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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.
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Higdon, Rachel Delta, and Kate Chapman. "A dramatic existence: Undergraduate preparations for a creative life in the performance industries." Industry and Higher Education 34, no. 4 (April 27, 2020): 272–83. http://dx.doi.org/10.1177/0950422220912979.
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This article focuses specifically on drama and theatre higher education (HE) programmes and preparation for potential graduate work. The article investigates working in the creative industries and in the performing arts (particularly within acting) and how HE students in the United Kingdom prepare for this life. The growth of the creative industries and successful applied drama in the public and private sectors has also brought business interest in how drama and theatre processes can benefit other workplaces, outside of the creative arts. The article addresses current policy, initiatives and partnerships to broaden inclusion and access to creative work. The research explores drama undergraduate degrees and the university’s role in supporting a successful transition from HE to graduate work. Students perceive the university world as safe and the graduate world as precarious and unsafe. The research findings have resonance with other undergraduate degrees, outside of the arts and the role the university plays in student transitions from the university to the graduate environment.
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Loseva, Evgeniya A. "Evolution of cooperation between France and Germany in the field of higher education." Journal of the Belarusian State University. History, no. 1 (January 31, 2020): 69–77. http://dx.doi.org/10.33581/2520-6338-2020-1-69-77.
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For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.
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Gibson Smith, Kathrine, Kirsty Alexander, and Jennifer Cleland. "Opening up the black box of a Gateway to Medicine programme: a realist evaluation." BMJ Open 11, no. 7 (July 2021): e049993. http://dx.doi.org/10.1136/bmjopen-2021-049993.
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ObjectivesA Gateway to Medicine programme, developed in partnership between a further and higher education setting and implemented to increase the socioeconomic diversity of medicine, was examined to identify precisely what works within the programme and why.DesignThis study employed realist evaluation principles and was undertaken in three phases: document analysis and qualitative focus groups with widening access (WA) programme architects; focus groups and interviews with staff and students; generation of an idea of what works.SettingParticipants were recruited from a further/higher education setting and were either enrolled or involved in the delivery of a Gateway to Medicine programme.ParticipantsTwelve staff were interviewed either individually (n=3) or in one of three group interviews. Nine focus groups (ranging from 5 to 18 participants in each focus group) were carried out with Gateway students from three consecutive cohorts at 2–3 points in their Gateway programme year.ResultsData were generated to determine what ‘works’ in the Gateway programme. Turning a realist lens on the data identified six inter-relating mechanisms which helped students see medicine as attainable and achievable and prepared them for the transition to medical school. These were academic confidence (M1); developing professional identity (M2); financial support/security (M3); supportive relationships with staff (M4) and peers (M5); and establishing a sense of belonging as a university student (M6).ConclusionsBy unpacking the ‘black box’ of a Gateway programme through realist evaluation, we have shown that such programmes are not solely about providing knowledge and skills but are rather much more complex in respect to how they work. Further work is needed to further test the mechanisms identified in our study in other contexts for theory development and to identify predictors of effectiveness in terms of students’ preparedness to transition.
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Fernandes, Rosina, and Susana Amante. "From Teachers’ Innovative Practices to Students’ Co-Creation: A Glimpse of the Project “Link Me Up – 1000 Ideias”." European Conference on Innovation and Entrepreneurship 17, no. 1 (September 7, 2022): 226–31. http://dx.doi.org/10.34190/ecie.17.1.396.
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Higher Education Institutions are, more than ever, open to innovative practices, and nowadays the triple helix of University, Industry and Government is taking place through the implementation of projects such as “Link Me Up – 1000 Ideias”. This project, funded by COMPETE, was created as a network bringing together thirteen Portuguese Polytechnic Institutes to promote entrepreneurship among students, called talents, in academia. In a multidisciplinary approach, a co-creation team of 4-6 students, working together with organisation partners and using teacher’s innovative practices, explore a future-oriented challenge in order to design solutions, ideas and future scenarios, in an 8-week process that aims to empower students to create their own innovative companies or projects and to help them to be prepared for the transition to the world of work, developing soft skills that are required in our competitive society. This project is linked to another, entitled “Learning based on co-creation processes,” funded by POCH, in a partnership with DEMOLA Global, which provides teachers (in this process, they become facilitators) with innovative methodologies that are then operationalised when implementing co-creation challenges. In this study, we aim at presenting the “Link Me Up” project from the point of view of students from the Polytechnic Institute of Viseu and local organisations, by a) reflecting upon the questionnaires applied to students and companies to assess their degree of satisfaction with their participation in the project, identifying key areas enhanced by the experience. Additionally, b) we will look at the reports written by the group of students as they summarise the work developed in partnership with companies throughout eight intensive weeks. We will conclude, not with a retrospective view, although it is important to look at the past to build the present, but with the perspective of a future that is collaborative, reflective, critical and increasingly creative.
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Kalaw, Maria Theresa B. "Tracer study of Bachelor of Science in Mathematics." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 537. http://dx.doi.org/10.11591/ijere.v8i3.17434.
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This research aimed to determine the employability of its graduates as well as the strengths and weaknesses of the Bachelor of Science in Mathematics (BSM) program of a Philippine Higher Educational Institution. Adapting the Commission on Higher Education (CHED) Graduate Tracer Survey Questionnaire, the study provided data that were used as basis in the review and revision of the said program. Results of this research may be used to answer the needs of society by adjusting the curriculum to meet the needs of the 21<sup>st</sup> century learners, help prepare the students not only for the world of work and land relevant employment but also to innovate in the future. Results of the study were utilized to document the employment characteristics, transition to employment and the level of satisfaction of the fifty (50) BSM graduates in terms of the level of satisfaction of the school’s services, learning environment and facilities. The findings revealed that the graduates claimed their pre-service training under the BSM program helped them acquire 21<sup>st</sup> Century skills and competencies which were not only effective and adequate but also relevant in responding to the demands of their chosen occupations. Providing soft training on applied computer software, forming partnership with software developers, offering foreign language and major courses that merge machine learning and data science were some of the recommendations suggested by the graduates to further improve the BS Mathematics program.
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Bustamante, Christian Bryan, and Rulina Viloria. "Extent of Sustainability Practices in San Beda University: The Basis for Action Plan Formulation." Bedan Research Journal 6, no. 1 (April 30, 2021): 171–95. http://dx.doi.org/10.58870/berj.v6i1.26.
