Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2397
Tayyeb Ali Khan
The study aims to understand how teachers and academic leadership have experienced the implementation of the Tenure Track System (TTS) as a new educational reform in a female university. Although the need for change in education has been widely researched, the dynamics of how the international academic reward system affects women working in a women’s university, especially in the context of developing countries, have mostly been ignored in the literature. This case study is based on the experience of interventions in the university reward system at a public university for women established in 1922. It provides unique insights into how the participants perceive the change process and the unintended side effects of these policy-level changes on the personal and organizational culture and structure levels. The results reveal that participants overburdened themselves with administrative, teaching, and research work but could have voiced their concerns more assertively. The study concluded that TTS faculty had been marginalized in the university based on their compensation and TTS is struggling to foot its ground as a main academic reward system. The faculty on TTS at large felt frustrated and alienated.
{"title":"Women’s Experiences of Academic Tenure at a Women’s University in Pakistan","authors":"Tayyeb Ali Khan","doi":"10.52634/mier/2023/v13/i2/2397","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2397","url":null,"abstract":"The study aims to understand how teachers and academic leadership have experienced the implementation of the Tenure Track System (TTS) as a new educational reform in a female university. Although the need for change in education has been widely researched, the dynamics of how the international academic reward system affects women working in a women’s university, especially in the context of developing countries, have mostly been ignored in the literature. This case study is based on the experience of interventions in the university reward system at a public university for women established in 1922. It provides unique insights into how the participants perceive the change process and the unintended side effects of these policy-level changes on the personal and organizational culture and structure levels. The results reveal that participants overburdened themselves with administrative, teaching, and research work but could have voiced their concerns more assertively. The study concluded that TTS faculty had been marginalized in the university based on their compensation and TTS is struggling to foot its ground as a main academic reward system. The faculty on TTS at large felt frustrated and alienated.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.52634/mier/2023/v13/i2/2391
Harishree C, S Mekala, Geetha R
The conspicuous transition in the employment sector has entailed employers to expect employees with pragmatic, autonomous, and dynamic skill sets. However, the engineers in India have been under-trained with the requisite skill set to exhibit constructive outcomes in the present competitive world. This paper expounds on the predominance of Life and Career skills in capacity building of engineering students with adequate skills to sustain the transforming 21st-century workplace demands. On this account, the paper examines the perceptions of students and teachers on integrating Life and Career skills in the English syllabus of the Engineering curriculum for the workplace preparedness of the students. An online survey was conducted between July and August 2019 to obtain the perceptions of 1048 students of engineering and 34 teachers of English from the Engineering Institutes affiliated with Pondicherry University. The findings have exhibited the assertion on the efficacy of Life and Career skills in empowering engineering students with flexibility, self-direction, cross-cultural, productivity, etc., skills. The results imply the desideratum of these skills set in the engineering curriculum for Industry-ready students to meet the demands of the 21st-century workplace.
{"title":"Promoting 21st Century Workplace Preparedness of Engineering Students: Teachers’ and Students’ Perceptions","authors":"Harishree C, S Mekala, Geetha R","doi":"10.52634/mier/2023/v13/i2/2391","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i2/2391","url":null,"abstract":"The conspicuous transition in the employment sector has entailed employers to expect employees with pragmatic, autonomous, and dynamic skill sets. However, the engineers in India have been under-trained with the requisite skill set to exhibit constructive outcomes in the present competitive world. This paper expounds on the predominance of Life and Career skills in capacity building of engineering students with adequate skills to sustain the transforming 21st-century workplace demands. On this account, the paper examines the perceptions of students and teachers on integrating Life and Career skills in the English syllabus of the Engineering curriculum for the workplace preparedness of the students. An online survey was conducted between July and August 2019 to obtain the perceptions of 1048 students of engineering and 34 teachers of English from the Engineering Institutes affiliated with Pondicherry University. The findings have exhibited the assertion on the efficacy of Life and Career skills in empowering engineering students with flexibility, self-direction, cross-cultural, productivity, etc., skills. The results imply the desideratum of these skills set in the engineering curriculum for Industry-ready students to meet the demands of the 21st-century workplace.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135456176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2333
Pallavi Kanungo
Classroom practices form an array of integrated teaching and learning strategies conducive to the real world. Lesser is known about the classroom practices experiences among the students belonging to the informal settlements in private schools of India. The paper presents a brief insight into barriers to classroom practices with a self-prepared assessment tool, namely Classroom Practice Position (CPP). It can aid teachers in prioritising practices for balancing participation in the classroom. The measure will help to determine the placement of classroom routine activities. The paper highlights the data from the perspectives of 58 students in Rourkela (a city in the State of Odisha, India) through a sequential exploratory method and data analysis with SPSS v.20. The CPP tool indicates that peer support from the well-performing students helps in mitigating stereotypes, in completion of classwork, identity and familiarity with teachers.
