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McMillan, G. Steven, Bastien St-Louis Lalonde, Frank H. Bezzina und Debra L. Casey. „Strength in small: the University of Malta’s scientific output since accession“. International Journal of Innovation Science 8, Nr. 3 (05.09.2016): 269–87. http://dx.doi.org/10.1108/ijis-06-2016-0008.
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Purpose The Triple Helix model of academia, government and industry posits that the university can play an important role, even an entrepreneurial one, in innovation in increasingly knowledge-based societies (Etzkowitz and Leydesdorff, 2000). No longer the “ivory tower” universities are now moving toward an entrepreneurial paradigm. The purpose of this research effort is to examine how such a migration has been accomplished in Malta with a particular focus on the changing activities of its University. Design/methodology/approach This paper uses advanced bibliometric techniques to examine the scientific output of the University of Malta. Data were downloaded from Thomson Reuters Web of Science. These data were then processed using the software packages Bibexcel and VOSviewer to produce detailed maps of the scientific activity. Findings The results were that the University has greatly expanded its scientific footprint since its 2004 accession to the European Union (EU). International collaborations and highly cited papers have gone up significantly. Research limitations/implications Only one country was examined in this effort, and further study should compare to Malta to other small EU countries. The findings suggest that while some might consider Malta’s progress modest in absolute terms, it has made significant strides from its prior-to-accession base. Practical implications The findings have been presented to the Malta Council for Science and Technology as evidence of the outcomes of their efforts. Originality/value Because Malta is the smallest member-state in the EU, little research has been done on its science base. However, the authors believe their findings could inform research efforts on other EU, and even non-EU, countries.
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Spiteri, Simeon, und Felix Maringe. „EU entrepreneurial learning: perspectives of university students“. Journal of Enterprising Communities: People and Places in the Global Economy 8, Nr. 1 (04.03.2014): 51–70. http://dx.doi.org/10.1108/jec-07-2013-0023.
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Purpose – This study addresses the issue of teaching in entrepreneurship courses in selected European universities in Malta and the UK. The paper aims to explore the views of students in different educational institutions about their understanding of entrepreneurship and the pedagogical aspects of teaching it. Design/methodology/approach – Qualitative case study data were collected through one-to-one interviews with 31 students engaged in entrepreneurship course in four educational institutions in Malta and the UK. Findings – Students identified four essential components that reflect the nature of entrepreneurial education. These consist of pedagogy, content, assessment and role model lecturer. Pedagogy of entrepreneurial courses was broadly seen as a mixture of traditional teaching and entrepreneurial learning. Students showed a preference for content aimed at developing creativity in practice-based situations. Preferred assessment strategies included individual assignments perceived as useful to deepen the concepts learned and stimulate individual thinking. Role model lecturers are inspiring to students. They should be individuals that are creative, have experience in entrepreneurial roles and hold academic knowledge that is useful to teach about entrepreneurship. There were variations in the views expressed by different groups of students interviewed in this study. Research limitations/implications – Due to the relatively small sample sizes, this study has limited generalisability implying the need for similar research more broadly across other universities in Europe. Practical implications – The study proposes a model for enhancing the teaching of entrepreneurial courses in universities in Europe. The model comprises teaching pedagogies responsive to the student learning needs; application of features present in the KTP model and proposes a structure for determining worthwhile knowledge that should be delivered in adherence to students learning needs. Originality/value – This study expands the understanding of the learning process of students and provides a methodological framework that can be used to research entrepreneurial education.
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Grech, Elizabeth, Anneka Pace, Tamara Attard Mallia und Sarah Cuschieri. „Gender Trends in Healthcare and Academia—Where Does the University of Malta Stand?“ Social Sciences 11, Nr. 10 (10.10.2022): 463. http://dx.doi.org/10.3390/socsci11100463.
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A current and pertinent topic is that of gender studies within healthcare students and academic staff of healthcare courses. This commentary explores the feminization of healthcare studies and the extent to which women in Malta hold key roles in academia within the faculties of Health Sciences, Dental Surgery, and Medicine and Surgery at the University of Malta. Data were publicly available from the university website. Gender (male: female ratio) trends were elicited from the data representing each level of qualification as offered by each faculty, while top academic roles within each faculty were noted. As a general trend, the number of students studying healthcare courses has increased, with an increased female-to-male ratio. Yet, in academia, men still occupy top roles. Efforts should be made to cater for all races, ethnicities, genders, sexual orientations, and socioeconomic levels within the healthcare workforce to allow delivery of the best possible service.
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Zammit, David E., und Alina Kislova. „Clinical Legal Education in Malta: Learning from experience and identifying the challenges“. International Journal of Clinical Legal Education 26, Nr. 3 (25.07.2019): 149–76. http://dx.doi.org/10.19164/ijcle.v26i3.864.
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This paper introduces the reader to clinical legal education in Malta by: 1) outlining how the internal hybridity of the Maltese legal system and the juxtaposition of English and Continental models in Maltese legal education have influenced the development of the Law Clinic at the University of Malta; 2) describing how the Maltese clinical model operates currently; 3) reviewing the experiences of students involved in clinical work.
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Parejo Llanos, José-Luis, und Enrique Maestu-Fonseca. „The political agenda in the participation of college students in the Spanish State Council of University Students“. Bordón. Revista de Pedagogía 75, Nr. 2 (30.06.2023): 177–91. http://dx.doi.org/10.13042/bordon.2023.97311.
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INTRODUCTION. During the last decade, the student movement in Spanish universities has evolved from an associative and assembly-participatory based model to a system of student councils as representative bodies with a strong influence on university governance. In addition, the State Council of University Students (CEUNE) was created so student interests could be directly promoted and mediated with the government. As the highest representative student body at the national level, it has enabled its members to pursue a political agenda throughout the last decade. METHOD. The aim of this work is to reconstruct the contexts in which student university policies have developed in order to describe and analyse the evolution of the debates, agreements and disagreements that have emerged within this Council. Through discourse analysis, we triangulate information from CEUNE meeting minutes, student manifestos, media coverage and interviews with key informants. RESULTS. We discuss the role of CEUNE in influencing university policy through classic issues (scholarships and public prices) and its capacity to introduce new issues to the agenda. DISCUSSION. Lastly, we analyse whether different administrations have planned their activities in cooperation with student representatives.
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Tuncer, A. Murat. „Evaluation of University Students opinions about the quality of education in Universities and the Higher Education Council in Turkey“. International Journal of Research and Scientific Innovation X, Nr. V (2023): 98–108. http://dx.doi.org/10.51244/ijrsi.2023.10510.
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Four hundreds eighty-six (486) university students investigated the opinions of Turkish University Students on Quality of University Education and Higher Education Council. Mostly public universities (%64.2), and they are from 34 different universities; 486 university students with an associate degree, undergraduate and graduate and postgraduate university students between the ages of 18-65 filled out the questionnaire (Tuncer 2023). There were ten questions about the Higher Education Council’s (YÖK) thoughts, university rectorate appointment and election, university, and academic autonomy. In addition, with a question about the most important critical or essential for university students, the perception of student problems was tried to be learned. As 4 out of 486 students did not complete most of the questions, they were eliminated and the evaluation was made on 482 students (Tuncer 2023) (This study was produced from the data of A.Murat Tuncer’s PhD thesis). Out of all students 62.3% women, 91.2% were single, and 57.9% of the students lived on family assistance. 61.1% of the students live on less than 3000 TL per month. 24.5% live in the dormitory, and 56.8% living with their own family. 89.1% of students assessed the performance of the Higher Education Council as not working well. 14.6% of the students considered the universities are free in Turkey. 42.5% of university students perceive university free as academic, financial, and administrative, 36.5% of the students want the university rector to be elected by voting in which all components of the university, namely students, faculty members, and administrative staff, will participate together. 80.6% of the students think that there is no equality in access to education in our country. Although the majority do not have an opinion on whether to enter the university with an exam or not, 40.6% of the students have a favorable view of the baccalaureate-style general examination test at the end of high school.43.7% of the students do not find it appropriate to give scholarships based on their exam scores. Regarding the quality of university education, 38.5% of the students are neither good nor bad, 34.9% find it high quality and 26.6% find it poor quality. The beginning of most critical problems mentioned is missing problems and the colorlessness of social life. It was also evaluated whether the students were from private and public universities and whether there were significant differences in the answers given according to the years in the university.
