Academic literature on the topic 'Committee on Work Conferences on Higher Education'
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Journal articles on the topic "Committee on Work Conferences on Higher Education"
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Wallace, Sarah, Carolyn Wallace, Megan Elliott, Mark Davies, and David Pontin. "Enhancing higher education student well-being through social prescribing: a realist evaluation protocol." BMJ Open 12, no. 3 (March 2022): e052860. http://dx.doi.org/10.1136/bmjopen-2021-052860.
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IntroductionUK higher education (HE) student numbers are increasing and students report higher levels of mental health and well-being issues. Social prescribing links individuals to community-based, non-medical support. It is widely implemented throughout the UK, and is supported by the Welsh Government. This protocol presents an evaluation of a new social prescribing service to enhance student well-being, a first for UK HE students.Methods and analysisA realist evaluation to articulate why, how and to what extent and circumstances social prescribing works for students, using a mixed-methods sequential design of four cycles. Cycle 1 informs the model and programme theory development of how the model works; activities include a Realist Review, Group Concept Mapping and producing bilingual short films about the evaluation and model. Cycle 2 involves secondary analysis of routine service data, and outcome measurements from students receiving a social prescription. Cycle 3 uses reflective diaries and qualitative realist interviews with stakeholders to understand the process and outcome of the model. Cycle 4 concludes with a world café workshop with stakeholders to agree and finalise the framework specification of ‘how, why, when and to what extent’ the model works. A meta-matrix construction will determine convergence, complementarity or discrepancy across the cycles. An advisory group of key stakeholders informs each cycle.Ethics and disseminationUniversity of South Wales Life Sciences and Education Ethics Committee and Wrexham Glyndwr University (WGU) Research Ethics Sub-Committee approved secondary data analysis of participant demographics (200 805LRL:USW, id441:WGU), outcome measurement tools (200 902LR:USW, id441:WGU) and qualitative data collection (200 804LR:USW, id449:WGU). The authors will publish findings in peer-reviewed journals, produce an evaluation report to the funder and a short film for dissemination via stakeholders, university networks, United Nations Regional Centre of Expertise in Wales, PRIME Centre Wales, Wales School for Social Prescribing Research, conferences and social media.
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Klim-Klimaszewska, Anna. "INTERNATIONAL SCIENTIFIC CONFERENCE ON LIFELONG LEARNING IN POLAND." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 1 (June 25, 2018): 47–53. http://dx.doi.org/10.48127/spvk-epmq/18.10.47.
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On 11-13 June 2018 at House of Creative Work "Reymontówka" in Chlewiska near Siedlce, XVI International Scientific Conference was organized by the Institute of Education of University of Natural Sciences and Humanities in Siedlce. This year's conference stayed under „Lifelong learning – the present and the future” motto. The conference was funded from the Minister's of Science and Higher Education, the wherewithal alloted to promulgating education – the number of indenture is 893/P-DUN/2018. The conference co-organizers were: Faculty of Education of the University of Presov (Slovakia), Faculty of Pedagogy and Psychology of the University of Bialystok (Poland), International Higher Education Academy of Sciences in Moscow (Russia), Siedlce Scientific Society in Siedlce (Poland), Polish Committee World Organisation for Early Childhood Education and Care OMEP (Organisation Mondiale pour l’Education Préscolaire). The conference was held under the auspices of the Rector of the University of Natural Sciences and Humanities in Siedlce prof. dr hab. Tamara Zacharuk and Vice-Rector for Science, Art, Sport and Accreditation of the University of Presov prof. PhDr. Milan Portik, PhD.
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Nkqubela Aphiwe Jackson Ntloko. "Social workers' historical and contemporary understanding of the social development approach." People Centred – The Journal of Development Administration 8, no. 2 (June 30, 2023): 48. http://dx.doi.org/10.4314/jda.v8i2.6.
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Colonialism and apartheid influenced South African social welfare policies. After South Africa gained political freedom in 1994, democratic social welfare laws like the White Paper for Social Welfare were implemented (1997). Despite democratic social development initiatives, poverty, unemployment, and inequality marginalise most South Africans. Eurocentrism dominates social work practice and education with significant proposals for higher education decolonisation and indigenisation. Participatory action learning action research approach was used for this study (PALAR). PALAR uses critical, transformational, and democratic research methods to build a social work practice approach for African social systems in South Africa. For this research, an Afrocentric social work practice model was co-constructed for South Africa by black social workers who were purposefully and conveniently selected. The objective was to understand social workers' historical and present conceptualisations of the social development approach. Preliminary findings imply that social development does not address structural inequalities in South Africa, such as race and the land question. For example, after a decade of its adoption, the approach has not significantly addressed large-scale poverty and unemployment. Social development in practice is welfarist, disempowering, not community-based, and insensitive to African culture. Social development services are not adequately integrated. Social development in South Africa towards social welfare is a miscarriage; lacks relevance and appropriateness outside the Euro-North American axis and remains Eurocentric in all aspects. The social development approach does not represent the African values system and nor relatable to the African social systems. South African social work needs to be reimagined. Indigenous knowledge systems need to take precedence to realise relevance of social work practice approaches in South Africa. An Afrocentric turn to social work practice for South Africa's relevance is a viable answer. How to cite this article using ASWNet style Ntloko, N. A. J. (2023). Social workers' historical and contemporary understanding of the social development approach. People centred – The Journal of Development Administration (JDA), 8(2), 48. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i2.6 Conference Abstract Social Work and Development Student Conference (SWDSC) Held on 16 June 2023, Day of the African Child (DAC) Organised by Africa Social Work and Development Network (ASWDN) Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (ViceChairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) and Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member). Visit journal website: https://jda.africasocialwork.net
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Samira Huseyn qizi, Abasova. "ICT TECHNIQUES IN HIGHER EDUCATION: AZERBAIJAN EXPERIENCE IN PANDEMIC." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (June 15, 2023): 174–83. http://dx.doi.org/10.32342/2522-4115-2023-1-25-19.