{"title":"Informing Barriers to Classroom Practices with an Assessment Tool: Study on Private Schools Serving Children from Informal Settlements","authors":"Pallavi Kanungo","doi":"10.52634/mier/2023/v13/i1/2333","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2333","url":null,"abstract":"\u0000\u0000\u0000Classroom practices form an array of integrated teaching and learning strategies conducive to the real world. Lesser is known about the classroom practices experiences among the students belonging to the informal settlements in private schools of India. The paper presents a brief insight into barriers to classroom practices with a self-prepared assessment tool, namely Classroom Practice Position (CPP). It can aid teachers in prioritising practices for balancing participation in the classroom. The measure will help to determine the placement of classroom routine activities. The paper highlights the data from the perspectives of 58 students in Rourkela (a city in the State of Odisha, India) through a sequential exploratory method and data analysis with SPSS v.20. The CPP tool indicates that peer support from the well-performing students helps in mitigating stereotypes, in completion of classwork, identity and familiarity with teachers.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75139019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2435
Şenol Şen
A comprehensive systematic review concerning the usage of concept maps in chemistry education (CMiCE) is not available in the literature. Therefore, this study attempts to conduct a systematic review of CMiCE using bibliometric analysis. Within the scope of the main aim of the study, articles related to CMiCE were searched on the Web of Science (WoS) database through the “ALL= (“concept* map*”) and ALL=(“chem*”) query. Data analysis was done using Microsoft Excel, VOSviewer software package and WoS analytical tool. According to the findings, information regarding trends, citation, co-authorship, co-word/co-occurrence, and co-citation in studies related to CMiCE were obtained. Results show that the most influential country was the USA, the most influential journal was the Journal of Chemical Education, the author with most citations was Novak, the most frequently used keyword was concept maps and the most commonly used keyword in recent years was the curriculum. The results from this study will contribute to other review studies related to CMiCE- especially in the context of chemistry education.
关于概念图在化学教育(CMiCE)中使用的全面系统综述在文献中是不可用的。因此，本研究试图使用文献计量学分析对CMiCE进行系统综述。在研究的主要目的范围内，通过“ALL=(“concept* map*”)和ALL=(“chem*”)查询在Web of Science (WoS)数据库中检索与CMiCE相关的文章。数据分析采用Microsoft Excel、VOSviewer软件包和WoS分析工具。根据调查结果，获得了CMiCE相关研究的趋势、引文、合著者、共词/共现和共被引等信息。结果表明:影响力最大的国家为美国，影响力最大的期刊为journal of Chemical Education，被引次数最多的作者为Novak，使用频率最高的关键词为概念图，近年来使用频率最高的关键词为课程。本研究的结果将有助于其他与CMiCE相关的综述研究，特别是在化学教育的背景下。
{"title":"Bibliometric Analysis of Concept Maps in Chemistry Education","authors":"Şenol Şen","doi":"10.52634/mier/2023/v13/i1/2435","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2435","url":null,"abstract":"\u0000\u0000\u0000A comprehensive systematic review concerning the usage of concept maps in chemistry education (CMiCE) is not available in the literature. Therefore, this study attempts to conduct a systematic review of CMiCE using bibliometric analysis. Within the scope of the main aim of the study, articles related to CMiCE were searched on the Web of Science (WoS) database through the “ALL= (“concept* map*”) and ALL=(“chem*”) query. Data analysis was done using Microsoft Excel, VOSviewer software package and WoS analytical tool. According to the findings, information regarding trends, citation, co-authorship, co-word/co-occurrence, and co-citation in studies related to CMiCE were obtained. Results show that the most influential country was the USA, the most influential journal was the Journal of Chemical Education, the author with most citations was Novak, the most frequently used keyword was concept maps and the most commonly used keyword in recent years was the curriculum. The results from this study will contribute to other review studies related to CMiCE- especially in the context of chemistry education.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82372106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2426
Rodrigo A. Salimaco, Jr.
