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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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Sweet, Robert, Ashley Pullman, Maria Adamuti-Trache, and Karen Robson. "Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?" Canadian Journal of Higher Education 49, no. 3 (January 9, 2020): 69–87. http://dx.doi.org/10.7202/1066636ar.
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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.
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Sweet, Robert, Ashley Pullman, Maria Adamuti-Trache, and Karen Robson. "Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?" Canadian Journal of Higher Education 49, no. 3 (December 10, 2019): 69–87. http://dx.doi.org/10.47678/cjhe.v49i3.188531.
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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.
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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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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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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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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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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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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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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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Liashenko, V. I., I. Y. Pidorycheva, and N. V. Trushkina. "Improving the Institutional Support for Ukraine’s Further Integration into the EU Research and Educational Spaces." Business Inform 11, no. 526 (2021): 119–30. http://dx.doi.org/10.32983/2222-4459-2021-11-119-130.
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The purpose of this research is to define and summarize the competent opinion of representatives of both the academic science and the higher education of Ukraine as to the level of involvement, opportunities, prospects and forms of expanding the presence of Ukrainian scientific institutions together with higher education institutions in the EU research and educational spaces, substantiating on this basis proposals for finalization of international agreements and legislation of Ukraine to increase the effectiveness of European integration processes in the educational and scientific spheres. The expert survey method was used as an instrument for identifying the opinions of representatives of the Ukrainian scientific and educational expert community. The general conclusion that can be drawn from the survey results is that Ukrainian higher education institutions and academic research institutions are interested, have successful experience and potential to expand educational, scientific and scientific-technical cooperation with the EU universities and research organizations. It was found that most experts support the idea of creating branches and representative offices of scientific institutions as well as institutions of higher education of Ukraine at research organizations and universities of the EU Member States. Based on the results of the survey, in order to form favorable institutional conditions for the further integration of Ukraine into the EU research and educational spaces, it is proposed to amend the Association Agreement with the EU, the laws of Ukraine «On Scientific and Scientific-Technical Activities», «On Higher Education» in terms of assigning rights to the scientific institutions of the NAS of Ukraine, the national branches of academies of sciences, regional scientific centers of the NAS of Ukraine and the Ministry of Education and Science of Ukraine, higher education institutions of Ukraine to establish branches/representative offices at research organizations and universities of the EU Member States. Prospects for further research are to substantiate organizational and institutional proposals to increase the level of involvement of Ukrainian organizations and enterprises in the EU research and educational spaces according to the strategic priority areas of educational and scientific-technical cooperation, based on the global challenges, potential and achievements of Ukrainian education and science systems.
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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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ZALIUBIVSKA, O., and O. SLOBODIANIUK. "REGULATIONS ON ACADEMIC INTEGRITY: IMPLEMENTATION PROBLEMS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (June 1, 2023): 30–42. http://dx.doi.org/10.31494/2412-9208-2023-1-1-30-42.
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The article discusses the problems of implementing the policy of academic integrity in higher education institutions; it was found that the implementation of fundamental principles, the formation of an educational environment with zero tolerance for violations of ethical standards requires the development of a policy and the introduction of the practice of academic integrity. The key in this process is the agreement of the declaration of values and their approval in educational practice. The results of the study on the awareness of the essence and meaning of academic integrity and the desire to articulate a position on academic integrity by students of the second (master’s) level of education of the Vinnytsia National Technical University were also analyzed and summarized. The object of the study was the participants' texts on the meaning of academic integrity in a higher education institution. Qualitative-quantitative analysis was applied to the participants’ texts according to the following criteria: 1) identification of positions on the issue of academic integrity; 2) «I»-position (self-discovery, self-analysis, self-exposure); 3) accentuation of texts; 4) appeal to the moral principles of academic integrity. The authors came to the following general conclusions: at the same time as learning the essence, content and meaning of academic integrity at the theoretical level, almost all research participants emphasized the position of observing academic ethical standards; along with this, it was noticeable that the master's students kept silent about the situation of violation and responsibility, which indicates the avoidance of the discussion regarding the procedures for handling cases of violations and responsibility for non-compliance with ethical principles. The declarative nature of the overwhelming number of the studied texts, hiding the «I» position in them, avoiding the articulation of values give grounds for the conclusion that a significant part of master’s students is not aware of the essence and meaning of academic integrity. Generalizations of research results can be used in changing approaches, processes and procedures to improve the system for ensuring academic integrity at the Vinnytsia National Technical University and other institutions of higher education. Key words: institution of higher education, academic integrity, policy, regulation, violation of academic integrity, text.
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Wakeling, Simon, Valerie Spezi, Jenny Fry, Claire Creaser, Stephen Pinfield, and Peter Willett. "Academic communities." Journal of Documentation 75, no. 1 (January 14, 2019): 120–39. http://dx.doi.org/10.1108/jd-05-2018-0067.
