The research paper focuses how to enhance the quality of education and minimize the gap between institutes and society to serve the country and globe.
如何提高教育质量，缩小院校与社会的差距，为国家和世界服务，是本文研究的重点。
{"title":"Enhancement of Quality of Education","authors":"S. Dharane","doi":"10.2139/ssrn.3648056","DOIUrl":"https://doi.org/10.2139/ssrn.3648056","url":null,"abstract":"The research paper focuses how to enhance the quality of education and minimize the gap between institutes and society to serve the country and globe.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115487255","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}
This presentation and practitioner guide will teach faculty how to develop ADA compliant learning materials and publish Word, Powerpoint, and PDF materials using free technologies. Free resources are also available at the end of the guide.
{"title":"ADA Compliance Inside the Virtual Classroom: Preparing ADA Compliant Learning Materials Amid COVID-19","authors":"Z. Taylor","doi":"10.2139/ssrn.3599651","DOIUrl":"https://doi.org/10.2139/ssrn.3599651","url":null,"abstract":"This presentation and practitioner guide will teach faculty how to develop ADA compliant learning materials and publish Word, Powerpoint, and PDF materials using free technologies. Free resources are also available at the end of the guide.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130555627","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 : 2020-05-09DOI: 10.4236/ojsst.2020.102004
Richard Skiba
As hydrogen use as a fuel gains momentum and becomes a component of many nation’s economies, there is a growing need for identification of the skills and knowledge required by workers undertaking hydrogen related activities. This paper considers the activities in the industry and qualifies some of the core competencies required for the emerging workforce. The core competencies are considered specifically from the perspective of working with hydrogen rather than other gases, which in most cases have well developed competency standards, many of which can be applied to the hydrogen industry. The paper focuses on training as it is applicable at a vocational education and training sector level, such as technicians, trade workers and transportation workers, rather than the job roles that require degree or above level qualifications. For many decades, hydrogen has been used extensively in the process industries (e.g. refineries and ammonia synthesis) and experience has shown that it can be handled safely in industrial applications as long as appropriate standards, regulations and best practices are being followed [1]. Relevant training will contribute to the safe handling and use of hydrogen in its new applications. A number of general competency standards for work in hydrogen related activities are presented and these can be used to be integrated into existing vocational education and training frameworks.
{"title":"Competency Standards for Emerging Hydrogen Related Activities","authors":"Richard Skiba","doi":"10.4236/ojsst.2020.102004","DOIUrl":"https://doi.org/10.4236/ojsst.2020.102004","url":null,"abstract":"As hydrogen use as a fuel gains momentum and becomes a component of many \u0000nation’s economies, there is a growing need for identification of the skills \u0000and knowledge required by workers undertaking hydrogen related activities. This \u0000paper considers the activities in the industry and qualifies some of the core \u0000competencies required for the emerging workforce. The core competencies are considered specifically \u0000from the perspective of working with hydrogen rather than other gases, which in most cases have well developed competency standards, many of \u0000which can be applied to the hydrogen industry. The paper focuses on training as it is applicable at a vocational education and training sector level, such \u0000as technicians, trade workers and transportation workers, rather than the job \u0000roles that require degree or above level qualifications. For many decades, \u0000hydrogen has been used extensively in the process industries (e.g. refineries \u0000and ammonia synthesis) and experience has shown that it can be handled safely \u0000in industrial applications as long as appropriate standards, regulations and \u0000best practices are being followed [1]. Relevant training will contribute to the safe handling and use of \u0000hydrogen in its new applications. A number of general competency standards for \u0000work in hydrogen related activities are presented and these can be used to be \u0000integrated into existing vocational education and training frameworks.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121265204","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 : 2020-05-01DOI: 10.26595/eamr.2014.6.2.2
Llorenç Bagur‐Femenías, M. Buil, J. Llach
This paper presents a systematic literature review on student satisfaction as part of service quality assurance in business schools. The literature review is mainly focused on the constructs and variables used to measure student satisfaction in higher education, specifically in business schools. The main findings show that most of the papers on student satisfaction in universities are based on internal factors of the institutions, such as classes and curriculum, academic staff and teaching, advising support and skills development. There is an increasing stream of papers in which external factors such as preparation for the future, services and facilities, social integration, and student centeredness are included when student satisfaction is evaluated, while very few papers are focused on pre-enrollment factors, school image and research and development, which require further research. Some gaps need to be addressed. First, a proposal to specify the dimensions of service quality assurance factors at an international scale is presented. Second, the relations among different factors should be analysed. Finally, new factors should be considered among the measures of students’ satisfaction in their choice of business school.
