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1
Baboval, Nadiia. "Management of educational services provision in Ukraine’s higher institutions." Herald of Ternopil National Economic University, no. 2(84) (May 31, 2017): 126–34. http://dx.doi.org/10.35774/visnyk2017.02.126.
Повний текст джерелаАнотація:
The article considers the key issues of modernizing quality management systems and ways to address problems related to developing, updating and improving quality management systems for providing educational services by higher institutions of Ukraine. Theoretical aspects associated with management of educational services provision in higher institutions of Ukraine are discussed. It is found that public administration should be based on mechanisms and incentives that will affect the performance of higher institutions, force them to improve the quality of educational services and bear responsibility for their activities. It is proved that in the context of reforming higher education, the quality of management is of vital importance as a factor of systems organization of the university, which ensures its success, competitiveness, and preconditions for its development. A well-judged analysis of the environment of higher institutions and an impartial assessment of their activities allow university authorities to make the best possible choice towards developing universities in a market-driven economy. Using the PDCA methodology will be positively related to a series of measures to improve quality management for provision educational services by higher institutions. The PDCA methodology acts as an algorithm for decisions made by the head of the university aimed at managing the whole process and achieving goals.
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Serdyuk, Liliya. "The President of Ukraine as a multifaceted state and legal phenomenon: doctrinal approaches to understanding." Naukovyy Visnyk Dnipropetrovs'kogo Derzhavnogo Universytetu Vnutrishnikh Sprav 4, no. 4 (December 29, 2020): 106–10. http://dx.doi.org/10.31733/2078-3566-2020-4-106-110.
Повний текст джерелаАнотація:
In preparing this article the author has set out to substantiate the thesis about the multifaceted phenomenon of the President of Ukraine as a phenomenon of state and legal reality, which necessarily requires enrichment of the content of the same concept. The analysis of scientists’ judgments revealing the content of the concept under study, gives grounds to conclude that the President of Ukraine is a complex socio-legal phenomenon, and therefore a comprehensive picture of this phenomenon can be obtained only as a result of its multifaceted consideration: - from the point of view of the theory of the mechanism of the state, the President of Ukraine is an important element of the state apparatus - a single, elected, supreme body of the state, which has general competence. This aspect is somewhat contradictory regarding that state bodies are usually established as legal entities that cannot be said about the head of the Ukrainian state; - in terms of a certain constitutional and legal status he/she is the head of the state and acts on its behalf. A significant clarification of this judgment is the thesis about the President of Ukraine as a legal form of the head of state, who is elected by the people and receives power for a fixed term by delegation. As for the recognition of his/her highest official, we consider the relevant judgment to some extent conditional and evaluative, because in the national legal doctrine and current legislation the issue of the hierarchical system of officials in Ukraine is not yet developed; - from the point of view of ontology (of his/her being, existence) the President of Ukraine is an individual who has reached at least 35 years of age. A significant shortcoming of the current legislation is a rather limited, in our opinion, set of requirements for a candidate for this elected position, and in the future, in case of winning the election, describe the current head of state. The legislator did not envisage as a condition for the emergence of constitutional and legal relations, within which a citizen of Ukraine can be elected President of Ukraine, or the fact of higher education (in epistemological terms, the President of Ukraine must be an active subject of knowledge, because it is cognitive capabilities provide him/her to gain higher education; it should be noted that the President is both an object of knowledge of the social sciences, most of which study the impact of this institution on various social processes and are designed to increase its effectiveness in a constantly changing environment. At the same time some them (history, history of the state and law) explore his/her personality, achievements, personal role in society, neither he/she has significant experience of professional activity, nor the recognition of a high level of his/her competence as a professional in general, nor he/she has high moral qualities; - in terms of the system of constitutional law the President of Ukraine is a constitutional and legal institution, the rules of which determine: 1) the place and role of the head of state in the state mechanism and its relationship with other state bodies; 2) the procedure for substituting this position; 3) functions and powers of the head of state; 4) his/her responsibility for treason or other crime; - in terms of doctrine and practice of public administration, the head of state is one of the most im-portant elements of the modern system of public administration. He/she converges large volumes of infor-mation flows from other elements of this system. Analysis of information, development of management decisions and control over their implementation - these are the main President’s functions in this system; - in terms of the attitude to this constitutional and legal institution and the personality of the head of state by society and government institutions, the President of Ukraine is an honorary title protected by law and retained for his/her life, unless the President of Ukraine was removed from office by impeachment.
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Machado, Diego De Queiroz, Fátima Regina Ney Matos, Augusto Marcos Carvalho de Sena, and Ana Silvia Rocha Ipiranga. "Quadro de análise da sustentabilidade para instituições de ensino superior: Aplicação em um estudo de caso." education policy analysis archives 24 (November 14, 2016): 115. http://dx.doi.org/10.14507/epaa.24.2499.
Повний текст джерелаАнотація:
This study analyzed the sustainable activities of a higher education institution, considering its economic, social and environmental dimensions (triple bottom line), from the application of a new framework of analysis. Therefore, we chose to use the case study methodology, held in an HEI, the University of Fortaleza (Unifor), selected as a case for this research by the various awards received in recent years for its targeted actions and projects for sustainability . The sources used include HEI data, documentary evidence related to the university, and semi-structured interviews conducted with vice-deans, directors and heads of university divisions, and the data organized and analyzed with the aid of analysis software of qualitative data NVivo (version 10) and the application of the content analysis technique. As a result, the highlights in terms of major sustainable capacity were the activities related to the economic consequences of activities, social responsibility projects and relationships with stakeholders. In contrast, the activities within the environmental dimension, environmental management and environmental education, had the lowest level of development with sustainable capacity. Thus, the implementation of the new framework of analysis has highlighted the university’s actual development stage around their sustainable activities, highlighting such a framework as an alternative to analysis frameworks already developed in this area.
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Rahayuningsih, Fransisca. "Grand Design Pembinaan SDM Kearsipan di Lembaga Pendidikan Tinggi (Studi Dokumen Peraturan Kepala Arsip Nasional Republik Indonesia Nomor 12 Tahun 2017 Tentang Grand Design Pembinaan Sumber Daya Manusia Kearsipan)." Ilmu Informasi Perpustakaan dan Kearsipan 9, no. 1 (December 31, 2020): 49. http://dx.doi.org/10.24036/112101-0934.
