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The main objective of this dissertation is to analyse prerequisites, expectations, apprehensions, and attitudes of students studying computer science, who are willing to gain a bachelor degree. The research will also investigate in the students’ learning style according to the Felder-Silverman model. These investigations fall in the attempt to make an impact on reducing the “dropout”/shrinkage rate among students, and to suggest a better learning environment.
The first investigation starts with a survey that has been made at the computer science department at the University of Baghdad to investigate the attitudes of computer science students in an environment dominated by women, showing the differences in attitudes between male and female students in different study years. Students are accepted to university studies via a centrally controlled admission procedure depending mainly on their final score at school. This leads to a high percentage of students studying subjects they do not want. Our analysis shows that 75% of the female students do not regret studying computer science although it was not their first choice. And according to statistics over previous years, women manage to succeed in their study and often graduate on top of their class. We finish with a comparison of attitudes between the freshman students of two different cultures and two different university enrolment procedures (University of Baghdad, in Iraq, and the University of Potsdam, in Germany) both with opposite gender majority.
The second step of investigation took place at the department of computer science at the University of Potsdam in Germany and analyzes the learning styles of students studying the three major fields of study offered by the department (computer science, business informatics, and computer science teaching). Investigating the differences in learning styles between the students of those study fields who usually take some joint courses is important to be aware of which changes are necessary to be adopted in the teaching methods to address those different students. It was a two stage study using two questionnaires; the main one is based on the Index of Learning Styles Questionnaire of B. A. Solomon and R. M. Felder, and the second questionnaire was an investigation on the students’ attitudes towards the findings of their personal first questionnaire. Our analysis shows differences in the preferences of learning style between male and female students of the different study fields, as well as differences between students with the different specialties (computer science, business informatics, and computer science teaching).
The third investigation looks closely into the difficulties, issues, apprehensions and expectations of freshman students studying computer science. The study took place at the computer science department at the University of Potsdam with a volunteer sample of students. The goal is to determine and discuss the difficulties and issues that they are facing in their study that may lead them to think in dropping-out, changing the study field, or changing the university. The research continued with the same sample of students (with business informatics students being the majority) through more than three semesters. Difficulties and issues during the study were documented, as well as students’ attitudes, apprehensions, and expectations. Some of the professors and lecturers opinions and solutions to some students’ problems were also documented. Many participants had apprehensions and difficulties, especially towards informatics subjects. Some business informatics participants began to think of changing the university, in particular when they reached their third semester, others thought about changing their field of study. Till the end of this research, most of the participants continued in their studies (the study they have started with or the new study they have changed to) without leaving the higher education system.
The present article offers a mixed-method perspective on the
investigation of determinants of effectiveness in quality assurance
at higher education institutions. We collected survey data from
German higher education institutions to analyse the degree to
which quality managers perceive their approaches to quality
assurance as effective. Based on this data, we develop an ordinary
least squares regression model which explains perceived
effectiveness through structural variables and certain quality
assurance-related activities of quality managers. The results show
that support by higher education institutions’ higher management
and cooperation with other education institutions are relevant
preconditions for larger perceived degrees of quality assurance
effectiveness. Moreover, quality managers’ role as promoters of
quality assurance exhibits significant correlations with perceived
effectiveness. In contrast, sanctions and the perception of quality
assurance as another administrative burden reveal negative
correlations.
Balancing the Moods
(2018)
Quality management (QM) has spread around the world and reached higher education in Europe in the early 1990s (Mendel, 2006, 137; Kernegger and Vettori, 2013, 1). However, researchers were rather more interested in national quality assurance policies (macro-level) and accreditation systems (meso-level) than in intra-organizational perspectives about the day-to-day implementation of quality assurance policies by various actors (micro-level). Undoubtedly, organizational change is a challenging endeavor for all kinds of groups. On the one hand, it provides the opportunity of further development and innovation, but on the other hand, it exposes organizations and actors to the risk of losing established structures and accepted routines.
Like in many other organizations, actors may not necessarily perceive change as a promoter of innovation and development. Instead, they may consider change as a threat to the existing status quo or, as March points out, as an “interplay between rationality and foolishness” (March, 1981, 563). Consequently, change provokes either affective or behavioral actions (Armenakis and Bedeian, 1999, 308–310), such as, for example, resistance. Anderson (2006, 2008) and Lucas (2014) have shown, for example, that academic resistance is an important issue. However, Piderit characterizes resistance as a multidimensional construct (Piderit, 2000, 786–787) subject to a wide variety of issues related to quality and QM. Although QM has been described as a “fashion” (Stensaker, 2007, 101) in the higher education sector that provokes many different reactions, its implementation in higher education institutions (HEIs) is still a rather unexplored field. Thus, the evidence provided by Anderson (2006, 2008) and others (Newton, 2000, 2002; McInnis et al., 1995; Fredman and Doughney, 2012; Lucas, 2014; etc.) needs to be expanded, because they only consider the perspective of academia. In particular, the view of other actors during the implementation of quality assurance policies is a missing piece in this empirical puzzle. Nearly nothing is known about how quality managers deal with reactions to organizational change like resistance and obstruction. Until now, only a few studies have focused on intra-organizational dynamics (see, for example: Csizmadia et al., 2008; Lipnicka, 2016).
Besides the lack of research on the implementation of quality assurance policies in HEIs, quality managers seem to be an interesting subject for further investigations because they are “endogenous” to institutional processes. On the one hand, quality managers are the result of quality assurance policies, and on the other hand, they influence the implementation of quality assurance policies, which affect other actors (like academics, administrative staff, etc.). Here, quality managers, as members of an emerging higher education profession, are involved in various conflict lines between QM, HEI management and departments, which need further research (Seyfried and Pohlenz, 2018, 9).
