Journal articles on the topic 'Higher academic technical institutions - India'
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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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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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Abhishek, K., P. Suchit, G. Savita, S. Kalgi, and K. S. Beena. "ACADEMIC WEB TOOL FOR WEIGHTAGE DETERMINATION OF RANKING PARAMETERS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5 (November 19, 2018): 1–8. http://dx.doi.org/10.5194/isprs-archives-xlii-5-1-2018.
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<p><strong>Abstract.</strong> Indian education system, third largest of education system in the world comprises of Universities, Colleges, Technical institutions, Institutions of National importance etc. Choosing the right institution for academic activity is always a challenging job. In this context, ranking of Universities play a big role in shaping opinions of current potential students, parents, employers and government about the quality of educational institutions. National Institutional Ranking Framework (NIRF), an initiative of MHRD is the ranking system of India to rank all institutions of higher education in India. The current framework of NIRF works on approved set of parameters and assigned weightage. We propose a user defined framework with our own set of parameters based on survey of national and international ranking system. Weightages are calculated (algorithm based) dynamically by registering the preferences of different stakeholders. A web-portal was developed to capture the responses of different stakeholders, calculate weightages and can be used to assign ranking to the universities on the basis of end-user preferences. The portal was tested by registering responses of school students, colleges students, faculties of universities and parents and calculating the weightages for each parameter run time. This paper presents our methodology ,results of data analytics of survey and performance of our algorithm in evaluating the weightages, importance of parameters and perception of stakeholders of institutes at various levels.</p>
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Ilavarasan, P. Vigneswara, Ruchi Sharma, and Akriti Jain. "Measuring research efficiency of higher academic technical institutions of India: a Malmquist productivity index approach." International Journal of Intellectual Property Management 10, no. 1 (2020): 52. http://dx.doi.org/10.1504/ijipm.2020.10026763.
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Jain, Akriti, Ruchi Sharma, and P. Vigneswara Ilavarasan. "Measuring research efficiency of higher academic technical institutions of India: a Malmquist productivity index approach." International Journal of Intellectual Property Management 10, no. 1 (2020): 52. http://dx.doi.org/10.1504/ijipm.2020.104997.
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C, Nataraju, and Uma Warrier. "A Systematic Literature Review of the Factors Affecting the Quality of Technical Education in India." ECS Transactions 107, no. 1 (April 24, 2022): 20329–38. http://dx.doi.org/10.1149/10701.20329ecst.
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The study aims to investigate the indicators, which affects the quality of technical education in India. There is a paramount importance to maintain the quality in technical education in India to become global hub for education and also to improve the socio-economic growth of the nation. Measuring the quality of these institutions is a big challenge as there is no one single model to measure the quality of technical education in India. Another big challenge is to study the factors influencing the holistic development of the students with problem solving abilities, increased creativity and innovation, higher order thinking skills, communication skills, team work, social and moral awareness in depth learning as suggested by the guidelines of National Education Policy (NEP) 2020 introduced by the Government of India. Extensive literature survey has been undertaken to study the influence of factors impacting the quality of technical education institutions in terms of Infrastructure, Teaching-Learning Process, Industry – Institute interaction, and its linkage between the output in the form of students’ academic performance and the placement and to study the impact of the NEP 2020.
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Prasad, Chetlal, and Sanjay Kumar. "DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 506–12. http://dx.doi.org/10.21474/ijar01/12033.
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The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Governments, professional councils like University Grant Commission (UGC), All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE) etc. and five professional councils at the state level like Rehabilitation Council of India (RCI), State Educational and Research Council (SCERT) etc. This regulatory arrangement of higher education in India is very complex and disfunctional. Global Initiative for Academics Network (GIAN): The programme seeks to invite distinguished academicians, entrepreneurs, scientists, experts from premier institutions from across the world, to teach in the higher educational institutions in India.UGCs Learning Outcome-based Curriculum Framework (LOCF) in HEIs.by updating curriculum fromacademic year 2019-20.and adopting learner centric teaching learning processes bysuitable improvement in the pedagogy.
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Hungund, Sumukh, Anandkumar R. Annigeri, Ishita Pandey, and Gurubasavarya Hiremath. "Academic leadership and research performance: a study among engineering academicians in emerging nations." International Journal of Educational Management 36, no. 1 (December 21, 2021): 81–94. http://dx.doi.org/10.1108/ijem-04-2021-0169.
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PurposeThe performance of an academic institution is widely measured by their research performance. In this regard, the role played by leaders in an academic institution is vital. The focus of this paper is on the role played by academic leadership towards research performance.Design/methodology/approachA cross-sectional study is designed, and data are collected from 267 faculty members from various technical institutes across India through an online survey. A snowball sampling is adopted to reach the data point, and structural equation modeling is used to analyze the relationship using Smart PLS (partial least squares).FindingsThe study indicates that leadership in academic setup in developing countries does not directly influence research performance among the faculty members. To enhance research performance, institutes should promote collaboration and facilitate knowledge acquisition and individual development.Practical implicationsThe proposed model aids the leadership in devising strategies and approaches to encourage collaborations and individual initiatives in an academic setup.Social implicationsThe study identifies the importance of Individual initiative in Research Performance and knowledge acquisition for Higher Educational Institutions (HEI).Originality/valueThis research study is unique because it investigates the relationships between Academic Leadership and Research Performance of engineering faculty in emerging nations.
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Teotia, Vaishali, Veenu Wadhwa, and Renu Gulati. "Experiences of Teachers in implementing learning to higher education students using Digital Instructional Materials in Covid-19 Pandemic." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 4 (April 14, 2023): 41–50. http://dx.doi.org/10.31305/rrijm.2023.v08.n04.005.
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The year 2020 saw the closure of academic institutions all over the world and the transition to online education due to the COVID-19 epidemic. The Indian government has created National Educational Policy 2020, which promotes critical and innovative thinking as well as blended learning as one of the essential foundations for transforming India into a global education powerhouse, at that vital moment. This technological innovation happened so quickly that it essentially taken over the world in education across the nation. This article seeks to outline experiences and challenges faced by teachers when teaching online from their homes. To accomplish the paper's objective, data were gathered from secondary sources including publications, news stories, journals, interview videos, magazines, and social media. Analytical and descriptive are the two focuses of the investigation. The findings showed that education institutions have taken numerous steps to provide education in this epidemic scenario. However, from a teacher's perspective, these measures have not been very effective. While teaching students online, teachers faced a number of challenges, including insufficient technical resources, family disturbances, inadequate training, an absence of transparency and supervision, and a lack of technological competency.
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M.S, Sameem Banu, Jilly Philippa P, and Jancy Helena S. "Second Wave Covid-19 Pandemic: Opportunities and Challenges in Higher Education." Asian Journal of Interdisciplinary Research 5, no. 2 (June 30, 2022): 10–22. http://dx.doi.org/10.54392/ajir2222.
