Academic literature on the topic 'Partnership, Higher Education, Transitions to work'
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Journal articles on the topic "Partnership, Higher Education, Transitions to work"
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Kuzmina, Mariia, Oleh Masiuk, Victor Kuzmin, and Ihor Mishchan. "SOCIAL PARTNERSHIP AS A TOOL FOR UNIVERSITY TRAINING OF SOCIAL WORKERS." Scientific journal of Khortytsia National Academy, no. 2021-5 (December 28, 2021): 187–97. http://dx.doi.org/10.51706/2707-3076-2021-5-18.
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Decentralization and democratization of public and state relations affects today’s social work in Ukraine. Universities should be the source which with the help of social partnership can change the status of a future social worker. The purpose of the article is to study social partnership as a tool for training social workers in higher education. The study used the analysis of educational and methodological practice of professional development of social work on the basis of social dialogue at universities. Teaching the discipline "Social Partnership" for students majoring in "Social Work" must be consistent with the requirements of the time, which are set before higher education. First, it is the importance of the transition of higher education institutions to formal partnerships with employers, which would include the training of professionals needed for the social services market. Secondly, the fixation of the "teacher – student" partnership in the syllabus as a reflection of the agreement on the organization of the educational process in the specialty "social work" and other specialties inthe humanities cycle. Thirdly, it is necessary to actively involve scientific and scientific-pedagogical staff in the study of the mechanism of social procurement and to ensure its proper understanding and use by practicing specialists in our country. Among other important factors there are consideration of social partnership as an integrative quality of personality, which allows to interconnect the interests of different groups of socially divided society and develops in students through the acquisition of relevant knowledge and skills, the formation of attitudes to the world. These factors form the basis for claiming that teaching partnership is both a process of learning to use this tool in social services, and its use in the educational process. The tools for training future social workers include the development of a system of active civic participation, support for student participation in the case movement, social order, and the syllabus of the discipline.
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Walsh, Chris, Abhinav Mital, Michael Ratcliff, Ana Yap, and Zeina Jamaleddine. "A public-private partnership to transform online education through high levels of academic student support." Australasian Journal of Educational Technology 36, no. 5 (October 26, 2020): 30–45. http://dx.doi.org/10.14742/ajet.6107.
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Online education often struggles to maintain a consistent, high quality academic experience. High attrition rates and low student satisfaction continue to challenge higher education providers. We present an innovative public-private partnership that delivers a resources-sufficient model of fully online postgraduate education with high levels of academic student support in an unbundled approach. The partnership overcomes the challenges that plague online education by leveraging learning analytics to provide highly responsive student support, 7 days a week and in the evenings. The success of this model is its ability to ameliorate problems inherent in online education. This includes the lack of ongoing staff training and support to successfully teach online, staff availability when students need support and insufficient staff-student ratios. As the sector moves towards a digitally integrated future, our model of online education illustrates how a public-private partnership can provide online learning that is effective as measured by high rates of student retention and transition, satisfaction, and academic success. We argue our resources-sufficient model provides a transformational roadmap for scaled online learning that creatively reimagines supported, personalised, engaged and student-centred digital learning as the sector moves towards a digitally integrated future.
Implications for practice or policy
Public-private partnerships can represent a rebundling of the university that explicates how the university should work to provide responsive, supported, and high-quality online education.
A resources-sufficient model of online education characterised by high levels of ongoing staff training, learning analytics to track student engagement, and optimum staff-student ratios, increases student retention and transition, satisfaction, and academic success.
Student engagement systems that leverage learning analytics can work to increase students’ academic success and decrease attrition rates.
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Lukashchuk, Vitalii. "Modernization of Ukrainian higher education in the context of Bologna process." Ukrainian society 2013, no. 3 (2013): 77–85. http://dx.doi.org/10.15407/socium2013.03.077.
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The article analyzes the problems of modernization of higher education in the context of the Bologna Process.It is noted that during the transition to credit-modular system Ukrainian universities face several challenges: significant difference in the curricula for bachelors and masters; remaining of “Specialist” qualification; organization of individual work of students; not solved issue of providing “internal” mobility of students and teachers; low level of financing and others. It is emphasized that further modernization process within the Bologna process involves expansion in Ukrainian higher educational institutions of practice of concluding of parity partnership bilateral agreements on compatibility educational plans and courses in accordance with the requirements of Ukrainian standards and high European quality of disciplines and directions of study.
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Roysen, Rebeca, and Tânia Cristina Cruz. "Educating for transitions: ecovillages as transdisciplinary sustainability “classrooms”." International Journal of Sustainability in Higher Education 21, no. 5 (June 13, 2020): 977–92. http://dx.doi.org/10.1108/ijshe-01-2020-0009.
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Purpose The purpose of this paper is to discuss the pedagogical tools that can enhance transdisciplinarity in higher education and stimulate sustainability transitions, based on the case study of a partnership between the University of Brasilia and an ecovillage in Brazil. Design/methodology/approach A qualitative study was carried out, based on professors’ experience, students’ reports and registration data. Emergent themes were discussed based on the concepts of sustainability transitions, transdisciplinarity and active/experiential learning methods. Findings Undergraduate classes at the ecovillage have motivated students to work towards sustainability transitions by presenting them with new repertoires of sociotechnical configurations and social practices, by promoting a feeling of belonging and co-responsibility for the world and by a horizontal sharing of knowledge and affections that instigated reflections about their purposes in personal and professional life. Practical implications This experience demonstrates the potential of transdisciplinary pedagogical approaches to education for sustainability that promote collaboration with different stakeholders and the reflection on individual and collective motives and values – the inner dimension of sustainability. Originality/value It describes an innovative and transformative initiative in the heart of Latin America.
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Burns, Tom, Sandra Frances Sinfield, and Sandra Abegglen. "Third space partnerships with students: Becoming educational together." International Journal for Students as Partners 3, no. 1 (May 7, 2019): 60–68. http://dx.doi.org/10.15173/ijsap.v3i1.3742.