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Purpose The purpose of this paper is to provide insights into publication practices from the perspective of academics working within four disciplinary communities: biosciences, astronomy/physics, education and history. The paper explores the ways in which these multiple overlapping communities intersect with the journal landscape and the implications for the adoption and use of new players in the scholarly communication system, particularly open-access mega-journals (OAMJs). OAMJs (e.g. PLOS ONE and Scientific Reports) are large, broad scope, open-access journals that base editorial decisions solely on the technical/scientific soundness of the article. Design/methodology/approach Focus groups with active researchers in these fields were held in five UK Higher Education Institutions across Great Britain, and were complemented by interviews with pro-vice-chancellors for research at each institution. Findings A strong finding to emerge from the data is the notion of researchers belonging to multiple overlapping communities, with some inherent tensions in meeting the requirements for these different audiences. Researcher perceptions of evaluation mechanisms were found to play a major role in attitudes towards OAMJs, and interviews with the pro-vice-chancellors for research indicate that there is a difference between researchers’ perceptions and the values embedded in institutional frameworks. Originality/value This is the first purely qualitative study relating to researcher perspectives on OAMJs. The findings of the paper will be of interest to publishers, policy-makers, research managers and academics.
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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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Mazorodze, Alfred Hove, and Peter Mkhize. "Major Drivers to Innovation in Higher Education Institutions of Developing Countries." European Conference on Knowledge Management 23, no. 2 (August 25, 2022): 1356–58. http://dx.doi.org/10.34190/eckm.23.2.461.
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In both developed and developing countries, innovation in higher education improves decision-making capabilities and contributes to institutional growth. Similarly, all higher education institutions naturally store and access knowledge in some manner and these institutions are expected to be at the cutting edge of such innovation. To this date, institutional recognition determines if a higher education institution meets or surpasses the minimum standards of quality education across the globe. Knowledge-sharing builds collective knowledge, retains knowledge and increases innovation capabilities. Higher education institutions in developing countries should be comparable to their counterparts in developed countries. The study therefore explores the key drivers to innovation in higher education institutions of developing countries using a survey strategy. The study collected different views from academics on the core drivers to innovation. An adequate sample of 240 participants was carefully chosen from 4 state universities in Zimbabwe, a developing country in Africa, with a 66.6% response rate. The research participants were actively involved in higher education functions of teaching, learning and research. After performing reliability tests on the data collection instruments, the researcher performed a descriptive analysis to measure the effect of the drivers towards the much needed innovation in higher education institutions. The empirical findings confirm that the most important driver for innovation in higher education institutions is Knowledge Management, followed by technological advances, competitive advantage and globalisation. It was established that technology is an enabler to higher education functions and is now embedded into teaching, learning and research. This educational transformation empowers academics with technical skills. The adoption of Knowledge Management practices supported by up-to-date technology will certainly improve the capabilities of these institutions. Because knowledge cannot be imitated by institutions to gain a competitive advantage, properly investing in Knowledge Management should certainly strengthen an institution into more competitiveness. The study therefore recommends the adoption of Knowledge Management practices for all higher education institutions in developing countries.
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Arredondo-Soto, Karina Cecilia, Jean Paul Serrano-Manrrique, Julio Blanco-Fernandez, Guadalupe Hernández-Escobedo, Marco Augusto Miranda-Ackerman, and Jorge Luis García-Alcaraz. "Modeling of the Factors of Higher Education Institutions (HEIs) Influencing the Strategic Linking Decisions with the Industrial Sector: Whole-Institution Approach." Sustainability 12, no. 8 (April 12, 2020): 3089. http://dx.doi.org/10.3390/su12083089.
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Higher Education Institutions (HEIs) are dedicated to the professionalization of human capital; to accomplish this, the link with the productive sector is an active component that must be strengthened through formal mechanisms. The purpose of this paper is to estimate the relationships and effects from the Institutional Framework (IF), as well as from the independent variables in the context of linking HEI with the industrial sector. Survey data were collected from 47 HEIs in the Northwest of Mexico; a mixed research approach was applied and analyzed through the partial least-squares structural equations modeling (PLS-SEM) technique. Although the IF is identified as a relevant aspect for the model, this is not a problem for Mexican HEIs, since the analysis reflects a solid legal framework regarding the common basic levels and research. The main impact for experts who carry out research activities is that the route to creating, maintaining, and promoting integrated academic, technical, and administrative personnel as a specialized work team is not achieved. The main factor that does not contribute for researchers who carry out research activities is that the route to integrating (creating–maintaining–promoting) academic, technical, and administrative personnel as a specialized work team is not achieved. One finding is that the informants agree with the existing stimuli that are not aimed at research linked to the industrial sector and problem-solving through applied research. There is a need for retaining the groups of researchers to help make the benefits for the industry clear by offering advanced linkage levels.