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COVID-19 pandemic has disrupted the education system where all educational institutions from elementary to university level were closed in India and worldwide. However, this pandemic has paved the way for educational institutions to adopt online education. Although university teachers were not ready with a digital platform at the onset of Covid-19, they have embraced digital methods to continue teaching. In this context, this study was conducted to analyze the opportunities and challenges of online education among the higher education teachers who switched to online education during the second wave of the COVID-19 pandemic. This study aims to analyze the online teaching and learning methods teachers adopt and the challenges they face in higher education while imparting the course online from various disciplines. This study used a survey-based online questionnaire to collect data from 175 higher education teachers. The analysis was carried out using a descriptive statistical method that included simple percentages and means. The study's findings revealed that online teaching and learning have opportunities such as allowing teachers and students to continue their education online using various platforms even during a lockdown, using online interactive education through audio, video and other potential learning platforms. It also revealed the challenges that include technical, academic and financial challenges that influence and affect online teaching during COVID19 lockdown.
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Malathi, S. "Awareness on Life Skill Education for Employment Oppurtunity among Prospective Teachers." Shanlax International Journal of Arts, Science and Humanities 10, S1 (September 14, 2022): 191–94. http://dx.doi.org/10.34293/sijash.v10is1.5777.
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The tasks of globalization in the modern era make the higher education institutions to struggle hard to produce employable prospective teachers as creative and dynamic human assets. In India the rate of unemployment of prospective teachers keeps on rising because the academic and technical skills provided by an educational institutions are not adequate and satisfactory to achieve the demands of the personnel. Academic- skills alone do not promise upcoming job perspectives of prospective teachers. The current analysis of literature vibrantly echoes that the absence of life skills is one of the main reasons for unemployment of them. In this background, a survey was conducted to find out the level of awareness of the prospective teachers on 21st century life skills such as Critical thinking, Problem Solving, Communication, Cooperation, Creativity, Leadership, Effective Guidance, Character Development, Professional Ethics and Technology literacy.300 prospective teachers from three Colleges of Education in Salem district, Tamilnadu were selected as sample, by simple random sampling method. The findings of the study revealed that the awareness of prospective teachers on life skills was Low. Hence life skills training could be integrated in their curriculum which in turn give them proper employment opportunity.
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Patwardhan, Vidya, Jyothi Mallya, Rahul Shedbalkar, Sandeep Srivastava, and Kartikeya Bolar. "Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility." F1000Research 11 (September 12, 2022): 1038. http://dx.doi.org/10.12688/f1000research.124884.1.
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Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students’ perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on students’ learning agility (LA) and perceived learning (PL) in professional/technical education. Methods: In this cross-sectional study, a DigiComp 2.1 framework was attempted to investigate the relationship between DC and PL among higher education students in India. The data from 359 graduate and post-graduate students were analyzed using Structural equation modelling and Process Macro 4.0. Results: The findings of this study revealed that DC has a significant positive impact on PL (b = 0.33; p < 0.001), indicating that higher learners' DC leads to higher learning outcomes. Similarly, DC also had a significant positive impact on LA (b = 0.59; p < 0.001), suggesting that the higher DC of learners leads to higher learning agility. Further, a positive significant relationship was also found between LA and PL (b = 0.21; p < 0.001). This significant positive path reveals that higher learners' agility leads to higher student learning outcomes. Discussion: Post-COVID, DC, a technology-related skill set is linked to the academic performance of teachers and students. Our findings reveal that DC significantly positively impacts PL and LA. Therefore, we recommend that the higher educational institutes in India consider the inclusion of DC in their curriculum as a fundamental competence for a better learning outcome for learners.
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Patwardhan, Vidya, Jyothi Mallya, Rahul Shedbalkar, Sandeep Srivastava, and Kartikeya Bolar. "Students' Digital Competence and Perceived Learning: The mediating role of Learner Agility." F1000Research 11 (February 17, 2023): 1038. http://dx.doi.org/10.12688/f1000research.124884.2.
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Background: The ravages of COVID-19 escalated the penetration of online education and usage of digital technologies. While educational institutions across the globe adopted different forms of computer-mediated communication, the institutes in India have gradually attuned to the new normal, notwithstanding the initial glitches of adopting new technology and shifting to blended. It became increasingly significant to gain a better understanding of students’ perspectives of newly emerged learning environment. This motivated the researchers to study the digital competencies (DC) and their impact on students’ learning agility (LA) and perceived learning (PL) in professional/technical education. Methods: In this cross-sectional study, a DigiComp 2.1 framework was attempted to investigate the relationship between DC and PL among higher education students in India. The data from 359 graduate and post-graduate students were analyzed using Structural equation modelling and Process Macro 4.0. Results: The findings of this study revealed that DC has a significant positive impact on PL (b = 0.33; p < 0.001), indicating that higher learners' DC leads to higher learning outcomes. Similarly, DC also had a significant positive impact on LA (b = 0.59; p < 0.001), suggesting that the higher DC of learners leads to higher learning agility. Further, a positive significant relationship was also found between LA and PL (b = 0.21; p < 0.001). This significant positive path reveals that higher learners' agility leads to higher student learning outcomes. Discussion: Post-COVID, DC, a technology-related skill set is linked to the academic performance of teachers and students. Our findings reveal that DC significantly positively impacts PL and LA. Therefore, we recommend that the higher educational institutes in India consider the inclusion of DC in their curriculum as a fundamental competence for a better learning outcome for learners.
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Alagarsamy, Subburaj, and Margret Vijay. "Construction and Validation of the Learning Management System Success Scale in the Higher Education Setting." GATR Global Journal of Business Social Sciences Review 7, no. 2 (June 24, 2019): 139–50. http://dx.doi.org/10.35609/gjbssr.2019.7.2(5).
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Objective - The concept of education is entirely outdated. Currently, many higher education institutions are adopting blended learning pedagogy to nurture 21st-century skills. The integration of ICT has become a recent global trend in education with universities and colleges using Learning Management Systems (LMS) as their primary method of disseminating and administrating teaching and learning processes. The exploration of the factors crucial for successful implementation of LMS is therefore essential. However, most literature on this topic focuses on the technical quality of LMS’s, and few address the educational quality and efficiency of LMS. Previous research also fails to discuss the conceptualization and measurement of LMS success. This study aims to construct and validate an instrument to measure LMS success in higher education institutions. Methodology/Technique – Various IS success frameworks were used to design the constructs in this study. A quantitative methodology was adopted with the sample of 379 randomly selected responses from university/college students, academics, and course administrators from India (n=297) and the Maldives (n=82). IBM SPSS AMOS 25 was used to check the validity and reliability of the instrument and to identify the measurement invariance. Findings & Novelty - This study concludes that information quality, educational quality, system quality, service quality, intention to use, user satisfaction, and net benefits are the critical constructs for measuring LMS success. The findings of this study can be used to support scholars in developing and examining other information system-related theories, as well as to higher education institutions while implementing different LMS’s. Type of Paper: Empirical.
