Pub Date : 2023-08-23DOI: 10.33423/jhetp.v23i13.6316
{"title":"Theoretical and Methodological Features of Training Future Teachers for Activities in An Intercultural Educational Environment","authors":"","doi":"10.33423/jhetp.v23i13.6316","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6316","url":null,"abstract":"","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.33423/jhetp.v23i13.6314
Although Soft skills have been reported as indispensable elements of personal and organizational performance in business environments, their role in business education is not fully acknowledged. Being often considered as inborn abilities, guidelines for their development are needed. This study aims to provide business educators insights on essential soft skills and their promotion by asking business professionals to assess them in three dimensions. The results exhibit variations in the perceived significance of soft skills and suggest specific skills appropriate for bachelor-level business education. As a main contribution, the 3Si-Model is introduced. The findings are expected to be of interest for business teachers and curricula designers in Business Higher Education Institutions (HEI).
{"title":"Presentation of the Preliminary Soft Skills Indicator (3Si) Model to Teachers and Curriculum Planners of Business Schools – A Sample From Finland","authors":"","doi":"10.33423/jhetp.v23i13.6314","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6314","url":null,"abstract":"Although Soft skills have been reported as indispensable elements of personal and organizational performance in business environments, their role in business education is not fully acknowledged. Being often considered as inborn abilities, guidelines for their development are needed. This study aims to provide business educators insights on essential soft skills and their promotion by asking business professionals to assess them in three dimensions. The results exhibit variations in the perceived significance of soft skills and suggest specific skills appropriate for bachelor-level business education. As a main contribution, the 3Si-Model is introduced. The findings are expected to be of interest for business teachers and curricula designers in Business Higher Education Institutions (HEI).","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42386280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.33423/jhetp.v23i13.6321
David Greenburg, Dimitra Michalaka, Michael Shick, Pmp Michael Shick DBA
Earned Value Management (EVM) provides the basis to assess work progress against a baseline plan, relates technical, time and cost performance, and provides managers with a summary of effective decision-making. It is a useful technique for objectively measuring project performance and progress. The advantage of EVM is that it combines scope, schedule, and cost measurements in a single integrated system to provide accurate forecasts of project performance problems. This paper discusses the development and implementation of an integrated example problem that can teach students the effective use of EVM techniques. This approach is designed to deepen student understanding of the basic concepts of EVM, from initial project planning through execution, including data analysis techniques and baseline revisions . Successful implementation of EVM requires an understanding of important project elements, including requirements, schedule, budget, assumptions, constraints, and objectives, and therefore reinforces many of the key project management concepts students study in our courses. The goal of implementing the integrated example is to inspire an appreciation for the earned value concept and emphasize how performance measurement techniques can be a valuable management tool for analyzing cost and schedule performance. The example is designed to highlight the integration of required data, developing key performance indicators (KPIs) and metrics, and automated EV reporting. A secondary goal of this paper is to explore how EVM serves as a tool for communicating project status to stakeholders.
{"title":"An Integrated Exercise to Teach Earned Value Management","authors":"David Greenburg, Dimitra Michalaka, Michael Shick, Pmp Michael Shick DBA","doi":"10.33423/jhetp.v23i13.6321","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6321","url":null,"abstract":"Earned Value Management (EVM) provides the basis to assess work progress against a baseline plan, relates technical, time and cost performance, and provides managers with a summary of effective decision-making. It is a useful technique for objectively measuring project performance and progress. The advantage of EVM is that it combines scope, schedule, and cost measurements in a single integrated system to provide accurate forecasts of project performance problems. This paper discusses the development and implementation of an integrated example problem that can teach students the effective use of EVM techniques. This approach is designed to deepen student understanding of the basic concepts of EVM, from initial project planning through execution, including data analysis techniques and baseline revisions . Successful implementation of EVM requires an understanding of important project elements, including requirements, schedule, budget, assumptions, constraints, and objectives, and therefore reinforces many of the key project management concepts students study in our courses. The goal of implementing the integrated example is to inspire an appreciation for the earned value concept and emphasize how performance measurement techniques can be a valuable management tool for analyzing cost and schedule performance. The example is designed to highlight the integration of required data, developing key performance indicators (KPIs) and metrics, and automated EV reporting. A secondary goal of this paper is to explore how EVM serves as a tool for communicating project status to stakeholders.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43328758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.33423/jhetp.v23i13.6320
The present article's objective is to investigate the alterations that govern the circumstances for accomplishing educational goals in the context of the digital era. The literature review revealed major patterns in the European educational landscape that provided the framework for empirical confirmation. The sample was formed according to the stratometric approach. Respondents are art university students and educators from five European Union nations. In the study, a mixed research design was employed. The limitations and perspectives of instructors' and students' innovative educational engagement are underlined. The personality predictors of new digital environment adoption were established.
