Teaching Accounting and Finance to non-specialists: revealing the students' perspective on the learning experience

This study is concerned with the non-specialist accounting and finance students’ perspective on the usefulness, scope, and practical application of relevant modules within their program of study. It also evaluates relevant teaching and learning approaches adopted by accounting academics teaching non-specialist - instead of introductory - accounting modules, through revealing the students' perceptions on the effectiveness of these approaches in creating a high quality learning experience. Lectures' teaching competencies are rated first in terms of importance for their learning experience by the vast majority of students. Issues relevant to the curricula's 'real world' application, as well as, the development of clear links between lecture material and assessment practise, engrossed considerable attention by the respondents. Education technology and reading material on the other hand appeared to be of prior importance for a smaller number of students

Using school performance feedback: perceptions of primary school principals

The present study focuses on the perception of primary school principals of school performance feedback (SPF) and of the actual use of this information. This study is part of a larger project which aims to develop a new school performance feedback system (SPFS). The study builds on an eclectic framework that integrates the literature on SPFSs. Through in-depth interviews with 16 school principals, 4 clusters of factors influencing school feedback use were identified: context, school and user, SPFS, and support. This study refines the description of feedback use in terms of phases and types of use and effects on school improvement. Although school performance feedback can be seen as an important instrument for school improvement, no systematic use of feedback by school principals was observed. This was partly explained by a lack of skills, time, and support

Ascertaining the impact of endogenous and exogenous factors on the performance of students taking non-specialist accounting courses

This study aims to evaluate the potential determinants of academic performance of non-specialist accounting students. Considering both actual and initially expected performance, in conjunction with students’ learning styles and preferences, we use two econometric methods - Ordinal Probit and Ordinary Least Squared - in order to investigate and assess the impact of endogenous and the exogenous factors on the students’ academic achievement. Eventually, based on the results of our estimations, and by dividing the non-specialist students into segments, according to their demographic characteristics, we run a series of simulations to estimate empirically the likelihood of the students to report an academic performance weaker, in line, better, and considerably better than what they expected

Asset Building for Social Change: Pathways to Large-Scale Impact

Provides an in-depth examination of current and historic initiatives, in an effort to discern patterns of successful scaling up from among Ford's Assets Program portfolios worldwide

Using ICT tools to manage knowledge: a student perspective in determining the quality of education

Within the e-learning context of a university, technology has the potential to facilitate the knowledge interaction between the source (instructor) and the recipient (students). From a literature review, it can be concluded that prior studies have not explored the types of channels that encourage knowledge transfer in this environment. For example, how explicit knowledge travels through the e-learning environment and goes through interaction processes and is received and acquired is largely unknown. According to Alavi & Leidner (2001), Information and Communication Technology (ICT) can help speed up the processes of transferring knowledge from those who have knowledge to those seeking knowledge. Within the university context, technologies such as email, Internet, IRC chat, bulletin boards and tools such as WebCT and BlackBoard have the potential to facilitate the transfer of knowledge and act as a link between source and recipient. Effective knowledge transfer has to consider effective knowledge acquisition, which are therefore inexplicably linked. Nonaka's spiral model addresses knowledge acquisition through spiraling processes in which an individual would be able to convert tacit knowledge to explicit knowledge and vice versa. According to Nonaka & Takeuchi (1995) there are four types of interaction, which give way to the conversion of one form of knowledge into another, namely tacit-to-tacit, tacit-to-explicit, explicit-to-tacit and explicit-to-explicit. In an academic environment, this can be studied as the source, either transferring tacit or explicit knowledge, and similarly as the recipient, receiving knowledge either in tacit or explicit form. Nonaka & Takeuchi (1995) also refer to this as the SECI model, where SECI stands for Socialisation, Externalisation, Combination and Internalisation. This 'Research in Progress' reports the outcomes of a study undertaken to understand how and to what extent knowledge spiraling processes and accompanying characteristics of SECI can be ICT-enabled to contribute towards the studying and learning processes for university education. A survey instrument was developed for this purpose and it is currently undergoing peer-review and other customary validity and reliability tests. Once the instrument is validated, it will be administered on about 50 tertiary students. It is hoped that the results obtained from this survey will be reported in the QIK 2005 conference

Joint venture healthcare system as common practice in developing countries : game changing on assessing health services

To explore the essence of game changing on applying joint venture (JV) approach for healthcare system improvement in developing countries. This is cross-sectional study exploring the factors influencing the successful implementation of JV for the healthcare services in low- and middle-income countries (LMICs). The study included: Qatar Statistical Authority, CIA fact book, Ministry of Health Annual Report, Hamad Medical Corporation Annual Report, Organization for Economic Cooperation and Development information, and Qatar's healthcare system history. The research indicated that the LMIC healthcare system would benefit from affiliation with leading technology partner for healthcare reform. The findings support the view of LMIC healthcare systems' needs to incorporate joint venture approach in implementing JV concept for process improvement and knowledge transfer to contribute in country economic growth, development, and stability. Current study explored evidence supporting decision maker and management control of JV trends in different ways in comparison with developed countries. JV can also help the organization to share the risk and cost of large capital investment. The present study supports observations on expending the use of JVs as approach for improvement in LMIC healthcare system. The current study confirmed the advantages of JV which include helping businesses grow faster, increasing productivity, and generating greater profits, both parties sharing the risks and costs, accessing new markets and distribution networks. [Abstract copyright: Copyright: © 2020 International Journal of Preventive Medicine.

Factors influencing language teacher cognition: An ecological systems study

Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs