Pub Date : 2019-09-30DOI: 10.30564/jiep.v2i2and3.903
F. Recker
Clinical sonography is of high significance in the daily medical practice. This field is growing more and more important and larger in clinical daily routine and is used numerously in today’s medicine. Clinical sonography is a useful tool, which burdens the patients less than other investigation technologies, by quickly confirming suspected diagnoses or excluding differential diagnoses. Therefore, sonography should be a part of early student education at universities. In spite of the immense importance of ultrasonic testing in clinical daily routine, only few universities make an effort to integrate a broad and organized ultrasound education in the curriculum.At the University of Bonn students frequently asked for ultrasonic courses, but only a few medical subject areas offered detached ultrasonic courses, which cover only a fraction of the demand.Because of the missing anchoring of this field in the curriculum of the medical faculty of Bonn, “Sono4Students” a student managed ultrasonic course was found in the beginning of 2010.Today, Sono4Studens is the biggest student initiative in Germany, in the scope of peer-teaching sonography. Since the beginning 189 courses with around 700 participants were held. The course offers a structured and standardized concept for participants, which focuses on topics relevant for the final exam and the clinical daily routine.
{"title":"Sono4Students – A student Sonography Project","authors":"F. Recker","doi":"10.30564/jiep.v2i2and3.903","DOIUrl":"https://doi.org/10.30564/jiep.v2i2and3.903","url":null,"abstract":"Clinical sonography is of high significance in the daily medical practice. This field is growing more and more important and larger in clinical daily routine and is used numerously in today’s medicine. Clinical sonography is a useful tool, which burdens the patients less than other investigation technologies, by quickly confirming suspected diagnoses or excluding differential diagnoses. Therefore, sonography should be a part of early student education at universities. In spite of the immense importance of ultrasonic testing in clinical daily routine, only few universities make an effort to integrate a broad and organized ultrasound education in the curriculum.At the University of Bonn students frequently asked for ultrasonic courses, but only a few medical subject areas offered detached ultrasonic courses, which cover only a fraction of the demand.Because of the missing anchoring of this field in the curriculum of the medical faculty of Bonn, “Sono4Students” a student managed ultrasonic course was found in the beginning of 2010.Today, Sono4Studens is the biggest student initiative in Germany, in the scope of peer-teaching sonography. Since the beginning 189 courses with around 700 participants were held. The course offers a structured and standardized concept for participants, which focuses on topics relevant for the final exam and the clinical daily routine.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42872247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today’s world, education is not being considered as an outcome anymore but a journey. However, as the adventurers, our students are facing more and more complex challenges. Previously, the socio-economic status of a student's family seemed to be one of the biggest factors among inequality causes. However, the chaotic situation of today's VUCA (volatility, uncertainty, complexity, and ambiguity) world is generating more and more types of inequity and inequality. Thus, the purpose of the study is to develop LERB - a simple model to classify inequity and inequality, as a stepping-stone to build a gap detection framework in the future. Through a structured literature review, the study found the interconnection between equity and equality, as well as their transition toward student as an individual or as a group(s) and subgroup(s). The study can also be adapted to examine the correlation between different categories of equity, as well as to brainstorm and propose remedies to tackle those gaps.