{"title":"The Digital Age of Higher Art Education (European Experience): Professional Competence, Development, Innovation","authors":"","doi":"10.33423/jhetp.v23i13.6320","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6320","url":null,"abstract":"The present article's objective is to investigate the alterations that govern the circumstances for accomplishing educational goals in the context of the digital era. The literature review revealed major patterns in the European educational landscape that provided the framework for empirical confirmation. The sample was formed according to the stratometric approach. Respondents are art university students and educators from five European Union nations. In the study, a mixed research design was employed. The limitations and perspectives of instructors' and students' innovative educational engagement are underlined. The personality predictors of new digital environment adoption were established.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47626847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.33423/jhetp.v23i13.6317
{"title":"Implementing Serial Communication for the Instructional Processor","authors":"","doi":"10.33423/jhetp.v23i13.6317","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6317","url":null,"abstract":"","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.33423/jhetp.v23i13.6319
This article aims to develop an insight, from a narrative-generative perspective, into the knowledge that characterizes rural teaching professionalism and its potentially generative implications in a Mapuche community. Method: an exploratory-descriptive and cross-sectional qualitative research was carried out. The participants were 4 educators working in intercultural schools in the commune of Toltén (Chile), with an average age of 50 years and belonging to the Mapuche ethnic group. For data collection, in-depth interviews were used. Subsequently, the collected data was interpreted through content analysis. Results: The Mapuche epistemology that guides the professional work of the participants in intercultural educational contexts is described. The participants generatively promote the Mapuche sense of belonging in the students through play, positive affect, and critical reflection, integrating local knowledge and ancestral authorities in the rural teaching and learning processes.
{"title":"Generativity and Rural Teacher Identity in a Mapuche Community of Toltén (Chile): An Exploratory Study","authors":"","doi":"10.33423/jhetp.v23i13.6319","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6319","url":null,"abstract":"This article aims to develop an insight, from a narrative-generative perspective, into the knowledge that characterizes rural teaching professionalism and its potentially generative implications in a Mapuche community. Method: an exploratory-descriptive and cross-sectional qualitative research was carried out. The participants were 4 educators working in intercultural schools in the commune of Toltén (Chile), with an average age of 50 years and belonging to the Mapuche ethnic group. For data collection, in-depth interviews were used. Subsequently, the collected data was interpreted through content analysis. Results: The Mapuche epistemology that guides the professional work of the participants in intercultural educational contexts is described. The participants generatively promote the Mapuche sense of belonging in the students through play, positive affect, and critical reflection, integrating local knowledge and ancestral authorities in the rural teaching and learning processes.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48531667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.33423/jhetp.v23i13.6323
Erina Siskawati, S. Waluya
This study aims to find a pattern of correcting mathematical understanding errors in solving mathematical problems for junior high school students. The method used in this research is qualitative. Data collection using triangulation technique: observation, test results, and interviews. Interviews were conducted on three subjects for one month at MTs. The instrument used is a mathematical problem-solving test. This study found patterns of improvement in mathematical problems in geometry, namely the area and perimeter of rectangles and lines. This study found that the pattern of mathematical understanding errors can be corrected by applying patterns such as reminding the material of rectangular shapes, parallelograms, algebraic forms, and units of measure, writing down everything that is known in the problem, and making an example of a variable if it cannot be written directly. The pattern of improving mathematical understanding can solve the mathematics problems of junior high school students. Furthermore, this pattern of mathematical understanding errors can be applied by teachers to improve math problems and embed geometric concepts in mathematics learning.
