Search Results (59)

The emergence of generative AI has caused a major dilemma—as higher education institutions prepare students for the workforce, the development of digital skills must become a normative aim, while simultaneously preserving academic integrity and credibility. The challenge they face is not simply a matter of using AI responsibly but typically of reconciling two opposing duties: (A) preparing students for the future of work, and (B) maintaining the traditional role of developing personal academic skills, such as critical thinking, the ability to acquire knowledge, and the capacity to produce original work. Higher education institutions must typically balance these objectives while addressing financial considerations, creating value for students and employers, and meeting accreditation requirements. Against this need, this multiple-case study of fifty universities across eight countries examined institutional response to generative AI. The content analysis revealed apparent confusion and a lack of established best practices, as proposed actions varied widely, from complete bans on generated content to the development of custom AI assistants for students and faculty. Oftentimes, the onus fell on individual faculty to exercise discretion in the use of AI, suggesting an inconsistent application of academic policy. We conclude by recognizing that time and innovation will be required for the apparent confusion of higher education institutions in responding to this challenge to be resolved and suggest some possible approaches to that. Our results, however, suggest that their top concern now is the potential for irresponsible use of AI by students to cheat on assessments. We, therefore, recommend that, in the short term, and likely in the long term, the credibility of awards is urgently safeguarded and argue that this could be achieved by ensuring at least some human-proctored assessments are integrated into courses, e.g., in the form of real-location examinations and viva voces. Full article

Reviewing academic curricula requires a significant investment of time and expertise. Beyond accreditation, curriculum may be reviewed in part or in whole during other administrative efforts including the consideration of new elective courses, faculty-student advising, admission of transfer students, internal audits, and more. These activities often require multiple people with deep knowledge of the coursework as well as the discipline(s) involved to pour over scattered documentation and comparatively limited assessment data in order to make an informed decision. In this work, we explored the development of a semi-automated computational approach to visualize a curriculum as described in official course listings at a topic level of detail. We show how our approach can help provide a detailed view of how topics are covered across multiple courses and how these visualizations can show similarities and differences for individual student registration records, paving the way for personalized student support. We also identified opportunities for improvement in this method, including the need to develop more robust topic mapping techniques for short texts. Full article

For many Native American students, the thirty-seven existing tribal colleges improve their access to post-secondary education, especially for those living in reservation communities and surrounding rural areas. They also support tribal nations’ goals of offering accredited degree programs, as well honoring Indigenous knowledge. This is important for students enrolled in STEM courses since Native Americans are under-represented in these fields. In the early 2000s, Chief Dull Knife College (CDKC), the tribal college of the Northern Cheyenne Nation, was supported by National Science Foundation funding in developing a new math program to meet the unique cultural and instructional needs of its students. In this case study of a culturally responsive math program, we hypothesize that students participating in the new developmental math program attempt and earn more credits compared to cohorts participating in previous math programs and take less time on average to reach college-level math. We present information on the math outcomes of the participants in two variations of the math program reforms that have addressed the obstacles to student retention and achievement. The panel data available include students’ demographic characteristics, placement test scores, and math course grades and the credits for all students enrolled from 2006 to 2019. While the number of credits attempted or earned did not differ statistically across the cohorts, the qualitative data further show that the students appreciate the culturally responsive aspects of the program. Ultimately, we have found that these aspects resulted in increased confidence of the students in their academic skills, stronger Native identities and engagement as students, as well as an improved sense of belonging in this higher education environment, all of which were important goals of the developmental math program. Full article

This study presents a practical implementation of Business Process Reengineering (BPR) to streamline teaching assignment workflows at the University of Basilicata, a higher education institution (HEI) facing administrative inefficiencies exacerbated by rigid regulatory frameworks. By integrating process modeling, simulation, and digital tools, the research addresses systemic bottlenecks in resource allocation, transparency, and procedural delays inherent in traditional academic workflows. The methodology employs a dual-phase approach: (1) a detailed “AS-IS” analysis using BPMN 2.0 to map existing processes and (2) a data-driven “TO-BE” redesign validated through discrete event simulation (Simul8^®, Version 31). Key innovations include the automation of approval workflows, dynamic resource prioritization, and stakeholder communication protocols. Simulation results demonstrate a 35% reduction in end-to-end processing time and a 22% improvement in administrative staff utilization while maintaining compliance with national accreditation standards (the AVA framework) and legislative mandates (Law 240/2010). The case study underscores BPR’s role in balancing bureaucratic constraints with operational agility, offering actionable insights for HEIs navigating digital transformation. By prioritizing transparency and stakeholder alignment, the redesigned process not only enhances efficiency but also strengthens accountability in resource management—a critical factor for public institutions under increasing scrutiny for fiscal and educational quality outcomes. This work contributes to the growing discourse on BPR in academia, advocating for simulation-driven methodologies as catalysts for sustainable, stakeholder-centric process innovation in bureaucratic environments. Full article