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Lestari. YR, Novia Yustika Tri, Utami Dyah Syafitri und Mulianto Raharjo. „Faktor-Faktor yang Memengaruhi Keberhasilan Studi Mahasiswa IPB Jalur Ketua OSIS dengan Metode Pohon Regresi“. Xplore: Journal of Statistics 11, Nr. 2 (26.06.2022): 70–83. http://dx.doi.org/10.29244/xplore.v11i2.863.
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The success of IPB student's study can be seen from the achievement index obtained at the end of each semester. Meanwhile, the success rate of one's study is generally influenced by two factors, internal factors and external factors. Internal factors consist of intelligence (intellectual), physical, attitudes, interests, talents, and motivations, while external factors consist of family circumstances, school conditions, and the community environment. Therefore, this study uses the analysis method of classification and regression trees (CART) to find out what factors influenced the success of the Student Council (OSIS) university students.
Regression tree it is one of the methods of classification and regression trees (CART) to perform classification analysis on both categorical and continuous response variables. Continuous response variables will produce a regression tree or hierarchical data group that starts at the root and ends with a relatively homogeneous small group. The response variable used in this study is the Achievement Index of first semester students. The results obtained from the analysis showed that there are several different variables in each class in influencing the success of the student council (OSIS) university students, but if we look further, there are two variables that are the same in influencing the success of the student council (OSIS) university students, which are variables from high school province and student study programs.
This study uses secondary data from 493 IPB students track the chairman of the student council of the year 2018-2020 which is still active until now. Furthermore, the analysis of the regression tree is performed against four different models, for each of the force and the overall force by adjusting the variables available. The formation of tree regression performed 10 repetitions and the results of regression trees is taken from a tree which has the approximate value of the smallest risk. Then, the final results obtained from the analysis showed that there are several different variables in each class in influencing the success of the student council (OSIS) university students, but if we look further, there are two variables that are the same in influencing the success of the student council (OSIS) university students, which are variables from high school province and student study programs.
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Jagiełło-Kowalczyk, Magdalena, Magdalena Marcisz, Paulina Dziadkowiec und Marcin Stopka. „Nowy ład przestrzenny miasta wielokulturowego. Valletta, Malta“. Środowisko Mieszkaniowe, Nr. 38 (September 2022): 86–95. http://dx.doi.org/10.4467/25438700sm.22.008.16108.
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W artykule skupiono się na zdiagnozowaniu problemów społeczno-przestrzennych Malty jako kraju wielokulturowego. Badania prowadzono w oparciu o zdefiniowanie potrzeb mieszkańców kraju oraz na analizie rozwoju społeczno-przestrzennego reprezentatywnej dla Malty – Vallety. Wnioski z badań posłużyły jako punkt wyjścia do próby wytyczenia kierunków kształtowania nowego ładu przestrzennego dla miasta. Badania prowadzono w ramach współpracy Politechniki Krakowskiej z Konsulatem Republiki Malty w Krakowie. Powstały propozycje projektowe współczesnych założeń architektoniczno-urbanistycznych w stolicy Malty uwzględniające wytyczne wynikające z wniosków z przeprowadzonych badań. Propozycje te zostały przedstawione w pracach dyplomowych magisterskich studentów drugiego stopnia kierunku Architektura na Wydziale Architektury Politechniki Krakowskiej. A Multi-Cultural City’s New Spatial Order: Valletta, Malta This paper focuses on diagnosing the socio-spatial problems of Malta as a multi-cultural country. The study was based on defining the needs of the country’s citizens and an analysis of the socio-spatial development of Valletta – as a city representative of Malta. The conclusions of this investigation served as a starting point for an attempt to formulate guidelines for shaping a new spatial order for the city. The study was performed as a part of cooperation between the Cracow University of Technology with the Consulate of the Republic of Malta in Cracow. Design proposals of contemporary architectural and urban complexes in Malta’s capital that included said guidelines were drafted. These proposals were presented in Master’s thesis projects prepared by second-cycle students of the Architecture course taught at the Faculty of Architecture of the Cracow University of Technology.
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Villacampa, Carolina, und Alejandra Pujols. „Stalking Victimisation: Prevalence and Dynamics amongst Spanish University Students“. European Journal of Crime, Criminal Law and Criminal Justice 25, Nr. 4 (23.11.2017): 347–70. http://dx.doi.org/10.1163/15718174-02504003.
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Stalking was recently criminalised in Spain and other European countries, following the signing of the Council of Europe Convention on preventing and combating violence against women and domestic violence, despite a lack of empirical knowledge of victimisation by this phenomenon. Previous research carried out in the usa and in other European countries on victimisation by stalking with female samples has shown that young women are the most frequently victimised group. Based on those findings, research was conducted in Spain with a sample of 1,162 university students, including women and men. This paper presents the main findings of this research, determining the prevalence of stalking victimisation, the victim and stalker profiles, and the dynamics of this type of victimisation.
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Sidorov, Sergey, und Vasily Tarakanov. „Prehistory of Volgograd State University. 1971–1980“. Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, Nr. 2 (Juni 2020): 128–46. http://dx.doi.org/10.15688/jvolsu4.2020.2.9.
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Introduction. The authors analyze the process of establishing a state university in Volgograd, the last university set up in the RSFSR during the existence of the USSR. Materials. This study is based on the basis of archival materials first introduced into scientific use (State Archive of the Russian Federation (SARF), Russian State Archive of Recent History (RSARH), Center of Recent History Documentation of Volgograd Region (CRHDVO)). Analysis and Results. The initial idea of the representatives of governing bodies in Volgograd region to organize a university on the basis of Volgograd Polytechnic Institute did not find support from the leadership of the country in 1971. In 1972 it was decided to start organizing a new type of higher education institution for Volgograd, that is a classic university. This idea found support in Moscow, which was manifested in the resolutions of the Secretariat of the CPSU Central Committee in 1973 and the USSR Council of Ministers and the RSFSR Council of Ministers in 1974. The necessity for creating appropriate educational and teaching resources and facilities, the manpower problem and insufficient funds led to postponing initially proposed dates for the University opening from 1974 to 1978, and then to 1980. The first admission of students in 1980 was in the building of a comprehensive school specially built for this purpose near the future University complex, the first building of which would be put into service only in 1983. The issue of the development of the young University was under the constant control of the Council of Ministers of the RSFSR for many years. Only in March 1986 it was decided to discontinue supervision over the resolution of the Council of Ministers of the RSFSR no. 561 of October 21, 1974.
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Vevere, Velga. „DEALING WITH DIFFERENCES IN ACADEMIC STANDARDS AND LEARNING PRACTICES AMONG INTERNATIONAL STUDENTS AS PART OF UNIVERSITY SOCIAL RESPONSIBILITY“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (26.05.2017): 411. http://dx.doi.org/10.17770/sie2017vol1.2443.
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The focus of the present research is international students’ adaptation in the academic environment. The working hypothesis is that there exists a gap between international students’ perception of the university policy dealing with academic problems and university (international office, student council, and teaching staff) vision of the same issue. The current research employs the following methods: the monographic (literature review) method and series of semi-structured interviews (20 interviews with international students, seven interviews with university lectures who deal with these students on a daily basis), and an in-depth interview with the university vice rector. The research questions are: (1) What are the key factors of the international graduate students’ academic adjustment in Turiba University? (2) What is the role of the university in assuring international students’ academic integration? The results are interpreted qualitatively, using the method of inductive thematic analysis.
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Hilbert, Michael. „The Ninth Colloquium of Anglican and Roman Catholic Canon Lawyers“. Ecclesiastical Law Journal 10, Nr. 3 (12.08.2008): 357–59. http://dx.doi.org/10.1017/s0956618x08001476.