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This case study discusses how we harnessed a University Teaching Fellowship to open a collective third space partnership with “non-traditional” students to enable them to draw on their experiences of transition into higher education and to produce resources designed to help other students find their place, voice, and power at university. We discuss first the “in-between” opportunities of learning development as a “third space profession” that enables us to work in creative partnership with students. We further set the scene by exploring the third space potential of learning development per se and then examine the successful development and administration of a learning development module, Becomingan Educationist, at a medium-sized university in the United Kingdom.We conclude by arguing for third space partnerships not just alongside the curriculum, but in and through the curriculum as well.
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Domin, Daria, Allison B. Taylor, Kelly A. Haines, Clare K. Papay, and Meg Grigal. "“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs." Intellectual and Developmental Disabilities 58, no. 4 (August 1, 2020): 328–47. http://dx.doi.org/10.1352/1934-9556-58.4.328.
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Abstract Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.
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Leek, Alex F. "Police forces as learning organisations: learning through apprenticeships." Higher Education, Skills and Work-Based Learning 10, no. 5 (November 16, 2020): 741–50. http://dx.doi.org/10.1108/heswbl-05-2020-0104.
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PurposeThe challenge for policing in England and Wales is to evolve how it recruits and educates a workforce able to cope with the demands of contemporary policing. This paper will examine how forces, who aspire to become learning organisations, have embraced the transition from police training to higher and degree apprenticeships and work-integrated learning. This paper will also benefit practitioners, leaders, provider staff, police staff, policy makers, all who have an interest in police education and the transitions currently being implemented. It also seeks to contribute to the conversation about the transition of policing to a graduate profession and looks to add value, to inform practice, raise standards and enhance policing practice in general.Design/methodology/approachCase study and draws on the experience of the collaboration of four universities to develop a national offer to meet the requirements of the Police Education Qualification Framework (PEQF) and how this has been further co-created in partnership with three forces. The data are drawn from first-hand experience of working with university and force colleagues over 18 months, including meeting records, documentation that has been produced and scrutinised by the College of Policing and the four universities through shared, multi-university and force quality assurance and validation processes. This data have been considered against the conceptual framework developed by Senge and others to support an analysis of how the collaborative development activity undertaken has contributed to police forces moving towards becoming learning organisations.FindingsThe findings from the analysis of the forces' engagement with the process of change show that the collaborative development work undertaken is ongoing and does indeed contribute to forces becoming learning organisations. The forces do see the associated benefits, and this may in turn lead to better-trained police officers and more effective force organisations. In addition, the model of collaboration and co-creation that has been adopted can provide a model of good practice for other forces and other universities to follow and from which to learn.Social implicationsAn aim of this paper is to encourage the development of police forces for become learning organisations. The implied benefits of this are various but primarily the greatest benefit is aimed at wider society. A more educated, informed and professionally competent police officer, who in turn is part of a learning organisation, will only serve to improve operational policing, community justice and community cohesion.Originality/valueThis paper examines a transition in policing which presents only once in a lifetime. The transition to a degree entry profession is critical to the evolution of policing in England and Wales. The work of the Police Education Consortium (PEC) and the three forces is a new initiative and covers ground not explored previously. This paper offers a conceptual frame to examine these lessons learned from the development of this initiative and partnership, with a view to share that learning across higher education, policing, criminal justice and those involved in degree level apprenticeships. It promotes the view that work-integrated learning, the workplace and higher education can coexist comfortably and engender the development of police forces as learning organisations.
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Chupakhina, Svitlana, Iryna Skomorovska, Nataliia Kyrsta, and Larysa Krul. "Readiness of Specialists in the Field of Education for Social Partnership: Inclusive Aspect." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 157–68. http://dx.doi.org/10.15330/jpnu.9.1.157-168.
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The article deals with the problem of the main aspects of the readiness of education professionals for social partnership for the development of inclusive processes. The authors aimed at substantiating and exploring the main aspects of the social partnership of family and educational institution for the development of inclusion and revealing the features of the formation of readiness of teachers and parents for this process. It is established that the organization of systematic and scientifically-based and practice-oriented work, which is aimed at forming parents' ideas and skills in the field of family education, is important for improving parental competence. The principal features of the partnership are highlighted: the long-term nature of the interaction and mutual responsibility. It is determined that social partnership is an educational interaction between teachers and parents, which is characterized by a common attitude and coordination of actions aimed at the development of children and taking into account their individual characteristics and capabilities. The goal of the social partnership is to improve the quality of education for children with special needs in an inclusive space, which will be effective if all participants are coordinated, pool their resources and personal interests in developing competencies needed to make decisions about child development. It is proved that the implementation by teachers and parents of children with special needs of individual educational trajectories on the basis of partnership ensures the transition of participants in the educational process to a higher level of competence development in a favorable inclusive environment.
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Shaimardanov, Zh K., S. Zh Rakhmetullina, T. A. Segeda, and K. M. Daniyarova. "Networking as a new type of partnership in education and science." Bulletin of "Turan" University, no. 2 (June 28, 2022): 323–32. http://dx.doi.org/10.46914/1562-2959-2022-1-2-323-332.
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The transition from an industrial to a post-industrial society is determined, first of all, by building an open society, which puts the ideas of rationalism, freedom of innovation, and the promotion of ideas at the forefront. An open society gives rise to open structures, including in higher education. Universities, as platforms for collective creativity, learning, innovation, are opening to meet social needs, work to transform the economy in particular and society as a whole. These are no longer just universities with an established network of connections and strong international relations; they are already hubs that implement networking, which allows different participants to create new educational and scientific products through cooperation, exchange of resources and experience. This article analyzes the world experience in building educational hubs, highlights the main elements of their architecture. Based on the experience of the D.Serikbayev East Kazakhstan Technical University, the assumption proved that the transformation of a university into a hub is a natural step for organizations that have public recognition, strong science, and innovative educational projects. The methodology for creating a network format for the life of the university is described in detail, the process of developing common universal approaches to the implementation of the network interaction of the university in the educational and scientific fields is characterized, and the concept and model of the hub chosen by the university is substantiated. The format of network interaction of EKTU allows successfully implementing projects in the educational, research, and production areas.