This paper examines the use of interactive Google Sheets for the automatic measurement of key performance indicators (KPIs) in higher education, particularly in the context of academic accreditation. As institutions face increasing pressure to demonstrate quality and effectiveness, reliable data tracking and reporting have become essential. Traditional methods of managing academic records and performance metrics can be cumbersome and error-prone, underscoring the need for an automated solution. By leveraging Google Sheets’ dynamic capabilities, institutions can efficiently monitor KPIs related to student performance, curriculum effectiveness, and faculty qualifications. This approach allows for real-time data updates, facilitating timely insights that support accreditation processes and continuous improvement initiatives. The study outlines the design and implementation of a dynamic Google Sheets framework tailored to higher education KPIs, highlighting its benefits in enhancing data accuracy, reducing administrative burden, and fostering collaboration among faculty and administration. Through illustrative case studies, we demonstrate how this tool empowers institutions to meet accreditation standards and drive educational excellence. Ultimately, the research emphasizes the potential of automation to transform academic record management and enhance institutional accountability in higher education. Full article

The accreditation of university academic programs is a critical process in ensuring the quality and standards of higher education. A significant component of this process is the assignment of reference lecturers who make these academic programs sustainable. The problem of determining the appropriate faculty members to accredit university academic programs is a multifaceted challenge. The selection of reference lecturers for accreditation is influenced by various factors, including their academic positions, the subject area of their sectors according to the bachelor’s or master’s degree in which they are delivered, and the number of students enrolled compared to the degree classes. Moreover, the evolving nature of higher education, given its increased emphasis on interdisciplinary topics, further complicates this assessment due also to the presence of professors or researchers coming from other departments. The development of an optimization algorithm capable of simultaneously considering all the constraints of the problem is therefore needed to address these challenges and achieve to a balanced approach for a sustainable didactic offer. The optimization algorithm works by maximizing the number of lecturers available as reference lecturers for other departments and minimizing those needed from other departments and from external teaching contracts. The problem of reference lecturers does not refer to the department alone but to the entire atheneum. Full article

Data science analysis was used to investigate the association between Research-Based Learning (RBL) and student’s academic performance. The research professors certified in RBL participated in this research. The participants used an advanced platform with over 500 resources. Tutors guided students in designing, implementing, and evaluating the RBL. We employed a quantitative and quasi-experimental design without a control group, correlational analysis, and ex post facto elements. A satisfaction survey was administered after the capacitation. In total, 342 teachers were trained and received accreditation. The analyses incorporated non-conventional data science methods such as correlation analysis, principal component analysis, and unsupervised learning utilizing the Density-Based Spatial Clustering Application with Noise algorithm. The professors’ satisfaction with RBL was related to student’s academic performance, which was found in clustering analysis. Full article

Although there have been concerted efforts to integrate Tibetan Buddhist monastic education into the Indian university system since the 1960s, the attainment of academic accreditation has tended to require significant curricular trade-offs. The majority of Tibetan Buddhist monastic colleges have therefore eschewed the potential advantages of academic accreditation—including greater opportunities for monastic graduates in universities and other secular contexts—in order to preserve the rigour of traditional scholastic programmes. However, through its affiliation to the University of Mysore in 2022, the Geluk monastery of Sera Je is now able to award accredited Bachelor of Arts (BA) degrees even without making significant changes in practice to its traditional curriculum and pedagogy. This article examines the structure and content of Sera Je’s new programmes and contextualises what may prove to be a landmark development against the backdrop of previous attempts to negotiate the boundary between Tibetan Buddhist monastic education and university education in India. It suggests that the accreditation of research programmes raises further challenges in addition to those associated with the accreditation of taught programmes. Nonetheless, the urgency of solving these longstanding issues appears to have been heightened by a developing crisis in Tibetan Buddhist monastic recruitment. In investigating the topic of academic accreditation, this article throws light on an issue that has driven notable evolutions in Tibetan Buddhist monastic education in India but has previously received little scholarly attention. Full article