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Vadakalu Elumalai, Kesavan, Jayendira P Sankar, Kalaichelvi R, Jeena Ann John, Nidhi Menon, Mufleh Salem M Alqahtani, and May Abdulaziz Abumelha. "Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students." Journal of Information Technology Education: Research 19 (2020): 731–53. http://dx.doi.org/10.28945/4628.
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Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.
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Dobhal, Kiran. "Impact of Flipped & Virtual Learning Modes on Pharma Education." YMER Digital 21, no. 07 (July 18, 2022): 552–63. http://dx.doi.org/10.37896/ymer21.07/44.
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The Internet of Things (IoT) or Eye Tracking Knowledge (ETK) has a major impact on educational institutions. Education institutions are adopting the IoT ecosystem and implementing a variety of strategies, like augmented reality and cloud computing. While the corona virus has had a global influence on education and the education-based sector, it is commonly accepted that until the corona virus is eradicated, drastic adjustments in the education sector are needed. The economy has been the most affected by Lockdown, but we cannot ignore the influence on education, as the traditional education that Lockdown provided to students has now been completely shut down someplace. Online education has now become a vital aspect of the education system in the modern world because of modern scientific and technical advancements. Prior to the Covid-19, however, online education in the most region of India was implementing continuously but it became mandatory due to the havoc of pandemic. Meanwhile, there are difficulties and challenges have been facing higher education sectors, notably in Uttarakhand universities, in successfully sustaining online education. Considering this, present study aims to supply insight into the influence of Covid-19 on the teaching and learning processes of Pharmacy students. According to the findings of the study, the academic institution met multiple issues in terms of digital platform, problems with practical tests administered via online mode, evaluation, examination etc. Authors are concluding the relation between the IOTs aided online and flipped classroom when university resumed. Certainly, this analysis guides us for the future preparation related to such adverse condition in education system. Keywords: Internet of Things, Covid-19, virtual learning, evaluation, lockdown
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Mukherjee, Debarshi, Subhayan Chakraborty, Lokesh Kumar Jena, Khandakar Kamrul Hasan, Ranjit Debnath, and Sudakshina Mitra. "Efficacy of Online Training of the Elected Representatives of Local Rural Government: A Focus Group Study." Journal of Education Culture and Society 14, no. 1 (June 20, 2023): 415–32. http://dx.doi.org/10.15503/jecs2023.1.415.432.
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Aim. Before COVID-19, training institutions rarely used eLearning to improve Elected Representatives' (ERs) skills in rural development who come from vernacular social and academic backgrounds. Online education has numerous upsides, but there is always some controversy about whether or not every learner will benefit from the same approach. The study was conducted in Tripura, a North-Eastern state of India, examine the efficacy of online training among the ERs responsible for extending the rural local government services to the common people.
Methods. This study utilised the qualitative technique of focus group discussion to acquire a comprehensive grasp of the positive and negative opinions of ERs regarding their experiences with online training. Samples were collected from all the districts and all three tiers of rural government.
Results. The study is a pioneering work to evaluate views of ERs on e-learning. Lack of technical support, boredom in training sessions, and lack of allowances for internet use, transportation to headquarters for training, and refreshments contributed the trainees' negative experiences. Further, training materials were poorly presented and failed to convey the intended message.
Conclusions. This study will enable trainers, administrators, and policymakers to reengineer their andragogic structures of future grassroots online training programmes for higher efficacy. ERs dislike e-learning, and government regulations that favour classroom instruction worsen this issue. Policy initiatives to reconcile demand and supply, such as high-quality capacity building for Rural Local Bodies (RLBs) ERs with vernacular academics, are needed to achieve practical results.
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Joshi, Ajinkya S., Pramod K. Shahabadkar, Keshav N. Nandurkar, and Dnyaneshwaree S. Jawale. "Factors Influencing the Aspirations of First Year Engineering Students: A Statistical Study." Journal of Engineering Education Transformations 36, S2 (January 1, 2023): 352–55. http://dx.doi.org/10.16920/jeet/2023/v36is2/23051.
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An engineering student passing out from the college has different aspirations such as obtaining a job through campus interview, opting for higher education in India and abroad, becoming an entrepreneur and so on. A study was conducted in the past to understand the aspirations of the undergraduate students. The current study is an attempt to identify the factors that influence the student aspirations. A study in this connection was carried out in an Engineering College located in the western part of India. The objective of this paper is to determine the factors influencing the aspirations of engineering students. Nine factors influencing the student aspirations were identified from the findings of the previous study and additional six factors were identified through a brainstorming session with the faculty members and students. A Google form was created to identify the prominent factors influencing the student aspirations. This form was circulated to 450 students and responses were obtained from 286 students over a period of one month. Multiple Linear Regression analysis was used to identify the most significant factors that influenced the student aspirations. Results indicate that seven factors namely annual family income, peer motivation, chances of fulfillment of aspirations, government policies, current academic marks, opportunities provided by institute and marks in CET exam are the most influential shaping the student aspirations. The outcome of this study will help the educational institutions to channelize their efforts, develop suitable mechanisms and help the students in fulfilling their aspirations. Keywords- Employability; Engineering Graduates; Enrollment Ratio; Stakeholders; Student Aspirations; Technical Skills
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Shah, Milind. "A Case-Study on Leveraging the Policies on Outcome-Based Education." Journal of Engineering Education Transformations 35, no. 2 (October 1, 2021): 126–39. http://dx.doi.org/10.16920/jeet/2021/v35i2/22080.
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Abstract: India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of theBachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents thesystems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT. Keywords: Outcome Based Education, National Board of Accreditation, Education, Quality
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Usha, V., and L. R. S. Kalanithi. "Campus Interviews – Gateway to Future." Shanlax International Journal of Arts, Science and Humanities 7, no. 2 (October 1, 2019): 65–69. http://dx.doi.org/10.34293/sijash.v7i2.648.
