K. Samaila, M. Khambari, Jeya Amantha Kumar, M. Masood
Learning management systems (LMS) are continuously being implemented in tertiary institutions to manage and strengthen educational activities. LMS such as Moodle facilitates the management of learning content, collaboration, and communication. However, there have been limited studies examining factors influencing postgraduate students’ intention to use LMS in Malaysian universities, as studies mainly concentrate on undergraduates’ use intentions. Therefore, this study investigates factors influencing the behavioural intention to use LMS based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The results indicated performance expectancy (PE) followed by social influence (SI) and effort expectancy (EE) as the factors influencing the behavioural intention (BI) to use LMS. Concurrently, facilitating conditions (FC) were found not to influence BI, and we denote that socio-economy standings and maturity influence their overall acceptance of the LMS. Practical and theoretical implications are discussed accordingly. Received: 13 August 2021Accepted: 11 April 2022
{"title":"Factors influencing postgraduate students’ intention to use learning management system","authors":"K. Samaila, M. Khambari, Jeya Amantha Kumar, M. Masood","doi":"10.18543/tjhe.2177","DOIUrl":"https://doi.org/10.18543/tjhe.2177","url":null,"abstract":"Learning management systems (LMS) are continuously being implemented in tertiary institutions to manage and strengthen educational activities. LMS such as Moodle facilitates the management of learning content, collaboration, and communication. However, there have been limited studies examining factors influencing postgraduate students’ intention to use LMS in Malaysian universities, as studies mainly concentrate on undergraduates’ use intentions. Therefore, this study investigates factors influencing the behavioural intention to use LMS based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The results indicated performance expectancy (PE) followed by social influence (SI) and effort expectancy (EE) as the factors influencing the behavioural intention (BI) to use LMS. Concurrently, facilitating conditions (FC) were found not to influence BI, and we denote that socio-economy standings and maturity influence their overall acceptance of the LMS. Practical and theoretical implications are discussed accordingly. \u0000Received: 13 August 2021Accepted: 11 April 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202496","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}
Forcing education institutions to rely on online learning exclusively, the recent pandemic has brought lifelong learning (LLL) to the forefront. The effects of the recent education approaches on students’ LLL skills merit investigation. First-year students may be at a greater risk because of their limited tertiary education experience and universities’ expectations for them to engage in self-directed learning. This study investigated how 38 UAE-based first-year students thought COVID-19 impacted their LLL skills. The quantitative data were collected using a scale while the qualitative data were collected using a reflective task. The results revealed that the students’ overall high score from the scale prior to the pandemic remained stable nine months into it despite a significant decrease in the adaptable learning strategies sub-scale. Yet, some students’ overall LLL scores increased significantly. The qualitative data showed that these students thought they solidified their skills in learning strategies and plans. However, the female students reported a decrease in goal-setting score. Taken together, the results indicate that LLL skills help students reduce the negative impacts of COVID-19 on learning; yet it is still important to note the reducing impact of the pandemic on some students’ skill in adapting learning strategies and setting goals. The results also indicate that LLL skills are malleable and educators can help enhance students’ LLL skills. Received: 20 April 2021Accepted: 20 April 2022
{"title":"UAE-based first-year university students’ perception of lifelong learning skills affected by COVID-19","authors":"Tanju Deveci","doi":"10.18543/tjhe.2069","DOIUrl":"https://doi.org/10.18543/tjhe.2069","url":null,"abstract":"Forcing education institutions to rely on online learning exclusively, the recent pandemic has brought lifelong learning (LLL) to the forefront. The effects of the recent education approaches on students’ LLL skills merit investigation. First-year students may be at a greater risk because of their limited tertiary education experience and universities’ expectations for them to engage in self-directed learning. This study investigated how 38 UAE-based first-year students thought COVID-19 impacted their LLL skills. The quantitative data were collected using a scale while the qualitative data were collected using a reflective task. The results revealed that the students’ overall high score from the scale prior to the pandemic remained stable nine months into it despite a significant decrease in the adaptable learning strategies sub-scale. Yet, some students’ overall LLL scores increased significantly. The qualitative data showed that these students thought they solidified their skills in learning strategies and plans. However, the female students reported a decrease in goal-setting score. Taken together, the results indicate that LLL skills help students reduce the negative impacts of COVID-19 on learning; yet it is still important to note the reducing impact of the pandemic on some students’ skill in adapting learning strategies and setting goals. The results also indicate that LLL skills are malleable and educators can help enhance students’ LLL skills. \u0000Received: 20 April 2021Accepted: 20 April 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45567231","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 : 2021-11-26DOI: 10.18543/tjhe-9(1)-2021pp19-26
M. Gobbi, Anca Greere
The papers in this edition of the Journal bridge the gap between initiatives that occurred before the pandemic and those developed in response to the pandemic. They illustrate how an institution’s ability to implement rapid change is to some extent predicated on the institutional culture and adaptability before crises arise.