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The Ninth Colloquium of Anglican and Roman Catholic Canon Lawyers took place from 3 to 6 April 2008, at Bishop's House, Sliema, Malta, and the meeting was graciously hosted by the Anglican contingent. The ten participants (five Anglican and five Roman Catholic) were: on the Anglican side, Norman Doe (Chair), Bishop Paul Colton, Mark Hill, Anthony Jeremy (all from the Centre for Law and Religion at Cardiff Law School) and Stephen Slack (Director of Legal Services at the Archbishops' Council, Church of England); and, on the Roman Catholic side, James Conn, Michael Hilbert, Aidan McGrath (all from the Faculty of Canon Law at the Pontifical Gregorian University), Robert Ombres (Procurator General of the Dominicans) and Fintan Gavin.
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Zabolotna, Oksana, und Anna Pidhaietska. „Canadian University of Alberta Student Participation in Higher Education Institution Governance“. Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, Nr. 3 (2019): 103–7. http://dx.doi.org/10.33310/2518-7813-2019-66-3-103-107.
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The article explores the process of involving Alberta university students in higher education institution governance. The article emphasizes that students are able to manage their affairs independently, satisfy their diverse needs and protect their political rights and interests. It has been proven that Canadian university of Alberta students are actively involved in academic and administrative decision-making process that is significant for university functioning. This article reveals the formal decision making bodies of the University of Alberta, student organizations as a whole and especially two major student organizations – the Students` Union and the Graduate Student Association, which represent the undergraduate and graduate student on campus. The main formal decision making bodies of Alberta University are the Board of Governors and the General Faculties Council. Among other formal bodies of all levels there are the Senate, the Dean`s Council, Dean`s advisory committees, and some department committees. These decision making bodies include members of academic and support staff, administrators, representatives of the general public, undergraduate and graduate students, especially senior ones. The article recalls that two primary functions of each student organization are to protect student interests and to promote the welfare of students. It has been emphasized that student representatives sit on almost all governing bodies of Alberta University, taking part in university policy making and in administering university affairs, including student affairs. This article highlights student involvement in university governing bodies and student motivation for participating in university governance. Among most common student motivation factors are desire to serve other students, social reasons, influence of parents and friends, wish to improve university governance and to gain their own experience. Decision areas from which students are excluded have been noticed. It has been stressed that student roles in decision making on university committees depend on each individual student participant. Some students act as colleagues, some as watchdogs, some as leaders in discussions or debates, but large number of students are only information providers. Informal strategies used by students in order to influence university governance, include their media, a radio station, two student newspapers, caucuses, training programs which have played important roles in helping them to attain their objectives.
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Lee, Jae-Hyun. „Humanity Education as Liberal Arts Education Through the Operation of University Students Overseas Volunteer Activities“. Korean Association of General Education 17, Nr. 6 (31.12.2023): 427–37. http://dx.doi.org/10.46392/kjge.2023.17.6.427.
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In the 21st century era of science and technology, the importance of humanity education is becoming more prominent. Humanity education is mainly conducted by the person in charge of liberal arts education at any given university. Among humanity education as liberal arts education, this thesis focused on subjects related to university student volunteer activities and non-subject activities. Volunteer work often stems from spontaneity. However, the reality is that in the Korean educational field, volunteer work is regarded as either an anti-arbitrary and compulsory activity allowing for the attainment of favorable scores for university entrance exams, or to meet university graduation requirements. However, it should not be overlooked that service can be strengthened through education and training, and spontaneity can be established. In this respect, overseas volunteer activities for university students can be said to be a very important extracurricular endeavors when it comes to training the basic training of services, such as sharing and serving and cultivating the leadership of serving. In this paper, the actual operation of overseas volunteer activities through Dongduk Womens University and a university council called the <i>Korean University Council For Social Service</i> were examined as humanity education for university students. In addition, in this study we examined how volunteer work has a positive effect on individual character growth and humanity education of university student volunteers. We also confirmed that university students overseas volunteer activities are very useful educational tools for the development of humanity education, which functions as one of the pillars of liberal arts education.
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Formosa, Marvin. „The travails of gerontology education in Malta: Challenges and possibilities“. International Journal of Population Studies 8, Nr. 1 (27.06.2022): 40. http://dx.doi.org/10.18063/ijps.v8i1.1311.
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As in recent decades, Malta has experienced an increase in both the number of available university programs in ageing studies and graduate students, the aim of this article is to evaluate the country’s efforts in ensuring a trained workforce in gerontology, geriatrics, and dementia education. While Malta punches above its weight as far as gerontology education is concerned, one also notes a number of shortcomings. The country is still devoid of a clear space for professional gerontologists to put in practice all their knowledge, and unfortunately both public and private employers are still highly unaware of the skills that professional gerontologists can bring toward the improvement of the quality of life and well-being of older persons living either in the community or long-term care. Moreover, curricula remain hindered by two key limitations. Primarily, there is a disproportionate Western bias in the choice of theories and practices in all realms of ageing studies. Second, that no full-time faculty member at the Department of Gerontology and Dementia Studies is a geriatrician, and that such faculty members all service the University on a visiting basis. In this respect, this chapter recommends three key and urgent strategies for gerontology education in Malta. These include establishing gerontology as a discipline in its own right is long overdue, founding gerontology as a bona fide profession, and accrediting gerontology.
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Eremenko, T. „Ethical regulation of students’ using information: The comparative case study of Russian and US universities“. Scientific and Technical Libraries 1, Nr. 11 (07.11.2019): 75–92. http://dx.doi.org/10.33186/1027-3689-2019-11-75-92.
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The findings of the comparative study of documents representing the process of supporting the academic ethical values in students' information activities are presented. The empirical data were obtained as a result of analysis of 24 ethical codes of Russian universities and documentation of the Harvard University Honor Council. The documents indicating the practice of ethical regulation in the field of students' work with information loaded to the official websites of Russian universities are studied. The procedures of the Harvard Honor Council are discussed, the statistics of violations of academic integrity examined by the Honor Council is analyzed. The author concludes that Russian universities are at the initial stage of implementing full-fledged system of ethical regulation of the university community activities, and their initiatives aimed at approval of their ethical codes are primarily of the declarative nature. Based on the study of documented practice of the Harvard Honor Council, it is demonstrated how a well-developed ethical regulation mechanism provides for efficient control over the observance of the principles of academic integrity that are postulated in Harvard's Code of Honor. The conclusion about the high degree of influence of the “Codes of Honor” on the US university community is made.
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Stromov, V. Y., P. V. Sysoyev und V. V. Zav’yalov. „Cluster Approach to the Development of Youth Entrepreneurship in Classical University“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, Nr. 7 (01.08.2019): 102–9. http://dx.doi.org/10.31992/0869-3617-2019-28-7-102-109.
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Training of qualified personnel in the field of entrepreneurship is one of the conditions for economic growth in the country. Modern universities which are centers of regional innovation development set themselves the task of creating competences in the field of entrepreneurship among students. The development of competences in the field of entrepreneurship among students of all other areas of training and specialties can significantly expand the employment opportunities for students upon graduation from the university and diversify small and medium-sized businesses in the regions. This paper presents the experience of Derzhavin Tambov State University on the implementation of the educational project “Youth Entrepreneurship”, focused on teaching entrepreneurship to students of all areas of training. The project was initiated and carried out by the joint student scientific council within the framework of the institute of mentoring, as well as in cooperation with the business structures of the region. The project based on the cluster approach includes five stages: 1) the joint student scientific council program; 2) the Tambov Innovation Business Incubator program; 3) “Geometry of business” program of the center of small and medium business support; 4) start-up development, and 5) opening of small innovative enterprises. The work presents in detail the substantive content of the project and describes its stages.
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Kluev, Vladimir K. „The New Challenges of University Pedagogical Community“. Bibliotekovedenie [Library and Information Science (Russia)], Nr. 1 (25.02.2013): 114–20. http://dx.doi.org/10.25281/0869-608x-2013-0-1-114-120.