{"title":"Fantastic Educational Gaps and Where to Find Them: A Review of Research in Educational Equity and Equality","authors":"Anh-Duc Hoang","doi":"10.31219/osf.io/9scjx","DOIUrl":"https://doi.org/10.31219/osf.io/9scjx","url":null,"abstract":"In today’s world, education is not being considered as an outcome anymore but a journey. However, as the adventurers, our students are facing more and more complex challenges. Previously, the socio-economic status of a student's family seemed to be one of the biggest factors among inequality causes. However, the chaotic situation of today's VUCA (volatility, uncertainty, complexity, and ambiguity) world is generating more and more types of inequity and inequality. Thus, the purpose of the study is to develop LERB - a simple model to classify inequity and inequality, as a stepping-stone to build a gap detection framework in the future. Through a structured literature review, the study found the interconnection between equity and equality, as well as their transition toward student as an individual or as a group(s) and subgroup(s). The study can also be adapted to examine the correlation between different categories of equity, as well as to brainstorm and propose remedies to tackle those gaps.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43816395","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}
Negative worded (NW) items used in psychological instruments have been studied with the bifactor model to investigate whether the NW items form a secondary factor due to negative wording orthogonal to the measured latent construct, a validation procedure which checks whether NW items form a source of construct irrelevant variance (CIV) and hence constitute a validity threat. In the context of educational testing, however, no such validation attempts have been made. In this study, we studied the psychometric impact of NW items in an English proficiency reading comprehension test using a modeling approach similar to the bifactor model, namely the three-parameter logistic cross-classified testlet response theory (3PL CCTRT) model, to account for both guessing and possible local item dependence due to passage effect in the data set. The findings indicate that modeling the NW items with a separate factor leads to noticeable improvement in model fit, and the factor variance is marginal but nonzero. However, item and ability parameter estimates are highly similar between the 3PL CCTRT model and other models that do not model the NW items. It is concluded that the NW items introduce CIV into the data, but its magnitude is too small to change item and person ability parameter estimates to an extent of practical significance.
{"title":"Investigating the Psychometric Impact of Negative Worded Items in Reading Comprehension Passages with a 3PL Cross-Classified Testlet Model","authors":"Yong Luo, Junhui Liu","doi":"10.30564/JIEP.V2I1.418","DOIUrl":"https://doi.org/10.30564/JIEP.V2I1.418","url":null,"abstract":"Negative worded (NW) items used in psychological instruments have been studied with the bifactor model to investigate whether the NW items form a secondary factor due to negative wording orthogonal to the measured latent construct, a validation procedure which checks whether NW items form a source of construct irrelevant variance (CIV) and hence constitute a validity threat. In the context of educational testing, however, no such validation attempts have been made. In this study, we studied the psychometric impact of NW items in an English proficiency reading comprehension test using a modeling approach similar to the bifactor model, namely the three-parameter logistic cross-classified testlet response theory (3PL CCTRT) model, to account for both guessing and possible local item dependence due to passage effect in the data set. The findings indicate that modeling the NW items with a separate factor leads to noticeable improvement in model fit, and the factor variance is marginal but nonzero. However, item and ability parameter estimates are highly similar between the 3PL CCTRT model and other models that do not model the NW items. It is concluded that the NW items introduce CIV into the data, but its magnitude is too small to change item and person ability parameter estimates to an extent of practical significance. ","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42772016","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}
After the exploration of different kind of thinking skills oriented to discerning complex issues and phenomena, this article argues about the need to use a new modality of thinking, defined as integral thinking. Based on the holonic theory and on the proprieties of the holons and their part-whole relationships, the paper proposes and characterizes integral thinking, a kind of thinking that is holistic but also has span and profundity, going beyond conventional Aristotelian epistemic-inspired ways. Integral thinking joins in a single model the assets of premodern, modern and postmodern thinking systems; and helps in going beyond the nowadays syncretism of many perspectives. Integral thinking is the kind of thinking appropriated to the contemporary need to think integrally in science, culture, professions, and arts or about the evolution of personal consciousness. It’s useful also to be applied in the diverse professional fields, especially when comprehensive approaches are needed. Integral thinking can be used in holistic education and pedagogies. The use of integral thinking in the educational actuality can help to characterize the integral education practice and agenda.
{"title":"Integral Thinking and its Application to Integral Education","authors":"J. Gallifa","doi":"10.30564/JIEP.V2I1.603","DOIUrl":"https://doi.org/10.30564/JIEP.V2I1.603","url":null,"abstract":"After the exploration of different kind of thinking skills oriented to discerning complex issues and phenomena, this article argues about the need to use a new modality of thinking, defined as integral thinking. Based on the holonic theory and on the proprieties of the holons and their part-whole relationships, the paper proposes and characterizes integral thinking, a kind of thinking that is holistic but also has span and profundity, going beyond conventional Aristotelian epistemic-inspired ways. Integral thinking joins in a single model the assets of premodern, modern and postmodern thinking systems; and helps in going beyond the nowadays syncretism of many perspectives. Integral thinking is the kind of thinking appropriated to the contemporary need to think integrally in science, culture, professions, and arts or about the evolution of personal consciousness. It’s useful also to be applied in the diverse professional fields, especially when comprehensive approaches are needed. Integral thinking can be used in holistic education and pedagogies. The use of integral thinking in the educational actuality can help to characterize the integral education practice and agenda. ","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46853174","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 aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI) group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.
