Higher Education & Research - Page 3

Incorporation of “Human Values” in all Higher Education Curricula (Technical & Non-Technical) – An inevitable action to eradicate discriminations

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G. S. Suresh1 & C. GangaLakshmi2

Assistant Professor, Department of English, Mepco Schlenk Engineering College, Sivakasi, Tamilnadu. E-mail: suresh7english@gmail.com ORCID id: 0000-0002-5744-3633

Senior Assistant Professor, Department of English, Mepco Schlenk Engineering College, Sivakasi, Tamilnadu. E-mail: gangalakshmi.c@gmail.com, ORCID id: 0000-0003-0268-6555

   Volume 12, Number 5, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n5.rioc1s19n1

Abstract

This paper argues that the current education system needs a rational and radical change from the objective of materialistic education to humanistic education. Hence, incorporation of human values education (AICTE, 2017) in the modern education system particularly in higher education including both technical and non-technical streams becomes the fulcrum point of this paper. A critical analysis on the Gen Z learners’ aversive mindset towards the current learning routines and education system is presented for discussion. As a remedial approach, a bunch of refreshing rough and ready but pragmatic learning strategies are advocated to nurture them both with human values and employability skills. Even in the scientific/digital era, it is noted with big concern that this civilized nation irrationally exercises discrimination and disparity across the globe. As a remedial action, the teaching fraternity should impart human values education without any compromises because the creation of a better world is only in the hands of rational teachers and compassionate Gen Z students. Finally, this paper places the following question for the perusal of the whole academia, “Which is essential to prepare the Gen Z to stand against all types of discrimination and live a harmonious life: a balanced curriculum inclusive of human values/moral values and competitive skills or a restricted curriculum imparting only technical knowledge and competitive skills excluding human values/moral values?”.

Keywords: human values education, Gen Z learners’ mindset, pros and cons of exams and grades, human values, discrimination and disparity, rational teachers, compassionate learners.

Review Article: English Studies in India: Contemporary and Evolving Paradigms (2019)

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Edited by Banibrata Mahanta and Rajesh Babu Sharma

Publisher: Springer (Singapore, 2019). ISBN 978-981-13-1524—4

Reviewed by

Himadri Lahiri

Professor, Department of English, Netaji Subhas Open University, West Bengal, India. Email: hlahiri@gmail.com

 Volume 12, Number 4, July-September, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n4.22

In the context of the changing times and gradual evolution of what we know now as ‘New Humanities’, it is time for us to re-evaluate the role of English studies. As the hangover of colonial ideological control and the reigns of ‘universal truths’ waned and as new generations of students, teachers and academic administrators took control of the discipline, English studies began to face new ideological and pedagogical challenges. Moreover, the perception that the study of Humanities does not have much utilitarian values and hence government funds should be diverted to the study of science and technology has put English studies in a precarious condition. At a time when the academic fraternity is wrestling with discursive questions on textual-methodological orientations, pedagogical experimentations and innovative teaching-learning designs in order to sail through the adversity, the publication of the book under review is a welcome event…Full Text PDF>>

Moderating Effects of Academic Position and Computer Literacy Skills on E-learning Portal Usage: SEM Application on Theory of Planned Behaviour

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Mohamed Majeed Mashroofa1, Athambawa Haleem2 and Aboobucker Jahufer3

1Senior Assistant Librarian1, Science Library, South Eastern University of Sri Lanka,

E-mail: mashroof@seu.ac.lk,

2Senior Lecturer in Accounting2, Faculty of Management & Commerce, South Eastern University of Sri Lanka, E-mail: ahaleem@seu.ac.lk

3Professor in Statistics 3, Faculty of Applied Sciences, South Eastern University of Sri Lanka, E-mail: jahufer@seu.ac.lk

 Volume 12, Number 4, July-September, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n4.18

 Abstract

The main objective of this research is to investigate the moderating effect of academic position and computer literacy level on usage of the online learning portal among academics by examining the factors from the perspective of the Theory of Planned Behaviour as the basis for conceptual model. Academic position and Computer Literacy skills are used as moderators. The population of the study comprised 5399 academics. Systematic proportionate sampling techniques applied to gather data, with 400-sample size. Data were received from only 320 university academics, giving a response rate of 80%. SPSS and AMOS version 23 were instrumented to analyse the data and Structural equation modelling was used to find the model fit and causal relationships. This study reveals that both attitude and subjective norm have influences on the behavioural intention but not the perceived behavioural control. Behavioural intention and perceived behavioural control had a direct association with Portal Usage. Both gender and academic position moderate the association of exogenous and endogenous variables. This study will help to set up new work norms that will set aside time for teaching activities through the E-L portal, prepare policy guidelines, and provide incentives to faculty members to encourage E-L portal usage. Universities can use the finding to improve their concerns of the factors involved, as that would enable the academics to use more effectively the online learning system installed at great cost in the universities. In addition, this theoretically contributes to consider the academic position and the computer literacy skills level as the determinants of portal usage.

Keywords:- Academic position, Computer Literacy, E-Learning Portal, MOODLE,  VLE,  Sri Lanka, Theory of Planned Behaviour

 

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Research Engagement of Foreign Language Teachers among Select Higher Education Institutions in Malaysia

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Sanil S Hishan1, Suresh Ramakrishnan1,Nur Naha binti Abu Mansor1

1Azman Hashim International Business School (AHIBS), Universiti Teknologi Malaysia, Malaysia. Corresponding Author: hishanssanil@gmail.com

 Volume 12, Number 1, January-March, 2020 I Full Text PDF

DOI: 10.21659/rupkatha.v12n1.42

Abstract

This paper aims to add to established awareness on the extent of research capacity, theoretical ideas, and views on the challenges to their study involvement in Malaysia’s select universities.  It used a hybrid system of concise quantitative and qualitative projects for 62 foreign language students. Data gathering methodologies such as questionnaires, individual and group interviews were used.  Results from the quantitative portion of the paper showed that international teachers displayed a modest degree of research ability while they hold optimistic views on the principles of study as a method to offer answers to educational challenges transcending teacher subject awareness, pedagogical and instructional abilities, and optimistic student learning outcomes. Similarly, qualitative findings found that the barriers to international teachers ‘ participation in research are embodied in lack of time to do work and lack of study writing skills. Moreover, networking incentive and career growth are driving factors for international teachers in Malaysia. The research poses implications on instructional management among curriculum designers, scholars, and school administrators among universities in Malaysia to improve academic culture and professional development opportunities among international teachers in terms of research capability and participation.

Keywords – Research Capabilities, Foreign Teachers, Knowledge generation, Research, Educational Management, Research Productivity

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