Relevant bibliographies by topics / Higher education;ion

Academic literature on the topic 'Higher education;ion'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Higher education;ion"

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SANTI, Prof Ph D. Elena-Ancuța. "Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION]." Pro Edu. International Journal of Educational Sciences 3, no. 4 (January 27, 2021): 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.

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The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, being appreciated by the academic community, actors with an important role in the process of elaboration of educational policies on a national level and vectors of the promotion and realization of quality in education: Univ. Prof. Ph.D. Ciprian Ceobanu - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Univ. Prof. Ph.D. Constantin Cucoș - from the Teacher Training Department, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iași; Assoc. Prof. Ph.D. Olimpius Istrate - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest; Univ. Prof. Ph.D. Ion-Ovidiu Pânișoară - Teacher Training Department, Faculty of Psychology and Education Sciences, University of Bucharest.
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CUNHA, Ellen Joana Nunes Santos, and José Roberto Caetano da ROCHA. "EVALUATION OF THE CONCENTRATION OF PHOSPHATE ION IN WATER RESOURCES OF SOME CITIES OF PARANAENSE COAST." Periódico Tchê Química 12, no. 23 (January 20, 2015): 34–38. http://dx.doi.org/10.52571/ptq.v12.n23.2015.34_p_23_pgs_34_38.pdf.

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This paper presents the results of the concentration of macronutrient phosphorus in the form of phosphate ion. These results were obtained spectrophotometrically by the molybdenum blue method using river water samples from four locations in the coastal cities of Paraná state. The tests showed that the concentration of this particular ion was much higher than the amount recommended in Resolution 357 of the National Environmental Council (CONAMA). These findings were discussed and compared to the results of previous research, aiming to demonstrate the implications these high concentrations have on the environment of Parana’s coastline. Finally, the study assessed the possible causes for the significant increase in the concentration of this ion close to the Port of Paranaguá and Antonina.
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Ha, Hoang Thu, Nguyen Thi Huong, Le Linh Dan, Nguyen Duy Tung, Vinh Bao Trung, and Tran Dinh Minh. "Removal of Heavy Metal Ion Using Polymer-Functionalized Activated Carbon: Aspects of Environmental Economic and Chemistry Education." Journal of Analytical Methods in Chemistry 2020 (September 7, 2020): 1–13. http://dx.doi.org/10.1155/2020/8887488.

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Numerous countries have shown signs of environmental pollution to prioritize economic growth and benefits, leading to seriously contaminated waters. This work indicated the method to synthesize a green material, which could remove contaminants to protect the natural environment. The porosity and functionality effects of amine-functionalized activated carbon (AFAC) enhanced the removal of toxic heavy metals (THMs) in aqueous solution. The raw activated carbon (RAC) was thermally modified with ultrahigh pure nitrogen (UHPN) at 500°C and 1000°C and then amine-functionalized with coupling agent of aminopropyltriethoxysilane (APS). They were denoted as AFAC-5 and AFAC-10, respectively. The data showed an enhanced metal adsorption capacity of the AFACs, because the modification produced more desired porosity and increased amine functional groups. AFAC-10, modified at a higher temperature, showed much higher THM adsorption capacity than AFAC-5, modified at a lower temperature, and RAC. The adsorption capacity decreased in the following order: Ni > Cd > Zn, which was in good agreement with the increasing electronegativity and ionic potential and the decreasing atomic radius. The maximum THM adsorption capacity of AFAC-10 for Ni, Cd, and Zn was 242.5, 226.9, and 204.3 mg/g, respectively.
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Boymatov, N. "FORMS OF ORGANIZATION OF CORPORATE EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 309–16. http://dx.doi.org/10.55640/eijmrms-02-04-59.

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This article aims to improve the quality of education by creating new opportunities for higher education institutions to support innovative forms of education based on a corporate approach to education
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ÁGUILA, Iara Marthos, and Camila da Silva ALENCAR. "VEDAÇÃO DA TERCEIRIZAÇÃO DA ATIVIDADE FINALÍSTICA EDUCACIONAL NO ENSINO SUPERIOR." Revista Eletrônica da Faculdade de Direito de Franca 14, no. 2 (June 30, 2019): 107–24. http://dx.doi.org/10.21207/1983.4225.834.

