This research aims to evaluate the effectiveness of psychoeducational programs in Turkey to reduce the stress of caring for people with chronic illnesses. The psychological, emotional, and physical demands on caregivers, often leading to stress and burnout, underscore the need for such programs. Nine papers were included in a meta-analysis, and statistical analysis was conducted using JASP 0.12.2.0 software. The results showed that psychoeducational therapies significantly reduced caregivers' perceived load, supporting their inclusion in routine treatment for chronic illnesses. The research emphasizes the role of psychoeducational interventions in improving the experience of providing care by providing vital information, coping skills, and emotional support mechanisms. This can lead to better health outcomes and a higher quality of life for those with chronic illnesses. The report also underscores the need for caregiver support policies and programs in healthcare, acknowledging their crucial role in the healthcare ecosystem. Further research is needed to improve the design and content of psychoeducational programs to meet caregivers' diverse needs in various settings. This meta-analysis provides strong evidence of the benefits of psychoeducational programs in reducing stress and laying the groundwork for future studies and policy formulation to support caregiver support in chronic disease treatment.
{"title":"Effectiveness of Psychoeducational Programs for Caregivers of Family Members with Chronic Disease: A Meta-Analysis","authors":"Hadiye Kucukkaragoz, Ayca Ilgaz","doi":"10.46328/ijses.115","DOIUrl":"https://doi.org/10.46328/ijses.115","url":null,"abstract":"This research aims to evaluate the effectiveness of psychoeducational programs in Turkey to reduce the stress of caring for people with chronic illnesses. The psychological, emotional, and physical demands on caregivers, often leading to stress and burnout, underscore the need for such programs. Nine papers were included in a meta-analysis, and statistical analysis was conducted using JASP 0.12.2.0 software. The results showed that psychoeducational therapies significantly reduced caregivers' perceived load, supporting their inclusion in routine treatment for chronic illnesses. The research emphasizes the role of psychoeducational interventions in improving the experience of providing care by providing vital information, coping skills, and emotional support mechanisms. This can lead to better health outcomes and a higher quality of life for those with chronic illnesses. The report also underscores the need for caregiver support policies and programs in healthcare, acknowledging their crucial role in the healthcare ecosystem. Further research is needed to improve the design and content of psychoeducational programs to meet caregivers' diverse needs in various settings. This meta-analysis provides strong evidence of the benefits of psychoeducational programs in reducing stress and laying the groundwork for future studies and policy formulation to support caregiver support in chronic disease treatment.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"120 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822232","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 integration of True Liberator Pedagogy (TLP) to blending of critical pedagogy, Design Thinking (DT), and transformative learning theories offer a strategy to tackle the changing demands of contemporary education. This educational approach is influenced by Freire, Vygotsky, Dewey, and other modern educational theorists, advocating for a move away from traditional teaching methods towards 'action-oriented learning' as a different approach to traditional didactic methods. TLP focuses on fostering critical awareness, compassion, and interactive learning to transform education beyond academic pursuits, aiming for societal empowerment and creativity. This approach boosts academic achievement and promotes the growth of socially conscious, compassionate, and creative individuals. TLP's approach to curriculum design promotes active engagement, practical implementation, and deep contemplation, in accordance with the needs of a world that is increasingly integrated and interconnected. The practical application of TLP is discussed, suggesting that it has the potential to revolutionize education and promote a fairer society.