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Higher educational institutions play an important role in the realization of SDGs as an institution and as a member of a society. San Beda University launched the realignment of its programs and projects with the Sustainable Development Goals (SDGs) starting the academic year 2019-2020. An Office was created to oversee the promotion and realization of the SDGs in the University’s programs and projects. This study was conceptualized primarily to look into the extent of implementation, promotion and realization of SDGs in the University’s programs and projects. The University is in infancy stage when it comes to the implementation of SDG. However, at this stage it has demonstrated practices that are aligned with SDGs particularly with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnership for Goals). But it has to overcome and improve on particularly in the areas of faculty research citation, formulation and implementation of policies and programs on Climate Action (SDG 13), documentation of pertinent information that will demonstrate commitment to reducing inequality (SDG 10), and the documentation of programs and activities that fall under other SDGs.ReferencesAleixo, A.M., Azeiteiro, U. M., & Leal, S. (2018). The implementation of sustainability practices in Portuguese higher education institutions. International Journal of Sustainability in Higher Education, 19(1), 146-178, https://doi.org/10.1108/IJSHE-02-2017-0016Alshuwaikhat, H.M. and Abubakar, I. (2008), An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. Journal of Cleaner Production, 16(16), 1777-1785.Amaral, L.P., Martins, N. and Gouveia, J.B. (2015), Quest for a sustainable university: a review. International Journal of Sustainability in Higher Education, 16, 155-172.Cortese, A.D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15-22.Disterheft, A., Caeiro, S., Azeiteiro, U.M. & Filho, W.L. (2013), Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition. In S. Caeiro, W. Leal Filho, C. Jabbour and U.M. Azeiteiro (Eds.) Sustainability Assessment Tools in Higher Education Institutions: Mapping Trends and Good Practices Around the World. Springer International Publishing. 3-28.Findler, F., et. al. (2019). The impacts of higher education institutions on sustainable developments: A review and conceptualization. International Journal of Sustainability in Higher Education. 20(1), Emerald Publishing Limited, 1467-6370. https://www.doi.org/10-1108/1JSHE-07-2017-0114.Francis. (2015). Laudato Si. Paulines Publishing House.Gual, C. (2019). Ready to house a real impact on achieving the sustainable development goals (SGDs)? Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.Jorgensen, T. (2019). Universities to achieve the SDGs and approach the next hurdle. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Barcelona: Global University Network for Innovation.Leal Filho, W., Manolas, E. and Pace, P. (2015), The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education, 16, 112 - 129.Lozano, R. (2011). The state of sustainability reporting in universities. International Journal of Sustainability in Higher Education, 12, 67-78.Lozano-Ros, R. (2003). Sustainable development in higher education. Incorporation, assessment and reporting of sustainable development in higher education institutions, Lund University. National Economic Development Authority. (2019). The 2019 voluntary national review of the Philippines: Review of the status of the implementation of Sustainable Development Goals in the Philippines focusing on empowering people and ensuring inclusiveness and equality.Sammalisto, K., Sundstrom, A. and Holm, T. (2015). Implementation of sustainability in universities as perceived by faculty and staff e a model from a Swedish university. Journal of Cleaner Production 106, 45-54.Tilbury, D. (2019). Beyond snakes and ladders: Overcoming obstacles to the implementation of SDGs in higher education institutions. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.United Nations. (2020). The Sustainable Development Goals Report 2020.United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.Velazquez, L., Munguia, N., Platt, A. and Taddei, J. (2006), Sustainable university: what can be the matter?. Journal of Cleaner Production. 14(9 &11), 810-819.Weiyou Xiong and Ka Ho Mok. (2020). Sustainability practices of higher education institutions in Hong Kong: A case study of a sustainable campus consortium. Sustainability 2020, 12, 452; https://www.doi.org//10.3390/su12020452, www.mdpi.com/journal/sustainability.
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Talanova, Zhanneta, and Oleh Kushchenko. "Digital Transitions in Higher Education: European Dimension." International Scientific Journal of Universities and Leadership, no. 14 (December 20, 2022): 92–102. http://dx.doi.org/10.31874/2520-6702-2022-14-92-102.
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In the article, the trends and approaches to digital transitions in higher education in the context of quality assurance are revealed based on the analysis and synthesis of the strategies of the global and European dimension, presented in the documents of the UN and the European Commission, as well as in the analytical and guiding documents of the EHEA. The global social development goals of the UN and the European Education Area are agreed primarily in terms of equal access to quality higher education for vulnerable populations, modernization of higher education institutions to create an inclusive educational environment, and are required the introduction of digitalization in higher education in order to achieve them. A trend towards the spread of digitally enhanced learning and teaching (DELT) in the EHEA covering both the traditional format of providing higher education and distance education has been revealed. The main approaches to providing digital higher education have been determined. A partnership approach to assuring high-quality and inclusive digital higher education requires the consolidation of public efforts based on the partnership of various stakeholders, and national policies and legislation should provide for such partnership and mechanisms for its implementation. The investment approach to financing the resource provision of quality digital higher education involves attracting appropriate investments in connectivity, equipment, and organizational potential and skills for successful digital transition in higher education. Digitally competency approach to the development of professional standards for University teachers and their professional development, re-training and professional excellence in the context of digital transition. An open approach to creating digital courses on platforms available for obtaining degree qualifications, partial qualifications and micro-credentials. A systematic approach to the creation and development of digital study programmes, which provides for high-quality educational content and quality assurance of digital higher education, in particular digital teaching, learning and assessment. It is emphasized that national strategic and other documents in higher education should be harmonized with international documents and strategies regarding digital transition in higher education to effectively introduce high-quality digital higher education in Ukraine and overcome the challenges of the state of war.
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Kairat, Gulsaule. "Informal Faculty Mentoring Practices in Higher Education in Kazakhstan." Journal of Education in Black Sea Region 4, no. 2 (May 26, 2019): 85–95. http://dx.doi.org/10.31578/jebs.v4i2.172.
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Mentoring as a means for professional socialization enhances a sense of community, cooperation, and engagement among faculty members. Moreover, mentoring is regarded as one of the essential parts in faculty development and retention, and academic environment. Specifically, mentors can help their mentees in conducting research, writing publications, passing the transition period easily and with less stress. The purpose of this research is to investigate how informal faculty mentoring works in young academics' professional development and teaching career and what effects it has for teacher's career development in Kazakhstani higher education system. The research seeks to examine the role of faculty mentoring as a form of professional growth and socialization where a more experienced faculty member stands as a guide to a less experienced member with the aim of developing and elaborating their skills and abilities, knowledge and cultural understanding of a particular organization or institution. 5 young academics were involved in this research with 1-5 job experiences in higher education. The results of this study show that mentoring is a learning partnership, a process of support, a reciprocal relationship, a dynamic process where a mentor- mentee relationship changes over time.
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Budowle, Rachael, Eric Krszjzaniek, and Chelsea Taylor. "Students as Change Agents for Community–University Sustainability Transition Partnerships." Sustainability 13, no. 11 (May 27, 2021): 6036. http://dx.doi.org/10.3390/su13116036.