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On the enlarged meeting of Educational and Methodical Council of Higher Education Institutions of the Russian Federation on the Education in the field of Library Information Activities on the basis of the Moscow State University of Culture and Arts, which was held on December 5, 2012. On the agenda of the meeting were questions of realization of new generation of industry educational standards for baccalaureate and magistracy. The special attention was paid to the methodical support of academic activities, the justification of initiation of actual training programs for students, the prospects of training for libraries in the near future.
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Kakhnych, Volodymyr. „Formation of Legal Education at the University of Melbourne: International Experience for the University of Lviv“. Law Review of Kyiv University of Law, Nr. 4 (30.12.2020): 57–60. http://dx.doi.org/10.36695/2219-5521.4.2020.08.
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In the article the formation of legal education at the University of Melbourne, its short and successful path to worldwide recognitionis examined. The importance of researching such a successful example for national legal education is shown. Important researchby well-known professors who have worked at the University of Lviv and the University of Melbourne is depicted, and their contributionto the study of legal education in Melbourne is revealed.The author of the article shows that the experience of legal education in one of the oldest law schools in Australia – the Universityof Melbourne, which is now one of the world’s leading universities, as well as 50 best educational institutions in the world, is importantas an example of legal education for Ukrainian universities, in particular Lviv University. Legal education at Lviv University occupiesa significant place in the education of young professionals for crucial government positions.Founded in 1853, the University of Melbourne is the second oldest university in Australia. This is a state research university. Itconsists of 10 colleges located on the main campus and in the surrounding suburbs, which offer academic, cultural and sports programs.The University of Melbourne often ranks first among Australian universities in the world rankings. More than 46 % of his students areforeigners. This school is officially accredited by the Australian Department of Education and Training.The teaching of law, until 1873 at the University of Melbourne, was governed directly by the board and faculty; there was nocouncil or committee in charge of the faculty, and no head or administrator to lead the law course other than faculty and university officials.It was the council that decided on the details of the curriculum and considered students’ complaints about things like absenteeismand lecture venues. Other disciplines were in the same position. Not only in the field of law, but in general, the university did not havefaculties that would be responsible for certain areas of study.The university was so small that in 1872 it had only 134 students, 53 of whom studied law. In the early 1870s, the situation wasfavorable for change. The council committee explored the possibility of expanding the teaching of law by creating more subjects andlecture courses, and at the same time, by creating a new body, a faculty to oversee them.The council committee called this change the creation of a law school, and since then the terms “law school” (“law schools”) and“law faculty” have sometimes been interchangeable. Law classes were called a “school of law” for several months after their foundingin 1872. This term was sometimes used in another sense (as a discipline with honors). Despite the ambiguous terminology, the councilmeant the creation of the faculty and the accompanying reorganization of teaching in 1872–1873.The author of the article argues that building a legal education in Ukraine is impossible without a proper study of the experience,knowledge and practical skills that existed at the University of Melbourne. The opinion is based on the fact that the organization ofwork, cooperation with students and involvement of a large number of foreigners remains a model to follow. This approach to coope -ration and establishing contacts with their structure has made them famous and universally recognized worldwide. We can see thisbecause the University of Melbourne is now one of the world’s leading universities, as well as one of 50 best educational institutionsin the world.
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Caruana, Simon. „Student readiness: Training and re-training in online higher education“. Malta Journal of Education 2, Nr. 1 (15.09.2021): 236–54. http://dx.doi.org/10.62695/rreg2038.
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The COVID-19 pandemic experienced placed considerable pressures on education. This paper explores the challenges faced by university students when operating in a blended learning environment. Students were asked to interact with a Moodle-based online environment. An initial focus group, followed by a series of in-depth interviews, was carried out with a group of undergraduates from the University of Malta. Thematic analysis was adopted to identify the main themes highlighting their concerns. The findings suggest that students had an incomplete set of competences required to interact effectively with the online environment. They were having great difficulty in self-managing their time between study and other commitments. When training was provided, student online interactivity increased and the quality of the work submitted improved. The study reiterates the need for students to be given the right combination of knowledge, skills and competences which need to be continually updated due to the evolving nature of online learning environments
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Johnson, Chithira, Rizwan Gitay, Khalifa Al Hazaa, Abdel-Salam G. Abdel-Salam, Radwa Ismail Mohamed, Ahmed BenSaid, Rusol Adil Naji Al-Tameemi und Michael H. Romanowski. „Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University“. SAGE Open 12, Nr. 3 (Juli 2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079847.
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UNESCO reports enrollment in higher education in the Arab and Gulf Cooperation Council region doubled from 5.1 million in 2000 to 10.7 million in 2015. Despite significant budgets and the world’s lowest teacher-to-student ratio, higher education in this region is plagued by student underachievement. This study identifies academic underachievement factors among undergraduate students at risk at a national university in the GCC. As part of the Intrusive Intervention Program, students were required to complete an Academic Success Plan that delineated academic, personal, social, career, and other academic underachievement reasons. Based on 5,040 students’ responses that indicated their academic underachievement causes, findings reported that students perceived academic factors as the most recurrent reason for academic underachievement. In contrast, social adjustment causes were found to be the least recurrent. Specific causes are reported under each category and discussion is provided against gender, nationality, major, and classification.
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Lee, Jaechang, Songie Han und Sanghoon Park. „Measurement and Utilization of Major Ability in University: Focusing on the case of S University“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 18 (30.09.2022): 449–65. http://dx.doi.org/10.22251/jlcci.2022.22.18.449.
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Objectives The purpose of this study is to explore the measures to measure and utilize major ability for data-based major education quality management through the analysis of previous studies.
Methods Through the analysis of previous studies and the expert council, measures for measuring and utilizing the university's major ability were presented.
Results The detailed conclusions are as follows: First, it was confirmed that the development of the major ability measurement tool was largely divided into three types. A case of developing a measuring tool that can be used universally regardless of the characteristics of the major, a case of developing a customized measuring tool reflecting the characteristics of each major, and a case of using the results of students' academic achievements in CQI, the university's quality management system. Second, measures and utilization measures were presented in the areas of class planning, operation, evaluation, and feedback. In the lesson plan area, when writing the lesson plan, an evaluation plan was established by dividing major abilities into knowledge, skills, and attitudes, and target scores were set for each area so that students could identify the goals of their major ability to reach. In the area of class operation and evaluation, various evaluation methods such as paper-based tests, performance evaluations, assignments, quizzes, and presentations were presented in accordance with the pre-set class plan. In the feedback area, a method of quantifying and visualizing the measurement results of major ability and providing them to professors and students was suggested. Third, it was proposed to develop a certificate of achievement of major ability so that students' major ability could be linked to career decision, employment and foundation.
Conclusions The major ability measurement tool should be developed in a way that confirms the objective ability based on the students' academic achievement data, and a detailed design is required from the lesson planning stage to the feedback after measurement. In addition, it is necessary to develop a plan to utilize the major ability measurement to improve classes or help students find employment and start a business.
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Mifsud, Dione. „Transcultural encounters on a Mediterranean island: Stories from a dual degree“. Learning and Teaching 8, Nr. 1 (01.03.2015): 50–72. http://dx.doi.org/10.3167/latiss.2015.080104.
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This article explores the decision by two universities, the University of Malta and the University of Maryland, College Park, U.S.A., to create a dual master's degree in transcultural counselling. The difficulties encountered by the two universities in creating a harmonised system encompassing tuition, assessment, accreditation and regulatory procedures will be discussed, as well as the complexities of learning and teaching and the opportunities for intercultural learning. The article explores the experiences of the students and academics as they grapple with two different philosophical and academic systems, but also with their own personal and professional differences as narrated, composed and received in their different contexts – interactional, historical, institutional and discursive. Through the narratives of the research participants a powerful tool for course evaluation was created.
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Takač, Iztok. „The Faculty of Medicine of the University of Maribor Celebrates 20 Years“. Acta Medico-Biotechnica 16, Nr. 2 (17.12.2023): 9–18. http://dx.doi.org/10.18690/actabiomed.258.