{"title":"A Conceptualization of True Liberator Pedagogy: Foundations of a Transformative Educational Approach","authors":"James P. Takona","doi":"10.46328/ijses.118","DOIUrl":"https://doi.org/10.46328/ijses.118","url":null,"abstract":"The integration of True Liberator Pedagogy (TLP) to blending of critical pedagogy, Design Thinking (DT), and transformative learning theories offer a strategy to tackle the changing demands of contemporary education. This educational approach is influenced by Freire, Vygotsky, Dewey, and other modern educational theorists, advocating for a move away from traditional teaching methods towards 'action-oriented learning' as a different approach to traditional didactic methods. TLP focuses on fostering critical awareness, compassion, and interactive learning to transform education beyond academic pursuits, aiming for societal empowerment and creativity. This approach boosts academic achievement and promotes the growth of socially conscious, compassionate, and creative individuals. TLP's approach to curriculum design promotes active engagement, practical implementation, and deep contemplation, in accordance with the needs of a world that is increasingly integrated and interconnected. The practical application of TLP is discussed, suggesting that it has the potential to revolutionize education and promote a fairer society.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"106 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821552","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 explores how purchasing digital technology in schools affects teachers' work satisfaction, how it affects usage frequency, and how different equipment purchase models affect usage frequency. The Slovenian school teachers included in the survey completed an online questionnaire designed for this research (n=288). Descriptive statistical analysis, Kruskal-Wallis and Mann-Whitney tests were performed and the results showed that there were no statistically significant difference between the work satisfaction of teachers and the frequency of use of digital technology in schools and their engagement in the equipment purchase of digital technology for teaching. Involving teachers in the procurement process would most likely also contribute to better use of the devices, as teachers would be able to purchase devices that they are familiar with. It would make sense to develop a strategy for the purchase of equipment at national level and at the level of individual schools.
{"title":"Does the Involvement of Teachers in the Process of Purchasing Equipment Affect their Work Satisfaction and Frequency of Use?","authors":"Dejan Zemljak","doi":"10.46328/ijses.116","DOIUrl":"https://doi.org/10.46328/ijses.116","url":null,"abstract":"This study explores how purchasing digital technology in schools affects teachers' work satisfaction, how it affects usage frequency, and how different equipment purchase models affect usage frequency. The Slovenian school teachers included in the survey completed an online questionnaire designed for this research (n=288). Descriptive statistical analysis, Kruskal-Wallis and Mann-Whitney tests were performed and the results showed that there were no statistically significant difference between the work satisfaction of teachers and the frequency of use of digital technology in schools and their engagement in the equipment purchase of digital technology for teaching. Involving teachers in the procurement process would most likely also contribute to better use of the devices, as teachers would be able to purchase devices that they are familiar with. It would make sense to develop a strategy for the purchase of equipment at national level and at the level of individual schools.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"123 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821636","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 assessed the level of impact of AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education. The study employed a descriptive research design where structured survey questionnaires were used and administered to ninety (90) Secondary Education Pre-service Teachers at Bukidnon State University, Philippines. Results showed that the level of impact of the AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education on the nine (9) factors is Very High, namely; (1) Effectiveness ; (2) Engagement ; (3) Accessibility ; (4) Personalization ; (5) Feedback Quality ; (6) Confidence Building ; (7) Time Efficiency ; (8) Adaptability ; and (9) Student Satisfaction . The findings demonstrate a positive student assessment on AI chatbots (ChatGPT, Gemini, and Perplexity) in mathematics education, consistently rated highly across various factors, indicating their significant impact on reshaping instruction, providing valuable support, enhancing learning experiences, and boosting confidence and proficiency in math, underscoring the transformative potential of AI technology and its essential integration into educational practices to address students' evolving needs in the digital age.
{"title":"Reshaping Mathematics Instruction Via Impact of AI Chatbots on Secondary Education Pre-service Teachers","authors":"Jay Fie P. Luzano","doi":"10.46328/ijses.97","DOIUrl":"https://doi.org/10.46328/ijses.97","url":null,"abstract":"This study assessed the level of impact of AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education. The study employed a descriptive research design where structured survey questionnaires were used and administered to ninety (90) Secondary Education Pre-service Teachers at Bukidnon State University, Philippines. Results showed that the level of impact of the AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education on the nine (9) factors is Very High, namely; (1) Effectiveness ; (2) Engagement ; (3) Accessibility ; (4) Personalization ; (5) Feedback Quality ; (6) Confidence Building ; (7) Time Efficiency ; (8) Adaptability ; and (9) Student Satisfaction . The findings demonstrate a positive student assessment on AI chatbots (ChatGPT, Gemini, and Perplexity) in mathematics education, consistently rated highly across various factors, indicating their significant impact on reshaping instruction, providing valuable support, enhancing learning experiences, and boosting confidence and proficiency in math, underscoring the transformative potential of AI technology and its essential integration into educational practices to address students' evolving needs in the digital age.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"119 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821973","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}
Given the recent trajectory of secondary mathematics performance in the United States, as compared to international counterparts, this design and development case study aimed to explore the varied pedagogical practice and its impact on mathematics proficiency. This study sought to improve mathematics proficiency through varied instructional practices. During one algebra unit, two instructional modalities were employed, by the same instructor, to two separate groups of students. Quantitative measures were captured through the descriptive statistics of Pre-test, Post-test, and Reaction Survey results. The Kirkpatrick Model (Level I and II) was also employed. In addition, qualitative data were obtained through Researcher Notes, Researcher Experience Journal, and Participant Journals. Findings suggested the effectiveness of a learning center pedagogical design, including peer collaboration, technology, and small group, as it yielded higher proficiency than traditional direct instruction. Pre- to Post-Test scores revealed a 1.727 higher mean growth in the experimental group over the control group (Culleny, 2021).
