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Academic literature on the topic 'Higher academic technical institutions'

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Published: 6 September 2023

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Journal articles on the topic "Higher academic technical institutions"

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Jain, Akriti, Ruchi Sharma, and P. Vigneswara Ilavarasan. "Public funds and outputs in higher academic technical institutions: insights from India." Technology Analysis & Strategic Management 32, no. 9 (March 10, 2020): 1007–19. http://dx.doi.org/10.1080/09537325.2020.1737324.

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Sabtu, Helminiry Had, Wan Shakizah Wan Mohd Noor, and Mohd Faizal Mohd Isa. "Student Attrition at Technical and Vocational Educational Training (TVET) Institutions: The Case of XCel Technical College in Malaysia." Asian Social Science 12, no. 12 (October 28, 2016): 197. http://dx.doi.org/10.5539/ass.v12n12p197.

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Student attrition is a challenging issue for tertiary education institutions, especially Technical and Vocational Education Training (TVET) institutions. There are a lot of explanations why students withdraw from college level programmes and the causes may be unique for students who sign up in a course that suits their interest areas. Small student retention rates reflect negatively on the reputation of the institution and even more, its academic status. This would, in turn, influence institution enrolment, finances, and future plans for development. Thus, this research effort was designed to investigate the influences of students’ withdrawal from these institutions before completion of their studies. As this research took the qualitative approach, data collection was performed through interviews and focus group discussions involving two groups of students (i.e., those who dropped out and those who continued with their studies) from XCel Technical College. The findings showed that the students’ reasons for dropping out from the TVET institutions programme are varied, all which were classified into two categories, namely institutional factors (e.g., training facilities, learning materials, and scheduling) and student characteristics (e.g., parental/family influence and urgency of getting employment). This findings support the results of earlier studies which highlighted that student characteristics, institutional factor, educational and occupational goals and commitments, financial status and other personal factors, are important to their retention in higher education programs (Bafatoom, 2010; Bean, 1980; Braxton, 2005; Pascarella & Terenzini, 1983; Spady, 1970, 1971; Tinto, 1975, 1993).
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Laliyo, Surajuddin, Idrus Usu, Yakup Yakup, and Deby R. Karundeng. "Service Strategy for Higher Education Service Institutions Region XVI Gorontalo." International Journal Of Education, Social Studies, And Management (IJESSM) 3, no. 2 (June 18, 2023): 46–58. http://dx.doi.org/10.52121/ijessm.v3i2.153.

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The research objective was to determine the role of the XVI Gorontalo Higher Education Service Institutions in implementing service strategies for improving the management quality of private tertiary institutions, especially in terms of internal and external service strategies and managerial roles in improving the quality management performance of private tertiary institutions within the XVI region Higher Education Service Institutions. Gorontalo. The analytical method uses a technical SWOT analysis. The results of the study show that the Higher Education Service Institution (LLDIKTI) as a facilitator through its services can bring together various supporting interests. Education, Student and Academic Staff, Research and Community Service and Other Supporting Programs that put quality demonstrations that intersect with the interests of the business world and industry through the Merdeka Belajar program and the independent campus.
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Sharma, Meenal, Gurendra Nath Bharadwaj, and Shrey Kumar. "Private Equity in Higher Education Sector in India- Need of the Hour!" Journal of Global Economy 14, no. 1 (November 8, 2018): 40–57. http://dx.doi.org/10.1956/jge.v14i1.482.

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Setting up of an educational institution is not easy and requires a lot of regulatory formalities to be completed before opening and during its operations. If it is shut down within initial phase it is painful as well as legally difficult to close it, especially in India. It has been observed that a significant number of academic institutions of technical higher education have been shut down by the promoters due to lack of financial viability, lack of knowledge of about the business, poor management, and other social factors. The present study is an attempt to find out the reasons of mass failure of many technical higher education institutions and to suggest a unique financing model in order to ensure the quality of education and long-term benefit for the promoters by maintaining financial discipline.
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Machado-Taylor, Maria de Lourdes, and Odília Maria Rocha Gouveia. "ACADEMIC SATISFACTION AS AN AMPLIFIER OF THE ORGANIZATIONAL INTELLECTUAL CAPITAL." Problems of Education in the 21st Century 32, no. 1 (July 5, 2011): 58–71. http://dx.doi.org/10.33225/pec/11.32.58.

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In this paper data will be provided from an ongoing study on academic satisfaction in Portuguese higher education. The realization of this study is providing a diverse range of information on multiple dimensions of the faculty job in higher education, in particular dimensions of satisfaction, as well as dimensions of the academic career and the professional context in which it is exercised. In the context of this paper we will discuss particularly the academic job satisfaction as an amplifier of the organizational intellectual capital within the Portuguese higher education institutions. The research is being carried out at the Center for Research on Higher Education Policies (CIPES) and is being financed by Foundation for Science and Technology. The main research objectives are as follows: RO1: Determine the dimensions associated with job satisfaction of the academic staff; RO2: Analyze how job satisfaction differs among sub-groups of academics – sex, degree of education and institutional type. The main conclusions are that academics are in general satisfied with their jobs but not very or extremely satisfied. Academics more dissatisfied were those with a higher degree of education (PhD) and those teaching in public higher education institutions, especially those in public universities. Academics are more satisfied with “Non academic staff (administrative staff, technical and laboratorial staff)”, “Teaching Climate” and “Colleagues” and express dissatisfaction with “Research Climate” and “Conditions of Employment”. The results are intended as an aid in identifying areas for improvement and, consequently, this data can be used to shape policies and change, promoting the organizational intellectual capital. Key words: academics, job satisfaction, intellectual capital, higher education.
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Vindača, Olga. "ASSESSMENT OF PEDAGOGICAL COMPETENCE OF ACADEMIC STAFF: CASE STUDY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (July 3, 2023): 349–60. http://dx.doi.org/10.17770/sie2023vol1.7151.

