Higher Education - Science topic

The question "Does the current objective of internationalization in higher education focus more on academic or political factors?" seeks to explore the primary motivations and priorities behind the process of internationalizing higher education institutions. It aims to understand whether the emphasis lies on academic aspects, such as fostering global research collaborations, enhancing educational standards, and promoting knowledge exchange, or if political considerations, such as strengthening diplomatic relations, geopolitical influence, and soft power projection, play a more dominant role in shaping the internationalization goals. By examining the key factors driving this process, the question delves into the broader context of how higher education institutions engage with the global community and the potential implications of their internationalization strategies on academic pursuits and geopolitical dynamics.

Looking forward to hearing your insights. Thank you!

I was recently asked by LinkedIn to respond to and elaborate on this question, given a post of mine on this subject there. Before I provide my response here on researchgate.net, I wish to ask this question within this forum's context.

There are numerous angles one can take in approaching this critical question which is likely to affect not only Colleges and Universities' built infrastructure, but also their basic functions: teaching and research.

Obviously, there are currently expected future effects in both the short as well as the longer term of Artificial Intelligence upon Higher Education. Hence, the informed and educated views from the academic community are solicited here with this generic type of question. Thank you for your attention.

1. Aerosolized drug delivery in the respiratory tract 2. Aero-hydrodynamic comparision of low reynolds number airfoils

Strategies for promoting academic integrity in the use of AI Tools in Higher Education

I have noticed that students of all courses have less preparation, also less responsibility and commitment to their studies, even less dedication to assignments (and less time dedicated to them).

What has been your experience?

Hello scholars,

I am looking for a list of journals with scope in computer science, information technology, or education that do not charge a publication processing fee and are recognized by the Higher Education Commission (HEC) under categories W, X, and Y. Additionally, I would appreciate information on the paper acceptance rate, publication cycle, and any other relevant details for each journal on the list.

If you have any recommendations or resources that can help me, find such journals, please share them here. Your expertise and insights would be greatly appreciated.

Thank you!"

Please suggest a few trending and futuristic PhD Research Topics/ Gaps in Management (preferably in Service Quality / Quality Management) in Education (preferably in Higher Education) in India. Thank you in advance 🙏🏻

I notice questionable similarity between this 2021 conference paper: Johnston, S., & Eamer, L. D. (2021, December). The Paradox Of Being A 50-Year-Old ‘Early Career’Black Female Academic. In Multidiscipline International Conference (Vol. 1, No. 1, pp. 550-558). https://ejournal.unwaha.ac.id/index.php/ICMT/article/view/2444/1107

and a 2014 journal article: Msimanga, A. (2014). Too late to come back? The paradox of being a 50-year-old'early career' black female academic: Part 2: Being and belonging in South African higher education: The voices of black women academics. South African Journal of Higher Education, 28(6), 2013-2026. https://journals.co.za/doi/epdf/10.10520/EJC166128.

Please suggest a few trending and futuristic PhD Research Topics/ Gaps in Management (preferably in Service Quality / Quality Management) in Education (preferably in Higher Education) in India. Thank you in advance 🙏🏻

I am writing to let you know that Journal of E-Learning And Knowledge Society (SCOPUS Q2, SJR Q3) is currently welcoming submissions of original research to "VOLUME 20 | SPECIAL ISSUE CALL 2024" with title “Digital Transformation in Educational Research: Competencies, Resources and Challenges in the Context of ICT”. As the Guest Editor of this CfP, I hope you will consider this as an outlet for a future research paper.

As a result of these reflections, different questions arise.

• Are teachers digitally trained in research skills?

• What skills do teachers have to use digital resources developed for the research context?

• What factors influence the digital competencies of teachers in their research work?

• How do AI tools impact the digital skills of teachers in research work?

For this reason, we welcome studies that cover topics related to:

• digital skills in research work;

• analysis of the use of digital resources and AI tools for the research process;

• factors incident to the digital competencies associated with the research process;

• infrastructure of university institutions on digital resources for the research process.

The construction of the Brazilian and Argentine Education system in the 19th century. I need to know why Brazil emphasized Higher Education, and Argentina emphasized Basic Education?

What were the pedagogical influences in both countries?

Thanks for your help.

1. The amount of money is very limited. The stakes are so low. A lot of academic hours are put into writing grants and many times they go nowhere.