{"title":"Mathematics Learning Centers – Not Just for the Elementary Classroom","authors":"Stacey Renee Culleny","doi":"10.46328/ijses.99","DOIUrl":"https://doi.org/10.46328/ijses.99","url":null,"abstract":"Given the recent trajectory of secondary mathematics performance in the United States, as compared to international counterparts, this design and development case study aimed to explore the varied pedagogical practice and its impact on mathematics proficiency. This study sought to improve mathematics proficiency through varied instructional practices. During one algebra unit, two instructional modalities were employed, by the same instructor, to two separate groups of students. Quantitative measures were captured through the descriptive statistics of Pre-test, Post-test, and Reaction Survey results. The Kirkpatrick Model (Level I and II) was also employed. In addition, qualitative data were obtained through Researcher Notes, Researcher Experience Journal, and Participant Journals. Findings suggested the effectiveness of a learning center pedagogical design, including peer collaboration, technology, and small group, as it yielded higher proficiency than traditional direct instruction. Pre- to Post-Test scores revealed a 1.727 higher mean growth in the experimental group over the control group (Culleny, 2021).","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"118 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822275","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}
Putri Yulia, Eline Yanty Putri Nasution, Ria Deswita, Anriany Casanova
Teachers in Indonesia have limitations in developing teaching materials. The aim of this research is to explore the use of ChatGPT in developing mathematics teaching materials for the independent learning curriculum in Indonesia. This type of research is quantitative descriptive with a sample of 15 students. The instruments used in this research were motivation questionnaires, observation sheets, documentation, and interviews. The results of this research are steps for using ChatGPT in developing teaching materials, including developing needs analysis instruments, searching for teaching material materials, and searching for teaching material designs with the help of ChatGPT. The use of ChatGPT in developing teaching materials is very helpful and easy, providing time and energy efficiency as well as extensive information for prospective teacher students. However, the use of ChatGPT in developing teaching materials also has disadvantages, including not always being able to understand more specific learning contexts, resulting in errors in understanding or being irrelevant. Another thing that is felt is the limitations of the images displayed by ChatGPT. The motivation of prospective teacher students in developing teaching materials using ChatGPT was obtained by 13 people who had medium and high motivation, while 2 people had low motivation.
{"title":"Increasing the Motivation of Prospective Teachers: Exploration of the Use of ChatGPT in Developing Mathematics Teaching Materials Independent","authors":"Putri Yulia, Eline Yanty Putri Nasution, Ria Deswita, Anriany Casanova","doi":"10.46328/ijses.102","DOIUrl":"https://doi.org/10.46328/ijses.102","url":null,"abstract":"Teachers in Indonesia have limitations in developing teaching materials. The aim of this research is to explore the use of ChatGPT in developing mathematics teaching materials for the independent learning curriculum in Indonesia. This type of research is quantitative descriptive with a sample of 15 students. The instruments used in this research were motivation questionnaires, observation sheets, documentation, and interviews. The results of this research are steps for using ChatGPT in developing teaching materials, including developing needs analysis instruments, searching for teaching material materials, and searching for teaching material designs with the help of ChatGPT. The use of ChatGPT in developing teaching materials is very helpful and easy, providing time and energy efficiency as well as extensive information for prospective teacher students. However, the use of ChatGPT in developing teaching materials also has disadvantages, including not always being able to understand more specific learning contexts, resulting in errors in understanding or being irrelevant. Another thing that is felt is the limitations of the images displayed by ChatGPT. The motivation of prospective teacher students in developing teaching materials using ChatGPT was obtained by 13 people who had medium and high motivation, while 2 people had low motivation.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":" 418","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823688","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}
Inclusive and student-centered approaches to teaching are crucial for student success in mathematics and statistics courses. However, faculty need ongoing support and education to effectively implement active learning strategies that address issues such as equitable participation, to ensure all students meet their learning objectives. At California State University Monterey Bay, we have implemented a professional development model focusing on regular professional development activities that meet the ongoing needs of our faculty that will help their students succeed. This model supports both new and experienced faculty, drawing on existing campus expertise while building faculty teaching skills and a stronger teaching and learning community over time. In this paper, we discuss the lessons learned from the first year of implementing our professional development model, as well as considerations for other departments that are interested in creating a similar model for professional development aimed at increasing student success, building community in the department, and improving teaching and learning for students and faculty.