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The current European guidelines and national priorities for the development of Latvia – to strengthen the teaching, learning and research capacity of higher education institutions and to develop the corresponding skills and competence of academic staff, promoting the excellence of science and higher education. The article will review the issue of pedagogical competence of academic staff (PCAS) in higher education institutions focusing on the primary tenants of its formation and development, offering the definition of PCAS, emphasizing non-teacher trained academic staff (without pedagogical background). As well as contribute to the discussion of PCAS among the experts and professionals of non-pedagogical field, formulating the core elements for the assessment of PCAS in three perspectives: of educators, of students, of higher education institution. The aim of this article is to determine the list of core elements for the assessment of PCAS, analyzing the proposals of 60 experts from Riga Technical University and defining the perspectives of PCAS assessment. This study will help higher education institutions to rethink their strategies for the assessment of academic staff and further perspectives of their development planning.
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KOZUBTSOV, Igor. "FEATURES OF PROFESSIONALLY-ORIENTED TEACHING OF THE ACADEMIC DISCIPLINE "PSYCHOLOGICAL, PEDAGOGICAL AND REGULATORY BASES OF EDUCATIONAL ACTIVITY" TO ADJUNCTS OF A TECHNICAL HIGHER MILITARY EDUCATIONAL INSTITUTION." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 13 (2023): 54–64. http://dx.doi.org/10.33251/2522-1477-2023-13-54-64.

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Problem statement. One of the most important tasks of modern education is to improve the professionalism of future scientific and scientific-pedagogical workers for the needs of the Armed Forces of Ukraine, as a factor in improving the quality of education carried out in the system of postgraduate professional education. The purpose of the article is to study the peculiarities of teaching the discipline "psychological, pedagogical and regulatory bases of educational activity" to adjuncts of technical higher military educational institutions of specialty 126 "Information Systems and technologies" and 255 "weapons and military equipment". Research methods. To solve the tasks set, theoretical research methods were used: methods of historical analysis for analyzing and generalizing scientific literature on the problem of work; generalization – for formulating conclusions and recommendations on effectiveness. The result of the study. The article considers the peculiarities of teaching adjuncts of technical higher military educational institutions the discipline "psychological, pedagogical and regulatory bases of educational activity". The object of research is content module 1. Subject, main tasks and actual problems of psychology and pedagogy of Higher Education, which is contained in the credit module 1. psychology and pedagogy of Higher Military School. Conclusions and prospects for further research. Professionally-oriented training is relevant in the training of adjuncts of technical higher military educational institutions when studying non-specialized academic disciplines and is an intangible means of motivating them to master them. The academic discipline "psychological, pedagogical and regulatory bases of educational activity" is necessary for adjuncts of technical higher military educational institutions of specialties 126 "Information Systems and technologies", 255 "weapons and military equipment" for their professional development and there is a need to increase the academic time for its teaching. Immediate prospects for further research. The presented study does not exhaust all aspects of this problem. Theoretical and practical results obtained in the process of scientific research form the basis for its further study and improvement of the content of the educational discipline, as well as the publication of modern scientific, methodological and educational literature. Keywords: teaching, academic discipline, psychology, pedagogy, educational activity, adjunct, technical higher military educational institution, armed forces of Ukraine.
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Sebola, Mokoko Piet. "The role of Technical Vocational Education and Training Colleges (TVET) in higher education teaching: a higher education provided at basic education standard." EUREKA: Social and Humanities, no. 1 (January 28, 2022): 50–57. http://dx.doi.org/10.21303/2504-5571.2022.002257.

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The paper investigates the role of Technical Vocational Education Training (TVET) Colleges in the provision of higher education in South Africa. The Technical Vocational Education Training Colleges are classified with universities as providers of higher education in South Africa’s education system under the Post School Education and Training (PSET) system. The status of a Technical Vocational Education Training College as an institution of higher learning is very questionable, however, many scholars do not prefer to enter that terrain of the argument. In this paper I argue that the TVET colleges do not seem to clearly fit the profile of institutions, offering higher education in South Africa. Higher education institutions, such as Traditional universities, Universities of Technology and Private universities, have certain standards of competencies, adhered to promote students to the next level of knowledge, which are similar, but highly different from TVET colleges’ promotion standards. The TVET Colleges are governed primarily through the Continuing Education Act, while the Universities are governed through the Higher Education Act 101 of 1997, which is a clear separation of their educational mandates. The paper argues that TVET Colleges are not institutions of higher learning and are not capable of providing education at the level of higher learning, considering the academic competencies in the sector and the level of knowledge, expected to be produced. They are indeed self-styled Basic education institutions, operating wrongfully as institutions of higher learning in the South African Higher education band. The paper concludes that if TVET colleges are to be transformed into institutions of higher learning, all standards of competencies of both students and staff will have to be overhauled to fit the level of expertise to produce a higher education graduate, fitting the standard of an independent graduate.
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Gono, Jr., Exequiel Reposposa. "Estimating Technical Efficiency of Academic Departments of a Philippine Higher Education Institution." International Journal of Management Excellence 11, no. 3 (October 31, 2018): 1665–71. http://dx.doi.org/10.17722/ijme.v11i3.1034.