Повний текст джерелаАнотація:
Law of Republic of Indonesia Number 43/2009 concerning archives mandates that the university archival implementation is the responsibility of the university itself. Therefor the preparation of competent human resource in archives is very important It is predicted that there are universities or higher education institutions that have not yet been fully considered the importance of archivist competency. This research aims to determine the grand design of developing competency on archival human resources. This research uses qualitative approach. The data resources used is The Regulation of The Head of Indonesian National Archives number 12 year of 2017 concerning the grand design of archival human resources development. The grand design of archival human resources development includes archival human resources development strategy; the pattern and implementation of archival human resources development; performance and funding targets. The strategy of archival human resources development is held through improving performance management and improving the quality of archival human resources. The pattern of competency-based archival human resources development is implemented to develop integrated competency management from recruitment, selection, training dan development, assessment, remuneration, and career. Fostering process of archival human resources is carried out through the stages of planning, organizing, implementing and monitoring. ANRI construct the performance target of archiving human resources development which is measured and evaluated periodically at the end of the current year. The fund resource of archival human resources development comes from the state budget which is carried out in accordance with statutory provisions. Funding for developing archival human resources can also be done through financial support from local governments, state-owned business entities/local-owned business entities and state universities. The The urgency of this research is to find out a grand design of a systematic well-planned archival human resources development that having major impact on developing universities as an educational institution for young generation.
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O.A., Mkrtichian. "RESEARCH OF THE PROBLEM OF TRAINING FUTURE TEACHERS IN FOREIGN THEORY AND PRACTICE." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 61–67. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-10.
Повний текст джерелаАнотація:
In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.
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Pallavi, D. R., M. Ramachandran, and Chinnasamy Sathiyaraj. "An Empirical Study On Effectiveness of E-Learning Over Conventional Class Room Learning – A Case Study with Respect to Online Degree Programmes in Higher Education." Recent trends in Management and Commerce 3, no. 1 (March 1, 2022): 25–33. http://dx.doi.org/10.46632/rmc/3/1/5.
Повний текст джерелаАнотація:
Learning and teaching domains is going on major higher education companies of e-learning Ideas and practices changes due to quick acceptance. Many universities all over the world are now begins to offer Internet based courses that complement classroom-based courses. Online courses offer learners various such as benefits facilities, Teachers and other close to students to serve flexibility and opportunities from various schools or around the world. The education system and mode of education is changing over the period of time. In instructional technology Innovations often are implemented in traditional ways. TV significantly changes the way people learn, and it stays that way Existing instruction by providing a speaking head as an instructional tool built into the paradigm for sending information to students. Active learning, Cooperative learning, Project-based teaching and despite such educational innovations contextual face-to-face instruction in learning changed character, online courses tend develop more traditional concepts Learning. Mostly an online course primary objective is to transfer information from the Instructor to the student accessing information to students and expecting them Prove their learning in an exam. The development of online instruction programs for online course developers raise an interesting question. Online study designers follow traditional method or incorporate online programs innovative approaches. Primary factors behind the use of online learning improve the quality of education, and also improve the cost effectiveness of education by reducing costs. With face-to-face Online learning is used successfully with positive effects in career and education. A geographically distributed team within an organization can simultaneously train their skills through online sites and gain greater Competitiveness. Online learning can be beneficial because Students at their own pace can learn through online products. Virtual classrooms are available anywhere with Internet connection, take advantage of this great way to travel. Gurukul system of education changed to imparting knowledge in a class room setting followed by hybrid learning and at present one new way of learning has emerged as a full-fledged mode to earn a degree i.e. online learning. Online learning comprises of both hybrid/ bended learning (comprises traditional face-to face classes, learning over the internet and learning supported by other technologies) and purely online learning is competing course delivery through internet. Due to its flexible and user friendly features, on-line learning has been gaining attention from learners and education institutions. Learning is self-phased and effectiveness of learning is achieved if it fulfils the learners’ expectation in imparting knowledge, uninterrupted support from the instructor whenever needed, disbursement of the learning materials, communication and motivation. The objectives of this paper are to study the effectiveness of elearning compared to conventional classroom learning. The study also shows that major portion of learners cannot set time for study, homework and assignments completion. The institutions along with the routine learning can also include sessions for motivation, sense of accountability and responsibility which may enhance discipline among learners. Significant portion of learners feel that online learning will not enhance sense of belongingness. The institutions can create provision at the campus for the e-learners to meet up occasionally for the interaction between learners and faculties. A portion of E-learners feel that the learning material in e-learning is not effective as that of conventional mode.
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Nyakundi, Orpha, Grace Nyagah, Jeremiah Kalai, and Simon Munayi. "Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya." Journal of Education and Practice 4, no. 3 (October 15, 2020): 26. http://dx.doi.org/10.47941/jep.458.
Повний текст джерелаАнотація:
Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance). Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.
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V. Madera, Marlita. "Sustaining Higher Education Institutions: Enhancing School Climate, Leadership and Faculty-Efficacy." International Multidisciplinary Research Journal 3, no. 2 (June 16, 2021): 216–25. http://dx.doi.org/10.54476/iimrj303.
Повний текст джерелаАнотація:
The study sought to analyze school climate, leadership, and faculty-efficacy towards sustaining effectiveness in the private Higher Education Institutions (HEIs) in the City of Meycauayan, Bulacan for the School Year 2015-2016 using descriptive method and questionnaires as specific techniques.The study was geared to describe the school climate of the HEIs as perceived by the faculty and school heads. It investigated the leadership of the heads in terms of School Management Team (SMT) composition, significant responsibility, and involvement in school tasks. It was undertaken to find out the faculty’s efficacy level in student engagement, classroom management, and instructional practice. It intended to explore the significant difference between the perceptions of school heads and faculty in school climate as to school staff’s relationship, capacity to provide quality instruction, and school climate issues. Major findings revealed that HEIs fostered good relationship status. Heads and the faculty perceived that HEIs’ capacity in providing quality instruction is only “moderately good.” The findings showed that HEIs utilized SMT composition and a School Governing Board (SGB). Heads’ major tasks include determining course content both national and regional curricula, appointing, or hiring teacher, and establishing student disciplinary policies and procedures. Heads allocated most of their time in administrative duties, like curriculum and teaching-related tasks while least of their time was spent on interactions with students, parents, local, regional, and business industries. On faculty-efficacy, the data confirmed that teachers were “highly efficacious” in student engagement and “very highly efficacious” in instructional practice and classroom management. The perceptions of the heads and faculty on school climate as to relationships among school staff do not differ significantly. In contrast, the perceptions of heads and faculty differ significantly on the school climate in terms of school’s capacity to provide quality instruction school climate issues.
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Umar, Tariq. "Developing an Integrated Sustainability Management Approach for Higher Education Institutions." International Journal of Social Ecology and Sustainable Development 13, no. 1 (January 2022): 1–19. http://dx.doi.org/10.4018/ijsesd.289216.