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Education paves way to sustain human life. Its chief focus is to teach the human values, develop Education paves way to sustain human life. Its chief focus is to teach the human values, developintellect, emotions, empathy, extricate opportunities to rise to the occasion and contribute to theoverall growth of the society. Ultimately this should provide an individual, an all-round developmentt o observe, understand and to be a part of the larger community. This education is obtained formally, non-formally and informally. Informal learning occursin a variety ofplaces, such as athome, work and through daily interactions and shared relationships among members of society. For many learners, this includes language acquisition, cultural medians and manners. Formal learningis commonly divided into different stages such as Pre-School, Elementary School, High School, Higher Secondary School and then College/University orApprenticeship through various industries.The School Education systemin India has 4 distinct levels such as Lower Primary (ages 6-10) Upper Primary (age 11 & 12) High (13 – 15) and Higher Secondary (17 &18). Then we have the Tertiary Education which is the threshold to employment. This Tertiary level includes 3 years of Under Graduation and 2 years of Post-Graduation and then Research Activities which are optional.
All these lay foundation to one’s career for sustenance or “Survival of the Fittest” as told by theAll these lay foundation to one’s career for sustenance or “Survival of the Fittest” as told by the English Naturalist Charles Darwin (1809-1882) in his Origin of Species Theory. The college-level focused education in due course determines the career prospects of the young graduates.
After 1990s there is a paradigmatic shift in the employment in India, that instead of the candidates running helter-skelter for employment, the employers knock at the door of Higher Institutions. Campus Interviews bridge the gap between the Employers and the prospective Employees. In ourcontext, the final year UG/PG students are the Prospective Employees who are eligible for Campus Interviews. Campus Interviews offer final year UG/PG students a great opportunity to get a suit-able job during the course of their academic pursuits and provide them a secure future before the completion of their course itself. This process includes the various stages such as: Pre-Placement Talk, Aptitude Test, Technical Test, Group Discussion, HR Interview and Personal Interviews.
This paper purports the role of various Employing Agencies who consistently contact the colleges/Universities through Campus Interviews to select their prospective employees. Also it brings tolimelight the various top notch companies in Chennai which absorb the creamy layer among theeligible students.
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Sehgal, Nidhi, and Saboohi Nasim. "Total Interpretive Structural Modelling of predictors for graduate employability for the information technology sector." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 495–510. http://dx.doi.org/10.1108/heswbl-08-2017-0047.
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Purpose The purpose of this paper is to present a qualitative analysis of the significant factors that influence graduate employability in information technology (IT) sector. This is imperative, given the rising “employability gap” confronted by this sector, especially in context of India. The key factors that influence graduate employability have been drawn from the literature. This research paper aims to conduct a preliminary validation of these predictors of employability and analyse the contextual relationship between them through Total Interpretive Structural Modelling (TISM) technique (Nasim, 2011; Sushil, 2012). This technique is an innovative version of Interpretive Structural Modelling proposed by Warfield (1973). Design/methodology/approach The antecedents of graduate employability have been identified through qualitative analysis of available literature. Further, TISM has been used to derive a structural model and analyse the contextual relationship among these identified antecedents. The structural model has been derived through in-depth interviews with experts that include senior middle management professionals from reputed IT companies in India. The developed TISM model has been further validated through assessment surveys with a larger set of domain experts to enhance the credibility of the obtained results. Findings Based on the data collected from the domain experts, eight elements including employability and its seven antecedents were hierarchically modelled into four levels. While all the seven identified factors were endorsed by the industry experts as the drivers of employability, some of the key factors affecting employability emerged to be technical specialties knowledge, technology management skills and communication skills. Furthermore, the developed model has been subsequently validated and accepted based on the results of the assessment surveys conducted with a larger set of domain experts. Research limitations/implications The findings are expected to help the graduates seeking jobs in IT and allied sectors and the higher education institutions (HEIs) offering academic programmes in this domain. These findings would enable the graduates to understand the significance of the different knowledge/skill areas that influence their employability and increase the chances of securing job. Also, the HEIs can comprehend the developed model to understand the demands of the employers, the rationale behind it and further align their course curriculum/teaching methodologies in sync with their expectations. The developed model should be put to empirical validation for greater reliability. Originality/value The qualitative analysis of the antecedents of graduate employability using TISM technique is an original methodological contribution to the field. Though the TISM technique has been used in research studies across different sectors like e-government (Nasim, 2011), higher education (Prasad and Suri, 2011) and flexible manufacturing systems (Dubey and Ali, 2014), the application of this technique to employability in IT sector in India is a novel contribution.
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Sharma, Payal, and Jagwinder Singh Pandher. "Quality of teachers in technical higher education institutions in India." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 511–26. http://dx.doi.org/10.1108/heswbl-10-2017-0080.
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Purpose The quality of education depends upon the quality of teachers, i.e. professional competence. The purpose of this paper is to empirically identify the state of faculty’s quality in technical higher education institutions of Punjab (India) in terms of their competences. Later, differences in the quality of the faculty of both public (government funded) and private (partially or not funded by government) technical institutions were examined. Design/methodology/approach In total, 35 technical institutes were selected to conduct a field survey and total 594 respondents including teachers, students and administrators had responded to the present study from different departments of engineering and management. The state of faculty’s quality in terms of their competences has been examined through confirmatory factor analysis in AMOS 20.0. Discriminant analysis in SPSS 20.0 has been performed to find the differences in faculty of both the public and private sectors. Findings This paper provides a broader picture of the poor quality of teachers in technical institutions of Punjab (India) in terms of lacking most of the competencies. The study also reveals significant differences in the faculty of both public and private sector institutes in terms of select competences. Originality/value This paper demonstrates an alarming stage of poor-quality state of teachers. Therefore, educational administrators and policy makers need to show their concern for the improvement of teachers’ quality in technical higher education institutions of Punjab (India).
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Das, Niladri, and J. K. Pattanayak. "Corporate governance mechanism for academic institutions imparting higher education in India." International Journal of Management in Education 10, no. 2 (2016): 204. http://dx.doi.org/10.1504/ijmie.2016.075561.
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Kumari, Neeraj. "Infrastructural Developments in the Private Technical Educational Institutions." Sumerianz Journal of Business Management and Marketing, no. 42 (June 19, 2021): 55–60. http://dx.doi.org/10.47752/sjbmm.42.55.60.
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The study measures the effectiveness of infrastructure in private technical educational institutions. It is a descriptive research. A structured questionnaire has been used to collect the primary data. The sample size is 85 consisting of the faculty members of a well reputed institute in National Capital Region, Haryana, India. The sampling technique used is random probability sampling. The data analysis and interpretations has been carried out using Microsoft Excel (graphical representation) based on the frequency of responses, Correlation and Regression analysis techniques. The institute has a quality infrastructure as it is based on AICTE model to a large extent. The study concludes that the institute provides all the necessary and sufficient facilities to the faculty members like a well equipped and standardized communication cell, satisfactory recreational facilities, spacious & well furnished faculty / staff rooms, facilities for doing their academic work, well equipped library, hygienic toilets, spacious parking facility, while the institute’s Wi–Fi facility needs to be well channelized for the faculty members
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Kumari, Neeraj. "Infrastructural Developments in the Private Technical Educational Institutions." Sumerianz Journal of Business Management and Marketing, no. 43 (August 15, 2021): 85–90. http://dx.doi.org/10.47752/sjbmm.43.85.90.