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The purpose of the article is to study the use of ICT techniques in Azerbaijan higher education. The objectives of the study are: 1) to substantiate the role of ICT sector in the Azerbaijan national economy, 2) to study the use of ICT sector tools in higher education, in particular in Azerbaijan higher education, 3) to analyse the external factors affecting the implementation of ICT sector tools in Azerbaijan higher education, 4) to analyse internal factors influencing the educational process in Azerbaijan higher education in with the use of ICT techniques and 5) to provide expert assessment of the use of ICT techniques in Azerbaijan higher education. The research methods are the analysis of statistical data, their grouping and comparison, expert evaluation of external (PEST analysis) and internal factors (SWOT analysis) that affect the use of ICT technologies in Azerbaijan higher education. Here were used the statistical data of Azerbaijan State Statistics Committee, electronic pages and internal reports of the Azerbaijan State University of Economics – UNEC. To reveal the role of ICT sector in the national economy, here were used the data for 2015-2022, and data for 2000/01-2021/22 academic years to analyse the activities of Azerbaijan higher education. The main questions of the study were: 1) Is the ICT sector of Azerbaijan sufficiently developed for the application of electronic spheres in the field of banking services, trade, commerce, as well as in the field of medical services and education?; 2) Is the level of ICT techniques provided sufficient for their active application in the field of Azerbaijan higher education?; 3) How has the pandemic contributed to the accelerated use of electronic services – e-education, e-training, e-conference, DocuSign, e-banking etc.? PEST analysis of political, economic, social and technological factors has been conducted and demonstrated the positive and negative assessment of ICT techniques in higher education in Azerbaijan. It has been shown that in a pandemic situation there are both positive and negative aspects of online classes as regards in the fields of techniques, methodology and psychological features. The most significant conclusions concerning ICT implementation in higher education in Azerbaijan after the pandemic have been shown. They cover the following positions: in Azerbaijan, which has 2 artificial satellites, the speed and volume of ICT services should increase; state institutions should support the high level of ICT services in Azerbaijan; both educators and students must have excellent digital skills; control of the quality of education during online education, the use of different tools and technologies in training should take the main place; regular dialogue and feedback should be carried out remotely. SWOT-analysis has been used to examine the opportunities of the ICT sector in higher education in Azerbaijan. It has been established that in the current situation in the Azerbaijanian higher education system, more flexible and optimal content, as well as the implementation of teaching strategies, and the expansion of initiatives related to the promotion of innovations have come to the fore. In the field of higher education attention is paid to the application of distance education, solving and developing the issues of technological equipment and providing quality internet connection. Yet another important direction of the state strategy is improvement of the legislative framework related to the new digital forms of education, as well as development of digital skills of pedagogical staff and students of HEI. Thus, the new world’s situation significantly changes the legal, economic, organizational and managerial regime of HEI functioning. On the one hand, significant investments are needed in new distance learning technologies that ensure the transfer of the educational process into the format of indirect (remote) interaction between teachers and students. On the other hand, it is necessary to take a decision on organizing the remote functioning of educational organizations as objects of management, creation of fundamentally new content, and the retraining of teaching and administrative personnel to ensure their readiness to work with the use of ICT techniques.
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Zaborova, Elena, and Olga Myltasova. "Sociology of Youth: Ural School." Logos et Praxis, no. 3 (December 2019): 69–77. http://dx.doi.org/10.15688/lp.jvolsu.2019.3.8.
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The article presents a review of the activities of the scientific school of sociologists of the Urals in the direction of "sociology of youth". The authors note the historical dynamics in the development of youth sociology, its gradual embodiment in the organizational and scientific structure in the form of scientific conferences and Ural sociological readings. The Ural sociological school paid special attention to the problems of youth – the research of this group began in 1973, and ten years later the problem of sociology of youth became one of the most important links of scientific activity of the Ural sociologists. By the end of the 20th century, the problem of the study of youth has become large-scale, began to study a variety of aspects of its activity, and the Committee on Youth Affairs and the Ural Institute of Youth were established in Ekaterinburg. The concept of youth itself is not unambiguous, leading sociologists of the Urals – Yu.R. Vishnevsky, V.T. Shapko point out a number of difficulties in the interpretation of this concept associated with the problems of the integrity of the generation, its systemic quality and diversity of properties of people of this social group. In this regard, various approaches to the study of youth were developed, which allowed to identify their specific features. In this article, the authors dwell upon such aspects of the study of youth sociology as values and value orientations, their relationship to the economic and socio-cultural situation in the country. Dynamics of values of the Ural youth over the period from 1999 to 2016 is monitored. The researchers discuss the phenomenon of the working student, study how the dynamics of full-time student involvement in child labour, its motivational attitudes, communication of work produced with the major obtained in the University, and the problems caused by the combining of these two activities. The study undertaken analyzes the state of modern higher education in its interpretation by leading sociologists of the Ural scientific school. The attention is focused on the school of G.E. Zborovsky, who devoted his science activity to the problems of education, especially higher education in Russia, highlighting a number of problems that allowed to conclude about the lack of a successful system of higher education in Russia.
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Wasserman, D. "Barriers to Gender Equality in Career Advancement and Leadership." European Psychiatry 41, S1 (April 2017): S54. http://dx.doi.org/10.1016/j.eurpsy.2017.01.029.
