The development of leadership indicators and approaches for district directors of non-formal and informal education in the digital era is crucial for adapting to technological advancements, enhancing leadership effectiveness, fostering creativity and innovation, promoting digital citizenship, and supporting ongoing professional development. These efforts ultimately contribute to the improvement of educational practices and outcomes in the digital age. The objectives of this research were as follows: To study the components and indicators of leadership among district directors of non-formal and informal education in the digital era. To examine the consistency of the developed leadership indicator structure model for district directors of non-formal and informal education in the digital era using empirical data. To develop a leadership development approach for district directors of non-formal and informal education in the digital era. To study the results of implementing the leadership development approach for district directors of non-formal and informal education in the digital era. The research was conducted in four phases, and statistical analysis included percentage, mean, standard deviation, and Confirmatory Factor Analysis. The results revealed the following: Leadership among district directors of non-formal and informal education in the digital era consisted of five components and fifteen indicators. The leadership development approach for district directors of non-formal and informal education in the digital era included the following components: creativity, participation, digital citizenship, digital vision, and digital professionalism. These components were prioritized based on the findings. The assessment of satisfaction with the leadership development approach for directors of district centers for non-formal and informal education in the digital era indicated a high level of overall satisfaction. These innovative approaches function as catalysts, not only propelling district directors to excel in their roles but also empowering them to champion innovation within the education domain. Most importantly, they play a pivotal role in driving substantial progress in the field of education as our world becomes increasingly digital.
{"title":"Development of Leadership Indicators and Approaches for the District Directors of Non-formal and Informal Education in the Digital Era","authors":"Rujeewan Somchan, Prayuth Chusorn, Vanich Prasertphorn","doi":"10.5430/ijhe.v12n6p45","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p45","url":null,"abstract":"The development of leadership indicators and approaches for district directors of non-formal and informal education in the digital era is crucial for adapting to technological advancements, enhancing leadership effectiveness, fostering creativity and innovation, promoting digital citizenship, and supporting ongoing professional development. These efforts ultimately contribute to the improvement of educational practices and outcomes in the digital age. The objectives of this research were as follows: To study the components and indicators of leadership among district directors of non-formal and informal education in the digital era. To examine the consistency of the developed leadership indicator structure model for district directors of non-formal and informal education in the digital era using empirical data. To develop a leadership development approach for district directors of non-formal and informal education in the digital era. To study the results of implementing the leadership development approach for district directors of non-formal and informal education in the digital era. The research was conducted in four phases, and statistical analysis included percentage, mean, standard deviation, and Confirmatory Factor Analysis. The results revealed the following: Leadership among district directors of non-formal and informal education in the digital era consisted of five components and fifteen indicators. The leadership development approach for district directors of non-formal and informal education in the digital era included the following components: creativity, participation, digital citizenship, digital vision, and digital professionalism. These components were prioritized based on the findings. The assessment of satisfaction with the leadership development approach for directors of district centers for non-formal and informal education in the digital era indicated a high level of overall satisfaction. These innovative approaches function as catalysts, not only propelling district directors to excel in their roles but also empowering them to champion innovation within the education domain. Most importantly, they play a pivotal role in driving substantial progress in the field of education as our world becomes increasingly digital.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303804","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}
Khalid Salim Saif Al Jardani, Al-Hussein Yusuf Al-Maskery
This paper intends to reflect on the accreditation task that took place this academic year. This reflection covers the Application itself; from various draft iterations to the ingathering of Supporting Materials, and a mock accreditation event. It also covers the planning visit of OAAAQA and after, matters for clarification and additional Supporting Materials. In addition, the paper covers the visit itself including interviews. The paper ends by presenting key conclusions and recommendations based on this journey from two members of the University’s Writing Team.