In light of the pandemic brought about by COVID-19, classes have shifted from physical to virtual. There was an abrupt change in the methodologies and sudden adjustments in the teaching and learning process. It led to various problems, especially in mathematics, where teachers required more board work and supplemental activities to ensure student learning. This study aims to assess the different experiences of mathematics teachers in higher education. Employing a qualitative method, particularly the phenomenological research design, participants from the mathematics department in a higher education institution participated in the interviews. Thematic data analysis reveals five themes. These are the teachers who have difficulty in teaching and presenting the topics; there was not enough interaction from students; slow internet connection became a big problem; there is a need for more digital infrastructure; and teachers had to be flexible and lenient. This study implies that mathematics teachers at the tertiary level are continually providing the learning that the students need despite the absence of face-to-face classes. The study reveals the diversity of efforts amidst the pressure and anxiety brought about by the pandemic.
{"title":"Teaching Mathematics Virtually in Higher Education Amidst the Pandemic: A Phenomenological Inquiry","authors":"Rodrigo A. Salimaco, Jr.","doi":"10.52634/mier/2023/v13/i1/2426","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2426","url":null,"abstract":"In light of the pandemic brought about by COVID-19, classes have shifted from physical to virtual. There was an abrupt change in the methodologies and sudden adjustments in the teaching and learning process. It led to various problems, especially in mathematics, where teachers required more board work and supplemental activities to ensure student learning. This study aims to assess the different experiences of mathematics teachers in higher education. Employing a qualitative method, particularly the phenomenological research design, participants from the mathematics department in a higher education institution participated in the interviews. Thematic data analysis reveals five themes. These are the teachers who have difficulty in teaching and presenting the topics; there was not enough interaction from students; slow internet connection became a big problem; there is a need for more digital infrastructure; and teachers had to be flexible and lenient. This study implies that mathematics teachers at the tertiary level are continually providing the learning that the students need despite the absence of face-to-face classes. The study reveals the diversity of efforts amidst the pressure and anxiety brought about by the pandemic.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73469383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2337
Rajib Lochan Das
Educational institutions in Bangladesh had to stop face-to-face educational activities during the COVID-19 pandemic. Institutions accepted online classes as the only alternative for conducting educational activities. Teachers and students transitioned from face-to-face to online medium by using a Learning Management System (LMS). Google Classroom has evolved as an LMS during this period. This study uses a quantitative research methodology to focus on students' adoption of Google Classroom in higher education using the modified version of the Technology Acceptance Model (TAM). In particular, this research aims to identify the factors affecting university students' behavioural intention towards LMS. The revised LMS-TAM model was used with prediction factors like perceived usefulness, perceived ease of use, behavioural intent, enjoyment, subjective norm, satisfaction, and interactivity and control. A questionnaire was developed with experts' opinions and distributed online to the respondents. 185 university students from different disciplines gave responses to the questionnaire. A set of recommendations are formulated based on the statistical results. The researchers are hopeful that higher education institutions, teachers, technical support staff, instructional designers and policymakers will benefit from this study.
{"title":"Students' Adoption of Google Classroom Investigated by Technology Acceptance Model","authors":"Rajib Lochan Das","doi":"10.52634/mier/2023/v13/i1/2337","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2337","url":null,"abstract":"\u0000\u0000\u0000Educational institutions in Bangladesh had to stop face-to-face educational activities during the COVID-19 pandemic. Institutions accepted online classes as the only alternative for conducting educational activities. Teachers and students transitioned from face-to-face to online medium by using a Learning Management System (LMS). Google Classroom has evolved as an LMS during this period. This study uses a quantitative research methodology to focus on students' adoption of Google Classroom in higher education using the modified version of the Technology Acceptance Model (TAM). In particular, this research aims to identify the factors affecting university students' behavioural intention towards LMS. The revised LMS-TAM model was used with prediction factors like perceived usefulness, perceived ease of use, behavioural intent, enjoyment, subjective norm, satisfaction, and interactivity and control. A questionnaire was developed with experts' opinions and distributed online to the respondents. 185 university students from different disciplines gave responses to the questionnaire. A set of recommendations are formulated based on the statistical results. The researchers are hopeful that higher education institutions, teachers, technical support staff, instructional designers and policymakers will benefit from this study.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79910066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2357
Rajkumar B. Nanaware, Chandrakant Baviskar
A learner's capacity to acquire and process information in a learning environment is their "learning style". One of the essential applications of learning styles is that teachers may easily incorporate them into their instructional strategies. Students learn in various ways; amongst the rest, the visual, auditory, and kinaesthetic (VAK) are the most prominent. This endeavour aims to identify secondary students' preferred sensory modalities for learning and analyse the association between academic achievement and learning style subscales. The study included 100 students selected using simple random sampling from Karnataka's class 8th and 9th grades secondary school students. Findings reveal that the predominant sensory modality of learning was aural and more prevalent than visual and kinaesthetic learning (34%). The relationship between learning style and academic success is statistically significant (p< 0.05). The main effects of the three variables - visual, auditory and kinaesthetic are also substantial on academic achievement. The female students were more dominant in the blend of all (Collaborative) learning styles.