Повний текст джерелаАнотація:
The Higher Education Institutions' (HEIs) around the world have to pay the main role in achieving the UN Sustainable Development Goals for that HEIs need to be sustainable first. This article aims to describe a sustainability framework and suggest the process to use the proposed framework. A qualitative research method consists of a systematic review, semi-structured interviews and email interviews was adopted to achieve the aims and objectives of this research. The data was collected from 39 papers extracted from four main databases. This was further subjected to semi-structured interviews held with a total of 11 sustainability experts. A framework for sustainability in HEIs consisting of three main components related to the environment, Social responsibility and teaching and research is finally developed and validated through email interviews held with 19 heads of different HEIs around the world. Each of the main sustainability components is divided into sub-factors. Longitudinal studies are recommended to evaluate the impact of the proposed framework on HEIs sustainability.
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Rumambi, Hedy D., Revleen M. Kaparang, Jerry S. Lintong, Joseph N. Tangon, and Johanis Ohoitimur. "Social Responsibility of Higher Education Institutions: A New Insight into Stakeholders." GATR GLOBAL JOURNAL OF BUSINESS AND SOCIAL SCIENCE REVIEW 7, no. 3 (September 26, 2019): 185–93. http://dx.doi.org/10.35609/gjbssr.2019.7.3(3).
Повний текст джерелаАнотація:
Objective - Are stakeholders within the institution as actors, or are they also the goals of the institution's social responsibility? This study aims to provide new insight into the role of stakeholders in the implementation of social responsibility in Higher Education Institutions (HEI). Institutions have a certain level of social responsibility, which is inherent to its existence. To exist, an institution relies on the presence of stakeholders. Stakeholders are considered as the key to an institution's legitimacy. The relationship between an institution and its stakeholders can be described as a social contract. Methodology/Technique – Using a qualitative approach, this study identifies the relevant stakeholders in HEI’s and categorizes their roles and interests. The concept of HEI social dimension is used to analyze and interpret the data. The results indicate that HEI stakeholders consist of three levels, namely: primary (including management, lecturers, students, administrative staff, security officers, technicians, cleaning services, and the natural environment of the institution), secondary (including the local community, industries, alumni organizations, the government, accreditation agency, and the natural environment around the institution), and tertiary level (including society in general and nature). Finding & Novelty - The results suggest that the primary stakeholders become moral actors who carry out the institution's commitment to implement social responsibility. This finding implies that primary stakeholders become the executor and the goal of HEI social responsibility. Therefore, the institution's social responsibilities activities are aimed at the life and development of the institution itself. Social responsibility is carried out from the inside to the outside in a circular and continuous manner. Type of Paper: Empirical. Keywords: Social Responsibility; Higher Education Institution; Stakeholders; Social Dimension of HEI. Reference to this paper should be made as follows: Rumambi, H. D; Kaparang, R. M; Lintong J. S; Tangon, J.N; O, Johanis. 2019. Social Responsibility of Higher Education Institutions: A New Insight into Stakeholders, Global J. Bus. Soc. Sci. Review 7 (3): 185 – 193. https://doi.org/10.35609/gjbssr.2019.7.3(3) JEL Classification: M13, M14, M19.
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Rotengruber, Przemysław. "Words and deeds. Corporate Social Responsibility in higher education institutions." Annales. Etyka w Życiu Gospodarczym 21, no. 6 (March 25, 2018): 33–47. http://dx.doi.org/10.18778/1899-2226.21.6.03.
Повний текст джерелаАнотація:
The purpose of the paper is twofold. Firstly, to formulate a definition of University social responsibility (which takes into account social expectations towards this institution and its internal determinants as well). The final result of this research is the definition built on two concepts. On one hand, it is a stakeholder policy, on the other hand, a whistleblower policy. These are the criteria of responsibility, that is to say, rules which make the institution transparent and open to social criticism. Secondly, the article tends to establish whether a university in Poland (treated as a dominant institution of knowledge) is rightly seen as an irresponsible partner of civil society. Form the business ethics perspective the university is the more responsible, the more intensive are its relations with the social environment represented by stakeholders and whistleblowers. When they do not play their parts properly, the relations must be considered dysfunctional. Additional explanation of this problem is provided by the theory of management. In a use of the concept of the final customer, public opinion can find out if it—really—is the main interlocutor of the university. Social partners of this institution focus their attention on politicians and public administration taken as the alternative final customer of the academic product.
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Kroll, Morton. "A Chronicle of Higher Education." Public Voices 3, no. 2 (April 11, 2017): 101. http://dx.doi.org/10.22140/pv.398.
Повний текст джерелаАнотація:
Harry Birkin's battles with time and timing were evident from early childhood. In postcards, letters and memoranda we trace his development as a child, adolescent, undergraduate student, and his career in academia. We read of Harry's progress through his creative rationalizations for the delays and mishaps that characterized his personal and administrative behavior. He moved up the ladder to positions of increased responsibility, sufficiently admired by his colleagues, his profession and institution, to have had, upon his retirement, a campus building named for him. Harry, so to speak, marched to a different beat.
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Jørgensen, Harald. "Student learning in higher instrumental education: who is responsible?" British Journal of Music Education 17, no. 1 (March 2000): 67–77. http://dx.doi.org/10.1017/s0265051700000164.
Повний текст джерелаАнотація:
Who is responsible for the learning outcomes for a student in higher instrumental education? The issue of students having influence and responsibility over their instrumental learning is a complex question. Based on research, this article discusses three questions. First, the relationship between teachers and students in instrumental lessons; second, the role of the students as practitioners: how independent and responsible their practice behaviour is; third, an institution's role in students' learning. Both teachers and students work in an educational institution. The institutional responsibility for students' learning is the most neglected area of students' learning generally.
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Chychenova, Oksana. "Support for the development of physical education in higher education institutions is the responsibility of the state to the future of the country." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 4(134) (April 16, 2021): 120–24. http://dx.doi.org/10.31392/npu-nc.series15.2021.4(134).30.
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The paper considers the problem of today is a bad attitude to physical education in higher education. The health of every citizen is the main slogan of the country's policy. The human body is the only complex biological system that constantly interacts with environmental conditions. Health is a state of physical, moral, psycho- emotional, social, intellectual and harmonious development. Health is a reserve of organ capacity that needs to be improved during regular exercise training and a healthy lifestyle. Physical culture and sports are part of the general culture. As a safeguard, it helps to get rid of the negative aspects of life that hinder the development of the individual in a harmonious relationship with society. The level of physical activity of the country's population, by age, is below the minimum allowable. Hypodynamia is one of the leading causes of death and disability. The strategy for the development of physical culture, recommendation for the development of physical education and sports among students are state documents. They are developed with the participation of the specialists and sent for implementation to institutions. The help to direct forces to a new positive, responsible attitude ti physical training, physical working capacity of our future experts, heads, citizens of the country. The statistics provided in the documents finally prove that the crisis has reached significant proportions and may lead to negative consequences for Ukrainians and their future. Many factors and conditions can change the attitude of young people to physical culture and sports to a positive vision. The main thing is for young people to know that all the measures aimed at them have been implemented.