{"title":"Reflection on Developing A'Sharqiyah University’s Institutional Accreditation Application","authors":"Khalid Salim Saif Al Jardani, Al-Hussein Yusuf Al-Maskery","doi":"10.5430/ijhe.v12n6p40","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p40","url":null,"abstract":"This paper intends to reflect on the accreditation task that took place this academic year. This reflection covers the Application itself; from various draft iterations to the ingathering of Supporting Materials, and a mock accreditation event. It also covers the planning visit of OAAAQA and after, matters for clarification and additional Supporting Materials. In addition, the paper covers the visit itself including interviews. The paper ends by presenting key conclusions and recommendations based on this journey from two members of the University’s Writing Team.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135303799","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}
As part of efforts to enhance academic achievement in higher education, incoming first-year students are becoming more and more subjected to surveys and assessments, e.g., regarding motivation and learning strategies. The Learning Strategies and Motivation Questionnaire (LEMO; Donche, Van Petegem, Van de Mosselaer, & Vermunt, 2010) is one of these surveys, applied mostly in professional bachelor programmes. The current study examines the reliability and predictive validity of the LEMO questionnaire in a sample of 416 first-year university students. All 13 scales were included in the study, i.e. Concrete Processing, Analysing, Memorising, Critical Processing, Relating-Structuring, External Regulation, Self-Regulation, Lack of Regulation, Amotivation, Controlled Motivation, Autonomous Motivation, Self-Efficacy, and Learning Together. In line with its reliability in previous studies, Cronbach’s alfa of most LEMO scales was below .70, which is the minimum threshold for scientific research, as was the Composite Reliability of eight of the 13 LEMO-scales. A confirmatory factor analysis showed that several factor loadings were below .70, resulting in an average variance extracted (AVE) below .50 for 11 of the 13 scales. Most scales had no or only a limited correlation to first-year GPA (FYGPA). Only Self-Efficacy and Analysing correlated ≥ .20 with FYGPA. These two scales explained 10.4% of the variance in study success. Hereby, Self-Efficacy is the most important predictor. The other 11 scales had no significant contribution to the prediction of academic performance in addition to Self-Efficacy and Analysing (ΔR2 = 3.4%, n.s.). Additional analyses showed that the correlation between the LEMO scales and FYGPA varied according to Bachelor programme.
作为提高高等教育学业成绩的努力的一部分，入学的一年级学生越来越多地成为调查和评估的对象，例如关于动机和学习策略的调查和评估。学习策略与动机调查问卷(LEMO)Donche, Van Petegem, Van de Mosselaer， &佛蒙特，2010)是其中一项调查，主要应用于专业学士课程。本研究以416名大学一年级学生为样本，检验了LEMO问卷的信度和预测效度。研究包括具体加工、分析、记忆、关键加工、关联结构、外部调节、自我调节、缺乏调节、动机、控制动机、自主动机、自我效能、共同学习等13个量表。与以往研究的信度一致，大多数LEMO量表的Cronbach 's alpha值低于0.70，这是科学研究的最低阈值，13个LEMO量表中有8个的复合信度低于0.70。验证性因子分析显示，几个因子负荷低于0.70，导致13个量表中有11个的平均方差提取(AVE)低于0.50。大多数量表与第一年的GPA (FYGPA)没有或只有有限的相关性。只有自我效能和分析与FYGPA相关≥0.20。这两个量表解释了10.4%的学习成功差异。因此，自我效能感是最重要的预测因子。除了自我效能和分析外，其他11个量表对学业成绩的预测没有显著贡献(ΔR2 = 3.4%， n.s.)。其他分析表明，LEMO量表与FYGPA之间的相关性因学士课程而异。
