The Use of Instructional ICT Web Technologies in Higher Education Systems to Support Students' Academic Success

Mousaion ◽  
2020 ◽  
Vol 37 (2) ◽  
Author(s):  
Kenneth Nwanua Ohei ◽  
Roelien Brink
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Education Systems ◽  
Higher Education System ◽  
Web Technologies ◽  
Higher Education Systems ◽  
Support Students

The use of instructional web technology tools and applications in higher education systems (HES) has gained prominence in the education sector in recent decades. There is a realisation that traditional teaching and learning methods are not adequate to support students’ interactive learning engagements, which indirectly influences their academic performance. It is thus envisaged that incorporating and encouraging the use of instructional information and communication technologies (ICTs) in education may serve as an extra tool to support students’ academic goals as these technologies offer them platforms for diverse learning experiences and a better way to engage with their studies. The aim of this study was, therefore, to explore the usefulness of instructional web technologies in South Africa’s higher education system to support students’ academic success. The objectives were to explore how web technologies could play key roles in supporting students’ learning engagements, enhancing quality education delivery and improving students’ academic success. A quantitative method was appropriate for this research, and a questionnaire was employed to gather data from respondents at three selected South African universities. In total, 969 questionnaires were completed and returned. The findings revealed that instructional web technologies were useful and could have a positive impact in pedagogical settings, and that its use should be encouraged. The study indicated that human factors, security issues and a lack of ICT infrastructure hindered the use of instructional web technologies in HES, and that it was essential to consider these issues. The researchers concluded that instructional web technologies offered HES approaches to teaching and learning that were better than traditional methods and that the use of these technologies enhanced students’ academic success.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

Challenges Facing African Universities: Selected Issues

2004 ◽  
Vol 47 (1) ◽  
pp. 1-59 ◽  
Author(s):  
Akilagpa Sawyerr
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
University Education ◽  
Strategic Choices ◽  
Education Systems ◽  
African Countries ◽  
Knowledge Resources ◽  
Higher Education System ◽  
The Public ◽  
Higher Education Systems

Abstract:With notable exceptions, modern university education in Africa is a phenomenon of the last half century. Universities were established either immediately before or within a decade after political independence in most African countries. Since then, both the number of institutions and enrollment have expanded rapidly and continuously across the continent. The coverage of university education, nevertheless, remains inadequate for the needs of the knowledge society. With the relative decline of state support during the severe economic crisis of the 1980s, Africa's universities suffered substantial deterioration: overcrowding, infrastructure deficiencies, and inadequate access to international knowledge resources. These deficiencies led to problems of access, equity, quality, and relevance, and to an aging faculty. At the same time, higher education systems were complicated by the diversification of categories of student, types of institutions, and the kinds of knowledge demanded. In the resulting situation of institutional complexity and policy dynamism, Africa's universities were compelled to develop strategies for coping and innovation. The result has been a halt in the decline in many instances, and revival and growth in several others. Accompanying these positive results, however, have been new forms of social exclusion as well as a loss of focus on the public purpose of universities as institutions concentrate mainly on increasing institutional incomes and producing graduates for the labor market. To address these and other problems, it is necessary to insist on the irreducible responsibility of the state for the maintenance of the higher education system and the need for a proper focus on the public purposes of higher education. Systems-level policy frameworks need to be negotiated and established to guide the strategic choices that have to be made by all players in the education sector.

scholarly journals Comparative analysis between the higher education systems of Ecuador and Bolivia

2017 ◽  
Vol 2 (10) ◽  
pp. 70-83
Author(s):  
Martha Concepcion Macias ◽  
Javier Hernando Sanmartin
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Education System ◽  
Social Model ◽  
Technological Evolution ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Similarities And Differences ◽  
Political Economic

This is a comparative analysis of higher education systems in Ecuador and Bolivia, countries that are characterized by cultural diversity and geographic proximity; its evolution in the higher education system has progressed in recent years with different rate.  Reason given, the aim of this work is to make a comparison, to understand the similarities and differences between the systems of higher education in Ecuador and Bolivia, and thus, we can have a diagnosis in relation to the structure of the higher education system of both countries. In this context, we provide an overview about the situation or reality in which both institutions of Higher Education (IES) are developed. Also, the aspects that distinguish the higher education in these countries such as their regulations are mentioned, their internal political contexts, resources, segments, management, technological evolution; and the change of the political, economic and social model. In this way, a description of the main features of the Ecuadorian and Bolivian higher education systems is made, which is summarized in a comparative chart showing the similarities and differences that characterizes them.