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The Faculty of Medicine of the University of Maribor (MF UM) was established on October 2nd, 2003. The Council of the Republic of Slovenia for Higher Education ratified the university study programme “General Medicine” on December 3rd, 2003, whereupon in autumn 2004, the first 89 students enrolled in this programme. Since then, and until the end of the year 2023, 1,090 students will have completed their studies with a degree. The Council of the Republic of Slovenia for Higher Education gave consent, with an agreement, to the implementation of the new doctoral study programme “Biomedical Technology” at the MF UM on April 15th, 2005. In the academic year 2005/06, the first generation of postgraduate doctoral students was enrolled, specifically, 29 students in the first and 16 students in the second study year. From then, and until the end of 2023, there will have been 156 Doctors of Science promoted at the MF UM. The Slovenian Quality Assurance Agency for Higher Education bestowed the accreditation of the UMSP “Dental Medicine” programme on the MF UM on January 9th, 2020. The first generation of 20 students of “Dental Medicine” enrolled in the academic year 2021/22. In the beginning, the MF UM operated in numerous locations. On April 30th, 2004, the renewed building at Ljubljanska Ulica 5 was handed over for use, and on January 27th, 2006, the building at Magdalena Trg 5 followed. The foundation stone for the new building at Taborska Ulica 8 was laid on June 20th, 2011. The construction lasted for two years and three months, whereupon it was handed over for use on September 18th, 2013. The MF UM includes 36 university departments and 11 institutes. Professional services are organized into three departments: the Student and Study Affairs and the International Cooperation Department, the Economic and General Affairs Department and the Legal and General Affairs Department.
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Settee, Priscilla, und Shelley Thomas-Prokop. „Community University Research Agreement“. Australian Journal of Indigenous Education 36, S1 (2007): 38–44. http://dx.doi.org/10.1017/s1326011100004683.
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AbstractThis paper describes the process of engaging the extended Indigenous community within Saskatoon and the surrounding First Nations communities in what would be a first major research project between Indigenous communities and the University of Saskatchewan. A management committee was established comprised of all the major Saskatoon/Saskatchewan Indigenous organisations, such as the Federation of Saskatchewan Indians, Saskatoon Tribal Council, First Nations University of Canada and other community-based groups to ensure that research reflected First Nations and Metis needs. The project called “Bridges and Foundations” awarded some 35 projects close to two million dollars in research funds. The money was awarded through graduate student research bursaries, and community-based projects which highlighted the needs of Indigenous women, youth, students, elders and urban populations. The three research themes included respectful protocol, knowledge creation, and policy development. The research projects, which were largely Indigenous designed and driven, created one of the most extensive research collections over a period of four years and included major data collection on community-based research, Indigenous peoples and Indigenous knowledge systems and protocols. The paper relates the development of the project and speaks about the need for Indigenous peoples to lead their own research as well as the benefits of collaboration. It also highlights several of the research projects including a conference on Indigenous knowledge (2004), a video project describing the community mobilisation process behind Quint Urban Housing Co-operatives,
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Akel, Marwan El, Mohamad Rahal, Mariam Dabbous, Nisreen Mourad, Ahmad Dimassi und Fouad Sakr. „Experiential Education in Pharmacy Curriculum: The Lebanese International University Model“. Pharmacy 9, Nr. 1 (29.12.2020): 5. http://dx.doi.org/10.3390/pharmacy9010005.
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Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.
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Gururaj, Suchitra V., Brianna Davis Johnson und Lakeya Omogun. „The Student Experience of a City-University-Community Service-Learning Classroom“. Journal of Community Engagement and Scholarship 16, Nr. 1 (28.06.2023): 1. http://dx.doi.org/10.54656/jces.v16i1.539.
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The Austin City Hall Fellows Program at The University of Texas at Austin was a student civic leadership program designed to build Austin City Hall’s capacity to reach potential leaders in diverse new council districts. Undergraduate students in this program took a single-semester service-learning course that connected them with partners from the city, the community, and the university. Using Howard’s (1998) framework, our study analyzed student assessments from five cohorts of the class to understand how students experienced a service-learning class based around a multipartner community-university-city partnership. Our findings revealed that students experienced a nonlinear path to engagement in a synergistic classroom. This study offers implications for adjusting service-learning classes and projects to integrate and sustain relationships with multiple partners, even as the context of the service landscape and learning context are evolving.
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Piyavsky, S. A., S. R. Kiryukov, A. S. Kuznetsov und G. A. Kulakov. „Information technology for career guidance of creatively gifted university students“. Informatics and education, Nr. 8 (23.11.2020): 6–15. http://dx.doi.org/10.32517/0234-0453-2020-35-8-6-15.
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The article presents a structural description of the functioning of the regional information and communication system “Student and Labor” (SAL). This system is aimed at identifying and developing creatively gifted youth in the field of science, techniques and technology and is focused on the gradual involvement of university students in real work and interaction with leading enterprises in the region. The first cycle of the SAL system functioning is described, which has a complete character and has already led to a concrete result. The bank of information about the leading enterprises of the region that took part at the initial stage of the functioning of the SAL system were formed as well as the bank of 150 themes of scientific research for student projects, which were proposed by the enterprises themselves. All projects are focused on the practical significance of research for the enterprises themselves, as well as for students, their supervisors from universities and scientific consultants from enterprises that have embarked on joint research activities, which at the first stages are mostly of informational and educational nature. The Union of Employers of the Samara Region and the Council of Rectors of Universities in the Samara region are already taking the necessary measures to implement the described cycle of the functioning of the system SAL in the current academic year.
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Torou, Elena, Suzanne Borg und Tatjana Chircop. „Dropping Out From Post-Secondary Vocational Education: A Case Study in Malta“. MCAST Journal of Applied Research & Practice 6, Nr. 1 (06.04.2022): 208–31. http://dx.doi.org/10.5604/01.3001.0015.8195.
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Withdrawing from higher education (HE) has a negative impact on the academic community and society in general. Leaving university is a complex decision-making process, which is based on different factors that actually forcing a student to drop out from his/her studies. These factors have various effects on the students career path, psychology, on their families, on the educational institutions and the state itself. The aim of this article is to identify the individual characteristics, socioeconomic, academic, emotional and behavioural problems involved in students dropout. A qualitative and quantitative research took place at Malta College of Arts, Science and Technology on data received from the Registrars Office for the period between 2017-2020. The data were based on the number of students who had resigned and they were analysed on year by year rate and also on year and Level rate. The results from the qualitative analysis showed that different external and personal factors contribute to the final decision of the students to leave higher education, whereas the results from the quantitative analysis showed that, there are differences in relation to the level of study and year, as well as to the gender and institutes. In the last part of this paper, further recommendations are being given
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Cremona, George. „The Eurovision University Study Unit and its pedagogic value: A critical evaluation of public and media reaction towards innovation in higher education“. International Journal of Higher Education Pedagogies 3, Nr. 1 (20.03.2022): 13–23. http://dx.doi.org/10.33422/ijhep.v3i1.184.
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In 2016 the University of Malta launched a study unit called ‘Interpreting Music Culture: Multimodality and the Eurovision’. The course intended to serve as a first step through which higher education students would move away from looking at the Eurovision Song Contest annually attracting 161 million viewers around the globe as purely entertaining. Instead, the study unit aimed to help students critically analyse these music-related texts at deeper pedagogic levels. After a couple of minutes from the launch of the study unit, a widespread public reaction developed. The media and the general public commented, asked about, ridiculed and criticised the fact that a well-famed formal higher education institution could come up with such an idea. Many asked the pertinent question: What should a well acclaimed serious higher education institution (i.e. University) accept to teach and what not? Adopting a thematic approach this paper intends to answer this main research question through the evaluation of qualitative data based on the comments and reactions towards the launch of the Eurovision study unit, collected from social media and local and international press. As an outcome, the main conclusion of this paper suggests that people in Malta still frequently adopt limited definitions of higher education which do not include the perspective of higher education institutions as sources where mundane popular and authentic texts such as the Eurovision can be used as valuable pedagogic texts. The paper proactively presents four suggestions through which hopefully, gradual change towards a more comprehensive definition of higher education institutions could be initiated.