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SILVA, A. C. C., G. L. G. SOUZA, and J. R. C. ROCHA. "SPECTROPHOTOMETRIC EVALUATION OF THE CONCENTRATIONS OF THE NITRATE ION IN WATER RESOURCES OF PARANAGUÁ AND PONTAL DO PARANÁ." Periódico Tchê Química 15, no. 30 (August 20, 2018): 201–9. http://dx.doi.org/10.52571/ptq.v15.n30.2018.204_periodico30_pgs_201_209.pdf.

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Nitrogen is an important chemical element due to biological reactions, including nutrient cycling. This process transforms organic matter into food for plants and other organisms. Some species can absorb the ammonium ion, but this one presents high toxicity. The portion that is most absorbed is nitrate due to its low toxicity, which is generally found in soils, industrial flows and fertilizers. However, the ion presents a danger to human health when present in concentrations higher than 10mg L-1 of N-NO3-, as determined by Resolution 357/2005 of CONAMA in meat, mineral water and aquatic environments. In the present study conducted in rivers of the cities of Paranaguá and Pontal do Paraná, the ion was determined spectrophotometrically at 545nm by the Griess method, with pre-reduction of the nitrate in nitrite, using the metallic zinc as a reducing agent. All the samples evaluated presented values below the limit recommended by CONAMA. These values ranged from 0.03 to 0.69mg L-1 in the low season (September 2016) and 0.00 to 0.07mg L-1 in the high season (March / 2017). The obtained results were compared to others published and that present characteristics similar to the evaluated rivers. It was observed that NO3- concentrations have been increasing continuously, even in small proportions, confirming the occurrence of the eutrophying process.
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Koinova- Zoellner, Julia, Aydar Kalimullin, Boncho Gospodinov, Miroslav Procházka, and Liudmila Vasilieva. "Pedagogical Senses of Digital Learning ion the Context of the Covid‑19 Pandemic: Case Studies of Several Eastern European Countries." Journal of Siberian Federal University. Humanities & Social Sciences 14, no. 9 (September 2021): 1355–64. http://dx.doi.org/10.17516/1997-1370-0825.

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In the context of the Covid‑19 pandemic, teacher education at universities has faced great problems concerning the teaching-learning practice. Educational processes have become possible only with the help of digital technologies. The development of digital technologies and the new level of accessibility to educational resources have opened up new ways for teaching and learning and the creation of new didactic scenarios. The reopening of educational institutions after the Covid‑19 is followed by many tasks that challenge the main actors in the teaching-learning process in a new way. The authors reflect on whether it makes sense for teachers and future teachers to continue learning how to work with digital technologies and create new learning formats for their students. In order to develop teacher education at universities and serious attention to digital didactics, not only the challenges but also the pedagogical senses of the Covid‑19 pandemic need to be identified. The unconscious and «detached» perception of current digital transformations in educational policy, higher teacher education and school education hinders the development of teacher education at the university and decreases the role of the teacher in society. A comparative analysis of cases of teacher education from five Eastern European universities is used to address these goals. The analysis aims to examine the hypotheses stated with inductive reasoning
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Sytnyakivska, Svitlana. "PERSPECTIVES OF THE DEVELOPMENT OF BILINGUAL EDUCATION IN UKRAINIAN HIGHER EDUCATIONAL INSTITUTIONS." INTERNATIONAL JOURNAL OF NEW ECONOMICS, PUBLIC ADMINISTRATION AND LAW 1, no. 1 (May 2018): 206–15. http://dx.doi.org/10.31264/2545-093x-2018-1(1)-206-215.

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Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.
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Bigdan, M., R. Kantemyrova, O. O., and O. Reznichenko. "ЕЛЕКТРОННЕ НАВЧАЛЬНЕ ВИДАННЯ ЯК НОВИЙ ФОРМАТ ЗАБЕЗПЕЧЕННЯ НАВЧАЛЬНОГО ПРОЦЕСУ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 3 (June 28, 2019): 72–79. http://dx.doi.org/10.30929/1995-0519.2019.3.72-79.

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Dissertations / Theses on the topic "Higher education;ion"

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Novaes, Amanda Leite. "Panorama e perspectivas da/para formação continuada em educação física: caminhos da pós-graduação Lato Sensu na Bahia." reponame:Repositório Institucional da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/11929.