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Yatsenko, Valentyna. "ORGANISATIONAL APPROACHES TO THE FORMATION OF SOCIAL RESPONSIBILITY OF HIGHER EDUCATION INSTITUTIONS IN THE MARKET OF EDUCATIONAL SERVICES." Management 34, no. 2 (January 10, 2022): 114–21. http://dx.doi.org/10.30857/2415-3206.2021.2.10.
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BACKGROUND AND OBJECTIVES. Social responsibility is a system of innovative working relationships that acts as an essential technology that enhances the effectiveness of a higher education institution with employees, partners, customers and the community, and ultimately contributes to its prosperity and civil society. Social responsibility should focus on enhancing the image of the higher education institution, recognising its successes in society by civil institutions and individual citizens. This will increase the social value of the higher education institution, its competitiveness, sustainability and efficiency, allowing society to use the resource voluntarily provided by the higher education institution to balance organisational and social interests.METHODS. The methods used to conduct the research were: interview, expert. The questions selected for this study were taken either from the literature or from individual interviews. The literature helped to identify important dimensions of the concept of social responsibility. The interviews helped to identify new points and possible dimensions to contextualise organisational approaches to shaping the social responsibility of higher education institutions.FINDINGS. Organizational approaches to the formation of social responsibility of higher education institutions in the market of educational services are proposed. Mechanisms to increase socio-commercial value of socially responsible higher education institutions are argued: creation of public institutions to identify, formulate public interests and present them to corporations; selection of social projects taking into account stakeholder expectations.CONCLUSION. In order to increase the efficiency of using the principles of social responsibility in HEIs, to improve their ratings, students' competitiveness in the labour market and their involvement in the task-setting and decision-making process, it is necessary to develop a programme of corporate social activity, which can become the basis for developing the HEIs' development strategy. The formation and adoption of such a strategy should be based on the interests of all stakeholders, based on the core values of the university to achieve the indicators at micro-, meso- and macrolevels.
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Teixeira, Ana, Marisa R. Ferreira, Aldina Correia, and Vanda Lima. "Students’ perceptions of corporate social responsibility: evidences from a Portuguese higher education institution." International Review on Public and Nonprofit Marketing 15, no. 2 (May 31, 2018): 235–52. http://dx.doi.org/10.1007/s12208-018-0199-1.
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Yatsenko, Valentyna. "SOCIAL RESPONSIBILITY OF THE EDUCATIONAL ECOSYSTEM OF A HIGHER EDUCATION INSTITUTION UNDER CONDITIONS OF STRUCTURAL AND INNOVATIVE CHANGE." Management 33, no. 1 (August 27, 2021): 32–42. http://dx.doi.org/10.30857/2415-3206.2021.1.3.
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BACKGROUND AND OBJECTIVES. Problems of social responsibility of higher education institution gain particular relevance not only due to changes in the content and conditions of its functioning, but also due to the transformation of many fundamental tenets of higher education institutions' activities. The close relationship between the concepts of "corporate social responsibility" and "educational organisation" manifests itself as the responsibility of the state for the state of the educational system in the country and the responsibility of the educational organisation for the quality of education to its stakeholders.METHODS. The study was based on the principles of corporate social responsibility, sustainability theory and stakeholder theory.FINDINGS. We propose an innovation ecosystem model for higher education institutions, which represents a new organisational integrity and modern way of producing innovation, implemented within a dynamic and adaptive mechanism that creates, consumes and transforms knowledge into innovative products, using a common innovation infrastructure and common rules among system participants, oriented towards their mutual benefit.CONCLUSION. The identified close relationship between the concepts of ecosystem, innovation ecosystem and business ecosystem made it possible to propose a model of innovative educational ecosystem of higher education institution as a complex self-organizing, self-regulating and self-developing system. The provisions on the need to integrate the principles of corporate social responsibility and the principles of innovative ecosystem functioning implemented in higher education institutions have been substantiated.
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Ashley, Patrícia Almeida, Roberto Do Nascimento Ferreira, and Helvécio Luiz Reis. "National Evaluation System for Higher Education: opportunities for social responsibility in IES’ strategic management." Revista Ibero-Americana de Estratégia 5, no. 1 (December 27, 2007): 23–35. http://dx.doi.org/10.5585/ijsm.v5i1.94.
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The National Evaluation System of Higher Education (from Brazilian Portuguese Sistema Nacional de Avaliação da Educação Superior evaluation component of the Sinaes, for the adoption of social responsibility in university strategic management in Brazil. As part of the process of institutional evaluation, each higher education institution (HEI) has to create an evaluation commission, with the attribution of guiding the self-evaluation process of the HEI. This paper presents contributions for the Sinaes concerning the concept of social responsibility, on the basis of a broad and relational perspective for social responsibility, recommending, on one hand, the incorporation of suppliers’ and environment dimension and, on the other hand, a relational governance based on ethical challenges as strategic elements of university management.
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Pham, Duc Huu. "The Professional Development of Academic Staff in Higher Education Institution." Journal of Teacher Education for Sustainability 23, no. 1 (June 1, 2021): 115–31. http://dx.doi.org/10.2478/jtes-2021-0009.
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Abstract Higher education is given increasing recognition by national governments and international agencies throughout the world to become a crucial incentive for sustainable development goals. In the national development of intellectual force at present, the Vietnam policy of education and training, which is of great importance, is the decisive factor for the economic growth and social development as set out by the government. Therefore, the educational development is the responsibility of both the government and the society. It is now clear that the academic staff in higher education institutions is the core force, playing a decisive role in ensuring the quality of higher education as in the case of the International University – Vietnam National University Ho Chi Minh City. The paper investigated the research studies by the university academic staff through their annual publications and the number of lecturers with Doctoral degrees and professorship. The results showed their research studies contributed to the development of the institution in particular, and at the same time predicted how much the stakeholders benefited from this in general. This study may contribute to developing the quality of higher education institutions regarding the promotion of international publications by the higher education faculties.
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Butko, K., M. Yeshchenko, and V. Minakova. "Corporate social responsibility of hei as a competitive advantage in the market of educational services." Galic'kij ekonomičnij visnik 69, no. 2 (2021): 103–9. http://dx.doi.org/10.33108/galicianvisnyk_tntu2021.02.103.