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The study measures the effectiveness of infrastructure in private technical educational institutions. It is a descriptive research. A structured questionnaire has been used to collect the primary data. The sample size is 85 consisting of the faculty members of a well reputed institute in National Capital Region, Haryana, India. The sampling technique used is random probability sampling. The data analysis and interpretations has been carried out using Microsoft Excel (graphical representation) based on the frequency of responses, Correlation and Regression analysis techniques. The institute has a quality infrastructure as it is based on AICTE model to a large extent. The study concludes that the institute provides all the necessary and sufficient facilities to the faculty members like a well equipped and standardized communication cell, satisfactory recreational facilities, spacious & well furnished faculty / staff rooms, facilities for doing their academic work, well equipped library, hygienic toilets, spacious parking facility, while the institute’s Wi–Fi facility needs to be well channelized for the faculty members.
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Banker, Darshna V., and Kanika T. Bhal. "Creating world class universities: Roles and responsibilities for academic leaders in India." Educational Management Administration & Leadership 48, no. 3 (January 22, 2019): 570–90. http://dx.doi.org/10.1177/1741143218822776.
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Indian universities have been facing difficulty getting world-class status as a very few Indian higher educational institutions have made it through the global rankings. We need to understand the unique challenges of the Indian higher education sector and what academic leaders of globally ranked institutions do to respond to those challenges. The interview-based qualitative study was designed to identify the key roles and responsibilities of leaders. Nvivo Pro was used for the initial analysis of the interview scripts of twelve academic leaders of globally ranked higher educational institutions. Nine responsibilities – visioning, fundraising, safeguarding, managing intellectuals, attracting bright students, social inclusion, social responsibility, engaging into academics, and administration – were explored under four latent categories of academic leadership roles that included boundary spanning, nurturing human talent, social contribution, and operations using a ‘six-step thematic analysis approach’. These roles are discussed in the ‘Results and discussion’ section with respect to the challenges that the Indian higher education sector faces. Our paper identified a unique emerging theme ‘social inclusion’ that plays a vital role in the worldwide status of Indian higher education. We provide a few guidelines for developing and strengthening Indian academic leadership as well.
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Das, Manik Chandra, Bijan Sarkar, and Siddhartha Ray. "A performance evaluation framework for technical institutions in one of the states of India." Benchmarking: An International Journal 22, no. 5 (July 6, 2015): 773–90. http://dx.doi.org/10.1108/bij-02-2013-0019.
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Purpose – Technical education plays an important role in the development of a country in this age of knowledge economy. Indian technical education system is facing many opportunities and challenges, one of which is how to assess the performance of technical institutions based on multiple criteria. The purpose of this paper is to describe and illustrate an application of a structured approach to determine relative efficiency and ranking of a set of private engineering colleges under multi-criteria environment. Design/methodology/approach – To cater to the increasing need of technical manpower, a very large number of private engineering colleges have been established in the state of West Bengal of eastern India within a very short period. Uniform and acceptable quality of the graduates from many of these private engineering colleges is a concern today and therefore the need for performance evaluation and ranking of these colleges is paramount. For the proposed framework a comparatively new multiple criteria decision-making tool, multiple objective optimization on the basis of simple ratio analysis (MOOSRA) is applied for performance evaluation of eight private engineering colleges taking into account some selected criteria. The subjective weights of the criteria are determined using fuzzy analytic hierarchy process (AHP). Findings – For the analysis, the required data have been provided by the management of the colleges for the academic year of 2011-2012. Based on request of the management identities of these institutes are not disclosed. The institutes are considered as anonymous institute and coded as A, B, C, D, E, F, G and H, respectively. The result of the study reveals that E is the best and the ranking the authors get is in the order of E > F > A > H > D > C > G > B. The result shows that composite performance scores of institutions A, E and F are above the mean performance score value. Therefore these three institutions can be considered as the benchmark or peer group for the remaining five institutions which lie below the mean line of the performance score value. Originality/value – This paper provides a comprehensive yet detailed methodology for performance evaluation of academic institutions. The novelty in the approach is that fuzzy AHP and MOOSRA are being used as a benchmarking technique in a simple methodology which is generic in nature. It is one of the few studies that evaluate the performance of technical institutions in India.
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Safrizal and Muhammad Agha Afkar. "SIAKAD Revitalization: The Latest Solution in Answering the Challenges of Digitizing Education." International Journal Software Engineering and Computer Science (IJSECS) 3, no. 1 (April 30, 2023): 40–49. http://dx.doi.org/10.35870/ijsecs.v3i1.1160.
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The use of SIAKAD in academic management at tertiary institutions has been investigated in previous research. While it has been shown to provide significant benefits in improving the efficiency and effectiveness of academic administration, there are still some challenges that need to be addressed, such as technical issues, lack of management support, and the need for training and technical support for SIAKAD users. Therefore, efforts are needed to improve adequate management and technological support in the development and implementation of SIAKAD in higher education institutions. In this article, the importance of revitalizing SIAKAD in facing the challenges of digitizing education is discussed. The current SIAKAD is not enough to face these challenges, so the revitalization of SIAKAD is necessary to accommodate user needs in the digital era. The latest solutions that can be implemented in the revitalization of SIAKAD are also described. These solutions include the use of cloud technology, artificial intelligence, and big data analytics, as well as integration with other systems such as e-learning and mobile apps. Through the revitalization of SIAKAD, higher education institutions can better respond to the challenges of digitizing education. A more effective and efficient SIAKAD can make the academic administration process easier and faster. Moreover, it can also improve the quality of academic services provided to students and lecturers. The article concludes by highlighting the importance of collaborative discussion and action between the management of higher education institutions, lecturers, and staff to improve the benefits of SIAKAD in academic administration and overall academic service quality in higher education institutions
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Savytskyi, M. V., H. P. YEVSIEIEVA, and H. I. LYSENKO. "THE ROLE OF THE TEACHER OF THE CONSTRUCTION INSTITUTION OF HIGHER EDUCATION IN FORMATION OF ACADEMIC INTEGRITY OF STUDENTS." Ukrainian Journal of Civil Engineering and Architecture, no. 3 (June 1, 2021): 137–42. http://dx.doi.org/10.30838/j.bpsacea.2312.010721.137.776.
