International Journal of Higher Education Management

Addressing the ongoing deficit in technical skills and talent necessitates an effective management approach that can harness the power of accelerating innovation. In response to the challenge, this paper presents a comprehensive learning model called Citizen Development Andragogy (CDA), specifically tailored for adult learners. CDA is an integrative learning framework, designed for an array of academic programs from micro-credentialing to four-year degrees, which combines leading-edge technology, such as low-code tools and platforms and generative AI, design thinking for creativity, and the institutionally oriented, knowledge-based dynamic capabilities (KBDC) model. Additionally, CDA is epistemologically rooted in the individually focused constructivist learning theory, providing a consistent structure that caters to the learning needs of working adults, enhancing their ability to conceive, design, build, and implement digital solutions. The andragogical learning theory is designed for adult learners and has important implications regarding teaching and program differences for reaching traditional aged college students, emerging learners, versus more seasoned individuals. Emerging strategic components conveyed in this paper—via a discursive style—represent some first steps towards considering and building a citizen development andragogy. An initial CDA framework conceptualization is detailed in this paper, which explores its theoretical constructs, practical considerations, current limitations, and it also shares insights from early implementation efforts, and presents a variety of potential future research avenues. Importantly, the paper emphasizes CDA's role as an accessible gateway for introducing citizen development into adult education and upskilling programs. In a broader societal context, citizen development, facilitated by CDA, can serve as a vital influencer for larger 'citizen' involvement movements like citizen scientists, human rights observers, and environmentalists. As such, an effective, scalable CDA prototype has the potential to yield meaningful benefits, empowering individuals, and organizations to achieve impact on an unprecedented scale, ultimately benefitting society at large

There are different opinions existing about the leadership crisis relating to the quality of education (Muenjohn, Pimpa, Montague, & Qin, 2016). Several authors believe that the role of contemporary business in HE plays a significant role in resolving the leadership crisis (Muenjohn, Pimpa, Montague, & Qin, 2016; Bettinger & Loeb, 2017; Grincewicz, 2017). The focus of HE in this field also presents significant challenges to those who are responsible for developing the leadership curriculum in the HE context (Muenjohn, Pimpa, Montague, & Qin, 2016). Literature shows that business schools have long struggled with the problem of teaching leadership and developing suitable curricula to help graduates become skilled leaders, primarily through online programs (Muenjohn, Pimpa, Montague, & Qin, 2016). Moreover, with the coronavirus disease pandemic of 2019 (COVID-19) crisis, the online platform has proven to be an effective education delivery tool, but COVID-19 has challenged education for learners of all ages (Hoofman & Secord, 2021). Relatively little research has explored the way students’ performance in non-profit institutions is influenced by participating in an online course versus face-to-face course. As a result of research completed on this topic, it is evident more in-depth information is needed regarding evidence to understand the impact of online learning versus face-to-face learning today and their effect on students’ performance. The purpose of this quantitative study was to compare the way students’ performance in non-profit institutions is influenced by participating in an online course versus face-to-face course. The Online and Face-to-face Education Evaluation Tool (OFFEET), developed by this researcher, was chosen as the measurement instrument for this study. Participants of this study were university students at non-profit universities/colleges, for this study, there were 314 participants. One-way multivariate ANOVAs were computed with scores on the researcher-developed instrument, OFFEET and the independent variables (i.e., two covariates (gender and age), household income, type of device used, and region within the United States. The results of this research determined that there is a statistically significant difference in the relationship between online versus face-to-face student performance in nonprofit universities.

For university administrators creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This research paper will compare the use of text-based versus video-based discussions in online courses to ascertain students’ perceptions of social presence in the course room. This paper will discuss which method of discussion would be an appropriate exchange for a live classroom discussion, this is not always the case online. Research has demonstrated that text-based discussions often do not promote genuine communication and an alternative to text-based discussion forums is video-based discussion. The strategy of text-based discussion is employable in most popular learning management systems such as Canvas or Blackboard or with a variety of other tools such as YouTube or Voice thread to accommodate the use of video discussion in online courses. Researchers have been keenly exploring the implications of these two formats on engagement, comprehension, and overall effectiveness. This study delved into the key findings from community experiences by online students comparing and contrasting text-based and video-based discussions, examining their impact, and shedding light on their relative advantages and disadvantages. The purpose of this research paper was to compare the sense of community experienced by online students taking part in text-based versus video-based discussions. The implications of this study indicated that most of the students reported that they preferred text-based discussions; however, the students in this study felt video-based discussion boards promoted the ability to form connections with their learning community

Education plays a crucial role in ensuring political stability and driving socio-economic progress within a country. However, the presence of varied education systems offering distinct forms of instruction has resulted in an uneven educational framework. The researchers conducted an examination of Pakistan's education system, its operational mechanisms, and associated challenges, utilizing a mixed methodology. Within the quantitative segment, the researchers employed a survey technique alongside a questionnaire to gather data from a sample of 450 participants through a multi-stage systematic sampling approach. For the qualitative phase, the researchers employed an interview guide to engage 40 participants, including university-level teaching staff and students. The findings of the current investigation reveal that education serves as a catalyst for political stability by instilling a sense of national rights and responsibilities among individuals. This heightened awareness subsequently fosters cooperation, participation, and harmony. Furthermore, education molds individuals' characters, enabling their active participation in societal affairs. It emerges as a fundamental tool for empowerment, promoting human rights and gender parity

Service-learning is a teaching approach that gives students opportunities to participate in a service that meets community needs as well as being relevant to the curriculum content and to reflect on the service-learning activity/activities and experience. While the discipline specific content is determined by the National Approved Curriculum for the respective Degree, Diploma or Certificate programme, activities which contribute towards concretising concepts and thus, marry theory with real-life challenges are jointly designed and agreed upon by the subject lecturer and the specific community partner. As pre-service teachers engage in service-learning activities, they experience personal and professional growth through: (i) taking leadership roles in service-learning activities; (ii) exposure to- and awareness of the real-life environment in which the 21^st Century teaching profession has to operate; (iii) engaging in and participating in authentic real-life centred teaching practices; (iv) acquisition of new dispositions necessary for a 21^st Century teacher; and (v) exposure to- and the relevance of service-learning as a teaching/learning pedagogy. Therefore, this study is a literature review of a range of some of the existing work on service-learning and it collates and brings together key components of service-learning, its benefits, and challenges. The implications of service-learning in Teacher education programmes are that curriculum content should be questioned regarding its relevance in modern day society, how well it prepares pre-service teachers for teaching skills and needs of a rapidly changing economy and society, and that education should take place in an authentic learning environment where community service activities are integrated with the academic curriculum

Artificial intelligence (AI) approaches offer effective support for online learning and teaching, including personalizing learning for students, automation for instructors’ routine tasks, and fueling personalized appraisals of students. However, while the opportunities for AI are promising, the impact of AI systems on the culture of expectations and interactions between students and instructors are still vague. In online learning, learner–instructor interaction has a profound impact on students’ satisfaction and learning outcomes. Therefore, identifying how students and instructors perceive the impact of AI systems on their interaction is important to identify any gaps, challenges, or barriers preventing AI systems from achieving their intended potential and risking the safety of these interactions. This study becomes pertinent especially at a time where the COVID-19 pandemic has changed the education field and how knowledge was being transferred traditionally. As online and remote leaning platforms are being used at a high rate, and due to the lack of research to understand how each party perceives the role Artificial Intelligence plays has provided the need for this original study. For the purposes of this research paper and to address this need we will conduct interviews with 10 graduate online students and 2 instructors on their perception of AI in online learning.