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The main thrust of this research is to measure the relative technical efficiency of the six (6) colleges of San Pedro College from school year 2004-2014. The technical efficiency of the academic units can be derived based on its ability to produce the optimum number of output (number of research outputs, number of graduates, and number of community extension conducted) based on a given set of inputs (budget allocation and ratio of the full-time and part-time faculty) using data envelopment analysis. The Nursing/Respiratory Therapy Department is consistent as the highest for the ratio of full-time to part-time faculty while the lowest ratio was observed by Medical Laboratory Sciences Department in 2016, Arts and Sciences in 2015 and Accounting and Business in 2014. In terms of technical efficiency, all departments are technically-efficient during 2014. The Nursing/Respiratory Therapy Department, Physical Therapy Department and Medical Laboratory Sciences Department did not obtain 100% efficiency. In 2016, only the Accounting and Business Management Department did not obtain full technical efficiency score. Further, using the Tobit model, the age of the department, number of baccalaureate teachers, proportion of faculty members with doctorate degree with those who are masters’ degree holders, and the dean’s qualification were found to be insignificant as sources of inefficiency.
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Н.И., Самойленко, and Сембрат А.Л. "Особенности системы высшего образования Северной Кореи." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 41, no. 1 (April 2019): 50–57. http://dx.doi.org/10.46727/jshs.2019.v41.i1.p50-57.

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The article analyzes the features of higher education in North Korea and determines that it consists of two systems: academic higher education and higher education for further education. The academic system of higher education includes three types of institutions: universities, vocational schools and technical schools. Training programs consist of academic and political subjects. Higher education for further education corresponds to postgraduate and doctoral studies. Also in the DPRK, there are in parallel two sectors of higher education: regular and education for the working population. Higher education is not compulsory in North Korea.
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Dissertations / Theses on the topic "Higher academic technical institutions"

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Zhou, Jun. "A study of academic staff development in Chinese higher education institutions." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417267.

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Adams, P., James Joseph Fox, Nicholas E. Hagemeier, A. Mora, J. Trovato, and S. Westrick. "Academic Freedom Remains a Cornerstone of Educational Institutions." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5415.

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Kataria, Sanjay. "Intellectual Repositories in Institutions of Higher Learning in India: An overview." ICOLIS 2007, Kuala Lumpur:, 2007. http://hdl.handle.net/10150/105210.

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Paper presented in ICoLIS 2007 at Malaysia
The paper discusses the concept of intellectual repository (IR) its need, importance,benefits, critical issues, major problems in establishment & maintenance of IR, role of librarians, intellectual society, academic institutions and the government. It also gives an overview of Intellectual Repository (IR) initiatives taken in the institutions of higher learning in Indian scenario.
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Schimpp, Stephen Andrew. "Marginal costs of instruction at two-year higher education institutions." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186725.

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The purpose of this study was to determine the extent to which marginal costs of instruction vary by curricular area at two-year higher education institutions in the U.S. A subordinate objective was to determine the extent to which these costs vary for similar curricular areas among (1) "public" institutions versus "private, not-for-profit" versus "private, for-profit" institutions, and (2) "junior colleges" versus "community colleges" versus "technical colleges." The curricular areas targeted for marginal cost generation in the study were (1) arts and sciences, (2) business and data processing, (3) health, (4) service, (5) trades and (6) technical. Marginal costs were estimated in the study by means of regression analysis. Three different classes of cost function and quasi-cost function regression models were utilized: (1) enrollment-based models, (2) degree-based models, and (3) award-based models. These differed as to the types of measures utilized to account for "output" at institutions. In all models, some version of "total expenditure on instruction" served as the dependent variable. Variables pertaining to costs of input factors and to technologies of production served, along with "output" data, as independent variables in the study. Virtually all data used in the study were obtained from 1989-90 Integrated Postsecondary Educational Data System (IPEDS) surveys and were cross-sectional in nature. Four different regression model specifications were attempted in the study: (1) linear, (2) double-log, (3) linear with second order and interaction terms ("linear translog-like"), and (4) logarithmic with second order and interaction terms ("translog-like"). The effectiveness of each of these functional forms varied by institutional sector. Statistically significant marginal cost estimates were obtained in the study for all six curricular areas in most institutional sectors, but conflicting sets of estimates often were observed. As a result, the investigation was only partially successful in determining whether marginal costs of instruction for similar curricular areas varied systematically by institutional sector. In addition, a lack of data regarding quality of output rendered cross-sectoral comparisons tenuous. It was concluded that disaggregation of institutions into more homogeneous units of analysis in future studies held potential for the generation of more definitive marginal cost results.
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Tobedza, Asalepele. "Quality management strategies for technical and vocational education and training institutions in Botswana." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2223.

