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1
Zepke, Nick. "Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga." Journal of Management & Organization 15, no. 1 (March 2009): 110–21. http://dx.doi.org/10.1017/s1833367200002911.
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AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.
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Zepke, Nick. "Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga." Journal of Management & Organization 15, no. 1 (March 2009): 110–21. http://dx.doi.org/10.5172/jmo.837.15.1.110.
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AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.
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Arnott, Margaret. "Governing Strategies and Education Policy: the SNP in Government, 2007–2016." Scottish Affairs 25, no. 1 (February 2016): 45–61. http://dx.doi.org/10.3366/scot.2016.0110.
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This article considers education policy under the SNP Governments from 2007–2016. It deals with aspects from primary, secondary and tertiary education. The main approach of the article is to examine the role of education policy within the broad context of SNP governing strategy. Education is treated as a key element of strategy throughout the policy period. The SNP's long-term strategic aim is independence for Scotland. The article examines ways in which governing strategy, and education policy in particular, were used by the SNP within the constraints of devolution during the period 2007–2016. The political background to that strategy changed significantly during the period. The article discusses the opportunities and challenges presented to the SNP in the context of diverging views on education and other elements of economic and social policy within the UK, particularly in the period after the 2015 General Election.
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Furness, Jane, and Judy Hunter. "Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls." New Zealand Annual Review of Education 22 (December 19, 2017): 66. http://dx.doi.org/10.26686/nzaroe.v22i0.4149.
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Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.
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Rahman, Mohammad Mosiur, and Manjet Kaur Mehar Singh. "Language ideology of English-medium instruction in higher education." English Today 36, no. 4 (August 8, 2019): 40–46. http://dx.doi.org/10.1017/s0266078419000294.
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English-medium instruction (EMI) has been perceived as a key strategy through which universities, propelled by academic, political, social and economic motives, respond to the influence of globalisation (Altbach & Knight, 2007). This has been fuelled by the fact that English, defined as the global common language, is needed to create the knowledge base in global tertiary education (Fishman, 2000). In the process, English has become the universal second language of advanced education (Brumfit, 2004), due to the value attached to the language in present times and the advantage of using the language in the existing global language order (Zhang, 2017). These motivations have contributed to the global phenomenon of English being the medium of instruction (MOI), and higher education has been the venue where EMI could be implemented more consistently (Dearden, 2014). This has resulted in the generation of a growing body of work on how universities plan their language policies (Liddicoat, 2016).
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Alonso-Soto, Daniel, and Hugo Nopo. "How do Latin American migrants in the USA stand on schooling premium? What does it reveal about education quality in their home countries?" International Journal of Manpower 39, no. 6 (September 3, 2018): 855–79. http://dx.doi.org/10.1108/ijm-06-2017-0140.
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Purpose Indicators for quality of schooling are not only relatively new in the world but also unavailable for a sizable share of the world’s population. In their absence, some proxy measures have been devised. One simple but powerful idea has been to use the schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002). The purpose of this paper is to extend this idea and compute measures for the schooling premium of immigrant workers in the USA over a span of five decades. Design/methodology/approach In this paper, the authors focus on the schooling premia for the Latin American and the Caribbean region and compare them to those of migrants from other regions, particularly from East Asia and Pacific, India, Northern Europe and Southern Europe, all relative to immigrants from former Soviet Republics. The available data allow us to measure such premia for workers who graduated from school, either at the secondary or tertiary levels, in their home countries between 1940 and 2010. Findings The results show that the schooling premia in Latin America have been steadily low throughout the whole period of analysis. The results stand after controlling for selective migration in different ways. This contradicts the popular belief in policy circles that the education quality of the region has deteriorated in recent years. In contrast, schooling premium in India shows an impressive improvement in recent decades, especially at the tertiary level. Originality/value In this paper, the authors extend the idea of computing schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002) and present comparative estimates of the evolution of schooling premia in 17 Latin American countries for both secondary and tertiary schooling levels.
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Muller, Katja, Nazim Ghouri, Lynn Walker, and Sam Philip. "Prospective observational study of referrals to hospital diabetes specialist care team (2004–2008) at a tertiary care centre." British Journal of Diabetes & Vascular Disease 11, no. 6 (November 2011): 298–303. http://dx.doi.org/10.1177/1474651411429951.
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Aims Diabetes inpatient specialist teams (DISTs) support other departments to care for people with diabetes. The aim of this study was to evaluate the role of our adult DIST to ascertain the types of patients referred, reasons for referrals and the frequency of referrals. Methods Using prospectively collected data on our adult DIST activity (patients > 14 yrs), we retrospectively analysed all referrals over a 48-month period (October 2004–October 2008). We also performed a more focused study over a two-month period obtaining more detailed information on DIST–patient interaction. Results Over the 48 months of the study, more referrals were from medical (1879, 66%) than from surgical specialties (641, 23%). Most medical referrals were from the acute medical admissions unit (411, 14.4%); the most common referral being hyperglycaemia (339, 15%). Inpatient review was the most frequent task undertaken (76% of DIST–patient interactions), which included optimisation of medication and re-review, and 15% of reviews occurred at weekends. Following an education strategy for nursing staff, referrals for hypoglycaemia decreased (27.4% in 2005, 14.7% in 2008, p=0.04 for trend). Conclusion A DIST makes important contributions to diabetes care in all major hospital departments. Evaluating referral patterns can help identify educational needs.
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Eman, El Sherief. "Augmenting Tertiary Students' Soft Skills Via Multiple Intelligences Instructional Approach: Literature Courses in Focus." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 230. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.230.
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The second half of the twentieth century is a witness to an unprecedentedly soaring increase in the number of students joining the arena of higher education(UNESCO,2001). Currently, the number of students at Saudi universities and colleges exceeds one million vis-à-vis 7000 in 1970(Royal Embassy of Saudi Arabia, Washington). Such enormous body of learners in higher education is per se diverse enough to embrace distinct learning styles, assorted repertoire of backgrounds, prior knowledge, experiences, and perspectives; at this juncture, they presumably share common aspiration which is hooking a compatible post in the labor market upon graduation, and to subsequently be capable of acting competently in a scrupulously competitive workplace environment. Bunch of potentialities and skills are patently vital for a graduate to reach such a prospect. Such bunch of skills in a conventional undergraduate paradigm of education were given no heed, being rather postponed to the post-graduation phase. The current Paper postulated tremendous merits of deploying the Multiple Intelligences theory as a project-based approach, within literature classes in higher education; a strategy geared towards reigniting students’ engagement, nurturing their critical thinking capabilities, sustaining their individualistic dispositions, molding them as inquiry-seekers, and ending up engendering life-long, autonomous learners, well-armed with the substantial skills for traversing the rigorous competition in future labor market. Keywords: Multiple intelligences, teaching Literature, motivation, autonomous learning, critical thinking.
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Cho, Jinhyun. "Campus in English or campus in shock?" English Today 28, no. 2 (May 17, 2012): 18–25. http://dx.doi.org/10.1017/s026607841200020x.