scholarly journals PRIORITIES OF IMPROVING THE COMPETITIVENESS OF HIGHER EDUCATION IN REGIONAL DEVELOPMENT MANAGEMENT (CASE OF UKRAINE)

2021 ◽  
Vol 5 (1) ◽  
pp. 144-157
Author(s):  
O. Hrynkevych ◽  
◽  
O. Sorochak ◽  
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Regional Development ◽  
Conceptual Model ◽  
Economic Efficiency ◽  
Education System ◽  
Education Systems ◽  
Higher Education System ◽  
Priority Areas ◽  
Higher Education Systems

Purpose. This article aims to test the hypothesis of significant imbalances in the regional higher education systems in Ukraine and to substantiate the priority areas for improving their competitiveness on the criteria of quality, social responsibility, and economic efficiency. Design/methodology/approach. The first part of the study offers a conceptual model for analysing the higher education system's competitiveness. The authors use the main provisions of the theory of human, social and intellectual capital, stakeholder theory, literature review method, and interdisciplinary approach to determine the features of higher education as a particular sector of social activity, regional economy, as well as an object of competitiveness analysis in terms of three criteria – quality, economic efficiency, and social responsibility. In the second part, the authors propose the methodological framework and list of indicators for analysing the regional higher education systems based on a developed conceptual model. The third part presents the results of statistical analysis of higher education systems in 25 regions of Ukraine and priority areas for improving their competitiveness by the criteria of quality, social responsibility, and economic efficiency. Findings. The hypothesis of significant imbalances in the regional higher education systems in Ukraine is proven. The results of the analysis reveal substantial differences in the regional higher education systems, particularly for indicators as the ratio of university entrants and high school graduates participating in the independent external testing in this region, the proportion of HEIs students studying at the expense of local budgets, the number of regional HEIs in the world university rankings. Considering the results of the analysis and the features of regional development, the authors substantiate the priority areas for improving the competitiveness of the higher education system for Ukraine’s regions by the criteria of quality, social responsibility, and economic efficiency. Each of these priority areas involves using appropriate target indicators and considers the interests of key stakeholders of the higher education system. Practical implications. The authors propose priority areas for improving the competitiveness of higher education in the regions that can be used to implement the strategic goals of the potential intellectual development of Ukraine's regions and thus enhance the role of HEIs in solving urgent problems of regional development. Originality/value. Despite numerous papers on economics and management in higher education, there are virtually no studies in academic practice, which aim to take into account the regional features of higher education. Secondly, based on its comprehensive empirical research, third, it can justify the strategic priorities for the development of provincial higher education systems with relevant target indicators. Thus this study aims to fill these gaps.

scholarly journals Best Practice of Benchmarking of World’s Top Universities: Lessons for Higher Educational Institutions of Uzbekistan

2014 ◽  
Vol 2 (12) ◽  
pp. 37-44
Author(s):  
Nargiza Shamshieva Nosirkhodjaevna
Keyword(s):  
Higher Education ◽  
Soviet Union ◽  
Former Soviet Union ◽  
Best Practice ◽  
Developed Countries ◽  
Education Systems ◽  
Broad Perspective ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Current State

The significance of the higher education can be seen in terms of assisting the economy with skillful specialists who are considered to be the key force for the development of the country. Higher education is considered to be crucial in modern market-based economies. Particularly, the higher education enables the development and maintenance of the knowledge acquired by the youth. Higher education contributes to the development of the human capital, which can later act as crucial aspect of growth. This paper takes a broad perspective on the importance of higher education, precisely to the structure of Master’s degree programs, in many developed countries of the world including USA, UK and Germany. The paper uses the benchmarking method in order to analyze and apply practices of higher education systems in Uzbekistan. It is important to note that current state of higher education institutions in Uzbekistan reflects the practice of former Soviet Union institutions and needs to adopt strategies that are followed by world’s top universities. The main purpose of this paper is to critically examine the practices and evaluating the higher education system of these countries. The outcomes of the analysis are used to offer a framework for the development of higher education systems precisely in the context of masters programs, in Uzbekistan.

scholarly journals Research on Resources and Environment of Vietnam’s Higher Education System in Accordance with U21 Ranking of National Higher Education Systems

2021 ◽  
Author(s):  
Bui Vu Anh ◽  
Tran Thi Hoai ◽  
Nguyen Thi Tuyet Anh ◽  
Dao Van Huy
Keyword(s):  
Higher Education ◽  
Education System ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Vietnamese Higher Education ◽  
Input Variables ◽  
The Impact ◽  
Resource And Environment ◽  
Measures Of Performance

