En este webinar gratuito, ESERP te informará sobre la Estructura académica del MBA, la Metodología aplicada, las Áreas de especialización y el Valor de ESERP
U-Multirank is a new multi-dimensional, user-driven approach to international ranking of higher education institutions.
The dimensions it includes are teaching and learning, research, knowledge transfer, international orientation and regional engagement. Based on empirical data U-Multirank compares institutions with similar institutional profiles and allows users to develop personalised rankings by selecting performance measures/indicators in terms of their own preferences.
The first ranking – 2014 – covers more than 850 higher education institutions, 1,000 faculties and 5,000 study programmes from 74 countries around the world. It provides an institutional ranking of whole institutions as well as field-based rankings for electrical and mechanical engineering, business studies and physics. After 2014 the coverage of institutions and fields will be extended.
U-Multirank is based on a methodology that reflects both the diversity of higher education institutions and the variety of dimensions of university excellence in an international context. The data included in U-Multirank are drawn from a number of sources, providing users with a comprehensive set of information: information supplied by institutions; data from international bibliometric and patent data bases; and surveys of more than 60,000 students at participating universities – one of the largest samples in the world and offering students a unique peer perspective.
U-Multirank is prepared with seed funding from the European Union and led by a consortium headed by Professor Dr. Frans van Vught of the Center for Higher Education Policy Studies (CHEPS) in the Netherlands and Professor Dr. Frank Ziegele of the Centre for Higher Education (CHE) in Germany. Other partner organisations include the Centre for Science and Technology Studies from Leiden University (CWTS), Catholic University Leuven, academic publishers Elsevier, the Bertelsmann Foundation, Push and software firm Folge 3. The consortium also works closely with a range of national ranking partners and stakeholder organisations.
The European Tertiary Education Register has the purpose of building a complete register of higher education institutions in Europe, providing data on the number of students, graduates, international doctorates, staff, fields of education, income and expenditure as well as descriptive information on their characteristics.
The Register builds on the results and experience of the EUMIDA (EUropean MIcroDAta collection) study and has the following goals:
- Develop a more complete set of indicators and characterize HEIs according to their main activities.
- Extend the coverage of the EUMIDA dataset to cover all European HEIs (with the exception of some small institutions). Collect data for 2011 and 2012, validate it and make it publicly available.
- Produce a methodological Handbook, as the basis for a regular data collection on European HEIs.
ETER (European Tertiary Education Register) is a project promoted by the Directorate General for Education and Culture of the European Commission, in cooperation with the Directorate General for Research and Innovation and EUROSTAT.
The London International Conference on Education (LICE) is an international refereed conference dedicated to the advancement of the theory and practices in education. The LICE promotes collaborative excellence between academicians and professionals from Education.
The aim of LICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The LICE-2014 invites research papers that encompass onceptual analysis, design implementation and performance evaluation. All accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.
The topics in LICE-2014 include but are not confined to the following areas:
- Early Childhood Education
- Education Policy and Leadership
- Higher Education
- Special Education
The IICE is an international refereed conference dedicated to the advancement of the theory and practices in education. The IICE promotes collaborative excellence between academicians and professionals from Education.
The aim of IICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The IICE 2014 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.
- Web-based self assessment tool: to map and formalise the knowledge and competences of volunteers, identifying specific capacity gaps in planning and management of volunteering activities
- Set of multilevel web-based training solutions: to address those gaps through customised learning solutions for volunteers
- Interactive training content & material: Results have been produced by 8 partners, in 5 Member States and one Candidate Country, through a study collecting inputs from 700 volunteers, tested with 490, and will remain available for at least 2 years after project end.
More and more teachers and educators are starting to share their teaching material as OER and using Creative Commons licenses. People working in the education field feel the need to go beyond the borders of their own institutions and get inspired by material from other institutions and countries, or share their own work to a broader public.
How about video and photo material or lecture capture recordings, can they be shared easily? What should we keep in mind when we want more openness but do not want to infringe any copyright or Intellectual property rights? And how about the exchange between various countries and all the different laws? In this webinar we will discuss some of these issues and show some examples of good practice on how open licencing and the sharing of teaching materials can be done nowadays.
Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
This article by Elena Barberà, Ludmila Layne, and Charlotte N. Gunawardena was originally published on the International Review of Research in Open and Distance Learning, Volume 15, Issue, 2.
This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected.
Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country.
The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty’s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons.
This article by Yong Che was originally publishedn on the International Review of Research in Open and Distance Learning, Volume 15, Issue, 2.
MOOCs (massive open online course) is a disruptive innovation and a current buzzword in higher education. However, the discussion of MOOCs is disparate, fragmented, and distributed among different outlets. Systematic, extensively published research on MOOCs is unavailable.
This paper adopts a novel method called blog mining to analyze MOOCs. The findings indicate, while MOOCs have benefitted learners, providers, and faculty who develop and teach MOOCs, challenges still exist, such as questionable course quality, high dropout rate, unavailable course credits, ineffective assessments, complex copyright, and limited hardware. Future research should explore the position of MOOCs and how it can be sustained.
The latest issue of the MERLOT Journal of Online Learning and Teaching (JOLT) includes a special section on MOOCs, which is now openly available online.
The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education. The current issue (Vol. 10, No. 1) includes a special section on MOOCs comprising of five articles and a foreword by open education pioneer and JOLT Editorial Board member Sir John Daniel.
- Challenges to Research in MOOCs. By Helene Fournier, Rita Kop, and Guillaume Durand
- Participants' Perceptions of Learning and Networking in Connectivist MOOCs. By Mohsen Saadatmand and Kristiina Kumpulainen
- MOOCs: Striking the Right Balance between Facilitation and Self-Determination. By Tita Beaven, Mirjam Hauck, Anna Comas-Quinn, Tim Lewis, and Beatriz de los Arcos
- MOOC Pedagogy: Gleaning Good Practice from Existing MOOCs. By Maha Bali
- Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. By Jen Ross, Christine Sinclair, Jeremy Knox, Siân Bayne, and Hamish Macleod
The release of this special section follows the success of JOLT’s full Special Issue on MOOCs, guest edited by George Siemens, Valerie Irvine, and Jillianne Code, which was published last year as JOLT Vol. 9, No. 2.