{"title":"Application of The Learning Strategies and Motivation Questionnaire (LEMO) at the University: Reliability and Relation to First-year GPA","authors":"Erna Nauwelaerts, Sarah Doumen","doi":"10.5430/ijhe.v12n6p21","DOIUrl":"https://doi.org/10.5430/ijhe.v12n6p21","url":null,"abstract":"As part of efforts to enhance academic achievement in higher education, incoming first-year students are becoming more and more subjected to surveys and assessments, e.g., regarding motivation and learning strategies. The Learning Strategies and Motivation Questionnaire (LEMO; Donche, Van Petegem, Van de Mosselaer, & Vermunt, 2010) is one of these surveys, applied mostly in professional bachelor programmes. The current study examines the reliability and predictive validity of the LEMO questionnaire in a sample of 416 first-year university students. All 13 scales were included in the study, i.e. Concrete Processing, Analysing, Memorising, Critical Processing, Relating-Structuring, External Regulation, Self-Regulation, Lack of Regulation, Amotivation, Controlled Motivation, Autonomous Motivation, Self-Efficacy, and Learning Together. In line with its reliability in previous studies, Cronbach’s alfa of most LEMO scales was below .70, which is the minimum threshold for scientific research, as was the Composite Reliability of eight of the 13 LEMO-scales. A confirmatory factor analysis showed that several factor loadings were below .70, resulting in an average variance extracted (AVE) below .50 for 11 of the 13 scales. Most scales had no or only a limited correlation to first-year GPA (FYGPA). Only Self-Efficacy and Analysing correlated ≥ .20 with FYGPA. These two scales explained 10.4% of the variance in study success. Hereby, Self-Efficacy is the most important predictor. The other 11 scales had no significant contribution to the prediction of academic performance in addition to Self-Efficacy and Analysing (ΔR2 = 3.4%, n.s.). Additional analyses showed that the correlation between the LEMO scales and FYGPA varied according to Bachelor programme.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135304175","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 Effective Academic Administration System is essential for attaining excellence in educational institutions. Through the optimization of processes, support for schools and students, and the promotion of data-driven decision-making, such a system assists institutions in adapting to evolving educational environments and delivering high-quality education. The objectives of this research were to study the components and indicators of academic administration for the excellence of med-sized secondary schools, study the current conditions desirable conditions and priority needs index and to study the results of implementation. Research and development by conducted research in 4 phases. The results of the research were as follows: The academic administration composition for excellence in medium-sized secondary schools under the Secondary Education Service Area Office in the Northeast comprises four main components and twenty-two indicators. The current condition of the system is rated at a high level, while the desirable condition is at the highest level. The Academic Administration System encompasses four aspects: Input includes Administrator, Teachers and Staff, Students, and a conducive learning environment. The Process involves two main components and twelve sub-elements, The Output consists of four components: A flexible and agile organizational structure that supports changes, higher academic achievement among learners compared to previous years, satisfaction among administrators, teachers, staff, stakeholders and acceptance within the community. Feedback mechanisms include performance reporting to the public and utilizing evaluation results to make improvements based on recommendations. In conclusion, the Academic Administration System's comprehensive approach, encompassing input, process, output, and feedback aspects has resulted in exemplary performance establishing these secondary schools as models of excellence within the region.