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With the acceleration of globalization, universities in East Asia are increasingly under pressure to compete internationally, and ‘internationalization’ of tertiary education in the region has topped the education reform agenda of each government (Mok & James, 2005). In an effort to join the league of world-class universities and attract international students, East Asian universities have expanded the number of English-medium lectures (EMLs) offered as part of their internationalization strategy, and no country has embraced the move more than Korea (Newsweek, February 26, 2007). As of 2010, all the classes at the Korean Advanced Institute of Science and Technology (KAIST) are conducted in English only and 93 percent of classes at the Pohang University of Science and Technology (POSTECH), the nation's two best science and engineering universities, with rates of EML averaging around 10 to 30 percent among the top 7 universities in Korea as of the first half of 2008 (Chosun Ilbo, March 10, 2008). Reforms of Korean universities characterized by the introduction of EMLs have been praised by many local as well as top international media such as theNew York Timesand theScience Magazine. Often lost amid the hype, however, are the challenges facing local students in learning complex material in English, a language which most have learned only as a foreign language and to limited levels of proficiency. This article compares opinions expressed in the mainstream media with those from university presses run by student organizations that have been most active in expanding English-medium programs by analyzing articles related to EMLs. The aim of this comparative research is to find out if there are any observable differences in views presented by these two types of print media, in an attempt to shed light on the move to EMLs in this exclusively monolingual country.
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Rymarzak, Małgorzata. "University Space Management Exemplified by Selected European Entities." Real Estate Management and Valuation 22, no. 2 (July 8, 2014): 22–29. http://dx.doi.org/10.2478/remav-2014-0014.
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Abstract The rapid changes taking place in the environment of academic institutions (market rules in tertiary education, the greater availability of university education, globalization and internationalization, emergence of knowledge-based societies) force them to adjust to the new environment and to adopt a new approach to management, (Friga, Berris, Sullivan 2003; Jajszczyk 2009; Clarysse, Mosey, Lambrecht 2009; Law, Ho 2009; Amthor, Metzger 2011; Leja 2013), as well as to competition and value creation. Due to the pressure of their environment, universities have to be more efficient, functional and effective (Antonowicz 2005; Robbins 2008). They are increasingly more and more often expected to be more effective in their work, open to the outside world, and more entrepreneurial (Keast 1995; Etzkovitz, Webster 2000; Etzkovitz 2004; Kirby 2006). Without meeting these expectations, success on the market cannot be achieved. In many renowned European universities, the strategic role of real estate as an asset creating the value of the entity has long been emphasized. This means that the effective use of space and implementation of a rational space management policy enable the entity to enhance its value and affect its economic condition (Wolski, Załęczna 2011; Konowalczuk, Ramian 2012). The existing space management expertise of foreign universities makes it possible to implement this knowledge in the process of university management in Poland. The basic goal of this paper is to present the nature of the space management process, as well as chief indicators that are used in selected European universities to assess the degree of estate utilization. In other words, space management solutions used outside of Poland will be sought, which can help to resolve the problems of many Polish tertiary institutions.
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Bobic, Mirjana, and Milica Veskovic-Andjelkovic. "Socio-psychological cost of childbearing in Serbia and political response." Zbornik Matice srpske za drustvene nauke, no. 167 (2018): 345–55. http://dx.doi.org/10.2298/zmsdn1867345b.
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Serbia is a part of the corpus of more than a half of world populations with very low fertility. According to census from 2011, none of the generations born between 1930 and 1962 in Serbia (without Kosovo and Metohija) gave birth to more than two children. The share of childless women aged 30-34 has been on rise, from 21.2% in census 2002 up to 30.3% in census 2011. These women are most often single, living out of unions, with tertiary education, economically active, employed, living in urban settings. Government of the Republic of Serbia has adopted revised Birth Promotion Strategy by the end of 2017 as the response to the problem of low fertility. It relies on the previous Strategy from 2008, but it upgrades and further evolves the document. This paper is aimed at short elaboration of the third goal of the revised Strategy (decrease of the socio-psychological cost of childbearing). Altogether with the second one (reconciliation of work and family), it should create conditions in favour of diminishing enormous exploitation of women/mothers? resources in parenthood and in household and thus alleviate transition to further birth parities. Empirical base consists of different sources of data, most prominent one being the last fieldwork carried out in 2017 by the Institute for Sociological Research, Faculty of Philosophy in Belgrade: ?Culture of Childbearing - Reproductive and Partnership Strategies of Women in Serbia today?. Results have demonstrated moderate patriarchal statements among females in Serbia, altogether with quite strong patriarchal practice in partnering and parenting. It is the persistence of the ideology of ?intensive motherhood? and divided female/male performance in the critical moment of ?early baby stage? and later on in the course of family life in the context of low quality of everyday life and vast impoverishment at the semiperiphery. Such ideology and reproductive behaviour are not conducive to increased childbearing which is well documented in literature and research. To the contrary, they lead to postponement and giving up births eventually, especially of higher parities. As a political response we recommend more active inclusion of males into parenthood, by, inter alia, introducing of ?daddy quota? in Serbia. This short term and fully compensated paternal leave is recommended to last two weeks. The measure should be followed by vast social promotion of fatherhood, especially in business, with employers, employees and other males.
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Neubecker, Nina. "Two new datasets on south-north migration by occupational category." International Journal of Manpower 35, no. 6 (August 26, 2014): 834–72. http://dx.doi.org/10.1108/ijm-10-2013-0231.
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Purpose – The purpose of this paper is to break down south-north migration along both the skill and the occupational dimension and thus to distinguish and compare several types of south-north migration and brain drain. Design/methodology/approach – This paper presents south-north migration rates by occupational category at two distinct levels of disaggregation according to International Standard Classification of Occupations 1988 (ISCO-88). The data sets combine information about the labor market outcomes of immigrants in Organisation for Economic Co-Operation and Development (OECD) countries around the year 2000 provided by the Database on Immigrants in OECD Countries by the OECD with employment data for the developing migrant-sending countries from the International Labour Organization. Findings – The incidence of south-north migration was highest among Professionals, one of the two occupational categories generally requiring tertiary education, and among clerks and legislators, senior officials and managers. At the more disaggregated level, physical, mathematical and engineering science (associate) professionals, life science and health (associate) professionals, as well as other (associate) professionals exhibited significantly larger brain drain rates than teaching (associate) professionals. The data also suggest non-negligible occupation-education mismatches due to the imperfect transferability of skills acquired through formal education because south-north migrants with a university degree worked more often in occupational categories requiring less than tertiary education compared to OECD natives. The employment shares of most types of professionals and technicians and associate professionals, as well as of clerks and corporate managers were significantly smaller in the migrant-sending countries compared to the receiving countries. Originality/value – The constructed data sets constitute the first comprehensive data sets on south-north migration by ISCO-88 major and sub-major occupational category for cross-sections of, respectively, 91 and 17 developing countries of emigration.
