Offering Web-based Tools via Library Websites for Academic and Research Progression: An Analytical Study

The purpose of the present study is to explore the possibility of integrating various online tools and apps with the library website and to identify the issues and benefits of implementing these tools. Quantitative online survey method was used using Google form in the present study to investigate the perception of the academic community involving students, teachers, and research scholars across higher education institutes in West Bengal, India about the online tools and apps and how they respond while interacting with these tools. Based on the responses to a series of questions, the study analyzed user observation and found purposive involvement of the academic community with various online tools and apps. The study identified the areas requiring improvements to maximize the usability of the tools and illustrated the usefulness of these tools in academic and research progression. The study also presented a schematic diagram of possible benefits and major constraints while implementing these tools. The research provides an overview of various online tools and apps facilitating academic and research progression and makes an attempt to convince librarians towards the informed selection of tools and highlights the utility of these tools among the academic community

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Student transitions to blended learning: an institutional case study

This paper examines the experiences of students transitioning to blended learning in the University of Glasgow as part of the QAA Enhancement Themes work on Student Transitions. We draw here on exploratory, qualitative research to examine the benefits, challenges and skills developed by students during transitions to blended learning as a means of advancing understanding, and informing future curriculum design. Data from home undergraduate and international postgraduate students were collected over two years through focus groups, individual interviews and end-of-course quality assurance surveys. We found that while home/undergraduate and international/postgraduate students have similar transition experiences, international taught postgraduates encounter additional challenges in terms of acclimatising to UK higher education (HE), especially within shorter programmes of study and where pedagogical and language differences exist. The findings are integrated in a conceptual framework highlighting the importance of access, acculturation (attitudes) and attributes (skills) to enable learner autonomy to engage effectively in blended learning. The findings have implications for institutional infrastructure, curriculum design and learner development. Further research is required to collect a larger data set as a means of developing the study’s conceptual framework, in order to better understand and support diverse student transitions to blended learning

Student Access and Success: Issues and Interventions in South African Universities

Low rates of access and success in post-secondary education are arguably the single biggest challenge facing South Africa's public education system. The sustem is failing to meet the educational needs of young people, a growing economy, and a rapidly changing society. Black students, particularly those from poor backgrounds are deeply affected. Senior managers, 30 in all, at 18 of the country's 23 public universities were interviewed to understand issues such as primary academic interventions designed to support and improve student success. The authors conclude that no single intervention is likely to shift student performance and success. The answer, however, will require "understanding the holistic needs of students." The authors also feel it is crucial that the imporatnce of teaching and learning - as well as research- be understood