Researching the Use of Communication Technologies in Higher Education Institutions in Portugal

This paper describes a research which main purpose was identifying and characterizing the use of Communication Technologies by Portuguese Public Higher Education Institutions to support learning activities. An analysis model was created and used to develop a nationwide online survey used to collect data from students, teachers and institutional managers. The results show that institutional policies and resources are in place and being used to support learning; learning management systems and interpersonal communication technologies are intensely used and widely adopted; and that there are gender differences as far as the students' use of Communication Technologies is concerned. The results of this project provide a useful insight on the use of Communication Technologies by Portuguese Public Higher Education Institutions and give valuable information for ongoing decision making processes regarding the institutional adoption and development of learning models that take advantage of these technologies.

Hygienic practices among food vendors in educational institutions in Ghana: the case of Konongo

With the booming street food industry in the developing world there is an urgent need to ensure food vendors adhere to hygienic practices to protect public health. This study assessed the adherence to food hygiene practices by food vendors in educational institutions in Konongo, Ghana. Structured questionnaires, extensive observation and interviews were used for the study involving 60 food vendors from 20 basic schools. Attributable to the influence of school authorities and the level of in-training of food vendors, the study points out that food vendors in educational institutions generally adhered to good food hygiene practices, namely, regular medical examination (93%), protection of food from flies and dust (55%); proper serving of food (100%); good hand hygiene (63%); and the use of personal protective clothing (52%). The training of food vendors on food hygiene, instead of the level of education had a significant association (p < 0.05) with crucial food hygiene practices such as medical examination, hand hygiene and protection of food from flies and dust. Further, regulatory bodies legally mandated to efficiently monitor the activities of food vendors lacked the adequate capacity to do so. The study proposes that efforts should be geared towards developing training programmes for food vendors as well as capacity building of the stakeholders.

Standards that we can 'own' : Threshold Learning Outcomes for Journalism, Public Relations, and Media & Communication Studies

This paper outlines the progress by the JoMeC (Journalism, Media & Communication) Network in developing TLO (Threshold Learning Outcome) statements for Bachelor-level university programs in the disciplines of Journalism, Public Relations and Media & Communications Studies. The paper presents the finalised TLO statement for Journalism, and outlines moves to engage discipline-based groups to further develop preliminary TLOs for Public Relations and Media & Communication Studies. The JoMeC Network was formed in 2011, in response to requirements that from 2014 all degrees and qualifications at Australian universities would be able to demonstrate that they comply with the threshold learning standards set by the Australian Qualifications Framework (AQF). The AQF’s threshold standards define the minimum types and levels of knowledge, skills and capabilities that a student must demonstrate in order to graduate. The Tertiary Education Quality and Standards Agency (TEQSA) will use the AQF’s threshold standards as a key tool in recording and assessing the performance of higher educational institutions, and determining whether they should be registered as Australian Higher Education Providers under the Higher Education Standards Framework. The Office of Learning & Teaching (OLT) places the onus on discipline communities to collaborate in order to develop and ‘own’ the threshold learning standards that can be considered the minimum learning outcomes of university-level programs in that field. With the support of an OLT Grant, the JoMeC Network’s prime goal has been to develop three sets of discipline-specific TLOs – one each for the Journalism, Public Relations, and Media & Communications Studies disciplines. This paper describes the processes of research, consultation, drafting and ongoing revision of the TLO for Journalism. It outlines the processes that the JoMeC Network has taken in developing a preliminary TLO draft to initiate discussion of Public Relations and Media & Communication Studies. The JoMeC Network plans to hand management of further development of these TLOs to scholars within the discipline who will engage with academics and other stakeholders to develop statements that the respective disciplines can embrace and ‘own’.

Public health education for midwives and midwifery students: a mixed methods study

Background: Current national and international maternity policy supports the importance of addressing public health goals and investing in early years. Health care providers for women during the reproductive and early postnatal period have the opportunity to encourage women to make choices that will impact positively on maternal and fetal health. Midwives are in a unique position, given the emphasis of the philosophy of midwifery care on building relationships and incorporating a holistic approach, to support women to make healthy choices with the aim of promoting health and preventing ill health. However, exploration of the educational preparation of midwives to facilitate public health interventions has been relatively limited. The aim of the study was to identify the scope of current midwifery pre registration educational provision in relation to public health and to explore the perspectives of midwives and midwifery students about the public health role of the midwife.

Methods: This was a mixed methods study incorporating a survey of Higher Educational Institutions providing pre registration midwifery education across the UK and focus groups with midwifery students and registered midwives.

Results: Twenty nine institutions (53% response) participated in the survey and nine focus groups were conducted (59 participants). Public health education was generally integrated into pre registration midwifery curricula as opposed to taught as a discrete subject. There was considerable variation in the provision of public health topics within midwifery curricula and the hours of teaching allocated to them. Focus group data indicated that it was consistently difficult for both midwifery students and midwives to articulate clearly their understanding and definition of public health in relation to midwifery.

