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Globalization and Higher Education in Florida's State University System
Title
Globalization and Higher Education in Florida's State University System.
Creator
Ilyas, Mohammad, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this...
Show moreThe purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this research were Florida A&M University (FAMU), Florida Atlantic University (FAU), Florida Gulf Coast University (FGCU), Florida International University (FIU), Florida State University (FSU), University of Central Florida (UCF), University of Florida (UF), University of North Florida (UNF), University of South Florida (USF), and University of West Florida (UWF). The research was conducted as a case study using multi-method approach. The quantitative analysis was based on the information collected from the institutions and from the integrated postsecondary education data system (IPEDS). The qualitative analysis was based on the institutional mission statements, vision statements, and strategic plans. The quantitative analysis used six data parameters to compute a globalization composite index (GCI) for institutional comparisons and for establishing trends and future projections. Integrating quantitative and qualitative analyses led to the research findings of this study. Based on this study, the institutional preparedness for globalization has been low for six SUS institutions (FAMU, FAU, FGCU, UCF, UNF, and UWF) and has been medium for the remaining four (FIU, FSU, UF, and USF). The trend analysis showed that institutional preparedness could be improved significantly if robust and focused efforts are made over the next five years. In that case, the institutional preparedness for FAMU, FGCU, UNF, and UWF could ascend to medium; for FAU and UCF, it could improve to medium+; and for FIU, FSU, UF, and USF, it could reach high. The research concluded with some recommendations to help the leadership of Florida and the SUS institutions in responding effectively to the challenges of globalization. A few recommendations for future research in this field also are provided.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004507, http://purl.flvc.org/fau/fd/FA00004507
Subject Headings
Education and globalization, Education, Higher -- Effect of technological innovations on, Education, Higher -- Florida, Educational change -- Florida
Format
Document (PDF)
Students' preference for online versus face-to-face academic advising based on individual learning styles
Title
Students' preference for online versus face-to-face academic advising based on individual learning styles.
Creator
Tuck, Jess Everet., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred...
Show moreThe purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising., Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/216409
Subject Headings
Educational change, Education, Higher, Effect of technological innovations on, Counseling in higher education, Computer network resources, Faculty advisors, Computer network resources, Student-administrator relationships, Evaluation
Format
Document (PDF)
Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period
Title
Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period.
Creator
Johnson, Jacquelyn A., Florida Atlantic University, Bryan, Valerie
Abstract/Description
This research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion...
Show moreThis research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion and the variables of gender, age, ethnicity, and degree-seeking status for students; differences in completion rates for students using the different methodologies; level of students' self-directed learning readiness; level of instructor involvement; and level of student and instructor satisfaction. Subjects of the samples of study included 5,004 distance-learning students and 88 distance-learning instructors of a community college located in south Florida. Analysis of pre-existing data resulted in findings concerning gender, ethnicity, age, and degree-seeking status. Findings revealed no significant relationship between gender and completion, by modality or for the overall group, but findings did indicate some significant relationships (though weak because of very small effect sizes) in analyses of other demographic variables. White students tended to be equally completers and non-completers whereas non-whites tended to be non-completers. Findings also showed significant positive correlations between age and completion: As age increased, completion rates increased. Results further revealed a significant relationship between degree-seeking status and completion. More than half of the degree-seeking students tended to complete their courses; fewer than half of the non-degree seeking students tended complete. Also, Learning Preference Assessment statistical results showed no significant relationship between completer status and self-directed learning readiness. Another factor of the study, the level of student satisfaction with distance learning modalities, was inconclusive. The study also included instructor involvement and instructor satisfaction with distance-learning modalities. Findings revealed that, overall, most instructors did not schedule additional time (time not institutionally mandated) to meet or chat with their students but did require students to use specified support services, such as the library and the Center for Personalized Instruction (CPI). A final segment of the survey indicated little difference in instructor satisfaction with an individual distance-learning modality and little difference in satisfaction in comparison to other modalities.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12188
Subject Headings
Adult education, Education, Higher--Effect of technological innovations on--United States, Distance education--United States, Community colleges--Curricula--Florida
Format
Document (PDF)