Journal of Higher Education Theory and Practice

Exploring the Dynamics of Career Events in Education: A Study Using Activity Theory

Kyle Nash — 2024-12-18

Numerous educational institutions employ career events (CEs) to enhance students' overall learning experiences, but further research is required to optimize these events. Utilizing activity theory, this study seeks to systematically investigate the interplay between collective and individual factors that shape students' experiences during CEs. 463 survey respondents with recent and significant networking CE exposure participated in the study. The results confirm the proposed research model, indicating that the student experience construct comprises a multi-dimensional framework of second-order components, including individual and peer experiences, each encompassing a set of first-order constructs. The results also validate that students' experiences can predict subsequent perceived value and satisfaction evaluations. The study's limitations, research, and practical implications for crafting meaningful and fulfilling experiences for CE attendees are discussed.

The Impact of In-Class Bonus Point Assignments on Attendance and Learning Outcomes in Principles of Macroeconomics at an HBCU

Michael Williams — 2024-12-18

This study investigates the impact of low-stakes and in-class bonus point assignments on student attendance and academic performance in Principles of Macroeconomics courses at an HBCU. The study examines data from 24-course sections taught over multiple semesters, comparing the outcomes of 12 sections where bonus point assignments were implemented to 12 sections without such assignments. Results show that students in the bonus point group had a significantly higher attendance rate (54.1%) compared to the control group (50.19%) and achieved higher average final exam scores (64.67% vs. 59.43%). ANOVA analysis further demonstrates a positive relationship between attendance and academic performance.

Exploring the Influence of Organizational Culture on Dimensions of Organizational Learning at the University of the Bahamas: A Structural Equation Modeling Approach

Jason K. Styles — 2024-12-18

This study examines the relationship between organizational culture (OC) and organizational learning (OL) at the University of The Bahamas (UB), contributing to international human resources development (HRD) research. Using Structural Equation Modeling (SEM), a sophisticated statistical technique, the research explores how different OC types (clan, adhocracy, market, and hierarchy) impact OL at various organizational levels. By focusing on a higher education institution (HEI) in a developing country, the study expands our understanding of OC's influence on OL beyond developed nations. This research is particularly noteworthy for its use of SEM in the Bahamas, highlighting its adaptability and effectiveness in HRD research, especially in international and culturally diverse contexts. The findings provide valuable insights into the interplay between OC and OL, offering practical recommendations for HEIs to foster continuous learning and improvement. Key contributions include filling a gap in the HRD literature by examining OC and OL within a Bahamian HEI, showcasing SEM's superior capability in handling complex interdependencies, and providing fresh perspectives and practical recommendations for developing effective learning environments in HEIs in developing countries. The study underscores the importance of adaptable and culturally sensitive analytical approaches in HRD, offering a robust framework for enhancing organizational learning within diverse global contexts.

Correlational Analysis on Mathematical Disposition and Mathematical Achievement Among Selected Senior High School Students at San Jose City National High School

Amalia S. Aquino — 2024-12-18

This study explored the relationship between mathematical disposition and achievement among senior high school students. It examined the influence of socio-demographic factors and students' perceived mathematical disposition, including self-efficacy, perseverance, and the perception of math as sensible, on their mathematical performance. Guided by Mikaguchi's Theory of Value, Disposition, and Identity, and the National Council of Teachers of Mathematics Evaluation Standard and Identity, the study utilized a descriptive-correlational research approach with a stratified random sample of 306 students from San Jose City High School. Data were collected through an online survey and analyzed using JAMOVI. The findings revealed a significant positive correlation between mathematical disposition and achievement. Furthermore, mother's educational attainment, occupation, and monthly income exhibited negative but significant relationships with mathematics achievement. The study emphasizes the importance of students' beliefs in their mathematical abilities and the influence of socio-economic factors on their performance. Recommendations are provided to further strengthen the understanding of these relationships and inform educational practices.

A Novel Metric for Evaluating the Relationship Between Course Outcomes and Persistence

Amy E. Barnsley — 2024-12-18

Declines in university enrollment due to the pandemic and declining demographics has pushed retention to the forefront. The relationship between course grades and persistence is combined into a new metric coined the Persistence Differential. This metric signals courses with higher counts of students earning not-quality grades and not persisting and is used to inform academic advising and curriculum review to improve retention. Challenges and successes in reporting the data meaningfully and examples for actionability will be described.