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Formulation of the problem. The relevance of the study of the role of teachers of technical institutions of higher education in the formation of academic integrity of students is determined by: global trends in education, which are aimed at raising the standards of academic culture; National Strategy for Education Development in Ukraine; a new educational paradigm, which is based on the introduction of personality-oriented and competency-based approaches to learning, as well as compliance by all participants in the educational process of the principles of academic and scientific integrity. The purpose of the article is to analyze the level of development of professional and pedagogical competence of teachers of modern institutions of higher technical education and determine the role of research and teaching staff in shaping the academic integrity of students to improve the pedagogical process in higher technical school of Ukraine. Conclusion. The principles of academic integrity should become the daily norm of corporate culture of the modern academic community. Despite the fact that higher education in Ukraine has many problems with integrity, as it has only recently embarked on the path of building a virtuous educational environment, it is the principled position of teaching staff can help successfully introduce the norms of academic and scientific integrity in everyday practice including at Prydniprovska State Academy of Civil Engineering and Architecture.
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DEDIC, Velimir, Marko RANKOVIC, Svetlana ANDELIC, and Branislav MITIC. "E-EDUCATION IN ACADEMIC ENVIRONMENT." Annals of Spiru Haret University. Economic Series 19, no. 4 (December 8, 2019): 35–42. http://dx.doi.org/10.26458/1942.
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This paper discusses the major features of e-learning systems used by higher education institutions. A short historical overview provides the necessary perspectives and introduces the subjects of distance learning and e-learning. Major system features are further analyzed and concepts of content personalization and system standardization are given as technical constructs. Elements of further possibilities are displayed at the conclusion of this paper.
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Bhalerao, Yogesh, Dan Davies, Sunil Karad, and Mahesh Nagarkar. "Effects of Globalization and Isomorphism on Higher Education Institutions in India – Pathways of Academic Autonomy." Journal of Engineering Education Transformations 37, no. 1 (April 1, 2023): 157–70. http://dx.doi.org/10.16920/jeet/2023/v37i1/23141.
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Abstract— Globalization has interaction on each and every connection of life, people. Higher education is not an exception from these transformations. Effects of globalization on higher educational institutions (HEIs) include student mobility, faculty exchange, research, rankings, academic collaborations, diverse cohorts and international enrolments. Globalization also brought isomorphic pressures on HEIs to become equivalent and comparable. This paper discusses isomorphism which leads to Indian universities becoming more homogenous and thus consequently loosing autonomy and in turn individual identity. Secondly, it discusses the constraints on academic autonomy of new HEIs due to peer pressure isomorphism. with their academic autonomy. This report is based on university affiliated HEIs which opted autonomous status under the new schemes and policies. In this report two case studies, Government College of Engineering, Pune and MIT Academy of Engineering, Pune, are presented. Keywords : Isomorphism; Higher Education Institutes (HEIs); Academic Autonomy.
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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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Chopra, Neera. "E-governance in Higher Education Institutions in India: Status and Prospects." Európai Tükör 23, no. 4 (June 25, 2021): 121–40. http://dx.doi.org/10.32559/et.2020.4.9.
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The demand for higher education has been steadily rising all over the world including developing nations like India. As higher education systems are rapidly expanding, the administration and management of HEIs (Higher Educational Institutions, that is, universities and institutes offering Bachelor, Masters and Doctoral level education) are becoming a complex task. HEIs are now much more diversified in types of institutions, modes of delivery and backgrounds of students. Technology can help HEIs innovate and serve the diversified student body by providing accessible and flexible education experiences. Information and Communication Technology (ICT) also offers unprecedented opportunities for a seamless sharing of knowledge and information between university administrators, teachers, students and all stakeholders. The main objective of this study is to examine and compare the status of the use of ICT between different types of universities within India. It will further look into the challenges faced by these institutions to implement digital technologies. Besides academic literature, the present study draws upon my previous article on the use of ICT in higher education institutions in India. The study indicates that while ICT is widely used for academic purposes, its use is only limited in the management and administration of higher education. Further studies are needed to identify and suggest means to mitigate the challenges faced by the Indian HEIs towards extensive adoption of ICT. This research will involve conducting, analysing and comparing the results of the in-depth interviews with the administrative heads of concerned institutions. Assessment will also be done through a questionnaire on the integration of ICT in achieving the mission and vision of the HEIs in both private and public universities. The expected results are that private institutions have embarked on technology with greater success and benefits. The study will then recommend steps to profitably use available technologies to improve performance, to enhance the quality of their students and to facilitate all stakeholders. The outcome of the research will provide insight into the institutions themselves and the policymakers in the field of education in India on the critical success factors of ICT governance and define a course to develop technology- enabled smart universities.
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Priya, B. Shanmuga, and M. Jeyakumaran. "Service Quality Dimensionality in Higher Education Institutions (HEIs)." International Journal of Technology and Educational Marketing 5, no. 1 (January 2015): 60–77. http://dx.doi.org/10.4018/ijtem.2015010106.
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High levels of stress in the academic environment is linked to a lack of clarity in academic role and a phenomenon of chronic overwork caused by changing HEI's structures and expectations. But there is a current positive trend of universities developing more and more wellbeing policies, which means impact of technology in higher education institutions learning environment. The major aim of this research paper is to identify the dimensions, which is the best predictor of overall service quality in higher educational institutions service sector. EduQUAL item in original form is not enough in the context of southern tamilnadu educational environment. A five dimension EduQUAL item including customer evaluation revealed reliable and valid results in one of the southern states of India i.e. Tamilnadu context. The researcher has used SPSS for analyzing the data and AMOS The significant coefficient is Assurance dimension and the remaining 6 predictors are non-significant. The non-significance variable exceeds 0.05, and do not contribute much to the regression model. This means that the Assurance dimension is the main predictor for overall satisfaction of students.
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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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Muthanga, Beatrice Nyambura, Paul Gichohi Maku, and James Ochieng Ogalo. "Pedagogical Transformation: Effects of Open Educational Resources on Teaching in Higher Institutions of Learning in Kenya." International Journal of Current Aspects 7, no. 2 (August 15, 2023): 81–90. http://dx.doi.org/10.35942/ijcab.v7i2.336.
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OERs are viewed as providing chances to provide access to high-quality educational and informational materials globally in this age of digitization. By enabling access to digital materials, academic institutions are utilizing the technological revolution to transform teaching and research. With the removal of financial, legal, and technical barriers, more academic institutions and faculty members are now able to access digital materials online, transforming teaching and research on a global scale. OERs have made it possible to offer accessible and free information resources for everyone in the academic setting since they are affordable and customizable. When aiming at certain audiences, the capacity to adapt and adjust material offers a significant benefit. The growing need for instructional materials and learning tools in contrast to the dire budgetary circumstances at many institutions. The purpose of this study is to review pedagogical transformation effects of Open Educational Resources on teaching in higher institutions of learning in Kenya.
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Sen, Amiya P. "Introduction to the Special Issue on “Hinduism: Historical Perspectives and Contemporary Developments”." Religions 12, no. 2 (January 28, 2021): 85. http://dx.doi.org/10.3390/rel12020085.