{"title":"A Study on Academic Achievement in Relation to Learning Styles of Senior Secondary School Students","authors":"Rajkumar B. Nanaware, Chandrakant Baviskar","doi":"10.52634/mier/2023/v13/i1/2357","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2357","url":null,"abstract":"\u0000\u0000\u0000A learner's capacity to acquire and process information in a learning environment is their \"learning style\". One of the essential applications of learning styles is that teachers may easily incorporate them into their instructional strategies. Students learn in various ways; amongst the rest, the visual, auditory, and kinaesthetic (VAK) are the most prominent. This endeavour aims to identify secondary students' preferred sensory modalities for learning and analyse the association between academic achievement and learning style subscales. The study included 100 students selected using simple random sampling from Karnataka's class 8th and 9th grades secondary school students. Findings reveal that the predominant sensory modality of learning was aural and more prevalent than visual and kinaesthetic learning (34%). The relationship between learning style and academic success is statistically significant (p< 0.05). The main effects of the three variables - visual, auditory and kinaesthetic are also substantial on academic achievement. The female students were more dominant in the blend of all (Collaborative) learning styles.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91235117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2376
S. Chopra, A. Kauts
This study aims to develop a collaborative skills scale for pre-service teachers. A total of 308 pre-service teachers of three different colleges in Amritsar (Punjab) participated in the study. After preparing a pool of items, the researchers employed an exploratory factor analysis (EFA) and a principal component matrix (PCA) with varimax rotation. After performing EFA, 12 items were excluded out of 35. Three factors of Knowledge Negotiation, Social Interactions and Positive Interdependence were extracted. The final scale consists of 23 items. The overall Cronbach alpha coefficient for the scale was 0.73. Validity of the scale was determined using Face and Content validity. Thus, the total score for each item ranges from 1 to 5, whereas the total score of the collaborative skills scale ranges from 1 to 115. Higher scores reveal a higher degree of collaboration skills, whereas lower scores reveal a lower degree of collaboration skills.
{"title":"Development of Collaborative Skills Scale: Reliability and Validity","authors":"S. Chopra, A. Kauts","doi":"10.52634/mier/2023/v13/i1/2376","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2376","url":null,"abstract":"\u0000\u0000\u0000This study aims to develop a collaborative skills scale for pre-service teachers. A total of 308 pre-service teachers of three different colleges in Amritsar (Punjab) participated in the study. After preparing a pool of items, the researchers employed an exploratory factor analysis (EFA) and a principal component matrix (PCA) with varimax rotation. After performing EFA, 12 items were excluded out of 35. Three factors of Knowledge Negotiation, Social Interactions and Positive Interdependence were extracted. The final scale consists of 23 items. The overall Cronbach alpha coefficient for the scale was 0.73. Validity of the scale was determined using Face and Content validity. Thus, the total score for each item ranges from 1 to 5, whereas the total score of the collaborative skills scale ranges from 1 to 115. Higher scores reveal a higher degree of collaboration skills, whereas lower scores reveal a lower degree of collaboration skills.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73769919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.52634/mier/2023/v13/i1/2344
Sonika Jha, A. K. Singh, Janvee Garg
The COVID-19 pandemic forced the closure of educational institutions worldwide and put academic schedules in danger. Most educational institutions have turned to online learning platforms to maintain academic activities. But the issues surrounding the readiness, design, and effectiveness of e-learning remain unclear. It is still not precisely understood, especially for a developing nation like India, where technological challenges like device appropriateness and bandwidth availability present significant difficulties. Through an online survey of 152 students, this study aims to investigate how students perceive and enjoy online learning. To create an efficient online learning environment, we also investigated the variables affecting students' motivation levels for online classes. According to the students, while internet connectivity challenges in rural locations make it difficult to take advantage of online learning programs, the flexibility and convenience of online classes make them an appealing option. The insights from this article can help build the curriculum for the new normal in agricultural education systems, where switching totally to online mode may not be practical and a hybrid medium is advised.