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Faizal, Mochammad. „Analisis kualitas website Dewan Perwakilan Mahasiswa Universitas Telkom menggunakan WebQual 4.0“. Jurnal Manajemen Maranatha 19, Nr. 1 (14.11.2019): 49–60. http://dx.doi.org/10.28932/jmm.v19i1.1037.
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Telkom University is a tertiary institution that has a variety of student organizations as a place to channel and develop the potential of students. Student Council of Telkom University Student Family or commonly abbreviated as DPM Kema Tel-U is one of the student organizations at Telkom University that has several functions such as supervision, legislation, aspirations, and budget. The involvement of Telkom University students is needed in carrying out these four functions, and one of the methods used is to carry out publication activities related to various activities that will be or are being held. However, Kema Tel-U DPM has not been able to maximize the website which is considered to be the main channel in information dissemination activities. To answer these problems, researchers will conduct a literature study to obtain various relevant theories, modify the WebQual 4.0 instrument that is tailored to the research needs, then conduct questionnaires to 120 students of Telkom University. The collected data will be analyzed using the suitability level method and importance-performance analysis using the SPSS version 25 application to answer the research problem. This study aims to determine the level of user satisfaction with the DPM Kema Tel-U website, as well as identify variables that need to be addressed to improve the quality of research objects by their priorities. The results obtained are the priority order for improving a website maintained by the Student Representative Council of Telkom University, and a new instrument derived from modified WebQual instruments 4.0. This research can be a reference to assess other websites that are similar to the DPM Kema Tel-U website.
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Ganiev, V. V., und M. B. Khairullin. „M. M. Minnebaev. Concise Russian-Tatar explanatory dictionary of medical terms (with equivalents in English, German, French and Latin). - Kazan, - Medicine. - 1994 - 260 p.“ Kazan medical journal 76, Nr. 5 (15.09.1995): 411. http://dx.doi.org/10.17816/kazmj87179.
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The dictionary was prepared for publication with the assistance of the departments of foreign languages and the Latin language of Kazan State Medical University and was published on the recommendation of its Central Coordination Methodological Council (reviewers - professors I.A. R. Shamsutdivoy, compiled by professor at the Medical University MM Minnebaev. It contains 1,500 active medical terms, and is designed for a wide range of readers interested in medicine and medical terminology, but primarily it can be used as a practical guide by students of medical schools, colleges, medical students, doctors and medical teachers.
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Skidmore, David, Jan Marston und Gretchen Olson. „An Infusion Approach to Internationalization: Drake University as a Case Study“. Frontiers: The Interdisciplinary Journal of Study Abroad 11, Nr. 1 (15.08.2005): 187–204. http://dx.doi.org/10.36366/frontiers.v11i1.158.
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The idea that international perspectives should be represented throughout the curriculum lies at the heart of the American Council on Education’s “Global Learning for All” initiative, which asserts that: “…international and global learning is important for all students—not just an elite few—and should be integral to every degree program." Drake University’s own internationalization program, still in its early stages, combines a number of elements that fit its particular needs as a medium-sized (approximately 3,000 undergraduates), private, comprehensive university located in the Midwest.
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Newton Miller, Laura. „University Community Engagement and the Strategic Planning Process“. Evidence Based Library and Information Practice 13, Nr. 1 (06.03.2018): 4–17. http://dx.doi.org/10.18438/eblip29351.
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Objectives- To understand how university libraries are engaging with the university community (students, faculty, campus partners, administration) when working through the strategic planning process.
Methods- Literature review and exploratory open-ended survey to members of CAUL (Council of Australian University Librarians), CARL (Canadian Association of Research Libraries), CONZUL (Council of New Zealand University Librarians), and RLUK (Research Libraries UK) who are most directly involved in the strategic planning process at their library.
Results- Out of a potential 113 participants from 4 countries, 31 people replied to the survey in total (27%). Libraries most often mentioned the use of regularly-scheduled surveys to inform their strategic planning which helps to truncate the process for some respondents, as opposed to conducting user feedback specifically for the strategic plan process. Other quantitative methods include customer intelligence and library-produced data. Qualitative methods include the use of focus groups, interviews, and user experience/design techniques to help inform the strategic plan. The focus of questions to users tended to fall towards user-focused (with or without library lens), library-focused, trends & vision, and feedback on plan.
Conclusions- Combining both quantitative and qualitative methods can help give a fuller picture for librarians working on a strategic plan. Having the university community join the conversation in how the library moves forward is an important but difficult endeavour. Regardless, the university library needs to be adaptive to the rapidly changing environment around it. Having a sense of how other libraries engage with the university community benefits others who are tasked with strategic planning
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Gore, Oliver Tafadzwa. „“Student Disadvantage”: Key University Stakeholders’ Perspectives in South Africa“. International Journal of Higher Education 10, Nr. 1 (04.11.2020): 214. http://dx.doi.org/10.5430/ijhe.v10n1p214.
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Universities in South Africa seem to be struggling to create inclusive conditions for black students to succeed in their studies. The persistence of inequality in universities could be partly blamed on the use of the term ‘historically disadvantaged’, which is not defined in policy documents, and this has resulted in universities being unclear on what exactly to address in their transformation. Using the capability approach in this study, it is argued that policy should address the structural, institutional and environmental factors that contribute to student disadvantage, which prevent the development of opportunities and agency among students. Seven semi-structured interviews were conducted to collect qualitative data from key stakeholders who dealt with student affairs (university staff and student representative council [SRC] members) at one South African university with the aim of developing an understanding of student disadvantage from their perspective. The findings revealed that student disadvantage manifests through structural and institutional factors, namely a culture of racism, alienating university campuses, student poverty, university teaching, and gender inequality. The study recommends that universities consider addressing these factors in their transformation.
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Dalli Gonzi, Rebecca, und Joan Camilleri. „The Role of Appreciative Inquiry to Supporting Students’ Healthy Transition into the Post-Graduate World: A Case Study at the University of Malta“. Sustainability 13, Nr. 10 (11.05.2021): 5365. http://dx.doi.org/10.3390/su13105365.
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The purpose of this study is to explore ways to integrate student self-development into preparation for a post-graduate internship. The research problem to be investigated is the identified gap in support services for student wellbeing and self-esteem alongside academic development prior to entering the professional sphere. The Faculty for the Built Environment within the University of Malta conducted this as a pilot study in collaboration with the Counselling Services Unit to support students in finding ways to improve their work/study balance. The methodology used was an appreciative inquiry through workshops and focus groups over two academic years. The main findings suggest that students requested time management and resilience techniques to strengthen their study–work–life balance and develop an improved work ethic once university life is complete. Students who felt valued throughout the study period appreciated their ideas and self-identity more than others. Results were presented to the faculty staff who suggested an action–response approach to transition management. Conclusions indicated that the strength of the approach undertaken served to manage students’ transition from academic life to career entry, conduct a gap analysis to identify issues between students and staff, and facilitate a discussion of values and ethics in preparation for post-graduation career performance.
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Stromov, Vladimir, Pavel Sysoyev und Vladimir Zavyalov. „Problems and potential for the development of youth entrepreneurship in a classical university“. Tambov University Review. Series: Humanities, Nr. 180 (2019): 7–16. http://dx.doi.org/10.20310/1810-0201-2019-24-180-7-16.
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Since 2018 an educational project “School of Competences”, aimed at making the students of a classical university with a whole range of additional professional competencies is implemented at Derzhavin Tambov State University. The project is held within the framework of the institute of mentoring by the United Students’ Scientific Council on the basis of the university, as well as in cooperation with the partners of the university. One of the thematic modules of the “School of Competences” is the project “Youth Entrepreneurship”, during which participants can form a number of entrepreneurial competencies. In this paper, the authors 1) substantiate the relevance of the formation of competences in the field of entrepreneurship among students of a classical university; 2) conduct a review of research on the formation of entrepreneurial competencies in students; 3) describe the five stages of the implementation of the project “Youth Entrepreneur-ship”; 4) offer methodological recommendations for the implementation of this or similar projects on youth entrepreneurship in universities. The project “Youth Entrepreneurship” includes the fol-lowing five stages: 1) the program of the joint student scientific council; 2) an innovative business incubator program; 3) the program of the center of support of small and medium business “Geometry of business”; 4) development of startups and 5) opening of small and small innovative enterprises. For the successful implementation of the project it is recommended to consider several conditions affecting the efficiency and productivity of its results: a) the time and duration of the project; b) contingent of project participants; c) contingent of project coaches; d) the project site and e) the format of the classes. The work describes in detail the stages of project implementation and guidelines for its successful implementation.