Enduring the COVID-19 Pandemic at a Major Research University

Robert S. Keyser — 2024-11-15

This descriptive study provides insights into the perceptions associated with the handling of the COVID-19 pandemic, it’s impact on degree progression, and protocols that a major R2 research university community would like to see remain in place once the pandemic ends. A Qualtrics survey was used to draw responses from the community. Our research findings conclude that: 1) Responses were mixed concerning KSU doing a good job in handling the COVID-19 pandemic, 2) The majority of student responses felt that transitioning to online course delivery did not adversely impact their degree progression, 3) Whereas vaccine availability and testing were what most impressed respondents about KSU’s handling of the pandemic, the discontinuation of a mask mandate after the Summer 2020 semester is what least impressed respondents, and 4) The ability to work remotely was the most popular protocol that respondents preferred to see remain in place after the pandemic ends.

AACSB-Accredited Colleges and Universities: An Examination of Standard A5 as a Guide to Prepare Accounting Graduates for the Digital Workplace

Kyler McKenzie — 2024-11-15

Employers demand that accounting graduates are well-versed in information and communication technologies. The Association to Advance the Collegiate Schools of Business (AACSB) establishes Standards for business and accounting schools, colleges, and universities across the globe. This systematic literature review examines the peer-reviewed research surrounding AACSB-Standard A5 Information Technology Skills, Agility, and Knowledge for Accounting Graduates and Faculty. Specifically, how AACSB-accredited institutions employ Standard A5 to guide curriculum innovation and change management best practices is emphasized. Results underscore the importance and significance of Standard A5 in navigating continuous improvement curriculum efforts in higher education.

Bridging Gaps With Experience: Priming Faculty for Successful Online Course Development

Frederique Laubepin — 2024-11-15

This article presents a novel approach to faculty onboarding in the development of online courses through an experiential learning framework, as implemented at the University of Michigan’s School of Public Health. By integrating faculty into a comprehensive, hands-on training process, the initiative aims to bridge common gaps in online course development and facilitate collaborative efforts among faculty and course development teams. The paper details the structured three-phase approach aimed at enhancing faculty's practical understanding of online education terminology, processes, and collaboration with cross-functional teams. The documented outcomes indicate a marked improvement in the efficiency, quality, and overall engagement of faculty in the course development process. They underscore the critical role of hands-on experience coupled with reflective practices in priming faculty for effective collaboration with diverse course development teams, proposing this model as a scalable and adaptable blueprint for faculty development practices.

Integrating Information Technology Terminology Into English for Specific Purposes (ESP) Classes

Gulshan Khamdamova — 2024-11-15

English for Specific Purposes (ESP) courses aim to equip students with the language proficiency essential for their selected occupations or academic fields. In the contemporary digital landscape, information technology (IT) has emerged as a vital component across various industries, making it imperative for individuals to gain a comprehensive understanding of IT terminology. This article delves into the significance of teaching IT vocabulary within ESP lessons, highlighting the critical role that language plays in professional success. In addition, it offers practical strategies and recommendations for effectively integrating IT terminology into language acquisition, ensuring that learners can navigate the complexities of the IT landscape with confidence.

Artificial Intelligence-Assisted Curriculum Development: Innovations in Designing Educational Content for the 21st Century Learner

Karina Kasztelnik — 2024-11-15

The advancement of Artificial Intelligence (AI) technology has led to a new wave of innovation in education, particularly in curriculum development. This article delves into the extensive potential of AI-assisted curriculum development, providing a comprehensive overview of current advancements, methodologies, and implications of integrating AI into educational content design. By analyzing theoretical frameworks, technological advancements, and empirical research, I demonstrate how AI facilitates the creation of dynamic and personalized learning experiences that cater to the diverse needs of modern learners. I also address the ethical considerations and challenges of implementing AI technologies, such as data privacy, algorithmic bias, and the digital divide. Through interdisciplinary cooperation and ethical use of AI, we advocate for a well-balanced approach that maximizes the benefits of AI while minimizing its risks. By utilizing AI to enhance curriculum design, educators can efficiently prepare students for the complexities of the contemporary world, fostering lifelong learning and adaptability in an ever-evolving global environment.