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BIELIAIEVA, Olena. "Improvement of Modern Mechanisms of Management of Professional Previous Education." Public administration and local government 47, no. 4 (December 20, 2020): 58–62. http://dx.doi.org/10.33287/102068.
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The work of the institution of professional higher education in the conditions of competition between educational institutions is analyzed. In modern conditions in institutions of professional higher education in order to survive and function effectively, it is necessary to coordinate their goals with the goals of the labor market and education; heads of educational institutions to review the forms and methods of work with all participants in the educational process, to develop in them the skills of charity, civic activity, to expand their participation in the development, adoption and implementation of legal decisions in the field of education; be able to cooperate with patrons, deputies, organizations and public and public institutions. With the development of democracy and the expansion of the practice of co-management, institutions of professional higher education will increasingly rely on public organizations and communities. This will help complete the transition from a policy of patronage and domination of the state over the public to their constructive partnership and interaction. The task of democratization of management as a result of constructive dialogue of the institution of professional higher education, the public and the state is to unite all subjects for joint actions on the basis of their real interest in the development of education.
The refore, the management system must be constantly developed and improved, respectively, the heads and managers of educational institutions, as managers of education, must constantly improve their skills.
Dissertations / Theses on the topic "Partnership, Higher Education, Transitions to work"
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Gouveia, Teresa Frances Pole-Baker. "Students' views of higher education in their transitions to work in Portugal." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006514/.
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Higher education has grown to mass proportions in the past two decades in Portugal, with the political expectation that it will contribute to the knowledge economy and social change. However, the predominantly low skilled productive system has led to increasing graduate unemployment and underemployment. The central question in this research is what higher education signifies for students and graduates in this context. Higher education has the potential to change students' relationship with knowledge, developing critical thinking, autonomy and character (Barnett 1990). However, this potential for change depends on how individuals engage in it, according to their values and perspectives (Bloomer 2001). Moreover, knowledge is constructed contextually (Lave and Wenger 1991), and its relevance is not always clear when graduates start work. This longitudinal research therefore consisted of in-depth interviews with graduates to ascertain the meanings and values they attribute to higher education and how this changes in the transition to work. In this study, participants' view of higher education was narrow, focussing on how it affected their labour market opportunities, rather than as a place for personal development, gaining generic skills and critical engagement. This affected how they acted on their educational opportunities and the criteria by which they measured the validity of higher education after their transition to work. Moreover, labour market limitations meant that graduates who did not find work in areas directly related to their degree devalued their education. This study concluded that individual paths from education to work are affected by social networks, resources and significant others, but there are no deterministic effects of social class, gender or field of study. A key finding was that in contrast to Bloomer's concept of learning careers (1997), graduates' embedded knowledge was insufficient for their new work contexts; instead they needed to reconstruct their knowledge according to their socio-cultural resources, and membership of multiple communities. This has significance internationally for research into transitions to work. In general, broader perspectives of higher education by students and employers, greater support for the transition and greater labour market opportunities, would be beneficial for both graduates' self-realization and how mass higher education can affect the knowledge economy.
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Foreman, Kready Sharon. "Organizational Culture and Partnership Process: A Grounded Theory Study of Community-Campus Partnerships." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2489.
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Community engagement initiatives have experienced an increase in attention, appreciation, and participation among those in academic, nonprofit, and other community-based organizations over the past two decades. The purpose of this study is to explore the meanings of community-campus partnerships among stakeholders in the community and in academia towards the goal of generating a theory grounded in these data that will concomitantly contribute to the social work profession and the community engagement movement. Using as its foundation the shared interest among the social work profession and the community engagement movement on values and ethics, this study utilizes a traditional grounded theory methodology as a means to systematically examine the question “What does it mean to be involved in a community-campus partnership?” The theory that emerged from the data in this study is about what it takes to sustain partnerships between community and campus organizations. The final five themes found in this theory are: A strong foundation upon which the relationship is built; navigating the process of a partnership project; goodness-of-fit for all involved; resources; and impact. Overall, the theory of partnership sustainability draws the attention of partnership practitioners and stakeholders to the importance of relationships as being the core for any partnership activity. When contemplating how a particular resource, impact, process-related challenge and issue of partner match was addressed within their partnership, the participants continually came back to the idea that partnership sustainability can be traced back to the relationship between partners. Implications for further research involve a deeper study of the nature of relationships within community-campus partnerships; the organizational culture dynamics that are unique to academia; the nature, value, and perceived importance of research done in the community; and the intersectionality of student engagement and community engagement, particularly in an age of assessment and benchmarking.
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Freeman, Denny. "Transitions in higher education reducing the anxieties which designated students of Carl Albert State College will face as they transfer to four-year colleges /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
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Rajibussalim. "The impact of industry-based learning programs on science, technology, engineering and mathematics students: A case study of Indonesian higher education." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108771/1/_Rajibussalim_Thesis.pdf.
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This thesis examines the impact of Industry-Based Learning programs on Science, Technology, Engineering and Mathematics (STEM) undergraduate students at Higher Education institution in Indonesia. The industry-based learning programs are commonly implemented under a bigger umbrella of University-Industry Collaboration. This research utilising a qualitative approach and adopting the case study method to capture the perceptions and real-life experience of the respondents.
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Maphutha, Mokwi Morgan. "Conceptualisation of service-learning at two rural-based universities." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/3302.