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Trivedi, Parigna R., and Tejas M. Khakhkhar. "Treatment outcome of tuberculosis patients under directly observed treatment short-course and factors affecting the outcome in tertiary care hospital." International Journal of Basic & Clinical Pharmacology 8, no. 5 (April 23, 2019): 981. http://dx.doi.org/10.18203/2319-2003.ijbcp20191588.
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Background: Revised National Tuberculosis Control Programme (RNTCP) based on Directly Observed Treatment Short-course (DOTS) strategy has been made available in entire country by March 2006. Given high rate of unfavourable treatment outcomes reported in some provinces, there is a need to analyse outcomes and identify possible trends and associated risk factors that can help for improvement in RNTCP.Methods: After getting Institutional Ethics Committee (IEC) approval, total of 76 cases diagnosed and treated for Tuberculosis (TB) under Category I of RNTCP were recruited from January to March 2017. All patients were followed up for six months from date of initiating the treatment. The data was obtained from TB treatment register, by patient visit and regular follow-up. The information collected include age and gender of patient, category of treatment, date of treatment initiation, initial sputum conversion, outcome of treatment and date of outcome.Results: Out of total 76 patients, 64 (84.21%) were cured, 5 (6.57%) were lost to follow-up, 4 (5.26%) were failed to treat, 1 (1.32%) patient was died, 1 (1.32%) patient had completed treatment but status was unknown and 1 (1.32%) patient was not evaluated because of transfer. Overall treatment outcome of TB patients under DOTS was matching goal of RNTCP with cure rate of 84.21%.Conclusions: Efforts by DOT providers, adequate patient education, motivating ones in need can bring positive outcomes. In this region, DOTS center is at good working condition in terms of functionality as well as ethically. Gender, age group, residence and initial culture colony did not significantly affect treatment outcome.
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Dvouletý, Ondřej, and Marko Orel. "Determinants of solo and employer entrepreneurship in Visegrád countries: findings from the Czech Republic, Hungary, Poland and Slovakia." Journal of Enterprising Communities: People and Places in the Global Economy 14, no. 3 (June 6, 2020): 447–64. http://dx.doi.org/10.1108/jec-04-2020-0052.
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Purpose This study aims to extend the existing body of literature on the individual-level determinants of self-employed persons with (employer entrepreneurs) and without employees (solo self-employed individuals) from the perspective of four post-communist economies (i.e. Czech Republic, Hungary, Poland and Slovakia). Design/methodology/approach The methodological approach is based on the three harmonised waves (2005, 2010 and 2015) of the European Survey on Working Conditions (EWCS). Multi-variate logistic regression models are used to determine the individual-level differences among employees, solo self-employed individuals and job creators in the selected group of countries. Findings The results show significant differences among employees, solo self-employed individuals and job creators, especially when it comes to the role of age, gender, education, previous experience, number of working hours and their determination. Job creators in Visegrád countries have, on average, more years of experience, and higher levels of education (tertiary), than wage-employees. Research limitations/implications This study provides a series of recommendations for future research on the role of family- and household-related characteristics, entrepreneurship-specific education and migration background. Originality/value The previous research on individual determinants of entrepreneurial engagement in Visegrád region was mainly based on the data from the Global Entrepreneurship Monitor. This study offers a novel perspective based on the EWCS data.
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Kozlovskij, Viktor. "SMART GROWTH PROGRESS IN EUROPEAN UNION: A COHESION APPROACH." Bulletin of the Kyiv National University of Technologies and Design. Series: Economic sciences 133, no. 2 (August 19, 2019): 41–49. http://dx.doi.org/10.30857/2413-0117.2019.2.3.
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Economic development and socioeconomic cohesion have always been an object of scientific research. In particular, this issue had become a focus of attention after EU enlargement in 2004 and Great Recession in 2007–2009. The above changes have given way to a certain slowdown in economic growth in most EU countries along with triggering a range of divergence processes between EU countries and regions. As a response to situation, the EU offered a Europe 2020 strategy, in which smart growth was mentioned as one of critical instruments to deal with increasing menaces. The objective of the study is to evaluate the progress of the main smart growth indicators (investment in research and development (R&D), employment rate and share of population obtaining tertiary education) in the EU over the period 2001–2017 within the framework of the economic cohesion concept. The paper seeks to explore the EU from different perspectives. First, the EU new member states (EU-10) and the old ones (EU-14) were compared. Second, the EU countries were divided by economic development level (calculated by GDP per capita in PPP): highly developed (H-7), medium developed (M-7) and less developed (L-7) countries. Finally, aggregate cohesion indices of all three smart growth indicators were calculated for the entire EU (EU-28). The research findings have revealed some interesting trends. First, each smart growth indicator’s progress depends on countries’ economic development level. Aggregate values for more developed countries (EU-14, H-7 and G-3) are always higher than the EU average (EU-28) and aggregate values for less developed economies are basically lower. Second, cohesion progress of smart growth indicators was influenced by economic recession in 2007–2009. It is argued that cohesion is evident in times of economic growth, but its progress ceases or divergence might occur in case of economic hazards. However, despite the expanding cohesion between the new and the old member states, a gap between certain groups of countries is even growing. This is clearly evident when the EU member states are divided into groups subject to the level of their economic development.
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Liwiński, Jacek. "Does it pay to study abroad? Evidence from Poland." International Journal of Manpower 40, no. 3 (June 3, 2019): 525–55. http://dx.doi.org/10.1108/ijm-11-2017-0305.
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Purpose The purpose of this paper is to identify the impact of international student mobility (ISM) on the first wages of tertiary education graduates in Poland. Design/methodology/approach The author uses data from the nationwide tracer survey of Polish graduates (2007 Graduate Tracer Study) and regresses the hourly net wage rate of salaried workers in their first job after graduating from a higher education institution on a rich set of individual characteristics. In order to reduce the bias due to selection to ISM, the author includes a set of variables representing abilities and skills, characteristics of studies, and international experience as control variables. The author addresses the possible selection to employment bias by using the Heckman correction. Findings After controlling for observed heterogeneity, the author finds that Polish graduates who studied abroad for at least one month earn on average 22 per cent more in their first job than those who studied in Poland only. However, the author also finds that this wage premium is explained by international economic migration after graduation. Studying abroad brings a wage premium only if it is followed by working abroad. Those who perform their first job in Poland do not obtain any wage premium from ISM. Originality/value The main contribution of the paper is that it identifies international economic migration after graduation as another mechanism explaining why those who studied abroad earn more.
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Rowe, Nicholas. "From global policy to tertiary pedagogy: Transformational thresholds for creative arts degrees." Policy Futures in Education 18, no. 3 (April 3, 2019): 432–46. http://dx.doi.org/10.1177/1478210319831839.