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In 2002, the Government of India published a Universities Handbook based on a survey of 273 institutions of higher learning in India (excluding the 12,000-odd colleges that existed at the time) and of their academic programs [...]
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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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Venkataravamma, K., and K. Padmavathi. "A STUDY ON THE SAFETY CHALLENGES OF WOMEN IN HIGHER EDUCATION INSTITUTIONS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 68 (October 31, 2021): 16123–31. http://dx.doi.org/10.21922/srjis.v9i68.10008.
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The fundamental objective behind the article is empowering women in the higher education sector. University Grants Commission of India, Ministry of higher education in India believes that a safe, secure and cohesive learning climate is an ineluctable precondition to quality education and research in Higher Education Institutes. This study focused on safety challenges of women in higher education institutions. The objectives frame the basis on common security facilities, technical security system of higher education and security cell system of higher education. Descriptive survey method to use the opinion of the women students of security challenges in higher education. This study conducted in sample of 120 women students from different UG, PG and technical colleges in the Nalgonda district of Telangana state. Stratified random sampling was used for this study. Percentages were using the statistical analysis of the data for this study. Finally the study find out the results revealed that there is a lack of safety and security facilities in the women in higher education institutions. Meagerly the engineering colleges were maintaining safety and security rules.
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Tierney, William G., and Nidhi S. Sabharwal. "Analyzing the Culture of Corruption in Indian Higher Education." International Higher Education, no. 87 (September 1, 2016): 6–7. http://dx.doi.org/10.6017/ihe.2016.87.9495.
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Academic corruption occurs in all institutions and all countries. It is, however, an area of research that is often difficult to study. The intent here is to understand what systemic corruption is and how it is done in India. The authors find a broken culture which enable corrupt practices to occur throughout the system.
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Sengupta, Souvik. "Possibilities and Challenges of Online Education in India During the COVID-19 Pandemic." International Journal of Web-Based Learning and Teaching Technologies 17, no. 4 (September 2022): 1–11. http://dx.doi.org/10.4018/ijwltt.285567.
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The undergraduate and postgraduate studies of colleges and universities in India have been affected badly amidst the lockdowns for COVID-19 pandemic. The Government has insisted to start the academic activity through online platforms. The biggest concern for the academic institutions now is to select an appropriate e-learning platform. This paper compares different features and facilities available in some widely used online platforms and analyze their suitability from the perspective of socio-economic constraints of students in India. A generic framework for conducting online classes is described that meets the special requirements of the unprivileged students. Some strategic plans to overcome the challenges are identified and suggested. A technical solution for implementation of time-bound assessment module is also proposed.
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Ravichandran, A. "HRD Climate and its Outcomes of Academics: A Study of Professional Institutions in India." Shanlax International Journal of Management 10, no. 2 (October 1, 2022): 38–48. http://dx.doi.org/10.34293/management.v10i2.5256.
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Retaining competent faculty and faculty stability has been a major cause of concern affecting the quality of professional higher education in India particularly in the private sector. Conducive work climate and higher job satisfaction level are essential for better performance of both faculty members and the institute and also stability of the competent faculty members. This paper seeks to explore and examine the influence of ownership on HRD Climate, Job Satisfaction and Academic Achievements level and also Intention to Stay/Quit behavior of faculty members across public and private academic institutions offering professional degree courses in India.It is also sought to explore the inter-relationship between HRD Climate, Job Satisfaction and Academic Achievements level, and Intention to Stay/Quit behavior and the effect of HRDClimate dimensions on the level of both Job Satisfaction (JS) and Academic Achievements (AA).The paper is based on a survey among 972 faculty members in engineering and management institutes across three Provinces in India. Findings of the study revealed that ownership has significant influence on the HRD climate, JS and AA level and Intention to Stay/Quit behavior. Facultyin most private institutes expressed less desire to stay (the current employer) compared to their counterparts in government. The results support to both theoretical and empirical aspects for the proposed hypotheses.
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Nuthanapati, Aruna Kumari, Kiranmai Cherukuri, and Nageswara Rao Dukkipati. "Education Process Re-engineering through Spectral Pyramid Framework to Achieve Excellence in Engineering Education." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 81–86. http://dx.doi.org/10.16920/jeet/2022/v35is1/22012.
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The Global challenges are capturing the interest and focus of Indian Higher Education institutions to update their systems and appraise the criteria of rankings. And it is difficult to justify the Indian Higher education institutions’ unique excellence parameters and its scalability to meet the criteria of rankings, because of its diversity in institutions’ size, nature of courses, disciplines, population, etc. Initially, the local challenges for Indian graduates which include appropriate employment, Career in further Studies, Entrepreneurship opportunities, etc. do not have a unique framework. The other focus area is lack of awareness and expertise in mezzanine technologies like Deep Learning, Artificial Intelligence, Renewable energy, Agricultural Technologies, Machine Learning, Data Science, Block Chain Technologies, Cyber Security, IoT, Virtual Reality, 3D Printing, Robotics, Design Thinking, etc. This paper has focused on these issues to collect the processes and designing a unique framework model to be adapted by higher educational institutions especially technical institutions in India. As the number of technical institutions is rising year on year, the demand is primarily dependent on quality and excellence outcomes. The proposed model is tested with current higher educational functions by implementing it in two higher educational institutions. The results are adaptable and applicable to any of technical higher education institution who are seeking excellence in processes. Keywords— Higher Education, Reengineering, Spectral Pyramid, Total Quality Management.
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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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Estrada Esponda, Royer David, Cesar A. Collazos, Jonathan Eduardo Muñoz Rodríguez, Luis Daniel Rodriguez Torres, Gerardo Javier Cabrera Reynaga, and Nicolás de Jesús Sánchez Ramírez. "The Human Computer Interaction in the Curricula of Mexican Higher Education Institutions." Scientia et Technica 26, no. 2 (June 30, 2021): 209–18. http://dx.doi.org/10.22517/23447214.24496.
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This article presents the actual state of the incorporation of HCI-related academic subjects to some Mexican universities’ academic programs. The research approach was exploratory and descriptive, also having a quantitative scope. The research considered the 5543 registered universities in all of Mexico in 2019. Results show that 1266 universities offer undergraduate and technical programs in the Information and Communications Technology field, from which 42.58% include 1548 courses related to HCI in their academic programs that are part of 1813 curricula. The courses were then classified into 10 categories proposed by the ACM/IEEE-CS “Joint Curriculum Task Force Computing Curricula”. Additionally, in relation to human capital, it was found that 95.40% of college graduates that studied in a university that includes HCI subjects, had to take them in order to get their degree while 4.30% had the possibility of taking them optionally. Finally, after reviewing 4 different job search platforms, 24827 offers were found that required skills and knowledge related to HCI. This certainly shows that Mexican universities know what is needed and have been developing professionals with skills based on industry needs, at least in the HCI field.