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Thesis (PhD. (Education)) --University of Limpopo, 2016This study reports on an exploration of a conceptual framework for service-learning in order to provide a shared and common understanding necessary for guiding best practice of service-learning at the heart of two-rural-based universities in South Africa. The key research question answered in this study was: How is service-learning conceptualised by dir ectors of community engagement, project coordinators, academic staff members, and students at two rural-based universities in South Africa? The following sub-questions were developed on the basis of the key research question: • What are the current community engagement projects that can be modified for future practice of service-learning at two rural-based universities in South Africa? • What are the views of directors of community engagement, project coordinators, academic staff members, and students regarding conceptualisation of service-learning at two rural-based universities in South Africa? • What are the possible strategies for conceptualising and managing the quality of service-learning at two rural-based universities in South Africa? • What framework will be relevant and appropriate for conceptualising and implementing service-learning at two rural-based universities in South Africa? A qualitative research approach using grounded theory design was employed in this study. Convenience sampling was used to select the two rural-based universities in the Limpopo Province of South Africa. Four similar schools from each university (Education, Law, Agriculture, and Health Sciences) were sampled purposively. Participants were also sampled purposively. These included the director of community engagement, one project coordinator, two academic staff members, and two final year undergraduate students who were taking part in community engagement or servicelearning- related activity at each sampled school at both universities. Data were captured through document analysis, semi-structured interviews with sampled participants, and silent observations. Content analysis was used to analyse data from documents. Data from semi-structured interviews and silent observations were analysed thematically. Findings from documents, semi-structured interviews and iv silent observations were used to make recommendations for developing a framework for conceptualising and managing the quality of service-learning at the two universities. The study revealed that service-learning is an unfamiliar concept at these two ruralbased universities. Advocacy of service-learning has never been done and no initiatives are made on the part of these universities to familiarise this concept. The study's findings also reflect that there is confusion among various role-players regarding the meaning of the concept service-learning. Participants showed that some prefer to use the concept community engagement rather than service-learning, while others view service-learning as synonymous to community engagement. The SMART conceptual framework was developed on the basis of the findings and recommendations of this study. This conceptual framework is SMART because it is S - socially relevant, M - manageable, A - adaptable, R - rural-based, and T - transformative. The proposed SMART conceptual framework is intended to guide institutional leaders, directors of community engagement, deans of faculties, directors of schools, heads of departments, project coordinators, academic staff members, students, traditional leaders, and community partners in conceptualising, implementing and managing the quality of service-learning endeavours at the two rural-based South African universities.
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Tomei, Nicoletta. "PARTNERSHIP IN HIGHER EDUCATION. UN MODELLO EURISTICO A SOSTEGNO DELLA TRANSIZIONE TRA UNIVERSITÀ E MONDO DEL LAVORO." Doctoral thesis, 2018. http://hdl.handle.net/2158/1155093.
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Over recent years, international higher education policy initiatives have emphasized the benefits to be gained when labour market institutions (LMIs) play an active role in shaping and enhancing learning experiences (Neave, 1996). Interest in the idea of university business cooperation has proliferated only seldom touching important issues, such as graduates’ transitions to the labour market. A lack of information on the potentials of partnerships in this area, push us to deepen the understanding of the role of LMIs as partners in curriculum design and delivery.
This study develops the concept of Participatory Learning Community integrating the theoretical perspectives of communities of practice (Wenger 1998) and the methodological perspective of public participation (Mannarini 2009, Bobbio 2004) in order to describe LMIs partnership in a pedagogical perspective.
In consideration of the diversity of educational partnerships that can be developed, this project aims to address the following question: What kind of conceptualization can support the development of partnership between HEIs and LMIs to enhance graduates’ transitions in/to the labour market?
This question assumes a high relevance under the light of the political and pedagogical reflection started by the issue of the Ministerial Decree Decreto Ministeriale 12 Dicembre 2016 n. 987.
Since the University schools have some important tasks with respect to study courses, job placement, and relationships with the steering committee, this research intends to analyze the perspectives of those operating within them. In particular, the activity of the Schools will provide the context for assessing the capacity of the concept of Community participatory learning to identify: the characteristics of interactions between universities and labour market, the significant antecedents for the development of shared planning experiences, the obstacles to partnerships development, and the possible actions that strengthen the presence of communities of practice and learning within the Italian Higher Education context.
In order (1) to provide useful information to develop and embed partnership throughout the Italian university system and (2) to produced resources and guidance for academics and professionals who want to promote effective engagement in the development of curriculum for transitions, this study commits itself in a research process carried on under this methodological framework:
Research Methodology: Qualitative
Research Paradigm: Complexity
Research Philosophy: Critical and Transformative
Research Method: Explorative
Research Strategy: Case studies
Research Technique(s): Interviews
From an operational point of view, this research project wants to:
1. Select some study cases that allow to explore different models of LMIs partnership in higher education through the construct of participatory learning community;
2. Focus the processes of curriculum design and delivery;
3. Identify core elements and factors which can ease or impede the joint development of curriculum for the transitions.
The collected results allow to hypothesize the transferability of some elements according to the concept of policy institutional learning and transfer (Federighi, Abreu, Nuissl von Rein, 2007).
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(9790610), Carolyn Daniels. "Exploring Australian women's career transitions: A critical constructivist grounded theory study." Thesis, 2019. https://figshare.com/articles/thesis/Exploring_Australian_women_s_career_transitions_A_critical_constructivist_grounded_theory_study/13453955.
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Multiple factors impact women’s lives after they have transitioned through higher education and into the workforce, including the struggle to achieve a balance between paid work and unpaid care responsibilities. Despite changes in Australian social and cultural attitudes, career transitions remain difficult for many women in Australia. This thesis presents a qualitative, grounded theory study that explores how women in Australia navigate and experience career transitions; specifically, the transitions to higher education and the workforce which form the pathway to their careers.
Emerging from the interviews were two distinct groups of women. Group 1 comprised mature age students on entry to university and Group 2 women had transitioned directly from high school to university. The Group 1 women shared stories about the lack of family and partner support, of time and sleep deprivation, and for some, domestic violence, dominance, resistance and abandonment as they studied. Many of these women experienced an up to fivefold burden of time as they juggled work, care, study, domestic responsibilities, and small business management. Concurrently, many experienced ‘pressure’, ‘guilt’, ‘stress’, changed and broken relationships and financial insecurity. Despite this, higher education held the promise of future security.
