Littérature scientifique sur le sujet « Partnership, Higher Education, Transitions to work »
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Articles de revues sur le sujet "Partnership, Higher Education, Transitions to work"
Kuzmina, Mariia, Oleh Masiuk, Victor Kuzmin et Ihor Mishchan. « SOCIAL PARTNERSHIP AS A TOOL FOR UNIVERSITY TRAINING OF SOCIAL WORKERS ». Scientific journal of Khortytsia National Academy, no 2021-5 (28 décembre 2021) : 187–97. http://dx.doi.org/10.51706/2707-3076-2021-5-18.
Texte intégralWalsh, Chris, Abhinav Mital, Michael Ratcliff, Ana Yap et 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 (26 octobre 2020) : 30–45. http://dx.doi.org/10.14742/ajet.6107.
Texte intégralLukashchuk, 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.
Texte intégralRoysen, Rebeca, et Tânia Cristina Cruz. « Educating for transitions : ecovillages as transdisciplinary sustainability “classrooms” ». International Journal of Sustainability in Higher Education 21, no 5 (13 juin 2020) : 977–92. http://dx.doi.org/10.1108/ijshe-01-2020-0009.
Texte intégralBurns, Tom, Sandra Frances Sinfield et Sandra Abegglen. « Third space partnerships with students : Becoming educational together ». International Journal for Students as Partners 3, no 1 (7 mai 2019) : 60–68. http://dx.doi.org/10.15173/ijsap.v3i1.3742.
Texte intégralDomin, Daria, Allison B. Taylor, Kelly A. Haines, Clare K. Papay et 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 (1 août 2020) : 328–47. http://dx.doi.org/10.1352/1934-9556-58.4.328.
Texte intégralLeek, Alex F. « Police forces as learning organisations : learning through apprenticeships ». Higher Education, Skills and Work-Based Learning 10, no 5 (16 novembre 2020) : 741–50. http://dx.doi.org/10.1108/heswbl-05-2020-0104.
Texte intégralChupakhina, Svitlana, Iryna Skomorovska, Nataliia Kyrsta et 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 (27 avril 2022) : 157–68. http://dx.doi.org/10.15330/jpnu.9.1.157-168.
Texte intégralShaimardanov, Zh K., S. Zh Rakhmetullina, T. A. Segeda et K. M. Daniyarova. « Networking as a new type of partnership in education and science ». Bulletin of "Turan" University, no 2 (28 juin 2022) : 323–32. http://dx.doi.org/10.46914/1562-2959-2022-1-2-323-332.
Texte intégralBIELIAIEVA, Olena. « Improvement of Modern Mechanisms of Management of Professional Previous Education ». Public administration and local government 47, no 4 (20 décembre 2020) : 58–62. http://dx.doi.org/10.33287/102068.
Texte intégralThèses sur le sujet "Partnership, Higher Education, Transitions to work"
Gouveia, Teresa Frances Pole-Baker. « Students' views of higher education in their transitions to work in Portugal ». Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006514/.
Texte intégralForeman, Kready Sharon. « Organizational Culture and Partnership Process : A Grounded Theory Study of Community-Campus Partnerships ». VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2489.
Texte intégralFreeman, Denny. « Transitions in higher education reducing the anxieties which designated students of Carl Albert State College will face as they transfer to four-year colleges / ». Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
Texte intégralLeary, Judith A. « Funding Faithful Felons : A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients ». Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.
Texte intégralRajibussalim. « The impact of industry-based learning programs on science, technology, engineering and mathematics students : A case study of Indonesian higher education ». Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108771/1/_Rajibussalim_Thesis.pdf.
Texte intégralMaphutha, Mokwi Morgan. « Conceptualisation of service-learning at two rural-based universities ». Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/3302.