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Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2011.
Education is undoubtedly of great significance to everyone, and as a consequence countries are working hard to ensure that their educational systems are responsive to their socio-economic needs. In search for competitive advantage, institutes of higher learning throughout the world are focussing their attention in ensuring the provision of quality academic programmes. Botswana's public technical colleges are no exception. In recent years, the government of Botswana through Department of Technical and Vocational Education and Training (DTVET) has stepped up its efforts to expand and transform technical and vocational education in that country. In spite of these investments, studies show that the quality of training is still a serious concern. This study aims to explore the extent to which the Botswana institutions implement quality management systems. Critical areas and attributes where institutions should focus their efforts in relation to quality are explored. To achieve the objective of the study, both qualitative and quantitative research methodologies were used. The case study research method was employed to investigate issues which have affected the capacity of the institutions to implement quality management systems. Data was gathered from students, teachers and the college management team members by means of a self-administered questionnaire. This study hopes to contribute to the existing body of knowledge by providing insights into the implementation of quality management systems in the training institutions in Botswana.
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Foster, Sherrell Anthony. "Cutting up the melon: A case study of academic earmarking at selected institutions." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154066.

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Xu, Xueyan, and 徐雪燕. "Guanxi and academic career development in Chinese higher education institutions : a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/212614.

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Guanxi (interpersonal relationship) is an important mechanism through which Chinese people facilitate transactions and cope with institutional constraints under immature legal frameworks. As the transition of China’s economic system and legal framework progresses, the impact of guanxi on Chinese’s life and work has sparked heated debates. This study attempts to specify empirically the significance of guanxi in the context of institutional transition, from an academic career development perspective. The researcher conducted a qualitative exploration in a transitional research university in Beijing. Based on the previous studies, this study emphasizes the influences of three types of guanxi –mentorship (shimenship), leader-subordinate guanxi and colleagueship – on academics’ professional growth, in terms of job status improvement, resource attainment, network enlargement and performance advancement. The strategies academics used to establish and enhance these three types of guanxi were also investigated. Fifty-five academics’ perspectives and experiences were sought through semi-structured interviews. Their guanxi experiences helped the researcher to determine how and why guanxi helped academics to access different resources in the subject transitional research university. Likewise, policy documents, papers and observation notes were employed to portray the institutional constraints currently facing academics. The field data pointedly suggested that the radical overhaul of institutional governance systems at the subject research university was, paradoxically, accompanied by the undiminished presence of the university’s old bureaucracy. This placed huge institutional constraints on academics’ career growth. Between the push of market forces and the pull of the old bureaucracy, academics were found to activate guanxi more enthusiastically and more frequently in an effort to overcome hardships and mobilize desirable academic resources. The participants pointedly singled out mentors, fellow shimen members, and leaders as important resources linkers, helping them successfully access targeted information, resources, opportunities and other social relationships during the institutional transition. In terms of academic appointment, academics frequently used mentorship, shimenship and their connections to leaders to improve their job status. However, the field data suggested that the introduction of market-oriented mechanisms to the academic appointment process, together with enhanced central control over bianzhi distribution, at least to some extent, made these lobbying efforts less effective than expected. Regarding colleagueship, it had comparatively little influence on academics’ funding applications and teaching performance improvement, explaining why interactions between colleagues were often limited to perfunctory exchanges designed to maintain social harmony. Academic collaboration was seen as an effective way of helping academics efficiently sustain and enhance their relationships with mentors, shimen members and leaders. Besides research interests and research competencies, academic collaboration allowed different parties to determine whether they were attuned to each other’s taste of personality traits (e.g., generosity, sincerity, responsibility), which were seen as leading indicators of academics’ moralities and work ethics, thus deepening their existing trust and promoting future collaborations. Although social eating and communication were seen as useful ways of maintaining mentorship and shimenship, there was no consensus among academics with different status on their importance in enhancing leader-subordinate guanxi. Academics also reported accessing targeted powerful leaders through third party recommendations and self-disclosure. In brief, this study is one of the few empirical studies to specify guanxi mechanism’s effect on academics’ career growth during institutional transition, and offers readers a different perspective on the influence of institutional reforms at Chinese HEIs on academics’ career development.
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Education
Doctoral
Doctor of Philosophy
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Thomas, Catherine Elizabeth. "The haunted university : academic subjectivity in the time of communicative capitalism." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/57756/.

