862 research outputs found

    Does student proactivity guarantee positive academic results?

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    This paper analyzes the impact of students’ proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014–2015, 2015–2016 and 2016–2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student’s proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student’s proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance.Junta de Andalucía proyecto SEJ-132Universidad Autónoma de ChileUniversidad de Sevilla. Departamento de Análisis Económico y Política Económic

    Faculty Achievements, October 2016

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    The volume and source of cyberabuse influences victim blame and perceptions of attractiveness

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    Cyberabuse is an escalating problem in society, as opportunities for abuse to occur in online public domains increase. Such acts are often defined by the frequency of abuse, and in many cases multiple individuals play a part in the abuse. Although consequences of such acts are often severe, there is typically little public sympathy/support for victims. To better understand perceptions of victims of abusive online acts, we manipulated the Volume (low, high) and Source (same-source, multi-source) of abusive posts in artificially-manipulated Facebook timelines of four fictitious ‘victims’. One hundred and sixty-four participants [United Kingdom-based; aged 18–59] rated ‘victims’ on measures of direct victim blame (DVB) and perceived social-, physical- and task-attractiveness. Results revealed significant Volume × Source interactions on DVB and social-attractiveness ratings. Few abusive posts authored by a single source yielded higher DVB and lower social-attractiveness ratings. Strong correlations between attractiveness and DVB were observed. We propose that our results could be due to an observer desensitization effect, or that participants interpreted the posts as indicative of friendly ‘teasing’ or ‘banter’ within an established social relationship, helping to explain why victims of online abuse often receive little sympathy or support

    Chilean higher education managers’ information systems acceptance and quality management perceptions

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    Chilean higher education institutions face pressure to meet quality management (QM) standards and to use educational management information systems (EMIS) for managing the information related to academic activities. This doctoral research addressed the link between the use of EMIS in higher education and the QM processes, on which insufficient research was conducted so far. Against the background of the Unified Theory of Acceptance and Use of Technology and within the QM conceptual framework, I aimed to reduce this research gap by exploring the relationship between higher education managers’ EMIS acceptance and QM perceptions, and by identifying specific manager profiles. In Study 1, a systematic review of Chilean literature suggested a close relationship between QM, accountability, and the use of EMIS. However, difficulties in implementation and long-term planning were noted. In Study 2, an instrument to assess perceptions about QM and accreditation was validated. Using this instrument, three different types of managers were identified by a cluster analysis conducted in Study 3: “Elders”, “Mediators”, and “Worker Bees.” These results are in line with previous research, as EMIS usage differs according to a person's position, individual traits, and preferences. Accordingly, a customized training program was recommended, which considered individual needs, staff plans, and the identified manager profiles. As higher education institutions developed plans to invest in more EMIS licenses and implement training, the aforementioned factors may help reduce investment costs. Additionally, the results of this doctoral research lay the ground for designing mass-customized manager training for managers based on their specific profiles and the organization's characteristics.Chilenische Hochschuleinrichtungen stehen unter dem Druck, QualitĂ€tsmanagement (QM)-Standards zu erfĂŒllen und Bildungsmanagement-Informationssysteme (EMIS) zu verwenden, um die auf akademische AktivitĂ€ten bezogenen Informationen zu verwalten. Diese Dissertation setzt am bisher nur unzureichend erforschten Zusammenhang zwischen dem Einsatz von EMIS in der Hochschulbildung und den QM-Prozessen an. Vor dem Hintergrund der Unified Theory of Acceptance and Use of Technology und im Rahmen des QM-Konzepts wurde der Zusammenhang zwischen der EMIS-Akzeptanz von Hochschulmanagern und der QM-Wahrnehmung untersucht und spezifische FĂŒhrungsprofile identifiziert. In Studie 1 deutete ein systematischer Überblick der chilenischen Literatur auf einen engen Zusammenhang zwischen QM, Akkreditierung und der Verwendung von EMIS hin. Allerdings wurden Schwierigkeiten bei der Umsetzung und langfristigen Planung der QualitĂ€tsmaßnahmen festgestellt. Davon ausgehend wurde in Studie 2 ein Instrument zur Erfassung der Wahrnehmung von QM und Akkreditierung validiert. Mit diesem Instrument wurden in Studie 3 drei verschiedene Managertypen mittels Clusteranalyse identifiziert. Darauf aufbauend wurde abschließend das Konzept eines maßgeschneiderten Schulungsprogramms vorgeschlagen, das individuelle BedĂŒrfnisse und PersonalplĂ€ne berĂŒcksichtigt. Da Hochschuleinrichtungen planen in mehr EMIS-Lizenzen und Schulungen zu investieren, können die oben genannten Faktoren dazu beitragen, die Investitionskosten zu senken. DarĂŒber hinaus legen die Ergebnisse dieser Arbeit den Grundstein fĂŒr die Entwicklung massenindividualisierter Schulungsprogramme fĂŒr Hochschulmanager auf Basis ihres spezifischen Profils und der Charakteristika der Organisation

    Business School Student Satisfaction with Emergency Remote Teaching

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    This study analyzes Peruvian Business School students’ experiences with emergency remote teaching during the COVID-19 pandemic. We used the critical incident technique (CIT) to explore the salient factors on which students based their satisfaction and dissatisfaction with their online education. Data were collected through semi-structured interviews conducted with 27 MBA students. The results comprised 56 incidents – 25 satisfactory and 31 unsatisfactory – in the two major categories of Virtuality and the Teaching-Learning Process. This study contributes a new perspective on online education through the analysis, conducted through CIT, of the Peruvian Business School students’ experiences with online education during the COVID-19 pandemic. Some of the most relevant positive incidents included the recording of classes to review them later; the existence of Learning Management Systems to support the development of online materials; the possibility of entering online classes instead of in-person classes, as well as the flexibility with regard to location. The study allows us to determine several critical aspects in the two identified categories that should be considered when improving future online or hybrid programs

    Faculty Achievements, May 2014

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    Otterbein Towers Spring 2016

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    Heroes are described in many ways. The words on this cover come from the stories in this issue. What qualities and characteristics define a hero for you?https://digitalcommons.otterbein.edu/towers/1033/thumbnail.jp
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