{"title":"The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instructions on Student Understanding of Photosynthesis and Respiration in Plant","authors":"Salem A. Alkhawaldeh","doi":"10.30564/JIEP.V2I1.335","DOIUrl":"https://doi.org/10.30564/JIEP.V2I1.335","url":null,"abstract":"The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI) group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49150591","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 ambition of this work is to explore a participatory design dress making methodology and the potential to positively impact on more sustainable fashion consumption habits amongst young women. The argument that our apparel buying habits need to change is well-establish; what is becoming more apparent is that the efforts to recondition current consumers and their affaire with fast fashion are making little headway. This work centres the education environment and how the fostering of new skill sets, or arguably traditional making skills, can offer a pathway for change. Work towards altering a younger generations consumer habits that otherwise will likely develop inline with the expected fast fashion cycles of purchase and waste, shopping for homogenised and expendable clothing. A key outcome of the work is that engagement in garment designed and construction invoked an apparent positive emotional attachment not evident in typical fashion purchases. Interesting it is not lost that the there was evidence of contradictions towards fashion consumption. On the one hand participants demonstrated a positive attitude towards sustainability and an awareness of the broader negatives impacts of waste. Yet already at a relatively young age their evolving consumer habits show them to be drawn into the social values that are enmeshed in the perception of fashion. The value of the work is the willingness of the participants to be involved, the pride they felt in their achievements and most significant for a core element, enthusiasm to continue with making. If this same enthusiasm could be captured in a new imagining of fashion and retailing the values of quality, longevity, and individuality can remerge as anticipated standards for clothing.
{"title":"Challenging Excessive Fashion Consumption by Fostering Skill-Based Fashion Education","authors":"PM Henry, M. Michell","doi":"10.30564/JIEP.V2I1.403","DOIUrl":"https://doi.org/10.30564/JIEP.V2I1.403","url":null,"abstract":"The ambition of this work is to explore a participatory design dress making methodology and the potential to positively impact on more sustainable fashion consumption habits amongst young women. The argument that our apparel buying habits need to change is well-establish; what is becoming more apparent is that the efforts to recondition current consumers and their affaire with fast fashion are making little headway. This work centres the education environment and how the fostering of new skill sets, or arguably traditional making skills, can offer a pathway for change. Work towards altering a younger generations consumer habits that otherwise will likely develop inline with the expected fast fashion cycles of purchase and waste, shopping for homogenised and expendable clothing. A key outcome of the work is that engagement in garment designed and construction invoked an apparent positive emotional attachment not evident in typical fashion purchases. Interesting it is not lost that the there was evidence of contradictions towards fashion consumption. On the one hand participants demonstrated a positive attitude towards sustainability and an awareness of the broader negatives impacts of waste. Yet already at a relatively young age their evolving consumer habits show them to be drawn into the social values that are enmeshed in the perception of fashion. The value of the work is the willingness of the participants to be involved, the pride they felt in their achievements and most significant for a core element, enthusiasm to continue with making. If this same enthusiasm could be captured in a new imagining of fashion and retailing the values of quality, longevity, and individuality can remerge as anticipated standards for clothing.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45922871","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}
Strength in sustainability is becoming more and more essential for anyone who wants to dedicate themselves to the practice of competent and professional engineering. From the scientific-technical teachings, therefore, the transversal competencies of sustainability and social commitment should be addressed, so that students understand and become aware of the problems of a global world. Using the project-based learning tool (PBL), from a practical case, transversal competencies related to the global issues of the Sustainable Development Objectives (ODS) can be explained and evaluated in a classroom of Engineering or scientific degrees through the subject of Linear Algebra. This project presented is novel since usually, in a class of mathematics, teacher proposes examples in which we can see an attempt to approximate math to essential topics such as sustainability. In this case, the procedure is the other way round; it is about setting as the objective of the course the solution of a problem related to sustainability and adapting the mathematics program so that throughout the course the problem is solved. It is not about looking for application examples of the tools, but looking for algebra tools to solve the problem.