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Trata-se de uma dissertação de Mestrado em Educação, desenvolvida no Programa de Pesquisa e Pós-Graduação em Educação da Universidade Federal da Bahia. O presente trabalho se constitui em uma investigação interessada na reflexão acerca da complexidade da formação humana e no diálogo crítico sobre os passos contemporâneos do ensino superior. O estudo em tela discute a formação continuada de professores no Brasil e toma como desafio investigativo os cursos de pós-graduação Lato sensu presenciais em Educação Física na Bahia. A pesquisa considera o materialismo histórico e dialético como referência e conta com os seguintes procedimentos metodológicos: levantamento documental e entrevista semiestruturada como pesquisa de campo. No levantamento documental foi possível construir um panorama dos cursos de graduação e pós-graduação Lato sensu na área de Educação Física e na pesquisa de campo foram realizadas entrevistas semiestruturadas com coordenadores de cursos. A discussão teórica e a análise das informações levantadas evidenciam: um ordenamento legal que flexibiliza o funcionamento dos cursos Lato sensu em relação aos Stricto sensu e aumenta a oferta de cursos nesse nível; uma lógica capitalista em parte das iniciativas de criação de cursos, tanto em instituições privadas, quanto em públicas e uma diversidade de temas e modos de funcionamento dos cursos. O intento desse estudo foi: contribuir criticamente com o debate relativo à formação continuada de professores de Educação Física; qualificar a necessidade do Estado, a partir das instituições públicas de ensino, assumir a responsabilidade socioeconômica dessa importante etapa da formação continuada de professores e edificar projetos consistentes e articulados com a formação inicial e referenciados em um projeto histórico transformador.
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Hastings, Alcee L. II. "An Instrumental Case Study on Declining Enrollment Conditions for an Associate of Arts in Early Childhood Degree Program W ithin a Private University." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/17.

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This study addresses the declining enrollment conditions for an Associate of Arts Program at a private university. The problem this dissertation will address involves a need for increasing enrollment in the Associate of Arts (AA) in Early Childhood Education. The information about the program is currently not reaching the targeted population in order to raise awareness and in turn increase the enrollment in the program. The purpose of this project is to enable the enrollment service representatives, with the aid of their knowledge of recruiting the potential student population and information about the Associate of Arts in Early Childhood Education Degree (AA/ECE). The enrollment services representatives should be able to recruit and enroll new students in the program. The recommendations to effect dramatic enrollment changes in the program consist of the following: registration initiatives designed to focus on prospective students interested in the program, such as, recruiting calls from staff and offering direct assistance with registration, the development of a new database specially targeting prospective students, and a marketing and advertising campaign using traditional and social media to find new applicants. It also seeks to assess the impact the marketing and recruiting training will have on the staff and on the AA/ECE program.
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Gkofa, Panagiota. "Greek Roma in higher education : a qualitative investigation of educational success." Thesis, King's College London (University of London), 2016. http://kclpure.kcl.ac.uk/portal/en/theses/greek-roma-in-higher-education(b46662e1-ad70-4453-9a28-d19801c69b32).html.

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Much of the research that deals with Roma education in Greece concentrates on the high dropout rates and low attainment of this community, contributing towards a negative view of Roma’s educational achievement. In contrast, this study investigates the trajectories of twenty Roma who can be regarded as educationally ‘successful’ as they have all entered higher education. In this qualitative study, in-depth interviews were undertaken with these participants to elicit their experiences and accounts of what contributed to their educational success, their perceptions of success and their suggestions on how to improve educational provision for the Roma in Greece. The sample reflects Roma heterogeneity in Greece in terms of socio-economic status, locality and gender in particular. Two theoretical contributions frame this study. Bourdieusian concepts of habitus, capital and field are deployed as key analytical tools to illuminate the participants’ family backgrounds, their pre-university educational experiences and the forms of support that facilitated their access to higher education. This study also draws on Fraser’s economic, cultural and associational dimensions of social justice to explore the participants’ perceptions and experiences of success and understand what the participants propose for developing suitable policies for Roma’s future education in Greece. The findings are organised into three main clusters. The first set of findings deals with the factors that contributed towards the participants’ uptake of higher education. Supportive parenting and teacher mentoring made a significant difference to the participants’ educational success, according to their accounts. For those participants from a more privileged background, accessing higher education was experienced as being more the norm. The second set of findings suggests that individual experiences and beliefs underpin the participants’ constructions of success and educational success. There is a focus on the female participants’ views and experiences as they sometimes face additional difficulties in accessing education because of intersections of sex/gender and Roma culture. Male and female participants highlighted the role that aspects of traditional culture still play in shaping educational success, mainly with reference to a longstanding pattern of early marriages in the community. However, the gender gap inside the Roma community is being mitigated, according to the participants. The final set of findings relates to the participants’ recommendations about how best to support Roma pupils in Greece. Some interventions addressing the Roma were suggested but only on a short-term basis, in order to benefit the Roma without adding to their further marginalisation. Tackling poverty related issues for the whole student population was prioritised over offering any targeted provision to the Roma as a separate group. The study concludes by discussing key research limitations, identifying research areas for further development, raising implications for policy and practice and by calling for more attempts to enhance Greek Roma’s educational progression.
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Trost, Anne-Christin. "Student perceptions of institutional justice iin higher education /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1594970371&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 131-138). Also available online in ProQuest, free to University of Oregon users.
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Curran, Roisín. "A framework for student staff partnership in higher education." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q0903/a-framework-for-student-staff-partnership-in-higher-education.