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In the last thirty years there have been significant changes in the governmentality and culture of higher education in the UK; concurrently, day-to-day practice has been transformed by networked computers. This political and technical double-act may be understood as a specific articulation of what Jodi Dean has termed communicative capitalism (2010, p.2-9). This thesis investigates how such political and technocultural changes condition the subjectivity of academic staff across a range of academic activities and contexts. The theoretical model I develop draws notably on a combination of the psychoanalytic theory of Freud and Lacan, using Freud's conception of the ‘uncanny' (1919) and Althusser's theory of ideology (1970), to consider how the academic subject of technoculture is constituted by the particular domain of communicative capitalism I term the Haunted University. To develop this argument the thesis firstly establishes the ‘nature' of the contemporary university – distinguishing it from earlier models and earlier moments of reform. This is developed using cultural history sources and theoretical work from social, cultural and critical higher education studies. Secondly, I use a series of cultural studies methods to identify and explore elements of the new university formation. These include the selection and analysis of relevant digital materials (e.g. academic homepages and blogs) and small qualitative surveys of academic staff. Thirdly, the broadly Lacanian thrust of my argument is developed through leveraging theoretical work from the fields of cultural studies, philosophy, critical labour studies and higher education policy. I conclude that the series of developments and changes enacted by communicative capitalism has tended to transform academic subjectivity, bringing about what may be a permanent change in the ontology and epistemology of the academy. However, despite neoliberalism's attempt to foreclose discursive dissent, there are resistances to its project. My original contribution to knowledge is to theorise how and why the shift in academic subjectivity is being enacted, demonstrating how the technocultural, neoliberal university is beginning to haunt the academy not only from the outside, but from the inside, too.
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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.

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During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions
amongst others is the training of human resource which is the most important of all.

In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.

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Conner, Christina A. "Constitutionality of affirmative action programs in institutions of higher learning : Grutter v. Bollinger." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/313.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Health and Public Affairs
Legal Studies
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Books on the topic "Higher academic technical institutions"

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Vladimír, Drgoňa, ed. Slovak academic geographical institutions. Bratislava: National Geographic Committee, Slovak Geographical Council, 1994.

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National Board of Employment, Education, and Training (Australia). Higher Education Council. Library provision in higher education institutions. Canberra, A.C.T: Australian Government Publishing Service, 1990.

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Associates, John Minter, ed. JMA guide to identifying comparable academic institutions. Boulder, Colo: John Minter Associates, 1993.

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Costa, Fachin Roberto, ed. Managing strategy in academic institutions: Learning from Brazil. Berlin: W. de Gruyter, 1990.

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Russell, Susan Higley. A descriptive report of academic departments in higher education institutions. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1990.

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Reconstructing institutions: Language use in academic counseling encounters. Greenwich, Conn: Ablex Pub. Corp., 1998.

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Universities in transition: The changing role and challenges for academic institutions. New York: Springer, 2011.

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Afeti, George. Tertiary education in Africa today: Non-university institutions. Accra, Ghana: National Council for Tertiary Education, 2002.

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Broyles, Susan G. Characteristics of the nation's postsecondary institutions: Academic year 1992-93. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Commission, Maryland Higher Education, ed. Trends in degrees and certificates by program: Maryland higher education institutions. Annapolis, Md: Maryland Higher Education Commission, 1999.

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Book chapters on the topic "Higher academic technical institutions"

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Akriti Jain, Ruchi Sharma, and P. Vigneswara Ilavarasan. "Total Interpretive Structural Modelling of Innovation Measurement for Indian Universities and Higher Academic Technical Institutions." In Flexible Systems Management, 29–53. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4888-3_3.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "Outlook on a New University Landscape in 2030." In Higher Education Landscape 2030, 43–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_4.

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Abstract Reflecting the change in perspective taken in this book, our survey put questions about institutional support, governance, quality assurance or financial issues aside. Moreover, digitization is not only a technical innovation but always a social one as well. This fundamental change of perspective leads to questions such as “What does the learner need?” that universities will have to face in the future. Within the survey, international experts were requested to assess the quantitative success of the different learning pathways, distributing current and future students among the four models. Unsurprisingly, the “new” learning paths were expected to become more important, although the actual prospective importance of these learning paths will depend on the supply and demand for academic studies, allowing decision-makers to rethink the educational designs based on the AHEAD modeling.
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Federighi, Paolo. "Institutional Learning in Higher Education and Graduate Transitions." In Re-thinking Adult Education Research. Beyond the Pandemic, 17–32. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0151-3.04.

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The ‘learning exclusion equilibrium’ strategy in Italy also governs young adults’ possibilities of accessing higher education institutions (HEIs) and entering and being successful on the labour market. The upshot of this strategy has been to weaken the social role of universities and open the field to new players promoting new solutions based on stronger teaching and research partnerships. After graduation, young university leavers face a period in which they follow non-linear paths as they try to fit their skills to the labour market demand. For many professions, there has been an immense change in this demand. Now, unlike the past, life skills are considered basic competences for technical professions too. If those lacking these skills enter the labour market later, the problem arises of how to create these competences both during the period of university education and in the following years. Universities have to practise institutional learning and study with those who need knowledge in order to come up with a new strategy so that their graduates can directly manages their relations with the labour market. Knowledge of the situation and development of graduates’ professional lives is needed in order to give academic programmes a new direction and allow students to make an informed choice of which university to enrol in. The European Graduate Tracking Initiative can lead the way towards this goal.
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Teichler, Ulrich. "Academic Profession, Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_290-2.

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Teichler, Ulrich. "Academic Profession, Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 50–55. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_290.