{"title":"Systematic Literature Review on Service Quality in Business Schools","authors":"Llorenç Bagur‐Femenías, M. Buil, J. Llach","doi":"10.26595/eamr.2014.6.2.2","DOIUrl":"https://doi.org/10.26595/eamr.2014.6.2.2","url":null,"abstract":"This paper presents a systematic literature review on student satisfaction as part of service quality assurance in business schools. The literature review is mainly focused on the constructs and variables used to measure student satisfaction in higher education, specifically in business schools. The main findings show that most of the papers on student satisfaction in universities are based on internal factors of the institutions, such as classes and curriculum, academic staff and teaching, advising support and skills development. There is an increasing stream of papers in which external factors such as preparation for the future, services and facilities, social integration, and student centeredness are included when student satisfaction is evaluated, while very few papers are focused on pre-enrollment factors, school image and research and development, which require further research. Some gaps need to be addressed. First, a proposal to specify the dimensions of service quality assurance factors at an international scale is presented. Second, the relations among different factors should be analysed. Finally, new factors should be considered among the measures of students’ satisfaction in their choice of business school.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126254712","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}
R. Faff, T. Kastelle, Micheal Axelsen, M. Brosnan, R. Michalak, Kathleen Walsh
Using Faff’s (2015, 2019) pitching research template as a base (first-phase scholarly pitch), Faff and Kastelle (2016) develop a research pitch tool targeting non-academic external stakeholders/end users. The “pitching research for engagement and impact” (PR4EI) second-phase pitch augments the original tool, retaining its underlying philosophy. The current paper formally presents the PR4EI framework and illustrates the approach with four paired examples from diverse settings, namely: international finance; business model evolution; auditing; and organisational behaviour.
{"title":"Pitching Research for Engagement and Impact – A Simple Tool and Illustrative Examples","authors":"R. Faff, T. Kastelle, Micheal Axelsen, M. Brosnan, R. Michalak, Kathleen Walsh","doi":"10.2139/ssrn.3527931","DOIUrl":"https://doi.org/10.2139/ssrn.3527931","url":null,"abstract":"Using Faff’s (2015, 2019) pitching research template as a base (first-phase scholarly pitch), Faff and Kastelle (2016) develop a research pitch tool targeting non-academic external stakeholders/end users. The “pitching research for engagement and impact” (PR4EI) second-phase pitch augments the original tool, retaining its underlying philosophy. The current paper formally presents the PR4EI framework and illustrates the approach with four paired examples from diverse settings, namely: international finance; business model evolution; auditing; and organisational behaviour.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129564367","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}
This study examined the relationship between transformational leadership and employees’ citizenship behavior is the Islamic Azad University of Maragheh. For this purpose, the theory of Bass and Valy leadership and organizational citizenship behavior theory of "Oregon" has been used in this context, a main hypothesis and sub-hypothesis set is seven. The population is Maragheh Azad University staff as a community of 153 people is considered. The validity and reliability of the questionnaire was examined them with the community.
To analyze the data obtained from the questionnaires collected from descriptive and inferential statistical methods were used. Thus, for classification, summarization and interpretation of statistical data, descriptive statistical methods and assumptions were used to test the analytical level.