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The paper is focused on the analysis of the formation of corporate social responsibility (SCR) development in the higher educational institution. Peculiarities of the formation of corporate social model and its essence are investigated in this paper. The social responsibility and its role in the development of the educational institution culture are determined. It is proved that in practice the mechanism of forming corporate social responsibility in higher educational institutions is extremely important. The factors and analyses that summarize the awareness of corporate social responsibility importance, in compliance with the high demand for education, especially in the content of relations with employees, consumers and respect for the environment are described. Effective activities of higher education institutions are highlighted. The consequences of corporate social responsibility introduction into the work of management bodies and subordinate employees of the Academy, as well as in higher educational institutions of Ukraine in general, are investigated. The market of educational services should ensure that the graduates acquire sufficient level of professional qualification; therefore, managers of educational institutions are responsible for the provided educational services, thus they build the foundation for the formation of corporate social responsibility both in their own and the students’ work. Moreover, the higher educational institution forms its good reputation, increases competitiveness in the market of educational services. Conditional levels into which corporate and social responsibility is divided are described in this paper, and here it is determined which levels correspond to DonNACEA’s and LuhNAU’s SCR, what is the life position of educational institutions, what should be paid attention to in order to reach sustainable development. Prospects for the introduction of socially responsible behavior in corporate policy and strategies for sustainable development of higher education institutions are identified. The problems of modification of the corporate social responsibility concept in the context of educational social responsibility are considered in this paper. The main resources of corporate social responsibility of educational institutions and its key factors are described, the directions and types of activities are defined.
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Balyaev, S. I., D. A. Burkova, and N. N. Morozova. "The Peculiarities of Ideas about Law and Justice among High School Students." Education and science journal 21, no. 8 (October 18, 2019): 112–29. http://dx.doi.org/10.17853/1994-5639-2019-8-112-129.
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Introduction. In recent decades, scholars have shown greater research interest in aspects of legal literacy of young people regarding democratic processes in the Russian society. However, despite increasing relevance of the problem of developing and strengthening the legal awareness of modern young people, including university students, this issue has not been sufficiently studied. Meanwhile, subjective misinterpretation of the concepts of law and justice, a low level of legal culture and legal nihilism can be the causes of youth offences, as well as the factors, which distort the worldview under formation.The present publication is aimed to investigate the role of ideas about the law and justice in the structure of legal awareness of students of higher education institutions.Methodology and research methods. In the course of the empirical research, the following psychodiagnostic methods were employed: the questionnaire created on the basis of L. A. Yasyukova’s and the procedures of free associations. To process the obtained data, the content analysis and the methods of mathematic statistics, the criterion φ* (Fisher’s angular transformation) and the Kolmogorov-Smirnov criterion λ were used.Results and scientific novelty. Theoretical approaches to the problem under discussion have been analysed, according to which legal awareness is determined by the conditions of society. Instability of these conditions generates a “paradoxical personality” (M. I. Yenikeev), who accepts and rejects social norms. It is noted that the Russian legal culture is negatively affected by such factors as the dissonance between legal ideology and legal psychology, weakness of civil society institutions, deep financial and economic crisis, etc.The conducted survey manifested that the specifics of vocational education programme do not have a significant impact on the development of student perceptions of law and justice. The peculiarities of this component of legal awareness of students are revealed. The participants of the survey were convinced that the law should be fair; otherwise, it is not necessary to obey the law. The survey revealed that recognising the priority of legislation over conscience in administrative matters, the respondents believed that only just professionals should be at the head of state, regardless of their moral qualities. According to the respondents, orientation on honor and justice should be the basis of order in the society, but the participants noted the ambiguity of these concepts. On the one hand, students understand justice from the position of social balance (everyone receives what they deserve), on the other hand, they are convinced that social justice is ensured by equality. Young people are interested in the dynamics of the current legislation and believe that everyone should have basic legal knowledge, and ignorance of the law does not exempt a person from this responsibility. The respondents are sure that the law is the same for everyone and is enforceable equally by everyone; moreover, the law is designed to protect the interests of a particular person, not society as a whole. The majority of respondents generated the estimation that the ability to defend own rights is more significant than the performance of duties. The authors of the present research draw a generalised conclusion that university students’ perceptions of law and justice are inconsistent and contradictory.Practical significance. The research results can be used by teachers and psychologists of higher educational institutions, as well as by various experts to develop the programmes for formation of youth legal awareness.
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Svitlana Svirko and Tetiana Trosteniuk. "THEORETICAL AND METHODOLOGICAL REGULATIONS OF MANAGEMENT CONTROL IN STATE HIGHER EDUCATION INSTITUTIONS." European Cooperation 1, no. 45 (January 31, 2020): 63–75. http://dx.doi.org/10.32070/ec.v1i45.77.
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The research examines the works of local and foreign scientists who dedicated their studies to management accounting in general and management control in particular. After analyzing the scientific literature, it was suggested to understand the concept of "management control in state higher education institutions" as the information subsystem of management accounting of these entities. This subsystem is based on the management reporting of a state higher education institution, which assesses the effectiveness of activities in the context of a vertical and horizontal structure to ensure the influence of the management apparatus on the work of State Higher Education Institutions and structural units to achieve the mission and strategic goal of State Higher Education Institutions. It is established that not only financial but also non-financial indicators are subject to the study of management control. The evaluation of the responsibility centers’ activity of State Higher Education Institutions plays an important role in management control. The research suggests that the assessment of the responsibility centers’ activity of State Higher Education Institutions can be: effective and efficient; efficient, but ineffective; effective, but not inefficient; ineffective and inefficient. The main method for evaluating the performance of state higher education institution departments is comparison. The research shows how the activity of the revenue centers is carried out by comparing the actual amount of the received income with the estimated one, thus defining deviations and analyzing their causes. The elaboration of theoretical and methodological provisions of management accounting in a state higher education institution made it possible to propose its primary classification, as well as to adapt the general coefficients system for monitoring in the process of management control of the activity of a state higher education institution.
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Zagirniak, D., O. Kratt, and M. Zagirnyak. "FINANCIAL RELATIONS IN HIGHER EDUCATION ON THE BASIS OF PERSONAL AND MUTUAL RESPONSIBILITY." Journal of Lviv Polytechnic National University. Series of Economics and Management Issues 4, no. 2 (November 10, 2020): 17–26. http://dx.doi.org/10.23939/semi2020.02.017.