Group 2 women invariably knew they would go to university, and were supported by their families. Those who married and later undertook further studies were supported by their husbands. For both groups, the university transition experience was influenced by varying degrees of support from families, partners, universities, social networks and relevant higher education and government policies. In the work transition experience however, it was the individual level of resilience required relative to available support that was the significant factor.
Initially, a constructivist grounded theory approach was adopted. However, emergent social justice issues arising during interviews and analysis prompted development of a new methodology incorporating a critical perspective. Exploring the integration of a critical perspective required reviewing and juxtaposing constructivist grounded theory with critical theory. The shared axiomatic elements of these paradigms made them commensurable, and adaption made possible the concurrent practice of both. Thus, merging critical theory with constructivist grounded theory resulted in the new methodology critical constructivist grounded theory. It follows the evolutionary path of qualitative interpretive work, addressing the need for a critical stance to expose social justice issues. At the heart of the new methodology is a systematic analysis method, critical colours, enabling examination of the social, political, cultural, economic, structural, gender and historical forces impacting Australian women’s lives. What is more, critical colours analysis processes are adaptable to other axiologically congruent methodologies.
Advanced coding methods identified the categories of Time Related Forces, Striving for Security, Transformation of Self and the construct of the Emergent Core Self. Theoretical integration of these categories and construct with critical colours analyses produced the critical constructivist grounded theory of Australian women’s career transitions. The grounded theory reveals the ideologies of neoliberalism, capitalism and patriarchy impose a restrictive framework to the ways in which women’s career transitions are experienced. The model illustrates that the more roles and responsibilities women assume, the greater the time and financial deficits they experience, the more support is required. The grounded theory crystallises women’s experiences as the cumulative effect of the forces of time, study, deprivations, the quest for security (financial and emotional), and the transformative power of learning. The Emergent Core Self makes clear that the women have an altered sense of resilience and knowledge of ‘who I am’.
This study reveals that the navigation of career transitions by women in Australia is influenced by the undercurrents of an authoritarian social system skewed to inequality. The implications of the findings point strongly to the need for systemic change where equality is a matter-of-course. From a social systems perspective, it is suggested that the Nordic model provides a system of governance that benefits all citizens. This alternative model offers a solution to embed equity into the Australian systems of governance and social supports. The citizen-centred support characteristics of the Nordic model not only releases women’s burden of time and security, potentially delivering the supportive environment necessary for women in Australian to successfully navigate career transitions, it also provides a platform for equity for all.
Books on the topic "Partnership, Higher Education, Transitions to work"
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Neumark, David. School-to-career programs and transitions to employment and higher education. Cambridge, Mass: National Bureau of Economic Research, 2003.
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American Association of University Women. Educational Foundation., ed. Gaining a foothold: Women's transitions through work and college. Washington, DC: American Association of University Women Educational Foundation, 1999.
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Prokof'ev, Stanislav, Ekaterina Kameneva, Svetlana Solyannikova, Elena Didenko, Gul'nara Ruchkina, Natal'ya Sergeeva, Marina Abramova, et al. Ecosystem of universities: transformation of the Russian education system. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1901313.
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The relevance of the monograph is determined by changes in the surrounding reality, the development of the digital economy, which actively influences the formation and development of ecosystems of business, banking, public services, etc.; the need to determine the main trends in the development of the modern ecosystem of universities for the formation of in-demand graduates able to work in the special conditions of modern development of Russia, which determines the formation of a new educational environment, based on the challenges facing our country. All this will contribute to a deeper and more comprehensive study of the structure of the university ecosystem, understanding its features due to the realities of the digital space.
An overview of the features of the factors affecting the field of education, including the ecosystems already existing today in various spheres of the Russian economy, is presented. Proposals are made for the formation of a competence-based approach in the university environment in modern conditions. The main elements of the university ecosystem as a new model of the educational environment are considered. Special attention is paid to the development of the university ecosystem of personnel partnership and continuing education. The author's approaches to assessing the quality of education are proposed. The legislation is given as of July 1 , 2022 .
It may be of interest to heads of the education system, teachers of higher educational institutions, teachers, employees of organizations of additional professional education, graduate students, undergraduates and students of pedagogical and psychological educational institutions.
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Maurizio, Roxana, and Ana Paula Monsalvo. Informality, labour transitions, and the livelihoods of workers in Latin America. 19th ed. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/953-2.
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This paper studies the incidence and heterogeneity of labour informality in six Latin American countries—Argentina, Brazil, Ecuador, Mexico, Paraguay, and Peru. We divide workers into five work statuses: formal wage-employed, formal self-employed, upper-tier informal wage-employed, lower-tier informal wage-employed, and informal self-employed. We evaluate the patterns of the occupational turnover between these work statuses and assess their impact on wage dynamics. In all the countries, wages are highest for formal workers and lowest for lower-tier informal jobs. The proportion of formal workers who maintain their work status of origin or move up the job ladder is significantly higher than those who transition into lower-paying work statuses. However, despite the high labour turnover experienced by lower-tier informal wage employees, most failed to move up the wage ladder. Education plays an important role, as it increases the probability of transitioning into a better job and, within informality, the chance of better wages.
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Conover, Emily, Melanie Khamis, and Sarah Pearlman. Job quality and labour market transitions: Evidence from Mexican informal and formal workers. 23rd ed. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/957-0.
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In this paper we analyse informal work in Mexico, which accounts for the majority of employment in the country and has grown over time. We document that the informal sector is composed of two distinct parts: salaried informal employment and self-employment. Relative to self-employment and formal salaried employment, on average informal salaried workers have lower wages and lower job quality as measured by an index. Education plays a different role in job matches and job transitions, depending on the type of informal employment. Well-educated workers are more likely to use informal salaried work as a stepping stone into formal salaried work, and are less likely to leave the formal sector once there. Less well-educated workers have higher exit rates from formality and shift more across informal sector jobs. For these latter workers there is more evidence that informal salaried work represents jobs of last resort rather than jobs of opportunity.