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Fumasoli, Tatiana. "Academic Careers." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_287-1.

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Wolverton, Mimi. "Academic Deans in Higher Education Institutions." In The International Encyclopedia of Higher Education Systems and Institutions, 22–27. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_540.

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Wolverton, Mimi. "Academic Deans in Higher Education Institutions." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_540-1.

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Hamann, Julian, and Stefan Beljean. "Academic Evaluation in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_295-1.

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Drennan, Jonathan, Marie Clarke, Abbey Hyde, and Yurgos Politis. "Academic Identity in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_300-1.

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Conference papers on the topic "Higher academic technical institutions"

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Turcanu, Dinu, Rodica Siminiuc, and Tatiana Turcanu. "Role of the University Management System in the digitalization of Technical University of Moldova." In 12th International Conference on Electronics, Communications and Computing. Technical University of Moldova, 2022. http://dx.doi.org/10.52326/ic-ecco.2022/mm.02.

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Digital transformation has radically transformed societies and economies, having an ever-increasing impact on everyday life. The COVID-19 pandemic has revealed certain challenges for education systems related to digital skills of the higher education institutions, the use of digital tools and general level of digital competences and digital literacy. Ideally, a University Management System should have several functionalities, such as: management of the professional guidance of students (prospective students), management of the admission process, student management, employee management, finance management, research management, graduate management, management of the university documents and processes, but also academic management. A successful university management system will ultimately ensure the quality of education, will maintain a high level of institution’s image and academic integrity.
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Bernal, Amparo, and Ángel Rodriguez. "Strategic Plan of Graphic Expression to implement BIM on a Degree in Technical Architecture." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8039.

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Architectural and engineering studies in Higher Education Institutions face the challenge of modifying their teaching programmes, so that students acquire the competences linked to the new methodological techniques of Building Information Modelling (BIM) during their academic training. The experience of its adaptation at the Higher Polytechnic School of the University of Burgos is described in this paper, where the implementation of this methodology on collaborative work and integral project management has begun in the Knowledge Area of Architectural Graphic Expression with the teaching of its disciplines. The project has the strategic end-purpose of transferring these experiences to the other subjects on the Degree in Technical Architecture. A preliminary analysis of the human and material resources available in the Knowledge Area was performed and a Strategic Methodological Plan was drafted, to ensure the success of its implementation, establishing the lines of action to implement BIM methodology within a time period of eight semesters following its start-up.
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Radoi, Mireille. "NEW PROFESSIONAL DEVELOPMENTS IN THE ACADEMIC LIBRARIES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-181.

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The present paper aims to analyse the new challenges that affect the professional identity in the academic libraries. The fast and complex evolution of the information technology gave a new dimension to these institutions, reshaping the professional framework, creating new types of services. We talk now about the data scientist, a job description existing in all the related fields of information science that brings together not only programmers but also annotators, librarians, archivists or any other profession crucial to the thriving management of a digital data collection. We believe that a more accurate image of data scientist is that of a hybrid profession: analyst, communicator and technical adviser. The critical point here is to find the optimal balance between these different layers. Another aspect of the study will emphasize on the abilities that make a data scientist successful. A strong set of skills may be developed only in specialized environments and in a continuous interaction with users and society through cultural and scientific events. Academic libraries as a higher education institution of research and learning must adapt the legal and professional framework so as to face the new requirements of the civilization. At this point we will discuss the role of E-learning techniques and open educational resources in fostering the mandatory skills according to the European E-Competence Framework, but also the new services that the academic library will provide for the e-learning students. Our presentation will deal with a diversity of empirical examples with a distinct emphasis on the transmutations of the librarian profession.
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Zerkina, Natalya, Galina Chusavitina, and Natalia Kostina. "ACADEMIC CHEATING: CORONAVIRUS PANDEMIC NEGATIVE IMPACT ON HIGHER EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-042.

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The phenomenon of academic cheating/e-cheating is not new, but due to the massive growth of higher education and development of ICT in recent years, the problem is still relevant for the higher education system. In the context of distance learning, during the pandemic, academic cheating/e-cheating among university students has significantly increased, the range of forms of IT manifestation has expanded, and there is also a tendency to increase students' tolerance for these practices in the learning process. The probability that cheating/e-cheating is widely used by students during their studies raises doubts about the students' academic performance, the quality of training for professional activities, devalues investments into the education by students and their families, undermines the image of the educational institution, etc.The aim of the study is to work out mechanisms (approaches, tools and methods) to prevent the decline in the quality of education and the validity of the assessment of knowledge caused by academic cheating/e-cheating of students, including in the short-and long-term pandemic consequences. Methodology. The paper uses the analysis of empirical and theoretical studies of foreign and Russian authors devoted to the study of the factors of unfair behaviour of students. The empirical basis of the study is the data of surveys of students and teachers of Russian universities. As a result of the study, it was found that academic cheating/e-cheating among students increased in the context of the pandemic; factors that encourage students to resort to unfair means to achieve educational goals were identified. The mechanisms of effective measures to prevent student cheating/e-cheating are proposed, based on both the individual (personal) characteristics of students and the features (characteristics) of the educational environment, including the role of the teacher, fellow students, the educational environment, software and technical support, etc.
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Filyasova, Yulia A. "ACADEMIC PERFECTIONISM IN TEACHING TECHNICAL ENGLISH TO UNIVERSITY STUDENTS SPECIALIZING IN NATURAL RESOURCES PROCESSING." In 22nd SGEM International Multidisciplinary Scientific GeoConference 2022. STEF92 Technology, 2022. http://dx.doi.org/10.5593/sgem2022/5.1/s22.091.

