arloopa is an augmented reality application that enables the integration of digital content such as images, sounds, texts into real world environments. By another definition the Arloopa app is an AR visualization tool that brings the physical and digital worlds together as one. Arloopa is an augmented reality (AR) and virtual reality (VR) app and game development company which provides advanced AR and VR services, such as: cloud-based augmented reality services, custom branded augmented reality app and game development, virtual reality app and game development, 2D and 3D content creation. In this study, the integration of Arloopa application into educational environments and application examples are presented within the scope of augmented reality applications course at a government university in Turkey. In addition, in this research, the presentation of the Arloopa application within a course unit and tips will be given to be used in future research on the integration of the application into education. At the end of the process, an interview form was prepared to determine opinions from the students about the Arloopa application and the use of augmented reality applications in education in general. The interview form prepared by the researcher was applied to 27 students within the scope of the course. According to the results obtained; the students found the use of augmented reality applications in education useful in terms of making the lesson fun, providing permanence in learning, and improving creativity skills. Despite all these positive aspects, the fact that some apps are salaried is accepted as the biggest limitation.
      PubDate: Fri, 18 Mar 2022 00:21:20 +000
       
  • Listening to The Student Voice in Online Masters Community and Resource
           Development

    • Abstract: Expectations of online masters students commencing their studies has been under-researched, as have the challenges of transition from undergraduates learning on-campus to postgraduate online students. The study described here investigates student expectations of this transition, development of resources for academic skills teaching, and student evaluation of interventions supporting them to join the academic community as masters. The methods were a series of action research cycles with a total of 38 students participating from 5 annual cohorts of Master of Research students, with the taught component entirely online. A student cohort (12 students) surveyed for initial course evaluation led to resources being developed for the course induction. Group interviews with the following cohorts evaluated new resource development after each course iteration, leading to further online seminars and skills resources development. In addition, further synchronous and non-synchronous activities with teacher presence were employed to improve student enculturation in the academic community. Recorded online interviews in virtual classrooms preceded transcription and thematic analysis, showing that student expectations of masters study and the skills required to join the academic community in all cohorts needed management. Students expected a continuation of undergraduate studies, ‘but harder’. Development of an optional online academic skills course, allied to student activities embedded in specialist content with increased teacher and social presence, was praised by the last student cohort interviewed. The online skills course is available to other online courses within this Graduate School. This model may be transferable to other institutions, particularly in light of increased online Covid-19 teaching.
      PubDate: Thu, 10 Mar 2022 22:30:39 +000
       
  • Area-Based Participatory Action Learning of Social Studies Pre-service
           Teachers to Develop Indigenous History Learning Resources for Diversity
           Students in Northern Thailand

    • Abstract: The research aimed to 1) study the needs in developing indigenous history for diversity students in Northern Thailand, 2) develop indigenous history learning resources for diversity students in Northern Thailand through area-based participatory action learning of social studies pre-service teachers, and 3) distill learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand. The methodology of the research was based on Participatory Action Research (PAR). The sample in the research consisted of 1) community leaders, monks, school administrators, folk philosophers, and youth representatives accounting for 22 people; 2) 10 social studies pre-service teachers; 3) 8 indigenous mural painters, making a total of 40 people. The instruments used in the research were 1) unstructured interview forms, 2) forms of synthesizing knowledge to moral creativity, 3) validity assessment forms of indigenous history data, and 4) focus group discussion recording forms. Qualitative data was analyzed based on content analysis and the presentation was in the form of descriptive analysis. Study results revealed that:1) From the area-based action on the legend of Viang Malika and Phra Nang Malika from history in the educational sandbox of Chiang Mai province, it was found that the community has demand in terms of developing learning resources telling its indigenous history through the temple which is the common area in the community. The demand is to present indigenous history which is part of the historical development of the Lanna Kingdom in terms of business, politics, administration, education, religions, and the environment including women's roles as governesses or kings. This shows feminist concepts appearing on the page of indigenous history and reflects equality in stepping over physical limitations of the body (disability). The frame limiting gender is destroyed through the history of leaders and kings in indigenous history has influenced the development of the history of the historical development of the Thai local society up to the present time. 2) Developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diverse students in Northern Thailand has brought about indigenous history learning resources integrating cooperation between universities, communities, temples, and schools. Indigenous history learning resources have been brought about, which helps promote quality learning management. And 3) From distilling learned lessons obtained from developing indigenous history learning resources through area-based participatory action learning of social studies pre-service teachers for diversity students in Northern Thailand, the important social studies competency of social studies pre-service teachers for 4 aspects were found. This is called the competency of area-based social studies learning or so-called "VCAP" consisting of 1) Value Domain, 2) Cognitive Domain 3) Affective Domain and 4) Psychomotor Domain, which helps promote occupational competency of pre-service teachers to be more efficient.
      PubDate: Mon, 07 Mar 2022 22:55:53 +000
       
  • Factors Influencing Digital Transformation Adoption among Higher Education
           Institutions during Digital Disruption

    • Abstract: This research aims to apply confirmatory factor analysis to identify the digital transformation components for higher education institutions. The research sample consisted of 300 personnel from agencies within higher education institutions, which are higher education institutions under the Ministry of Higher Education, Science, Research and Innovation, Thailand that use the database system on educational quality assurance called Commission on Higher Education Quality Assessment online system (CHE QA Online). The selection was the result of multi-stage random sampling from 100 higher education instructions. The research tool was an online questionnaire form on factors influencing the success of information systems in the digital transformation for higher education institutions by 5-level rating scale based on the Likert's scale. The result revealed that digital transformation factor consistent with empirical data (p-value = 0.860), which consist of 6 components: 1) Strategy 2) Process 3) Product/Service 4) People 5) Data) and 6) Technology. The research findings help higher education institutions prepare for the elements necessary for the institutional transformation to a digital organization.
      PubDate: Wed, 02 Mar 2022 22:43:42 +000
       
  • The Role of Supervisor Support, Self-efficacy, and Language Competence in
           Academic Adaptation of International Graduate Students in Central China

    • Abstract: This study examined the influence of supervisor support, self-efficacy, and language competence on the academic adaptation of international graduate students. Quantitative data were collected from a sample of 410 international graduate students at five universities in central China. Correlation and multiple regression analyses were conducted and results showed that supervisor support, self-efficacy, English competence were the significant predictors for the academic adaptation of the international students. Contrary to prediction, the host language (Chinese) did not predict their academic adaptation and possible reasons were discussed. These findings contribute to the growing knowledge in the field of international education, supporting main previous studies. The observed predicting roles of the identified factors imply intriguing considerations for higher education institutions in China to provide interventions for international students with the aim of facilitating smooth adaptation to the new academic context.
      PubDate: Tue, 01 Mar 2022 02:17:58 +000
       
 
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