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Performing arts teachers, in diverse regions of the world, recognise that globalisation has indelibly influenced how the arts are valued, practiced and taught (Rowe, Martin, Buck, et al., 2018). As illustrated by three key United Nations Education, Science and Culture Organisation (UNESCO) policies on arts and culture in the 21st century (UNESCO, 2003, 2006, 2011), global mandates can present contrasting imperatives, prompting shifts within regional, national and institutional strategies. So how do tertiary arts educators respond to shifts in global policies? After a brief historical analysis of three UNESCO strategic documents associated with arts education, this article considers how the contrasts within these strategies have presented challenging learning moments for arts educationalists. ‘Threshold concept’ theory is presented as a means of framing such learning challenges, to highlight the professional development needs of designers of tertiary curricula. Critically reflecting on the author’s experiences of codesigning tertiary degree programmes in New Zealand, China and Fiji, this article identifies key conceptual thresholds that can challenge tertiary educators when seeking to align institutional teaching practices with contemporary global policies on arts education.
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Crossan, Diana, and Malcolm Menzies. "Foreword for Applied Finance Letters: March 2013." Applied Finance Letters 2, no. 1 (June 30, 2013): 3. http://dx.doi.org/10.24135/afl.v2i1.7.
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In my ten years as Retirement Commissioner (2003 to 2013) I saw the field of financial literacy blossom. During that time there was a growing appreciation of the importance of financial education and financial literacy, though at first they struggled to gain traction. Now they are well on the radar and the OECD coordinates an international network on financial education, encompassing 220 public institutions from over 100 countries. I was delighted to be part of this network as it grew over the years. New Zealand led the way with the Sorted website and development of a National Strategy for Financial Literacy. The strategy’s mission is to ensure that New Zealanders are financially well-educated and can make informed financial decisions throughout their lives. There are four separate areas of focus: to develop quality, extend coverage, work together and share what works.Quality has improved through the development of a competency framework and programmes to upskill teachers and trainers in financial education. The coverage of financial education has grown, for example through its introduction to the New Zealand school curriculum and to workplaces and the tertiary sector. Working together and sharing have been fostered through initiatives such as a community of practice and the inaugural Money Week in September 2012. In July 2013 the biennial financial literacy summit will for the first time take place in Auckland.But our knowledge of “what works” is far from complete and frankly it has taken research and evaluation a while to catch up. I’m thrilled to see this special issue of “Applied Financial Letters” on financial literacy. Much of the existing research base is derived from the northern hemisphere and it’s good to see more work being done in our own Australasian context.Of course financial literacy is just one of the factors that contribute to overall financial wellbeing (another concept crying out for better definition and research). There also needs to be an efficient and effective regulatory environment, a thriving economy (from which individuals derive sufficient income), a diversified market for financial products and services, a trustworthy financial sector, consumer protection and market power, and a welfare “net” for those who fall through the cracks. I commend AUT’s Auckland Centre for Financial Research for its initiative in producing “Applied Financial Letters” and we look forward to future issues on a wide range of topics relating to financial education, financial literacy and financial wellbeing.
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Ferara, Kristina. "Internationalization development of tertiary education system in the Republic of Croatia." Applied Studies in Agribusiness and Commerce 2, no. 1-2 (October 31, 2008): 95–97. http://dx.doi.org/10.19041/apstract/2008/1-2/13.
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This paper forms a part of Executive MBA Training in Agribusiness and Commerce which has been supported, developed and carried out in frame of the Tempus project AHEAD, CD JEP 19009–2004. Understanding of business and management with all components related (from economic principles, marketing, accounting to organisational behaviour, strategic development and thinking etc.) and especially international focus on all this areas initiated the idea of this paper. Clear idea of strategic management from formulation, implementation and evaluation, as well as how important analyses are to develop any kind of good business or development plan (as one of the learning outcomes on MBA training) are present throughout the whole paper. Introduction to internationalization development of tertiary education system is given thru PEST analysis followed by analysis of whole tertiary education in Croatia, identifying major issues for internationalization of tertiary education, analysing them and suggesting solutions to develop it in right direction.
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Leggat, Sandra. "Australian Health Review call for papers." Australian Health Review 30, no. 4 (2006): 417. http://dx.doi.org/10.1071/ah060417.
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The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.
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Saunders, Ian W., and Michael Walker. "TQM in Tertiary Education." International Journal of Quality & Reliability Management 8, no. 5 (May 1991): 91–102. http://dx.doi.org/10.1108/eb002922.
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Nesterova, O. A., and O. L. Solodkova. "Area Studies at the Modern University: Experience in Studying International Communication Strategies." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 144–54. http://dx.doi.org/10.31992/0869-3617-2019-28-144-154.
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In this paper, we show the importance of including the large corpus of scholarly, popular and media texts describing the experience of 20th-century Russian and Soviet Indologists in bachelor’s Asian studies programmes. We explain the significance of the practical work of Soviet Asian scholars on developing and implementing international communication strategies and practices and show that this work is topical and relevant for modern tertiary education. We emphasize the extensive experience accumulated by Russian Indologists in developing scenarios and models of interaction between Russia and Asian countries that take regional particularities into account. We examine the work of the Russian Indologist, scholar, journalist, publicist and professor Leonid Mitrokhin (1934-2002), winner of the Nehru Award (1985), who worked for over a decade in India and devoted his entire life to studying South and Central Asia. We analyse Leonid Mitrokhin’s key communicative practices, whose results are reflected in his monographs, popular books and articles. The results of our linguocultural study confirm the effectiveness of the implementation of friendly communication strategies in Indo-Soviet relations in the 1960s and 1970s. The case study of Leonid Mitrokhin’s work shows the broad range of professional competencies of Soviet Indologists, who had in-depth knowledge of the political and sociocultural makeup of South Asia, the systemic connections between individual social, economic and political groups and institutes, and the ethnopsychological, ethnocultural and religious particularities of interethnic communication. The knowledge and skills of Soviet Indologists allowed them to make accurate forecasts of the development of the political and economic situation in South Asia and neighbouring regions, promote communication, make expert assessments in key areas of interaction between the USSR and countries in the region, elaborate effective communication strategies, and shape a positive image of their country in the international arena. The study of the communication experience of Soviet Indologists shall help contemporary students to learn the methodology of area studies, develop their strategic thinking, expand their study and research interests, improve their knowledge of the region’s history and interregional relations, and learn the basics of foreign impact strategies and the practice of foreign propaganda in Asia.
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Maree, Kobus, and Ina Louw. "The nature, purpose and effectiveness of assessment in tertiary mathematics at the Tshwane University of Technology (TUT)." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 26, no. 4 (September 22, 2007): 279–98. http://dx.doi.org/10.4102/satnt.v26i4.144.