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This research project is situated in an area of interest in contemporary HE, namely ‘students as partners’. The study explored the experiences of staff and students working in partnership as part of a national What Works Change Programme at Ulster University. Using a phenomenological approach, one-to-one semi-structured interviews were carried out with stafand students(n=14), which aimed to capture rich descriptions of the lived experience of individuals. A surprising feature of the data revealed that there was a high level of consensus between staff and students in how they described their lived experiences and the impact that partnership working was having on them. The data produced two main themes which articulated the benefits of partnership working: personal development, and enhancement of the learning climate. In addition, challenges associated with partnership working are revealed and include: time, resistance, and capacity of both staff and students. These insights bring new understanding to stakeholders at Ulster in relation to how these findings can help us think more holistically about student engagement from three dimensions: emotional, behavioural and cognitive. The importance of remaining vigilant to the emotional dimension of student engagement is argued as this can act as a catalyst to change thinking and behaviours. Focus groups (n=5) were subsequently carried out with institutional stakeholder groups at Ulster. This evaluation set out to assess the value of the interview findings for the purposes of developing a framework, including more specifically, a Guide for staff and students on how a ‘students as partners’ approach might be implemented at Ulster in order to develop capacity for student engagement. Recommendations for all relevant stakeholders at Ulster are made to support the implementation of a ‘students as partners’ approach. Whilst specific to Ulster, there are valuable learning points, which may be extended to the HE sector more generally.
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Sevilla, Encinas Alejandro. "Disentangling inequality of educational opportunities : the transition to higher education in Chile." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/disentangling-inequality-of-educational-opportunities-the-transition-to-higher-education-in-chile(a389cb7f-9a12-4760-b81e-e30b760673f6).html.

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This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative records of Chile's national student register, standardised tests and higher education enrolment. The student cohort was followed through the 12-years of compulsory education up to the transition to higher education, a year after completing secondary education. The results from the empirical analysis showed that secondary effects were consistently predominant over primary effects, driving the overall IEO. On the other hand, controlling for school characteristics increased the relative importance of secondary effects. However, primary effects explained a large extent of IEO in the transition to traditional (most prestigious) universities, by the same token, in the transition to undergraduate programmes. Differences in parental education levels between secondary education completion and higher education transitions proved to be consistent with MMI. Likewise, the higher likelihood of less advantaged students to enrol in vocational colleges or vocational programmes, and the higher likelihood of advantaged students to enrol in traditional universities or undergraduate programmes, evidenced support for EMI. The modelling setting was based on non-linear mediation modelling, accounting for sample-selection in the student cohort, two-level cross-classification between primary and secondary schools, and multinomial outcomes for type of institution and programme. This thesis contributes to the educational attainment literature by finding evidence that, in emerging economies like Chile, educational inequality persists despite the sustained expansion of the educational system.
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Ogallo, Godfrey G. "IoT – Enhancing Data-driven Decision-making in Higher Education. Case Study of Ohio University." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1516193584144817.

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Lau, Alice Man Sze. "Assessment for learning in higher education." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/assessment-for-learning-in-higher-education(3dbf6052-980d-45d8-b059-6be56c13dc59).html.