2. You are always trying to be known. This competition leads to toxic relationships.

3. Academics are compared using metrics. Then people are valued as if they were numbers, rankings. The value as a person is put aside. This promotes toxic behavior among researchers, because to increase their ranking, many researchers start doing unethical things, such as threatening someone. The university system doesn't stop toxic behavior. It rewards it and creates a cycle of toxicity within its own system.

4. The toxic culture goes from the very top. There is always the requirement to have more papers, bring more money to the university, always more!!!

5. Many things are best left to luck. A low ranking does not mean that you have not worked hard.

6. Is it fair for one professor to be the official supervisor of more than 50 students at a time? This is a joke!

7. You can get sick from this toxicity and not see what is wrong anymore.

(Comments adapted from the video)

Dear Researcher Colleagues,

I've just launched a research project that focuses on European higher education instructors' and students' experiences with and opinions on artificial intelligence in education. The data collection tools are clicks-only questionnaires.

I would like to invite you to please participate in this study by either filling in the appropriate questionnaire and/or by forwarding this call to anyone who fits the target population.

The attachments contain the visual calls for participation for ease of sharing.

Thank you very much for donating your time!

Imre

Filipino Philosophy is a mere course in Higher Education. I think that it is better to teach Filipino Philosophy as a core subject at the Senior High School Level.

We are pleased to announce the call for papers of the international workshop that will be realized during the HEAd’24 Conference

Date: June 18

Time: 14:00 – 18:00

The call for papers entitled Reinventing University: the Digital Challenge in Higher Education will be organized into two main tracks:

Track 1: New Role of HEIs in the OnLife paradigm: Governance, teaching and Research for a Changing Society and Market Labour.

Track 2: Artificial Intelligence in HEIs. Opportunities for teaching and research, risks and ethical challenges

We would appreciate your participation and if you could share it with your research networks and any interested colleagues.

The best papers discussed during the conference will be published in the Special Issues Reinventing University: Digital Challenge in Higher Education. Opportunities, critical and emerging issues are to be published in The European Journal of Education. Research, Development and Policy

Submission: sent to: [email protected]. and in copy to:

e[email protected]

Do not hesitate to contact us for further information about the call.

Dear colleagues

I am conducting some work in Emotional intelligence. Could you consider discussing the importance of Emotional Intelligence in Higher Education and if you would be interested in attend a training for Emotional Intelligence?

Thank you

I kindly request your esteemed response to the question, based on your unique perspective. Your valuable insights are greatly appreciated and will be of immense value.

The call is he call is here: https://www.sciencedirect.com/journal/the-internet-and-higher-education/about/call-for-papers#inclusive-education-in-the-age-of-ai.

If so, I invite you to share your opinions in a quick seven-question survey I put together for my grad school course in applied user research for UX. We want to identify which features are the most important to include in a faculty webpage template, and your response will greatly help us in our efforts to design a template that meets faculty users' needs.

Responses are anonymous, and the survey will close after Wednesday, October 25. Please feel free to share with any faculty you may know! Thank you!

Take the survey: https://qualtricsxmx3mgh97nn.qualtrics.com/jfe/form/SV_6YdgmdQrOmxbKYu

'The Higher Education Landscape Under Apartheid'

How well did the lecturer teach? How well is well enough when it comes to teaching quality?

Editors: Miltiadis D. Lytras, Afnan Alkhaldi, Sawsan Malik

Publisher: Emerald Publishing

Emerald Studies in Active and Transformative Learning in Higher Education,

https://www.emerald.com/insight/publication/acronym/ESATL

This volume serves as a reference edition for the challenges, opportunities, risks and adoption of Artificial Intelligence in all aspects of Higher Education. With emphasis on the diverse facets of the AI, namely procedural, methodological, technical and ethical this book covers in a holistic way the evolution of the AI in Higher Education. Case Studies, Lessons Learnt and Research and Development Projects of the utilization of AI in Higher Education are also covered promoting the debate on the future of AI in Higher Education

The aim of this volume is to cover the excessive needs of faculty, administrators, policy makers and stakeholders in the Higher Education industry on timely and trusted knowledge on the impact of the Artificial Intelligence in the Higher Education Institutions and Ecosystem. Our volume is one of the first efforts to accommodate in a single volume the diverse aspects of the phenomenon with a constructive, progressive approach aiming to investigate the positive footprint of the application of the AI in the HE.