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While higher education institutions play a role in regional sustainability transitions, community–university partnerships for sustainability may be underdeveloped and fraught. Moreover, the specific role of students in building and strengthening those partnerships remains little explored. This research occurred in Laramie, Wyoming—the first community to resolve to pursue carbon neutrality in the top coal-producing state in the U.S.—amidst declining state revenue and absent any formal community–university sustainability partnership. Drawing on a community resilience framework and the social-theoretical construct of agency, we examined an informal, multi-year partnership developed through a project-based, community-engaged Campus Sustainability course at the University of Wyoming. Through a chronological sequence case study, we synthesized autoethnography, document analysis, and semi-structured interview methods involving community and university stakeholder and student participants. We found that students, rather than other university actors, played a vital bridging role in absence of a formal community–university sustainability partnership. They also served in a catalyzing role as change agents alongside community stakeholders, providing the potential to develop stronger community–university partnerships and advance sustainability transitions across other Wyoming communities. Findings suggest a need to keenly attend to power dynamics and whose agency is driving higher education institutions’ roles in regional sustainability transitions in specific contexts.
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Häggman-Laitila, Arja, and Leena Rekola. "Outcomes of partnership between higher education and health care." Nordic Journal of Nursing Research 36, no. 4 (August 1, 2016): 192–200. http://dx.doi.org/10.1177/2057158516640420.
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The aim of this study was to describe partnership activities between a university of applied sciences and a nursing care unit for the elderly, the competences that staff members working across these organizations needed and the outcomes gained. Staff of the organizations took part in nine focus group interviews ( n = 39) and completed self-evaluations based on diaries ( n = 13) and essays ( n = 24). The data were analyzed using qualitative content analysis. The staff planned, coordinated, implemented and surveyed change processes based on a joint development target and developed student supervision. Staff needed competence to analyze their expertise and the organizations’ operations, as well as to manage development work, negotiations, communication and networking. The outcomes included identifying possibilities for cooperation and establishing new partnerships, developing good practices and new expertise, boosting student recruitment and supervision, as well as recruiting staff, mentoring and advancing their career development.
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Housel, Christine. "Empowering Partnership." Journal of Ethics in Higher Education, no. 1 (October 14, 2022): 245–70. http://dx.doi.org/10.26034/fr.jehe.2022.3392.
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This article aims to offer a general view of the work and the progress the Partnership and promotions team, placed at the core of the Globethics.net Foundation activities, has reached so far. Starting with a general view on its tasks and duties, Christine Housel opens the floor for the regional officers of the department to offer a personalized view and opinion on the relevant and pressing matters Globethics.net has to focus, or has focused on, locally. During this exposition, we will hear about the Partnership and promotion team’s commitment with students at all levels, its work to foster and nurture ethics in higher education on institutions worldwide, and the diversity and plurality held in itself, a clear embodiment of the pluralistic vocation of Globethics.net.
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Doherty, Oran, and Simon Stephens. "The cultural web, higher education and work-based learning." Industry and Higher Education 34, no. 5 (October 9, 2019): 330–41. http://dx.doi.org/10.1177/0950422219879614.
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This article explores the key challenges experienced by employers, employees and academics during work-based learning (WBL) programmes. Higher education institutes (HEIs) and external employer organizations are increasingly recognizing the benefits of engaging in WBL partnerships. These collaborations offer significant benefits to employers, employees and HEIs. The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. One of the major challenges facing the HEI and employer organization relates to organizational culture. The purpose of this article is to present an organizational culture web that recognizes the requirements of all stakeholders participating in a WBL partnership. An ethnographic methodology combining a number of different data-gathering methods was adopted. Johnson’s cultural web is used as a framework to present a series of recommendations for HEIs to review when considering WBL partnerships. The understanding of best practice in the design of WBL programmes is enriched.
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Hamilton, Eric. "The Access 2000 Chicago Partnership." Industry and Higher Education 7, no. 3 (September 1993): 151–54. http://dx.doi.org/10.1177/095042229300700305.
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In January 1993, the Access 2000 Partnership received the prestigious Anderson Medal, awarded by the Business–Higher Education Forum of the American Council on Education. The Medal is awarded annually to an ‘exemplary three-way partnership of higher education, local business and public schools working together to improve the performance of American students’. In this article, against the background of the evolution of Access 2000, Eric Hamilton focuses on seven ways in which the business and education communities can cooperate effectively to enhance educational and work opportunities for American students. The benefits for both the business and education sectors are great, he argues, if priority is given to solving major social and economic problems, rather than simply to such short-term advantages as image-warming for industry or cash injections for education.
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Holos, Hanna. "Pedagogical partnership in higher education institutions: expediency and capabilities." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2022, no. 3 (140) (October 27, 2022): 16–24. http://dx.doi.org/10.24195/2617-6688-2022-3-2.
