scholarly journals Challenges for first-year undergraduates with a non-EMI background in an EMI classroom: A case study

2021 ◽  
Vol 23 (8) ◽  
pp. 189-201
Author(s):  
K. A. Siddiqui
Keyword(s):  
Higher Education ◽  
Practical Significance ◽  
First Year ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
Study Approach ◽  
Effective Strategies ◽  
Psychological Pressure

Introduction. English has been the official language as well as medium of instruction (MOI) in higher education of Pakistan for over 70 years despite decolonisation in Asia in 1950s. However, the majority of undergraduates come from non-EMI (English as a medium of instruction) background because MOI in private or public primary and secondary schools is either regional or local language. Therefore, first year undergraduates face challenges in EMI classrooms at university.Aim. This study aimed to investigate the challenges first year undergraduates with nonEMI background face in an EMI classroom in a public sector university in Sukkur, Pakistan.Methodology and research methods. Using the case study approach, six purposively selected participants were interviewed using semi-structured interviews as the data collection tool.Results and scientific novelty. The findings reveal that the learners face issues such as ineffective presentation, incoherent answers in writing, difficult grammatical structures, lack of vocabulary and partial comprehension of content. One of the key findings of the study is the psychological pressure students experience in an EMI classroom. The research is novel in the sense it brings to light language-related issues faced by students such as lack of vocabulary, improper organisation of ideas, and the role of varied language level of books and teachers. Since these challenges have not been explored at undergraduate level, and that too for students from non-EMI background, the study bears great significance for all stakeholders to develop effective strategies for future.Practical significance. The study will have implications for both policymakers and practitioners in higher education of Pakistan.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

Coaching and mentoring in higher education institutions: a case study in Oman

2020 ◽  
Vol 9 (3) ◽  
pp. 307-322
Author(s):  
Ahmed Nawaz Hakro ◽  
Priya Mathew
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Organizational Development ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
Open Communication ◽  
Thick Description ◽  
Content Type ◽  
Study Approach

PurposeUniversities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding leadership positions in academic, administrative and professional services departments. It also explored the factors that hindered or supported the coaching programme and offers recommendations to strengthen coaching initiatives in similar contexts.Design/methodology/approachSemi-structured interviews and focus group discussions were used to collect feedback from the 15 participants of the programme. A case study approach was adopted in this study for an in-depth examination of the effectiveness of coaching interventions.FindingsThe findings suggest that coaching can be an effective approach, facilitating personal and professional development and also contributing to the achievement of organizational goals.Research limitations/implicationsAs a case study of a coaching programme in a single institution, the findings of the study are not generalizable to other contexts, though a “thick description” of the context in which the study took place will enable institutions in similar contexts to draw lessons from the experience.Practical implicationsThis study discusses the benefits of a coaching programme for an HEI in the Middle East. Suggestions to strengthen coaching include board level endorsement and sensitivity to cultural nuances in coaching relationships.Social implicationsOne of the effects of a coaching programme is the collegial atmosphere that it can foster. This can have wider impacts on the community as there is more open communication and trust engendered amongst employers and employees belonging to different cultural backgrounds.Originality/valueThis study is one of the first to report the findings of a systematically organized coaching programme in an HEI in the Middle East.

scholarly journals Challenges and Strategies of University Students in English-medium Instruction (EMI) Classes: A case study

2021 ◽  
pp. 9-25
Author(s):  
Kamran Akhtar Siddiqui ◽  
Hassan Syed ◽  
Zafarullah Sahito
Keyword(s):  
Higher Education ◽  
English Language ◽  
Linguistic Diversity ◽  
National Language ◽  
School Level ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
English Medium Instruction ◽  
Continuous Use

English language has grown to be a lingua franca of the present day world. Therefore, even non- English European and Asian countries have adopted English as a medium of instruction. English has continuously been the medium of instruction in the higher education of Pakistan in spite of having a great linguistic diversity and national language Urdu as the medium of instruction at school level. This study aims to explore the perceptions of undergraduates about EMI, challenges they face in EMI classrooms and solutions they suggest for mitigation of their issues. The qualitative data collected through semi-structured interviews reveals that students perceive EMI to be beneficial for higher education, employment and progressive thought. However, they face challenges related to teachers’ English proficiency, code-switching, vocabulary and receptive as well as productive skills. They suggest that English-proficient instructors, continuous use of English, language support from university can help them overcome these challenges effectively.

scholarly journals The medium of instruction in Ethiopian Higher Education Institutions: Kotebe Metropolitan University Case study.