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Marques, Ana Paula. "Higher Education and Assessment of Entrepreneurial Skills by Academic Stakeholders." European Journal of Education 2, no. 1 (April 30, 2019): 54. http://dx.doi.org/10.26417/ejed-2019.v2i1-54.
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This paper is based on a national study of entrepreneurship programmes and experiences related to non-formal and informal learning processes which have taken placed in higher education in order to promote entrepreneurial skills among (post) graduates. The notions of "Learning Society" and "Lifelong Education" are closely linked with the development of a new educational paradigm which aims to enhance learning opportunities and new applications of knowledge in "organizations of all types and in all spheres of life" (Gibb, 2005). Empirical findings are gathered from the research project called Link.EES (Learning, Innovation, Networks and Knowledge), focused on Entrepreneurship in Higher Education, and funded by the Operational Programme of technical Assistance (OPTA), by the European Social Fund (OPTA – ESF). The methodological design was divided into the following steps: application of an online survey on 57 academic stakeholders of the Portuguese public Higher Education Institutions (HEI); selection of 12 case studies of good practices in the institutions of higher education and subsequent analysis by conducting in‐depth interviews; and, finally, development of a repertoire of best practices in entrepreneurial skills and their validation by key actors and academic stakeholders. Three goals are pursued: i) a comprehensive meaning of “entrepreneurial learning”, taking into account the European concept of “entrepreneurial spirit”; ii) an increasing importance of programmes/experiences as well as infrastructures and services, related to entrepreneurial learning provided by the main academic stakeholders; iii) and finally, a crucial involvement of academic stakeholders in a collaborative effort to promote the entrepreneurship mindset in the academia. Our aim is to assess the collaborative work achieved through the direct participation of key stakeholders in entrepreneurial learning, by building a crucial repertoire of entrepreneurial skills linked to the formation, self-employment and labour market transition.
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Yuliana, Petrovska. "METHODOLOGY OF STUDENT SCIENTIFIC RESEARCHES AT HIGHER EDUCATIONAL INSTITUTIONS." Vìsnik Nacìonalʹnogo unìversitetu "Lʹvìvsʹka polìtehnìka". Serìâ Arhìtektura 4, no. 1 (March 30, 2022): 119–27. http://dx.doi.org/10.23939/sa2022.01.119.
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he article highlights the role of student researches at higher educational institutions and further directions of their development, and describes the methodology of scientific researches of students of the Institute of Architecture and Design majoring in Design in the process of their studies for the first (Bachelor’s) and second (Master’s) education and qualification levels. The author conducts the analysis of academic disciplines that form scientific abilities of students, methodically direct them at the implementation and presentation of their own scientific researches within the framework of the educational process. The paper also clarifies the role of student researches through the opportunity to use the scientific and technical potential of a higher educational institution for the sake of future development of key and priority areas of science. The task of the student research work is to acquire knowledge about the types of research, to organize and implement scientific researches, to apply principles and methods of scientific research and research requirements of the Ministry of Education and Science of Ukraine related to the formulation and publication of research results. Educational disciplines of the educational and professional program of Design, which include the research (scientific) component, fully disclose the essence of the scientific research, required skills and methods of conducting researches, as well as the implementation and organization of student independent research work in the process of solving current scientific tasks with the subsequent possibility to publish them in professional scientific journals of the Institute of Architecture and Design, as well as to present them in the form of reports at various conferences. The purpose of organization of scientific researches of students of higher educational institutions is to develop the theoretical knowledge gained in the process of studying. Choosing the direction of the research work, a student thoroughly assesses the relevance of the planned research, formulates the purpose and objectives, determines the object and subject of the research, and forms the methodology of the research work in accordance with the outlined objectives of the study. Motivating students to conduct scientific researches and to publish and test their own researches in the process of studying at higher educational institutions is one of the priorities of the educational system; however the student rating does not always motivate students to achieve this goal. Only a comprehensive approach that includes teaching of special academic disciplines, open system of the academic mobility, scholarships, academic integrity, possibility to participate in student research competitions and grant programs will make students realize the importance of the research work and further prospects of its development.
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Mupita, Jonah, Ade Gafar Abdullah, and Frank Bünning. "Flipping the Technical and Vocational Classroom for Increased Instructional Outcomes." Innovation of Vocational Technology Education 16, no. 1 (March 4, 2020): 11–31. http://dx.doi.org/10.17509/invotec.v16i1.23510.