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The thesis is about assessment for learning. It aims to examine the gap between theory and practice in assessment for learning through a case study approach. By examining closely the assessment practice in one higher education institution in the UK, the thesis presents a number of original contributions to the literature, knowledge base and practice of assessment for learning. The thesis challenges the established literature in assessment for learning and proposes that the literature should move away from the dichotomised view of summative and formative assessment. The thesis also highlights the lack of an explicit theoretical underpinning in assessment for learning and proposes that the social constructivist approach should be made more explicit in the assessment for learning literature. With the case study demonstrating that lecturers often take a surface approach towards assessment for learning principles, the thesis proposes that dialogue needs to be seen as the common thread in assessment for learning. By understanding that assessment for learning is about a process that involves meaningful dialogue between 1) tutors and tutors, 2) tutors and learners, 3) learners and peers and finally 4) learners themselves, lecturers will be presented with a new knowledge base to re-consider their assessment practice. The case study also reveals that lecturers from certain disciplines found the notion of assessment for learning aligned with their disciplines more readily. This finding together with the contributions to literature and knowledge base will present a new perspective towards assessment for learning and look to inform practice that will result in a deep approach to assessment for learning.
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Dias, Maria da Conceicao Loureiro. "Quality management in higher education in Mozambique." Thesis, Bangor University, 1998. https://research.bangor.ac.uk/portal/en/theses/quality-management-in-higher-education-in-mozambique(8b6a2ab3-e3aa-43a4-9448-b9a975c89b7c).html.

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This thesis concerns ideas and practices about quality assurance systems, quality enhancement and performance indicators in higher education. The quality of higher education is important in a country's economic and social development and its enhancement is a major objective of any higher education system. There has been an increasing demand for institutions of higher education to be accountable and make their activities more transparent to their consumers and to society as a whole. Therefore, institutions have become more explicit about their aims and the methods used to achieve such aims. Also, the monitoring of inputs, processes and outcomes of a University has now become widely accepted. The context for the study of quality management in higher education is the 'Eduardo Mondlane' University (UEM) in Mozambique. This thesis aims to analyse the quality assurance procedures currently in existence at 'Eduardo Mondlane' University (UEM), to examine recent and ongoing efforts to build capacity, to consider a range of options for increased efficiency and effectiveness, and to make recommendations for quality management at UEM. Examples of British Universities already engaged in quality assurance initiatives are analysed and their relevance to UEM is discussed. This thesis comprises nine chapters. The first chapter contextualizes the thesis by considering the historical background to Mozambique. Chapters two and three discuss styles and strategies of managing quality, and ways of monitoring the performance of educational institutions. Chapter four examines arrangements in selected U.K. Universities for quality assurance. Chapters five to eight outline the methodology used to collect the research evidence and discuss the main results from the survey research conducted at UEM. Four main aspects of quality assurance at UEM form the focus of the research: the quality assurance of admission procedures, the quality assurance of teaching and learning, the quality assurance of student development and support, and a framework for quality enhancement. The concluding chapter presents a summary of the main findings as well as recommendations for quality enhancement at UEM. A list of performance indicators is provided along with suggestions for further research on quality assurance at UEM.
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Mawn, Lauren. "Transformational leadership in higher education lecturing." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/transformational-leadership-in-higher-education-lecturing(5a4faea7-c2b6-45a4-b4f0-3a08b4978c79).html.