{"title":"Example of a project to work the sustainability competence in the subject of linear algebra in engineering studies.","authors":"M. I. García-Planas","doi":"10.30564/jiep.v1i1.317","DOIUrl":"https://doi.org/10.30564/jiep.v1i1.317","url":null,"abstract":"Strength in sustainability is becoming more and more essential for anyone who wants to dedicate themselves to the practice of competent and professional engineering. From the scientific-technical teachings, therefore, the transversal competencies of sustainability and social commitment should be addressed, so that students understand and become aware of the problems of a global world. Using the project-based learning tool (PBL), from a practical case, transversal competencies related to the global issues of the Sustainable Development Objectives (ODS) can be explained and evaluated in a classroom of Engineering or scientific degrees through the subject of Linear Algebra. This project presented is novel since usually, in a class of mathematics, teacher proposes examples in which we can see an attempt to approximate math to essential topics such as sustainability. In this case, the procedure is the other way round; it is about setting as the objective of the course the solution of a problem related to sustainability and adapting the mathematics program so that throughout the course the problem is solved. It is not about looking for application examples of the tools, but looking for algebra tools to solve the problem.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47738136","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}
Keyword technique has been investigated extensively in the literature to examine its effectiveness on L2 pronunciation. However, previous studies have not examined how computer-assisted keyword technique could aid L2 learner to pronounce weak forms in English accurately. Therefore, this study aims at investigating the effect of computer-assisted keyword technique on acquiring weak forms pronunciation. A total of 60 Arab EFL learners participated in the study and assigned into three groups. The first group viewed a video containing weak forms in English dubbed with L1 keyword. The second group was taught weak forms and aided with keyword traditionally. The third group was taught the same content using traditional way without keyword. Results of the post-tests indicated that participants in keyword technique (either computer-assisted or traditionally) outscored the participants who did not use keyword technique. The study concluded that keyword technique, either used with the help of computer or used traditionally, is a useful tool to enhance weak forms pronunciation.
{"title":"The Use of Computer-Assisted Keyword Technique in Learning Pronunciation of English Weak Forms","authors":"Hassan Saleh Mahdi","doi":"10.30564/JIEP.V1I1.255","DOIUrl":"https://doi.org/10.30564/JIEP.V1I1.255","url":null,"abstract":"Keyword technique has been investigated extensively in the literature to examine its effectiveness on L2 pronunciation. However, previous studies have not examined how computer-assisted keyword technique could aid L2 learner to pronounce weak forms in English accurately. Therefore, this study aims at investigating the effect of computer-assisted keyword technique on acquiring weak forms pronunciation. A total of 60 Arab EFL learners participated in the study and assigned into three groups. The first group viewed a video containing weak forms in English dubbed with L1 keyword. The second group was taught weak forms and aided with keyword traditionally. The third group was taught the same content using traditional way without keyword. Results of the post-tests indicated that participants in keyword technique (either computer-assisted or traditionally) outscored the participants who did not use keyword technique. The study concluded that keyword technique, either used with the help of computer or used traditionally, is a useful tool to enhance weak forms pronunciation. ","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48622197","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}
Use of cutoff values for model fit indices to assess dimensionality of binary data representing scores on multiple-choice items is a popular approach among researchers and practitioners, and the commonly used cutoff values are based on simulation studies that used as the generating model factor analysis models, which are compensatory models without modeling guessing. Consequently, it remains unknown how those cutoff values for model fit indices would perform when (a) guessing exists in data, and (b) data follow a noncompensatory multidimensional structure. In this paper, we conducted a comprehensive simulation study to investigate how guessing affected the statistical power of commonly used cutoff values for RMSEA, CFA, and TLI (RMSEA > 0.05; CFA < 0.95; TLI < 0.95) to detect violation of unidimensionality of binary data with both compensatory and noncompensatory models. The results indicated that when data were generated with compensatory models, increase of guessing values resulted in the systematic decrease of the power of RMSEA, CFA, and TLI to detect multidimensionality and in some conditions, a small increase of guessing value can result in dramatic decrease of their statistical power. It was also found that when data were generated with noncompensatory models, use of cutoff values of RMSEA, CFA, and TLI for unidimensionality assessment had unacceptably low statistical power, and while change of guessing magnitude could considerably change their statistical power, such changes were not systematic as in the compensatory models.