The network of research universities - Universitas 21 (U21) has developed a global ranking which examines 24 measures of performance indicators across four areas: Resources, Environment, Connectivity, and Output (called U21 Ranking of National Higher Education Systems) to assess the national higher education systems. In which, Resources and Environment are input variables, Connectivity and Output are outcomes. This paper will study Vietnam's policy environment and resources, corresponding to two input measures of the ranking: Resources and Environment. The paper also reviews the experiences of some countries, the current situation of resources, and the impact of the policies on national higher education compared to Vietnam. The authors have proposed six solutions on Resource and Environment to improve the position of the Vietnamese higher education system with the expectation that the higher education system of Vietnam will create positive changes and be in the Top 50 best national higher education systems of U21 Ranking.

scholarly journals Analyzing the state of regional higher education systems

2021 ◽  
Vol 4 ◽  
pp. 20-37
Author(s):  
Daniil Sandler ◽  
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
The State ◽  
Teaching Staff ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Stage Of Development ◽  
Regional System ◽  
The Republic

Introduction. Higher education systems at the present stage of development are facing new serious challenges. On the one hand, universities function as independent units, on the other, they are part of the regional system, they attract and share the attention of the stakeholders interested in the system (applicants, students, research and teaching staff, business structures, etc.). The purpose of the study is to assess the competitiveness of regional higher education systems through the formed system of indicators, as well as to draw conclusions about the degree of uniformity in the development of these networks. Methods. To assess the state of the higher education system in Russia, the author uses an indicative method of analysis, which makes it possible to determine the degree of compliance of the indicator values achieved by now with the criteria that meet the set requirements for the development of society. Scientific novelty of the research. The novelty of the research consists in forming a set of indicators, which makes it possible to draw conclusions about the competitiveness of regional systems and the degree of their development uniformity, as well as the number of universities in the regional system and their influence on the entire system, according to their uniform development relative to each other. Results. Following the results of diagnosing the regional higher education systems, the author identifies the regions-leaders and the regions-outsiders. The diagnostic results are compared with the data of international rankings. Conclusions. The conclusion states that the region with fewer but equally developing universities (for example, the Belgorod region or the Republic of Tatarstan) have higher indicators of competitiveness. On the contrary, regional higher education systems, represented by a large number of universities, but with unevenly developing performance indicators, are characterized as less competitive, i.e. the performance indicators of the leading university are leveled within the system as a whole.

Higher education reform in russia:international experience and economics

2014 ◽  
pp. 97-108 ◽  
Author(s):  
V. Tambovtsev ◽  
I. Rozhdestvenskaya
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Education System ◽  
Institutional Environment ◽  
Higher Education Reform ◽  
System Transformation ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Russian Higher Education

The paper is aimed to analyze the current higher education reform in Russia in the context of international experience of higher education systems’ performance and economics’ statements. It is shown that changes put into practice are in discrepancy with Russian higher education system institutional environment. As a consequence the achievement of formal resemblance of Russian higher education system with other effective higher education systems will not result in real improvement of its efficiency and quality. Alternative directions for the Russian higher education system transformation are proposed.

scholarly journals Higher Education Globalization in the Context of American Guidelines

2016 ◽  
Vol 6 (4) ◽  
pp. 7-14 ◽  
Author(s):  
Natalya Bidyuk
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Positive Influence ◽  
Higher Education System ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The Usa ◽  
Information And Communication

Abstract The article deals with the problem of globalization impact on higher education system in the United Stated of America. It has been concluded that globalization as a phenomenon has been acquiring much significance in all the spheres, especially in higher education. Different views on the essence of globalization, especially in the context of higher education, have been presented. It has been indicated that many scholars have studied the essence of globalization within higher education systems of different countries and identified that globalization encompasses important aspects of HEIs’ activities, namely, economic, social and cultural. The concept of globalization has been defined in the article. It has been pointed out that main issues within the changing landscape of higher education still remain: the increasing significance of both knowledge-based economy and society; innovations connected with the latest information and communication technologies (ICTs); the emphasized role of the market and the market economy. Therefore, it has been suggested that educators and higher education institutions should develop different approaches to fulfill all the educational needs of the growing community of students, especially international students. The activities of American organizations promoting the positive impact of globalization in higher education have been analyzed. Сore challenges for higher education institutions in the context of increasing globalization have been outlined and characterized in detail. Critical responses considered as components to the above-mentioned challenges have been clarified. Key principles needed to meet both the challenges and responses have been presented. It has been concluded that the USA has been enhancing the positive influence of globalization on the system of higher education and thus inspired other countries to follow such an example.

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