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Lethargic Research Projects: Student-supervisor’s Dilemmas in Managing Research Projects
Kanyesigye Rullonga Monicah
Issue:
Volume 5, Issue 2, April 2020
Pages:
37-43
Received:
17 December 2019
Accepted:
4 January 2020
Published:
10 March 2020
Abstract: Starting an academic research project is an exciting journey which students approach with high zeal, excitement and passion. Eventually, the excitement reduces; very few complete on time, a sizable number abandon their studies and others drag on for long beyond the allowable academic time. In fact, most of the students end up applying for extension of time before they are deregistered. On estimate, only 10% of those who begin their PhD journey are able to complete in an average 4 years’ time. This paper analyzed the dilemmas students go through in their research process and the challenges supervisors meet in handling doctoral research projects. The study employed an exploratory design. Self-administered questionnaires were used on 42 respondents who included; PhD students on a research project, PhD student supervisors and PhD holders who had undertaken a research project. Data analysis was done concurrently with data gathering using content analysis method. The study findings indicated that supervisor challenges are mainly institutional constructed, while students recounted lack of clear guidance and orientation on the research process, attributed to both the institution and supervisor. Mutually, there is a tendency to assume that both parties have a clear familiarity with the study process. The study recommends the need for attention in; planning, design and orientation of both students and supervisors in managing academic research projects specifically, outlining expected milestones at each level. The study designed a triad supervisory model that can be adopted by institutions of higher learning in Africa to improve graduate rates, solve the student-supervisor challenges and improve PhD quality of research.
Abstract: Starting an academic research project is an exciting journey which students approach with high zeal, excitement and passion. Eventually, the excitement reduces; very few complete on time, a sizable number abandon their studies and others drag on for long beyond the allowable academic time. In fact, most of the students end up applying for extension...
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Ship to Academe, Seafaring to Teaching: Seafarer Teachers in Maritime Higher Education Institutions in the Philippines
Issue:
Volume 5, Issue 2, April 2020
Pages:
44-51
Received:
20 February 2020
Accepted:
6 March 2020
Published:
23 April 2020
Abstract: Years of working onboard vessels as marine officers to teaching in maritime schools as full-time instructors entail a big transition and a sharp turn of events in a seafarer’s role and way of life. Translating expertise in the field into a flexible classroom discourse using appropriate pedagogical methods to ensure efficient and effective delivery of instruction is a far cry from supervising and training a team of ship’s crew in a structured, hierarchical environment onboard. This descriptive study aims to measure the level of commitment of seafarers-turned-maritime instructors on their roles as educators as well as to determine their level of competence as based on their self-assessment in reference to Lloyd’s list of key attributes for maritime educators, namely, subject knowledge and technical skills, communication skills, pedagogy, and soft skills. Data that were taken from a survey with 58 deck and engine instructors revealed that the seafarers-turned-teachers have a promising potential as mentors as they help mold future seafarers. The commitment to teaching is there, and the competence to transfer to knowledge and skills is also in place. However, to be able to maximize their teaching skills, they need to constantly be abreast of the continuing developments in the maritime industry to be able to provide up-to-date inputs and to make the teaching and learning process become more realistic and relevant. As maritime instructors, they should possess the passion to perform their multifaceted roles not just to deliver the goods but to deliver them well to inspire and to create a positive attitude among their students. This study was also able to identify the challenges that seafarer teachers experience in their transition from being marine officers into maritime educators. A customized set of training courses for professional deck and engine instructors was proposed as an offshoot of this study to address the gaps that have been identified.
Abstract: Years of working onboard vessels as marine officers to teaching in maritime schools as full-time instructors entail a big transition and a sharp turn of events in a seafarer’s role and way of life. Translating expertise in the field into a flexible classroom discourse using appropriate pedagogical methods to ensure efficient and effective delivery ...
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Application of Quality Management Models Aiming Towards Innovation in Management at Vietnamese Universities
Nguyen Quang Giao,
Huynh Ngoc Thanh
Issue:
Volume 5, Issue 2, April 2020
Pages:
52-59
Received:
26 March 2020
Accepted:
13 April 2020
Published:
30 April 2020
Abstract: The quality management models are derived from the manufacturing sector and gradually applied to education in general and higher education in particular. There are many quality management models applied by universities around the world such as Organizational Elements Model, ISO 9000, EFQM, TQM, PDCA, etc. The application of quality management models in management has helped universities to ensure and improve the quality of training, meeting the needs of learners and employers. In fact, choosing and applying a quality management model of universities depends on the perception and level of quality management of that unit. In order to ensure and improve the training quality of the school as well as to meet the increasing requirements of society and learners about the quality of training, universities in Vietnam in the past 10 years have started applying quality management models in management. The application of quality management models in management with the basic functions of quality management clearly shows an interest in management innovation at the university. To face the challenges and opportunities of that process of international integration in education, each country needs to find out for itself the policies and strategies necessary for higher education to best carry out its mission in the production, dissemination and application of knowledge, meeting the country's socio-economic development needs. In this context, the quality assurance (QA) of higher education (HE) institutions in Vietnam is currently an urgent issue that is highly concerned by the Party, State and society. The current quality of education and training shows that the implementation of QA of many HE institutions in Vietnam is still not commensurate with the requirements for quality and effectiveness of education. It has not been accessible to the current standards. Even a few higher education institutions do not really appreciate the implementation of QA at their establishments. Therefore, the implementation of QA is an urgent requirement to comprehensively improve the quality of education - training, scientific research and community service, creating its own identity and improving competitiveness in a global context of education. The paper addresses the quality management models that are commonly applied in university management, while also addressing the basics for applying quality management models to drive management innovation at universities in Vietnam today.
Abstract: The quality management models are derived from the manufacturing sector and gradually applied to education in general and higher education in particular. There are many quality management models applied by universities around the world such as Organizational Elements Model, ISO 9000, EFQM, TQM, PDCA, etc. The application of quality management model...
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Effect of Federal Policy Changes on International Students Pursuing Higher Education Studies in the United States
Issue:
Volume 5, Issue 2, April 2020
Pages:
60-67
Received:
13 April 2020
Accepted:
6 May 2020
Published:
15 May 2020
Abstract: Background: In 2018, President Donald J. Trump announced that his administration would place restrictions on international students seeking to pursue higher education degrees in the United States. American institutions of higher education protested these policy changes, because international students represent a significant social and cultural contribution to their system and provide a source of revenue. The restrictions on international students were not overwhelming, primarily consisting of increased visa fees and threats stating that misbehavior in the country would result in immediate deportation. Although these demands do not typically deter international students, some individuals view these restrictions as part of an overall trend of anti-immigrant sentiment in the United States. The goal of this study was to investigate the impact of these new restrictions on the education of international students in the United States. Methods: The population, intervention, comparison, and outcome (PICO) question format was used to formulate the research question, centered on international students seeking to complete their higher education in the United States. The databases used for this study were ProQuest, JSTOR, LexisNexis, and Google Scholar. Results: The movement to place restrictions on international students in the United States is a recent development, and no statistically significant effects can presently be determined. Government funding for public universities, who market their programs to international students, has been reduced. Conclusions: This research demonstrates that international student attendance at American universities was declining before the immigration restrictions were implemented. Based on current data, it is too early to determine how immigration restrictions will impact American universities, and more time will be needed to evaluate the impact of President Trump’s policies.
Abstract: Background: In 2018, President Donald J. Trump announced that his administration would place restrictions on international students seeking to pursue higher education degrees in the United States. American institutions of higher education protested these policy changes, because international students represent a significant social and cultural cont...
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