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Higher learning institutions are under immense pressure to evolve within the realms of the fourth industrial revolution. Training institutions are anticipated to minimize learning costs in the face of increasing enrolments. The flipped classroom model is a suitable instructional pedagogy to achieve institutional goals considering the current ubiquitousness of information and communication technology. The systematic review was aimed at summarizing and identifying research gaps that help inform future research trajectories. The 3-step review process was composed of articles searching and retrieval, filtering and sorting, and final inclusion. Identified empirical articles were; i.) Retrieved and summarized on the basis of tittles, abstracts, methods and basic findings, ii.) Filtered and sorted on the basis of study discipline, and iii.) Synthesized on the basis of basic findings. It was found that the flipped classroom improved academic performance to a limited extent. Most articles unanimously concurred that the flipped classroom model makes learning enjoyable and enables the development of lower order cognitive skills outside class and higher order cognitive skills through F2F (face to face) active learning. The success of the model in higher education is hinged on excellent planning, implementation and evaluation.
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Del-Castillo, Santiago, Leo Ramos, and Demmy Mora-Silva. "Higher Education Management in Ecuador." Green World Journal 4, no. 3 (December 5, 2021): 001. http://dx.doi.org/10.53313/gwj43001.
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Higher education is the last phase of the academic learning process, that is, the one that comes after the secondary stage. It is provided at universities, colleges or technical training academies. The education offered by higher education is at the professional level. The objective of the study was to analyze the management of Higher Education in the country and to describe the main activities of the institutions linked to these activities. The main results indicate that three institutions are the protagonists in management. The Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT), the Council for Quality Assurance in Education (CACES) and the Council of Higher Education (CES). Higher education is one of the main drivers of societal evolution. Investing in education is vital to ensure a prosperous and competitive socioeconomic system. Higher education has a high responsibility to society: they are responsible for preparing the professionals of the future.
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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 30, 2018): 1665. http://dx.doi.org/10.17722/ijme.v11i3.498.
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Jemila Mohammed Suraj, Maryam Sule Yusuf, Gambo Bukar, Mohammed Tijjani, and Adamu Mallam Ibrahim. "The impact of instructional aids on academic achievement of biology students in higher institutions of learning in Potiskum Local Government Area, Yobe State." GSC Advanced Research and Reviews 9, no. 1 (October 30, 2021): 172–78. http://dx.doi.org/10.30574/gscarr.2021.9.1.0244.
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In this study, attempts was made to examine the influence of audio-visual instructional aid on students’ academic achievement in Biology in some selected higher institutions of learning in Yobe State. There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose the objectives of the study was to identify the forms of instructional aids provided in higher institutions, to determine the utilization of instructional aids by teachers of higher institutions of learning, to determine the impact of instructional aids on academic achievement of Biology major students in higher institutions of learning to identify the challenges associated with instructional aids used by Biology teachers in higher institutions of learning in Potiskum Local government area Yobe state. The population of the study comprises of 500 Biology students’ from the following schools, Federal College of Education (technical) Potiskum and College of administration Management and Technology (CAMTECH) Potiskum. Twenty (20) Biology teachers representing the entire population of biology teachers in the two institution was used in the study. The instrument for data collection was Biology achievement test (pat) and structured questionnaire. Fifteen (15) items Biology achievement test (pat) was constructed from topics in the Biology curriculum. The data collected was analyzed using mean, standard deviation. Scores of different groups was computed. Results of the experimentation was used to answer research question. The result shows that the schools lacks functional audio materials for teaching biology at efficient level, the mean and standard deviation of 3.48 and 1.65 is an indication that there is no functional audio materials for effective teaching and learning Biology in the selected institutions. Where there is poor or no available audio materials the rate of utilization is basically not feasible. Similarly audio visual materials are not in use. the use of instructional materials in teaching Biology in the selected higher institutions shows a positive result, it is obvious that electricity and access to the instructional aid is not a problem in the schools but the main challenges faced by the teachers are inadequate lecture period that will warrant the use of audio-visual materials in teaching, poor or no constant monitoring of the lesson by the school administrators, lack of instruction assistant to help the teachers in fixing this gadgets before and during the lecture has contributed immensely to poor academic performance of the students in the selected higher institutions respectively. Technical know-how is a factor of concern poor knowledge of the gadgets by the teachers and the assistant is also a point of concern.
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Pachkawade, Ayushi, Ankita Vaidya, Nirbhayee Karankote, Saurabh V. Pathare, and Ravindra M. Wakodikar. "Planning, Analysis and Design for GWCET Workshop Building." Journal of Recent Activities in Infrastructure Science 8, no. 1 (March 31, 2023): 10–16. http://dx.doi.org/10.46610/jorais.2023.v08i01.002.