The selected structure of our volume is also representative of our own unique strategy. The following are the sections that will host the chapters:

In this book, there is an integrated coverage of significant items in the relevant agenda providing a unique value proposition for the relevant area. The following list is indicative and not exhaustive.

This edition can serve as a reference edition as well as a teaching book for postgraduate studies on the relevant domain.

Deadlines

Specifications:

Editors (send your abstract to any of them)

Miltiadis D. Lytras, Effat University, Saudi Arabia, [email protected]

Afnan Alkhaldi, Arab Open University, Kuwait Branch, Kuwait, [email protected]

Sawsan Malik, Arab Open University, Kuwait Branch, Kuwait, [email protected]

The Digital Transformation in Higher Education is related to a robust, resilient adoption of technologies, processes, strategies and workflows. Different stakeholders are also partnering in the orchestration of efforts for a next generation era of Higher Education with emphasis on new technologies, innovative administration models and innovative services for learners and faculty. In the same context Artificial Intelligence and other emerging technologies set new challenges and bring new social impact to the traditional and well-established perceptions of Higher Education.

In this book, there are seven sections providing a unique value proposition for the relevant area:

This edition can serve as a reference edition as well as a teaching book for postgraduate studies on the relevant domain.

In the first two sections we elaborate on the epistemology of Digital Transformation in HE and also on the enabling Technologies. A comprehensive coverage of the most recent developments on Education technologies including Robotics, Collaborative Learning, MOOCs, Mobile Learning, Cognitive Computing, Learning Analytics, Social Media, Artificial Intelligence etc, will allow reader to follow up the most influential techs of our times and to associate meaning for its potential value and impact to HE institutions.

The third and forth sections are about learning strategies with emphasis on Active and Transformative, Technology Enhanced Learning. The fifth section is related to Case Studies, Lessons Learnt and Research and Development Projects of Digital Transformation in Higher Education. It is used to host diverse approaches, complementary innovations and best practices and benchmarks in the domain of DT in HE.

The sixth section is dedicated to a comprehensive discussion of the Artificial Intelligence as an enabling technology of a fully disruptive educational technology with diverse impact and implications in Higher Education.

In the last section, we provide insights for strategic policy making in higher education with emphasis on the Vision of the Next Generation Higher Education 2035 The objective is to promote a new human-centric vision in universities and colleges linking education to sustainability and prosperity for all.

It seems that the academic job search is becoming more precarious each year. What advice would you give PhD candidates and recent graduates who are entering the academic job market? Has the post-COVID-19 world impacted academic jobs, and if so, in what ways?

My research topic is “The Impact of Social Identity on BAME Female Academics Job Satisfaction in the UK Higher Education Sector.” I have already interviewed 15 BAME female academics; now to make the contrast I need 3 non-BAME female academics Interview. I tried emailing few individuals but none of them returned to me. Can anyone please help me with this?

Dear Colleagues,

In the period of civilization 5.0, the educational institution of universities exist. The objective of Society 5.0 is for everyone to actively participate in advancing the use of digital technology across a wide range of processes. From many prior notions, the way society approaches and manages social issues has altered. Society has advanced from many of these previous notions with such ground-breaking projects as Society 1.0 (hunger gatherer), Society 2.0 (agricultural), Society 3.0 (industrialized), and Society 4.0. (information). It is believed that systems of the social and virtual worlds would be able to close any gaps and address any problems throughout the Society 5.0 timeframe. In order to actualize or prepare for era society 5.0 in the domain of education, students need to be able to think critically, constructively, and creatively, as well as having an appropriate understanding of their learning styles. Being intelligent and well-integrated with both the real and digital worlds, civilization 5.0 is a society. Salgues (2018) asserts that Society 5.0 has the following characteristics: (1) complete adoption of ICT; (2) community focus; (3) engagement of people; (4) shared ideals of sustainability, inclusiveness, effectiveness, and intellectual power; and (5) development of economic disruption. Higher education institutions are essential to sustainability. As a consequence of quality management systems or participation in voluntary initiatives, such as the Principles for Responsible Management Education, higher education institutions (HEIs) are increasingly being asked to report how they promote and integrate sustainability. The preparation of future leaders who will assist the execution of the UN's Sustainable Development Goals (SDGs) takes place in large part in higher education institutions. Higher Education 4.0 is the term used to describe the change brought about by Industry 4.0 in higher education and instructional approaches (called an Education or Edu 4.0). The rising need for a more sustainable society has had a substantial influence on higher education, according to Marques et al. (2019). This field's academics, students, and politicians confront an increasing sustainability dilemma. Education is the driving force behind fostering sustainability, since it is a vital instrument for communication and the basis of the "sustainable attitude." This notion contends that "a systemic approach to knowledge, one which goes beyond technical knowledge and even understands the principles of a healthy environment and a functional community" is required.