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The article deals with the issues related to pedagogical partnership in higher education institutions. The author analyses its essence, the reason for its popularity in a number of recent publications and educational directives. The article attempts: 1) to trace the origin of «pedagogical partnership» in Ukraine’s higher education pedagogy; 2) to analyse its advantages and pitfalls; 3) to specify the way partnership is implemented at Ukraine’s higher education institutions. The observations of classroom partnership are being shared. Based on the idea of education as an active process, learning is carried out jointly with the learners, not for them, the development of students’ ability to cooperate is one of the integral tasks of higher education, declared in a number of domestic and international educational agendas (National Qualifications Framework, 21st Century Skills). Although the popularity of pedagogical partnership rose at the beginning of the 21st century, its understanding and practice have been taking place throughout the entire history of the world pedagogy. The Socratic teaching method, mentor-student interaction in Sparta, the experience of the Cossack-Dzhura (a student-squire, who assisted a foreman in Zaporiz’ka Sich in the ХVI – XVIII centuries) patronage in Ukraine Sich, the interaction between a teacher and students embodied by renowned educators (Y. Korchak, P. Freire, J. Dewey, A. Makarenko, V. Sukhomlynskyi, V. Kilpatrick, J. Piaget, et al.) are only some well-known examples of pedagogical partnership implemented at different times. In domestic pedagogy, the roots of the "pedagogical partnership" trace back to 1960s. Then, it was used as the term “pedagogical cooperation”, relating mainly to schooling. Its idea was grounded on humanistic psychology principles (K. Rogers, G. Allport, L. Vygotsky, V. Myasishchev) – on comprehending students’ unique personality, viewing them as active acquirers of knowledge. With globalisation changes, Ukraine's accession to the Bologna Process, education goals and pedagogical terminology have been synchronised to some extent. The former term «pedagogical cooperation» has transformed into «pedagogical partnership», extrapolating into higher education domain. Its new interpretation focusses on learning as an ongoing process, on teacher-and-students’ personal and professional mastering, their mutual responsibility for shaping learning. The analysis of publications enables us to assert that “pedagogical partnership” is used interchangeably with a number of other concepts (cooperative, active, interactive learning). That leads to blurred understanding of its very form (pedagogical partnership is defined as interaction, relations, learning technology, method). Despite a long list of arguments in favour of pedagogical partnership mentioned in current publications, the researchers don’t conceal the risks and prime reasons for teacher-students cooperation failures. Among them there are these: different mindsets of a teacher and a learner which become apparent over time; teacher’/students’ discomfort/anxiety caused by dynamic in class changes; manifestation of dominance in the group, alienation of passive students, etc.; a strong impact of the pedagogical tradition (the problem of students’ initiative trust is sometimes caused by the resistant attitude of teachers themselves, who consider partnership to be abstract, radical, time-consuming in terms of class preparation, unproductive learning approach from the viewpoint of ensuring the quality of education. Ukrainian universities, similarly to overseas universities, implement diverse partnership-based practices. Traditionally pedagogical partnership is widely employed in classes and during extracurricular activities; faculty supervise the process of students’ term paper writing; students, on the other hand, are engaged as feedback providers (for example, in various types of questionnaires) to ensure the quality of education. What differs Ukrainian universities from their American and EU counterparts is the instructional-based approach to partnership, this approach being opposed to the administrative command-based approach in Ukrainian institutions of higher education. It is vividly illustrated by “group supervisor’s/tutor’s” management and course enrollment: in Ukraine, students are grouped into streams (not according to a particular course or a lecturer), group supervisor’s duties are aimed at managing one of these streams. Since the beginning of war in Ukraine, university life has certainly undergone significant changes, which has reflected either on learning and teachers-students attitudes. The situation determined the urgency to search and apply such an approach, which would help everyone adapt to learning in new wartime realities. In terms of classroom partnership, our observations confirmed that there is nothing like joint activities and communication that induce students’ interest in learning and cooperation. Practicing partnership can be more effective if it is stimulated by interesting contents and activities. In classroom settings, pedagogical partnership is best achieved via interactive methods (in European and British publications, the concepts of interactive, cooperative and active learning often coincide). Crafting projects, mutual learning, role playing, workshops, case studies, gamification, quizzes are, probably, the most known and widespread at universities. Under conditions of military actions in Ukraine, students reflect on Ukrainian culture and mentality and learning English has turned out to be very relevant, contributing to the uniting of group values. To sum up, undertaking pedagogical partnership is not an easy task. To make it work, one must gain corresponding knowledge and experience. Our further focus will cover the issues of "pedagogical partnership anatomy" through the perspectives of students, the ways to avoid/overcome students’ rivalry and academic boredom as the phenomena leading to negative consequences, in particular, in the framework of classroom partnership.
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Govender, Cookie M., and Susanne Taylor. "A WORK INTEGRATED LEARNING PARTNERSHIP MODEL FOR HIGHER EDUCATION GRADUATES TO GAIN EMPLOYMENT." South African Review of Sociology 46, no. 2 (April 3, 2015): 43–59. http://dx.doi.org/10.1080/21528586.2015.1009857.
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Bobic, Mirjana, and Milica Veskovic-Andjelkovic. "Socio-psychological cost of childbearing in Serbia and political response." Zbornik Matice srpske za drustvene nauke, no. 167 (2018): 345–55. http://dx.doi.org/10.2298/zmsdn1867345b.
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Serbia is a part of the corpus of more than a half of world populations with very low fertility. According to census from 2011, none of the generations born between 1930 and 1962 in Serbia (without Kosovo and Metohija) gave birth to more than two children. The share of childless women aged 30-34 has been on rise, from 21.2% in census 2002 up to 30.3% in census 2011. These women are most often single, living out of unions, with tertiary education, economically active, employed, living in urban settings. Government of the Republic of Serbia has adopted revised Birth Promotion Strategy by the end of 2017 as the response to the problem of low fertility. It relies on the previous Strategy from 2008, but it upgrades and further evolves the document. This paper is aimed at short elaboration of the third goal of the revised Strategy (decrease of the socio-psychological cost of childbearing). Altogether with the second one (reconciliation of work and family), it should create conditions in favour of diminishing enormous exploitation of women/mothers? resources in parenthood and in household and thus alleviate transition to further birth parities. Empirical base consists of different sources of data, most prominent one being the last fieldwork carried out in 2017 by the Institute for Sociological Research, Faculty of Philosophy in Belgrade: ?Culture of Childbearing - Reproductive and Partnership Strategies of Women in Serbia today?. Results have demonstrated moderate patriarchal statements among females in Serbia, altogether with quite strong patriarchal practice in partnering and parenting. It is the persistence of the ideology of ?intensive motherhood? and divided female/male performance in the critical moment of ?early baby stage? and later on in the course of family life in the context of low quality of everyday life and vast impoverishment at the semiperiphery. Such ideology and reproductive behaviour are not conducive to increased childbearing which is well documented in literature and research. To the contrary, they lead to postponement and giving up births eventually, especially of higher parities. As a political response we recommend more active inclusion of males into parenthood, by, inter alia, introducing of ?daddy quota? in Serbia. This short term and fully compensated paternal leave is recommended to last two weeks. The measure should be followed by vast social promotion of fatherhood, especially in business, with employers, employees and other males.
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Zhang, Meng, Kelly Matthews, and Shuang Liu. "Recognising cultural capital through shared meaning-making in cross-cultural partnership practices." International Journal for Students as Partners 6, no. 1 (May 10, 2022): 64–80. http://dx.doi.org/10.15173/ijsap.v6i1.4893.
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There are growing scholarly conversations about involving culturally and linguistically diverse students in learner-teacher partnership practices—practices that can pave pathways toward greater inclusion in higher education. Theorising power and identity through the lens of culture invites recognition of differing ways of knowing, being, and doing that shape learner-teacher interactions in higher education. In this conceptual article, we offer a framework to further efforts of redistributing power through intercultural partnership praxis. Two vignettes drawing on lived experience of being in a cross-cultural learner-teacher partnership project are employed to reveal the theory-practice possibilities. We argue that the careful, critical attention on the role culture plays in the relational work of learner-teacher partnership advances more culturally responsive pedagogical collaborations in higher education. In doing so, partnership praxis moves closer toward recognition of cultural capital and redistribution of power for learners and teachers engaging in cross-cultural pedagogical partnership.
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Gouveia, Teresa Frances Pole Baker. "Students’ views of higher education in their transitions to work in Portugal." Compare: A Journal of Comparative and International Education 41, no. 3 (May 2011): 443–44. http://dx.doi.org/10.1080/03057925.2011.564034.