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The purpose of this study is to groom the students about the technical aspects of an academic building that help them to face the practical-based industry. This study guides the student in a way to develop existing structures and also be aware of different building norms and regulations that need to be followed. Six students in a group participated in the study. Data required for the educational project purpose is collected from the institutional responsible member, further this available data is analyzed and developed by considering the future expansion of the institution. Institutional and building norms, Retrofitting and rehabilitation, Planning, Analysis & Design these five items are the parameters considered that are important for student's progress in the industry. The most emphasized aspects of the academic building that are essential to meeting students' needs include a workshop centre, sports facilities, gymnasium, common rooms, auditoriums, conference room etc. This means that since they may have an impact on students' performance, facilities managers in higher education institutions need to pay close attention to these extracurricular features of academic buildings.
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Guneri Sahin, Yasar, and Ufuk Celikkan. "Information Technology Asymmetry and Gaps Between Higher Education Institutions and Industry." Journal of Information Technology Education: Research 19 (2020): 339–65. http://dx.doi.org/10.28945/4553.
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Aim/Purpose: This paper investigates the gaps between industry and academia perceptions of information technology fields, such as computer science, software engineering, and computer engineering, and it identifies areas of asymmetry between curricula and industry expectations. The study mainly focuses on the skills required of IT professionals (graduated students) and on how higher education institutes equip students for industry. Background: Higher education institutes have several IT-related departments. However, it is not clear whether these departments have sufficient content to equip students with industry-related skills. Rapid advances mean that some curriculum topics are redundant before the end of a standard two- or four-year degree programs. Balancing the technical/non-technical skills and adjusting the curricula to better prepare the students for industry is a constant demand for higher education institutions. Several studies have demonstrated that a generic curriculum is inadequate to address current IT industry needs. Methodology: The study involved a comprehensive survey of IT professionals and companies using a Web-based questionnaire sent directly to individual companies, academics, and employers. 64 universities and 38 companies in 24 countries were represented by the 209 participants, of whom 99 were IT professionals, 72 academics, and 38 employers. Contribution: This paper is intended to guide academics in preparing dynamic curricula that can be easily adapted to current industry trends and technological developments, with content directly relevant to student’s careers. In addition, the results may identify the skills that students need to secure employment and the courses that will provide skills in line with current industry trends. Findings: The results indicate a lack of emphasis on personal and non-technical skills in undergraduate education compared to general computer science, software development, and coding courses. Employers’ and software experts’ responses emphasize that soft skills should not be ignored, and that, of these, analytical thinking and teamwork are the two most requested. Rather than a theoretical emphasis, courses should include hands-on projects. Rapid developments and innovations in information technologies demand that spiral and waterfall models are replaced with emerging software development models, such as Agile and Scrum development. Recommendations for Practitioners: A multidisciplinary approach should be taken to the teaching of soft skills, such as communication, ethics, leadership, and customer relations. Establishing multiple learning tracks in IT education would equip students with specialized knowledge and skills in IT. An effective communication channel should be established between students and industry. It is also important to reduce the distance between academics and students and to provide an interactive environment for technical discussions. Enterprise level computing and Framework use provide job market advantages. Recommendation for Researchers: Researchers and department heads, particularly those involved in curriculum design and accreditation, could use the results of this exemplary study to identify key topics for attention. Impact on Society: Changes of various degrees are required in the current curricula in many higher education institutions to better meet student needs. Societies and technology are dynamic in nature, and information technology-related curricula in higher education institutions should be equally dynamic. Future Research: Since technology (especially information technology) transforms and advances itself so rapidly, this study should be replicated t to investigate how these changes affect the gap between revised curricula and current industry expectations.
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Susandy, Gugyh, and Yanu Endar Prasetyo. "Social Network and Organizational Leadership at the Higher Education Institution: A Case Study." Indonesian Journal of Sustainability Accounting and Management 3, no. 1 (June 13, 2019): 37. http://dx.doi.org/10.28992/ijsam.v3i1.70.
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The roles of social network and informal leadership network are not only crucial to companies or government institutions, but also to the academic institutions. As the interaction within the organization becomes more complex and dynamic, there is a lack of knowledge of the overall picture of informal leadership network at the higher education institution. In this study, we conducted a comprehensive analysis of three types of social networks and informal leadership in Sekolah Tinggi Ilmu Ekonomi Sutaatmadja (STIESA). They are the information network in an internal organization, cooperation network in technical problem solving of the organization, and a personal support network in the organization. The method used in this research was survey and Social Network Analysis (SNA). The respondents in this research were the whole leaders and staffs of STIESA. The findings of this study classified the three social networks and informal leadership and built network matric to be further explored for the strategic decision-making process of the organization. Each type of social network and informal leadership, along with its characteristics, is discussed and explored.
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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.
