Private Higher Education Development Strategy in Indonesia in Facing an Era of Change

This study aims to identify how private universities in Indonesia survive and develop and identify development strategies used by private universities in Indonesia in facing the era of change. This study uses a descriptive qualitative approach with a literature review research design and historical analysis methods. The data is sourced from news and journals, a total of 602 data sources and obtained from online publications through trusted sites and indexes. The results of this study are in the form of a strategy typology that can provide a broader view for private universities if they want to develop their institutions according to the resources they have. Specifically, the data collection process follows the five stages of the historical method in the topic selection and evidence collection; evaluation of the source of the evidence; evaluation of the evidence; analysis and interpretation of the evidence; and evidence presentation and conclusion. Developments in educational institutions can be in the form of restructuring, exploring new markets, establishing cooperation or networking with external parties, participating in private higher education development programs, developing human resources in private universities, especially educators and education staff, as well as university social responsibility. Keywords: private university strategy, development strategy, strategic management, typology strateg

Video in development : filming for rural change

This book is about using video in rural interventions for social change. It gives a glimpse into the many creative ways in which video can be used in rural development activities. Capitalising on experience in this field, the books aims to encourage development professionals to explore the potential of video in development, making it a more coherent, better understood and properly used development tool - in short, filming for rural change

A fourfold typology of living labs: an empirical investigation amongst the ENoLL community

Living Labs can be seen as a means to structure user involvement in innovation processes. However, in this rather young research domain, there is no consensus yet regarding supporting theories and frameworks. This has resulted in a wide variety of projects and approaches being called ‘Living Labs’, which leaves a clear conceptualization and definition a task in progress. Within this research paper we propose a fourfold categorization of Living Labs based on a literature review and validated by an empirical investigation of the characteristics of 64 ICT Living Labs from the European Network of Living Labs (ENoLL). The four types are Living Labs for collaboration and knowledge support activities, original ‘American’ Living Labs, Living Labs as extension to testbeds and Living Labs that support context research and co-creation with users

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

Guidelines For Pursuing and Revealing Data Abstractions

Many data abstraction types, such as networks or set relationships, remain unfamiliar to data workers beyond the visualization research community. We conduct a survey and series of interviews about how people describe their data, either directly or indirectly. We refer to the latter as latent data abstractions. We conduct a Grounded Theory analysis that (1) interprets the extent to which latent data abstractions exist, (2) reveals the far-reaching effects that the interventionist pursuit of such abstractions can have on data workers, (3) describes why and when data workers may resist such explorations, and (4) suggests how to take advantage of opportunities and mitigate risks through transparency about visualization research perspectives and agendas. We then use the themes and codes discovered in the Grounded Theory analysis to develop guidelines for data abstraction in visualization projects. To continue the discussion, we make our dataset open along with a visual interface for further exploration

Identifying sources of error in cross-national questionnaires: Application of an error source typology to cognitive interview data

This article evaluates a Cross National Error Source Typology that was developed as a tool for making cross-national questionnaire design more effective. Cross-national questionnaire design has a number of potential error sources that are either not present or are less common in single nation studies. Tools that help to identify these error sources better inform the survey researcher when improving a source questionnaire that serves as the basis for translation. This article outlines the theoretical and practical development of the typology and evaluates an attempt to apply it to cross-national cognitive interviewing findings from the European Social Survey