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Zinchenko, Andriy. "CURRENT PROBLEMS AND PROSPECTS FOR THE DEVELOPMENT OF SOCIAL PARTNERSHIP IN PROFESSIONAL HIGHER EDUCATION." Academic Notes Series Pedagogical Science 1, no. 203 (March 2022): 69–72. http://dx.doi.org/10.36550/2415-7988-2022-1-203-69-72.
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The article examines the role of social partnership in the process of reforming professional higher education in Ukraine. The paper analyzes current problems and prospects for the development of social partnership between institutions of professional higher education and enterprises. Professional training of competitive junior specialists for the organization of social partnership is the main task of professional higher education in Ukraine. The level of quality of student training is the main indicator that determines the status of the college. In this regard, the rating of a professional higher education institution in the market of educational services mainly depends on the effectiveness of its social partnership with enterprises. In our opinion, social partnership is seen as a social dialogue in the form of cooperation. And on this basis the actual problems (directions) of social partnership which solution will increase efficiency and joint interaction are allocated. An important condition of social partnership is the participation of enterprises in the preparation of integrated work programs for practical training in a particular enterprise, taking into account its specifics. Integrated curricula differ from traditional ones in such characteristics as: reduction of training time; increasing the amount of study time for the study of metallurgical disciplines; qualitative changes in the structure of traditional disciplines of the general technical cycle; introduction of integrated disciplines. At the same time, special attention should be paid to the modern requirements of employers: the training of competitive professionals in the labor market. Establishing and strengthening ties with basic enterprises opens up prospects and additional opportunities for advances development for the Nikopol Vocational College of UDUNT simplification of access to information on the labor market; ensuring accounting of employers` requirements for the content of training; simplification of the procedure for correcting old and developing new training materials and programs that meet modern requirements of enterprises; open wide opportunities for the organization of student` practice; expand employment opportunities. The experience of the social partnership of NFC UDUNT with the enterprises of Nikopol shows that it is possible to cooperate with employers really and effectively.
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A. Nazarenko, M., V. V. Kurenkov, V. V. Muravev, A. S. Novikov, and I. A. Baranova. "Main Directions of Higher Education Regionalization Process as an Integral Part of Social Partnership in Society (the Problems of Inclusive Education)." International Journal of Engineering & Technology 7, no. 4.36 (December 9, 2018): 1135. http://dx.doi.org/10.14419/ijet.v7i4.36.25052.
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The key problem of current Russian regional economics is a shortage of professionals. The aim of Higher Education Institution of Inclusive Education is to build such a system of social partnership, which would include all structures fascinated in qualified professionals. Education regionalization processes need to be spread to all structures that make up the system of social partnership, so that regional universities’ graduates would strive to work in their home region and in order for them to be able to meet professional standards. Authors concluded that standardization would provide an ability to create comprehensive student assessment that will allow businesses to recruit employees that match their requirements better.
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Traynor, John, and Deborah Tully. "Discovering Together." Teachers College Record: The Voice of Scholarship in Education 121, no. 12 (December 2019): 1–34. http://dx.doi.org/10.1177/016146811912101205.
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Background/Context School–university partnerships, research–practice partnerships, and professional development schools represent three separate framings for the type of work outlined in this case study. These types of partnerships face various challenges as outlined in the literature, for the partnership as a collective and the partners at an institutional level. This case study contributes to this literature and provides potential policy implications through both the successes and challenges that are included. Purpose/Objective/Research Question/Focus of Study The research focused on a partnership that received funding through a grant provided by the state legislature. This study explored the partnership between a local, public K–6 elementary and two private institutions of higher education, their teacher preparation programs specifically. The research focused on ways in which the partnerships improved both student achievement and teacher candidate preparation while also improving the overall school culture. Research Design This research design is a mixed-methods case study and analyzes the partnership and the influences that resulted at the school and the institutions of higher education. This discussion draws on anecdotal, qualitative, and quantitative data and observations to reflect on the impact of the work of the partnership. Data Collection and Analysis The resulting profile uses several sources of data: interviews and surveys (current and past participants), documents (meeting note summaries, planning documents, etc.), performance data (academic, attendance, and behavior), and participation data (i.e., teacher candidates placed at schools, extended learning opportunity participation, etc.). Conclusions/Recommendations The partnership outlined in this article benefited where the personnel were consistent throughout the life span of the project. Challenges were more acute when there were changes to personnel assigned to the partnership. In addition, having additional student supports, either in classrooms during the school day (i.e., math and literacy instructional time) or in the extended learning program after school, met the dual purpose of positively impacting student development (academic and social/emotional) and providing authentic learning experiences for preservice teacher candidates. This is a promising organizing framework on which to build these types of partnerships.
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HOLDSWORTH, CLARE, MARTIN FRISHER, MARINA MENDONÇA, CESAR DE OLIVEIRIA, HYNEK PIKHART, and NICOLA SHELTON. "Lifecourse transitions, gender and drinking in later life." Ageing and Society 37, no. 3 (October 26, 2015): 462–94. http://dx.doi.org/10.1017/s0144686x15001178.
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ABSTRACTOlder people consume less alcohol than any other adult age group. However, in recent years survey data on alcohol consumption in the United Kingdom have shown that while younger age groups have experienced a decline in alcohol consumption, drinking behaviours among the elderly have not reduced in the same way. This paper uses data from the English Longitudinal Study of Ageing to analyse both the frequency and quantity of older adult's alcohol consumption using a lifecourse approach over a ten-year period. Overall drinking declined over time and the analysis examined how socio-economic characteristics, partnership, employment and health statuses were associated with differences in drinking behaviours and how these changed over time. Higher wealth and level of education were associated with drinking more and drinking more frequently for men and women. Poorer self-rated health was associated with less frequent consumption and older people with poor and deteriorating health reported a steeper decline in the frequency of alcohol consumption over time. Men who were not in a partnership drank more than other men. For women, loss of a partner was associated with a steeper decline in drinking behaviours. These findings have implications for programmes to promote responsible drinking among older adults as they suggest that, for the most part, characteristics associated with sustaining wellbeing in later life are also linked to consuming more alcohol.
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Curtis, Nicholas A., and Robin D. Anderson. "Moving toward student-faculty partnership in systems-level assessment: A qualitative analysis." International Journal for Students as Partners 5, no. 1 (May 7, 2021): 57–75. http://dx.doi.org/10.15173/ijsap.v5i1.4204.