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This thesis applied transformational leadership to the context of higher education, with a focus on lecturing behaviours and student outcomes such as psychological need satisfaction, internalisation, effort, engagement, efficacy, satisfaction and performance. Chapter 1 reviewed the literature on transformational leadership and education and centered on the conceptualisation and measurement of transformational leadership, the theoretical approaches to transformational leadership (i.e., global versus differentiated approaches to leadership behaviours), and the contextual nature of leadership, with specific reference to higher education. Taken together, the literature reveals that little is known about what constitutes transformational leadership in higher education lecturing and how to measure transformational leadership in this context. Moreover, it remains unclear whether developing lecturers' transformational leadership can positively impact on lecturing and student outcomes. Chapter 2 detailed a two-phase examination of student and lecturer perceptions of lecturing behaviours in higher education. In Phase 1, a purposive sample of29 students participated in focus groups examining their perceptions of transformational higher education lecturing. In Phase 2, semi-structured interviews were conducted with . 6 lecturers nominated by students in Phase 1 as being 'transformational'. Results indicated that six behaviours from the differentiated model of transformational leadership (Hardy et al., 2010) can be employed to conceptualise lecturing behaviours (i.e., inspirational motivation, individual consideration, intellectual stimulation, high performance expectations, appropriate role modelling, and contingent reward). The behaviour of fostering acceptance of group goals did not emerge as a contextually relevant transformational behaviour. Furthermore, 'humour' and 'self-belief' emerged as contextually relevant behaviours that have not been previously conceptualised as transformational leadership behaviours in the literature. Chapter 3 described three studies detailing the development and validation of a differentiated transformational leadership inventory for higher education (DTLI-E). Developing questionnaire items from the qualitative results in Chapter 2, Study 1 (n=349) used confirmatory factor analysis to assess the structure of the inventory, resulting in a 30-item, eight factor model. In Study 2, with a different sample, (n=241) the factor structure of the inventory was re-confirmed. Finally, Study 3 employed a longitudinal design with the participants from Study 1 and examined the concurrent and predictive validity of the inventory. Results revealed that the eight factors were correlated with established measures of learning climate and transformational teaching. In addition, the leadership behaviours predicted psychological need satisfaction, behavioural regulation, student engagement, leader inspired extra effort, academic efficacy, student satisfaction, and academic performance. In Chapter 4, an experimental design was employed to examine the effectiveness of a transformational leadership intervention. A total of 5 lecturers and 127 students participated in this study. A mixed method approach combining qualitative and quantitative methods was employed to evaluate the intervention. After controlling for baseline variables, students of lecturers in the intervention group rated their lecturers as displaying significantly higher levels of transformational leadership that the control group. In addition, students of lecturers in the intervention group reported significantly greater levels of psychological need satisfaction, intrinsic motivation, academic engagement, academic efficacy and student satisfaction than the control group. Chapter 5 discusses the findings emanating from this thesis, the strengths and limitations of the thesis and provides suggestions for future research.
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Books on the topic "Higher education;ion"

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The academic inn. Talybont, Dyfed: Y Lolfa, 1993.

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Zilkha, Gury. Privatization in higher education. Haifa: Samuel Neaman Institute for Advanced Studies in Science and Technology, 2007.

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Zilkha, Gury. Privatization in higher education. Haifa: Samuel Neaman Institute for Advanced Studies in Science and Technology, 2007.

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Gandara, Patricia C. Choosing higher education: The educational mobility of Chicano students. Berkeley, CA: California Policy Seminar, 1993.

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Eca, Setumādhava Rāva Pī. Training for higher education. Jaipur: Rawat Publications, 1994.

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Reservation in higher education. New Delhi: Raj Publications, 2009.

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Gangte, Niengtinkim. Socio-psychological effects of higher education. Delhi: Akansha Pub. House, 2012.

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Gottesman, Barbara Little. Peer coaching in higher education. Lanham, Md: Rowman & Littlefield Education, 2009.

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Gottesman, Barbara Little. Peer coaching in higher education. Lanham, Md: Rowman & Littlefield Education, 2009.

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University of Sussex. Sussex Enterprise Unit. Enterprise in Higher Education information. Brighton: University of Sussex, 1993.

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Book chapters on the topic "Higher education;ion"

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Newman, Tara. "Exploring High-Impact Educational Experiences in Higher Education." In Field-Based Learning in Family Life Education, 1–6. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39874-7_1.

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Chitty, Clyde. "Higher Education." In Education Policy in Britain, 199–219. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32038-4_9.

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Jowett, Paul, and Margaret Rothwell. "Higher Education." In Performance Indicators in the Public Sector, 49–82. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08987-1_5.

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Falk, Francesca. "Higher Education." In Gender Innovation and Migration in Switzerland, 57–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01626-5_5.

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Lacković, Nataša. "Educational Semiotics and Peirce’s Triadic Sign in Higher Education." In Inquiry Graphics in Higher Education, 45–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39387-8_3.

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Schaffert, Sandra. "Strategic Integration of Open Educational Resources in Higher Education." In Changing Cultures in Higher Education, 119–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03582-1_11.

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Gu, Jianmin, Xueping Li, and Lihua Wang. "Undergraduate Education." In Higher Education in China, 117–44. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_6.

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Gu, Jianmin, Xueping Li, and Lihua Wang. "Postgraduate Education." In Higher Education in China, 145–64. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_7.

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Wu, Dan. "Chinese Higher Education." In SpringerBriefs in Education, 27–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33096-4_3.

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Gu, Jianmin, Xueping Li, and Lihua Wang. "Higher Education Management." In Higher Education in China, 33–65. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0845-1_3.