{"title":"Introduction","authors":"M. Gobbi, Anca Greere","doi":"10.18543/tjhe-9(1)-2021pp19-26","DOIUrl":"https://doi.org/10.18543/tjhe-9(1)-2021pp19-26","url":null,"abstract":"The papers in this edition of the Journal bridge the gap between initiatives that occurred before the pandemic and those developed in response to the pandemic. They illustrate how an institution’s ability to implement rapid change is to some extent predicated on the institutional culture and adaptability before crises arise.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48764955","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 : 2021-11-26DOI: 10.18543/tjhe-9(1)-2021pp201-206
Anca Greere
This editorial to the Special Section on COVID-19 emphasises the importance of researching pandemic realities and the value that the findings can bring to the way we shape decisions in the future, for the ‘new normal’. The pandemic, with its rapidly changing timeline, required swift action in untrialled circumstances and its consequences have been experienced differently by diverse institutions and across national contexts. Depending on the roles and responsibilities we may have taken on during this time, our capabilities to document our experiences and emerging trends have varied.
{"title":"Shaping proactive higher education: Pandemic research and its value for future-proofing","authors":"Anca Greere","doi":"10.18543/tjhe-9(1)-2021pp201-206","DOIUrl":"https://doi.org/10.18543/tjhe-9(1)-2021pp201-206","url":null,"abstract":"This editorial to the Special Section on COVID-19 emphasises the importance of researching pandemic realities and the value that the findings can bring to the way we shape decisions in the future, for the ‘new normal’. The pandemic, with its rapidly changing timeline, required swift action in untrialled circumstances and its consequences have been experienced differently by diverse institutions and across national contexts. Depending on the roles and responsibilities we may have taken on during this time, our capabilities to document our experiences and emerging trends have varied.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46514617","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 : 2021-11-26DOI: 10.18543/tjhe-9(1)-2021pp207-237
Matthew Kitching
This macro-level, mixed methods contribution analysis evaluates the influence of students’ unions internal communication response to the Covid-19 pandemic on staff motivation. Recognising the role individual interpretation and perception play in the receipt of such messages, this paper seeks to understand which motivating factors union managers sought to address through their communications, whether these efforts were recognised by staff and whether there is evidence they may have helped to alleviate employee concerns. The evaluation findings will be of interest to student union managers and professionals looking to enhance communications and improve employee motivation. Received: 14 September 2021Accepted: 27 October 2021
{"title":"A mixed methods contribution analysis of UK students’ unions’ internal communications response to addressing staff motivation during the Covid-19 pandemic","authors":"Matthew Kitching","doi":"10.18543/tjhe-9(1)-2021pp207-237","DOIUrl":"https://doi.org/10.18543/tjhe-9(1)-2021pp207-237","url":null,"abstract":"This macro-level, mixed methods contribution analysis evaluates the influence of students’ unions internal communication response to the Covid-19 pandemic on staff motivation. Recognising the role individual interpretation and perception play in the receipt of such messages, this paper seeks to understand which motivating factors union managers sought to address through their communications, whether these efforts were recognised by staff and whether there is evidence they may have helped to alleviate employee concerns. The evaluation findings will be of interest to student union managers and professionals looking to enhance communications and improve employee motivation. \u0000Received: 14 September 2021Accepted: 27 October 2021","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44536077","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 : 2021-11-26DOI: 10.18543/tjhe-9(1)-2021pp65-102
Carlos Martínez-Hernández, Sara Albaladejo-Albaladejo