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Polla, Gerardus. "Building Strategic Partnership of Transnational Education Using Online Program to Increase Academic Quality of Graduates." ComTech: Computer, Mathematics and Engineering Applications 2, no. 2 (December 1, 2011): 1337. http://dx.doi.org/10.21512/comtech.v2i2.2959.
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International employment standard requires higher quality of graduates, which can be achieved through high quality academic standards. As we know there are still a large number of graduates of Indonesian higher education rejected to work in global industry. Besides having low GPA, lots of graduates are considered lacking technical skills, interpersonal skills, and international experience. Indeed, the main weakness factor is the low English proficiency of graduates. We need a breakthrough that develops our academic standards of higher education to obtain international quality. Yet, there are challenges to face by the government, such as rebuilding the national system (establishing elite institutions), internationalizing higher education (globalizing the institutions or cross-border trades of education services), as well as enhancing private participation by repositioning the private sector. To overcome these challenges we need to build a strategic partnership of transnational education using online programs, which can obtain mutual benefit for the collaborating institutions. This article discusses about how to increase academic quality of graduates in Indonesia or in other Asian countries.
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Aggarwal, Deepti, Sonu Mittal, and Vikram Bali. "Identifying Non-Performing Students in Higher Educational Institutions Using Data Mining Techniques." International Journal of Information System Modeling and Design 12, no. 1 (January 2021): 94–110. http://dx.doi.org/10.4018/ijismd.2021010105.
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The educational institutes are focusing on improving the performance of students by using several data mining techniques. Since there is an increase in the number of drop out students every year, if we are able to predict whether a student will complete the course or not, it is possible to take some preventive actions beforehand. The primary data set used for modelling has been taken from a reputed technical institute of Uttar Pradesh which consists of data of 6,807 students containing 20 academic and non-academic attributes. The most relevant attributes are extracted using CorrelationAttributeEval (in WEKA) technique using Ranker search method which ranks the attributes as per their evaluation. Synthetic minority oversampling technique (SMOTE) filter is applied to deal with the skewed data set. The models are built from eight classifiers that are analysed for predicting the most appropriate model to classify whether a student will complete the course or withdraw his/her admission.
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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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Kanishevska, Lyubov, Valentyna Shakhrai, Svitlana Alieksieieva, Oksana Poyasyk, Svitlana Tolochko, and Serhii Khrapatyi. "Higher Education Institutions Management in a Pandemic." Journal of Curriculum and Teaching 11, no. 9 (December 17, 2022): 20. http://dx.doi.org/10.5430/jct.v11n9p20.
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The article studies higher education institutions' management systems during the pandemic. The research field was determined by two modern higher educational institutions - Kyiv University named after Taras Shevchenko and Lviv Polytechnic National University. Their activities were evaluated on the basis of developed strategies, development plans and internal quality management documentation. The conducted research revealed a complex of interrelated problems. Technical problems are associated with the involvement and maintenance of relevant software complexes. Educational and methodological problems consist in the improvement and adaptation of methodological complexes and the system of evaluating the results of student learning in the aspect of control. Management problems focused on solving operational control over the educational process and its quality content. The research proved that the management of higher education institutions solves the identified problems independently through the formation of auxiliary departments of academic mobility, internal control and audit, targeted training, and international cooperation. However, it was noted that the problem related to communication - "student-teacher" remains unsolved, despite personal-oriented training in combination with traditional ones based on many years of pedagogical experience. In general, the necessity of applying flexible teaching methods to higher educational institutions to adapt to the long-term pandemic was noted.
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Pidorycheva, Iryna, and Nataliia Trushkina. "DEVELOPMENT OF ACADEMIC AND SCIENTIFIC-TECHNICAL COOPERATION BETWEEN THE EUROPEAN UNION AND UKRAINE: RESULTS OF THE EXPERT SURVEY." Economics & Education 6, no. 3 (November 25, 2021): 6–17. http://dx.doi.org/10.30525/2500-946x/2021-3-1.
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This article focuses on the integration of Ukraine into the research and educational space of the European Union. The aim of the article is to form and summarize the competent opinion of the scientific and educational expert community about the prospects and possibilities of deepening cooperation in education, science and technology between the EU member states and Ukraine, as well as to search for effective forms of such cooperation to expand the presence of Ukrainian academic institutions and universities in European programs and accelerate Ukraine's integration into the EU scientific and educational space. Methodology. The method of expert survey was used as a tool to identify the opinions of representatives of the Ukrainian scientific and educational expert community. Two expert questionnaires for representatives of academic science and higher education in Ukraine were developed to collect information. Respondents were asked key questions about their experience of working with educational and research institutions in EU member states, as well as their views on the opportunities and prospects for deepening professional ties and networks with European partners. Results. The expert survey covered 17 cities of all cultural and historical regions of Ukraine (Central, Eastern, Northern, Southern, and Western). Twenty-two higher educational institutions and five scientific institutions of Ukraine took part in the survey (32 experts in total). According to the results of the expert survey it was found that domestic higher education institutions and research institutes are interested, have successful experience and potential to deepen scientific, educational and scientific and technical cooperation with institutions of EU member states. It turned out that all higher education institutions and research institutions of Ukraine, which representatives participated in the survey, cooperate with European universities. The geography of cooperation is wide, mainly covering such countries as Germany, Poland, Latvia, Lithuania, Slovakia, Czech Republic and Hungary. Cooperation between partner institutions is carried out within the framework of Cooperation Agreements and is aimed at participation in such European programs as Horizon 2020, Erasmus + KA1, Erasmus + KA2, TEMPUS UNI4INNO "Universities for Innovation". Practical implications. It was found that most experts do not support the expediency of creating territorially separate structural subdivisions of foreign higher educational institutions in Ukraine. Instead, they consider it advisable for domestic universities and scientific institutions to create their own branches and representative offices at universities and scientific organizations of the EU. Experts see the following as the key purposes for creating such units: participation in international mobility programs, joint participation in European programs, joint research and development, exchange of students and faculty, joint participation in conferences, preparation of joint scientific publications. Experts consider such areas of implementation of joint educational programs and research projects as "green" economy, digital economy and society, implementation of modern transport technologies and systems, creative industries, research in humanities and social sciences. Value/originality. Proposals for intensification of academic and scientific-technical cooperation between the EU and Ukraine, which, in particular, concern: increasing the budget of European programs for EU associate members; launching special thematic competitions for such countries; simplifying bureaucratic procedures for preparation and implementation of European projects; strengthening competencies of Ukrainian scientists and educators in project management under special grants, which can be initiated by the National Research Foundation of Ukraine.