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Life as a researcher includes a large amount of competition and a heavy workload. Professor's tasks comprise, besides their own research, to lead your research team, to have the responsibility for higher education, expertise in diverse contexts, review of scientific articles, to seek financial support, to work with national and international committees, to serve in administrative posts at the university and in international associations, to write articles, books and book chapters, to attend meetings and conferences, and to address the many other tasks that may arise throughout one's career. This makes one dependent on skillful co-workers, which should not be taken for granted. Given the constant flow of incoming requests, one has to think and choose before agreeing to commit to a task at hand, in order to not set aside your own research. This demands a high capability to prioritize. The choice of a life partner who can share both professional and private interests, a partner who understands, encourages and supports, while at the same time gives the necessary critical feedback, is a treasure. Freud said “love and work are the cornerstones of our humanness”, but work must be pleasurable thus try to combine work, love, and play.Disclosure of interestThe author has not supplied his declaration of competing interest.
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Gorlov, V. N. "The contradiction of the public education reform in the USSR at the end of the 1950s. - early 1960s." History: facts and symbols, no. 3 (September 27, 2023): 159–71. http://dx.doi.org/10.24888/2410-4205-2023-36-3-159-171.
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Introduction. The relevance of the topic of the article is due to the importance of the Soviet education system in the development of Russian society, despite political, economic and social changes in society. The article analyzes the reasons for the reform of public education in the USSR in the late 1950s – early 1960s, examines the concept of polytechnic training in Soviet secondary schools in the late 1950s, combining schooling with productive labor. The concept of polytechnic training in Soviet secondary schools stimulated the reform of public education. The restructuring of secondary and higher education was designed to play a major role in eliminating the essential difference between physical and mental labor, in creating the conditions necessary for the country's transition to communism.Materials and methods. This study is based on an analysis of documents related to party office work in the 1960s-80s: decrees, resolutions and decisions of congresses, conferences and plenums of the Central Committee of the CPSU. The methodological basis of the research is a complex of general scientific, special historical methods, as well as the theory of modernization. The retrospective method, evaluating events and phenomena in their historical development, played a big role. A comparative analysis made it possible to compare the documentation of different times in order to establish the qualitative level of the changes taking place in the USSR in the field of education.Results. The article analyzes the problems of the formation of the Soviet polytechnic school. In the conditions of a planned economy, technical schools and vocational schools of the USSR trained specialists primarily for the needs of Soviet industry. The role of public education, the increase in the number of extended-day schools and boarding schools is considered. The inconsistency of the reform of public education in the USSR, which did not bring the expected results, is analyzed. The emphasis on the polytechnic school did not allow the development of the scientific component, interfering with the intellectual development of school students, the education reform led to a deterioration in the quality of the study of basic sciences.Conclusion. The article uses special historical methods: comparative historical, retrospective, chronological. The study was carried out on the basis of a problem-historical analysis taking into account the social conditions of that time.
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Fang, Xin, and Jinhong Hu. "Reform and Ideological Practice of Operations Research Course in Management and Engineering with The Integration of CDIO and PYTHON." Journal of Education and Educational Research 8, no. 1 (April 12, 2024): 188–92. http://dx.doi.org/10.54097/ge36t807.
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It is pointed out in the National Education Conference and the National Conference on Ideological and Political Work in Colleges and Universities that colleges and universities should apply for ideological-political courses throughout the whole process of higher education, which provides incentives for deepening the reform and ideological-political practice of management engineering and operations research courses. Based on the integration of the CDIO teaching concept and Python and the immersive teaching process of the operations research course, this paper designs the teaching reform and practice of student-oriented management engineering and operations research course, which leads students to realize the algorithm design, program implementation, and visualization of operations research modeling and machine learning step by step. On this basis, based on the inventory management and its expansion model in operational research, taking grain supply chain management as the case object, this paper explores the strategic deployment of the CPC Central Committee and the state to realize the dynamic balance of grain supply and demand at a high level and deal with the uncertainty of the external environment with the security and stability of grain supply, from the perspective of variable cost, supply capacity, consumption demand, holding cost and shortage cost in the model. The research results are conducive to strengthening students' problem analysis and modeling ability, programming, and in-depth analysis, and have theoretical and practical value.
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Lê, Mê-Linh. "Higher Education Librarians Are Comfortable and Confident With their Teaching Responsibilities and Pedagogical Knowledge." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 72. http://dx.doi.org/10.18438/b8cs50.
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Objective – The primary objective of this study was to gather quantitative information on the need, development, acquisition, and application of pedagogical knowledge by academic librarians with teaching responsibilities.
Design – Online survey questionnaire.
Setting – Higher-education (HE) institutions (i.e., post-secondary institutions such as colleges and universities) in the United Kingdom.
Subjects – Subject librarians from 82 HE libraries (one from each).
Methods – Of the 191 HE institutions in the United Kingdom (determined via a now-unavailable directory), 137 supplied an online staff directory with contact information. One subject librarian from each HE institution was contacted; librarians were selected from the online directory by taking a name systematically from a different point in each listing (i.e., first, second, third, etc). Each librarian was sent an email that contained an introductory message as well as a link to the questionnaire. The online questionnaire was created using Survey Monkey and piloted before and after input. It employed mostly multiple-choice tick boxes as well as open-ended questions and comment boxes. The 35-question survey questionnaire was developed in part through email interviews with two leading researchers in the field (identified via the literature). Responses were received from 82 librarians (60%). The answers were analyzed and cross-tabulated using SPSS. Komogorov-Smirnov tests were done to determine the significance of some results. Open-ended questions and comment boxes were placed into categories using Microsoft Excel to identify patters and themes.