{"title":"Guessing and Nature of Multidimensionality Matter: A Cautionary Note on the Use of Fit Indices to Assess Unidimensionality of Binary Data","authors":"Yong Luo","doi":"10.30564/JIEP.V1I1.356","DOIUrl":"https://doi.org/10.30564/JIEP.V1I1.356","url":null,"abstract":"Use of cutoff values for model fit indices to assess dimensionality of binary data representing scores on multiple-choice items is a popular approach among researchers and practitioners, and the commonly used cutoff values are based on simulation studies that used as the generating model factor analysis models, which are compensatory models without modeling guessing. Consequently, it remains unknown how those cutoff values for model fit indices would perform when (a) guessing exists in data, and (b) data follow a noncompensatory multidimensional structure. In this paper, we conducted a comprehensive simulation study to investigate how guessing affected the statistical power of commonly used cutoff values for RMSEA, CFA, and TLI (RMSEA > 0.05; CFA < 0.95; TLI < 0.95) to detect violation of unidimensionality of binary data with both compensatory and noncompensatory models. The results indicated that when data were generated with compensatory models, increase of guessing values resulted in the systematic decrease of the power of RMSEA, CFA, and TLI to detect multidimensionality and in some conditions, a small increase of guessing value can result in dramatic decrease of their statistical power. It was also found that when data were generated with noncompensatory models, use of cutoff values of RMSEA, CFA, and TLI for unidimensionality assessment had unacceptably low statistical power, and while change of guessing magnitude could considerably change their statistical power, such changes were not systematic as in the compensatory models. ","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44653611","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 paper aims to examine the determinants of the academic performance of 141 colleges in Vietnam in 2011/12–2013/14. The second-stage bootstrapping data envelopment analysis is proposed to estimate performance of colleges and investigate the effects of environmental factors on their performance. The findings reveal that colleges in the surveyed sample are not technically efficient in their operations. To obtain the full efficiency of unity, colleges could potentially improve their efficiencies, on average, 37.7 per cent for colleges. However, inefficiencies of colleges are not entirely a result of managerial performance. Instead, external factors including location, age, and ownership are presented as key influencers on inefficiencies of colleges. Our results are expected to provide more understanding of the operational efficiencies of colleges for educational managers and policy makers on the way seeking possible solutions to enhancing innovation in performance of Vietnamese colleges.
{"title":"Determinants of Vietnamese Colleges’ Academic Performance: The Second Stage Bootstrapping DEA Approach","authors":"D. T. Tran","doi":"10.30564/JIEP.V1I1.380","DOIUrl":"https://doi.org/10.30564/JIEP.V1I1.380","url":null,"abstract":"This paper aims to examine the determinants of the academic performance of 141 colleges in Vietnam in 2011/12–2013/14. The second-stage bootstrapping data envelopment analysis is proposed to estimate performance of colleges and investigate the effects of environmental factors on their performance. The findings reveal that colleges in the surveyed sample are not technically efficient in their operations. To obtain the full efficiency of unity, colleges could potentially improve their efficiencies, on average, 37.7 per cent for colleges. However, inefficiencies of colleges are not entirely a result of managerial performance. Instead, external factors including location, age, and ownership are presented as key influencers on inefficiencies of colleges. Our results are expected to provide more understanding of the operational efficiencies of colleges for educational managers and policy makers on the way seeking possible solutions to enhancing innovation in performance of Vietnamese colleges.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44126331","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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