The purpose of this research is to examine the benefits and limitations of the implementation of novel digital academic advising systems based on the principles of authentic outcome-based education (OBE) using automated collection and reporting processes for Accreditation Board for Engineering and Technology (ABET) student outcomes data for effective developmental advising. We examine digital developmental advising models of undergraduate engineering programs in two universities that employ customized features of the web-based software EvalTools^® 6.0, including an advising module based on assessment methodology incorporating the faculty course assessment report, performance indicators, and hybrid rubrics classified according to the affective, cognitive, and psychomotor domains of Bloom’s learning model. A case study approach over a six-year period is adopted for this research. The two case studies present results of samples of developmental advising activity employing sequential explanatory mixed methods models using a combination of quantitative and qualitative analyses of (a) detailed students’ outcomes and performance indicator information and (b) self-evaluation of their professional development and lifelong learning skills. The findings of this study show that digital advising systems employing the faculty course assessment report using performance indicators and hybrid rubrics can provide comprehensive and realistic outcome data to help both developmental advisors and students easily identify the specific cause of performance failures, implement practical recommendations for remedial actions, and track improvements. Inherent strong skills can also be identified in academically weak students by observing patterns or trends of relatively better-performing outcomes to reinforce their natural affinity for learning specialized competencies to help them pursue related and successful career paths. Full article

Pursuing academic studies in foreign countries is a globally prevalent phenomenon for diverse reasons: earning a degree in high-demand subjects from a prestigious university opens more doors than a diploma earned locally. Earning a degree overseas is an opportunity to expand one’s horizons and gain new experiences and exposure to other cultures. In addition, other personal and/or academic reasons that prevent students from pursuing a degree in their home country, such as age, admission requirements, and difficulty in finding an appropriate supervisor, motivate them to choose a degree program in a foreign country. The current study examines the motives of PhD degree holders who are Israeli residents who completed their doctorate studies overseas and explores the aspirations they hope to achieve through such studies. The study examines several aspects of the profiles of PhD holders who chose to study overseas, including demographic, socioeconomic, academic, financial, and professional, as well as their aims. The study sample comprised 153 PhD holders who earned their PhD degree in the field of education overseas and applied to the Israeli Ministry of Education for accreditation of their degree. The sample focuses on PhD holders in the social sciences and humanities, specifically in education. The study was conducted using the quantitative method and is based on a survey. The findings of the study offer insights into decision makers in higher education in Israel and their efforts to assess the value of the degrees presented for accreditation by PhD holders who earned their degrees overseas. Full article

Digital health technologies (DHTs) at the intersection of health, medical informatics, and business aim to enhance patient care through personalised digital approaches. Ensuring the efficacy and reliability of these innovations demands rigorous clinical validation. A PubMed literature review (January 2006 to July 2023) identified 1250 papers, highlighting growing academic interest. A focused narrative review (January 2018 to July 2023) delved into challenges, highlighting issues such as diverse regulatory landscapes, adoption issues in complex healthcare systems, and a plethora of evaluation frameworks lacking pragmatic guidance. Existing frameworks often omit crucial criteria, neglect empirical evidence, and clinical effectiveness is rarely included as a criterion for DHT quality. The paper underscores the urgency of addressing challenges in accreditation, adoption, business models, and integration to safeguard the quality, efficacy, and safety of DHTs. A pivotal illustration of collaborative efforts to address these challenges is exemplified by the Digital Health Validation Center, dedicated to generating clinical evidence of innovative healthcare technologies and facilitating seamless technology transfer. In conclusion, it is necessary to harmonise evaluation approaches and frameworks, improve regulatory clarity, and commit to collaboration to integrate rigorous clinical validation and empirical evidence throughout the DHT life cycle. Full article

