The influence of relatedness and organizational resources on teaching motivation in continuing higher education

Wilkesmann, Uwe; Vorberg, Ronja

doi:10.1007/s40955-021-00186-3

Cited by 3 publications

(4 citation statements)

References 33 publications

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“…Among them, the high-order features of course data in the political and ideological online classroom system can reflect the characteristics of course data to a certain extent. By positioning the high-order features, the course data mining in the political and ideological online classroom system can be realized [19,20].…”

Section: Online Political and Ideological Classroom System Based On A...mentioning

confidence: 99%

Application of AI Information Technology in the Political and Ideological Online Classroom System in the Background of Big Data

Wang¹,

Zhang²

2022

Computational Intelligence and Neuroscience

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Political and ideological online teaching is a new thing integrating political and ideological theory teaching and artificial intelligence information technology. In order to effectively improve the quality of political and ideological online teaching, this paper aims to make an in-depth study on the application of artificial intelligence technology in the political and ideological online classroom system under the background of big data. This paper first expounds the overall architecture of the political and ideological online system from the system hardware architecture and software architecture and then discusses in detail the functional design of the online system and the structure of the database. This paper proposes a data mining algorithm based on scale affine transformation and curriculum data information space reconstruction, constructs the data structure model of the political and ideological online classroom system, uses scale affine transformation to fuse the curriculum data, carries out spatial reconstruction of the fused curriculum data, extracts the high-order features of the curriculum data in the political and ideological online classroom system in the reconstructed space, and completes the data mining of political and ideological courses. Experiments show that the political and ideological online classroom system under the proposed method is better than the political and ideological online classroom system under the traditional method in terms of user satisfaction and teacher operation proficiency and can effectively improve the quality of political and ideological online teaching.

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Section: Online Political and Ideological Classroom System Based On A...mentioning

confidence: 99%

Application of AI Information Technology in the Political and Ideological Online Classroom System in the Background of Big Data

Wang¹,

Zhang²

2022

Computational Intelligence and Neuroscience

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“…Undergraduates, post-graduates, and professors must carry out teaching and research duties with adequate allowances to carry out these duties as a reward. (Wilkesmann & Vorberg, 2021).Motivation mempengaruhi kinerja penelitian, factor yang mempengaruhi dosen melakukan penelitian adalah factor pengawasan dan pelaksanaan good universitas governance. Factors related to procrastination are internal and external factors.…”

Section: Discussionmentioning

confidence: 99%

“…The law on teachers and lecturers requires lecturers to carry out the Tridarma of Higher Education in teaching, research, and community service performance. Lecturers have the Motivation to carry out the dharma of teaching and continue education because of social norms that support respect for resources at the university (Wilkesmann & Vorberg, 2021)-organizing the Tri Dharma of Higher Education on the National Higher Education standards (SN-Dikti), which consist of teaching, research, and community service. Regulation of the Minister of Research, Technology, and Education regulates SN-Dikti with number 44 of 2015 .…”

Section: Introductionmentioning

confidence: 99%

“…(Lukasse et al, 2017).The community expects higher education to provide motivational, innovative people in providing education for the community. (Wilkesmann & Vorberg, 2021) The results of lecturer research as a requirement for functional promotion. Less productive lecturers study because the national journals of midwifery education institutions that are available are mainly not accredited.…”

Section: Introductionmentioning

confidence: 99%

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Optimization Of Motivation To Improve The Research Performance Of Lecturers In The Midwifery Department

Astyandini,

Pramono,

Endang

et al. 2023

J. of Law and Sust. Develop.

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Introduction: Motivation from lecturers can improve research performance supported by Good University Governance (GUG) and Supervision in carrying out Research, Revealing data on improving lecturer research performance through motivation optimization. Objectives: The population in this study is all lecturers and education staff in the Midwifery Department of Semarang Poltekkes, consisting of 5 campuses. The sampling was lecturers and education staff who had conducted multi-stage research, as many as 82 people. Methods: This questionnaire is an instrument for Google Forms data Analysis analyzed with Path analysis. Results: significant the influence of GUG on research performance through. Motivation obtained a value of 0.15. The direct impact of Supervision on research performance received effective results with results of 0.929. The indirect influence of Supervision through Motivation on Lecturer Performance is known to have no significant effect, with a value of 0.28. Gug and Supervision through Motivation have no direct impact on research performance. Conclusions: Provide additional theories of Motivation related to the research performance of midwifery lecturers and decision-making in developing human resources in universities, especially in the field of research in the Midwifery Department.

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La mission Formation Continue des universités. Des pratiques qui font stratégie ?

Mariette,

Mignot-Gérard,

Meier

2024

Gestion Et Management Public

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Le déploiement de la mission formation continue (FC) dans les universités françaises fait l’objet d’un paradoxe : fortement encouragée par l’environnement institutionnel, elle peine à se mettre en place dans les établissements. Ce constat est d’autant plus surprenant que les universités sont poussées par le nouveau management public à devenir des acteurs stratégiques et à développer leurs ressources propres dans un contexte de raréfaction des financements publics. La littérature existante sur cette question pointe l’existence d’une tension entre une logique marchande et une logique de service public, qui serait la cause principale du développement contrarié de la formation continue (FC) dans les universités. En complément de cette explication « macro », nous partons dans cet article de l’hypothèse selon laquelle les universités présentent des singularités organisationnelles qui freinent le développement de cette « troisième mission ». Nous situons donc notre étude au niveau de l’organisation et mobilisons le cadre théorique de la Strategy as Practice , qui est particulièrement adapté à la compréhension des processus stratégiques dans ces organisations particulières. À travers une étude de cas exploratoire dans une université fondée sur l’analyse de 15 entretiens semi-directifs, des procès-verbaux des instances décisionnelles et des documents stratégiques de l’établissement, nous mettons en évidence deux séries de résultats. D’une part, la mission FC dans cet établissement s’incarne dans un ensemble de pratiques dispersées et peu consensuelles ; d’autre part, plusieurs dynamiques infra organisationnelles concourent à reléguer la FC au second plan des priorités de l’établissement. In fine , nous qualifions la stratégie FC de cette université de « discrète ». Ce qualificatif renvoie à trois observations. Premièrement, les pratiques de FC sont foisonnantes mais largement invisibles : les différents acteurs de l’université qui revendiquent contribuer à cette mission s’y engagent de manière isolée et ignorent leurs initiatives respectives ; les responsables de la gouvernance eux-mêmes méconnaissent souvent ces initiatives individuelles ou locales. En second lieu, une poignée d’enseignants et/ou chercheurs s’investissent dans la mission FC et ce, de manière ponctuelle et temporaire du fait de la concurrence des implications entre leurs missions d’enseignement, de recherche et d’administration. Troisièmement, le discours stratégique de l’établissement sur la FC est lui-même discret, faisant l’objet d’un affichage limité dans les documents institutionnels, et étant quasiment absent des débats et décisions des instances de l’établissement.

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The influence of relatedness and organizational resources on teaching motivation in continuing higher education

Cited by 3 publications

References 33 publications

Application of AI Information Technology in the Political and Ideological Online Classroom System in the Background of Big Data

Application of AI Information Technology in the Political and Ideological Online Classroom System in the Background of Big Data

Optimization Of Motivation To Improve The Research Performance Of Lecturers In The Midwifery Department

La mission Formation Continue des universités. Des pratiques qui font stratégie ?

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