Main Results – The 82 librarians who responded to the survey came from a wide variety of backgrounds: the majority were subject librarians from Arts & Humanities (31%), had spent more than ten years in their position (38%), worked full-time (71%), were members of pre-1992 HE institutions (59%), and went by the job title of Subject Librarian (30%) (or a slight variation thereof).
Respondents indicated a significant amount of variation in terms of the number of hours spent preparing and teaching each week, ranging from 0 to 25 hours per week (FT staff) and 0 to 12 hours (PT staff). Eleven librarians spent 40% or more of their time teaching. Due to the high standard deviation (5.71), however, and the fact that many librarians indicated difficulty providing precise figures, these percentages should only be used as general estimates.
The study found that librarians were involved in a variety of teaching settings, including on-the-spot support, writing materials, teaching small groups, conducting one-on-one instruction, and teaching large groups. Evaluation was not indicated as a regular practice. With regard to pedagogical development, most training was of an informal nature learned on the job (75%) or through trial and error (61%). Other training methods included short courses or training programs, conferences, peer-support groups, and committee work. The most valuable lessons librarians took from their training were awareness of different learning styles (37%), the use of new techniques (29%), and contribution of planning and preparing (27%).
A Kolmogorov-Smirnov test was performed on the correlation between involvement in formal training and knowledge of designing learning activities or teaching and learning theories (97.4% and 100% likelihood of a significant impact, relatively). While the authors state in the article that a Chi-square test was done, the original thesis upon which the article is based (available via http://dagda.shef.ac.uk/dissertations/2006-07/External/Cox_Laura_MALib.pdf), notes that the test was not completed as more than 20% of the expected counts were less than five (a frequent limiting constraint of the test).
The vast majority felt their work was either important or very important; that they were sufficiently qualified and knowledgeable; and that they were confident providing the sessions. Responses were mixed when it came to determining whether additional training would improve their confidence or aid them in their teaching role. The majority of respondents also felt they had reasonable or extensive knowledge of topics related to their teaching roles (e.g., delivering sessions and information literacy). Indeed, when questioned as to what could improve the effectiveness of their teaching only 36 (44%) responses were given: subject knowledge and e-learning/new technologies were indicated as the most helpful.
Librarians indicated that their preferred delivery methods when learning new skills were (in order of popularity): formal sessions, on-the-job development; short courses; and other options (e.g., increased library school training). The majority of respondents noted there were enough opportunities available for them to develop their teaching skills. When asked at the end for additional comments on teaching knowledge and development in general, responses were varied, although many offered suggestions for ways of improving the development and provision of teaching skills within the library profession as a whole.
Conclusion – The authors posit that information literacy instruction has become a major component of the job requirement of a subject librarian. Survey results indicate that subject librarians recognize the value of pedagogical knowledge but question the importance of the theoretical aspects; spend a significant amount of time on various types of instruction; learn on-the-job; feel they are sufficiently knowledgeable in their role and feel confident providing instruction; and favour short-courses or formalized programs for continued learning. Future studies would benefit from interviews, additional tools to track instruction details, and perhaps a larger scale.
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Mashevskyi, Oleg. "The European Integration Scholars and Studiers Forum (The International Scientific and Practical Conference «European Integration Processes in the XXIst Century: Key Trends, Basic Challenges and New Opportunities»)." European Historical Studies, no. 10 (2018): 275–82. http://dx.doi.org/10.17721/2524-048x.2018.10.275-282.
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The International Scientific and Practical Conference “European Integration Processes in the XXIst Century: Key Trends, Basic Challenges and New Opportunities” was aimed to further the illumination of the Ukrainian and foreign scholars’ academic contribution to the European studies. The conference was organized at the premises of the sub-department of modern and contemporary history of the foreign countries of History Department of the Taras Shevchenko national university of Kyiv on March 27, 2018. The Ukrainian Scholars and Studiers Association for European Integration, Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine together with the National Office “Erasmus+” of Ukraine acted as the co-organizers of the event. The plenary session was opened by the complimentary speeches delivered by the Vice-Rector for Research of the Taras Shevchenko national university of Kyiv, Professor Victor Martyniuk and by the dean of the History Department, Professor Ivan Patryliak. The co-head of the steering committee of the conference, head of the sub-department of modern and contemporary history of the foreign countries of History Department of the Taras Shevchenko national university of Kyiv, Professor Oleg Mashevskyi delivered his speech “Ukraine in the EU’s policy during the revolutionary events of November 2013 – February 2014” during the plenary session. After the plenary session which was followed by the coffee break, the sectional work commenced.
Dissertations / Theses on the topic "Committee on Work Conferences on Higher Education"
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Birch, Rhiannon. "The policy work of the National Committee of Inquiry into Higher Education in the United Kingdom (the Dearing Committee, 1996-97)." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19280/.
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Appointed with bi-partisan support in the context of a funding crisis, the National Committee of Inquiry into Higher Education (the Dearing Inquiry) was asked to make recommendations to a new UK Government in the summer of 1997. Employed to tackle complex, difficult and controversial questions, national committees have been a favoured policy instrument in the British tradition. They represent an independent, expert, consultative and deliberative policy process. The thesis is a study of the policy work undertaken by the Dearing Inquiry. Policy work is the totality of people, methods, activities and processes deployed by a national committee to meet its terms of reference and the expectations of ministers and politicians. Based on a systematic analysis of archival documents, an account is given of how the Inquiry approached its work, how evidence was collected and weighed, how expertise was used, and where, when and how these sources informed the National Committee. The main argument of the thesis is that, while external commentary focused on specific issues, the larger purpose of the Inquiry was to equip higher education with the architecture for a post-binary mass phase of development and that in completing its work the Committee undertook a process of codification. The findings highlight three key features. First, the Inquiry demonstrates common features of the National Inquiry form of policy-making, being organised using a hierarchy of groups which developed collective views informed by evidence. Second, the Inquiry demonstrates the adaptability of national inquiries. The Committee supplemented existing data and reports with commissioned research, including a significant national consultation exercise, and sought stakeholder views to inform recommendations. Third, the effectiveness of a national inquiry depends on participating actors. A small group within the Committee provided direction and momentum while the Chair and Secretariat provided coherence, ensuring that the Inquiry met its reporting deadline.
