Transnational Higher Education and the Factors Influencing Student Decision-Making: The Experience of an Irish University

Dowling‐Hetherington, Linda

doi:10.1177/1028315319826320

Cited by 20 publications

(9 citation statements)

References 36 publications

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“…However, confirmatory test analysis confirms that there exist some significant and underlying causal paths. This implies that the path/and or direction along which teaching, research, performance, learner attitude and internationalization are relevantly significant for the implication that the academic quality is definite and non-virtual with some inter-correlation inducing causalities as in studies of (Cheng., Wang., & Liu, 2014;Mukhwana et al, 2016;Nafukho et al, 2019;Ng'ethe, 2014 Chea., Tan& Huan2019;Nasirzadeh et al 2021;Nassa& Arora, 2021;Ndofirepi., Farinloye& Mogaji, 2020;Pitman et al 2020;Caeiro et al, 2020;Shahjahan et al , 2020;Henry et al 2020;Dowling., 2020;Kiraka, et al 2020;Okanović et al, 2021;Altakhaineh& Zibin2021;Zhang et al 2021;Calitz., Camilleri, 2021a;Cullen., & Kanyutu 2021;Feyen,2021;Shahjahan& Edwards2021).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

Empirical Analysis on the Effect of Antecedents of the University of Nairobi’s Academic Quality: Based on SEM Model

Thige¹

2021

theijbm

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The author started by describing the physical characteristics of the new dataset in a bid to understand their spatial underlying behavior. This is done by displaying the results in Table 1 with the characteristics of UON being presented in Table 1. Generally, this are the results which will be employed in the structural equation modelling to find the influence research, teaching, attitude, performance and internationalization has on academic quality. First, generally, across the Table 1, we see the main parameters of study, comprising of the construct parameters teaching, research, performance, internationalization and learner attitude with each of the constructs having been parameterized by the respective actual variables. Their respective means and standard deviation have also been presented.Thus, based from the Table 1, we see that, and starting with the construct parameter teaching, it has been parameterized by the actual variables; university reputation, curriculum quality, student ration and teaching quality. Starting with teaching, we see that the reputation has mean value of 3.0, curriculum quality 1.3, student-teacher ratio 3.2 and teaching quality 4.0. A view of their means shows that the highest is by teaching quality and lowest by curriculum quality with the implication that the most stressed activity is teaching quality unlike curriculum quality in that order. Going by research construct, research reputation has the mean value 8.6, research reputation survey 2.4, conditional peer reviewed publication 4.1, research grant sufficiency 1.6, influenced research direction 2.4 while cited writing has the statistics 0.7. This implies that under research the research reputation is the most actualized parameter. Based on attitude the fact that the learner has an attitude towards the teaching staff and towards the curriculum is 4.3 and 3.2 respectively and for an implication that the attitude of the learners is significant. If it's for internationalization, we realize that the parameterization variables such as the reputation satisfaction (with mean 3.2), reputation influenced institution selection, alumni employability (with mean 4.1) and the ratio of domestic to international students (2.5) have the highest means compared to the Nobel prize aligned preference variable (mean value 1.4). If it regards performance, the participation in per capita activity variable (mean value 0.1) is the least activity while the research impact transformation (4.3) and the education quality (4.9) have the highest contribution of the mean activity. Based on the above parameter characteristic, an overview of these parameters shows them as relatively significant and important in describing the constructed variables important in demystifying relevant contribution of the constructs to represent the academic quality of the university of Nairobi.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Empirical Analysis on the Effect of Antecedents of the University of Nairobi’s Academic Quality: Based on SEM Model

Thige¹

2021

theijbm

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“…and campus facilities (dormitories, sports complex, Wi-Fi, etc.) [6,18,20,24,[27][28][29]. Employment prospects and alumni success stories are also considered as one of the factors for IPTS selection [15,[17][18]22,30,34].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Employment prospects and alumni success stories are also considered as one of the factors for IPTS selection [15,[17][18]22,30,34]. In addition, the location of IPT and distance from home also play a vital role, especially post-Covid-19 [10,13,22,[28][29][31][32]34]. Finally, marketing includes advertising and promotion (TV, Internet, education carnival, etc) [6,29].…”

Section: Literature Reviewmentioning

confidence: 99%

Factors Influencing the Selection of Private Higher Education in Malaysia: Spearman Rank Correlation

Wan Roslina Wan Othman,

Syahrul Fahmy Abdul Wahab,

Nurul Haslinda Ngah

et al. 2024

ARASET

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This study aims to measure the strength of the relationship between selection factors and recommendation that influence IPTS selection in Malaysia using Spearman Rank Correlation for Non-Parametric Statistics. There are three phases in this study namely Identification of Variables, Distribution of Questionnaire and Analysis of Results. The variables used in the questionnaire was adapted from the authors’ earlier study. Nine factors in the selection of HEIs was identified and adapted in this study. Questionnaire was selected as the research tool and electronically distributed to the students of seven IPTS throughout Terengganu with a total response of 305. Results were loaded into SPSS for statistical analysis including descriptive, exploratory, normality, reliability and correlation. Results reveal only one factor is significant factors in the selection of IPTS namely Job Prospects. That factor has strong relationship with degree of correlation is greater than 0.70.

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“…One of the forerunners of academic research on student perceptions of DBs, Denny’s (2013) survey of 516 undergraduate students at The University of Auckland who could earn badges found that the majority of students (60%) felt earning badges was an enjoyable experience and preferred having the DBs in the course interface. Other studies showing positive responses toward badges and increased motivation in learning and class participation were conducted by Başal and Kaynak (2020), Cheng et al (2020) and Dowling-Hetherington and Glowatz (2017).…”

Section: What Have Scholars Learned Through Empirical Work About the ...mentioning

confidence: 99%

Making sense of the digital badging landscape in education and workplace settings: a scoping review of the empirical literature

Cumberland

Deckard

Kahle-Piasecki

et al. 2023

EJTD

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Purpose The concept of digital badges (DBs) as a form of microcredentialing has gained considerable traction in higher education and workplace settings in recent years. This scoping review aims to map the empirical research conducted on DBs in higher education and workplace settings. Design/methodology/approach The design of this study is a scoping literature review. This scoping review adopts the five-stage scoping framework proposed by Arksey and O’Malley (2005). Findings Based upon our review of the 45 studies that comprised this scoping review of the empirical literature on DBs, we advance a typology that segments the empirical research based on whether DBs are used as pedagogical tools (PTs) or microcredentials. The authors found some confusion regarding nomenclature, numerous theories offered to explain DBs and divergent findings that suggest room for further exploration of this relatively new phenomenon. Originality/value This scoping review of the literature helps make sense of the emerging research landscape on DBs. The findings suggest that using DBs as a PT or as a microcredential has implications for a wide range of stakeholders regarding promoting lifelong learning, upskilling and reskilling the workforce. With the financial constraints facing higher education in a postpandemic environment, understanding the impact of DBs is needed before making an investment in this arena.

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Transnational Higher Education and the Factors Influencing Student Decision-Making: The Experience of an Irish University

Cited by 20 publications

References 36 publications

Empirical Analysis on the Effect of Antecedents of the University of Nairobi’s Academic Quality: Based on SEM Model

Empirical Analysis on the Effect of Antecedents of the University of Nairobi’s Academic Quality: Based on SEM Model

Factors Influencing the Selection of Private Higher Education in Malaysia: Spearman Rank Correlation

Making sense of the digital badging landscape in education and workplace settings: a scoping review of the empirical literature

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