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Despite the fact that mathematics is the cornerstone of scientific literacy, many South African learners do not perform adequately in this subject. Furthermore, adopting an Outcomes-based Education (OBE) approach has not contributed to an improvement of the situation. In fact, even in 2007, OBE has not been implemented at most tertiary training institutions in South Africa. Only a few educators (lecturers) implement OBE in the teaching of mathematics at tertiary training institutions. Lecturers use their discretion to decide whether or not to implement an OBE approach in learning facilitation and assessment. At TUT problem-based teaching (PBL) and problem-oriented learning (POL) were introduced previously in some departments and executed with varying degrees of success. Even though no formal decision had been made at TUT with regard to the acceptance of a specific teaching and learning model at the time of the current study, there was general agreement that OBE would be the teaching and learning model of choice, especially since (from 2009 onwards) all prospective students will have received schooling in an OBE-based teaching and learning environment. (In the majority of departments lecturers are currently being groomed to implement OBE and the current study formed part of this process.) First-year students’ insufficient achievement in mathematics was, however, the main thrust behind this attempt to investigate renewal in mathematics assessment at TUT by means of action research. An important aim of the study was to evaluate the nature of prevailing assessment practices on the different TUT campuses, the main aim being to introduce lecturers to effective strategies and to encourage the implementation of these strategies by means of action research. The overarching working assumption guiding the current research was the belief that suitable assessment would probably enhance the effectiveness of students’ learning (thereby impacting on their performance). The research focused on the following questions:Are tertiary mathematics facilitators adequately trained and prepared to implement outcomes-based assessment strategies at TUT? To what extent are outcomes-based strategies effectively and regularly introduced in the teaching of mathematics at TUT? Action research was chosen as research strategy because it was deemed suitable to facilitate improvement of current assessment practices. Furthermore, the cyclical nature of action research lent itself ideally to the introduction and handling of different facets of OBE during the different cycles. During the first cycle (questionnaires) information related to assessment practices was obtained. Quantitative and qualitative data were collected through questionnaires, personal interviews, interviews with focus groups, observations, documentation and a reflective diary. This article, however, only focuses on the qualitative data obtained from lecturers. Respondents were exposed to assessment strategies in an attempt to enhance their insight into contemporary assessment practices in an outcomes-based teaching and learning environment and, in doing so, empower them to execute their activities in a more accountable way. The authors report extensively on the findings and make recommendations for improving assessment practices (obviously, at TUT in the first place, but, hopefully, at other tertiary training institutions as well). The main findings were as follows:OBE strategies were not being introduced throughout TUT in the teaching of mathematics. Group work and peer assessments were rare occurrences.Some lecturers were convinced that new assessment methods would lower the standard of teaching. Uncertainty about the merger and the varying teaching conditions at the different campuses tended to inhibit lecturers, making them less willing to undertake assessment renewal. The lecturers cited large class groups, a lack of marking assistance and ignorance about OBE as reasons for failing to undertake assessment renewal. TUT should benefit from reviewing its admission criteria.n conclusion, it should be said that respondents generally agreed that this research went some way towards preparing them for assessment renewal. Moreover, since TUT recently went through a merger, assessment renewal seems to be an idea whose time has come, a hiatus that deserves the attention of serious researchers and academics alike. The authors realise that this article is not a panacea, not a cure-all; obviously, we do not have all the answers. However, hope is expressed that he study has made a significant contribution to this positive development and has contributed in some way to ongoing debates in the field.
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Opoku-Amankwa, Kwasi, Aba Brew-Hammond, and Anatu Kande Mahama. "Publishing for pre-tertiary education in Ghana: the 2002 textbook policy in retrospect." Educational Studies 41, no. 4 (March 20, 2015): 414–29. http://dx.doi.org/10.1080/03055698.2015.1018873.
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Stone, Marilyn A. "Mobility in European tertiary education: ideals and reality." International Journal of Management Education 3, no. 2 (September 1, 2003): 11–21. http://dx.doi.org/10.3794/ijme.32.74.
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Duke, Chris. "Links between Further and Higher Education: The Case of New Zealand." Journal of Adult and Continuing Education 8, no. 1 (November 2002): 104–19. http://dx.doi.org/10.7227/jace.8.1.8.
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This article sketches distinctive and partly unique features of New Zealand society, its recent history, and its adult, community and tertiary education system, as a prelude to considering linkages. The absence of a distinct further education (FE) sector analogous to the British further education colleges (FECs) or Australian technical and further education (TAFE) institutes combined with a recent period of extreme economic rationalism to privilege competition over collaboration. A sharp change of direction in 1999 is leading into a new more planned tertiary system under a Tertiary Education Commission in 2002. This is likely to reward and drive up inter-institutional collaboration, probably also more sharply differentiating roles within the more planned tertiary sector. The article concludes by reflecting on distinctive strengths and shortcomings, and on lessons from New Zealand of possible interest elsewhere.
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Joseph, Mathew, and Beatriz Joseph. "Identifying needs of potential students in tertiary education for strategy development." Quality Assurance in Education 6, no. 2 (June 1998): 90–96. http://dx.doi.org/10.1108/09684889810205741.
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Thomas, Ian, Louise Kyle, and Amaya Alvarez. "Introducing Environmental Literacy in the Tertiary Curriculum." Australian Journal of Environmental Education 15 (1999): 95–101. http://dx.doi.org/10.1017/s0814062600002652.
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AbstractThere are many examples of environmental courses in tertiary institutions, but the integration of environmental education across the range of courses has generally not occurred. The paper describes a process and strategy to establish environmental literacy in tertiary courses. This strategy was developed from a project to introduce waste minimisation education into four disciplinary based courses. Since waste minimisation was introduced in the context of ecological sustainability, the project provided a framework for the broad principles of environmental literacy. The project began with the assumption that adequate materials were already available, but what was needed was a process that would guide academics in the revision of their course content, and would support them in making changes. The paper reports on the conduct of the project and, based on our experiences, presents a strategy for developing curriculum change. This strategy has been developed to recognise the contexts associated with environmental understanding and tertiary institutions, and the processes needed to facilitate the change.
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Lamy, André, Xiaoyin Wang, Rosanne Kent, Kelly M. Smith, and Amiram Gafni. "Economic Evaluation of the MEDENOX Trial: A Canadian Perspective." Canadian Respiratory Journal 9, no. 3 (2002): 169–77. http://dx.doi.org/10.1155/2002/310841.
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OBJECTIVE: To perform an economic evaluation of the Prophylaxis in Medical Patients with Enoxaparin (MEDENOX) trial from a Canadian perspective.METHOD: Using a decision tree model, cost effectiveness analysis was carried out to compare the costs and consequences of thromboprophylaxis using enoxaparin 40 mg with placebo in tertiary and community settings. From a third party payer’s perspective, the model calculated the expected rate of symptomatic venous thromboembolism (VTE), and the total expected cost of prophylaxis and VTE management, including inpatient and outpatient treatment, professional fees and long term therapy. Data were derived directly from the MEDENOX trial. Costs are direct medical costs in year 2000 Canadian dollars.RESULTS: In a tertiary setting in which the estimated inpatient to outpatient deep vein thrombosis treatment ratio was 10%:90%, the total expected cost per patient was $64 in the enoxaparin group and $62 in the placebo group. The expected symptomatic VTE rates were 0.8% and 3.1% in the enoxaparin and placebo groups, respectively. The incremental cost effectiveness of enoxaparin 40 mg versus placebo was $87/VTE avoided. In a community hospital setting (with a 50%:50% inpatient to outpatient deep vein thrombosis treatment ratio), the total expected cost per patient was $68 in the enoxaparin group compared with $72 in the placebo group, indicating that prophylaxis with enoxaparin 40 mg was cost saving. The model was sensitive to the inpatient to outpatient ratio. However, within each setting, the results were not sensitive to changes in key variables.CONCLUSION: For patients hospitalized for acute respiratory failure, congestive heart failure or acute infectious disease and who are at moderate risk of developing VTE, thromboprophylaxis with enoxaparin 40 mg daily is a cost effective strategy in both tertiary and community settings.
