Template-Type: ReDIF-Paper 1.0 Author-Name: Anas Al-Fattal Author-Name-First: Anas Author-Name-Last: Al-Fattal Author-Email: anas@cbfs.edu.om Author-Workplace-Name: College of Banking and Financial Studies Title: Marketing higher education during times of war: the Syrian case Abstract: Based on the marketing mix model, the study aims at exploring current strategies used in private higher education in Syria. This an exploratory study employing sixteen interviews with key participants from two private universities. Semi-structured interviews were conducted. Findings show high sensitivity to market changes. Reflecting on the marketing mix model for higher education, major modifications were found Two main aspects were evident in shaping these modifications; these were survival strategies and security matters. The findings provide useful information for people in charge of marketing related issues at private higher education in Syria and possibly other countries suffering similar conditions. Length: 16 pages Creation-Date: 2018-11 Publication-Status: Published in Proceedings of the Proceedings of the 6th Teaching & Education Conference, Vienna, Nov 2018, pages 1-16 File-URL: https://iises.net/proceedings/6th-teaching-education-conference-vienna/table-of-content/detail?cid=80&iid=001&rid=9316 File-Function: First version, 2018 Number: 8009316 Classification-JEL: M19 Keywords: Syria, marketing higher education, marketing mix, war, conflict, crisis, private university Handle: RePEc:sek:itepro:8009316 Template-Type: ReDIF-Paper 1.0 Author-Name: Kelum Gamage Author-Name-First: Kelum Author-Name-Last: Gamage Author-Email: kelum.gamage@glasgow.ac.uk Author-Workplace-Name: University of Glasgow Author-Name: Sajjad Hussain Author-Name-First: Sajjad Author-Name-Last: Hussain Author-Email: sajjad.hussain@glasgow.ac.uk Author-Workplace-Name: University of Glasgow Author-Name: Qammer H. Abbasi Author-Name-First: Qammer H. Author-Name-Last: Abbasi Author-Email: qammer.abbasi@glasgow.ac.uk Author-Workplace-Name: University of Glasgow Title: Final Year Project Allocations for Undergraduate Engineering Students in TNE Programs Abstract: Final year project allocations become a challenging task, particularly, in the case of a large number of undergraduate students enthusiast to get a project of their interest and/or to work with a supervisor of their choice. The problem is challenging as the interest of all the students should be matched while keeping the staff workload in balance. It becomes a matching problem with the constraints of staff workload, student preferences, and staff skillset. Particularly, in the Transnational Education (TNE) programs, the physical availability (or lack of it) of the staff plays an important part in the student project selections which gives an additional challenge to the allocation problem. Authors provide a review of different final year project allocation methods currently in practice and discuss their strengths and weaknesses with respect to the constraints highlighted. Authors finally conclude by discussing an algorithm which can work effectively and efficiently in the context of project allocations for TNE progragrams. Length: 6 pages Creation-Date: 2018-11 Publication-Status: Published in Proceedings of the Proceedings of the 6th Teaching & Education Conference, Vienna, Nov 2018, pages 17-22 File-URL: https://iises.net/proceedings/6th-teaching-education-conference-vienna/table-of-content/detail?cid=80&iid=002&rid=10450 File-Function: First version, 2018 Number: 8010450 Classification-JEL: Keywords: Transnational Education (TNE), Final year projects, Matching problem, project allocations, staff workload Handle: RePEc:sek:itepro:8010450 Template-Type: ReDIF-Paper 1.0 Author-Name: Tsoghik Grigoryan Author-Name-First: Tsoghik Author-Name-Last: Grigoryan Author-Email: tgrigoryan@hct.ac.ae Author-Workplace-Name: Higher Colleges of Technology Title: Teachers? Reflective Journal Analysis of iPad Based Language Learning through the Activity Theory Framework Abstract: This is an experimental study of an iPad based language learning in the United Arab Emirates (UAE) context. A tertiary level college in the UAE went paperless in 2012 and implemented iPads for its Foundations Program, eliminating paper and pen teaching-learning methods from the classroom. The innovation brought up challenges in the technical and methodological fields, as well