{"title":"Development of Academic Administration System for Excellence of Mid-Sized Schools under the Secondary Educational Service Area Office in the Northeast","authors":"Praphutsorn Tharmalee, Prayuth Chusorn, Chaiyuth Sirisuthi","doi":"10.5430/ijhe.v12n5p211","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p211","url":null,"abstract":"An Effective Academic Administration System is essential for attaining excellence in educational institutions. Through the optimization of processes, support for schools and students, and the promotion of data-driven decision-making, such a system assists institutions in adapting to evolving educational environments and delivering high-quality education. The objectives of this research were to study the components and indicators of academic administration for the excellence of med-sized secondary schools, study the current conditions desirable conditions and priority needs index and to study the results of implementation. Research and development by conducted research in 4 phases. The results of the research were as follows: The academic administration composition for excellence in medium-sized secondary schools under the Secondary Education Service Area Office in the Northeast comprises four main components and twenty-two indicators. The current condition of the system is rated at a high level, while the desirable condition is at the highest level. The Academic Administration System encompasses four aspects: Input includes Administrator, Teachers and Staff, Students, and a conducive learning environment. The Process involves two main components and twelve sub-elements, The Output consists of four components: A flexible and agile organizational structure that supports changes, higher academic achievement among learners compared to previous years, satisfaction among administrators, teachers, staff, stakeholders and acceptance within the community. Feedback mechanisms include performance reporting to the public and utilizing evaluation results to make improvements based on recommendations. In conclusion, the Academic Administration System's comprehensive approach, encompassing input, process, output, and feedback aspects has resulted in exemplary performance establishing these secondary schools as models of excellence within the region.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135477097","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 purpose of the current study was to explore the effects of three dimensions of paternalistic leadership (i.e., authoritarian leadership, benevolent leadership, and moral leadership) on the creativity of Chinese college teachers. Based on social cognitive theory, the mediating role of creative self-efficacy in the relationship between the three dimensions of paternalistic leadership and creativity was also investigated. A questionnaire survey methodology was adopted with data collected from a sample of 775 college teachers as participants in the Shandong province of China. The results revealed college teachers’ perceived benevolent leadership and moral leadership had a significant positive impact on their creativity; perceived authoritarian leadership, however, demonstrated a significant negative effect on creativity; creativity self-efficacy was reported to partially or completely mediate between all three dimensions of perceived paternalistic leadership and creativity. These findings provided theoretical and practical insights for enhancing creativity among college teachers. College leaders are encouraged to exhibit benevolent and moral leadership behaviors while limiting authoritarian leadership behaviors. It is also recommended that colleges introduce management practices such as training and creative development tutorials to improve the creative self-efficacy of college teachers and enhance their creativity.
{"title":"Can Paternalistic Leadership Promote Chinese College Teachers’ Creativity? Understanding the Mediating Role of Creative Self-Efficacy","authors":"Lin Zhang, Jianhao Huang","doi":"10.5430/ijhe.v12n5p195","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p195","url":null,"abstract":"The purpose of the current study was to explore the effects of three dimensions of paternalistic leadership (i.e., authoritarian leadership, benevolent leadership, and moral leadership) on the creativity of Chinese college teachers. Based on social cognitive theory, the mediating role of creative self-efficacy in the relationship between the three dimensions of paternalistic leadership and creativity was also investigated. A questionnaire survey methodology was adopted with data collected from a sample of 775 college teachers as participants in the Shandong province of China. The results revealed college teachers’ perceived benevolent leadership and moral leadership had a significant positive impact on their creativity; perceived authoritarian leadership, however, demonstrated a significant negative effect on creativity; creativity self-efficacy was reported to partially or completely mediate between all three dimensions of perceived paternalistic leadership and creativity. These findings provided theoretical and practical insights for enhancing creativity among college teachers. College leaders are encouraged to exhibit benevolent and moral leadership behaviors while limiting authoritarian leadership behaviors. It is also recommended that colleges introduce management practices such as training and creative development tutorials to improve the creative self-efficacy of college teachers and enhance their creativity.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926198","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 objectives of this research were: 1) to study the current situation and knowledge management strategies for organizational management of higher vocational education administrators in Liaoning province, China, and 2) to provide knowledge management strategies for improving organizational management of higher vocational education administrators in Liaoning province, China. 3) to evaluate the adaptability and feasibility of knowledge management strategies for improving the organizational management of higher vocational education administrators in Liaoning Province, China. The sample group for this research was 205 administrators from 10 vocational universities in Liaoning by simple random sampling. The interview group was 10 high-level administrators, and five experts evaluated the adaptability and feasibility of higher vocational education administrators' knowledge management strategies and organizational management. The research Instruments include 1) a questionnaire, 2) a structured interview, and 3) an evaluation form. Data analyses were frequency, percentage, mean, standard deviation, and content analysis.The results showed that 1) the current situation of knowledge management strategies for organizational management of higher vocational educational administrators is divided into three aspects: management effectiveness, knowledge management, and organizational culture; and 2) the knowledge management strategies for improving organizational management are divided into three aspects as follows: 12 measures for knowledge management, 11 measures for organizational culture, and 10 measures for management effectiveness. 3) The results of evaluating the adaptability and feasibility of the knowledge management strategies for improving organizational management were at the highest level.