Dr. Joanna Rosak-Szyrocka Prof. Dr. Gilberto Santos Dr. Ladislav Pilař Guest Editors

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

More details here: https://www.mdpi.com/journal/sustainability/special_issues/1B3OQ01772

What do you think about their use, impact, and limitations in promoting lifelong learning?

I initiate this discussion to share the viewpoints on the current approach to learning pathways. I am eager to understand your personal experiences with it and its progress in your country.

European approach to micro-credentials: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52021DC0770

For those intrigued by such matters, I propose the establishment of a collaborative working group. The objective is to delve into networks that facilitate cooperation and the exchange of insights, research, and studies pertaining to micro-credentials in Higher Education around the globe.

I eagerly anticipate an enriching and fruitful discourse.

1-Impact of Information Technology on Digital Transformation in Government Higher Education (context).

2-The Role of Information Technology in Digital Transformation: Advancing Government Higher Education in (Context).

3-Digital Transformation in (Context) Government Higher Education through Information Technology: Bridging the Gap between Graduate Outputs and Labor Market Requirements

Dear researchers/academics,

I believe that AI technologies are tools that can supplement and enhance human expertise rather than replace it. Understanding all possible factors is the key to successfully incorporating AI into education.

Universities must instruct students/instructors in the proper use of these tools, as well as how they might improve learning and better prepare students/instructors in their learning/working environments.

The difficulty, like with most technology, is not the technology itself but rather how we as humans perceive, feel, and respond to it.

In tertiary education, ChatGPT is the subject of a lot of discussion, enthusiasm, and concern. In the past few months, ChatGPT has drawn a lot of media attention for its aptitude to create computer code, answer inquiries, and offer guidance on practically any subject in clear, concise English. Universities' responses to ChatGPT and other comparable AI tools have been conflicted.

Are there any good practices that have been developed?

Has a logical consensus been reached at your institute?

Thank you and best regards!

Aftab

roles of international professionals leading from the middle to realize campus internationalization

We are pleased to announce an open call for academics and researchers to contribute to the forthcoming Handbook of Teaching and Learning in Social Innovation which will be published by Edward Elgar in 2025. This publication, led by Dr Erich J. Schwarz as the editor and in collaboration with Dr David B. Audretsch as the co-editor, aims to explore the intersections of teaching, learning, and Social Innovation to address pressing global challenges.

According to OECD, Social Innovation refers to the design and implementation of new solutions that imply conceptual, process, product, or organizational change, which ultimately aim to improve the welfare and well-being of individuals and communities.

We warmly invite authors specializing in fields of social innovation, education, and sustainability, while also welcoming contributions from other related disciplines. This comprehensive handbook embraces an interdisciplinary and global perspective, seeking the insights and expertise of scholars, educators, and professionals. By fostering the integration of theoretical frameworks, practical methodologies, and advanced research, the handbook aims to provide a diverse range of perspectives, resources, and knowledge that drive positive societal change.

The Handbook of Teaching and Learning in Social Innovation encompasses a wide scope of topics, including but not limited to:

To express your interest and receive detailed submission guidelines, please email us at [email protected] by the end of August 2023.

If you are engaged in Social Innovation and its potential for transformative change through education, we invite you to submit a proposal of up to 1,000 words for a chapter. Your proposal should emphasize its relevance to the scope and objectives of the handbook and be submitted by 16th October 2023. Additionally, we encourage you to share your previous work addressing these areas. The editorial team will carefully review all submissions, and a decision regarding participation will be communicated to the authors within one month following the submission deadline.

The chapter or case study itself must be original and unpublished, with a maximum length of 6,000 words for chapters and 2,000 words for case studies, including references.

We also welcome suggestions for potential collaborators or colleagues who may be interested in contributing to the handbook. Feel free to share this open call widely within your academic professional network.