as in language learning ways, skills and practices. The aim of this study was to find the emerging themes of the teachers? reflective journals in the evaluation of their lessons and diagnosis of problems throughout the two-phase experiment. The data sources that informed this study were: soft copies of four teachers? weekly written reflections in phase one, which lasted for four weeks, and soft copies of two teachers? weekly written reflections in phase two which lasted for another four weeks. So, four teachers teaching four groups for four weeks wrote sixteen journals in phase one, and two teachers teaching two groups for another four weeks wrote eight journals in phase two. By the end of the experiment the teachers produced twenty-four reflective journals, which this study looked at through the Activity Theory framework. The results showed that today?s ?digital natives?, who were elementary level Emirati language learners, demonstrated a strong preference and motivation for using iPads for their everyday language learning. Length: 22 pages Creation-Date: 2018-11 Publication-Status: Published in Proceedings of the Proceedings of the 6th Teaching & Education Conference, Vienna, Nov 2018, pages 23-44 File-URL: https://iises.net/proceedings/6th-teaching-education-conference-vienna/table-of-content/detail?cid=80&iid=003&rid=9160 File-Function: First version, 2018 Number: 8009160 Classification-JEL: Keywords: Paperless learning, iPad, reflective journals, EFL, Activity Theory Handle: RePEc:sek:itepro:8009160 Template-Type: ReDIF-Paper 1.0 Author-Name: Kaare Johansen Author-Name-First: Kaare Author-Name-Last: Johansen Author-Email: johansen.kaare@uit.no Author-Workplace-Name: The Arctic University of Tromsř, UiT Author-Name: Bjorn Morten Batalden Author-Name-First: Bjorn Morten Author-Name-Last: Batalden Author-Email: bjorn.batalden@uit.no Author-Workplace-Name: The Arctic University of Tromsř, UiT Title: Active learning for enhanced understanding of ?Ship Damage Stability? Abstract: Active Learning has always played an important part of seamen?s education. Transfer of experience have from ancient time been practiced in an active learner-centered field where unexperienced seamen got involved in their own learning by being supervised by experienced seamen, when practicing seaman related activities. This learning practice was supreme before the introduction of ?modern? maritime educational institutions. This introduction led to development of an education field with a passive more teacher-centered learning style in addition to traditional practical active learning style, on sea. Damage Stability is one important topic of modern Ship hydrostatic and Ship Stability subjects of the ship-officer education. This topic have traditionally been lectured in a passive teacher-centered learning style, which may have limited the development of basic developmental knowledge and understanding.This paper will present a conceptual framework of an Active Experimental Learning platform for enhanced developmental knowledge and ?in-depth? understanding of Ship Damage Stability. Advantages and possible disadvantages of Active Experimental Learning related to this presentation are going to be discussed. In addition to this presentation, the paper will present a lighter survey to clarify how a selected number of Maritime Education and Training schools, at bachelor level, plan their approach to this topic according to required competence by STCW. Length: 23 pages Creation-Date: 2018-11 Publication-Status: Published in Proceedings of the Proceedings of the 6th Teaching & Education Conference, Vienna, Nov 2018, pages 45-67 File-URL: https://iises.net/proceedings/6th-teaching-education-conference-vienna/table-of-content/detail?cid=80&iid=004&rid=10385 File-Function: First version, 2018 Number: 8010385 Classification-JEL: Keywords: Active Learning, Ship Stability, Damage Stability, IMO, STCW, SOLAS, MET Handle: RePEc:sek:itepro:8010385 Template-Type: ReDIF-Paper 1.0 Author-Name: Romana Provazníková Author-Name-First: Romana Author-Name-Last: Provazníková Author-Email: romana.provaznikova@upce.cz Author-Workplace-Name: University of Pardubice Author-Name: Denisa Chlebounová Author-Name-First: Denisa Author-Name-Last: Chlebounová Author-Email: denisa.chlebounova@upce.cz Author-Workplace-Name: University of Pardubice Title: Discussion on the quality of European higher education