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Some implementatation tools of the state’s budget policy due to the typification of financial relations in higher education are determined in the article. The acceptability of the type of relations of the higher education institutions (paternalism, solidarity, subsidiarity) regarding the effectiveness of the state‘s financial policy is clarified. The economic responsibility of the state and higher education insrtitutions as a basic condition of subsidiary relations is revealed.Quantitative parameters of subsidiary relations of the state as a customer of educational services and higher education institution as a service provider are determined. Financial relations in the field of higher education are characterized by antagonism between the paternalism of the state and the principle of market relations. Partnership relations are based on the principles according to which market subjects are partners in achieving their goals. The hierarchy of higher education makes partnership relations impossible due to the subordination of the goals of the institutions. Solidarity as a type of relationship implies mutual responsibility and mutual assistance based on the unity of interests of the institutions. The solidarity of the state and higher education institutions is manifested in two aspects. The first one is the relationship concerning granting permission by the state to an institution for educational activities. The second aspect consists in the relationship concerning purchasing the educational services of the institution by the state. The aspects of solidarity are a reflection of the regulatory and commercial powers of the state. The mutual responsibility of the institutions of the different levels creates a subsidiary type of relationship. The establishment of subsidiary relations means the introduction of economic feasibility of providing educational services. The object of subsidiarity between the state and institutions is the minimum break-even point of demand for educational services (in the specialty of a certain level of education and form of education). A necessary condition for determining the amount is to establish the value of costs for an academic year per student who receives the service. In case of impossibility to form the minimum amount of demand the enrolment to a specialty is canceled. According to market principles, the amount of demand for specialties is of interest to HEI in the case when the tuition fee covers the cost of providing the service. Thus, the range of educational services of the institution may change annually. Solidarity-subsidiary relations regulate the obligations of the state and higher Д. М. Загірняк, О. А. Кратт, М. В. Загірняк 26 education institutions as to financing the forecasted demand for educational services. Relations among higher education institutions are the methodological basis of public funding. Solidarity-subsidiary type of relations means a combination of individual and collective responsibilities. The state simultaneously acts as a regulator and customer of educational services. The role of the regulator is to focus consumers of educational services on the needs of the labor market, and higher education institutions – on financial autonomy. The role of the customer is to share the responsibility for financing higher education with higher education institutions, which should involve other sources of funding for educational services. A conceptual approach is linked to the determination by higher education institutions of the minimum possible break-even point of the amount of services that they undertake to sell to the state as a regulator. The state as a customer undertakes to share responsibility with institutions through the purchase of part of the services subject to the sale of a minimum amount. The conceptual approach allows achieving the unity of regulatory and commercial components in the activities of the state in the field of higher education.
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Anwar, R. AR Harry. "PERAN PIMPINAN DALAM MEMBERDAYAKAN TENAGA PENDIDIK UNTUK MEMBANGUN GOOD UNIVERSITY GOVERNANCE." DIALEKTIKA 6, no. 2 (September 9, 2019): 135–49. http://dx.doi.org/10.32816/dialektika.v6i2.1262.
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The head of the higher education institution does not only play the role of administrator, manager, and supervisor of the programs established by the institution. The role of the head of the higher education institution to be a leader of the higher education institution must be able to grow the effectiveness of the planned program, be innovative in making decisions, as well as efficient in terms of time management, especially in terms of empowering educators. All of this must be internalized within the leadership of higher education institutions in building Good University Governance. This study uses qualitative research methods based on literature studies. The role of leadership in empowering educators to build Good University Governance will not be separated from its success in applying discipline, communication, participation, and building a professional work culture. Leaders of higher education institutions not only play roles as administrators, leaders, managers, or supervisors, but are holistically demanded to play an active role in internalizing strong responsibilities, as leadership capital capable of empowering teaching staff, effectively and measurably.
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Siregar, Dede Iskandar, Intan Diane Binangkit, and Agung Prasetyo Wibowo. "Exploring the internationalisation strategy of higher education: A case of Muhammadiyah Higher Institution." Journal of Education and Learning (EduLearn) 15, no. 1 (February 1, 2021): 55–63. http://dx.doi.org/10.11591/edulearn.v15i1.17436.
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This article aimed to identify the inhibiting factors and the internationalisation strategy of higher education in Indonesia. The study deployed a qualitative based on the case study at Muhammadiyah Higher Education Institutions. Data collected through in-depth interviews with key respondents include the leader of Higher Education, Research and Development Council of Muhammadiyah, university chancellors, and International Affairs Office head. Findings illustrate the factors hindering the internationalisation which are generally not much different from those described by previous research but here found one factor which has not been explained before, the geographical location of the university, which mostly located in small urban areas that depicted a condition in which cooperation with external parties, foreign institutions, is challenging. The finding also suggests that the internationalisation strategies formed in a very structured manner, involving internal and external university parties. Therefore, this is significant as it explores inhibiting factors and internationalisation strategy of higher education in Indonesia, where it still prioritises religious and cultural values in their educational systems. Practically, this result expected to be a useful reference for university leaders in formulating internationalisation strategies so that the quality of graduates produced can be further improved.
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Pandey, I. M. "Governance of Higher Education Institutions." Vikalpa: The Journal for Decision Makers 29, no. 2 (April 2004): 79–84. http://dx.doi.org/10.1177/0256090920040207.
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Governance includes the issues of autonomy and accountability. In most countries, including developing countries, autonomy is being extended to higher education institutions (HEIs) in order to increase the flexibility which these institutions require to meet the needs of the society and the economy. Autonomy is the prerogative and the ability of an institution to act by its own choices in pursuit of its mission and goals. This ensures optimum allocation of resources for achieving the stated goals and missions of HEIs which are knowledge creation and dissemination. These institutions are mission- oriented and although they have a significant impact on the economy and the society, their action and results are not directly measurable in financial terms. Autonomy encompasses three areas - academic, institutional, and financial. Academic autonomy is the freedom for faculty members to operate freely which would lead to intellectual wealth of great quality. Institutional autonomy includes operational freedom and freedom of decision-making by the institute's constituents. Financial autonomy means the freedom to raise and use funds according to its priorities and internal rules. An institution cannot have full institutional autonomy without financial autonomy. Allowing financial autonomy with accountability would assess the effectiveness of the institution in disseminating knowledge to its students. Autonomy of publicly funded institutions also implies societal accountability. Institutions operate in a given environment. Therefore, their actions and outcomes must be consistent with the demands of the external environment. Societal concern assumes great significance as governance in HEIs cannot be devoid of environment and social responsibility. Every organization's actions influence the members of the society, directly or indirectly. Therefore, HEIs should strive to strike a balance between needs of their stakeholders, demands of the society, and autonomy. A socially responsible HEI should perform the following duties: Be a resource and supporter for public policies and issues. Ensure admission to all qualified students from all sections of the society. Facilitate quality education and research. Assist in professionalizing management practice of socially desirable but under-managed sectors. Help business and industry through training, research, and consultancy. Research on the issues that are significant for the government, the industry, and other sectors and disseminate the research findings. Collaborate with other academic institutions to help them improve their aca- demic standards. Organizations take a lot from the society and hence should also give back to the society. This attitude will sustain them over a long period of time.