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Mayisela, Tabisa, Shanali C. Govender, and Cheryl Ann Hodgkinson-Williams. Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425.
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This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.
Book chapters on the topic "Partnership, Higher Education, Transitions to work"
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Bradley, Harriet, and Richard Waller. "Gendered and classed graduate transitions to work." In Higher Education and Social Inequalities, 210–30. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315449722-13.
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Cunliffe, Rachel, and Michael Wysocki. "Learning Partnership and Teaching Partnership: Work-Related Learning in Higher Education." In Creative Education, Teaching and Learning, 307–18. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_28.
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Matthews, Nicole, Pat Green, David Hall, and Irene Hall. "The Role of Volunteering in Transitions from Higher Education to Work." In Transitions from Education to Work, 150–66. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403_9.
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Harris, Roger, and Linda Rainey. "Interrogating the Notion of Transition: Learner Experiences of Multiple Transitions Between the Vocational- and Higher-Education Sectors." In Transitions from Education to Work, 42–60. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403_3.
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Weston, P., D. Perrin, and D. Meakin. "Exploring the Power of High-Level Postgraduate International Partnership Work Based Learning Programmes." In Enhancing Employability in Higher Education through Work Based Learning, 237–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75166-5_13.
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Bamford, Jan Katherine. "The Use and Importance of Group Work on International Joint Double Degrees." In International Joint Double Degrees and International Transitions in Higher Education, 211–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48622-8_7.
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Antwertinger, Yasmin J., Ingrid Larkin, Esther T. L. Lau, Erin L. O’Connor, and Jose Manuel Serrano Santos. "Transitions to Successful Careers: Pharmacy, Psychology and Business Students Reflecting on Practicum Feedback." In Enriching Higher Education Students' Learning through Post-work Placement Interventions, 47–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48062-2_3.
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Koehn, Peter H., and Milton O. Obamba. "Managing the Transnational Higher-Education Partnership: What Does Not Work and What Works." In The Transnationally Partnered University, 97–112. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137481757_6.
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Deca, Ligia. "Internationalization of Higher Education in Romania and Portugal—Strategies and Transitions at the (Semi-)Periphery." In European Higher Education Area: Challenges for a New Decade, 67–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_5.
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Abstract Governments and higher education institutions see internationalization of higher education as one of the main factors that influence their strategic endeavors in the years to come. When looking at the national level, the drivers of internationalization are linked to economic and geo-political positioning, cultural influences, as well as international competitiveness for knowledge and human capital. Party politics, foreign affairs, economy and immigration policies also play a big role in shaping country level approaches. For universities, prestige factors, disciplinary or constitutive groups’ interests and financial imperatives predominantly drive internationalization policies. In this context, the paper will look at national and institutional strategic pursuits in the field of internationalization of higher education, in the case of two countries geographically (and perhaps economically) positioned at Europe’s periphery: Romania and Portugal. The choice of these two countries relies on their recent transition from totalitarian regimes to democracies, coupled with similar trends of massification and underfunding of the higher education sector. The conclusion will include policy lessons for decision-makers, especially with a view on whether well-established global models of internationalization of higher education are fit for purpose for transitioning countries. The author’s work for this article was supported by the scholarship for a post-doctoral research fellowship, provided by the New Europe College (NEC), during the 2018–2019 academic year.
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Hâj, Cezar Mihai, and Petrişor Laurenţiu Ţucă. "Access to Higher Education: Losing Precious Human Resources Before the Start Line." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 35–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_3.
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AbstractIn the last five years in Romania, a series of measures and policies have been adopted that aimed to increase the enrolment and participation of Romanian citizens in higher education. However, we are still witnessing a decline in the number of students even though Romania has the lowest proportion of graduates (30–34 years) with a higher education diploma in the EU. Through this paper, we will follow the educational path of students in final grades in upper secondary education to analyse how many of them graduated from the national baccalaureate exam and later became students. The data come from the interconnection of two important databases from the Romanian education system, the National Student Register (RMUR) and the Integrated Information System of Education in Romania (SIIIR). Access to higher education must be viewed not only from the perspective of the admissions process but also from the perspective of generational losses that have a direct impact on the human resources eligible for higher education. Thus, we will insist on analysing the “losses” of human capital registered in the national education system in the last year of study in pre-university education, looking at the same time at the characteristics of students who manage to enter higher education. The current analysis is based on the work done within the project “Quality in higher education: internationalization and databases for the development of Romanian education” (code POCU/472/6/8/126766/21.11.2018, implemented by the Executive Agency for Higher Education, Research, Development and Innovation Funding (UEFISCDI) in partnership with the Ministry of Education (ME).
Conference papers on the topic "Partnership, Higher Education, Transitions to work"
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Fisher, Dara R. "Pedagogy and content evolution in cross-border higher education: Evidence from an American-Singaporean cross-border partnership." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5284.
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Reflecting larger trends in business, economics, and communications, the field of higher education has undergone a rapid period of globalization and internationalization over the last half century. While much scholarship has been devoted to the policies and practices of cross-border higher education work, little research has examined the mechanisms by which educational practices and approaches are modified and adapted when moved across cultural contexts. This paper addresses this gap by examining the processes by which foreign and local partners adapted and modified American educational approaches to fit the needs of Singaporean students in a large-scale cross-border higher education partnership. Developed based on a year of immersive ethnographic fieldwork at the Singapore University of Technology and Design – a new university established in collaboration with the Massachusetts Institute of Technology – the findings of this paper show that local and foreign partners utilized three distinct strategies to modify American pedagogical and curricular approaches to fit the needs of the Singaporean context: collaborative mentorship and guidance, incremental modification of content and practice, and enabling and facilitating student-driven change. This paper presents an overview of these findings, as well as their implications for future work.
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Colibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Cintia Colibaba, and Ramona Cirsmari. "FACILITATING STUDENTS' TRANSITION FROM SCHOOL TO WORK THROUGH THE WWW PROJECT'S E-COURSE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-126.