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Harper, Robert A. „Geographer, historian and classic French regionalist: The evolution of the writings of Jean Gottmann“. Ekistics and The New Habitat 70, Nr. 418/419 (01.04.2003): 13–18. http://dx.doi.org/10.53910/26531313-e200370418/419304.
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The author, Professor Emeritus of Geography, University of Maryland, College Park, holds four degrees from the University of Chicago and is the recipient of the University's Distinguished Alumnus award. A close associate of Jean Gottmann, he co-edited two volumes - Metropolis on the Move and Since Megalopolis with him. Harper's urban interest primarily concerns cities as central places and city networks. He also edited Modern Metropolitan Systems with Charles Christian. He has keen interest in geographic education. He is past president of the National Council for Geographic Education and recipient of their George J. Miller Award. He has written world geography texts for students from elementary school to college. He has been a visiting professor at the University of Manchester, University of Sydney, University of Durban-Westville, and Peking University.
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Osadchaya, Galina, Egor Kireev und Maria Roslavtseva. „II International Summer School “Eurasian Societies in the Focus of Young Sociologists”“. DEMIS. Demographic Research 3, Nr. 3 (30.09.2023): 0. http://dx.doi.org/10.19181/demis.2023.3.3.15.
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On June 21–23, 2023, the Second International Summer School “Eurasian Societies in the Focus of Young Sociologists” was held at the IDR FCTAS RAS. The school was organized by the Institute for Demographic Research FCTAS RAS and the Scientific Council “Socio-political problems of the formation of the EAEU” under the Department of Social Sciences of the RAS. About 50 bachelors, masters, graduate students and doctoral students from Armenia, Belarus, Kazakhstan, Kyrgyzstan, Mongolia, Russia, Tajikistan, Uzbekistan and Cuba registered to participate in the event. A special feature of the school this year was the in-person participation of 12 people who were able to come to Moscow and visit theIDR FCTAS RAS. Sociology students from Lomonosov Moscow State University, Russian State University for the Humanities andRussian State Social University also actively took part in the work of the school.
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Davis, Susan A. „“A Circular Council of People With Equal Ideas”“. Journal of Music Teacher Education 26, Nr. 2 (24.07.2016): 25–38. http://dx.doi.org/10.1177/1057083716631387.
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Mentoring in music education programs is such a ubiquitous part of the process; it is sometimes overlooked or subsumed under other categories. The purpose of this article is to highlight mentoring relationships within an undergraduate music teacher education program. Formal, informal, vertical, and horizontal mentoring are examined from the perspectives of undergraduate preservice music teachers working in a community-university partnership. The data are culled from a 14 month, intrinsic case study of the University of South Carolina String Project, designed to examine the participant experience for all member groups within the string project—the undergraduate preservice teachers, the community students, and the faculty. Mentoring relationships are explored as a critical component of experience for the preservice teachers. Their voices are presented here to illustrate the value they placed on mentoring, as well as the challenges that emerged in construction of a mentoring mosaic as part of their preservice teaching experience.
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PITUKHINA, Maria. „Internationalization of Vocational Education in the Arctic Council Member-States’ Universities“. Arctic and North, Nr. 41 (24.12.2020): 220–35. http://dx.doi.org/10.37482/issn2221-2698.2020.41.220.
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Nowadays, the potential for international cooperation in the Arctic is concentrated within the framework of such an influential international structure as the Arctic Council, where Russia is presiding over soon in 2021–2023. The article is devoted to international cooperation evaluation of 15 Arctic universities from 7 Arctic Council member-states with a student contingent of at least 3,600 people (2 in the USA, 1 in Iceland, 5 in Russia, 2 in Finland, 2 in Sweden, 2 in Norway, 1 in Canada). It seems possible to evaluate international cooperation potential between Arctic universities through the prism of 10 quantitative indicators, including the number of international students admitted to the university; number of courses taught in English; number of educational programs for international students; a number of foreign scientists invited to the university, etc. We can evaluate both academic mobility within the Arctic universities and vocational education internationalization due to accumulated statistical data.
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Zohdy, Nada. „Islam, Muslims, and the Media“. American Journal of Islam and Society 27, Nr. 2 (01.04.2010): 125–55. http://dx.doi.org/10.35632/ajis.v27i2.1343.
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On 26 February 2009, scholars, students, and journalists gathered at MichiganState University (MSU) to hear experts’ perspectives on “Islam, Muslims,and the Media.” Organized by MSU’s Muslim Studies Program andthe Institute for Social Policy and Understanding (ISPU), it was kicked offthe previous evening with the short documentary “Arabs, Jews, and theNews” and a performance by comedian Azhar Usman of the “Allah MadeMe Funny” tour. The Social Science Research Council; the MSU UniversityActivities Board; the MSU Center for European, Russian, and EurasianStudies; and the Michigan State University-University of Wisconsin Consortiumfor Middle Eastern Studies also provided support. A brief summary ofthe different panels follows ...
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Polo, José Manuel, Hernán Bernal, Maria Ashaw und Agustín Alfredo Torres-Rodríguez. „Validation of an instrument to measure the perception of the beneficiaries of the Social Service Projects of the Faculty of Business Administration and Accounting of the Regional University Center of Coclé“. Revista Metropolitana de Ciencias Aplicadas 6, Suplemento 1 (01.03.2023): 114–22. http://dx.doi.org/10.62452/8bn6j322.
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This research work is an advance that seeks to develop an instrument for measuring the perception of the beneficiaries of the Social Service projects of the students of the Regional University Center of Coclé of the University of Panama. We applied an observational, prospective, cross-sectional, descriptive design. As a data collection technique, a scale was developed with items related to the objectives of the Social Service of the University of Panama, approved by the 2010 Academic Council. A content validity of 0.73 was obtained according to the judgment of five experts. Subsequently, the reliability will be determined through Cronbach's Alpha.
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Even, Paula. „Sigma Gamma Epsilon Student Research Poster Session, Geological Society of America Meeting 2016, Denver, Colorado, USA“. Compass: Earth Science Journal of Sigma Gamma Epsilon 88, Nr. 3 (17.11.2016): 29–43. http://dx.doi.org/10.62879/c12437997.
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The 2016 Sigma Gamma Epsilon Undergraduate Research (Poster Session) took place during the 2016, Geological Society of America annual meeting in Denver, Colorado on Tuesday, 27 September 2016: 9:00 AM-6:30 PM. The National Council of Sigma Gamma Epsilon awarded the Austin A. Sartin Best Poster Award to Alexa Harrison and Nicholas Schrecongost from Radford University. Jessica Robinson and Allison D. Jones, students at University of Pacific, were awarded the National Council’s Best Poster Award.
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Shelton, Colin. „What Skills Do Students Need for Upper-Division Latin?“ TAPA 153, Nr. 2 (September 2023): 561–87. http://dx.doi.org/10.1353/apa.2023.a913473.
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abstract: This article explores the language-proficiency levels required in traditional upper-division university courses in Latin. It introduces a research framework to Classics called "domain analysis" and analyzes upper-division Latin at one university to determine the target functional outcomes for students in lower-division courses. The article finds that traditional upper-division Latin requires philological skills that are not described under widely used descriptions of language proficiency, but that these courses also require a reading proficiency corresponding to "advanced high" in the American Council on the Teaching of Foreign Languages Proficiency Guidelines , as well as a limited degree of listening and pronunciation ability. A lower-division curriculum that integrates active Latin techniques with those drawn from multiliteracies and grammar-translation pedagogies may be best suited to achieving these proficiencies.