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Partnership models have been effective across many areas of higher education such as involving students as teaching and learning consultants, in course design and redesign, and as co-instructors. However, there are few systems-level (i.e., entire programs or institutions) examples of partnership work and virtually none in systems-level assessment. Systems-level assessment models, such as program-level assessment in the United States, are used to inform broad changes to academic programs. Thus, student input may be crucial. This study sought to explore the broad factors that underlie potential student-faculty partnership efforts in systems-level assessment. Participants were faculty and staff members based in the United States and the United Kingdom who engaged in student-faculty partnerships at the program and/or classroom level. Qualitative coding and analyses of interviews with participants resulted in seven primary themes. This study examines patterns evident in student-faculty partnership work across several areas of higher education and begins to lay the foundation for a theory of student-faculty partnership in systems-level assessment.
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SITNIK, Tetyana. "FEATURES OF THE USE OF PEDAGOGICAL COOPERATION AND PARTNERSHIP IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2022): 57–64. http://dx.doi.org/10.31651/2524-2660-2022-2-57-64.
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Introduction. Reforming higher education in Ukraine, European integration processes currently taking place in educational institutions, new approaches and requirements for the formation of highly professional competent specialists require the higher education system to switch to new forms and methods of cooperation between participants in the educational process that would develop the personal qualities of student youth, their initiative, competitiveness, cognitive activity, critical thinking, the ability to work in a team, be tolerant in the course of communication in a multicultural environment and would establish equal and partnership relations between the teacher and the applicant. The implementation of these tasks is subordinated to the pedagogy of cooperation and partnership as a priority direction of modern science. Pedagogy of cooperation and partnership transforms the subject-object relations that were characteristic of the traditional learning system into a new quality, that is, the subject-subject relationship between the teacher and the student. Purpose. The article is aimed at clarifying the essence of the concepts of "pedagogical cooperation", "pedagogical partnership", "educational partnership", to reveal the features of the methodology for their use in classes in higher education institutions at the present stage of development. Methods. The main methods of research are theoretical analysis of scientific literature and regulatory framework, generalization and systematization of experience in the use of pedagogy of cooperation and partnership, questionnaire. Results. The essence of the basic basic concepts such as "pedagogical cooperation" and "pedagogical partnership", which are components of a broader category in terms of content – "educational partnership", has been clarified. The basic principles of pedagogical cooperation and partnership between participants of the educational process are disclosed. The basic principles of pedagogical cooperation and partnership between participants of the educational process are disclosed. The introduction of pedagogy of cooperation and partnership at all levels of the educational process in student academic groups, at the level of administration of higher education institutions, state and local authorities, public and public institutions, business organizations is analyzed. A comparison of the methodology for the introduction of pedagogical partnership in foreign countries with the opportunities and prospects of domestic higher education was carried out. The first results of the ascertaining stage of the pedagogical experiment are presented, in particular, a survey of master's students majoring in 011 "Educational, pedagogical sciences" of the educational program "Higher School Pedagogy" in Cherkasy National University named after B. Khmelnytsky. The main directions of further research of the scientific problem are outlined. Originality. The urgency of using the pedagogy of cooperation and partnership in domestic higher education institutions, due to European integration processes and reform of higher education in Ukraine, is substantiated. The concept of pedagogical partnership has been expanded through the involvement of third parties in the educational process. The results of the pedagogical experiment (the ascertaining stage) on the research topic are analyzed. Conclusion. Theoretical analysis of the scientific literature on the problem of research, conducting a survey of master's students as the beginning of the indicative stage of the pedagogical experiment showed that the pedagogy of cooperation and partnership is relevant and promising, but is used in practical activities by teachers in traditional forms and requires further development, search for new effective methods of cooperation between all participants in the educational process with the involvement of third parties.
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Francis, Grace L., Ashley Stride, Sascha Reed, and Chun-Yu Chiu. "Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals." Inclusion 5, no. 4 (December 1, 2017): 263–78. http://dx.doi.org/10.1352/2326-6988-5.4.263.
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Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.
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Smith, Susan, Kimiya Akhyani, Dan Axson, Andre Arnautu, and Ilina Stanimirova. "The partnership co-creation process: Conditions for success?" International Journal for Students as Partners 5, no. 2 (November 17, 2021): 48–66. http://dx.doi.org/10.15173/ijsap.v5i2.4772.
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Staff-student partnership activity continues to increase across the higher education sector, expanding to encompass a broad range of initiatives. Numerous frameworks and typologies have been proposed to help organise the literature and facilitate comparisons among different types of partnerships. The research reported here draws on a case study of a quality-enhancement staff-student partnership to identify the stages of the partnership co-creation process. It argues that the establishment of partnership values is intertwined with the stages of the co-creation process and is critical to the partnership’s success. This research contributes to practice and the literature by offering a practical approach to managing a staff-student partnership, adding to work on quality enhancement partnerships, and extending prior work evaluating partnership activity from the perspectives of multiple stakeholders.
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Taylor, Carol A., and Catherine Bovill. "Towards an ecology of participation: Process philosophy and co-creation of higher education curricula." European Educational Research Journal 17, no. 1 (April 19, 2017): 112–28. http://dx.doi.org/10.1177/1474904117704102.
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This article brings together the authors’ previous work on co-created curricula (Bovill, 2013a, 2014; Bovill et al., 2011) and on partnership and ethics (Taylor, 2015; Taylor and Robinson, 2014), to develop the concept of co-created curricula as an ecology of participation. In doing so, it deploys Alfred North Whitehead’s process philosophy to formulate a new way of considering co-creation in the curriculum and co-creation of the curriculum in higher education. Two empirical examples are used to illuminate what such an approach offers. From this, we outline three dimensions of an ecology of participation: a process of becoming which recasts subjectivity; acting well in relation which enacts concern; and an orientation to harmony in which difference in equality is valued. The contribution of the article is twofold: first, the concept of an ecology of participation takes forward current thinking on higher education curricula and partnership ethics; second, its use of process philosophy provides a new lens to consider co-creation in the curriculum and co-creation of the curriculum.
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McCluskey, Clare Joanne. "Creating information literacy partnerships in Higher Education." Library and Information Research 35, no. 111 (January 11, 2012): 59–72. http://dx.doi.org/10.29173/lirg259.
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This piece of research focuses upon the area of information literacy and its effective embedding within the curriculum in Higher Education. In particular, it investigates the promotion of partnerships between academic librarians and faculty staff members, with a view to improving information literacy.
Using the work of Wenger (1998) in relation to communities of practice as a theoretical influence, and an action research methodology, the views of academics within one subject area at York St John University have been canvassed via semi-structured interviews, followed up with questionnaires after interventions from the Academic Support Librarian.
The initial interviews showed that the view of the librarian was varied across the participants, but that, in the main, it was viewed as a support post (rather than reactive or a partner). The questionnaires suggested that the group approach was more effective in promoting partnership, but that both group and one-to-one interventions had some positive effects in this.