2019 ◽  
Vol 8 ◽  
pp. 1-24 ◽  
Author(s):  
Bekau Atnafu Taye
Keyword(s):  
Higher Education ◽  
Identity Politics ◽  
Native Speakers ◽  
Higher Education Institutions ◽  
Negative Attitude ◽  
Medium Of Instruction ◽  
Group Discussions ◽  
Lingua Franca

The aim of this article is to examine the medium of instruction in Ethiopian higher education institutions and the perceived consequences of the failure to learn a lingua franca. The study was qualitative and it used interviews and focus group discussions (FGDs). Five teachers and five students took part in the interviews and six teachers and six students participated in the FGDs. The findings of the study showed that the role of Amharic as a working language has not been given recognition despite the fact that Amharic was constitutionally granted to be a working language. Due to language barriers, students who are speakers of Oromipha and other languages from the Eastern and Western parts of Ethiopia suffer passivity in the classroom because they do not speak Amharic although Amharic has been taught as a subject in all regional states of the country. Increased identity politics seems to have generated a negative attitude towards Amharic, Ethiopia's former official lingua franca. Non-Amharic native speakers appeared to lose interest in learning Amharic while they were in primary and secondary schools. The absence of an official, common language which could be used for wider communication in higher education has resulted in having challenges among the student population.

scholarly journals Runggu or local wisdom-based conflict resolution: The role of the Pengituai Kuta

2020 ◽  
Vol 33 (4) ◽  
pp. 413
Author(s):  
Toba Sastrawan Manik ◽  
Suharno Suharno
Keyword(s):  
Conflict Resolution ◽  
Structured Interviews ◽  
Culture Conflict ◽  
Literature Study ◽  
Study Approach ◽  
The Subject ◽  
North Sumatra ◽  
Diverse Culture

Conflict resolution is needed by society, especially in Indonesia, which has a diverse culture; it is inherent in the culture. Conflict resolution based on local wisdom is needed to create peace in society because it always strives to produce decisions that are win-win solutions. This research examines the importance and role of local wisdom as a form of conflict resolution in society and examines the role of the Pengituai Kuta in Pakpak culture as a conflict resolution method. This research is qualitative research with a case study approach conducted in Matanari Hamlet, Ujung Teran Village, Dairi Regency, North Sumatra. The data collection techniques used were semi-structured interviews, observation, and literature study. The subject of information in this study consisted of three people, namely one member of Pengituai Kuta Matanari (JM) and the Head of Matanari Hamlet (PP), and Cultural Practitioner or Humanist Pakpak (LB). According to Miles and Huberman’s model, the data is processed, which includes the collection, reduction, presentation, and conclusion. This finding shows that the Pengituai Kuta has an essential and influential role in resolving horizontal conflicts in Matanari Hamlet. The local wisdom of the Indonesian people already has conflict resolution systems and methods. In Pakpak culture, Pengituai Kuta refers to representatives of community leaders who are considered experienced and exemplary. Every conflict is resolved by deliberation-consensus (runggu) in an open, egalitarian, and full of brotherhood.

Unbanked to banked: reintermediation role of banks in e-government services for financial inclusion in an Indian context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jessy Nair ◽  
Mohith Kumar Jain
Keyword(s):  
Rural Areas ◽  
Financial Inclusion ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Content Type ◽  
Government Services ◽  
Study Approach ◽  
Depth Interviews