systems using cluster analysis Abstract: The enormous increase in the number of students of higher education and transition from elite to mass and universal higher education are worldwide trends in recent years and further expansion is expected in the coming years. This situation, however, raises the need for higher expenditure on higher education and many countries have to deal with under-financing of their higher education. Involving or increasing student participation in funding is currently under discussion. From the point of view of financing are distinguished three basic higher education financing models in OECD countries which are characterized by none, smaller, or larger student co-financing. The aim of this paper is to choose appropriate indicators for describing quality of European higher education systems and with using cluster analysis to display similar higher education systems and discuss their funding. Findings of this paper indicate that models of higher education systems with multi-source funding achieve higher quality. However, there are other influences that affect the quality of higher education systems - contextual indicators, such as economic, demographic, or historical development. Length: 22 pages Creation-Date: 2018-11 Publication-Status: Published in Proceedings of the Proceedings of the 6th Teaching & Education Conference, Vienna, Nov 2018, pages 68-89 File-URL: https://iises.net/proceedings/6th-teaching-education-conference-vienna/table-of-content/detail?cid=80&iid=005&rid=10379 File-Function: First version, 2018 Number: 8010379 Classification-JEL: I21, I23, H75 Keywords: higher education systems, tertiary education, quality, equity, cluster analysis Handle: RePEc:sek:itepro:8010379 Template-Type: ReDIF-Paper 1.0 Author-Name: Ruolan Wang Author-Name-First: Ruolan Author-Name-Last: Wang Author-Email: ruolan.wang@online.liverpool.ac.uk Author-Workplace-Name: Laureate Online Education in partnership with the University of Liverpool Author-Name: José Reis-Jorge Author-Name-First: José Author-Name-Last: Reis-Jorge Author-Email: josemanuel.reisjorge@online.liverpool.ac.uk Author-Workplace-Name: Laureate Online Education in partnership with the University of Liverpool Author-Name: Lucilla Crosta Author-Name-First: Lucilla Author-Name-Last: Crosta Author-Email: lucilla.crosta@online.liverpool.ac.uk Author-Workplace-Name: Laureate Online Education in partnership with the University of Liverpool Author-Name: Anthony Edwards Author-Name-First: Anthony Author-Name-Last: Edwards Author-Email: anthony.edwards@online.liverpool.ac.uk Author-Workplace-Name: Laureate Online Education in partnership with the University of Liverpool Author-Name: Mageswary Mudaliar Author-Name-First: Mageswary Author-Name-Last: Mudaliar Author-Email: mageswary.mudaliar@online.liverpool.ac.uk Author-Workplace-Name: Laureate Online Education in partnership with the University of Liverpool Title: The use of social media and artificial intelligence tools by online doctoral students at the thesis stage Abstract: Our paper aims to explore how the doctoral students made use of digital technologies - Social Media (SM) and Artificial Intelligence (AI) tools - in the thesis stage of their fully online doctoral studies and what impact those tools had on their studies. Data were collected from an online survey (n=28) and a series of semi-structured interviews (n=9). The analysis of the survey data informed the qualitative phase of data collection. Both survey and interview data show a similar pattern of digital technologies uses in which for our participants SM tools far outpaces the usages of AI tools. We argue that the unique characteristics of the online doctoral students might have determined the popularity of some digital tools. The study findings help us to better understand students digital experience as both individuals and learners. Length: 25 pages Creation-Date: 2018-11 Publication-Status: Published in Proceedings of the Proceedings of the 6th Teaching & Education Conference, Vienna, Nov 2018, pages 90-114 File-URL: https://iises.net/proceedings/6th-teaching-education-conference-vienna/table-of-content/detail?cid=80&iid=006&rid=10380 File-Function: First version, 2018 Number: 8010380 Classification-JEL: I23 Keywords: Online doctoral studies, doctoral students, EdD programme, digital tools, social media, artificial intelligence Handle: RePEc:sek:itepro:8010380