本研究考察了变革型领导和员工公民行为之间的关系是伊斯兰阿扎德大学马拉赫。为此，Bass and valley领导理论和“俄勒冈州”组织公民行为理论在此背景下得到了应用，主假设和子假设集为7个。人口是马拉赫阿扎德大学的工作人员，作为一个153人的社区。对问卷的效度和信度进行了社会检验。采用描述性统计和推理统计两种方法对问卷数据进行分析。因此，对于统计数据的分类、总结和解释，使用描述性统计方法和假设来检验分析水平。
{"title":"A Study on the Relationship between Transformational Leadership with Employees’ Citizenship Behavior in Islamic Azad University at Maragheh","authors":"Hadi Rashedi","doi":"10.2139/ssrn.3500507","DOIUrl":"https://doi.org/10.2139/ssrn.3500507","url":null,"abstract":"This study examined the relationship between transformational leadership and employees’ citizenship behavior is the Islamic Azad University of Maragheh. For this purpose, the theory of Bass and Valy leadership and organizational citizenship behavior theory of \"Oregon\" has been used in this context, a main hypothesis and sub-hypothesis set is seven. The population is Maragheh Azad University staff as a community of 153 people is considered. The validity and reliability of the questionnaire was examined them with the community. <br><br>To analyze the data obtained from the questionnaires collected from descriptive and inferential statistical methods were used. Thus, for classification, summarization and interpretation of statistical data, descriptive statistical methods and assumptions were used to test the analytical level. <br>","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127645324","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}
The expansion of charter schools has fueled concerns about their effects on traditional public schools. I use a novel identification strategy to identify the effect of charter openings on traditional public schools in Massachusetts and North Carolina that compares schools near charters to those near sites that were considered by charter operators but never occupied. I find that traditional public schools near charters experience marginal enrollment losses of 4.5% but find no effect on student achievement, ruling out effects of about +/- 0.02 standard deviations. My results suggest charter openings are neither helping nor harming traditional public schools.
{"title":"The Effect of Charter School Openings on Traditional Public Schools in North Carolina and Massachusetts","authors":"Kirsten Slungaard Mumma","doi":"10.2139/ssrn.3438087","DOIUrl":"https://doi.org/10.2139/ssrn.3438087","url":null,"abstract":"The expansion of charter schools has fueled concerns about their effects on traditional public schools. I use a novel identification strategy to identify the effect of charter openings on traditional public schools in Massachusetts and North Carolina that compares schools near charters to those near sites that were considered by charter operators but never occupied. I find that traditional public schools near charters experience marginal enrollment losses of 4.5% but find no effect on student achievement, ruling out effects of about +/- 0.02 standard deviations. My results suggest charter openings are neither helping nor harming traditional public schools.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124307360","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}
In the debate surrounding various reforms in higher education systems, performance, along with how universities should be governed, have been main issues. We argue that the demand for shared governance, i.e., faculty participation in decision‐making vs. concentrated or top‐down decision‐ making, is driven by the characteristics of academic transactions. Especially in universities, shared governance prevents that the unilateral allocation of authority paves the way to the abuse of authority, which would depress incentives to undertake optimal idiosyncratic investments in human cognitive resources, or prevent cooperation in a context characterized by contractual incompleteness and transactions involving multiple specific investments and coessential resources. To empirically analyze our hypothesis, we collect original survey data of Italian universities in 2015. We find that shared decision‐making processes are correlated with better performance.
{"title":"Academic Shared Governance and Performance: Theoretical Issues and Empirical Evidences","authors":"G. Degli Antoni, Magali Fia, L. Sacconi","doi":"10.2139/ssrn.3204765","DOIUrl":"https://doi.org/10.2139/ssrn.3204765","url":null,"abstract":"In the debate surrounding various reforms in higher education systems, performance, along with how universities should be governed, have been main issues. We argue that the demand for shared governance, i.e., faculty participation in decision‐making vs. concentrated or top‐down decision‐ making, is driven by the characteristics of academic transactions. Especially in universities, shared governance prevents that the unilateral allocation of authority paves the way to the abuse of authority, which would depress incentives to undertake optimal idiosyncratic investments in human cognitive resources, or prevent cooperation in a context characterized by contractual incompleteness and transactions involving multiple specific investments and coessential resources. To empirically analyze our hypothesis, we collect original survey data of Italian universities in 2015. We find that shared decision‐making processes are correlated with better performance.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133017636","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}
The curriculum here is made with no other purpose to be able to make the learning process effective and efficient. According to Soedijarto, "The curriculum is all experiences and learning activities that are planned and organized to be overcome by students or students to achieve the educational goals set for an educational institution. Based on the above understanding, it is natural that the government has a plan to continue to improve universal curricula in order to find the right formula in terms of learning. The universal curriculum in Indonesia used is the 2013 curriculum. The 2013 curriculum (K-13) is the applicable curriculum in the Indonesian Education System. This curriculum is a curriculum still applied by the government to replace Curriculum-2006 (which is often referred to as the Education Unit Level Curriculum) which has been valid for approximately 6 years. In K-13 the learning approach is in the form of SCL or STUDENT CENTER LEARNING as stated in Permendikbud No.81A regarding the implementation of the 2013 curriculum. This study found that the implementation of the 2013 curriculum in the learning process was produced by a) learning activities designed by the teacher so that the learning process can be done professionally, b) learning activities are held for several activities namely introduction, main activities, and closing.