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Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
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Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.
Books on the topic "Committee on Work Conferences on Higher Education"
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Connie, Armstrong, North Dakota. State Board of Higher Education., and North Dakota University System, eds. Report and recommendations of SBHE 5-4 Work Plan Objective's Committee relative to affordability. [Bismarck, N.D: North Dakota University System, 2008.
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Connie, Armstrong, North Dakota. State Board of Higher Education., and North Dakota University System, eds. Report and recommendations of SBHE 5-4 Work Plan Objective's Committee relative to affordability. [Bismarck, N.D: North Dakota University System, 2008.
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Minnesota. Legislature. Senate. Higher Education Budget Division. Overview of the Minnesota state work study and post-secondary child care grant programs: A report to the Senate Higher Education Budget Division and House Higher Education Finance Committee. Saint Paul, MN: The Office, 2000.
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United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Select Education. Beyond baccalaureate: Graduate programs in the Higher Education Act : hearing before the Subcommittee on Select Education of the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, first session, September 9, 2003. Washington: U.S. G.P.O., 2004.
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Council of Ontario Universities. Committee on the Status of Women in Ontario Universities. Then work for change: A report to the Council of Ontario Universities from its Committee on the Status of Women. [Toronto]: Council of Ontario Univerities, 1992.
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Council of Ontario Universities. Committee on the Status of Women in Ontario Universities. -- then work for change: A report to the Council of Ontario Universities. [Toronto]: Council of Ontario Universities, 1992.
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Education, United States Congress House Committee on Education and Labor Subcommittee on Postsecondary. Hearing on the reauthorization of the Higher Education Act of 1965: Secretary Lamar Alexander : hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, first session, hearing held in Washington, DC, May 8, 1991. Washington: U.S. G.P.O., 1992.
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United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education. Hearing on the reauthorization of the Higher Education Act of 1965: Library programs : hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, first session, hearing held in Washington, DC, April 16, 1991. Washington: U.S. G.P.O., 1991.
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Education, United States Congress House Committee on Education and Labor Subcommittee on Postsecondary. Hearing on the reauthorization of the Higher Education Act of 1965: Sallie Mae-- safety and soundness : hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, first session : hearing held in Washington, DC, June 19, 1991. Washington: U.S. G.P.O., 1991.
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United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education. Hearing on the reauthorization of the Higher Education Act of 1965: Titles III and VIII : hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, first session, hearing held in Washington, DC, July 10, 1991. Washington: U.S. G.P.O., 1991.
Find full textBook chapters on the topic "Committee on Work Conferences on Higher Education"
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Gleason, Philip. "The Impact of World War I." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0008.
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The importance of World War I as a watershed in twentieth-century American history has long been recognized, and recent studies agree that that interpretation applies to higher education and to American Catholic history. Not surprisingly, it also applies to the development of Catholic higher education. The war did not in itself revolutionize that activity, but by reinforcing and accelerating tendencies already at work it closed the door on one epoch and set the stage for another. The decisive difference between the two eras was that the war settled in favor of the modernizing reformers the debate over the organizational issues discussed in Chapter 2. This came about because efforts to rationalize Catholic higher education were swept along in what David M. Kennedy has called “the great war-forced march toward a better articulated structuring of American life.” Coming after two decades of industrial consolidation and in the midst of a craze for “efficiency,” wartime mobilization brought the movement for planning and control to an unprecedented level of intensity. “Czars” were appointed, or national commissions established, to supervise industrial production, agriculture and food distribution, fuel supplies, labor, the railroads, and shipping. Mobilization of opinion was entrusted to the Committee on Public Information, which reached into every corner of the land, including the schools. This was all carried on at a high pitch of patriotism; the same emotion, along with the felt need to keep pace with ongoing changes, led to the creation of many voluntary agencies of coordination, such as the American Council on Education and the National Research Council, to mention two quite important for higher education. By far the most important result of this impulse among American Catholics was formation in 1917 of the National Catholic War Council and its transformation after the war into a permanent organization called the National Catholic Welfare Conference (both of which used the initials NCWC). Scholars have only recently begun to unravel the complexities of this story, but their work makes clear that, precisely because the NCWC represented so important a step toward centralization, its formation aroused fierce opposition from Catholics fearful of encroachments on their own freedom of action.
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Starr-Glass, David. "Moderating the Effective Co-Creation of Knowledge in Asynchronous Online Conferences." In Building Online Communities in Higher Education Institutions, 258–78. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5178-4.ch014.
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Asynchronous discussion conferences have become a standard feature of online distance learning. They provide a place for sharing ideas, consolidating understanding, and creating new knowledge about subject matter. In these conferences, the course instructor/facilitator ensures the free flow of communication and the exchange of information. Effective moderation, however, also requires the instructor/facilitator to engage in what might be termed off-stage work: gaining personal knowledge of participants, addressing participation problems and potentials, and developing cultural awareness of participants. The chapter focuses on off-stage work, specifically in online distance learning situations populated by military learners. It explores ways of developing stronger private connections with participants through which relevant information can be shared. It also considers the extent to which military learners possess a distinctive culture that impacts conference participation. The chapter reviews relevant literature, assesses the challenges for the conference moderator, provides strategies for dealing with participation and cultural issues, and suggests ways of improving overall communication and community in online distance learning environments.
