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Diffusion of High Impact Educational Practices at a Saudi University
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- Additional Information
- Author(s):
- Peer Reviewed:
Y
- ISSN:
2407-9898
- Subject Terms:
Foreign Countries,
Higher Education,
Educational Practices,
Competence,
Competency Based Education,
Success,
Employment Qualifications,
Public Colleges,
Job Skills,
Communication Skills,
Organization,
Knowledge Level,
Creativity,
Social Responsibility,
Core Curriculum,
Communities of Practice,
First Year Seminars,
Student Research,
Undergraduate Students,
Program Implementation,
Sustainability,
Engineering Education,
Nursing Education,
Educational Finance,
College Faculty,
Teacher Role,
Administrator Role,
Student Role - Subject Terms:
- Abstract:
Higher education is challenged by workforce needs to transform its outcomes from "knowledge-based" to "competency-based" outcomes. High-impact educational practices, commonly referred to as HIPs, provide, among other benefits, efficacious development of workforce-ready specific competencies. Strategic implementation of HIPs has yet to be diffused at Saudi universities. The Northern Border University (NBU) has identified a set of core competencies graduate workforce-ready graduates. To effectively realize the intended outcomes of its core competencies, NBU selected a set of HIPs to increase student success. This paper discusses NBU's processes and implementation strategies in selecting core competencies and HIPs with ultimate aim of translating both to the local higher education culture and norms in order to effectively achieve desired outcomes.
- Abstract:
As Provided
- Education Level:
Higher Education; Postsecondary Education
- Publication Date:
2022
- Accession Number:
EJ1357036