{"title":"Universal Curriculum for Learning: Curriculum That Centers in 2013 Curriculum Students and Implementation in Economic Education in High School","authors":"Rossiana Megawati","doi":"10.2139/ssrn.3395592","DOIUrl":"https://doi.org/10.2139/ssrn.3395592","url":null,"abstract":"The curriculum here is made with no other purpose to be able to make the learning process effective and efficient. According to Soedijarto, \"The curriculum is all experiences and learning activities that are planned and organized to be overcome by students or students to achieve the educational goals set for an educational institution. Based on the above understanding, it is natural that the government has a plan to continue to improve universal curricula in order to find the right formula in terms of learning. The universal curriculum in Indonesia used is the 2013 curriculum. The 2013 curriculum (K-13) is the applicable curriculum in the Indonesian Education System. This curriculum is a curriculum still applied by the government to replace Curriculum-2006 (which is often referred to as the Education Unit Level Curriculum) which has been valid for approximately 6 years. In K-13 the learning approach is in the form of SCL or STUDENT CENTER LEARNING as stated in Permendikbud No.81A regarding the implementation of the 2013 curriculum. This study found that the implementation of the 2013 curriculum in the learning process was produced by a) learning activities designed by the teacher so that the learning process can be done professionally, b) learning activities are held for several activities namely introduction, main activities, and closing.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128188334","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}
An abundance of literature sheds light on which factors determine teacher turnover, but it has yet to consider the role that local labor market conditions may play in teachers’ turnover decisions and how these labor market conditions may influence the quality of teachers who might be retained. The effect of local labor market conditions on teacher turnover could be relevant especially in times of high economic instability like the Great Recession. To study the determinants of teacher turnover, we match the Beginning Teacher Longitudinal Study (BTLS) with local unemployment rates from the USC Great Recession Indicators Database (GRID). We also build proxy measures of teachers’ conscientiousness with levels of survey effort on the baseline BTLS survey. Our results show that, in the absence of changes in unemployment, teachers who present lower levels of conscientiousness, by means of lower effort in the baseline survey, also present lower probabilities of teacher turnover during their first years of teaching. However, higher conscientious teachers seem to be better retained when there is more instability in their local labor markets. Higher quality principals appear to help retain teachers, but they seem to be more effective at retaining those teachers who show lower levels of conscientiousness on their baseline survey.
{"title":"Local Labor Market Conditions, Principals’ Leadership, Conscientiousness, and Beginning Teacher Turnover: A Study During the Great Recession","authors":"Dillon Fuchsman, Gema Zamarro","doi":"10.2139/ssrn.3322023","DOIUrl":"https://doi.org/10.2139/ssrn.3322023","url":null,"abstract":"An abundance of literature sheds light on which factors determine teacher turnover, but it has yet to consider the role that local labor market conditions may play in teachers’ turnover decisions and how these labor market conditions may influence the quality of teachers who might be retained. The effect of local labor market conditions on teacher turnover could be relevant especially in times of high economic instability like the Great Recession. To study the determinants of teacher turnover, we match the Beginning Teacher Longitudinal Study (BTLS) with local unemployment rates from the USC Great Recession Indicators Database (GRID). We also build proxy measures of teachers’ conscientiousness with levels of survey effort on the baseline BTLS survey. Our results show that, in the absence of changes in unemployment, teachers who present lower levels of conscientiousness, by means of lower effort in the baseline survey, also present lower probabilities of teacher turnover during their first years of teaching. \u0000 \u0000However, higher conscientious teachers seem to be better retained when there is more instability in their local labor markets. Higher quality principals appear to help retain teachers, but they seem to be more effective at retaining those teachers who show lower levels of conscientiousness on their baseline survey.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133833463","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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