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Simon-Maeda, Andrea. "Foreword." In Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter, vii—x. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/11/f.
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In this foreword, Andrea Simon-Maeda makes connections between her past associations, her own experience as an academic in Japanese higher education, and the contributions to this book. All of these experiences indicate that success can be achieved by taking proactive measures. Such measures include obtaining an advanced degree, forging alliances with work colleagues, and networking at academic conferences.
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Hai-Jew, Shalin. "Online Calling Cards and Professional Profiles in Cybersecurity From Social Media." In Research Anthology on Advancements in Cybersecurity Education, 157–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3554-0.ch008.
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Demand is very high for people to work in various cybersecurity professions and ceteris paribus that demand may well continue into the near term. While there are more formal trails for employment, such as higher-educational pathways, performance in cybersecurity competitions, participation in professional conferences, and social media presentations may all offer less conventional paths into cybersecurity hiring. Through a convenience sample across a number of social media platforms and bottom-up coding, this work explores some aspects of cybersecurity professional profiles (“calling cards”) available on the open Social Web and what may be learned about respective skills and capabilities from these glimmers of the person(s) behind the profiles. These profiles are assessed based on a 2x2 axis with focuses on (1) target skills and (2) personhood attributes. From these analyses, some tentative insights are shared about the cybersecurity calling cards and how informative they may be for recruitment and retention of cybersecurity workers.
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Rose, Crystal Dail. "Developing Scholarly Dispositions While Becoming a Participatory Action Researcher." In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, 192–211. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7267-2.ch010.
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Participatory action research can be difficult to enact, especially as a novice researcher. The tensions between remaining true to the heart of PAR while also reconceptualizing her own identity as a student, novice, teacher, scholar proved challenging. This feat was accomplished with a thorough understanding of participatory action research; the scholarly dispositions needed to engage in this work; and the guidance, support, and careful questioning of a dissertation chair and committee. This chapter includes an overview of the methodology, participatory action research with photovoice; the possibility of unique scholarly dispositions needed by doctoral candidates interested in action-oriented methodologies; the author's own dissertation experiences; and concludes with lessons learned throughout the dissertation. Although a framework for the scholarly dispositions specifically for action-oriented methodologies is yet to be determined, the dissertation journey shared in this chapter could be a launching point for such work to occur.
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Emery, Alan, Patricia Literte, and Echo Chang. "Developing, Implementing, and Experiencing an Online Sociology Degree Completion Program at a Large California Public University." In Cases on Critical and Qualitative Perspectives in Online Higher Education, 182–207. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch010.
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In this chapter, the authors investigate the creation and operation of a Sociology Online Degree Completion Program at a large California public university. The program emerged over several years, and the authors discuss the rationale for its formation, emergence, and implementation. The authors concentrate their analysis primarily on the work of the Sociology Department’s Online Education Committee, whose activities were instrumental in creating the program. They then examine the student populations served by the program and their experiences. The authors compare the demographics of the students in the Online Degree Completion program with the demographics of transfer students in general, and they highlight pertinent similarities and differences. The chapter concludes with a discussion of the program’s future, including challenges facing the program and how the program relates to the continued movement towards online classes in higher education. The authors thus offer a multidimensional and narrative account of the emergence of this program.
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Majeed, Mohammed. "Predicting the Future of Education in the Light of Artificial Intelligence." In Digital Transformation in Education: Emerging Markets and Opportunities, 173–88. BENTHAM SCIENCE PUBLISHERS, 2023. http://dx.doi.org/10.2174/9789815124750123010014.
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Despite the fact that there is a growing agreement that artificial intelligence's (AI) the disruptive potential will have a positive influence on most fields; there is a noticeable dearth of academic literature concerning higher education. The goal of this research is to investigate how AI (artificial intelligence) might be used to improve educational practices like teaching and learning in the near future. The purpose of this chapter is to demonstrate whether a significant amount of AI will be required for the future of online platforms. The study examined how future online learning environments may alter how teachers impart knowledge to students and how students learn. The education industry can gain the following advantages from implementing IA: Students can receive additional help from tutors using the following methods: answering questions, removing barriers, personalization, differentiated learning, tutoring, rapid responses, day and night learning, grading, smart content/sense-making content, etc. According to experts, educators and policymakers should start educating kids about the future of work with AI as soon as possible. Early adopters in the field of AI, such as professionals and enterprises, can teach future generations about the importance of artificial intelligence in conjunction with global economic trends. Workshops, seminars, and conferences will be held to educate the public about artificial intelligence and the educational experiences of developed countries. You can take advantage of a pandemic or any other emergency that necessitates the creation of a new company.
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BARTIENIEVA, Iryna. "DESIGNING THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS IN THE CONDITIONS OF THE CREATIVE EDUCATIONAL ENVIRONMENT OF THE INSTITUTION OF HIGHER EDUCATION." In THEORETICAL AND METHODOLOGICAL PRINCIPLES DESIGNING THE PROFESSIONAL EDUCATION OF FUTURE SPECIALISTS IN THE CONDITIONS OF THE UNIVERSITY SPACE, 183–234. Ushynsky University, 2024. http://dx.doi.org/10.24195/cm2024uuch4.