{"title":"Increasing Student Success in Mathematics and Statistics through Sustainable Faculty Professional Development","authors":"Jennifer Clinkenbeard, Sarah Ultan","doi":"10.46328/ijses.105","DOIUrl":"https://doi.org/10.46328/ijses.105","url":null,"abstract":"Inclusive and student-centered approaches to teaching are crucial for student success in mathematics and statistics courses. However, faculty need ongoing support and education to effectively implement active learning strategies that address issues such as equitable participation, to ensure all students meet their learning objectives. At California State University Monterey Bay, we have implemented a professional development model focusing on regular professional development activities that meet the ongoing needs of our faculty that will help their students succeed. This model supports both new and experienced faculty, drawing on existing campus expertise while building faculty teaching skills and a stronger teaching and learning community over time. In this paper, we discuss the lessons learned from the first year of implementing our professional development model, as well as considerations for other departments that are interested in creating a similar model for professional development aimed at increasing student success, building community in the department, and improving teaching and learning for students and faculty. ","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"125 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820867","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}
Daniel Williams, Joshua Montgomery, Anthony Burkhammer
While research acknowledges the importance of superintendents as instructional leaders, when district leadership falters, a gap persists in the existing literature that does not allow a complete picture of the causes of failed leadership. All too often, we simply blame teachers. The purpose of this study was to better understand how a superintendent’s implementation of policies without a communicated vision and teacher support negatively affected student performance as measured on state standardized assessments. When teachers do not see the value of district policies but are still forced to enact those policies, those teachers lose both autonomy and agency. Consequently, student learning suffers. We found through the results of this study that a superintendent was an influential factor in a reduced student performance on standardized assessments.
{"title":"Are Superintendents Responsible for Lower Student Performance? How a Superintendent’s Policymaking Affected Student Scores","authors":"Daniel Williams, Joshua Montgomery, Anthony Burkhammer","doi":"10.46328/ijses.112","DOIUrl":"https://doi.org/10.46328/ijses.112","url":null,"abstract":"While research acknowledges the importance of superintendents as instructional leaders, when district leadership falters, a gap persists in the existing literature that does not allow a complete picture of the causes of failed leadership. All too often, we simply blame teachers. The purpose of this study was to better understand how a superintendent’s implementation of policies without a communicated vision and teacher support negatively affected student performance as measured on state standardized assessments. When teachers do not see the value of district policies but are still forced to enact those policies, those teachers lose both autonomy and agency. Consequently, student learning suffers. We found through the results of this study that a superintendent was an influential factor in a reduced student performance on standardized assessments.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"104 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820949","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 this modern era of K-12 curriculum, if students are expected to be knowledgeable and skilled, it is a requirement for the teachers to meet and cope with the necessary skills and competencies for the students to be more competent. This study is developed to investigate the effect of the Guided Discovery Approach (GDA) with GeoGebra on critical thinking skills in ninth-grade geometry students at Baluan National High School during the 2022-2023. Employing a true experimental research design, the study revealed that the student’s level of achievement in critical thinking skills in creating, applying, analyzing, and evaluating both in the conventional and experimental groups increases in mean gain scores of 28.27 and 32.8 respectively. The t-test result further shows a t(28) = 2.70 and a p-value = 0.01 indicating that the GDA with GeoGebra in teaching Geometry significantly improved students' critical thinking. It further reveals a significant increase in post-test scores for the experimental group emphasizing the effectiveness of GDA with GeoGebra. While students moderately accepted GeoGebra, there is no significant relationship between their critical thinking skills and acceptability. The findings underscore the importance of instructional methods in improving critical thinking skills, showcasing the potential of GDA with GeoGebra in Geometry.