This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from bilingual and non-bilingual groups) to develop geohistorical, didactic and linguistic competencies. Procedural and consolidated learning was assessed, via a dossier of activities and a statistically validated pretest-posttest. High development values were obtained in procedural tasks (average = 8.8/10), as well as a high increase in consolidated acquisition (average = +24.5% students). The greatest growth was observed in language skills (+ 26.4%). The assessed knowledge after the itinerary was significantly higher than before, for all competencies. However, there was no statistically significant difference between students belonging to bilingual or monolingual groups. Students positively valued these results. It is concluded that a local didactic fieldtrip is an effective CLIL strategy to develop social and linguistic competencies, and yet it is rarely discussed in the scientific literature and curricula. Received: 3 March 2021Accepted: 5 October 2021
{"title":"Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training","authors":"Carlos Martínez-Hernández, Sara Albaladejo-Albaladejo","doi":"10.18543/tjhe-9(1)-2021pp65-102","DOIUrl":"https://doi.org/10.18543/tjhe-9(1)-2021pp65-102","url":null,"abstract":"This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from bilingual and non-bilingual groups) to develop geohistorical, didactic and linguistic competencies. Procedural and consolidated learning was assessed, via a dossier of activities and a statistically validated pretest-posttest. High development values were obtained in procedural tasks (average = 8.8/10), as well as a high increase in consolidated acquisition (average = +24.5% students). The greatest growth was observed in language skills (+ 26.4%). The assessed knowledge after the itinerary was significantly higher than before, for all competencies. However, there was no statistically significant difference between students belonging to bilingual or monolingual groups. Students positively valued these results. It is concluded that a local didactic fieldtrip is an effective CLIL strategy to develop social and linguistic competencies, and yet it is rarely discussed in the scientific literature and curricula. \u0000Received: 3 March 2021Accepted: 5 October 2021","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43268477","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 : 2021-11-26DOI: 10.18543/tjhe-9(1)-2021pp157-198
H. Farhadi Rad, H. Farazmand, M. Afghah, Yaghoob Andayesh
Purpose of the study: The understanding of the complex world and the ability to imagine the futures is the basis for planning and decision-making. Therefore, in this research, the possible future of university in an Iranian oil-dependent economy is studied, and, the best direction for higher education in Khuzestan province is explored. — Methodology: A formative scenario writing research method is used in the current study. The participants were recruited from among Iranian higher education experts purposefully; a series of in-depth interviews including personal and focus group interviews have also been conducted to reach saturation. —Main findings: The results of the present research showed that two main factors affect Khuzestan higher education: dependency on the state economy and increasingly growing social expectation from the university. Khuzestan universities have better select one of these orientations: Conservative University, Enabler University, Adaptive University, and Developmental University. According to the findings of the study, developmental orientation is the preferred scenario for Khuzestan higher education. — Applications of this study: It is argued that the developmental university is the preferred scenario for the future of higher education in Khuzestan Province and a proposal suggests its actualization. — Novelty/originality of this study: The applied scenario-based innovative research attempts to reveal the socio-economic role of universities in societies having State-Economy such as Iran, shows all the possible main paths, and finally determines the preferred path for a specific period of time. The current probe can be directly used to lead higher education policymakers of the province and be indirectly employed to help individuals adopt general orientations in higher education, as well as students and researchers who are interested in higher education studies, especially in the field of Higher Education (HE) public policymaking. Finally identified and explained the developmental university that is compatible with Khuzestan higher education situations is another novelty of this research. Received: 29 March 2021Accepted: 21 June 2021