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The study is devoted to the topical issue of designing the professional development of future teachers in the conditions of a creative educational environment of a higher education institution. The essence of the concepts “personal creativity”, “creative thinking”, “creative innovative thinking”, “formation of creativity of future teachers”, in particular future teachers of fine arts, labor training and technology, design teachers, is defined. It has been proven that creativity is a driver of personal and professional success of future teachers during the study of pedagogical disciplines. The study stated that the creative activity of higher education students is a research activity of a scientific nature, which was aimed at creating methodical and didactic tools for the purpose of solving educational and educational tasks. During the production, analysis and selection of ideas, the applicants developed all components of professional competence: professional (speech, socio-cultural aspects), pedagogical (motivational-stimulating, informative, constructive-projective, organizational aspects), personal. The main characteristics of innovative educational technologies for producing a creative educational environment in a higher education institution are disclosed: game, interactive, integral, developmental, humanistic, person-oriented, project, problem, remote, etc. The experience of implementing innovative technologies in the professional training of future teachers when studying the educational disciplines “Pedagogy”, “Pedagogy in institutions of higher education” is highlighted. Attention is focused on the organization of the creative work of the winners regarding the formation of the foundations of pedagogical mastery as a necessary component of their professional development. The experience of conducting various types of modern lectures (problematic, visualization, provocation, press conference) is analyzed. A variety of types of didactic, role-playing, educational and pedagogical games, interactive tasks and exercises, web quests, press conferences, case studies, collages, discussions, brainstorming, card pedagogical lotto, methodological operatives, creative reports of teachers, projects during practical classes are presented. It has been found out from own experience that the best results can be obtained only through a harmonious combination, improvement, and diversification of traditional and innovative technologies, methods, and forms of education.
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Rowland, Nicholas J. "Prioritizing Packaged Software Implementation Projects." In Enterprise Resource Planning, 329–46. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4153-2.ch020.
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This chapter examines the dynamics of prioritizing implementation projects. Building on the notion of “fit-gap” work, this chapter emphasizes the significance of “de-prioritization” as a practical technique for managing Enterprise Resource Planning (ERP) implementation projects. “Fit-gap” is a term that resonates with current academic and professional discussions concerning the use of customization and work-arounds necessary to coax suboptimal implementations into functioning properly as the systems age. These are not idle matters given the near irreversibility of ERP projects once initiated and the reported high probability of failure following implementation. Drawn from in-depth interviews and internal documents collected from a multiyear organizational case study of ERP in an institution of higher education, this chapter reports on various uses, interpretations, and consequences of prioritization techniques used to manage implementation projects. In practice, the idea that complex software implementations can be theoretically reduced to mere gaps in fit serves to obscure the political conflict and ambiguous economic accounting that underlie committee work devoted to identifying gaps, deliberating on possible fits, and then prioritizing which gaps are fit immediately and others scheduled for fit later on. In conclusion, while fit-gap committee work is openly intended to result in fewer customizations overall, de-prioritization, as a management technique, appears to “remove without removing” agenda items from the implementation schedule. The upshot for managers: placing such decisions in purgatory delays indefinitely investments of time and finances into customizing new software to fit old policies, and all the work-arounds necessary to shore-up any lingering idiosyncrasies.
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Rowland, Nicholas J. "Prioritizing Packaged Software Implementation Projects." In Phenomenology, Organizational Politics, and IT Design, 159–75. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0303-5.ch010.
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This chapter examines the dynamics of prioritizing implementation projects. Building on the notion of “fit-gap” work, this chapter emphasizes the significance of “de-prioritization” as a practical technique for managing Enterprise Resource Planning (ERP) implementation projects. “Fit-gap” is a term that resonates with current academic and professional discussions concerning the use of customization and work-arounds necessary to coax suboptimal implementations into functioning properly as the systems age. These are not idle matters given the near irreversibility of ERP projects once initiated and the reported high probability of failure following implementation. Drawn from in-depth interviews and internal documents collected from a multiyear organizational case study of ERP in an institution of higher education, this chapter reports on various uses, interpretations, and consequences of prioritization techniques used to manage implementation projects. In practice, the idea that complex software implementations can be theoretically reduced to mere gaps in fit serves to obscure the political conflict and ambiguous economic accounting that underlie committee work devoted to identifying gaps, deliberating on possible fits, and then prioritizing which gaps are fit immediately and others scheduled for fit later on. In conclusion, while fit-gap committee work is openly intended to result in fewer customizations overall, de-prioritization, as a management technique, appears to “remove without removing” agenda items from the implementation schedule. The upshot for managers: placing such decisions in purgatory delays indefinitely investments of time and finances into customizing new software to fit old policies, and all the work-arounds necessary to shore-up any lingering idiosyncrasies.
Conference papers on the topic "Committee on Work Conferences on Higher Education"
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Lukács, Bence, Mathias Andrasch, and Sandra Hofhues. "OERlabs: Empathy first, solution later?" In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8182.
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The project ‘OERlabs - jointly training student (teachers) for Open Eductional Resources (OER) use’ is funded by the Federal Ministry of Education and Research Germany (BMBF[SH1] ) and aims to sensitize and contextualize OER for all relevant university actors by strategically carrying out an open developmental process. This process includes organizing regular Multi-Stakeholder[SH2] Dialogues (MSD) over the course of the project. This paper briefly outlines the kick-off MSD event, its methodological approach in context of the entire process, i.e. building a base for working on solutions with implicit use of OER-principles and presents the participants feedback and provides results from the event. In contrast to committee work, our MSD-approach provides participants with more spacefor open discussions while still working towards a shared goal. In the context of OER, these events show the importance of focusing on the participants attitudes and mindset, rather than confronting them with general OER-related topics right away, such as licensing and creative commons. The project OERlabs will organize its final MSD in July of 2018, while also documenting additional experiences in an Open Book.
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Hassan, Hossam, and Khalifa Al-Jabri. "ABET Accreditation: An Engineering Experience from Sultan Qaboos University, Oman." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2691.