Join us in shaping the world by exploring teaching and learning in Social Innovation. Your valuable contributions will benefit advancing knowledge, fostering social change, and creating a more equitable and sustainable society.

We look forward to receiving your proposals and collaborating on this exciting endeavor.

Best regards,

Dr Erich J. Schwarz (Editor)

Dr David B. Audretsch (Co-Editor)

Since the start of the COVID-19 Pandemic, many governments and private organizations allocated large sums of money to fund projects dealing with various areas related to this virus. The vaccine is the most prominent area but detection, caring and monitoring of the patients revealed that the current medical equipment is not adequate and sufficient. Are these funding going to lead to invention or innovation? have you seen any report of innovation in medical technology in your community?

Economics of different countries is collapsed because of COVID-19. What you think? What will be the opportunities of funding at higher studies after this Pandemic? Please share your thoughts regarding this issue. Your valuable thoughts will be highly appreciated.

Top 500” Nigerian Authors for year 2020-2023 in Nigeria as captured by SciVal (An instrument used by the publishing giant, Elsevier and the Times Higher Education to rank World Class Universities).

What is an academic discipline? Is Academic Discipline synonymous to "relevant field of study"? Commission on Higher Education (CHED) of the Philippines Circular Memorandum Order (CMO) No. 15 Series of 2019 states that Dissertation Advisers should have a PhD in the Academic Discipline that their students are taking up. Is "relevant field of study" the same with one's understanding of academic discipline? For instance, is the field of Forestry the same Academic Discipline as Environmental Science? Another example is, is the Academic Discipline of Anthropology the same Academic Discipline with Sociology?

We are pleased to announce an open call for academics and researchers to contribute to the forthcoming Handbook on Teaching and Learning in Social Innovation published by Edward Elgar. This publication, led by Dr Erich J. Schwarz as the editor and in collaboration with Dr David B. Audretsch as the co-editor, aims to explore the intersections of teaching, learning, and Social Innovation to address pressing global challenges. The Handbook is scheduled to be published in 2025.

I'm currently studying a master's degree in Human Resources at Bournemouth University, and as part of my program, I'm conducting research for my dissertation. My research focuses on "The effect of non-monetary rewards on Job Satisfaction and Intention To Leave". This questionnaire is specifically designed for Academics who are currently teaching and researching in the higher sector in the UK.

If you are an academic and are interested in participating in my study, please let me know, and I will be happy to send you the survey.

Thank you

In your country's higher education system, which do you think is more important for the effectiveness of using mobile technologies to improve learning outcomes: student readiness and motivation, or appropriate content and instructional design?

Why and how can these factors be optimized to enhance the potential benefits of mobile learning for students?

It has been observed that universities working in rural areas face numerous challenges with respect to quality parameters. Your views in this regard will highly be appreciated.

Topic: Examining the Role of Higher Education Institutions in Designing a STEM Curriculum Aligned with the Demands of Somalia's Economy: A Case Study Approach

I need a writer or researcher to work with on an article. If you're interested, feel free to send me a message.

My expertise is in Education, Technology, Elementary School, and Higher Education.

The Department of Electronics and Communication Engineering, Chitkara University, Rajpura, Punjab is organizing a National Level Symposium on Innovations in Teaching and Learning Practices in Higher Education under the aegis of the Teaching and Learning Centre on 7 July 2023 by inviting academic experts, budding educators and eminent members of the teaching-learning community across the nation to participate and share their innovative ideas in curriculum design, teaching pedagogies, and assessment techniques.

The symposium solicits:  Oral/poster presentations and Innovative tools Exhibition                                                                        in a range of topics, including but not limited to the following:  Artificial Intelligence of Things in Education (AIoT)  Future Learning-Metaverse-AR-VR implementation in education  Research Integrating Teaching (RIT)  Innovative pedagogies for student centric learning  Transforming Education with Digital tools  Innovations in Assessment and Evaluation  OBE and Education 4.0

Interested participants can mail their abstract for oral/poster presentation  in the format attached or videos of innovative tools for screening with brief description about the tool by the innovator and how it is helpful for teacher learning community at [email protected]

Appreciation and Awards:

The participants will be rewarded as per following categories:  Best Poster  Best Presenter  Outstanding Innovator in Education

It has been observed that university students hardly read books beyond their course books. It is imperative to engage them in reading books beyond the recommended course content. Your suggestions in this regard will be helpful.