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Altarawneh, Mohammad, and Manal Hassan. "Readiness of Higher Education Institutions for E-learning Case of Jordanian Universities." International Journal of Advances in Soft Computing and its Applications 14, no. 3 (November 28, 2022): 175–88. http://dx.doi.org/10.15849/ijasca.221128.12.
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Abstract This study aimed to assess Readiness of Jordanian Universities for E-learning. For the purpose of the study a questionnaire consisting of (42) items was developed and divided into five domains, namely: organizational readiness, ICT tools, technical resources, faculty members, and students. The statistical analyses have been done using descriptive and interferential analytical approaches by the Statistical Package for Social Sciences. The results indicated that Readiness of Jordanian Universities for e-learning was medium. On one hand, the findings indicate that there were statistically significant differences at the significance level (α≤0.05) in individual responses to the study sample attributed to the type of faculty variable in favor of sciences faculties. On other hand there were no statistically significant differences at the significance level (α≤0.05) in individual responses to the study sample attributed to variable of faculty members by the academic rank. Keywords: E-learning, Jordanian Universities.
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Konovalchuk, Ivan, Inna Konovalchuk, Olena Halian, Tetiana Lisovska, Halyna Vatamaniuk, and Hanna Reho. "Effectiveness of Distance Learning in Higher Education Institutions under the Martial Law." Journal of Curriculum and Teaching 11, no. 6 (September 15, 2022): 78. http://dx.doi.org/10.5430/jct.v11n6p78.
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The aim of the research was an empirical study of the effectiveness of distance learning in pedagogical HEIs of Ukraine under the martial law. The research involved surveying the subjects of the educational process of Ukrainian HEIs. The survey respondents were the students of pedagogical educational institutions, teachers studying at the advanced training courses, academic staff. The criteria for assessing the effectiveness of distance learning in times of war were the possibility and quality of feedback, access to educational/didactic and methodological content, the possibility and frequency of monitoring performance, consultations, meeting deadlines, interactivity, technical capabilities of Internet access. The survey evidenced the negative impact of the martial law on online learning, the limited interactivity of classes, the unsystematic consultations and monitoring, and poor-quality communication between the subjects of the online educational process. At the same time, the positive impact of the varied approaches of teachers to presenting educational materials to students on the effectiveness of distance learning was confirmed. As a result, students with different technical capabilities were able to access the educational content provided by the curricula. The results of the study can be used by other HEIs of Ukraine in the context of sharing progressive pedagogical practices of distance learning organization in times of war. Further studies involve expanding the research, generalizing the unique experience of higher education of Ukraine in providing distance learning in crisis conditions, and sharing it with the world scientific communities.
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Williams van Rooij, Shahron. "Higher Education and FOSS for e-Learning." International Journal of Open Source Software and Processes 2, no. 1 (January 2010): 15–31. http://dx.doi.org/10.4018/jossp.2010010102.
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This paper examines the paradox of FOSS adoption in U.S. institutions of higher education, where campus-wide deployment of FOSS for e-learning lags far behind adoption for technical infrastructure applications. Drawing on the fields of organizational management, information systems, and education, the author argues that the gap between FOSS advocacy and the enterprise-wide deployment of FOSS for e-learning is a consequence of the divergent perspectives of two organizational sub-cultures—the technologist and the academic—and the extent to which those sub-cultures are likely to embrace FOSS. The author recommends (a) collaborative needs analysis/assessment prior to a go/no go adoption decision, and (b) broad dissemination of total cost of ownership (TCO) data by institutions deploying FOSS for e-learning enterprise-wide. This discussion satisfies e-learning administrators and practitioners seeking research-based, cross-disciplinary evidence about the FOSS decision-making process and also assists educators seeking to expand student knowledge of e-learning technology options.
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Dzhym, Viktor, Volodymyr Saienko, Olena Pozdniakova, Iryna Zhadlenko, and Viktoriia Kondratenko. "Intensification of sport activities in the process of training higher education seekers of various specialities." Eduweb 17, no. 2 (April 8, 2023): 43–53. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.02.4.
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The academic work aims to provide an assessment of scientific studies and to know the relevant practical aspects of the activation of the process of sports activities of higher education applicants of technical and humanitarian specialties. In the course of writing this academic article, analysis, synthesis, abstraction and comparison were used to characterize the scientific sources on the subject of sports activities in the training of applicants for higher education. In the course of the research, the main theoretical requirements for effective physical training of students of higher educational institutions of various specialties were characterized, as well as certain practical aspects of the individual components of this process were clarified.
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Moreno-Carmona, Cristina, José Manuel Feria-Domínguez, and Rafael Merinero-Rodríguez. "Are university management teams strategic stakeholders within higher education institutions? A clinical study." Economics & Sociology 15, no. 1 (2022): 141–59. http://dx.doi.org/10.14254/2071-789x.2022/15-1/9.