Purpose The purpose of this study is twofold: first, to develop a framework to implement electronic delivery systems for connecting federal government with rural citizens using banking infrastructure as a reintermediation platform; and second, to understand the challenges faced by banks in reintermediation for financial inclusion (FI). Design/methodology/approach This exploratory research adopts case study method to gain insights of the challenges faced by banks in e-government services for FI. In-depth structured interviews are conducted with key respondents: branch managers heading banks in rural areas. Findings Preliminary results based on in-depth interviews with branch managers of banks suggest that banks leverage facilitators called Bank Mitras (BM) (friends from bank as per the local language) to disseminate services offered by the banks to rural customers at each village. However, a key challenge faced by banks is the increased dependency on bank employees to complete the process of e-government transactions by the beneficiaries because of trust factor. Research limitations/implications This exploratory research builds on the case study approach using in-depth interviews with the branch managers of five banks as key respondents to develop the preliminary research framework for FI. Practical implications Policymakers can design banking systems to enhance transparency by implementing technologies and decentralizing routine transactions to citizens by enhancing the role of facilitators (BM). Social implications FI aims to reach out and empower citizens with banking facilities for disbursing e-government services. This process needs to be refined for the rural population of India to understand and better use the e-government services and schemes. Originality/value Insights from in-depth interviews with key respondents of the banks were collated and augmented with literature to enhance the rigor of the exploratory research.

Perceptions of Higher Education Administrators regarding the Role of Club Sports in the Recruitment and Retention of Male Students

2017 ◽  
Vol 41 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Anthony G. Weaver ◽  
Drew J. Forte ◽  
Cara W. McFadden
Keyword(s):  
Higher Education ◽  
Male Students ◽  
Campus Recreation ◽  
Higher Education Administrators ◽  
Study Approach ◽  
Club Sports ◽  
Potential Strategy ◽  
Education Administrators

A current challenge for higher education is the declining trend of men attending college. Because of this downward trend, universities are working hard to attract male students. Club sports are a potential strategy to help recruit and retain male students. The purpose of this study was to explore the perceptions of higher education administrators concerning the role club sports play in recruiting and retaining male students. Using a case study approach, administrators at four North Carolina schools were interviewed. In addition, campus tours and club sports facilities were observed, and document analysis was conducted on admissions, campus recreation, and club sports brochures, pamphlets and webpages. Results indicated that club sports are used at each institution to recruit and retain male students at varying levels. Although challenges exist, administrators acknowledged the possibility for success with a specific male market interested in club sport.

Understanding refugee entrepreneurship incubation – an embeddedness perspective

2019 ◽  
Vol 25 (5) ◽  
pp. 1065-1092 ◽  
Author(s):  
Alexander Dominik Meister ◽  
René Mauer
Keyword(s):  
Host Country ◽  
Structured Interviews ◽  
Business Incubation ◽  
Content Type ◽  
Study Approach ◽  
Stakeholder Perspective ◽  
Multi Stakeholder ◽  
The Impact

Purpose Recent years have seen a wave of immigration in western countries. Entrepreneurship can foster refugees’ integration in the labour market. Hence, the authors observe an emergence of incubators with social purpose, addressing the key challenges of refugee entrepreneurs. The purpose of this paper is to look at the particularities and the impact of business incubation on entrepreneurial development and embeddedness of refugee entrepreneurs in the host country by applying the theoretical lens of mixed embeddedness theory. Design/methodology/approach This paper is based on a qualitative case study approach exploring one business incubation model for refugee entrepreneurs in Germany. For a multi-stakeholder perspective, the data were collected through a participatory focus group workshop and semi-structured interviews of refugee entrepreneurs and incubator stakeholders (e.g. incubator management, mentors and partners) contributing to the incubation. The data collection extends over the duration of five months of the incubation programme. Findings The empirical results emphasise the impact of the business incubator on refugee entrepreneur’s development and embeddedness. In this analysis, the authors identify key themes of a particular incubation process addressing the lack of embeddedness and barriers to refugee entrepreneurs in the host country. From the results, the authors elaborate a particular business incubation process framework of refugee entrepreneurs. Originality/value The findings enhance the understanding how business incubation contributes to the embeddedness of refugee entrepreneurs in their new hosting environment. Thus, this research contributes to the existing literature by extending incubation model frameworks towards refugee entrepreneurship and embeddedness perspectives. Furthermore, the study emphasises the role of the incubator in the context of the dimensions of the mixed embeddedness of the refugee entrepreneurs.

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