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Pretorius, Marinda, und Derick Blaauw. „Happiness among first-year students at a comprehensive tertiary institution: An exploratory study“. Journal of Economic and Financial Sciences 7, Nr. 2 (31.07.2014): 467–84. http://dx.doi.org/10.4102/jef.v7i2.151.
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The 1970s saw a significant increase in the volume of research on individuals’ subjective experience of well-being. The subjective well-being of university students has received less attention, however. Student well-being is important, given the widespread concern over the high dropout rates at institutions of higher learning in South Africa (Council of Higher Education, 2013; Van Zyl, 2010). The paper adds to the existing body of literature through an exposition on the possible influence of variables forthcoming from the literature, on the overall subjective well-being of first-year economics students at a comprehensive university. Variables that displayed a significant and positive contribution to subjective well-being were first-year and extended-degree students, the university being the institution of choice, feeling at home, knowing exactly how the university functions, and watching or participating in sport. Variables that were found to be significant with a negative contribution to subjective well-being levels were: worries about tests, studying less than 10 hours per week and, interestingly, living on campus.
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Asojo, Abimbola Oluwatoni, Yuliya Kartoshkina, Babatunde Jaiyeoba und Dolapo Amole. „Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework“. Journal of Teaching and Learning with Technology 8, Nr. 1 (06.08.2019): 5–16. http://dx.doi.org/10.14434/jotlt.v8i1.26748.
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One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design and the Architecture Obafemi Awolowo University in Nigeria- created unique learning experiences for their students by using Collaborative Online International Learning (COIL). The main goal of this teaching methodology is to develop students’ cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific socio-cultural contexts. Students from both countries seemed to greatly benefit from this learning experience. Findings from students’ reflections after the learning experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative teaching in developing this sensitivity. Overall the framework of COIL strengthened the integration of multicultural learning experiences in both settings.
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MOKLIAK, V. „RESTORATION OF DOMESTIC UNIVERSITIES’ AUTONOMY (1861–1882)“. Pedagogical Sciences, Nr. 75-76 (12.12.2020): 98–106. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226388.
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It was found that in the 50-60s of the XIX century the opposition of authoritarian and autonomous tendencies of development of university education aggravates. As a result of the positive reform of higher education for educational institutions and the approval of the democratic statute of 1863, the performance of the university’s scientific function, serving the interests of society, and the level of academic freedoms increased. Reactionary activists saw a threat in expanding the powers of professorial boards (M. Hiliarov-Platonov, M. Katkov, M. Liubymov, V. Puryshkevych and others). Progressive professors (in particular O. Walter, O. Kovalevskyi, V. Modestov and others) advocated the preservation of the autonomous provisions of the statute of 1863.The process of restoration of university autonomy in 1861–1882 is covered. Organizational autonomy in Kharkiv Imperial University is characterized. Thus, the board of the institution developed regulations for students and outsiders, rules of the university court, instructions of the student inspector, rules on scholarships and financial aid, rules on the use of textbooks, rules on testing applicants’ knowledge, rules of student control, projects on faculty division to the branch. The effectiveness of faculty meetings has increased. There was an improvement in the quality of departments; the scientific achievements of applicants for vacant positions were analyzed in detail. The council also filed a petition with the ministry to increase the salary of an associate professor.The academic autonomy of Kharkiv University is analyzed. Professors’ lectures became interesting for students due to the attraction of best practices. Teachers constantly underwent scientific internships abroad. A catalog of books was prepared for the library, the funds were constantly replenished due to works published in the university printing house. Cooperation with secondary schools in the district was close.The analysis of organizational autonomy of Kyiv University of St. Volodymyr (council meetings discussed draft legislation proposed by the ministry; approved decisions on reading special courses for students, allocating funds for laboratory equipment, filling vacancies, reviewing student work, etc.). It is also interesting that the minutes of the meetings were published in the “University News”.It is proved that the academic autonomy of Kyiv University was characterized by the strengthening of academic freedoms, educational activities of teachers, providing assistance to low-income students, conducting charitable events. The growth of independence could not go unnoticed by the authorities, which was embodied in the relevant regulations.
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Nikitina, Louise I., und Anna S. Gromova. „Dental implant issues: Forms and methods of education for international students“. SHS Web of Conferences 164 (2023): 00116. http://dx.doi.org/10.1051/shsconf/202316400116.
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The article analyzes the experience of teaching the discipline "Dental implantation" to foreign students in Dentistry studying at the Chuvash State University in Cheboksary in the context of internationalization and digitalization of higher education. Forms and methods of teaching Dental implantation and international academic mobility of faculty members are proposed. Foreign students are active participants in the student scientific circle of the department "Dentist of the Future"; they take part in the annual International Student Conferences, tooth drawing competitions "Da Vinci's Tooth", All-Russian festivals of students and youth "Man. Citizen. Scientist". The authors emphasize the significance of professional and communicative competencies denistry teachers. The teachers of the department are members of the International Club of Implantologists - International team for Implantology. In 2019 in Valletta on Malta the first summit “World Women's Implantology Communities WIN EMEA” took place, and in May the University of Bern in Switzerland hosted a symposium in honor of Professor Daniel Buser “20 Years of Progress in Implant Dentistry”. The teachers of the department took part in these events. The main emphasis in the programs was placed on the active use of digital technologies in dental implantation, teaching discipline at the university using international standards. Internet resources allow you to check tasks for the teacher. For more than ten years, online testing has been carried out to monitor and assess the level of knowledge, skills and abilities of students in this discipline. The department tests students in Online Test Pad. Computer tools and technologies are used to help educate dentistry students. To improve the quality of diagnosis and treatment, digital technologies for virtual examination and treatment are used: computed tomography, intraoral scanning, data collection and planning methods, CAD / CAM technology, tools and materials for 3D production. The department is aware that foreign graduates will represent Russian education in their country, and seeks to transfer knowledge using digital technologies, international standards and experience. Uniting efforts with foreign colleagues improves the quality of work with foreign students and develops competitiveness of university alumni.
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Bilotserkovets, Marina, Tetiana Fomenko und Yuliia Lushchyk. „Opportunities for Intercultural Environment Creation in Ukrainian Agrarian University“. Educational Challenges 29, Nr. 1 (18.04.2024): 46–57. http://dx.doi.org/10.34142/2709-7986.2024.29.1.03.
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This study aims to highlight the significance of creating intercultural competence among students in Ukrainian higher education institutions (HEIs), especially in the context of European integration. The goal is to investigate the potential impact of Euro Union (EU) educational policies and the Association Agreement between Ukraine and the EU on students’ intercultural competence, and to offer recommendations for the effective implementation of intercultural education. The methodology covers a comprehensive set of theoretical and empirical research methods, including the analysis of scientific sources, regulatory documents, an online questionnaire, pedagogical observation, and direct interviews with Humanities instructors. The research specifically focuses on 160 first and second-year master’s students in the specialties of “Agroengineering” and “Electricity, electrical engineering, and electromechanics” at Sumy National Agrarian University, taking the course “Communications in the International Environment” during the academic year 2023-2024. The results of the study provide a perspective on the attitudes of students toward international harmony, equality, and social values. The findings reveal that the students prioritize living without war and conflict, national security, and national greatness. However, the study also shows that there are challenges to developing intercultural skills, as students express less interest in an active social life, improving the welfare of those in need, and making decisions that affect their community. The pedagogical observation and expert evaluations underline the need for specialized training to enhance intercultural skills among engineering students. The conclusion is that the study’s dual focus on national specificity and international relevance offers actionable perspectives for educators, policymakers, and researchers. It promotes a deeper understanding of the constraints and opportunities in intercultural competence development to meet the demands of a globalized world. At a national level, the study highlights the specific challenges faced by master students in Ukrainian HEIs and the necessity for specialized training to enhance intercultural communication skills. Internationally, the research aligns with EU educational policies and Council of Europe initiatives, contributing to the broader discourse on intercultural competence in higher education. Recommendations include the incorporation of interactive teaching methods, fostering intercultural dialogue, and promoting a nuanced understanding of intercultural communication.