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The article is based on the We Welcome Work (WWW) project, funded by the European Commission under the Erasmus+ KA2 VET Programme (Ref. no.: 2016-1-RO01-KA202-02471). The project meets the growing needs of high school students and young people who live in a very mobile environment, where time, education and employment are challenging issues. The supply of apprenticeship and traineeship places in the EU continues to be under-developed. A lack of workplace experience and the related skills and competences is one of the factors contributing to the "skills gap" in the EU today. The project intends to offer non-formal opportunities for young people to acquire employability, entrepreneurship and digital skills to support their transition from school to the world of work thus achieving a better skills match and career orientation. The article gives insights into the e-training and its resources designed within the project partnership. The online material equips teachers and schools councillors with interactive tools to tests and evaluate the students’ competences and skills and guide them based on their specific needs for their career. The focus of the project is on involvement of students in an interactive training session of apprenticeship, simulating various jobs situations in the form of animation problem-solving game. This will gain development of various competences: workplace skills, problem-solving, teamwork, foreign languages, IT and social media skills, communication and cultural skills, etc. The article presents the e-training, its methodology, objectives as well as its interactive and creative activities whose content and development benefit from state-of-the-art technology.
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De la Poza, Elena, Martijn Rietbergen, and Javier Orozco-Messana. "Designing a programme for Sustainability in Vietnam: Smart Sustainable Vietnamese Cities, SSVC." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8396.
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This work deals with the design and development of the SSVC module, which is organised and implemented by European Higher Education Institutions in partnership with Vietnamese Universities. The reform of the Higher Education in Vietnam requires new pedagogical practices and methods which are used in the SSVC module. In addition, the process of design must include the adjustment of the European content and pedagogical methods into Vietnamese circumstances. Finally, the programme needs to be piloted and assessed.
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Frýdková, Eva. "Pre-gradual preparation of future teachers for cooperation and communication with student´s parents." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2715.
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Partnership of family and school is the subject of interest not only non-proffesional public, but proffesionals of pedagogical, sociological and psychological theory and practise. The reasons are continuous efforts to improve education of child and transformation of schools to modern institutions, which are cooperating with it´s surrounding areas and providing quality services to it´s clients (students and parents). Partnership of school and family of student is organical part of these efforts and it becomes the important part of evaluation of school´s quality. Cooperation of family and school is undividible part of teacher´s proffession. At the same time it belongs to areas which make the biggest troubles after entering absolvents to pedagogical practise. This fact is coming not only from researches realized in this area, but also from interviewes which we are realizing with students after attending pedagogical practise in pre-gradual studies. The text is foccused on pre-gradual preparation of future teacher for work with parents. It shows if they are theoretically and practically ready and it´s foccussed on the possibilities of evolving practical skills and applications of theoretical knowledge from the subject´s area.
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MONTANARI, ROBERTO, Layek Abdel Malek, Paolo Andrei, Gino Ferretti, Simonetta Valenti, Luca Maria Mancinelli, Alessandro Bernazzoli, Eleonora Bottani, Joel S. Bloom, and Fadi P. Deek. "The MEM project: experiences, challenges and outcomes of an international double master-level degree." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8159.
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Educating the workforce of the future to perform adeptly in the global environment as well as to surmount cross cultural boundaries is of a paramount necessity in today’s technologically advanced and complex settings. This environment has led institutions of higher education to seek international collaborations to face these challenges. Building on experiences and successes gained from a nearly decade long project entitled UMANE that was jointly supported by both the US Department of Education and the EU for undergraduate double/triple Bachelor’s degrees, this paper reports on an extension of the earlier partnership, to include a graduate level partnership that offers a double master degree between New Jersey Institute of Technology (NJIT) and University of Parma (UNIPR) that was put in place in 2015. In this work, we present the developed framework of this international cooperation, report on its challenges, and share our experiences. Specifically, the framework of the agreement establishes guidelines and course of study leading to double master degrees in the area of Engineering Management, one from NJIT and another from Parma University. Students in this program, usually, start their studies in Italy, attending the classes at their home Institution and then move to Newark, New Jersey, during the spring/second semester (6 months) of their first year, to attend NJIT classes. At the end of their studies, students will be awarded two master’s degrees in Engineering Management from the partnering universities.
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Mercer, Tim, and Jonathan Francis. "Education and Industry Partnership: A Case Study of Co-Delivery." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16065.
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One of the essential elements for safe operation of a nuclear licensed site is the availability to the licensee in sufficient numbers of suitably qualified and experienced people to carry out and manage the operations and associated design work. In the last few years, there have been a number of reports to illustrate the recent and current problems of recruiting such people to work in the traditional locations for nuclear personnel in the North-West of England. Concern for the immediate future is exacerbated by a peculiar demographic of the people currently employed in positions demanding higher level skills. In response to the growing realization that there is an impending skills gap that needs to be filled, Sellafield Limited’s Talent Management team (and latterly with support of the NDA) have been working with a number of education and training providers to put in place bespoke courses aimed at overcoming this shortage. In the absence of a steady stream of willing graduates from technical and management courses, the primary strategy has been to encourage life-long learning and up-skilling amongst its employees, targeting those who, for whatever reason upon leaving school, missed their opportunity to study and progress to train at a high level, but who possess that potential and have now developed a keenness to proceed with that study in later life. One Foundation Degree has been selected for development of a unique approach to higher education. The work of University of Central Lancashire and its West-Cumbrian education and training partners has featured as a case study in other media, but this paper reports on a fresh development within that work: co-delivery. Co-delivery relates to a partnership of educationalists and industrialists, with an emphasis on industrial numbers on the course development steering group. The means by which a significant proportion of the course is strongly workplace related are presented and the benefits and problems that this introduces are discussed. The course uses the industry as a vehicle to communicate concepts and develop problem-solving skills. Rather than the major vocational aspects being confined to just a few ‘workplace’ modules, the industry permeates all modules and co-delivery is part of a good many. A report is also made on the areas of provision where the major capability and expertise is located in just a few industrialists; and how that aspect is learned within a co-delivery course.
