Practices enacted by Nepal Open University for equity and access: a qualitative study

Khanal, Jeevan; Ghimire, Subekshya

doi:10.1080/13603108.2022.2043480

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…Almost all universities except ABC University's students were affected by the COVID-19 pandemic. These universities were compelled to adopt new technology, create flexible program structures, and implement remote and accessible teaching, learning, and evaluation systems [30] . The need for extreme technological requirements, technical difficulties, and the additional cost associated [31] with each exam were the key factors that outweighed the benefits of the e-proctoring system.…”

Section: Context Of Higher Education Of Nepal During Covid-19mentioning

confidence: 99%

Experiences of University Staff in Online Proctored Examination: A Phenomenological Study

Ghimire,

Khanal

2022

J Mod Educ Res

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Objective: This research aims to explore the first and unique experiences of faculty members, administrators, and technical officers (staff) and their perception of opportunities and challenges using online proctoring tools in the final and entrance exams during the COVID-19 pandemic. Methods:The qualitative approach of interpretive paradigm study was used to evaluate staff experiences in participating online proctored examinations. In mid-2021, eight faculty members, one administrator, and one technical officer participated for the first time in online proctored examinations and elaborated on their perceptions and concerns about their online proctored exam experiences.Results: The study's findings provide new insight into the staff experiences of online proctored examinations, including their predominant concerns over consuming less time and effort, reducing huge administrative burdens, and organizing examinations frequently. The study also highlights challenges such as technology compatibility, doubts about academic integrity/reliability, and validity while implementing the online proctored examinations and their future impact. Conclusion:The findings from this study contribute to the exploration opportunities and challenges of online proctored examination concerning the university staff perspectives of technologically developing countries.

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Section: Context Of Higher Education Of Nepal During Covid-19mentioning

confidence: 99%

Experiences of University Staff in Online Proctored Examination: A Phenomenological Study

Ghimire,

Khanal

2022

J Mod Educ Res

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“…Role conflicts, or incompatible demands and expectations in the role of school principals (Khanal, & Ghimire, 2022) were highlighted by many respondents as a barrier to the successful implementation of school-based PDM. As per Hoy and Miskel (2013), role conflicts are emphasized as a characteristic of .…”

Section: Conflicting Role Expectations From the Principalmentioning

confidence: 99%

“…235 these conflicting statutory requirements regarding school management are fulfilled, well-recorded, and timely-reported, the principals sometimes must compromise the qualities of PDM in school-based decision making. Thus, it is apparent that role conflict and thus role ambiguity (Khanal & Ghimire, 2022) hinder the capacity of school principals to perform as effective facilitators in school-based PDM. The school principals have stated that the conflicting demands of their job often lead to role ambiguity, where they lack clear and defined information about their expected roles and responsibilities.…”

Section: Conflicting Role Expectations From the Principalmentioning

confidence: 99%

Participatory decision making in Sri Lankan schools: An analysis of stakeholder perceptions

Wickramasinghe Malepathirana

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This research investigates the state of participatory decision making (PDM) in Sri Lankan schools and explores the factors influencing its implementation. Despite the government's efforts to decentralize educational management and promote stakeholder participation in schools, previous studies suggest that the desired level of engagement has not been achieved. The existing literature highlights the lack of comprehensive research on PDM practices in Sri Lankan schools, indicating the need for further exploration. Adopting an interpretivist qualitative research approach, this study examines how school stakeholders engage in PDM, their understanding of PDM, factors influencing school-based PDM, and stakeholder expectations related to PDM in Sri Lanka. A survey was administered to sixty-two participants in six public schools, followed by an in-depth study including individual and focus group interviews with principals, teachers, parents, and past pupil representatives from school governing committees in three public schools located in Colombo, Sri Lanka. Findings revealed limited stakeholder understanding, particularly among parents and past pupils, about their role and power as school stakeholders. Principals and teachers perceived their participation as influential, while parents and past pupils were relegated to consultative roles. Parents and past pupils demonstrated contentment with the status quo, placing trust in the expertise of principals and teachers. Incongruences between structural demands for school-based PDM and individual, power-related, political, and cultural factors within schools emerged as significant influences contributing to the observed levels of PDM understanding and implementation. Each school presented unique challenges, dilemmas, and coping mechanisms in implementing school-based PDM.The study concludes that the above incongruences hinder effective PDM implementation in Sri Lankan schools. It emphasizes the necessity of addressing the misalignment between structural requirements and individual, power-related, political, and cultural dynamics. Recommendations include bridging stakeholder understanding gaps, fostering equitable stakeholder engagement, and creating an enabling environment that supports inclusive decision-making processes. This research contributes to the academic discourse on PDM in Sri Lankan schools, shedding light on the complexities and challenges faced. It calls for a critical examination of existing policies and practices to promote more meaningful stakeholder involvement, and facilitate effective decision-making processes in the Sri Lankan educational context.

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Shifting identities: an examination of student perceptions and experiences in face-to-face and online learning in Nepal

Khanal

2023

Educ Inf Technol

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Practices enacted by Nepal Open University for equity and access: a qualitative study

Cited by 5 publications

References 13 publications

Experiences of University Staff in Online Proctored Examination: A Phenomenological Study

Experiences of University Staff in Online Proctored Examination: A Phenomenological Study

Participatory decision making in Sri Lankan schools: An analysis of stakeholder perceptions

Shifting identities: an examination of student perceptions and experiences in face-to-face and online learning in Nepal

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