Texte intégralThis study reports on an exploration of a conceptual framework for service-learning in order to provide a shared and common understanding necessary for guiding best practice of service-learning at the heart of two-rural-based universities in South Africa. The key research question answered in this study was: How is service-learning conceptualised by dir ectors of community engagement, project coordinators, academic staff members, and students at two rural-based universities in South Africa? The following sub-questions were developed on the basis of the key research question: • What are the current community engagement projects that can be modified for future practice of service-learning at two rural-based universities in South Africa? • What are the views of directors of community engagement, project coordinators, academic staff members, and students regarding conceptualisation of service-learning at two rural-based universities in South Africa? • What are the possible strategies for conceptualising and managing the quality of service-learning at two rural-based universities in South Africa? • What framework will be relevant and appropriate for conceptualising and implementing service-learning at two rural-based universities in South Africa? A qualitative research approach using grounded theory design was employed in this study. Convenience sampling was used to select the two rural-based universities in the Limpopo Province of South Africa. Four similar schools from each university (Education, Law, Agriculture, and Health Sciences) were sampled purposively. Participants were also sampled purposively. These included the director of community engagement, one project coordinator, two academic staff members, and two final year undergraduate students who were taking part in community engagement or servicelearning- related activity at each sampled school at both universities. Data were captured through document analysis, semi-structured interviews with sampled participants, and silent observations. Content analysis was used to analyse data from documents. Data from semi-structured interviews and silent observations were analysed thematically. Findings from documents, semi-structured interviews and iv silent observations were used to make recommendations for developing a framework for conceptualising and managing the quality of service-learning at the two universities. The study revealed that service-learning is an unfamiliar concept at these two ruralbased universities. Advocacy of service-learning has never been done and no initiatives are made on the part of these universities to familiarise this concept. The study's findings also reflect that there is confusion among various role-players regarding the meaning of the concept service-learning. Participants showed that some prefer to use the concept community engagement rather than service-learning, while others view service-learning as synonymous to community engagement. The SMART conceptual framework was developed on the basis of the findings and recommendations of this study. This conceptual framework is SMART because it is S - socially relevant, M - manageable, A - adaptable, R - rural-based, and T - transformative. The proposed SMART conceptual framework is intended to guide institutional leaders, directors of community engagement, deans of faculties, directors of schools, heads of departments, project coordinators, academic staff members, students, traditional leaders, and community partners in conceptualising, implementing and managing the quality of service-learning endeavours at the two rural-based South African universities.
Tomei, Nicoletta. « PARTNERSHIP IN HIGHER EDUCATION. UN MODELLO EURISTICO A SOSTEGNO DELLA TRANSIZIONE TRA UNIVERSITÀ E MONDO DEL LAVORO ». Doctoral thesis, 2018. http://hdl.handle.net/2158/1155093.
Texte intégral(9790610), Carolyn Daniels. « Exploring Australian women's career transitions : A critical constructivist grounded theory study ». Thesis, 2019. https://figshare.com/articles/thesis/Exploring_Australian_women_s_career_transitions_A_critical_constructivist_grounded_theory_study/13453955.
Texte intégralLivres sur le sujet "Partnership, Higher Education, Transitions to work"
Neumark, David. School-to-career programs and transitions to employment and higher education. Cambridge, Mass : National Bureau of Economic Research, 2003.
Trouver le texte intégralAmerican Association of University Women. Educational Foundation., dir. Gaining a foothold : Women's transitions through work and college. Washington, DC : American Association of University Women Educational Foundation, 1999.
Trouver le texte intégralProkof'ev, Stanislav, Ekaterina Kameneva, Svetlana Solyannikova, Elena Didenko, Gul'nara Ruchkina, Natal'ya Sergeeva, Marina Abramova et al. Ecosystem of universities : transformation of the Russian education system. ru : INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1901313.
Texte intégralMaurizio, Roxana, et Ana Paula Monsalvo. Informality, labour transitions, and the livelihoods of workers in Latin America. 19e éd. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/953-2.
Texte intégralConover, Emily, Melanie Khamis et Sarah Pearlman. Job quality and labour market transitions : Evidence from Mexican informal and formal workers. 23e éd. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/957-0.
Texte intégralMayisela, Tabisa, Shanali C. Govender et Cheryl Ann Hodgkinson-Williams. Open Learning as a Means of Advancing Social Justice : Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425.
Texte intégralChapitres de livres sur le sujet "Partnership, Higher Education, Transitions to work"
Bradley, Harriet, et Richard Waller. « Gendered and classed graduate transitions to work ». Dans Higher Education and Social Inequalities, 210–30. Abingdon, Oxon ; New York, NY : Routledge, 2017. | : Routledge, 2017. http://dx.doi.org/10.4324/9781315449722-13.
Texte intégralCunliffe, Rachel, et Michael Wysocki. « Learning Partnership and Teaching Partnership : Work-Related Learning in Higher Education ». Dans Creative Education, Teaching and Learning, 307–18. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_28.
Texte intégralMatthews, Nicole, Pat Green, David Hall et Irene Hall. « The Role of Volunteering in Transitions from Higher Education to Work ». Dans Transitions from Education to Work, 150–66. London : Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403_9.
Texte intégralHarris, Roger, et Linda Rainey. « Interrogating the Notion of Transition : Learner Experiences of Multiple Transitions Between the Vocational- and Higher-Education Sectors ». Dans Transitions from Education to Work, 42–60. London : Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403_3.