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Wells, John S. G., Michael Bergin, and Cathal Ryan. "DELAROSE: A Case Example of the Value of Embedded Course Content and Assessment in the Workplace." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2844.
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In recent years there has been a significant growth in online learning and the delivery of joint programmes of education involving collaborative partnerships between higher education institutions in different jurisdictions. This paper details a case-study of the pilot delivery and assessment of a new online learning programme ‘Certificate in the Management of Work-Related Stress’. This programme was developed as part of an innovative partnership between four European Higher Education Institutions (HEIs) located in Austria, Ireland, Switzerland and the United Kingdom to develop and deliver an accredited online learning programme, as part of a wider EU funded project called DELAROSE, on the management of work-related stress for workers in the health and social care sector across Europe. It describes the nature of the online course, with particular attention given to, the assessment activities undertaken by learners throughout the course, and the collection and analysis of learner feedback as this relates to feasibility and impact of the programme of learning. This case-study highlights the positive benefits to learners of embedding course content and assessment experiences within a real-life workplace context
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Felea, Cristina, and Liana Stanca. "NON-COGNITIVE SKILLS: WHAT STUDENTS NEED AND EMPLOYERS REQUIRE - THE ROLE OF CONTEXTUAL LEARNING IN A BLENDED ENVIRONMENT." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-021.
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European statistical data (2015) show that the employment rates of graduates aged 20-34 are lowest for those in search of their first job. This may reflect not only issues related to job market fluctuation, but also difficulties in matching educational outcomes and labour market needs, which is an issue known to be a key component of the Europe 2020 strategy. In Romania, the transition to competence-based curricula and an increasing number of university partnerships with companies have contributed to raise student employability. However, there are multiple signals that there seems to be an important skills gap that makes transition to work difficult and costly for both employees and employers. In this respect, the authors’ research on professional and transversal competences within technology-based blended learning environments, personal observation, discussion with students and colleagues from the industries, as well as a growing number of studies on success factors in higher education, career and life during the 21st century, have revealed the need for a complex mindset that includes cognitive and non-cognitive skills. It is also known that, in spite of agreeing on a certain set of core professional and transversal competences, higher education institutions and employer value differently these factors. Increased attention has been paid to modalities to develop social-emotional and affective skills (SEA), which are said to favour academic and career success. The major categories include: approach to learning, intrapersonal skills and social skills. The present study is based on the assumption that contextual learning may be a useful addition to the blended learning environment in place so as to help identifying which SEA skills are more important for career readiness and creating premises for their implementation. For this purpose, we created a non-formal learning context (workshop) bringing together students, teachers and IT professionals with the aim of raising students’ awareness of models of organizational and work culture and practitioners’ view on future employees’ essential competences needed for an efficient and smooth integration on the job market. Then, the impact of the event was surveyed with the help of a questionnaire applied at the end of the event. The results of data analysis are expected to provide suggestions to align and supplement skills needed by graduates with existing curricular provisions. Additionally, it could indicate directions for further exploration of the role and value of non-cognitive skills for all actors involved and blended learning solutions to improve them.
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Acevedo Reverón, Aarón, Christian Camilleri, Clifford de Raffalle, David Deguara, Edwin Zammit, Jan Smallegange, Adrian Butnaru, and Carlos Mora Luis. "Remote learning and examination based on augmented reality." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1301.
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Remote Learning and Examination based on Augmented Reality (RELAR) is a European Erasmus+ project (2020-1-NL01-KA226-VET-083043) that aims to create a crisis-proof resilient education environment, enabling remote coaching and digital skills training based on AR. RELAR integrates seven European partners –Vocational Training Institutions and Higher Education Institutions– all linked to the maritime industry. The industry itself is also represented. With the help of a reference group, a set of learning outcomes has been defined to develop three demo scenarios to test and demonstrate the RELAR system, which is based on the RealWear HMT-1 assisted reality hands-free computer. All scenarios are scaffolded on the same framework that integrates active learning pedagogy, curriculum requirements and technological integration. This digital active learning process pedagogy incorporates two processes for instruction: a remote instruction process called ‘Expert Coaching’ that gives the students the possibility of receiving instant feedback while taking actions and decisions; and a remote assessment process named ‘Digital Workflow’ that incorporates formative assessment to consolidate learning. The curricular aspect focuses on the professional competencies students will acquire, the expected learning outcomes, the required knowledge, and the transferable skills required by students to perform professionally. Finally, technological integration describes how and when the assisted reality system should be incorporated to add value to the learning process. This paper describes the work in the learning spaces currently under development by the partnership based on the same methodological and pedagogical foundations.
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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.
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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in sustainability in higher education, being the first University in the world to be awarded a Green Flag from the Foundation for Environmental Education (Reidy et al, 2015). Sustainability at UCC is “student-led, research-informed, and practice-focused” that is, the programme takes an integrated approach and aims to utilise the collective student agency and research capability to deliver real and lasting change on the ground (Pelenc et al. 2015). UCC’s Academic Strategy, with sustainability and interdisciplinarity as key components of the new “Connected Curriculum”, aims to “facilitate students to develop values, skills and aptitudes that promote civic participation, social inclusion, sustainability, digital fluency and impactful, global citizenship” (UCC, 2018). A key aim of delivering its Sustainability Strategy is that UCC would become a “Living Laboratory”, where students, academics and practitioners work together, using the campus itself as a testbed for solutions to today’s major societal challenges (UCC, 2016). A Living Laboratory project should aim to: • Solve a real-life problem • Be based on a partnership among key stakeholders, often crossing disciplinary and/or sectoral boundaries • Trial and test ideas in real life settings • Share data and findings generated openly (EAUC, 2017).
Reports on the topic "Partnership, Higher Education, Transitions to work"
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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.
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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, August 2019. http://dx.doi.org/10.51388/20.500.12265/81.
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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.
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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.
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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Full textAbstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.