{"title":"Knowledge Management Strategies for Organizational Management of Higher Vocational Education Administrators in Liaoning Province, China","authors":"Qin Yinglun, Luxana Keyuraphan, Niran Sutheeniran, Kanakorn Sawangcharoen","doi":"10.5430/ijhe.v12n5p162","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p162","url":null,"abstract":"The objectives of this research were: 1) to study the current situation and knowledge management strategies for organizational management of higher vocational education administrators in Liaoning province, China, and 2) to provide knowledge management strategies for improving organizational management of higher vocational education administrators in Liaoning province, China. 3) to evaluate the adaptability and feasibility of knowledge management strategies for improving the organizational management of higher vocational education administrators in Liaoning Province, China. The sample group for this research was 205 administrators from 10 vocational universities in Liaoning by simple random sampling. The interview group was 10 high-level administrators, and five experts evaluated the adaptability and feasibility of higher vocational education administrators' knowledge management strategies and organizational management. The research Instruments include 1) a questionnaire, 2) a structured interview, and 3) an evaluation form. Data analyses were frequency, percentage, mean, standard deviation, and content analysis.The results showed that 1) the current situation of knowledge management strategies for organizational management of higher vocational educational administrators is divided into three aspects: management effectiveness, knowledge management, and organizational culture; and 2) the knowledge management strategies for improving organizational management are divided into three aspects as follows: 12 measures for knowledge management, 11 measures for organizational culture, and 10 measures for management effectiveness. 3) The results of evaluating the adaptability and feasibility of the knowledge management strategies for improving organizational management were at the highest level.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011457","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 aimed to investigate the effect of teacher support on college students’ mental health using the study demands-resources model. Additionally, it explored the mediating roles of study engagement and opportunities. Chinese college students participated in the study through a questionnaire survey. We employed convenience sampling to collect 592 valid samples from the participants. The results revealed a significant positive correlation between college students’ perceived teacher support and their mental health. Moreover, the study highlighted that study engagement and opportunities act as mediators between college students’ perceived teacher support and their mental health. These findings have important theoretical and practical implications for managing college students’ mental health. To enhance students’overall mental health, teachers should focus on increasing the provision of study opportunities, thereby fostering study engagement.
{"title":"Effect of Teacher Support on Mental Health of College Students in China: A Study Demands-Resources Model Approach","authors":"Xinglong Ma, Man Jiang","doi":"10.5430/ijhe.v12n5p152","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p152","url":null,"abstract":"This study aimed to investigate the effect of teacher support on college students’ mental health using the study demands-resources model. Additionally, it explored the mediating roles of study engagement and opportunities. Chinese college students participated in the study through a questionnaire survey. We employed convenience sampling to collect 592 valid samples from the participants. The results revealed a significant positive correlation between college students’ perceived teacher support and their mental health. Moreover, the study highlighted that study engagement and opportunities act as mediators between college students’ perceived teacher support and their mental health. These findings have important theoretical and practical implications for managing college students’ mental health. To enhance students’overall mental health, teachers should focus on increasing the provision of study opportunities, thereby fostering study engagement.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011569","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 objectives of this study were (1) to study the factors that affect the development of metacognitive skills, (2) to develop an instructional model for improving metacognitive skills based on work-based learning, and (3) to compare students' metacognitive skills before and after using the work-based learning instructional model. The sample group was 40 students from the highway engineering supervision major of Qinghai Communications Technical College. The research was conducted in three steps: studying the factors that affect the development of metacognitive skills, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of metacognitive skills, an interview form about factors that affect the development of college students' metacognitive skills, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a metacognitive skills test. The study's results were 1) the main factors affecting the development of metacognitive skills include the learning process, the environment, the teachers, and the students, respectively, 2) the instructional model based on work-based learning was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on work-based learning, the metacognitive skill scores of the students were higher than the metacognitive skills of the students before the experiment, with a statistical significance of 0.01 level.