This paper addresses the optimal sizing of Hybrid Renewable Energy Systems (HRESs), encompassing wind, solar, and battery systems, with the aim of delivering reliable performance at a reasonable cost. The focus is on mitigating unscheduled outages on the national grid in Iraq. The proposed On–off-grid HRES method is implemented using MATLAB and relies on an iterative technique to achieve multi-objectives, balancing reliability and economic constraints. The optimal HRES configuration is determined by evaluating various scenarios related to energy flow management, electricity prices, and land cover effects. Consumer requirements regarding cost and reliability are factored into a 2D optimization process. A battery model is developed to capture the dynamic exchange of energy among different renewable sources, battery storage, and energy demands. A detailed case study across fifteen locations in Iraq, including water, desert, and urban areas, revealed that local wind speed significantly affects the feasibility and efficiency of the HRES. Locations with higher wind speeds, such as the Haditha lake region (payback period: 7.8 years), benefit more than urban areas (Haditha city: payback period: 12.4 years). This study also found that not utilizing the battery, particularly during periods of high electricity prices (e.g., 2015), significantly impacts the HRES performance. In the Haditha water area, for instance, this technique reduced the payback period from 20.1 to 7.8 years by reducing the frequency of charging and discharging cycles and subsequently mitigating the need for battery replacement. Full article

This study analyzes the research quality assurance processes in Chilean universities. Data from 29 universities accredited by the National Accreditation Commission were collected. The relationship between institutional accreditation and research performance was analyzed using length in years of institutional accreditation and eight research metrics used as the indicators of quantity, quality, and impact of a university’s outputs at an international level. The results showed that quality assurance in research of Chilean universities is mainly associated with quantity and not with the quality and impact of academic publications. There was also no relationship between the number of publications and their quality, even finding cases with negative correlations. In addition to the above, the relationship between international metrics to evaluate research performance (i.e., international collaboration, field-weighted citation impact, and output in the top 10% citation percentiles) showed the existence of three clusters of heterogeneous composition regarding the distribution of universities with different years of institutional accreditation. These findings call for a new focus on improving regulatory processes to evaluate research performance and adequately promote institutions’ development and the effectiveness of their mission. Full article

The issuance and verification of academic certificates face significant challenges in the digital era. The proliferation of counterfeit credentials and the lack of a reliable, universally accepted system for issuing and validating them pose critical issues in the educational domain. Certificates, traditionally issued by centralized educational institutions using their proprietary systems, pose challenges for straightforward verification, generating uncertainty about the credibility of academic achievements. In addition to diplomas issued by academic entities, it is now necessary in virtually all professional fields to stay updated and obtain accreditation for certain skills or experiences, which is a determining factor in securing or enhancing employment. Yet, there is no platform available to consistently demonstrate these capabilities and experiences. This article introduces a novel model for issuing and verifying academic information using non-fungible tokens (NFTs) supported by blockchain technologies, focused on compliance with the General Data Protection Regulation (GDPR). It describes a model that grants control to the data subject, enabling the management of information access while adhering to key GDPR principles. Simultaneously, it remains compatible with existing systems within organizations, and is flexible in certifying various types of academic information. The implications of this model are discussed, emphasizing the importance of addressing privacy in blockchain-based applications. Full article

Current requirements of employers in the construction industry are aimed at strengthening the link between schools and the manufacturing sector. It is desirable that the students are during their studies already involved in the investment construction process, at least as part-time workers. At the Faculty of Civil Engineering in Brno, Czech Republic, this is being ensured by the accredited course Professional Practical Training. The aim of this contribution is to evaluate and analyze the inclusion of this student internship as a mandatory part of the study to present how many students worked for which construction companies during a period of 10 years, indicating the number of successfully completed internships for individual academic years. At the same time, the boundary conditions for this practice are described. The hypothesis to be confirmed is that the conditions are set in such a way as to be a prerequisite for successful fulfillment. Descriptive statistics are based on a sample of 92 employers involved in the system of securing professional practices for the period 2010 to 2020. The analysis showed that each year about 70–75% of students stay with the same company for their further part-time work during the remainder of their studies, and they may also stay for subsequent graduate employment. A total of 507 students started and finished their internship. Moreover, in the following years of practice, some of the graduates of the field became responsible for the tutoring of other student’s work experience on the construction site. Having previously gone through the same educational scheme, it allows them to lead and evaluate students with an optimal degree of constructive criticism. Full article