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Munger, Mary Heather, Mary Murray, Meighan Richardson, and Alex Claussen. "Transformative Learning in Teacher Education." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 54–64. http://dx.doi.org/10.4018/ijavet.2018100105.
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This article describes a partnership between teacher education candidates in a small, rural, private university and students in a large, public, urban junior/ senior high school. This partnership utilized technology and used a Literature as a Bridge (LAAB) program to foster discussions designed to be vehicles of learning for all participants. The objectives of this program were to 1) have urban youth see higher education as an option for their future by giving them experience with college students, college expectations, and a college campus, 2) increase cultural competence by providing opportunities for teacher candidates to work with culturally and ethnically diverse students with experiences different from their own, and 3) allow literature to be a vehicle to bridge diverse groups. The dynamic relationship between teacher candidate and high school students set the stage for transformational learning for both the teacher candidates and the junior/senior high school students.
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Nasrudin, Dindin, Endah Kurnia Yuningsih, and Mila Faizatul Millah. "Stakeholders in Higher Education Accreditation: A Bibliometric Analysis." Journal of Quality Assurance in Islamic Education (JQAIE) 1, no. 2 (December 6, 2021): 112–20. http://dx.doi.org/10.47945/jqaie.v1i2.469.
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The existence of stakeholders in accreditation at every level of education plays a vital role. Their opinions determine the quality of an institution. This paper aims to show research trends related to the part of stakeholders in university accreditation. The method used is a bibliometric analysis of the Scopus database using VOSviewer software. The researcher selected eight hundred ten documents from journal articles and conference proceedings in English through the selection process. The results of the co-occurrence analysis show 4 clusters of related keyword groups. Four keywords that are very influential in the research theme are quality assurance with 142 occurrences, accreditation with 83 occurrences, stakeholders with 28 occurrences, and assessment with 24 occurrences. The relationship between concepts within one cluster and between clusters is shown through network visualization. By visualizing overlays, future work related to stakeholders in higher education accreditation can be mapped, including topics on organizational culture, governance, change management, partnership, and employability. This study concludes that bibliometric analysis through VOSviewer is proven to be able to show trends and future work for stakeholder research in higher education.
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Hanada, Shingo. "Higher Education Partnerships between the Global North and Global South." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 135–44. http://dx.doi.org/10.32674/jcihe.v13i5.3686.
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Higher education partnerships between the Global North and the Global South are a recognized as means of developing research and education capacity, especially in the institutions of the Global South. Due to the realities of individual agreements, however, not all partnerships work effectively. This article examines a Norwegian and Ethiopian university partnership named “The South Ethiopia Network of Universities in Public Health (SENUPH)” as a case study to identify key elements in the development of effective, mutually beneficial partnerships from policy and institutional perspectives. The first part of this article outlines the different concepts of aid-focused partnerships and mutuality-focused partnerships. The second part reviews the evolution of the Norwegian Funding Programmes for Higher Education Partnerships. The third part describes the mission and key characteristics of SENUPH. The final part analyzes the policy implications for the development of functional, mutuality-focused higher education partnerships, as learned from the SENUPH case study. The Norwegian case provides three implications for how to make such mutual partnerships functional: 1) the importance of fostering the authorship of the partnership among key actors; 2) the significance of multiple phases and periodic evaluation to assess the progress of the partnerships; and 3) the promotion of knowledge and skill development among recipients so they can promote growth and cause a spillover effect that has a positive regional impact.
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Cord, Bonnie, and Michael D. Clements. "Early organizational involvement (EOI): creating successful transitions from higher education to the work place." Development and Learning in Organizations: An International Journal 24, no. 3 (April 27, 2010): 5–7. http://dx.doi.org/10.1108/14777281011037218.
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Smith, Kari. "Partnerships in Teacher Education – Going Beyond the Rhetoric, with Reference to the Norwegian Context." Center for Educational Policy Studies Journal 6, no. 3 (September 30, 2016): 17–36. http://dx.doi.org/10.26529/cepsj.63.
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Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of ‘partnership’ is defined and mutual benefits and challenges in partnerships with disciplines and institutions beyond teacher education programs are briefly discussed. Issues related to partnerships with students are addressed, and the last part of the paper discusses the partnership between teacher education and the practice field with examples from Norway. Three models illustrating such partnerships are described. The central argument of the paper is that partnerships in teacher education need to go beyond rhetoric.
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Wright, Ewan, and Hugo Horta. "Higher education participation in “high-income” universal higher education systems." Asian Education and Development Studies 7, no. 2 (April 9, 2018): 184–204. http://dx.doi.org/10.1108/aeds-07-2017-0061.
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Purpose Global participation in higher education has expanded greatly since the late twentieth century. The implications for the cultural, social, and economic fabric of societies have been substantial. To explain transitions from elite to mass higher education systems, theoretical insights from Technical-functionalism, Neo-institutionalism, World Academic System, and Credentialism perspectives have been put forward. It is the contention of this paper that there are emerging and complementary factors driving steadily growing participation in “high-income” universal higher education systems. The paper aims to discuss these issues. Design/methodology/approach With reference to Ulrich Beck’s concept of the “risk society”, it is discussed how higher education participation is increasingly a response by young people (and their families) seeking to mitigate heightened instability in work and employment under a “risk regime”. Publicly available data from national and supra-national organisations are used to evidence trends and support the arguments put forward by this paper. Findings Participation is perceived as quasi-compulsory to “survive” amid concern that those without higher education attainment are being “left behind” in modern labour markets. This environment has contributed to more students from more diverse backgrounds viewing higher education as the only viable option to secure a livelihood regardless of rising private costs of participation and rising uncertainty over graduate employment outcomes. The expansion of higher education has therefore potentially developed a self-perpetuating dynamic as the perceived cost of non-participation escalates. Originality/value It is shown that to better understand higher education participation in “high-income” countries with universal higher education systems, one needs to consider the conceptual idea of “survivalism”, that underlines risk and the vulnerabilities of modern societies.
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Elijido-Ten, Evangeline, and Louise Kloot. "Experiential learning in accounting work-integrated learning: a three-way partnership." Education + Training 57, no. 2 (March 16, 2015): 204–18. http://dx.doi.org/10.1108/et-10-2013-0122.
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Purpose – Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context. Design/methodology/approach – Case-study data for this research were collected from the case university’s processes, semi-structured in-depth interviews with employer representatives and online survey with WIL students. Findings – The analysis reveals that both SMEs and large firms provide good training opportunities that enhance the student’s experiential learning particularly when proper WIL structures for pre-placement processes, training, supervision and performance reviews are in place. The results also confirm that WIL is seen as a positive experience by employers and students alike. Originality/value – There is a three-way partnership between the university, employers and students in a WIL contract. Calls for collaborative research involving all three parties have been made to enhance WIL programs. This study is a response to this call.