What does really it mean when we say ' researchers and academicians in the higher education institutions are entitled with academic freedom?'

Muito é falado sobre educação especial no ensino infantil ou até mesmo no ensino médio. Porém, há muitas dúvidas sobre a possibilidade de inclusão de alunos com deficiência no ensino superior. Fato é que as Instituições de Ensino Superior também precisam estar aptas a receber o público alvo da educação especial de igual maneira. Salientamos que a importância da Educação para o indivíduo não só é fundamental ao desenvolvimento do indivíduo como, também, o é para a transformação social do meio em que vive (COSTA, 2021).

If not, have you used at least 1 of the total 40 apps mentioned in Table 1 in the study?

Related research:

‘Entrance to courses is frequently restricted by high prerequisites in terms of prior academic performance (Arendt, Lange, & Wakefield, 1986; Crawford-Lange, 1985; Lange, 1987). This elitism is curious when one considers that it operates under the assumption that some students cannot learn a second language when virtually all students have achieved proficiency in a first language (Crawford & McLaren 2004, p. 141).

Should Higher Education institutes in native English-speaking countries request from Non-native English Speakers (NNES) English proficiency requirements for entry without mandating the same proficiency tests for Native English Speakers (NES)?

Some Higher Education institutes in native English-speaking countries require proof of proficiency from Non-native English-speaking individuals for entrance. There is no question that students need to communicate in the target culture language. However, these institutes enforce strict IELTS band scores for each language skill (reading, writing, speaking, and listening) from NNES but do not mandate that NES undertake the proficiency test. This assumes that NES are naturally skilled in reading, writing, speaking, and listening, whereas, in reality, not all NES have strong writing or reading skills.

Arguments to consider:

1) Some NNES might have exam anxiety, which puts them at a disadvantage when taking English proficiency tests.

2) Some topics in English proficiency tests are specific to NES cultures that NNES may be unfamiliar with.

3) NNES should have the opportunity to be accepted regardless of their English proficiency scores with options for prerequisite courses for improvement.

4) Different cultures have different writing styles. Language Tests assessors might not be familiar with these cultural differences, which may affect grading.

Hello there,

Could someone please share with me a study that uses chi-square test that explores three variables (independent, dependent, and a control layer). I'm all confused and did not know how to interpret the results.

Extra time for BA/BS is it extra financial profit for USA colleges ? But for college students both time & money loss ! Almost all European universities full-time BA/BS diplomas are normally in 3 years but in USA 4 years !?

Can you provide your perspective on this inquiry?

I am interested in learning about the use of augmented reality (AR) Android apps in educational settings. Are there any educators or students who have experience using AR apps in the classroom or during remote learning? I would appreciate any insights or examples of how AR apps have been used to enhance the educational process.

Hot off the press: an analysis of the impact of Covid-19 pandemic on students' learning at the Institute of Tourism Studies (Malta). ITS is a VET higher education institution focusing on travel, tourism, hospitality and heritage studies. The impact of the pandemic was clear and students have given a clear direction: blended learning (on campus and online together) is a way forward post-pandemic. The pandemic turned face-to-face learning into e-learning overnight in March 2020. As the pandemic scare, subsided, educational institutions started to request faculty and students to come back on campus as if Covid-19 had not happened. But students and faculty are saying that there is no turning back time. A blend that exploits the affordances of both face-to-face and e-learning is clearly a balanced way forward for ITS students and faculty.

Do you agree? Is this similar or different from your experience at your institution? Comments welcome.

The higher and tertiary education sector is witnessing an era of supra-national, national, and institutional challenges. The challenges include; massification via candidate enrolments, politically influenced policies , interculturality, teaching innovations in higher education, and unprecedented effects of climate change. These are exacerbating significant episodes of big man syndrome.

Please give your valuable feedback regarding this issue.

To measure The Impact Of Digital Transformation On Higher Education Performance, can we hand-out the survey to the professors only or the student or the management, or all together?

I am in the stage to complete my course work with 2 more subjects out of 9. I am currently writing my literature review paper. Interested people can ping me for further details regarding my work.

Hello everyone, I am working on understanding the relationship between higher education and economic growth of India for which I am not getting data on GER from 1980 to 2000. Though, I have access to the total number of students enrolled but lacking the data on population projection for the age group 18-23 which I can use to calculate GER.

