University Efforts for Quality to Ensure Epistemological Access

Omar, Irfana; Chaudhry, Muhammad Shahzad

doi:10.32350/uer.21.05

Cited by 3 publications

(2 citation statements)

References 73 publications

(37 reference statements)

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“…Evidence (Carmichael, Newmann & King, 2015;Joyce, Gitomer & Iaconangelo, 2018) supports the fact that active learning can be pursued through active participation of students but at certain times even active participants follow illusory path-where only participation in an activity is taken as the criteria for learning-resulting in the production of shallow and surface-level intellectual work. This low standard of intellectual activity where students are mere passive learners spoon-fed by the teachers further weakens students' willingness to learn as they don't find themselves capable of taking new challenges and switching to the new learning approaches (Rahim &Ros, 2016;Omar &Arif, 2019b;Arif& Omar, 2019). Moreover, conventional academic achievement criteria certifies success in the form of grades which can be easily secured by retrieval and imitation of the knowledge transmitted by the teacher without any in-depth exhaustive thinking and elaborative effort on the part of students in exploring sources outside classroomfor a valued end (Skourdoumbis, 2014;York, Gibson & Rankin, 2015;Cachia, Lynam & Stock, 2018).…”

Section: Personal Factors Affecting Epistemological Accessmentioning

confidence: 99%

“…To avoid unjustified wastage of physical and intellectual resources for purposeful access, personal efforts of the students shall be improved. In Pakistani context this concept has been further elaborated to get an overall picture of the phenomenon (Omar &Arif, 2018, 2019a, 2019bOmar & Chaudhary, 2019). Thus, epistemological underpinning brings forth that to get enrolled in a program does not mean that a student is equipped with the required skills (Maphosa, Sikhwari, Ndebele &Masehela, 2014;Muller, 2014Muller, , 2015Young & Muller, 2016) rather true effort of the user for real achievement ensures meaningful access.…”

Section: Personal Efforts Epistemological Accessmentioning

confidence: 99%

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Role of Personal Factors in Epistemological Access to Higher Education: Comparison of Public and Private Universities in Pakistan

Rasul¹,

Arif²,

Nadeem³

2021

JASS

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The aim of this study was to find the difference between the perceptions of students of public and private universities regarding relationship of personal factors (comprising four sub-factors (personal competency, participation in university activities, personal efforts for improvement, personal willingness) and epistemological access. A survey was held with undergraduate students of eight universities (4 public & 4 private) in Pakistan. Multistage sampling technique was used to select the sample that targeted 1600 under-graduate students of 6thsemester from two faculties (Information and Technology, and Business School) of 8 universities (4 private and 4 public) situated in the province of Punjab and Islamabad (Capital Territory) in Pakistan. The data were collected through a self-constructed questionnaire during the academic session ‘Fall 2018-2019.’ Data was recorded on SPSS and treated statistically; after confirmatory factor analysis, one-way ANOVA was conducted to find the difference between perceptions of students of public and private universities across 5 factors stated above. The results showed that significant difference existed between perceptions regarding provision of epistemological access among four out of five factors. In three cases (personal competency, participation in university activities and personal willingness for improvement) the perceptions of private students were better than the students of public universities, whereas, the public university students’ perceptions were better in personal efforts for improvement. It was deduced from the results of Pearson correlation that there existed a positive relationship among the mentioned constructs— personal competency, personal effort for improvement, and epistemological access. However, no significant difference was found between students of public & private universities regarding provision of epistemological access in their respective universities.

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Section: Personal Factors Affecting Epistemological Accessmentioning

confidence: 99%

Section: Personal Efforts Epistemological Accessmentioning

confidence: 99%

Role of Personal Factors in Epistemological Access to Higher Education: Comparison of Public and Private Universities in Pakistan

Rasul¹,

Arif²,

Nadeem³

2021

JASS

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Effect of University Administrative and Academic Processes on Student Engagement: An Empirical Evidence from Pakistan

Iqbal

Asghar

2020

UER

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Student engagement is among the emerging discourses in education research. It is a significant factor in students' academic success and involves the student and the university's contributions. The literature extensively reports the studies that establish and explore the relationship between academic processes and student engagement; however, administrative processes are less focused. This study empirically tested the effect of administrative processes (admission, facilities management, counseling, and governance) and academic processes (teaching, learning, assessment & feedback, research & development) on student engagement. A survey instrument comprising 73 items was used to collect the data from 368 students of two private universities in Lahore, Pakistan. Except for the demographic fields, all items were gauged over a 7-point Likert scale with 1-7 (strong disagreement to the strong agreement). The reliability score of the pilot was 0.96, and of the final data, 0.92. Descriptive statistics were applied to explain the demographic characteristics of the sample. Smart PLS was used to draw structure equation models (SEM) by computing Partial Least Square (PLS) regression scores. Results have predicted strong and positive relationships between administrative processes, academic processes, and student engagement. PLS-SEM showed that both administrative processes and academic processes almost equally affect student engagement. The discussion of results revealed that administrative processes, though equally important as academic processes, but previous research shows less focus on it. The study concluded that emotional engagement is the least focused area by the administration as well as academia. The study suggests the private universities in Lahore to focus on improving their focus on developing emotional engagement of their students to reap loyalty and organizational commitment of their students.

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From Epistemological Pedagogical Access to Student Success: New Framework for Studying Access to Higher Education

Omar

Arif

2020

RJSSER

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Research related to access to higher education is often criticized for lacking a strong theoretical ground, arguing it is limited to seek information regarding the quality of infrastructure or teaching and learning. This study, however, seeks to draw a model for meaningful access to higher education regarding epistemic quality. For this purpose, the relationship between factors influencing pedagogical access (Teacher Pedagogic Quality, Teaching Learning Environment, and Teacher-student Relationship) and factors leading to student success (student satisfaction and student engagement) is assessed. The researchers assume that meaningful and purposeful access is created for a diverse population entering higher education only by providing 'epistemological-pedagogical access,' ensuring student success. The study was quantitative, and correlational research design was used following the positivist paradigm. The researcher used a multi-stage sampling technique, to approach the target sample of 400 students studying in universities of Lahore (one public and one private). a close-ended questionnaire was self-constructed for the data collection, and advanced statistical techniques Pearson Correlations, and multiple regressions were applied using SPSS. The study concludes a model of epistemological-pedagogical access leading to success for the university students of Pakistan. Furthermore, this pilot study results also share the predictive value of pedagogical access to ensure student success.

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University Efforts for Quality to Ensure Epistemological Access

Cited by 3 publications

References 73 publications

Role of Personal Factors in Epistemological Access to Higher Education: Comparison of Public and Private Universities in Pakistan

Role of Personal Factors in Epistemological Access to Higher Education: Comparison of Public and Private Universities in Pakistan

Effect of University Administrative and Academic Processes on Student Engagement: An Empirical Evidence from Pakistan

From Epistemological Pedagogical Access to Student Success: New Framework for Studying Access to Higher Education

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