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The purpose of this paper is to analyze the strategic role played by the University Management Teams (hereafter, UMTs) as a key internal stakeholder for the successful performance and sustainability of Higher Education Institutions (HEIs). Regarding the UMTs, we focus on four main dimensions: profile (background and professional experience), response to a dilemmatic situation, training needs (technical and managerial skills) and strategic management orientation. By using MAXQDA (v.10) data analysis software, we apply a qualitative methodological approach, based on in-depth semi-structured and reflexive interviews with a sample of UMTs belonging to a young small-sized Spanish university, characterized by its trajectory and involvement in strategic management. We found some consensus regarding the main drivers of the UMTs managerial performance, where the seniority in the academic position, institutional engagement, previous training on management (mentorship), professionalization and strategic thought are crucial to ensuring a more flexible, adaptive, competitive and sustainable HEI in the long term.
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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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Khomuyk, Irina, Ievgeniia Ivanchenko, Oleg Maslii, and Marina Gorlichenko. "INNOVATIVE METHODS IN THE PROCESS OF HIGHER MATHEMATICS FOR FUTURE MILITARY ENGINEERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 254. http://dx.doi.org/10.17770/sie2019vol1.3714.
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In today's conditions, special attention is paid to ensuring the defense capability of the state, which requires from the system of higher military education the training of a future officer capable of solving military-technical problems of any complexity based on the basic knowledge that he received while studying at a higher military educational institution. As the most regulated sphere of education, military education requires the introduction of innovative technologies that will increase the interest of cadets and the degree of materials assimilation, in particular, in the academic discipline «Higher Mathematics». The problem of choosing teaching technologies in higher military educational institutions can be recognized as one of the most important, requiring theoretical and practical development at the level of teaching of each individual discipline and educational process in general. The purpose of the article is theoretical and empirical substantiation of the modern innovative technologies use in the process of studying higher mathematics in higher military educational institutions. The following methods were used during the research: theoretical ‒ the study and analysis of literature on the introduction of innovative technologies into the educational process of higher educational institutions and higher military educational institutions; modeling; empirical ‒ observation, conversation, testing, methods of statistical analysis for the transformation of empirical data into quantitative indicators. The purpose of our experimental study was to determine the impact of the innovative technologies use on the learning process in higher military educational institutions. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future military engineers.
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Kouchur, Sviatlana A. "Pedagogical conditions for achieving the quality of distance education in higher education institutions." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2020): 81–89. http://dx.doi.org/10.20310/1810-231x-2020-19-4(46)-81-89.
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Based on the analysis of the concepts of “distance education” and “distance learning”, we proposed components of the quality of the remote education system (availability of educational standards and distance learning programs, high efficiency of remote learning technologies, evaluation of administrative and management decisions on the creation and functioning of the system, degree of regulatory and legal regulation, assessment of the level of technical and resource equipment, personnel readiness to organize and monitor the educational process in digital format) as well as the quality of distance learning (assessment of the content of digital educational content, the degree of innovation of the distance learning course, the effectiveness of feedback pedagogical communication, the degree of student training, the strength of residual knowledge, the effectiveness of digital educational means, the intensity of pedagogical interaction, the level of digital competencies of teachers and the readiness of students for independent educational activities in the digital environment). On the basis of these conditions, we formulated external (administrative, regulatory, material and technical, personnel) and internal (didactic and personal) factors affecting the effectiveness of distance learning. We also specifiedAspects related to internal factors, such as determining the pace of completing a distance course, requirements for academic support, reliance on internal motivation, managing student activity, using tools for measuring learning, substantiating methods of feedback pedagogical communication, studying student satisfaction with a distance course.
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Harwood, Jonathan. "Understanding Academic Drift: On the Institutional Dynamics of Higher Technical and Professional Education." Minerva 48, no. 4 (November 13, 2010): 413–27. http://dx.doi.org/10.1007/s11024-010-9156-9.
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Maphalala, Mncedisi Christian, and Olufemi Timothy Adigun. "Academics’ Experience of Implementing E-Learning in a South African Higher Education Institution." International Journal of Higher Education 10, no. 1 (September 22, 2020): 1. http://dx.doi.org/10.5430/ijhe.v10n1p1.
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This study sought to explore the experiences of academics with the use of e-learning to support teaching and learning at a South African university. The theory underpinning the study was the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adopted a qualitative design using ten purposively selected academic staff and one IT specialist at a South African university. Semi-structured interview was used to gather the data that were used to answer the research questions. Data were analysed using thematic content analysis. The following themes resulted from the analysis: technical support and training for e-learning; Information Communication Technology infrastructure and internet accessibility; uptake of e-learning and the use of the Learning Management System; content development for e-learning; and evaluation of teaching effectiveness using e-learning. Based on the findings, periodic updates and training on the new changes should be made to the university’s e-learning platforms, provision of timely technical support to academics in order to sustain positive user experiences of e-learning were recommended.
