Journal of Higher Education Theory and Practice

Enduring the COVID-19 Pandemic at a Major Research University

Robert S. Keyser — 2024-11-15

This descriptive study provides insights into the perceptions associated with the handling of the COVID-19 pandemic, it’s impact on degree progression, and protocols that a major R2 research university community would like to see remain in place once the pandemic ends. A Qualtrics survey was used to draw responses from the community. Our research findings conclude that: 1) Responses were mixed concerning KSU doing a good job in handling the COVID-19 pandemic, 2) The majority of student responses felt that transitioning to online course delivery did not adversely impact their degree progression, 3) Whereas vaccine availability and testing were what most impressed respondents about KSU’s handling of the pandemic, the discontinuation of a mask mandate after the Summer 2020 semester is what least impressed respondents, and 4) The ability to work remotely was the most popular protocol that respondents preferred to see remain in place after the pandemic ends.

AACSB-Accredited Colleges and Universities: An Examination of Standard A5 as a Guide to Prepare Accounting Graduates for the Digital Workplace

Kyler McKenzie — 2024-11-15

Employers demand that accounting graduates are well-versed in information and communication technologies. The Association to Advance the Collegiate Schools of Business (AACSB) establishes Standards for business and accounting schools, colleges, and universities across the globe. This systematic literature review examines the peer-reviewed research surrounding AACSB-Standard A5 Information Technology Skills, Agility, and Knowledge for Accounting Graduates and Faculty. Specifically, how AACSB-accredited institutions employ Standard A5 to guide curriculum innovation and change management best practices is emphasized. Results underscore the importance and significance of Standard A5 in navigating continuous improvement curriculum efforts in higher education.

Bridging Gaps With Experience: Priming Faculty for Successful Online Course Development

Frederique Laubepin — 2024-11-15

This article presents a novel approach to faculty onboarding in the development of online courses through an experiential learning framework, as implemented at the University of Michigan’s School of Public Health. By integrating faculty into a comprehensive, hands-on training process, the initiative aims to bridge common gaps in online course development and facilitate collaborative efforts among faculty and course development teams. The paper details the structured three-phase approach aimed at enhancing faculty's practical understanding of online education terminology, processes, and collaboration with cross-functional teams. The documented outcomes indicate a marked improvement in the efficiency, quality, and overall engagement of faculty in the course development process. They underscore the critical role of hands-on experience coupled with reflective practices in priming faculty for effective collaboration with diverse course development teams, proposing this model as a scalable and adaptable blueprint for faculty development practices.

Integrating Information Technology Terminology Into English for Specific Purposes (ESP) Classes

Gulshan Khamdamova — 2024-11-15

English for Specific Purposes (ESP) courses aim to equip students with the language proficiency essential for their selected occupations or academic fields. In the contemporary digital landscape, information technology (IT) has emerged as a vital component across various industries, making it imperative for individuals to gain a comprehensive understanding of IT terminology. This article delves into the significance of teaching IT vocabulary within ESP lessons, highlighting the critical role that language plays in professional success. In addition, it offers practical strategies and recommendations for effectively integrating IT terminology into language acquisition, ensuring that learners can navigate the complexities of the IT landscape with confidence.

Artificial Intelligence-Assisted Curriculum Development: Innovations in Designing Educational Content for the 21st Century Learner

Karina Kasztelnik — 2024-11-15

The advancement of Artificial Intelligence (AI) technology has led to a new wave of innovation in education, particularly in curriculum development. This article delves into the extensive potential of AI-assisted curriculum development, providing a comprehensive overview of current advancements, methodologies, and implications of integrating AI into educational content design. By analyzing theoretical frameworks, technological advancements, and empirical research, I demonstrate how AI facilitates the creation of dynamic and personalized learning experiences that cater to the diverse needs of modern learners. I also address the ethical considerations and challenges of implementing AI technologies, such as data privacy, algorithmic bias, and the digital divide. Through interdisciplinary cooperation and ethical use of AI, we advocate for a well-balanced approach that maximizes the benefits of AI while minimizing its risks. By utilizing AI to enhance curriculum design, educators can efficiently prepare students for the complexities of the contemporary world, fostering lifelong learning and adaptability in an ever-evolving global environment.