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Kirdan, Olena. "PROFESSIONAL DEVELOPMENT OF UNIVERSITY TEACHERS IN CONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHER EDUCATION AREA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 397. http://dx.doi.org/10.17770/sie2020vol1.4966.
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The purpose of the article is to substantiate the main directions of professional development of university teachers and to ensure the excellence of teaching. The achievement of the research goal made it possible to use general theoretical methods: analysis, synthesis, specification, generalization and empirical methods: surveys and questionnaires. Results of the research. The main directions of the professional development of university teachers and ensuring the excellence of teaching are outlined: mentoring and tutoring of young teachers; creation of centers of excellence, support and development of teaching skills; development of e-learning in the centers of educational and innovative technologies etc. The experience of the Center professional development of teachers of the Pavlo Tychyna Uman State Pedagogical University is analyzed. On the basis of the conducted questionnaire of the heads of departments the peculiarities of creating a culture of support and stimulation of quality teaching, creation of an environment of professional development, promotion and recognition of best practices, etc. were established. The importance of introducing the concept of service learning pedagogy at educational programs of all levels in higher education institutions of Ukraine is emphasized; the formation of the values social responsibility of universities; policies to enhance the culture of teaching, learning and assessment.
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Zhukova, Оlena, and Volodymyr Parsyak. "SYSTEMIC COMPONENTS OF ECONOMIC SECURITY OF HIGHER EDUCATION INSTITUTION." Baltic Journal of Economic Studies 6, no. 4 (November 13, 2020): 72–80. http://dx.doi.org/10.30525/2256-0742/2020-6-4-72-80.
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The purpose of the paper is to search for arguments to confirm the working hypothesis about the importance of implementing a systemic approach to using the effective means of ensuring economic security of higher education institutions in terms of their further involvement in market relations. It is necessary to adapt the universal concept of a systemic approach to the peculiarities of the participants’ relations in the educational process. Methodology. To solve the problems arising from the purpose of the study, methods of generalization and systematization of primary information obtained during the observation of the practice of domestic higher education centers, as well as data from state statistics have been used. Results. Modern centers of educational services are going through a period of profound transformation. Along with the strengthening of business requirements for the quality of intellectual capital they produce, the competitive confrontation with Ukrainian and, more recently, foreign providers of educational services has significantly intensified. Moreover, the relevant state policy has changed dramatically, accordingly, it is becoming increasingly difficult to rely on budget funding, and the economic security is becoming a daily affair of the whole academic management. Taking care of the future well-being is becoming a matter for everyone: from the rector to the head of the department, even professors and senior lecturers. The scientific work has examples of how this problem is solved in relations with key stakeholders: applicants, educational institutions operating in common market segments, representatives of the business community, state executive authorities. The subject of special attention is the internal system structure, the important characteristics of which are considered to be flexibility, balance, and economy. For this reason, it is proposed to distinguish key activities of the educational institution: operating, research and development of the institution and administration. The vectors for development are determined: digitalization, personalization of education, project approach to the formation of educational content, a combination of its formal and informal forms.
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Rafael, Graça, Gabriela Gonçalves, Joana Santos, Alejandro Orgambídez-Ramos, and Cátia Sousa. "Explanatory contribution of Social Responsibility and Organizational Justice on Organizational Commitment: An exploratory study in a Higher Public Education institution." Polish Psychological Bulletin 48, no. 4 (December 20, 2017): 470–80. http://dx.doi.org/10.1515/ppb-2017-0054.
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Abstract This study aimed to analyze the explanatory contribution of social responsibility and organizational justice on commitment through the setting up of a theoretical model in order to better understand the relationships that are established between these constructs. The empirical study was developed in a public higher education institution with a sample of 233 employees, professors and staff. The proposed model was estimated using a structural equation model. It was possible to observe a relationship between interactional justice perceptions and social responsibility and there contribute to the explanation of organizational affective commitment. At the same time, it was possible to observe a relationship between distributive justice and social responsibility of employees.
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Izgar, Gökhan. "An Opportunity for Values Education in Higher Education: Social Responsibility and Healthy Living Course." International Journal of Evaluation and Research in Education (IJERE) 7, no. 4 (December 1, 2018): 331. http://dx.doi.org/10.11591/ijere.v7i4.14768.
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<span>The purpose of this study is to determine the contribution of the “social responsibility and healthy living” course, which was put into effect at a state university for the first time in Turkey, within the scope of elective courses on students’ acquisition of values. The data in this study, in which action research, one of the qualitative research designs, was conducted, were obtained using the semi-structured interview form prepared by the researcher. The data obtained were analyzed using the descriptive analysis and content analysis techniques, which are qualitative data analysis methods. 39 students participated in the study on a voluntary basis. As a result of the analysis of the data, it was concluded that the action plan developed within the scope of the social responsibility and healthy living course was effective in the acquisition of values of taking responsibility, charitableness, being useful, ethics, empathy, importance of the institution of family, cooperation-solidarity, patience, gratitude (thankfulness), freedom of thought and respect for differences. Likewise, some of the students stated that this course contributed to their views and behaviors concerning healthy living. However, a considerable number of students were of the opinion that either the course did not make a contribution or made a partial contribution. In addition, the students pointed out that the way the course was taught was fruitful and practice-based,, that it was fun and informative and that the projects and readings contributed to learning. Yet, there were also negative student views about the course content and the method of teaching employed. Moreover, it was important that a theme emerged indicating that class hours were not sufficient.</span>
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Caret, Robert L. "Social Responsibility and Civic Readiness as Critical Higher Education Outcomes." Metropolitan Universities 30, no. 4 (December 6, 2019): 9–16. http://dx.doi.org/10.18060/23551.
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Throughout my 25 years in higher education leadership, overseeing two campuses and two university systems, I have maintained a strong connection to the Coalition of Urban and Metropolitan Universities (CUMU), both philosophically and in practical terms.
Early on in my tenure as president of San Jose State University, I established the overarching goal of making San Jose State the Metropolitan University of Silicon Valley. Complementing the institution’s geographic location, size, and mission, all of which positioned it ideally for this role, I also saw a student population, a community role, and an ethos of service that spoke to the institution’s responsibility as an urban citizen.
This same perspective was part and parcel of my approach at Towson University (TU). As president, I actively created a vision and an identity for the institution, focusing on its role as the Metropolitan University of Maryland. I established external partnerships with focuses on education, economic and workforce development, arts and culture, and social change.