Texte intégralWeston, P., D. Perrin et D. Meakin. « Exploring the Power of High-Level Postgraduate International Partnership Work Based Learning Programmes ». Dans Enhancing Employability in Higher Education through Work Based Learning, 237–54. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75166-5_13.
Texte intégralBamford, Jan Katherine. « The Use and Importance of Group Work on International Joint Double Degrees ». Dans International Joint Double Degrees and International Transitions in Higher Education, 211–34. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48622-8_7.
Texte intégralAntwertinger, Yasmin J., Ingrid Larkin, Esther T. L. Lau, Erin L. O’Connor et Jose Manuel Serrano Santos. « Transitions to Successful Careers : Pharmacy, Psychology and Business Students Reflecting on Practicum Feedback ». Dans Enriching Higher Education Students' Learning through Post-work Placement Interventions, 47–67. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48062-2_3.
Texte intégralKoehn, Peter H., et Milton O. Obamba. « Managing the Transnational Higher-Education Partnership : What Does Not Work and What Works ». Dans The Transnationally Partnered University, 97–112. New York : Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137481757_6.
Texte intégralDeca, Ligia. « Internationalization of Higher Education in Romania and Portugal—Strategies and Transitions at the (Semi-)Periphery ». Dans European Higher Education Area : Challenges for a New Decade, 67–79. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_5.
Texte intégralHâj, Cezar Mihai, et Petrişor Laurenţiu Ţucă. « Access to Higher Education : Losing Precious Human Resources Before the Start Line ». Dans Higher Education in Romania : Overcoming Challenges and Embracing Opportunities, 35–51. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_3.
Texte intégralActes de conférences sur le sujet "Partnership, Higher Education, Transitions to work"
Fisher, Dara R. « Pedagogy and content evolution in cross-border higher education : Evidence from an American-Singaporean cross-border partnership ». Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5284.
Texte intégralColibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Cintia Colibaba et Ramona Cirsmari. « FACILITATING STUDENTS' TRANSITION FROM SCHOOL TO WORK THROUGH THE WWW PROJECT'S E-COURSE ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-126.
Texte intégralDe la Poza, Elena, Martijn Rietbergen et Javier Orozco-Messana. « Designing a programme for Sustainability in Vietnam : Smart Sustainable Vietnamese Cities, SSVC. » Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8396.
Texte intégralFrýdková, Eva. « Pre-gradual preparation of future teachers for cooperation and communication with student´s parents ». Dans HEAd'16 - International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2715.
Texte intégralMONTANARI, ROBERTO, Layek Abdel Malek, Paolo Andrei, Gino Ferretti, Simonetta Valenti, Luca Maria Mancinelli, Alessandro Bernazzoli, Eleonora Bottani, Joel S. Bloom et Fadi P. Deek. « The MEM project : experiences, challenges and outcomes of an international double master-level degree ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8159.
Texte intégralMercer, Tim, et Jonathan Francis. « Education and Industry Partnership : A Case Study of Co-Delivery ». Dans ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16065.
Texte intégralWells, John S. G., Michael Bergin et Cathal Ryan. « DELAROSE : A Case Example of the Value of Embedded Course Content and Assessment in the Workplace ». Dans HEAd'16 - International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2844.
Texte intégralFelea, Cristina, et Liana Stanca. « NON-COGNITIVE SKILLS : WHAT STUDENTS NEED AND EMPLOYERS REQUIRE - THE ROLE OF CONTEXTUAL LEARNING IN A BLENDED ENVIRONMENT ». Dans eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-021.
Texte intégralAcevedo Reverón, Aarón, Christian Camilleri, Clifford de Raffalle, David Deguara, Edwin Zammit, Jan Smallegange, Adrian Butnaru et Carlos Mora Luis. « Remote learning and examination based on augmented reality ». Dans SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona : Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1301.
Texte intégralKirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin et Pat Mehigan. « Innovative approaches for research led education : UCC’s Green Campus Living Laboratory Programme ». Dans Learning Connections 2019 : Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.
Texte intégralRapports d'organisations sur le sujet "Partnership, Higher Education, Transitions to work"
Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn et Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], juin 2021. http://dx.doi.org/10.31812/123456789/4434.
Texte intégralTare, Medha, et Alison Shell. Designing for Learner Variability : Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, août 2019. http://dx.doi.org/10.51388/20.500.12265/81.
Texte intégralZacamy, Jenna, et Jeremy Roschelle. Navigating the Tensions : How Could Equity-relevant Research Also Be Agile, Open, and Scalable ? Digital Promise, août 2022. http://dx.doi.org/10.51388/20.500.12265/159.
Texte intégralAfrican Open Science Platform Part 1 : Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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