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Gould, Anthony Morven, and Thomas Michael Power. "Leaving the cocoon: university course design and delivery vis-a-vis competitive strategy." On the Horizon 23, no. 1 (February 9, 2015): 58–68. http://dx.doi.org/10.1108/oth-10-2014-0034.
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Purpose – This article aims to ask how Michael Porter’s seminal notions of generic competitive strategy may be applied to an emerging university industry where course design and delivery is conceived of as able to be undertaken using distinctive modes. Design/methodology/approach – The study is principally a polemic piece. However, its method is to view course delivery modes as generic strategies and overlay these on Porter’s strategy grid. Each mode of course delivery is viewed as a strategy because it is associated with a rationale that can be reconciled with the axes of advantage that Porter has defined. These axes are “kind of benefit” and “target market”. Findings – The study finds four generic methods of tertiary course delivery. These can be placed – largely without ambiguity – on Porter’s grid. Research limitations/implications – Further research may recreate findings using methods that draw on more data; possibly, survey evidence or multiple interviews, etc. Practical implications – The work has implications for university administrators and strategic planners within the tertiary sector. It connects sector-specific planning with theory and research about Porter’s generic strategies. Social implications – The article has public policy implications. It offers a portrait of how public-sector education is likely to look in a deregulated context. It offers implicit advice of securing competitive advantage for individual institutions. Originality/value – The article undertakes an exercise that has not been done before. The theory used for interpretation purposes is likely to be unfamiliar to those interested in planning within the tertiary sector (particularly, the public sector), although care is taken to justify new application of the theory.
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Tian, Meng, Mika Risku, and Kaija Collin. "A meta-analysis of distributed leadership from 2002 to 2013." Educational Management Administration & Leadership 44, no. 1 (February 27, 2015): 146–64. http://dx.doi.org/10.1177/1741143214558576.
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Dart, Barry C. "A goal-mediational model of personal and environmental influences on tertiary students' learning strategy use." Higher Education 28, no. 4 (December 1994): 453–70. http://dx.doi.org/10.1007/bf01383937.
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Thomas, Ian. "Australian Tertiary Environmental Courses: A Status Report." Australian Journal of Environmental Education 9 (1993): 135–45. http://dx.doi.org/10.1017/s0814062600003232.
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During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.
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Stachowski, Christopher Allen. "Educational Marketing: A Review and Implications for Supporting Practice in Tertiary Education." Educational Management Administration & Leadership 39, no. 2 (January 31, 2011): 186–204. http://dx.doi.org/10.1177/1741143210390056.
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Forsythe, Perry, Julie Jupp, and Anil Sawhney. "Building Information Modelling in Tertiary Construction Project Management Education: A Programme-wide Implementation Strategy." Journal for Education in the Built Environment 8, no. 1 (December 2013): 16–34. http://dx.doi.org/10.11120/jebe.2013.00003.
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Mukwawaya, Owen Zivanai, Cecile Gerwel Proches, and Paul Green. "Perceived Challenges of Implementing An Integrated Talent Management Strategy at A Tertiary Institution in South Africa." International Journal of Higher Education 11, no. 1 (August 6, 2021): 100. http://dx.doi.org/10.5430/ijhe.v11n1p100.
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The aim of this study was to investigate and delineate the perceived challenges of implementing an integrated talent management strategy at a South African tertiary institution. The study was conducted at a relatively new university that opened its doors on the 1st of January 2015. Since the inception of the university under study, the institution has grown considerably but without proper policies and strategies in place to ensure its competitiveness and sustainability within the current Higher Education and Training sector in the country. A qualitative research methodology in the form of semi-structured interviews conducted with a convenience sample of 10 participants was employed to execute the study. The sample was drawn from the population of directors and official representatives of administrative, academic and support staff. The inclusion of these participants was premised on the idea that by virtue of their job description, they would be most exposed to talent management issues. Results of the study indicate that the major challenges experienced in implementing an integrated talent management strategy at the university include lack of management commitment and budget, as well as unionism and resistance to change amongst staff. As such, the primary recommendations of this study are for demonstrated commitment by university management towards accessing adequate finances to facilitate the implementation of a sound talent management strategy that will assist in promoting both the quality and longevity of the tertiary education institution in question.
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Keenan, Tanya, Thomas W. LeBlanc, Lara Traeger, Harry Vandusen, Gregory A. Abel, David P. Steensma, Amir T. Fathi, et al. "Outcomes for Older Patients with Acute Myeloid Leukemia Admitted to the Intensive Care Unit." Blood 126, no. 23 (December 3, 2015): 2104. http://dx.doi.org/10.1182/blood.v126.23.2104.2104.