{"title":"The Development of an Instructional Model based on Work-Based Learning to Improve the Metacognitive Skills","authors":"Hou Tiejun, Bung-on Sereerat, Penporn Thongkamsuk, Saifon Songsiengchai","doi":"10.5430/ijhe.v12n5p172","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p172","url":null,"abstract":"The objectives of this study were (1) to study the factors that affect the development of metacognitive skills, (2) to develop an instructional model for improving metacognitive skills based on work-based learning, and (3) to compare students' metacognitive skills before and after using the work-based learning instructional model. The sample group was 40 students from the highway engineering supervision major of Qinghai Communications Technical College. The research was conducted in three steps: studying the factors that affect the development of metacognitive skills, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of metacognitive skills, an interview form about factors that affect the development of college students' metacognitive skills, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a metacognitive skills test. The study's results were 1) the main factors affecting the development of metacognitive skills include the learning process, the environment, the teachers, and the students, respectively, 2) the instructional model based on work-based learning was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on work-based learning, the metacognitive skill scores of the students were higher than the metacognitive skills of the students before the experiment, with a statistical significance of 0.01 level.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015108","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 objectives of this research were: 1) to study the current situation of industry-education integration under the background of the "double-high plan" in higher vocational college in Guizhou, China, 2) to develop the guidelines for industry-education integration under the background of the " double-high plan" in higher vocational college in Guizhou, China, and 3) to evaluate the adaptability and feasibility of the guidelines for industry-education integration under the background of the " double-high plan" in higher vocational college in Guizhou, China. The population of this research contained 420 teachers from four higher vocational colleges. According to the Krejcie and Morgan sampling table (1970), the sample group of this research was 201 teachers from four higher vocational colleges in Guizhou, and simple random sampling was used in this research.Furthermore, the interviewees of this research were five administrators, teachers, and industry representatives. Five high-level administrators in Guizhou were the five experts in evaluating the adaptability and feasibility of the guidelines. Purposive sampling was used in this part.The research instruments were a questionnaire, a semi-structured interview, and an evaluation form. The statistics for data analysis were frequency, percentage, mean, standard deviation, and content analysis.The results found that: 1) the current situation of industry-education integration under the background of the "double high plan" in the higher vocational college in Guizhou was government policy support, the attractiveness of higher vocational colleges, 2) The guidelines for industry-education integration under the background of the "double high plan" in higher vocational colleges in Guizhou had three dimensions: government dimension, higher vocational colleges dimension, and enterprises dimension, and 3) The adaptability and feasibility of the guidelines were at the highest level, with values ranging from 4.00 to 5.00.