It would mean a lot if you may help me out with this. Anyone who has worked on the same variables please share your response.

Thank you!

My paper is accepted in Scopus indexed journal , name as mentioned above. I am a research scholar. The journal has a cite score of only 0.1. what should I do? What is the role of cite score? Should I move ahead? Kindly suggest.

Regards,

Vidyanand

Principal Leadership Programs

Pre-service Courses Outcomes

Higher Education

Student Engagement

I like to do my Ph.D in mechanical engineering. My first option is Deemed to be University in India. And the Deemed to be university is approved by the University grands commission.

But some people are telling, studying in Deemed to be university is not valid. And telling you are not able to get a job in foreign countties.

Please clarify my doubt.

Dear RG community

National post doctoral fellwship or Inspire faculty are the two most sought out pdf positions by indian researvhers especially from engineering fields. What is your take on both and what are the chances of getting into if you have a decent proposal or project? Unlike foreign countries there are less private organizations and fundings in India. Kindly suggest through your personal experiences.....

Regards

Wani

Dear all,

For my Ph.D. project, I am looking for an assessment tool for self-reflection. The purpose is research in higher education regarding intercultural competence. In terms of the method, I am looking for quantitative or combined methods validated by other research.

Furthermore, I would like to know if there is a valid tool that generates different types of (self-)reflection.

Any hint or answer is highly appreciated.

Constantina Rokos

By shifting from passive to active learning, the metaverse can transform the present learning paradigm into entertaining, engaging, meaningful, social, iterative, and joyous. It will change many aspects and create new ways of addressing our present learning styles' issues. The following are some questions that bring our attention to discuss further.

1) Will it help deal with diversity in higher education institutes, or will it be more complicated?

2) Will it help monitor exams more effectively in a non-face-to-face environment, or will it be cumbersome?

My area of interest to find out articles and related references on the topic:

Retention of Single Mothers in Higher Education through Improved Mental Health. Mainly in Undergraduate program in 4 yr colleges or Community Colleges. Thank you

Higher Education Commission allows Plagiarism Less than 19% in Masters and PhD dissertations, Is there any logic of 19%?

Hello

I will do research on how nursing students experience the use of a Virtual medicineroom, and i have looked into UTAUT2. I will do a post - test survey using a questionnaire.

The students have not tried VR before, and are in theire second year of education.

I see that there are parts of the UTAUT2 that are not relevant. These are Social influence, facilitating conditions, price value and habit. These would give little meaning to the nursing students that will try the virtual medicineroom for the first time, and i think it would be confusing.

I want to use a validated model/questionnaire like UTAUT2, so i wonder if any of you have any experience in using a adjusted version of the UTAUT2, like i plan to? Is this ok to do?

I want to at least cover percieved usefullness, perceived ease of use, and hedonic factors. I like the TAM - model, but it doesnt have perceived enjoyment, so therefor i think i will use UTAUT2.

What are some of the effective tools and leadership techniques that you have used to actively engage your students during the pandemic times? Did you find the tools you were using before the lockdown useful and do you plan to continue using them or you intend to change to a more effective tool?

Stock exchange companies

quality

Brazil

Higher Education

QM stands for quantum mechanics, CS for computer science, CC for cellphones/computers, and Mathematics seems to have somehow missed all three.

Now is the time to catch up. We have come to a stand off. Students are ending up neurologically sick -- feeling math-averse (neurophobia and math trauma).

It is not a matter of selection. Only group/rote work [1] seems to infuse Mathematics, as taught today, even in highly-qualified students. Paradoxically, one finds that the more intellectually qualified, the more averse!

And yet current Mathematics still tries to "instruct" it to the students, and other disciplines, in the US and the world.

This failure has been denied [1], and the “fault” has been put on the victims -- the students. Paradigm shifts are needed: first, QM.

According to QM, only integer numbers should be necessary to build all one can see in nature. Otherwise, all of Physics would be contradicted. This would also contradict all of CS and all of CC. Computers, for example, only work with integers, and are error-free.

Since this contradiction is not even imaginable, QM is ontologically correct. Therefore, all sciences must reflect it, according to a "holographic principle" (HP) in nature, including Mathematics.

The HP is often referred to as "the micro as in the macro" or vice-versa.