{"title":"University in an oil-dependent state economy: The future of Khuzestan higher education","authors":"H. Farhadi Rad, H. Farazmand, M. Afghah, Yaghoob Andayesh","doi":"10.18543/tjhe-9(1)-2021pp157-198","DOIUrl":"https://doi.org/10.18543/tjhe-9(1)-2021pp157-198","url":null,"abstract":"Purpose of the study: The understanding of the complex world and the ability to imagine the futures is the basis for planning and decision-making. Therefore, in this research, the possible future of university in an Iranian oil-dependent economy is studied, and, the best direction for higher education in Khuzestan province is explored. — Methodology: A formative scenario writing research method is used in the current study. The participants were recruited from among Iranian higher education experts purposefully; a series of in-depth interviews including personal and focus group interviews have also been conducted to reach saturation. —Main findings: The results of the present research showed that two main factors affect Khuzestan higher education: dependency on the state economy and increasingly growing social expectation from the university. Khuzestan universities have better select one of these orientations: Conservative University, Enabler University, Adaptive University, and Developmental University. According to the findings of the study, developmental orientation is the preferred scenario for Khuzestan higher education. — Applications of this study: It is argued that the developmental university is the preferred scenario for the future of higher education in Khuzestan Province and a proposal suggests its actualization. — Novelty/originality of this study: The applied scenario-based innovative research attempts to reveal the socio-economic role of universities in societies having State-Economy such as Iran, shows all the possible main paths, and finally determines the preferred path for a specific period of time. The current probe can be directly used to lead higher education policymakers of the province and be indirectly employed to help individuals adopt general orientations in higher education, as well as students and researchers who are interested in higher education studies, especially in the field of Higher Education (HE) public policymaking. Finally identified and explained the developmental university that is compatible with Khuzestan higher education situations is another novelty of this research. \u0000Received: 29 March 2021Accepted: 21 June 2021","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43764135","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 : 2021-11-26DOI: 10.18543/tjhe-9(1)-2021pp239-263
P. J. White, G. Alders, Audrey Patocs, P. Raina
COVID-19 has had an extreme effect on older people. Now more than ever we need collaborative approaches to address complex issues within research on aging. However, the pandemic has dramatically changed the way we conduct, interact, and organize research within interdisciplinary groups. This paper describes a case study of how an interdisciplinary institute for research on aging has managed the process of change during COVID-19 restrictions. A design lead, researcher centered approach was used to understand the needs of researchers as they adapted across 6 months. Firstly, an online survey (n=51) was conducted to understand the scope of change and needs. The survey found broad themes ranging from assistance with finding additional funding to adjusting current research proposals. Following the survey, two Co-Design Sessions were conducted. The first session (n=53) diverged thinking to scope ideas from the survey and actionable themes were created. The second session (n=36) was conducted to converge thinking and focus on solutions based on one of these themes. The results revealed a diversity of ideas addressing the needs of interdisciplinary researchers in aging. These ideas spanned from exploring the capacity to do research remotely and creating virtual collaboration spaces to rethinking stakeholder engagement. Received: 1 July 2021Accepted: 12 October 2021
{"title":"COVID-19 and interdisciplinary research: What are the needs of researchers on aging?","authors":"P. J. White, G. Alders, Audrey Patocs, P. Raina","doi":"10.18543/tjhe-9(1)-2021pp239-263","DOIUrl":"https://doi.org/10.18543/tjhe-9(1)-2021pp239-263","url":null,"abstract":"COVID-19 has had an extreme effect on older people. Now more than ever we need collaborative approaches to address complex issues within research on aging. However, the pandemic has dramatically changed the way we conduct, interact, and organize research within interdisciplinary groups. This paper describes a case study of how an interdisciplinary institute for research on aging has managed the process of change during COVID-19 restrictions. A design lead, researcher centered approach was used to understand the needs of researchers as they adapted across 6 months. Firstly, an online survey (n=51) was conducted to understand the scope of change and needs. The survey found broad themes ranging from assistance with finding additional funding to adjusting current research proposals. Following the survey, two