{"title":"Mathematical Comprehension Improvement Patterns to Facilitate Math Problem Solving for Junior High School Students","authors":"Erina Siskawati, S. Waluya","doi":"10.33423/jhetp.v23i13.6323","DOIUrl":"https://doi.org/10.33423/jhetp.v23i13.6323","url":null,"abstract":"This study aims to find a pattern of correcting mathematical understanding errors in solving mathematical problems for junior high school students. The method used in this research is qualitative. Data collection using triangulation technique: observation, test results, and interviews. Interviews were conducted on three subjects for one month at MTs. The instrument used is a mathematical problem-solving test. This study found patterns of improvement in mathematical problems in geometry, namely the area and perimeter of rectangles and lines. This study found that the pattern of mathematical understanding errors can be corrected by applying patterns such as reminding the material of rectangular shapes, parallelograms, algebraic forms, and units of measure, writing down everything that is known in the problem, and making an example of a variable if it cannot be written directly. The pattern of improving mathematical understanding can solve the mathematics problems of junior high school students. Furthermore, this pattern of mathematical understanding errors can be applied by teachers to improve math problems and embed geometric concepts in mathematics learning.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47209074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.33423/jhetp.v23i12.6283
Rubén Buitrago, Jesús Salinas, Oscar Boude
Personalized learning pathways enable students to take an active role in their learning. Therefore, the development of models that facilitate their design is crucial. This study aims to validate a model for formalizing personalized learning pathways for higher education students using the expert judgment technique. Two questionnaires were designed to validate content and internal consistency, respectively. The content was validated by a group of experts (n=12), while the internal consistency was validated by a nominal group (n=8). The results of content validity were satisfactory, and the level of agreement between judges, as measured by Kendall’s W test, was statistically significant in the implementation (p=0.007) and reflection (p=0.035) phases. To increase internal consistency, the study recommends implementing a simplified implementation scheme, adjusting the start-up phase in the conditional components (teacher digital literacy and technological environment), and incorporating teacher-student co-design. The improved ACDGE model emerges as a standard for designing learning pathways for higher education, minimizing the need to search for solutions to known problems.
{"title":"Validation of a Model for the Formalization of Personal Learning Pathways Through Expert Judgment","authors":"Rubén Buitrago, Jesús Salinas, Oscar Boude","doi":"10.33423/jhetp.v23i12.6283","DOIUrl":"https://doi.org/10.33423/jhetp.v23i12.6283","url":null,"abstract":"Personalized learning pathways enable students to take an active role in their learning. Therefore, the development of models that facilitate their design is crucial. This study aims to validate a model for formalizing personalized learning pathways for higher education students using the expert judgment technique. Two questionnaires were designed to validate content and internal consistency, respectively. The content was validated by a group of experts (n=12), while the internal consistency was validated by a nominal group (n=8). The results of content validity were satisfactory, and the level of agreement between judges, as measured by Kendall’s W test, was statistically significant in the implementation (p=0.007) and reflection (p=0.035) phases. To increase internal consistency, the study recommends implementing a simplified implementation scheme, adjusting the start-up phase in the conditional components (teacher digital literacy and technological environment), and incorporating teacher-student co-design. The improved ACDGE model emerges as a standard for designing learning pathways for higher education, minimizing the need to search for solutions to known problems.","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135065756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.33423/jhetp.v23i12.6235
{"title":"The Social Presence of University Students in Virtual Teaching-Learning Environments in Times of Covid-19","authors":"","doi":"10.33423/jhetp.v23i12.6235","DOIUrl":"https://doi.org/10.33423/jhetp.v23i12.6235","url":null,"abstract":"","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43105024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.33423/jhetp.v23i12.6237
{"title":"Fostering Future Agribusiness Professionals: Developing the Skills of Generation Z","authors":"","doi":"10.33423/jhetp.v23i12.6237","DOIUrl":"https://doi.org/10.33423/jhetp.v23i12.6237","url":null,"abstract":"","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42623673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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