These two words macro and micro are commonly viewed as antonyms, meaning that they are the opposite of each other. Macro means on a large scale. Micro means on a very small scale. Both are important, though often complementary, views of nature. The view from the macro, while taking into account the micro, is called "universality" in Physics.

The QM main principle was given by Niels Bohr as, "all states at once". This needs to be understood as different from the following possibilities:

In opening the "black box" of QM as viewed by Bohr, QM does not represent Natur (defined by the philosopher Kant), but Wirklichkeit (ditto). It is not how nature is, but seems to work. A story.

A known analogy is the Plato's Cave". The shadows one can see on the wall are Wirklichkeit, and the open reality outside is Natur. After watching Wirklichkeit for some time, people can make an idea what Natur looks like, even though imprisoned in the Cave.

QM is, ontologically, how one can describe Wirklichkeit -- which is the subject of Physics. Natur may not have QM behavior, and continuity may exist in Natur.

Mathematics is not concerned with Wirklichkeit only, but can include Natur. Although, as no one can see Natur, one is led to treat any "pure" Mathematics as a speculation.

Albeit, Mathematics must agree with Physics in the realm of Wirklichkeit.

This does not happen today, and creates a clash. The inconsistency is seen as an opening. What IS mathematics?

Today's calculus teaching can be seen as relying on outdated ideas, going back before QM, computer science (CS), and cellphones/computers (CC) were discovered. Three major paradigm shifts seem to have been missed.

But these three paradigm shifts represent how science is done, in our seemingly endless task in going from Wirklichkeit to Natur.

One recognizes then, that science does not behave continuously, but by jumps -- that break from the past, and open a new future -- in going from Wirklichkeit to Natur, and back -- does the envisioned Wirklichkeit reproduce the actual Wirklichkeit?

This has been called a "paradigm shift" (PS) by T. S. Kuhn in Structure of Scientific Revolutions [2].

David Hilbert [3], at the turn of the XX century, proposed twenty-three problems intended to guide research in the dawning century, claims otherwise, that “History teaches the continuity of the development of science.”

Michael Harris [4], a mathematician, writes that he, "would still be glad to lift the veil, but we no longer believe in continuity. And we may no longer be sure that it’s enough to lift a veil to make our goals clear to ourselves, much less to outsiders."

The outdated ideas currently in Mathematics date back to the time of Newton, Leibnitz, and Cauchy, before the 3 PSs mentioned. They include (aka Fictions, or incorrect models): microscopic continuity, infinitesimals, hyper-reals, Cauchy epsilon-deltas, and Cauchy accumulation points.

Even in 4-year universities one finds classes, such as at Caltech, MIT, CSU, and abroad, teaching Fictions today [1].

This failure can be denied [1], and the “fault” can be put on the victims -- the students. But, there is no feeling of inferiority. PS [2] combats this, American style -- by innovation.

A technical innovation can reduce this gap by a PS [2] -- already heralded and error-free, as one can see in the history of sciences (contradicting David Hilbert [3]).

This reduces risk by following an experimental model that works, even though no one has explained it mathematically, without Fictions.

By jump-starting to QM one has a solution, which we mark as a first paradigm shift.

Where Fictions interfere with known Physics, they must be mercilessly deprecated -- although, and yet, current Mathematics still tries to "instruct" it to the students, in the US and the world.

The other paradigm shifts, stand for computer science (CS), and cellphones/computers (CC).

We now introduce a coherent, holographic principle (HP), a universe, and understanding yet to be discovered, as two new paradigm shifts -- and gain a cosmic perspective: who is the Creator of all this marvelous scheme?

This final PS leads to a comment. One does not need to learn anything, confirms https://www.researchgate.net/profile/Robert-Fuchs

One just has to observe.

Mathematics seems, thus, to be discovered — as a hologram and coherent with other sciences, and not, somehow, invented by mere humans.

What is your qualified opinion?

REFERENCES

[1] https://edsource.org/2022/high-calculus-failure-rates-thwart-students-across-csu/664771

[2] T. S. Kuhn, Structure of Scientific Revolutions, 1962.

[3] David Hilbert, Paris International Congress of Mathematicians (ICM), 1900.

[4 I] Michael Harris, “Mathematics Without Apologies”, Princeton University Press, ISBN 978-0-691-1-17583-6, 2017.

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