Co-Design Sessions were conducted. The first session (n=53) diverged thinking to scope ideas from the survey and actionable themes were created. The second session (n=36) was conducted to converge thinking and focus on solutions based on one of these themes. The results revealed a diversity of ideas addressing the needs of interdisciplinary researchers in aging. These ideas spanned from exploring the capacity to do research remotely and creating virtual collaboration spaces to rethinking stakeholder engagement. \u0000Received: 1 July 2021Accepted: 12 October 2021","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47000174","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 : 2021-11-26DOI: 10.18543/tjhe-9(1)-2021pp127-155
H. Chládková, R. Skýpalová, V. Blašková
The number of students at Czech universities had been growing continuously until 2010. In 2010, almost 400,000 students studied there. Since then, this number has declined every year. Pressure on present-day universities has been accruing due to the competitive environment. The only way to strengthen competitiveness is to improve constantly the quality and image. The objective of this paper is to verify what factors are important for students regarding their satisfaction and what factors could be key for supporting the competitiveness of the Czech universities. To assess student satisfaction, the authors conducted a questionnaire survey where students were asked to identify the strengths and weaknesses of the faculty. The survey was carried out within the Faculty of Business and Economics of Mendel University in Brno (FBE MENDELU) and a selected private university in Brno in 2019. Relative frequencies were used in data processing and statistical hypotheses were tested. In addition to the basic classification according to one feature, a combination classification was also processed, and the independence was tested for different combinations of questions. Of the total number (1,020) of identified strengths at FBE MENDELU, 57.7% of students stated, “quality teachers”, 32.4% “faculty image” and 31.8% “modern environment” as strengths. Regarding the identified weaknesses, the most frequently mentioned were “study difficulty (42.4%),” weaker image of the university with the public “(31.5%) and not enough practical training (23.2%). At the private college, 47.8% of respondents cited “quality teachers”, “interesting lectures and teaching methods” (40.8%) and “study materials for subjects” (29.4%) as the school’s strengths. Received: 16 April 2021Accepted: 23 October 2021
{"title":"Strengthening the university competitiveness in the Czech Republic","authors":"H. Chládková, R. Skýpalová, V. Blašková","doi":"10.18543/tjhe-9(1)-2021pp127-155","DOIUrl":"https://doi.org/10.18543/tjhe-9(1)-2021pp127-155","url":null,"abstract":"The number of students at Czech universities had been growing continuously until 2010. In 2010, almost 400,000 students studied there. Since then, this number has declined every year. Pressure on present-day universities has been accruing due to the competitive environment. The only way to strengthen competitiveness is to improve constantly the quality and image. The objective of this paper is to verify what factors are important for students regarding their satisfaction and what factors could be key for supporting the competitiveness of the Czech universities. To assess student satisfaction, the authors conducted a questionnaire survey where students were asked to identify the strengths and weaknesses of the faculty. The survey was carried out within the Faculty of Business and Economics of Mendel University in Brno (FBE MENDELU) and a selected private university in Brno in 2019. Relative frequencies were used in data processing and statistical hypotheses were tested. In addition to the basic classification according to one feature, a combination classification was also processed, and the independence was tested for different combinations of questions. Of the total number (1,020) of identified strengths at FBE MENDELU, 57.7% of students stated, “quality teachers”, 32.4% “faculty image” and 31.8% “modern environment” as strengths. Regarding the identified weaknesses, the most frequently mentioned were “study difficulty (42.4%),” weaker image of the university with the public “(31.5%) and not enough practical training (23.2%). At the private college, 47.8% of respondents cited “quality teachers”, “interesting lectures and teaching methods” (40.8%) and “study materials for subjects” (29.4%) as the school’s strengths. \u0000Received: 16 April 2021Accepted: 23 October 2021","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44983878","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：