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Conference papers on the topic "Higher education;ion"

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Albiol Chiva, Jaume, Juan Peris Vicente, María José Ruiz Ángel, Mar Esteve Amorós, Samuel Carda Broch, Pau Esteve Amorós, Estel la Esteve Amorós, Diego Kassuha, and Josep Esteve Romero. "Implementation of Computer Assisted Experimental Work in Analytical Chemistry Laboratory Teaching." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9161.

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Computer-Assisted Experimental Work (CAEW) consists in the incorporation of computer-connected apparatus in the laboratory. This is a new insight into teaching of Classical Analytical Chemistry, wherein the experiments are usually manually conducted. However, it does not represent a complete break with traditional methodology, as the design and goal of the experiment are essentially the same. In this work, we present the implementation of CAEW to a practical included in the Laboratory part of “Analytical Chemistry IV”, taught at the fourth academic year of the Degree in Chemistry: “Potentiometric titration of a mixture of iodure and chlorure with silver”. Three couples of students used an Ag-ion selective electrode connected to a computer, while the other three couples employed a digital one. The results were comparable, though the computer-assisted method provided significant improvements, like; the students get familiar with new technologies at an accessible level, the titration can be visually followed on the screen via the titration curve, the calculations are automatically performed, allowing the detection of experimental and registration of mistakes, it avoids errors caused by the transcription and processing of the data, and the students achieve their practical disposing of the final results, and all their work corrected by the teacher.
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Лазарева, Наталья Владимировна. "THROUGH-THROUGH DIGITAL TECHNOLOGIES HIGHER ECONOMIC EDUCATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko191.2021.47.57.004.

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Исследованы востребованные в практике высшего экономического образования сквозные цифровые технологии, направленные на повышение качества образования и модернизацию организации образовательного процесса экономической направленности, с целью удовлетворенности растущих образовательных потребностей: big data, AI, block chain, digital ID, VR, AR, цифровых двойников, IoT, сloud computing. The end-to-end digital technologies that are in demand in the practice of higher economic education aimed at improving the quality of education and modernizing the organization of the educational process of an economic orientation, in order to meet the growing educational needs: big data, AI, block chain, digital ID, VR, AR, digital twins, IoT, cloud computing.
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Keles, Ibrahim. "THE CONTRIBUTIONS OF THE SEBAT INTERNATIONAL EDUCATION INSTITUTES TO KYRGYZSTAN." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bwqd1441.

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Sebat International Education Institute has been operating for over 15 years in Sebat, Kyrgyzstan, educating and training the Kyrgyz youth. The institution has won a high reputa- tion for quality education through excellent results, demonstrated by its students’ high grades in international and domestic scientific competitions. This paper studies the impact of this institution on values among Kyrgyzstan youth, and compares its educational principles, poli- cies and effects with those of other educational institutions in the city and country.
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.
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Marinela, Istrate, Bănică Alexandru, and Athes Haralambie. "Preventing university dropout: the relation between the student vulnerability features and academic performance in the first year." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11139.

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Educational services that universities offer to bachelor students are nowadays under the siege of numerous challenges, ranging from financial and institutional issues to fast changing labour market demands. Universities are confronting fast changes and uncertainties, being asked for adaptation, flexibility and higher ability to (re)act and find the best solutions. Within this broad context, university dropout is one particular new challenge that is often overlooked by decision makers and even by the teaching staff. Our study focuses on problems faced by the first year bachelor students of the Faculty of Geography and Geology at the oldest university in Romania, “Alexandru Ioan Cuza” University of Iasi, students who have benefitted from support from a program financed by BIRD and World Bank, named Romania Secondary Education Project (ROSE). In order to identify and analyse their academic pathway in the first year of study, we tried to correlate a number of qualitative and quantitative using the analysis of variance (ANOVA). The analysis of the results indicates that the prevention of school drop-out should be approached as a continuous process starting from the early years of education. The adaptability to student life depends on the treatment of these inherited and overlooked disadvantages.
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Andreeva, Andriyana, and Vladimir Danev. "OFFENCES BY HIGHER EDUCATION TRAINEES." In 15 YEARS OF ADMINISTRATIVE JUSTICE IN BULGARIA - PROBLEMS AND PERSPECTIVES. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/ppdd2022.96.