{"title":"Enhancing Critical Thinking Skills in Geometry through the Guided Discovery Approach with GeoGebra","authors":"Elmer R. Verallo, Allan Jay S. Cajandig","doi":"10.46328/ijses.110","DOIUrl":"https://doi.org/10.46328/ijses.110","url":null,"abstract":"In this modern era of K-12 curriculum, if students are expected to be knowledgeable and skilled, it is a requirement for the teachers to meet and cope with the necessary skills and competencies for the students to be more competent. This study is developed to investigate the effect of the Guided Discovery Approach (GDA) with GeoGebra on critical thinking skills in ninth-grade geometry students at Baluan National High School during the 2022-2023. Employing a true experimental research design, the study revealed that the student’s level of achievement in critical thinking skills in creating, applying, analyzing, and evaluating both in the conventional and experimental groups increases in mean gain scores of 28.27 and 32.8 respectively. The t-test result further shows a t(28) = 2.70 and a p-value = 0.01 indicating that the GDA with GeoGebra in teaching Geometry significantly improved students' critical thinking. It further reveals a significant increase in post-test scores for the experimental group emphasizing the effectiveness of GDA with GeoGebra. While students moderately accepted GeoGebra, there is no significant relationship between their critical thinking skills and acceptability. The findings underscore the importance of instructional methods in improving critical thinking skills, showcasing the potential of GDA with GeoGebra in Geometry.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"113 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821419","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 paper addresses an issue within the field of higher education that has been discussed since the inception of the Erasmus mobility programme in 1987 - how to properly measure the impact of the staff mobility (academic and administrative). Students have a clear roadmap when it comes to the mobility practice and impact assessment but when it comes to staff mobility, impact assessment is less clear. For academic staff mobility, certain metrics can be used to objectively assess outcomes, but when it comes to the administrative staff, matters become more abstract as there are no widely used common metrics. This paper proposes a tool – the Mobility Matrix, that allows to measure the staff mobility impact using quantitative and qualitative data. The Mobility Matrix offers 10 characteristics of the mobility period that can be assessed at 3 levels for the quantitative part and three text fields for the qualitative part. This tool was tested at Riga Technical University (2023) for the assessment of the staff mobility impact. If the staff member provides credible and accurate data, the Mobility Matrix has the potential to become a common practice in higher education, allowing for new recognition mechanisms of staff mobility to emerge.
{"title":"Measuring University Staff Mobility Impact in Higher Education","authors":"Karlis Valtins, Zane Emilija Sarma","doi":"10.46328/ijses.117","DOIUrl":"https://doi.org/10.46328/ijses.117","url":null,"abstract":"The paper addresses an issue within the field of higher education that has been discussed since the inception of the Erasmus mobility programme in 1987 - how to properly measure the impact of the staff mobility (academic and administrative). Students have a clear roadmap when it comes to the mobility practice and impact assessment but when it comes to staff mobility, impact assessment is less clear. For academic staff mobility, certain metrics can be used to objectively assess outcomes, but when it comes to the administrative staff, matters become more abstract as there are no widely used common metrics. This paper proposes a tool – the Mobility Matrix, that allows to measure the staff mobility impact using quantitative and qualitative data. The Mobility Matrix offers 10 characteristics of the mobility period that can be assessed at 3 levels for the quantitative part and three text fields for the qualitative part. This tool was tested at Riga Technical University (2023) for the assessment of the staff mobility impact. If the staff member provides credible and accurate data, the Mobility Matrix has the potential to become a common practice in higher education, allowing for new recognition mechanisms of staff mobility to emerge.","PeriodicalId":329404,"journal":{"name":"International Journal of Studies in Education and Science","volume":"121 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822052","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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