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Reading-Brown, Margery S., and Robert R. Hayden. "Learning Styles—Liberal Arts and Technical Training: What's the Difference?" Psychological Reports 64, no. 2 (April 1989): 507–18. http://dx.doi.org/10.2466/pr0.1989.64.2.507.
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In a study comparing the learning types of undergraduate students at two higher education institutions having different educational missions, 222 participants representing three academic divisions took the original Kolb Learning Style Inventory and the Learning Style Questionnaire. Data were subjected to a stepwise discriminant analysis, and canonical discriminant functions were derived. Eight questionnaire items and three Kolb Learning Styles significantly discriminated among the groups of arts, science, and business students. Results indicated that the learning styles of career-oriented students are relatively predictable and that differences exist in learning styles of groups of students choosing different experiences in higher education.
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LYSENKO, G. І., M. KOSTIUKOVA, V. GALIASOVSKYI, and O. BALAN. "HIGHER EDUCATION IN FRANCE THROUGH THE EYES OF UKRAINIAN STUDENTS." Ukrainian Journal of Civil Engineering and Architecture, no. 2 (July 9, 2022): 45–54. http://dx.doi.org/10.30838/j.bpsacea.2312.260422.45.850.
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Problem statement. The Bologna Process has initiated the formation of a single European Higher Education Area. Today's students, through academic mobility programmes, have a unique opportunity to obtain academic experience and professional competences developed during their studies at higher education institutions in other countries. In particular, master students from Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) under agreement with National Engineering School of Saint-Etienne (France), had the opportunity to access the educational process at French Higher Technical Education Institution and conduct a comparative analysis of the educational process within the study of the discipline “Methods of teaching in higher education institution”. The purpose of the article is to conduct a comparative analysis of higher education systems in Ukraine and France on the basis of data from the State Statistics Service of Ukraine and Statistical Guidelines and reference materials of France and characterize the professional development methods of French teachers (on the example of the National Engineering School of Saint-Etienne). Conclusions. In today's globalised world, quality higher education has become a significant means of ensuring a high level of professional qualifications in all spheres of human activity. The increasing demand for higher education, as well as the increasing students number, add pressure to higher education and blur the boundaries between the economic and political sectors. Student exchanges and double degree programs provide opportunities for innovative student learning, as well as increasing the education effectiveness, which in turn leads to increased demand for this sector of public life. Despite the high cost of higher education, French universities are very popular among foreign students, including Ukrainian, as they contribute to the formation of relevant professional competencies for young people, providing greater opportunities in the further employment process. Although the number of foreign students in Ukraine is lower (compared to France), domestic our higher education institutions are also beginning to be in high demand among foreign applicants, thus strengthening not only the field of education but also international economic relations. For the Ukrainian system of teachers’ professional development, it is appropriate to study and partially implement the experience of French higher technical school. In particular, the variety of proposed methods and forms of professional development deserves attention, as it indicates the efforts of educational managers in France to create a pedagogical environment psychologically comfortable and as professionally appropriate.
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Kompaneeva, Liudmila Gennadievna, Evgeniya Vyacheslavovna Gulyaeva, Alesya Dmitrievna Gavrish, and Daria Olegovna Platonova. "Unfavorable epidemiological situation as an intensifier of digitalization of higher education." Педагогика и просвещение, no. 3 (March 2023): 14–28. http://dx.doi.org/10.7256/2454-0676.2023.3.43503.
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The relevance of the article is determined by the need to analyze the changes that occurred in higher education institutions in the area of the use of digital technology during and after the pandemic. Within the framework of this research, we conducted a content-analysis of the websites and curricula of Volgograd higher education institutions and a questionnaire survey of students in order to identify the advantages and disadvantages of the use of digital technology and e-learning in the modern context. Digitalization came into the process of the management of higher education institutions long ago, however, rapid changes in e-learning have occurred in the last two years, which was confirmed in the results of our study. 70-80% of students' independent work was transferred to electronic form, the classroom workload is replaced with online lessons, the teaching methods change: the use of mixed learning as well as blended and flipped learning increases. The results of the study make us think about the excessive enthusiasm for e-learning, possibilities and risks of its use. Digital education brings significant changes in the role of professors and students in the process of learning, which requires appropriate adaptation and causes changes in the management of the organizations and the introduction of new actors in the educational process. At the institutional level, our conclusions indicate the need to support the academic staff in the area of methodological and technical assistance since the process of digital transformation of higher education institutions is irreversible and its intensiveness continues to grow.