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This paper examines the specifics of students' failure to comply with obligations set for them in HEI regulations in the field of higher education, hereafter referred to for brevity as misconduct, based on our domestic legislation and, as a priority, the Higher Education Act. The current normative analysis examines the offences and their features, the possibility of realizing the student's responsibility in view of the specifics of educational activity in higher education institutions. In conclusion, conclusions and proposals with theoretical and practical orientation are formulated.
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Tarasyev, Alexandr A., Gavriil Agarkov, and Aleksandr Medvedev. "Optimization of educational paths for higher education." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2017 (ICCMSE-2017). Author(s), 2017. http://dx.doi.org/10.1063/1.5012334.

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Kukushkina, Vera, Pavel Krovopuskov, Natalia Pachina, Olga Kazachkova, Yuliya Bordyugova, and Margarita Reshetova. "Information and Educational Environment in the Inclusive Education Practice." In 2022 2nd International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2022. http://dx.doi.org/10.1109/tele55498.2022.9800997.

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Milićević, Ivan, Snežana Dragićević, Nedeljko Dučić, Milan Marjanović, and Vojislav Vujičić. "Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.213m.

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Development in information technology has resulted in revolutionizing all aspects of life and this revolution has been realized as Industry 4.0. A main approach that universities’ educational systems may take towards Industry 4.0 is educating students who have the right skill set for reacting to the changes in their working environment, adapting their performance, and learning to cope with technological development. This paper presents the results of the project „Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0“, which was funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia as a part of program activity „Development of higher education“ and performed in the 2020/21 academic year
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Stukalina, Yulia. "Marketing in higher education: promoting educational services and programmes." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.062.

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Purpose – the purpose of the article is to investigate current marketing and branding trends in higher education, and to discuss some popular marketing tools incorporated into the marketing strategy of a contemporary university. The rele-vance of the research topic is determined by the fact that managers working in higher education have to become more market-oriented as they are facing new challenges in an extremely competitive international environment. Research methodology – the article is based on the analysis of theoretical literature and previous research on the topic, OECD and EU documents on the basic trends in higher education, and marketing plans of randomly chosen higher edu-cation institutions. Findings – the analysis performed in the article has allowed the author to identify the main challenges experienced by contemporary universities in the agenda of promoting their educational services and programmes, and some novel mar-keting tools applied for enhancing the university’s brand awareness and reputation. Research limitations – the limitations of the study are mainly related to the research base, which includes a few higher education institutions, so future study with a broader research base is recommended to generalize the findings. Practical implications – the research results may be useful for higher education managers responsible for developing a competitive marketing strategy of the university aimed at promoting their educational services and programmes. Originality/Value – the research is based on the analysis of working marketing plans of some universities having good marketing traditions.
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Reports on the topic "Higher education;ion"

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Rukin, M. D., and O. P. Ivanov. Vernadsky, the biosphere and ecological education in higher educational institutions. Academy of Trinitarianism, November 2013. http://dx.doi.org/10.12731/mrukinoivanov.

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Kolster, Renze, Lisa van Dijk, and Benjamin W. A. Jongbloed. Excellence in higher education: educational preferences of honours students in the Netherlands. Center for Higher Education Policy Studies, 2016. http://dx.doi.org/10.3990/4.2589-9716.2016.01.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Chaves, Fernanda, Maria Alvarez, Liliana Rodrigues, Marilene Souza, and Tiago Silva. The educational inclusion of trans people in higher education: a systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0021.

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Review question / Objective: What are the means of intervention (I) for the inclusion (O) of trans people (P) in higher education? Condition being studied: Identification of scientific production on the work of education professionals who promote the inclusion of trans people in Higher Education and analyze the potential of studies; Understanding of epistemological approaches and theoretical-methodological concepts involved in the inclusion process of access, permanence and success of trans students; Apprehension of strategies and actions of education professionals, to achieve the consecration of the sociocultural, economic and political rights of trans students; Research on the interventions adopted in Higher Education Institutions have fostered the integral development of trans academics.
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Kolo, Castulus, Ute Masur, Merle Emre, and Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.
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Magoula, Angeliki-Elen, and Christopher S. Myers. Cost in Higher Education. Fort Belvoir, VA: Defense Technical Information Center, June 2007. http://dx.doi.org/10.21236/ada473288.

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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Winston, Gordon, and David Zimmerman. Peer Effects in Higher Education. Cambridge, MA: National Bureau of Economic Research, February 2003. http://dx.doi.org/10.3386/w9501.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306629.

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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