{"title":"The Guidelines for Developing the Integration of Production, Education, and Research under the Background of \"Double High Plan\" in Guizhou, China","authors":"Tang Min, Luxana Keyuraphan, Niran Sutheeniran, Patchara Dechhome","doi":"10.5430/ijhe.v12n5p185","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p185","url":null,"abstract":"The objectives of this research were: 1) to study the current situation of industry-education integration under the background of the \"double-high plan\" in higher vocational college in Guizhou, China, 2) to develop the guidelines for industry-education integration under the background of the \" double-high plan\" in higher vocational college in Guizhou, China, and 3) to evaluate the adaptability and feasibility of the guidelines for industry-education integration under the background of the \" double-high plan\" in higher vocational college in Guizhou, China. The population of this research contained 420 teachers from four higher vocational colleges. According to the Krejcie and Morgan sampling table (1970), the sample group of this research was 201 teachers from four higher vocational colleges in Guizhou, and simple random sampling was used in this research.Furthermore, the interviewees of this research were five administrators, teachers, and industry representatives. Five high-level administrators in Guizhou were the five experts in evaluating the adaptability and feasibility of the guidelines. Purposive sampling was used in this part.The research instruments were a questionnaire, a semi-structured interview, and an evaluation form. The statistics for data analysis were frequency, percentage, mean, standard deviation, and content analysis.The results found that: 1) the current situation of industry-education integration under the background of the \"double high plan\" in the higher vocational college in Guizhou was government policy support, the attractiveness of higher vocational colleges, 2) The guidelines for industry-education integration under the background of the \"double high plan\" in higher vocational colleges in Guizhou had three dimensions: government dimension, higher vocational colleges dimension, and enterprises dimension, and 3) The adaptability and feasibility of the guidelines were at the highest level, with values ranging from 4.00 to 5.00.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015117","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}
Deng Liling, Luxana Keyuraphan, Niran Sutheeniran, Patchara Dechhome
The objectives of this research were: 1) to study the current situation of budget performance management of public universities in Guangdong; 2) to investigate the guidelines for improving the budget performance management of public universities in Guangdong; 3) to evaluate the adaptability and feasibility of guidelines for improving the budget performance management of public universities in Guangdong.The sample group of this research was 285 administrators in public universities in Guangdong. They were selected by systematic random sampling and sample random sampling. The interview group was ten administrators from seven representative universities in Guangdong. The experts for evaluating the adaptability and feasibility of guidelines for improving budget performance management consisted of high-level administrators from each usual public university, totaling seven people. Research instruments included 1) a questionnaire, 2) a structured interview, and 3) an evaluation form—data analysis using percentage, mean, standard deviation, and content analysis.The results were found that: 1) The overall level of budget performance management of public universities in Guangdong is high, but it also reflects many problems; the main issues were as follows: (1)There were widespread challenges in budget performance goal management within universities, (2) including incomplete performance execution tracking and monitoring management, (3) insufficient strategic alignment of performance evaluation management, and (4) difficulties in applying performance evaluation results in feedback and application management, 2) The guidelines for improving the budget performance management divided into three aspects, which including (1) budget organization, (2)budget process, and (3)information system; and 3) The adaptability and feasibility of the guidelines for improving the budget performance management of universities were at the highest level.
{"title":"Guidelines for Improving the Budget Performance Management of Public Universities in Guangdong","authors":"Deng Liling, Luxana Keyuraphan, Niran Sutheeniran, Patchara Dechhome","doi":"10.5430/ijhe.v12n5p140","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p140","url":null,"abstract":"The objectives of this research were: 1) to study the current situation of budget performance management of public universities in Guangdong; 2) to investigate the guidelines for improving the budget performance management of public universities in Guangdong; 3) to evaluate the adaptability and feasibility of guidelines for improving the budget performance management of public universities in Guangdong.The sample group of this research was 285 administrators in public universities in Guangdong. They were selected by systematic random sampling and sample random sampling. The interview group was ten administrators from seven representative universities in Guangdong. The experts for evaluating the adaptability and feasibility of guidelines for improving budget performance management consisted of high-level administrators from each usual public university, totaling seven people. Research instruments included 1) a questionnaire, 2) a structured interview, and 3) an evaluation form—data analysis using percentage, mean, standard deviation, and content analysis.The results were found that: 1) The overall level of budget performance management of public universities in Guangdong is high, but it also reflects many problems; the main issues were as follows: (1)There were widespread challenges in budget performance goal management within universities, (2) including incomplete performance execution tracking and monitoring management, (3) insufficient strategic alignment of performance evaluation management, and (4) difficulties in applying performance evaluation results in feedback and application management, 2) The guidelines for improving the budget performance management divided into three aspects, which including (1) budget organization, (2)budget process, and (3)information system; and 3) The adaptability and feasibility of the guidelines for improving the budget performance management of universities were at the highest level.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911921","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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