Critical Analysis of Higher Education Sector in Libya / Part 3


gepostet am : 30-08-2013 | von : Koltermann | Kategorie : Education abroad, Gastautor, Overseas
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4. The Survey Data, Econometric Approach and Estimated Results

The data used in this study are derived from a survey questionnaire, distributed among teachers/instructors and lectures in five major universities in Libya, in June 2012. By the end of September 2012, out of a total of 320 questionaires distributed, 200 were received fully completed. For the purpose of efficiency and accuracy, a large number of questionnaires were distributed and collected online through skype and email. Prior to this survey, a pilot study of 40 teaching staff of two universities (Tripoli and Gharyan) was conducted in May 2012, aiming to identify the major quality problems with the higher education institutions.

Following the findings from the pilot study, the final form of the questionnaire was developed. One of the main issues raised by most participants of the pilot study was that academic research appeared to be either absent or insignificant. However, a small number of staff stated that teaching (quantity and not necessarily quality) may be considered as a means of promotion and higher salary.

Moreover, the findings from the pilot study reveals that 83% of participants regarded low wages and poor promotion scheme as the two most deterministic factors in their lack of motivation in teaching and cognitive learning development. In the final survey,  for the purpose of econometric application,  the participants were asked to answer the following question, formulating our binary dependent variable:

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Have you recently considered to develop or to produce any new teaching methods or material for students?

In the final part of the questionnaire, the participants were asked if they could rate their perceptions about low wages and poor promotion schemes, based on the Likert scale (between 1 and 5, where 1 being highly dissatisfied, and 5 being highly satisfied). These two variables are therefore considered as our independent variables, as follows:

How satisfied are you with your current wages?

How satisfied are you with the promotion scheme at work?

The summa descriptive statistics relating to these three variables prersented to this table, only 22.5 % of participants stated that they had recently heired students for some form of innovative teaching. Secondly, as for the independent variables, with the means of below 2.0, participants have clearly stated their dissatisfaction with their academic system in so far as wages and promotion are concerned. These estimated means are, according to this table.

Thus, in the light of our binary dependent variable, the appropriate estimation method is a hill-climbing logistic regression.

Here you fill find Part 1Part 2 .

(Autor: Dr. M. Taghavi (Vice-Principal, Academic & Executive Programmes, IBEC, Tripoli, Libya,