{"title":"Factors Influencing the E-Learning Experience: Evidence from Indian Education Sector During Covid-19","authors":"Sonika Jha, A. K. Singh, Janvee Garg","doi":"10.52634/mier/2023/v13/i1/2344","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2344","url":null,"abstract":"\u0000\u0000\u0000The COVID-19 pandemic forced the closure of educational institutions worldwide and put academic schedules in danger. Most educational institutions have turned to online learning platforms to maintain academic activities. But the issues surrounding the readiness, design, and effectiveness of e-learning remain unclear. It is still not precisely understood, especially for a developing nation like India, where technological challenges like device appropriateness and bandwidth availability present significant difficulties. Through an online survey of 152 students, this study aims to investigate how students perceive and enjoy online learning. To create an efficient online learning environment, we also investigated the variables affecting students' motivation levels for online classes. According to the students, while internet connectivity challenges in rural locations make it difficult to take advantage of online learning programs, the flexibility and convenience of online classes make them an appealing option. The insights from this article can help build the curriculum for the new normal in agricultural education systems, where switching totally to online mode may not be practical and a hybrid medium is advised.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75241967","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}
Over the last few decades, the Indian higher education sector is witnessing a significant rise in the number of women in faculty positions. However, their career progression in the academic hierarchy appears to be slow. They tend to remain concentrated toward entry-level positions. The present study aims to identify the perceived 'Glass Ceiling' barriers hindering the career advancement of women faculty members at higher education institutions (HEIs). Secondly, this study attempts to find the impact of perceived 'Glass Ceiling' barriers on the career advancement of women faculty members at HEIs. Using a purposive sampling method, responses from 252 women faculty members designated as assistant professors, associate professors, and professors at HEIs of Jaipur City (Rajasthan, India) were collected through a structured questionnaire. Exploratory factor analysis has been applied to identify the 'Glass Ceiling' barriers, followed by a structural equation model using AMOS to study the impact of the barriers on career advancement. The findings of the study exhibit barriers recognized as gender stereotypes, attitudinal aversions, family and organizational factors which create a 'glass ceiling' effect for women and restrict them to rise in their career progression. The identification of multiple barriers offers a substantial contribution to the policymakers of Indian HEIs.
{"title":"Perceived 'Glass Ceiling' Dimensions of Women's Career Advancement at Higher Education Institutions: A Confirmatory Factor Analysis","authors":"Moon Moon Lahiri, Sankersan Sarkar, Monu Bhargava, Bhawna Chahar","doi":"10.52634/mier/2023/v13/i1/2352","DOIUrl":"https://doi.org/10.52634/mier/2023/v13/i1/2352","url":null,"abstract":"\u0000\u0000\u0000Over the last few decades, the Indian higher education sector is witnessing a significant rise in the number of women in faculty positions. However, their career progression in the academic hierarchy appears to be slow. They tend to remain concentrated toward entry-level positions. The present study aims to identify the perceived 'Glass Ceiling' barriers hindering the career advancement of women faculty members at higher education institutions (HEIs). Secondly, this study attempts to find the impact of perceived 'Glass Ceiling' barriers on the career advancement of women faculty members at HEIs. Using a purposive sampling method, responses from 252 women faculty members designated as assistant professors, associate professors, and professors at HEIs of Jaipur City (Rajasthan, India) were collected through a structured questionnaire. Exploratory factor analysis has been applied to identify the 'Glass Ceiling' barriers, followed by a structural equation model using AMOS to study the impact of the barriers on career advancement. The findings of the study exhibit barriers recognized as gender stereotypes, attitudinal aversions, family and organizational factors which create a 'glass ceiling' effect for women and restrict them to rise in their career progression. The identification of multiple barriers offers a substantial contribution to the policymakers of Indian HEIs.\u0000\u0000\u0000","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76675887","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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