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Rojon, Céline, and Javier Hernandez. "School to higher education, work transitions and exclusion: Insight and learning from four countries (AcrossLife)." Impact 2017, no. 9 (November 15, 2017): 48–50. http://dx.doi.org/10.21820/23987073.2017.9.48.
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Kozlowski-Gibson, Maria, and Mary Gergis. "Caring in nursing education." Journal of Nursing Education and Practice 13, no. 5 (February 7, 2023): 25. http://dx.doi.org/10.5430/jnep.v13n5p25.
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In modern life, student nurses holding a registered nurse license can no longer dedicate themselves full time to further their education. Most of them depend on the financial resources from working in the profession to meet their basic needs and deal with other life challenges. Further, the work that they perform at bedside is very demanding physically, psychologically, and intellectually. It means, the work is very stressful. Reform in nursing education is necessary to avoid added stress and to meet specific needs of students, creating essential conditions for their academic and post-graduation professional-practice success. This includes instructors demonstrating that they care for students by creating a learning partnership with them and making their education personal, creative, and balanced. The goal of this reform is to enhance students’ motivation to pursue and achieve a higher academic degree than they currently have.
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Özer, Mahmut, and Matjaz Perc. "Impact of Social Networks on the Labor Market Inequalities and School-to-Work Transitions." Yuksekogretim Dergisi 11, no. 1 (April 29, 2021): 38–50. http://dx.doi.org/10.2399/yod.21.868353.
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Countries invest in education systems in order to increase the quality of their human capital. In this context, it is seen that especially after the expansion of the higher education systems, countries try to increase higher education graduation rates in order to improve the quality of human resources in the labor market. The ultimate goal of these efforts is to facilitate the transitions from school-to-work, and to increase social welfare by meeting the human resources needs of the labor market. The facilitation of school-to-work transitions has a direct impact on youth unemployment. School-to-work transitions are influenced not only by the quality of education from primary to higher education but also by the dynamics of the labor market. Social network analysis can provide important insights into this dynamics, and in doing so reveal that there are indeed many factors that play a key role in determining who gets a job and why, including, first and foremost, social contacts. An analysis of job search channels reveals that partners, friends, and relatives are those social contacts that are most decisive for employment outcomes. Research reveals that employers use social-contact-based reference channels much more frequently than formal channels for recruitment. Thus, employers frequently use such reference channels in recruitment. It has also been shown that the use of social-contact channels reduces employers' costs of finding suitable employees and increases productivity since employees hired through these channels also stay longer in their firms. We here explore the full potential of social network analysis to better our understanding of school-to-work transitions, to reveal in no uncertain terms the importance of social contacts, and to show how these insights can be leveraged to level the labor market for all involved. An important take-home message is that the labor market dynamics is strongly affected by the Matthew effect, such that the inequalities and the gaps between opportunities only grow and widen as the underlying social networks evolve. It is therefore important to mitigate these effects well before school-to-work transitions come into play, namely during the education. In particular, we assert that minimizing the inequalities during education should effectively mitigate the uneven impact of social networks on school-to-work transitions.
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Mehling, Sebastian, and Nina Kolleck. "Cross-Sector Collaboration in Higher Education Institutions (HEIs): A Critical Analysis of an Urban Sustainability Development Program." Sustainability 11, no. 18 (September 12, 2019): 4982. http://dx.doi.org/10.3390/su11184982.
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In the last years, a shift in the promotion of sustainable development in Higher Education from a focus on universities’ core areas of teaching and research to “whole institution approaches” with an emphasis on the operational management of Higher Education Institutions (HEIs) can be observed in different countries. With the aim to foster sustainability, HEIs have increasingly built cross-sectoral networks, involving not only academics but also practitioners in order to relate sustainability not only to research but also to outreach activities. Although there is an increasing body of literature evaluating such initiatives according to supposedly objective management criteria and indicators, there is still a lack of studies that investigate how the social meaning of knowledge production is (re-)negotiated in and through these partnerships. In this article, we analyze how individuals engaged in a cross-sector partnership make sense of the organizational dilemmas and ambiguities that stem from the complexity of working together across sectors in pursuit of an integrative approach to knowledge production. With the term “sector” we refer to the professional affiliations of the individuals involved in the partnerships, e.g., higher education, administration, formal education or non-governmental organizations. We focus on an illustrative cross-sectoral partnership: The Institute for Sustainable Urban Development (ISU), a collaborative project between Malmö University and Malmö’s city administration to facilitate research and planning collaborations between both organizations in respect to furthering sustainable urban (re-)development and higher education in Malmö, Sweden. By employing a constant comparative approach based on Grounded Theory to analyze data collected with focus groups, semi-structured qualitative interviews and document analysis, we claim that rather than entering a partnership with predefined identities, values and sectoral or professional preferences, individuals engage in a narrative struggle about the organizational character of their partnership. Accordingly, an important avenue for investigating cross-sector partnerships is to explore the constructive dilemma of different organizing principles in a cross-sector partnership, and the way people negotiate the boundaries between them. For the cross-sector partnership studied the constructive dilemma for those engaging in it was to separate and link project, organizational and network organizing principles in their work. Implementing whole institutions approaches in order to promote sustainable development in and through HEIs, would accordingly profit much from a deeper analytical investigation of the process of navigating professional identities and organizational narrative(s) in boundary-spanning, cross-sector partnerships.
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Valencia-Forrester, Faith. "The Commonwealth Games 2018 and Event WIL: Inclusive Action for Journalism Education." Asia Pacific Media Educator 30, no. 1 (June 2020): 92–107. http://dx.doi.org/10.1177/1326365x20945427.
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Journalism in higher education must find new ways of producing work-ready graduates who are prepared for the rapidly changing news media environment. Traditional internships are under increasing scrutiny over their quality and equitability. The past few years have seen a number of innovative models of work-integrated learning (WIL) emerging in journalism education. This article considers Event WIL as a model of university-led WIL in journalism education that brings academia and industry together in partnership to build the capacity of all student journalists to work in a dynamic media landscape. This article makes an argument for Event WIL as a model of WIL in journalism education by drawing on a case study of the Griffith University Commonwealth Games Media Centre at the Gold Coast Commonwealth Games in 2018. This case study provides insights into the key tenets of Event WIL: long-term preparation, harnessing pre-event WIL experiences, providing in-depth induction, establishing a hybrid space for a partnership between industry and academia and creating authentic opportunities for student publication are detailed. Notably, the WIL case study not only resulted in quality outcomes for students, but it also resulted in benefits for academics and industry representatives.