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Abstract Introduction: Older adults (≥ 60 years) with acute myeloid leukemia (AML) generally have a poor prognosis and a high rate of health care utilization including intensive care unit (ICU) admissions. While the outcomes of older patients with advanced solid tumors admitted to the ICU are poor, the prognosis of older patients with AML has not been well studied. We sought to examine the outcomes of this population following an ICU admission and to identify predictors of mortality. Methods: We conducted a retrospective analysis of 329 consecutive patients (≥60 years) diagnosed with AML between 5/1/2005 and 12/31/2011 at two tertiary care hospitals to examine the incidence and primary reason for ICU admission. We compared clinical characteristics between patients admitted to the ICU versus those not admitted to the ICU using Kruskal-Wallis rank tests and Chi square tests for continuous and categorical variables, respectively. We determined rates of ICU, hospital, and 30-day survival. We identified predictors of ICU and hospital mortality using purposeful modeling to assess the effect of age, gender, performance status, disease risk (based on SWOG risk stratification), induction strategy (intensive vs. non-intensive chemotherapy), receipt of stem cell transplantation (HCT), comorbidity score (HCT-comorbidity index), ICU length-of-stay, and multi-organ involvement. Results: 25% (82/329) of patients in this cohort had 107 ICU admissions. Patients admitted to the ICU (n=82) were similar to those without an ICU admission (n=247) in terms of gender, race, marital status, education, disease risk, receipt of HCT, and performance status. However, they were younger (median 67 vs. 69, P= 0.01), had a higher HCT-comorbidity index (median 2 vs. 0, P = 0.03), and were more likely to have received intensive induction chemotherapy (72% vs. 56%, P=0.01). The primary reasons for ICU admission were respiratory failure (45%), hypotension (36%), and bleeding (17%). The median length of stay in the ICU was 3 (range 1-6) days. Among those admitted to the ICU, 66%, 52%, and 50% were alive at ICU discharge, hospital discharge, and 30 days post-ICU admission, respectively. Age, gender, performance status, comorbidity score, disease risk, induction strategy, and receipt of HCT were not associated with survival outcomes. In multivariable logistic regression analyses, multi-organ dysfunction was associated with higher ICU mortality (OR 5.3, 95% CI 2.0 - 14.3, P = 0.001) and hospitalization mortality (OR 3.3, 95% CI 1.4-8.3, P = 0.006). Longer stay in the ICU showed a trend towards higher ICU mortality (OR 1.1, 95% 1.0-1.1, P= 0.07). Conclusion: A substantial proportion of older patients with AML are admitted to the ICU. However, approximately one-half survive and are discharged from the hospital. Multi-organ failure is strongly associated with higher mortality. Unlike older patients with advanced solid tumors, these findings suggest that critically ill older patients with AML who lack multi-organ dysfunction may benefit from ICU level of care and have good survival outcomes. Disclosures LeBlanc: Epi-Q: Consultancy; Boehringer Ingelheim: Membership on an entity's Board of Directors or advisory committees; Helsinn Therapeutics: Honoraria, Research Funding; Flatiron: Consultancy. Steensma:Incyte: Consultancy; Amgen: Consultancy; Celgene: Consultancy; Onconova: Consultancy. Fathi:Merck: Other: Advisory Board participation; Agios Pharmaceuticals: Other: Advisory Board participation; Seattle Genetics: Other: Advisory Board participation, Research Funding. Stone:Celator: Consultancy; Agios: Consultancy; Karyopharm: Consultancy; Sunesis: Consultancy, Other: DSMB for clinical trial; Pfizer: Consultancy; Amgen: Consultancy; Roche/Genetech: Consultancy; Abbvie: Consultancy; Merck: Consultancy; Juno: Consultancy; AROG: Consultancy; Celgene: Consultancy; Novartis: Research Funding. Chen:Bayer: Consultancy, Research Funding.
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Nicolaidis, Christos S., and Evangelia Koutroumpezi. "Empowerment in Tertiary Education: A Strategic Source of Learning Advantage." Industry and Higher Education 22, no. 3 (June 2008): 183–88. http://dx.doi.org/10.5367/000000008784867255.
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This paper examines empowerment as a strategy, from the resource-based perspective, for the development of Greek tertiary education. As the literature suggests, empowerment enables individuals to make decisions and simultaneously take responsibility for their actions. Moreover, it increases the quality of research and teaching procedures as well as amplifying educators' and students' satisfaction and performance. In this respect, the paper uses the well-known Whetten and Cameron questionnaire for empowerment in a survey conducted among students studying in the B, D, F and H semesters at a Greek university operating in Thessaloniki. The principal component factor analysis of a sample 395 students revealed the existence of four dimensions of student empowerment: meaning/self-efficacy, self-determination, trust and personal control. After discussion of the findings, a number of recommended tactics and policies concerning the enhancement of student empowerment conclude the paper.
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Tran, Ngoc Thi Minh. "Declining returns to investment in tertiary education in Vietnam." Science & Technology Development Journal - Economics - Law and Management 4, no. 3 (August 16, 2020): First. http://dx.doi.org/10.32508/stdjelm.v4i3.590.
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The human capital theory in economics argues that education is an investment in human capital and that the acquisition of knowledge and skills would enable individuals to increase their productivity and earnings, and thereby contributing to economic growth. As an investment, education incurs costs and benefits at various points in time. To measure economic benefits of education investment by individuals, economists use the rate of return to investment in education. This rate of return should be positive and higher than that of alternative options to ensure economic benefits of education investment and motivate education decisions. Given that tertiary education attainment is costly to individuals and the society at large, highly positive returns to tertiary education matter for individual and social human capital investments being economically justified. In the present age of mass access to tertiary education, the pattern of declining returns to investment in tertiary education was observed in a growing number of countries that include Vietnam. This trend may avert individual investment in human capital formation, and thereby negatively affecting national economic growth and development. To contribute to addressing this problem, the current paper aims to analyse the factors that drive the decay in returns to investment in tertiary education in Vietnam. Based on the descriptive research method using descriptive statistics, we summarize key trends in tertiary education in Vietnam. We identify that the abatement in returns to tertiary education investment in Vietnam may be attributed to three main factors: (i) the expansion of education supply, in particular tertiary education; (ii) the economic downturn after the global financial crisis; and (iii) the mismatched quality of tertiary education. These findings are foundations for our suggestions on possible solutions to inform the tertiary education development strategy.
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Prabawa, Wawa Puja. "SPEAKING STRATEGIES USED BY INDONESIAN TERTIARY STUDENTS." English Review: Journal of English Education 4, no. 2 (October 24, 2016): 231. http://dx.doi.org/10.25134/erjee.v4i2.337.
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Speaking is considered to be difficult thing, moreover English as a foreign language. Students' performance depends on their personalities. Students who have low participation in speaking activity in the classroom lose their opportunity to practice their speaking skill which may cause poor speaking skill and achievement. However, some of students are active in speaking activity in the classroom that leads them to have good skill and achievement in speaking. This study attempts to reveal: (1) speaking strategies used by Indonesian tertiary students in terms of speaking English and strategies to improve their speaking ability, and (2) to identify speaking strategies mostly used by the students when they speak English and improve their speaking ability. This study is a descriptive research since its purpose is to describe the Indonesian tertiary students’ learning strategies in learning speaking English. The data from 15 tertiary students, who have good performance and achievement in speaking, from one of schools of higher education in Cimahi were collected using a 21 items questionnaire of a modified version of Strategy Inventory Language Learning (SILL) and 5 items interview questions. The result of the study revealed that some speaking strategies are used in terms of speaking English and improve speaking ability, namely cognitive, metacognitive and compensation strategy. In the type of speaking strategy that mostly used by the student in terms of speaking English is compensation strategy, while cognitive strategy was indicated as the mostly speaking strategies used by the Indonesian tertiary students in improving their speaking ability. Considering to the study conducted, it is recommended to students that they should know what strategies that appropriate and can help them in learning speaking English. The students should be able to choose strategies they need in learning and analyze which strategies that give better effect on their own learning.Keywords: Speaking, strategy, speaking strategy, tertiary students
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Cabrera, Martin, Leidi Yoana Zamudio Garnica, and Isabel Cristina Martínez Farfán. "How distance learning based on inclusion led to the proposal of a distributed access research strategy (DARS)." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 80–96. http://dx.doi.org/10.14742/ajet.5525.