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The problem of academic perfectionism in teaching technical English at a higher education institution stems from a number of external and internal factors � the current educational targets set by managing social groups and student ambitions. The research methods included the analysis of objectives, contents and teaching methods intended for the first and second year bachelor degree students. The findings show that the target competence, being focused on the technical English, also incorporates the ability to solve communicative tasks in a wide variety of social and business situations. Therefore, pedagogical activity is determined by three vast areas � technical English, general English, and business communication. Academic perfectionism has certain distinctions depending on the level of student communicative competence. At the beginner level academic perfectionism is caused by the intention to reach ambitious educational goals for a short period of time. However, at the advanced level the ultimate goal is undefined. Academic perfectionism is determined by student motivation and the immense language material in the technical areas available for perfecting language skills. In either case, academic perfectionism poses risks of workaholism and burnout.
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Cimpoieş, Dragoş, Anatol Racul, and Rodica Reșitca. "Determination of academic performance by using the nonparametric method in the agricultural higher education institutions in Romania and the Republic of Moldova." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155663.08.

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During the process of transition to the market economy, a series of reforms have been undertaken to improve the performance management in the agricultural sector by using the traditional methods of organizing the didactic, research and innovation process. Because the performance evaluation techniques were technically and morally outdated, the impact of the reforms did not reach the goals set. The need to evaluate the performance of the teachers in the institutions of agronomic higher education creates the necessary premises to achieve a match between the requirements imposed on the job occupied with the professional qualities and skills of the one being evaluated. At the same time it is necessary to provide a motivational system as efficient as possible to raise the individual performance level.
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Roskosa, Antra, and Yulia Stukalina. "Exploring Brand Personality in Higher Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.019.

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The increasing role of branding in the higher education sector is closely associated with the enhanced marketing orientation of a modern university. This, in turn, is determined by intensified competition between higher education institutions for students, staff, sponsors and research funding. A strong university’s brand related to excellent academic reputation can become a means for gaining competitive advantage in the global education marketplace. Brand is regarded as a complex concept comprising different constituents, brand image being an essential branding facet. Brand image is linked to customers’ perceptions of a brand that are echoed by a set of brand associations – usage situations, product attributes and brand personality. The aim of the paper is to explore brand personality in higher education based on the data collected in two tertiary education institutions – RTU (Riga Technical University) and TSI (Transport and Telecommunication Institute). The study makes use of the conceptual customer-based brand equity model (CBBE) created by K.L. Keller, which assumes that brand equity is closely related to strong positive and exclusive brand associations that can be expressed as brand benefits, attitudes and attributes, brand personality attributes being an essential aspect of brand equity. For exploring brand personality, the paper also applies the brand personality framework, including brand personality dimensions and associated attributes, developed by J.L. Aaker. The paper reports the results of a survey used to collect information about RTU and TSI students’ perceptions of different brand personality attributes. The results of the empirical study demonstrate that every university is recommended to be tolerant, open-minded and respected. The base of it lies on the same ground – the respect towards the personality. Moreover, every university is also recommended to become a “modern brand”, innovation, creativity and thinking “out of the box” being essential characteristics of the brand. The results of the study would contribute to overall understanding of brand personality in higher education, and how it may influence preference for a brand in educational settings.
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Pralica, Dejan, and Vladimir Barovic. "STUDENT WEB SERVICES AND NEW DIGITAL TECHNOLOGIES IN THE EDUCATION PROCESS AT THE INSTITUTIONS OF HIGHER EDUCATION IN NOVI SAD." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-116.

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The aim of this paper is to show how much students use Student Web services to communicate with their teachers and the student registry, that is if they are familiar with the new digital technologies in the education process. The Strategy for the Development of Information Society and The Strategy for Education in Serbia till 2020 generally support the use of information and communications technology (ICT) in education and the promotion of the Academic Network of Serbia in four largest cities, Belgrade, Novi Sad, Nis and Kragujevac. The results of this research were based on the case study of "media departments" at the Faculty of Philosophy (Media studies) and the Technical College (Web design, Graphic design and Multimedia) in Novi Sad. The questionnaire was filled out by two hundred and twenty-two students who participated in this research, with the confidence level of 95%. Almost all participants use the student Web services, while 73% of them think that the use of this new digital technology only partly improves the students' communication with their teachers and the student registry, compared to the "traditional" method of "face-to-face" communication. The students use the Web services mainly to register for exams and pay tuition fees. The communication with the teachers is mostly done via e-mail, followed by "face-to-face" communication. If offered, the participants would agree to take some courses "online" and they would like to have the course materials available on the Web. The paper also offers ideas for the improvement of student Web services and the use of new technologies in the education process.
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Tomko, Megan, Amanda Schwartz, Wendy Newstetter, Melissa Alemán, Robert Nagel, and Julie Linsey. "“A Makerspace Is More Than Just a Room Full of Tools”: What Learning Looks Like for Female Students in Makerspaces." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86276.