Therefore, the aim of our paper is twofold: firstly, to answer the question of how quality managers perceive resistance, and secondly, which measures they take in situations of perceived resistance. We offer a new research perspective and argue that resistance is not merely provoked by organizational change; it also provokes counter-reactions by actors who are confronted with resistance. Thus, resistance seems to be rather endogenous.
To theorize our argument, we apply parts of the work of Christine Oliver (1991), which provides theoretical insights into strategic responses to institutional processes, ranging from acquiescence to manipulation (Oliver, 1991, 152). We, therefore, investigate the introduction of QM in teaching and learning, and the emergence of quality managers as higher education professionals as one of the results of quality assurance policies. Consequently, the introduction of QM may be considered as an institutional process provoking reactions and counter-reactions of various organizational units within HEIs. These circumstances are constitutive for how quality managers deal with resistance and other reactions toward organizational change. We use this theoretical framework to analyze the German higher education sector, because this particular case can be considered as a latecomer in New Public Management reforms (Schimank, 2005, 369) and Germany is a country where academic self-governance plays a very important role, and strongly influences academics’ behavior when it comes to organizational change (Wolter, 2004).
Our empirical results are based on a mixed-methods research design and integrate half-structured interviews and a nationwide survey at the central level in German HEIs, which excludes faculty members of QM (decentral level). They reveal that quality managers take different types of action when resistance occurs during the implementation of quality assurance policies. Furthermore, quality managers mainly react with different tactics. These tactics seem to be relevant for convincing academics and for the enhancement of their commitment to improve the quality of teaching and learning, instead of provoking further resistance or avoidance practices.
This article proceeds as follows: the next sections describe the context and explain our main theoretical concepts referring to the work of Oliver (1991) and others. After that, we present our case selection and the methodological framework, including the data sources and the operationalization of selected variables. Finally, we provide our empirical results about quality managers’ perceptions on resistance and we draw conclusions.
The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.
The highly structured nature of the educational sector demands effective policy mechanisms close to the needs of the field. That is why evidence-based policy making, endorsed by the European Commission under Erasmus+ Key Action 3, aims to make an alignment between the domains of policy and practice. Against this background, this article addresses two issues: First, that there is a vertical gap in the translation of higher-level policies to local strategies and regulations. Second, that there is a horizontal gap between educational domains regarding the policy awareness of individual players. This was analyzed in quantitative and qualitative studies with domain experts from the fields of virtual mobility and teacher training. From our findings, we argue that the combination of both gaps puts the academic bridge from secondary to tertiary education at risk, including the associated knowledge proficiency levels. We discuss the role of digitalization in the academic bridge by asking the question: which value does the involved stakeholders expect from educational policies? As a theoretical basis, we rely on the model of value co-creation for and by stakeholders. We describe the used instruments along with the obtained results and proposed benefits. Moreover, we reflect on the methodology applied, and we finally derive recommendations for future academic bridge policies.
EMOOCs 2021
(2021)
From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference.
Due to the COVID-19 situation, the conference was held fully online.
The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year’s EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops.
Thema des Workshops waren alle Fragen, die sich der Vermittlung von Informatikgegenständen im Hochschulbereich widmen. Dazu gehören u.a.: - fachdidaktische Konzepte der Vermittlung einzelner Informatikgegenstände - methodische Lösungen, wie spezielle Lehr- und Lernformen, Durchführungskonzepte - Studienkonzepte und Curricula, insbesondere im Zusammenhang mit Bachelor- und Masterstudiengängen - E-Learning-Ansätze, wenn sie ein erkennbares didaktisches Konzept verfolgen empirische Ergebnisse und Vergleichsstudien. Die Fachtagung widmete sich ausgewählten Fragestellungen dieses Themenkomplexes, die durch Vorträge ausgewiesener Experten, durch eingereichte Beiträge und durch eine Präsentation intensiv behandelt wurden.
In this study, we investigate how immersive 3D geovisualization can be used in higher education. Based on MacEachren and Kraak's geovisualization cube, we examine the usage of immersive 3D geovisualization and its usefulness in a research-based learning module on flood risk, called GEOSimulator. Results of a survey among participating students reveal benefits, such as better orientation in the study area, higher interactivity with the data, improved discourse among students and enhanced motivation through immersive 3D geovisualization. This suggests that immersive 3D visualization can effectively be used in higher education and that 3D CAVE settings enhance interactive learning between students.
The higher education structure in Malaysia has experienced significant changes since the implementation of the Private Higher Educational Institutions Act of 1996. The unprecedented expansion of the higher education sector and the increasing autonomy conferred to universities have created a huge demand for competent university leadership that supports the development of higher education in Malaysia. This article discusses the very first national multiplication training in Malaysia in 2014 and analyses such out-comes as the identification of good practices for future initiatives and applications in university leadership training.
Deans at Institutions of Higher Education are seldom recipients of effective or specific professional management training, institutional mentorship, and coaching despite an increasing demand on them to play a more dynamic leadership role in the face of ever-changing local and global challenges. To address this deficiency, the inaugural Malaysian Chapter of the International Deans’ Course (MyIDC) was held in three parts over 2019 and 2020. In this paper, findings related to feedback on the programme are presented and discussed. Responses from the participants from two sets of surveys, and written feedback provided by two IDC international trainers involved in MyIDC were analysed. These reveal potential areas of improvement for the forthcoming MyIDC programme, such as in terms of planning and organisation, duration, content, and delivery. The article explores the lessons learnt from the MyIDC 2019/2020 training programme and discusses the improvements that can be made arising from the feedback received.