Conclusions: There is a unique opportunity to impact on maternal and infant health throughout the reproductive period; however the current approach to public health within midwifery education should be reviewed to capitalise on the role of the midwife in delivering public health interventions. It is clear that better understanding of midwifery public health roles and the visibility of public health within midwifery is required in order to maximise the potential contribution of midwives to achieving short and long term public health population goals.

Postgraduate international students from Asia: factors influencing satisfaction

The growth in the international education market within the next two decades will be dominated by Asia, accounting for almost 70% of the global demand for international higher education (Bohm et al., 2002). The market attractiveness with significant pecuniary and non-pecuniary gains from full-fee paying students will result in a more competitive environment for higher educational institutions around the world seeking to improve their market position. Student satisfaction is a key strategic variable in maintaining such a competitive position with long-term benefits arising from student loyalty, positive word of mouth (WOM) communication and image of the higher educational institutions to meet the challenges of increasing global competition, rising student expectations of quality, service, and value for money. This process requires educational institutions to carefully analyse these key factors contributing to student satisfaction and therefore develop strategies accordingly.

Using logistic regression analysis with factor scores and aggregated satisfaction scores, this study examines the relative importance of factors and their impact on the satisfaction levels of international postgraduate students from four Asian countries studying in Australian universities. The study concludes that the dominant factors that impact on student satisfaction are quality of education, student facilities, reputation of the institutions, the marketability of their degrees for better career prospects, and the overall customer value provided by the universities.

An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

This article describes a three-sector, national research project that investigated the integration aspect of work-integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic-workplace learning. The research constituted a series of collective case studies, and there were two main data sources � interviews with three stakeholder groups (namely employers, students, and co-op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off-campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off-campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on- and off-campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals.

Building a culture

This study provides a case study of two higher educational institutions and their built environment discipline academic culture, with a specific focus on the impact of culture on the participation of females in the subject area. The two institutions, whilst both delivering built environment programmes, are very different. One is in the UK and is a new university, and the other is in Australia and in the top 200 universities of the world (THES, 2004). Comparative studies have become fashionable as a way of determining policy (Broadfoot, 2001) yet it is still important to acknowledge the character of the national policy within which the culture exists. Culture is a concept used to try and indicate the "climate and practices" developed within an organization to handle people, together with the values of the organization (Schein, 1997, p 3). The academic tribes have been described by Becher and Trowler (2001) in some detail, and they acknowledge the huge range of external forces now acting on academic cultures including a diversification of subject areas and the impact of gender on subject areas. Built environment education has traditionally been a gendered (male dominated) subject area and is making efforts to change (Greed, 1999; Turrell, Wilkinson, Astle and Yeo, 2002). The study will try to identify the cultural attributes that exist in each of the two built environment departments and programmes drawing on the signs and symbols that indicate the culture as well as drawing on staff / student experience. A comparative study will be carried out to determine differences and similarities, and potential lessons to be learned by each institution .

Profile of a business discipline

A brief review of the history of the School of Business at the Phillip Institute of Technology shows that the School has undergone considerable and positive change over its relatively short life, largely in response to professional, academic, socio-economic and political pressures. One such pressure emanates from the current educational rationale of the State Government which includes the rationalisation through amalgamation of higher educational institutions. As a result of this rationale, in late 1991 the Phillip Institute of Technology and the Royal Melbourne Institute of Technology announced that they would amalgamate in July 1992.

The Phillip Institute of Technology is no stranger to amalgamation. In fact it originated by way of amalgamation when the Preston Institute of Technology amalgamated in 1982 with the State College of Victoria at Coburg. Throughout the period 1988-1991 Phillip Institute of Technology was involved in protracted amalgamation discussions with La Trobe University. These discussions failed, but were followed very quickly by the amalgamation proposal with the Royal Melbourne Institute of Technology.

This paper provides a review of the development of the School of Business at the Phillip Institute of Technology prior to the proposed amalgamation with the Royal Melbourne Institute of Technology.

Impact of learning environment and learning context on student satisfaction : a comparative study of postgraduate students from Asia

The growth of the international education market with increasing export income has created a highly competitive environment among education providers worldwide. WTO reports that this market is now worth around $27 billion a year (Alderman, 2001) while IDP Australia has estimated an increase in the number of students seeking higher education overseas at 7.2 million by 2025. This alludes to the attractiveness of the international education market in the form of both pecuniary and non pecuniary benefits to provider nations and the higher educational institutions and hence the need for strategies to maintain a globally competitive position. This paper looks at the impact of the learning environment and the learning context on student satisfaction among international postgraduate students from Asia studying in Australian universities. The growing competition requires provider institutions to be highly responsive to the needs and aspirations of the diverse student community and to deliver services to create satisfaction and loyalty, which would be critical in sustaining a competitive position. The study, based on the expectancy-disconfirmation paradigm, and a model of post choice satisfaction in the educational setting, uses logistic regression, MANOVA, ANOVA and chi square testing, investigates factors relevant to student learning environment and the learning context to assess satisfaction levels of these students. The sample size used in the study is 371 and is drawn from a mail survey of five leading universities in Australia.