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Postulating that the act of making stimulates learning, a widespread effort prompted the integration of makerspaces on college campuses. From community colleges to research-based higher education institutions, large investments were and still are being made to advance the making spirit and encourage non-traditional learning in academic settings. While optimistic that students are taking advantage of the makerspace resources and are in fact learning from their experiences, there needs to be a more direct effort to understand the learning, if any, that is occurring in the makerspace. The makerspace is labeled as an open, learning environment where students are able to design, create, innovate, and collaborate [1, 2]. In response, we investigate the claims of this statement through the research question: how is learning experienced by female students in an academic makerspace? Female students in STEM, especially those engaged in makerspaces, have unique and uncharacteristic experiences that can lend way to various learning and pedagogical implications. The purpose of this paper is to highlight our methodological process for incorporating in-depth phenomenologically based interviewing and for utilizing open and axial coding methods to establish grounded theory. We interview five female students through purposeful maximum variation sampling and snowball sampling. Through a rigorous and iterative data analysis process of the ten-percent of the overall, we created a preliminary coding scheme that articulates how learning is occurring, what design skills are being learned, and what life skills are being learned. These preliminary findings show that not only are these female students learning by doing and learning how to problem solve in design, but they are also overcoming fears, developing patience, and communicating ideas in these design-oriented makerspaces.
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Saunders, Glenn, Edward Whalen, Helen Mooney, and Sarah Zaremski. "Design of a Large Scale Vertical Stabilizer Wind Tunnel Model for Active Flow Control Research." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70197.

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The design, fabrication and installation of an approximately 1/6 scale model of an aircraft vertical stabilizer for research in Active Flow Control (AFC) is discussed. Highlighted are the unique design requirements of wind tunnel models, the specialized fabrication techniques employed to create them and the required close collaboration between industry, government and three academic institutions. The design of the model involves often competing constraints imposed by structural, instrumentation, aerodynamic, manufacturability and research-agenda considerations as well as cost and schedule. Instrumentation requires hundreds of pressure ports and six-axis force/torque sensing. Aerodynamic considerations necessitate high manufacturing precision, highly-skilled fabrication techniques and careful observance of model geometry throughout the design and fabrication processes. A scale model of a vertical stabilizer for AFC research was successfully designed, fabricated and deployed. The collaboratively designed model satisfies the structural, aerodynamic and research design constraints, and furthers the state of the art in Active Flow Control research.
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Reports on the topic "Higher academic technical institutions"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Kim, Ann Y., Tyler Reeb, Jaylee Jordan, and Youngjin Song. Curriculum Evaluation of the Academy of Global Logistics Program: Connections to STEM Education. Mineta Transportation Institute, June 2023. http://dx.doi.org/10.31979/mti.2023.2246.

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The Academy of Global Logistics (AGL) is a career technical education program developed in collaboration with the Port of Long Beach and the Long Beach Unified School District and with support from the Center for International Trade and Transportation. Students enrolled in the program, implemented at a high school in Long Beach, CA, learn global logistics and supply chain management over the course of their high school career. The program culminates in a capstone project that is evaluated by industry leaders. This research project applies qualitative coding methods to find connections between the AGL curriculum and CA mathematics and science curriculum standards and AGL curriculum and project-based learning. The project’s findings identified that the AGL curriculum provided students with numerous opportunities to engage in mathematics and science practices in a project-based learning environment. Recommendations for policymakers and higher education institutions are discussed in order to advocate for best practices to serve California's youth.
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Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, November 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.
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Hruntova, Tetiana V., Yuliia V. Yechkalo, Andrii M. Striuk, and Andrey V. Pikilnyak. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2660.

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Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in the training process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotes development of research skills and a future specialist’s competent personality.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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8

Lynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, August 2021. http://dx.doi.org/10.56561/mwrp9673.

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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.
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9

Mintii, Iryna S., Tetiana A. Vakaliuk, Svitlana M. Ivanova, Oksana A. Chernysh, Svitlana M. Hryshchenko, and Serhiy O. Semerikov. Current state and prospects of distance learning development in Ukraine. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4593.

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The article presents a thorough literature review and highlights the main stages in the development of distance learning in Ukraine. Moreover, the paper suggests the periodization of distance learning. Research data on distance learning peculiarities in Ukraine during and before the pandemic make it possible to outline the main problems faced by higher education institutions’ (HEIs) teachers and students. Therefore, the study emphasizes common problems, namely hardware/software issues, poor Internet connectivity, lack of students’ self-discipline and self-organization, absence of live communication, insufficient digital literacy skills etc. The paper analyzes the benefits of MOOCs that aim at digital competence development. It presents the results of students’ survey on qualitative changes in distance learning organization in 2020–2021 academic year compared to 2019–2020 academic year. The results prove that in current academic year, distance learning is better organized due to a sufficient structure of distance learning courses, the use of one platform for the whole educational institution, higher teachers’ digital competence, the use of various resources etc.
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10

Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

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Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
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