Practical Scientific Knowledge Education based on Herbert Spencer’s “What Knowledge is of Most Worth?”

Liu, Yun-Na; Li, Kang; McLean, Arlis

doi:10.12973/eurasia.2017.00836a

Cited by 11 publications

(9 citation statements)

References 3 publications

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“…Such curricular activities in the future could improve other indicators of scientific knowledge use such as information transfer and search. Although higher education is an important stage to ratify research motivation and is the basis of universities and colleges for a new economic era of society (Yun-Na, 2017).…”

Section: Discussionmentioning

confidence: 99%

Scientific Knowledge of University Students of Chile

Vidal-Espinoza

Rodríguez-Macayo

Gómez-Campos

et al. 2021

IJHE

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Scientific research is becoming increasingly important in higher education, as it helps students to understand scientific knowledge and provides tools to construct and interpret the meaning of what science provides. This descriptive study compares the use of scientific knowledge by university according to age, entrance route and type of establishment, and verifies the possible relationships between variables. A questionnaire measuring the use of scientific knowledge (information search, knowledge transfer and knowledge contribution) was administered to 187 university students. The results showed that there were no significant differences in the use of scientific knowledge by indicator and in the total scores among the three universities. A positive correlation was observed between age with knowledge contribution and type of school and knowledge transfer with type of school. It is concluded that the type of school could be relevant to obtain better results in the contribution and transfer of scientific knowledge, although age could also contribute.

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Section: Discussionmentioning

confidence: 99%

Scientific Knowledge of University Students of Chile

Vidal-Espinoza

Rodríguez-Macayo

Gómez-Campos

et al. 2021

IJHE

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“…Good education is significant to the development of high value human capital (Liu et al , 2017). As such on-going education is critical to both economic competitiveness and business productivity (British Counsil, 2012), education management is central to ensuring a highly skilled labour force.…”

Section: Literature Reviewmentioning

confidence: 99%

Validating learner-based e-learning barriers: developing an instrument to aid e-learning implementation management and leadership

Basir

Ali

Gulliver

2021

IJEM

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PurposeCoronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success.Design/methodology/approachData were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors.FindingsResults of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework.Originality/valueIndividual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.

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“…Due to the specificity of the entities involved, it is also worth paying attention to such aspects as: the education process (including the innovation in teaching) and the graduates' integration on the labor market [6]. Liu, Li and McLean [18] focus on educating students. D'Este and Patel [16] emphasize the importance of staff exchange, conducting joint research, creating joint patents and publications, licensing, opening spin-offs, laboratories.…”

Section: Area Of Cooperationmentioning

confidence: 99%

“…Universities' cooperation with business encounters many barriers that are related to the environment (both internal and external) in which it is implemented. Liu, Li and McLean [18] point to the fact, that "some cooperation is only a formality and signs an agreement, but no substantive progress". Galán-Muros and Plewa [9] conducted research in 33 countries of the European Economic Area and listed a wide range of barriers: connection barriers (e.g.…”

Section: Barriers Of Cooperationmentioning

confidence: 99%

Cooperation of Universities with Business in Poland and the USA – Perspective of Scientific Environment

Czerwińska-Lubszczyk

Grebski

Jagoda-Sobalak

2020

Management Systems in Production Engineering

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University and business cooperation offers many benefits not only for the parties involved. It translates into innovation and competitiveness of the economy. The relationship encounters many barriers that are related to the environment (both internal and external) in which it is implemented. The aim of the article is to identify the determinants of university-business cooperation (areas of cooperation, barriers, motivations) and to point out recommendations from the perspective of scientists in Poland and the United States (USA). The experience of USA researchers can be used as a background for considerations about cooperation between universities and business in Poland, and as an example of good practices for the purpose of supporting and improving the analyzed relationships. The article focuses on selected determinants of university and business cooperation: areas of cooperation, barriers limiting it, motivations for cooperation and the possible options for its improvement (recommendations of researchers). In order to achieve the assumed goals, an individual, in-depth interview was conducted with the use of a questionnaire as the research tool. The presented results of the research showed significant differences between the models of university and business cooperation in Poland and the USA.

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Practical Scientific Knowledge Education based on Herbert Spencer’s “What Knowledge is of Most Worth?”

Cited by 11 publications

References 3 publications

Scientific Knowledge of University Students of Chile

Scientific Knowledge of University Students of Chile

Validating learner-based e-learning barriers: developing an instrument to aid e-learning implementation management and leadership

Cooperation of Universities with Business in Poland and the USA – Perspective of Scientific Environment

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