DSpace Community:https://hdl.handle.net/2440/150792024-03-18T15:57:56Z2024-03-18T15:57:56ZDoes digitalization in higher education help to bridge the gap between academia and industry? An application to COVID-19Márquez-Ramos, L.https://hdl.handle.net/2440/1403852024-01-29T01:54:29Z2021-01-01T00:00:00ZTitle: Does digitalization in higher education help to bridge the gap between academia and industry? An application to COVID-19
Author: Márquez-Ramos, L.
Abstract: There are three different types of activities performed in higher education institutions that, taken together, form the components of a trilemma in higher education. These include traditional academic activities (research and teaching) and those that aim to transfer knowledge beyond academia (industry-oriented activities). The increased use of digital technology that has resulted from the replacement of face-to-face encounters with digital interactions, or digitalization, is leading to transformations in higher education and is affecting the trilemma; universities face new challenges, and opportunities are emerging. Drawing on lessons learnt from COVID-19, the author explores whether digitalization is helping to bridge the gap between academia and industry.2021-01-01T00:00:00ZIndonesian secular vs. Madrasah schools: assessing the discrepancy in English reading and listening testsNawas, A.Darmawan, I.G.N.Maadad, N.https://hdl.handle.net/2440/1398902023-11-23T00:10:49Z2023-01-01T00:00:00ZTitle: Indonesian secular vs. Madrasah schools: assessing the discrepancy in English reading and listening tests
Author: Nawas, A.; Darmawan, I.G.N.; Maadad, N.
Abstract: The greater emphasis on the significance and difference in English performance between the school types has mainly been investigated across Asian countries. However, not much is known about what language skills differentiate their overall language achievement. Using a quantitative study with comparative analysis, this study measured the reading and listening skills of 1319 Indonesian students who were selected using a stratified sample design and grouped them into secular (Sekolah, n = 726) and Islamic (Madrasah, n = 593) groups. The samples were selected from 9205 of the total population of secondary school students, in Bone Regency, South Sulawesi Indonesia. The three-way ANOVA results showed a significant difference (p < 0.05) in reading and listening subskills between the groups. Highly significant results of Madrasah students in reading and listening subskills indicate they are better at constructing what text means in a variety of contexts, as a literary experience in reading texts and obtaining general and specific information from listening tests compared to those attending secular schools. Poor performance of boys and students who enrolled in public secular schools may become the main explanation for achievement gaps across the groups. The main and interaction effects of the school system, sectors, and gender on the tested subskills were also explained in this study. Additionally, the result of the DIF test confirmed that the equity of the tested items between them was supported.2023-01-01T00:00:00ZThe State of Positive EducationBott, D.Escamilia, H.Barry Kaufman, S.Kern, P.Krekel, C.Schlicht-Schmälzle, R.Seldon, A.Seligman, M.White, M.https://hdl.handle.net/2440/1398372023-11-02T03:13:56Z2017-01-01T00:00:00ZTitle: The State of Positive Education
Author: Bott, D.; Escamilia, H.; Barry Kaufman, S.; Kern, P.; Krekel, C.; Schlicht-Schmälzle, R.; Seldon, A.; Seligman, M.; White, M.
Abstract: Positive education views school as a place where students not only cultivate their intellectual minds, but also develop a broad set of character strengths, virtues, and competencies, which together support their well-being. What this looks like differs from country to country and school-to-school, but at its core is the ‘character + academics’ approach to education. The International Positive Education Network (IPEN) supports and drives such a change in education around the world. Widespread support is necessary for the success of the positive education movement. We need to be demonstrably right too -- philosophically and scientifically. Unless we can show that the arguments for positive education are true in practice, policy, and research, then we will not change education in the way the IPEN is proposing. This report thus attempts to provide the strongest evidence from research, policy and practice from the past decade to support positive education. This report is broken into five sections: one leader’s perspective and introduction to positive education and its history; case studies from primary, secondary, and tertiary schools around the world that are actively implementing positive education; and policy perspectives on positive education. A glossary of key terms is included at the end.2017-01-01T00:00:00ZEnhancing positive wellbeing in schools: The relationship between inclusion and belongingBoyle, C.Allen, K.-A.Bleeze, R.Bozorg, B.Sheridan, K.https://hdl.handle.net/2440/1398112023-10-30T05:45:11Z2023-01-01T00:00:00ZTitle: Enhancing positive wellbeing in schools: The relationship between inclusion and belonging
Author: Boyle, C.; Allen, K.-A.; Bleeze, R.; Bozorg, B.; Sheridan, K.
Editor: White, M.; McCallum, F.; Boyle, C.
Abstract: In recent years, there has been a growing emphasis on the importance of inclusion, school belonging, and wellbeing in schools. However, there is a need to critically examine these concepts and their intersections to create environments that truly promote positive wellbeing for all students. While there is existing literature on inclusion, school belonging, and wellbeing in schools, there is a lack of critical examination of the assumptions that underpin these concepts and their intersections. This chapter aims to critically examine the intersections of inclusion, school belonging and wellbeing in schools, and to unpack the underlying assumptions and values that may manifest in different ways depending on contextual factors such as culture, race, gender, and sexuality. The chapter begins by discussing the importance of inclusion, school belonging, and wellbeing in schools, and the ways in which these concepts are often promoted. It then goes on to examine the assumptions that underpin these concepts, including the assumption that inclusion is universally positive and desirable for all students, the assumption that all students have a desire and a need to feel connected to their school community, and the assumption that positive wellbeing is an attainable and sustainable goal for all students. The chapter acknowledges that these concepts may manifest differently depending on contextual factors, and that they may fluctuate over time. It also provides a real-world reflection from an Autistic perspective that emphasises a one-size-fits-all approach may not be effective. Finally, the chapter concludes by highlighting the importance of taking a nuanced and critical approach to these concepts to create environments that truly promote wellbeing for all students and conditions to thrive.2023-01-01T00:00:00Z