Academic mobility, intercultural encounters and cosmopolitan knowledge creation

In this presentation, I examine contemporary international encounters and intercultural interactions in academia as a researcher and recent participant in the ever-expanding global academic mobility programs. Academic mobility is a part of the modern continuing changes in the teaching and learning processes that higher educational institutions are undergoing globally. These changes are often termed ‘internationalization of education’ and they are expressed in the transformations in both the curricula and recruitment practices of students and staff. Global scale of academic mobility opens up prosperous opportunities for intercultural knowledge interchange, knowledge creation, and knowledge enrichment, all leading to the broadening of cultural imagination and creation of shared cosmopolitan cultural meanings.

Educação superior no período noturno no Brasil: políticas, intenções e omissões

Neste artigo analisa-se a oferta de vagas para o período noturno nos cursos de graduação da educação superior no país, com foco nas universidades públicas estaduais paulistas, a fim de se verificar como estas têm atendido à exigência da Constituição Paulista no sentido de se ofertar pelo menos um terço do total de suas vagas a este período. Avalia-se o impacto dessa exigência no contexto maior da oferta de vagas para a educação superior no país, considerando que a Reforma Universitária em trâmite propõe este mesmo índice para as universidades federais. Uma retrospectiva histórica apresenta a origem da educação superior no país, a presença exclusiva das instituições públicas até meados do século XX, a entrada das instituições religiosas no setor privado em 1946, e os desdobramentos da Reforma Universitária de 1968, marco da expansão do setor privado, que contempla atualmente 71,7% das 4,1 milhões de matrículas em cursos de graduação no país. As reflexões indicam que a expansão da educação superior deve priorizar o crescimento da oferta de vagas no sistema público, buscando uma melhor relação de vagas entre o sistema público e o privado, com ênfase nas demandas crescentes do período noturno, visando a um projeto maior de desenvolvimento do país, ordenado pelo Estado e alicerçado na valorização da Educação.

Benefícios e dificuldades na utilização dos jogos de empresas: survey em cursos de graduação em administração na região noroeste do estado de São Paulo

Pós-graduação em Engenharia de Produção - FEB

Where does Philippine education go? : the "K to 12" program and reform of Philippine basic education

In 2012 the Philippines launched its "K to 12" Program, a comprehensive reform of its basic education. Through this reform, the Philippines is catching up with global standards in secondary education and is attaching a high value to kindergarten. The structure, curricula, and philosophy of the education system are undergoing reform and improvement. The key points of the new policy are "preparation" for higher education, "eligibility" for entering domestic and overseas higher educational institutions, and immediate "employability" on graduating, all leading toward a "holistically developed Filipino". This policy appears admirable and timely, but it faces some pedagogical and socioeconomic problems. The author wants to point out in particular that the policy needs to address gender problems and should be combined with demand-side approaches in order to promote poverty alleviation and human development in the Philippines.

Entrepreneurship and innovation through experience:student and employer perspectives of the value of work-based learning in promoting entrepreneurialism

The 'internationalisation' of Business and Management education, reflective of EU enlargement and the unprecedented globalisation of education, has resulted in growing numbers of overseas students adding a diversity and richness to the learning environment within many contemporary European Higher Educational Institutions (Green, 2006, Sliwa & Grandy, 2006). However, cross-national studies analyzing the impact that the internationalisation of business education has on the employability of business and management graduates are rare. Furthermore, there exists a notable gap in research aimed at identifying and conceptualising the generic business skills and competencies required by European employers of business and management graduates. By proposing a conceptual framework based upon a working model of business graduate employability, this goes some way to addressing this gap.

Topographic mappings and feed-forward neural networks

This thesis is a study of the generation of topographic mappings - dimension reducing transformations of data that preserve some element of geometric structure - with feed-forward neural networks. As an alternative to established methods, a transformational variant of Sammon's method is proposed, where the projection is effected by a radial basis function neural network. This approach is related to the statistical field of multidimensional scaling, and from that the concept of a 'subjective metric' is defined, which permits the exploitation of additional prior knowledge concerning the data in the mapping process. This then enables the generation of more appropriate feature spaces for the purposes of enhanced visualisation or subsequent classification. A comparison with established methods for feature extraction is given for data taken from the 1992 Research Assessment Exercise for higher educational institutions in the United Kingdom. This is a difficult high-dimensional dataset, and illustrates well the benefit of the new topographic technique. A generalisation of the proposed model is considered for implementation of the classical multidimensional scaling (¸mds}) routine. This is related to Oja's principal subspace neural network, whose learning rule is shown to descend the error surface of the proposed ¸mds model. Some of the technical issues concerning the design and training of topographic neural networks are investigated. It is shown that neural network models can be less sensitive to entrapment in the sub-optimal global minima that badly affect the standard Sammon algorithm, and tend to exhibit good generalisation as a result of implicit weight decay in the training process. It is further argued that for ideal structure retention, the network transformation should be perfectly smooth for all inter-data directions in input space. Finally, there is a critique of optimisation techniques for topographic mappings, and a new training algorithm is proposed. A convergence proof is given, and the method is shown to produce lower-error mappings more rapidly than previous algorithms.