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This article presents the results from an investigation that used a qualitative perspective of a descriptive type to identify the inclusive educational processes from 707 preschool and primary education schools in Colombia, distributed around 26 territorial units out of a total of 32. To obtain all this information around the country, a data collection strategy was applied, which we named the distributed access research strategy (DARS). All the data was collected by tertiary education students from two programs of the Faculty of Education, Corporación Universitaria Iberoamericana in Colombia. The results revealed that most preschools and primary schools have documented institutional educational plans referencing diversity and inclusion for their students, but they have difficulties in establishing strategies to identify and implement curricular adaptations within their contexts, as well as with the use of tracking instruments. These results generated a reflection for reviewing the syllabus and study plans in the tertiary education programs at this university to better prepare future teachers who will face such scenarios in their locations across the country. Moreover, this new DARS data-collection strategy shows an interesting potential, which is generic enough to enable unlimited research topics to be explored within distance learning contexts.
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Tomlinson, Harry. "Leaders & Leadership: Leadership Teams, Team Leaders and Middle Managers - BELMAS 2002." Management in Education 16, no. 5 (January 2003): 6–9. http://dx.doi.org/10.1177/089202060301600503.
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Kommers, Piet. "The added value of advanced learning technologies in education: reporting ICALT 2002." International Journal of Business Performance Management 5, no. 2/3 (2003): 413. http://dx.doi.org/10.1504/ijbpm.2003.003263.
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Barnetson, Bob. "Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations in Education." education policy analysis archives 18 (February 14, 2010): 3. http://dx.doi.org/10.14507/epaa.v18n3.2010.
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In 2002, approximately two thirds of school teachers in the Canadian province of Alberta went on strike. Drawing on media, government and union documents, this case study reveals some contours of the political economy of labor relations in education that are normally hidden from view. Among these features are that the state can react to worker resistance by legally pressuring trade unions and justifying this action as in the public interest. This justification seeks to divide the working class and pit segments of it against each other. The state may also seek to limit discussion and settlements to monetary matters to avoid constraining its ability to manage the workplace or the educational system. This analysis provides a basis for developing a broader theory of the political economy of labor relations in education. It also provides trade unionists in education with information useful in formulating a strike strategy.
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Byrne, Marann, and Pauline Willis. "An exploration of tertiary accounting students’ prior approaches to learning accounting." International Journal of Management Education 7, no. 3 (July 1, 2009): 35–46. http://dx.doi.org/10.3794/ijme.73.240.
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K. Narayan, Anil. "Accounting and accountability challenges." Pacific Accounting Review 26, no. 1/2 (April 8, 2014): 94–111. http://dx.doi.org/10.1108/par-07-2013-0072.
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Purpose – This paper aims to investigate the strategy, accounting and accountability interface in sustainability implementation in a large public tertiary education organisation in New Zealand. Design/methodology/approach – The study uses ethnography as an “engaging research” to help explain the real-life enactment of accounting and accountability in advancing/deterring sustainability initiatives. The study draws upon neo-institutional theoretical perspectives to help interpret the findings. Findings – Accounting and accountability are powerful conduits for strategy implementation. Successful sustainability strategy implementation requires the embedding of financial accountability within the implementation process. Practical implications – A strong ideological commitment from senior management is required to firmly embed sustainability in the tertiary organisation's belief systems, values and norms to get wider organisational acceptance and institutionalisation. Accounting needs to take a position of centrality within organisations to help facilitate sustainability implementation. Social implications – Government policy needs to incorporate specific concepts of sustainability into the tertiary education strategy and funding framework to make public tertiary organisations accountable for sustainability to the wider society. Originality/value – This study provides unique insights into the sustainability implementation process. It complements existing literature on sustainability accounting and accountability.
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Nguyen, Chinh, Heather Davis, Geoff Sharrock, and Kay Hempsall. "Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers." Information Resources Management Journal 27, no. 2 (April 2014): 47–60. http://dx.doi.org/10.4018/irmj.2014040104.
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MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.
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Asiyai, Romina Ifeoma, and Patience Okoro. "Management Strategies for Improving the Functionality of Tertiary Education in Nigeria." International Journal of Higher Education 8, no. 4 (July 13, 2019): 108. http://dx.doi.org/10.5430/ijhe.v8n4p108.
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This study investigates management strategies for improving the functionality of tertiary education in Nigeria. One research question was asked and answered and three hypotheses were formulated and tested at 0.05 alpha level. The sample of the study comprised 900 respondents selected through the simple random sampling technique from six tertiary institutions in Delta and Edo States of Nigeria. The questionnaire was the instrument for collection of data from the respondents. Descriptive statistics in the forms of mean and standard deviation were used to answer the only research question. The three hypotheses were tested using one way analysis of variance. The results obtained showed that improved funding, monitoring and adoption of best practice in service delivery would help to improve the functionality of tertiary education in Delta and Edo States. Staffs of University, Polytechnics and Colleges of Education did not differ significantly in their mean perception scores for any of the identified management strategy for improving the functionality of tertiary education. The study recommended that governments of Delta and Edo States should give adequate priority to tertiary education by ensuring that enough fund is allocated and disbursed to the institutions for proper management of affairs and improved functionality.
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Wood, Pat, and Chandana Jayawardena. "Cuba: hero of the Caribbean? A profile of its tourism education strategy." International Journal of Contemporary Hospitality Management 15, no. 3 (June 1, 2003): 151–55. http://dx.doi.org/10.1108/09596110310470176.
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Features a realistic perspective of the current hospitality and tourism paradigm in Cuba. Previews the newly released hospitality and tourism education strategy to be rolled out in 2003. Provides an evaluation of the tourism and hospitality industry environment, education environment, workforce and change in policy. The authors made three research trips to Cuba in 1997, 2001 and 2002. A series of elite interviews were conducted in Cuba, Jamaica and the UK with senior Cuban policymakers. Current data and views from Cuban partners and practitioners are used to inform the discussion. Cuba continues to be one of the most mystical tourist destinations in the world with a phenomenal growth rate during recent years. The new tourism education strategy is a key for Cuba to once again become the number one destination in the Caribbean.
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Du, Hui, and Hongdi Guan. "Hindrances to the new teaching goals of College English in China." English Today 32, no. 1 (December 10, 2015): 12–17. http://dx.doi.org/10.1017/s0266078415000462.
Full textAbstract:
College English refers to a type of English course offered to non-English majors at tertiary level in mainland China. In recent years, however, College English has been criticised as ‘deaf and dumb English’ (Wu, 2004; Zhang, 2002) because of Chinese students’ perceived weaknesses in listening and speaking. As Zhang (2002), Director of the Department of Higher Education in the Chinese Ministry of Education (MOE), explains, ‘Chinese university students can neither speak English nor understand it when they hear the language spoken’ (p. 4). To improve the situation, Zhang urges that ‘[w]hile reading has to be reduced properly, listening and speaking should be increased in College English textbooks’ (ibid.: 5). In other words, it is listening and speaking rather than reading that should be emphasised.