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The Accreditation Board for Engineering and Technology (ABET) accredits college and university programs in engineering under the Engineering Accreditation Commission (EAC). The process follows Engineering Criteria (EC) 2000, which focuses on outcomes (what is learned) rather than what is taught. This paper presents an overview of the processes developed by the civil engineering (CE) program at Sultan Qaboos University to satisfy ABET Criteria 2, 3, and 4. The program had a successful accreditation visit in November 2013. Program educational objectives (PEOs) were developed. A review and revision process for PEOs was also developed. ABET student outcomes (SOs) were adopted by the CE program. SOs were broken to outcome elements. Key performance indicators were developed for each outcome element, according to the six levels of Bloom’s taxonomy for cognitive domain. The process used direct indicators from student work as well indirect survey instruments. The program has developed a detailed and systematic approach for assessment of SOs with feedback and follow-up on implementation of actions for continuous improvement. Planning for the next accreditation cycle of SO assessment proved valuable, as the new accreditation committee started executing an already laid out work plan.
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Bobbo, Natascia. "Chronically ill patients and adherence: a new challenge for educators committed to training future health professionals." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17081.
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As academic educators committed to training future health professionals, we should understand and address the new educational needs they may perceive as a result of the global increase in the number of chronically ill patients. This paper aims to present a new learning/teaching strategy that has been implemented in a bachelor course for health professionals, based on the evidence of: a) the complexity of the issue of therapeutic adherence; b) the lived experience of chronic illness as a personal matter; c) the usefulness of therapeutic patient education (TPE) conceived only as a transmissive practice. In this course, some lectures were combined with workshops in which students were asked to deal with a real patient's story for whom they had to define an educational plan. The results show the success of the creative choices implemented from a training perspective and the satisfaction of the learners asked to experiment in the classroom a work practice with a high rate of autonomy.
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.
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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Syarova, Svetlana, and Stefka Toleva-Stoimenova. "Cybersecurity Issues in the Secondary and Higher Education Systems’ Curricula." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5114.
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Aim/Purpose. This paper examines the Bulgarian educational policy in the field of information technology and cybersecurity in particular. Background. The massive penetration of technology into daily life and the economy is transforming the possibilities for work, learning, communication, access to information, and spending free time. The result is a global electronic environment that provides new opportunities for communication and interaction with individuals and communities worldwide. New strategies, policies, and measures have been constantly reviewed and developed to meet the new demands for high-quality digital education. Methodology. For each of the major research domains (secondary and higher education systems in Bulgaria) considered for this study, the cybersecurity issues in the curricula have been explored, collected, and analyzed. The study combines empirical research and statistical analysis. Contribution. This paper contributes to the body of knowledge by providing evidence that in the curricula of non-IT majors, information security does not occupy its important place assigned to it by the current reality of an ever-increasing threat of cyber-attacks. Findings. Sharing authors’ experience acquired in examining educational policy related to students’ digital literacy and cybersecurity literacy will contribute to the transition of secondary and higher education in a way to address 21st-century challenges. Recommendations for Practitioners. Considering the findings of this study, schools and universities need to include cybersecurity issues and concerns in curricula to raise awareness of their graduates in this field. Recommendations for Researchers. Conducting research on IT and cybersecurity literacy acquired at the level of secondary and higher education in Bulgaria could identify some gaps and improve the curricula. Impact on Society. Rapid technological progress radically changes and redefines conventional teaching and learning processes in education to meet current challenges. Future Research. Future studies can also consider comparative studies in different countries.
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López-Gutiérrez, Aurora, and Elvira Barrios. "English-Medium Instruction in the Education Faculty of Málaga University: Students’ profiles." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2671.
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This paper seeks to attain a better knowledge of the students that have joined the first partially-taught-in-English degree course in one of the six groups of the Bachelor’s Degree in Primary Education in the University of Málaga. The aim is to comprehend their different profiles so that professors can cater for their needs. To achieve this objective, as part of an innovation project led by a multidisciplinary team, different questionnaires were designed, the first of them to get information about their personal data and English training. It was taken by first year students, for two consecutive years (2014, 2015). The results of this questionnaire revealed that, as no specific requirements were asked, and only English level indications were given, we have to work with an heterogeneous group of people, which results in a multi-level proficiency, very demanding group, to deal with. However, comparing the results from one year to the next, we noticed that there has been an improvement in almost every parameter we were interested in assessing, and the participants of the developing innovation project are committed to evaluate their needs and provide the necessary support that teachers and students deserve.
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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.
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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.
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Whatley, Janice. "Are We Ready to Go Live with Our Team Projects?" In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3482.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.
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Naida, Vitalii. "PROSPECTS FOR THE PARTICIPATION OF CADETS OF HIGHER EDUCATION INSTITUTIONS OF UKRAINE IN PROVIDING ASSISTANCE TO THE POPULATION IN MARTIAL LAW." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s07.070.
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Using dialectical and systemic methods, the author conducted a thorough analysis of the thematic and organizational aspects of the cadets' assistance to the population in the fields of law, intellectual volunteerism, and public activity, including with the participation of international donor organizations, in cooperation with Ukrainian public organizations, using a virtual environment. Through the prism of the experience of the functioning of the School of Scientific Leadership of the Kharkiv National University of Internal Affairs, the author highlights the main features and organizational forms of assistance in the specified areas under martial law. This article can be widely used in the planning of cultural and educational work of departments of social and humanitarian work of universities. The article will also be useful for the organization of Scientific Leadership Schools on the basis of Ukrainian and foreign universities for the organization of scientific, creative, social and international work of students.
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"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.
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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
Reports on the topic "Committee on Work Conferences on Higher Education"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.