As president of the 5-campus University of Massachusetts System (UMass) I oversaw two CUMU member institutions, UMass Lowell and UMass Boston. The University System of Maryland (USM), where I currently serve as chancellor, is itself a CUMU member, as are several of its component institutions, with Towson and the University of Maryland, Baltimore County (UMBC) “founding members” of CUMU as a formal organization.
Throughout these years, I also had a very direct connection to CUMU, serving on several committees, on the Board of Directors, as a vice president, and, from 2006-2011, as CUMU president.
With this background, I know first-hand the distinctive perspective and unique tools that our comprehensive institutions can use to address social challenges and bring about meaningful change. In addition, I also recognize the special obligation our comprehensive metropolitan and urban universities have to be active and engaged in the communities they serve. These are the primary, 4-year, “access” institutions, not just in terms of the sheer numbers of students they educate, but also in terms of the composition of those students, serving as a vital higher education pathway for women, underrepresented minorities, and first-generation college students. Beyond that, our comprehensive universities stand as bridges, with numerous graduates going on to advanced degree programs at research universities.
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Heck, Tamara, Isabella Peters, Athanasios Mazarakis, Ansgar Scherp, and Ina Blümel. "Open science practices in higher education: Discussion of survey results from research and teaching staff in Germany." Education for Information 36, no. 3 (September 25, 2020): 301–23. http://dx.doi.org/10.3233/efi-190272.
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Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, most respondents apply rather traditional ways of learning and teaching. 60% do not use open educational resources – many have not even heard of them – nor do they make their courses open for an online audience. Participants’ priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation to the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure.
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Galindo-Illanes, Maritza Katherine, Juan Alejandro Gallegos-Mardones, and Arturo Z. Vasquez-Parraga. "Explaining Loyalty in Higher Education: A Model and Comparative Analysis from the Policy of Gratuity, a Case Applied to Chile." Sustainability 13, no. 19 (September 28, 2021): 10781. http://dx.doi.org/10.3390/su131910781.
Повний текст джерелаАнотація:
Since the 1980s, numerous transformations in higher education were experienced in Latin America, and especially in Chile, a country that allowed private entities to enter the education systems and develop a market. The opportunity triggered an increase of coverage and competition to capture and retain students, followed by marketing strategies delivering student satisfaction and pursuing student loyalty. Moreover, since 2012, higher education institutions in Chile have been allowed to adopt a policy of gratuity, giving families the co-responsibility of dealing with the cost of education. So, some institutions adopted gratuity and continued receiving funds from the state, but others did not, relying instead on family income. The split in the financial responsibility of higher education seems to have generated varied reactions from the students and their families, including their satisfaction with and loyalty to the institution. Despite the abundant literature on higher education, however, a few studies attempt to explain and compare student satisfaction and loyalty across types of institutions, such as those that opted for gratuity versus those that did not. This study examines a set of relevant attributes for understanding that phenomenon; attributes such as quality of service, satisfaction, trust, commitment, and loyalty. The results reveal a prevalence of trust and familiarity among the students attending an institution with gratuity. In contrast, the results demonstrate a preponderance of commitment and satisfaction among the students attending a non-gratuity institution that relies on family, private, and personal funds to support their education.
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Porta, Carolyn M., Erin M. Mann, Rohina Amiri, Melissa D. Avery, Sheba Azim, Janice M. Conway-Klaassen, Parvin Golzareh, et al. "Higher Education Institution Partnership to Strengthen the Health Care Workforce in Afghanistan." International Journal of Higher Education 9, no. 2 (January 7, 2020): 95. http://dx.doi.org/10.5430/ijhe.v9n2p95.
Повний текст джерелаАнотація:
Despite ongoing insecurity, Afghanistan has demonstrated improvement in health outcomes. Reasons for this success include a strategic public-private health service delivery model and investment in Afghan health care workforce development. Afghan universities have the primary responsibility for ensuring that an adequate health care workforce is available to private and public health care delivery settings. Most entry-level health care providers working in Afghanistan are educated within the country. However, university constraints, including faculty shortages and limited access to professional development, have affected both the flow of the health care workforce pipeline and the skill levels and competencies of those who do enter the workforce. Aware of these constraints and workforce needs, the administration at Kabul University of Medical Sciences (KUMS), working in collaboration with the Ministry of Higher Education, prioritized investment in strengthening technical and academic capabilities within four faculties (anesthesiology, dentistry, medical laboratory technology, and midwifery). KUMS partnered with the University of Minnesota in 2017 with United States Agency for International Development support through the University Support and Workforce Development Program. Together they established a unique training-of-trainers (TOT) faculty development program to improve faculty knowledge and skills specific to their technical expertise, as well as knowledge and skills in instructional design and research methods. In this article, we describe the successes and challenges associated with partnership development, implementation, and sustainability.
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Krisbiyanto, Achmad. "Efektifitas Kepemimpinan Kepala Madrasah terhadap Mutu Pendidikan MTsN 2 Mojokerto." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 4, no. 1 (March 10, 2019): 52–69. http://dx.doi.org/10.31538/ndh.v4i1.182.
Повний текст джерелаАнотація:
The head of the madrasa is a leader who has a big responsibility to be able to improve the quality of education in an educational institution. The quality of the institution's education will be able to improve if the head of the madrasa is able to carry out tasks and work properly in accordance with the principal functions of leadership. The leadership function that must be possessed by the head of the madrasa includes Idealism, intellectual, caring and charisma. Improving the quality of education is one of the efforts that can be made to develop human resources for national development. Quality education institutions can be seen from three things, namely input (resources owned), process and output (graduates). Therefore from formal education in schools it is expected that students can develop optimally all the potential that exists in them. So that the school will be able to print graduates who have competency and have high competitiveness.
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Freeman Jr., Sydney, Karen Krier, Ahmed A Al-Asfour, and Russell Thacker. "An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." Issues in Informing Science and Information Technology 16 (2019): 361–76. http://dx.doi.org/10.28945/4373.
Повний текст джерелаАнотація:
Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White colleagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentorship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Wijaya, Lina Sinatra, and Krismiyati Krismiyati. "Pertanggungjawaban Sosial Universitas: Implementasi Model Cycle Relations." Jurnal Ekonomi dan Bisnis 19, no. 2 (October 5, 2016): 195. http://dx.doi.org/10.24914/jeb.v19i2.553.
Повний текст джерелаАнотація:
<em>The competition among Higher Education is getting tougher. They need to do their best in order to maintain their existence and getting more students coming to their institutions. One way to achieve that goal is through carrying out Corporate Social Responsibility (CSR) programs or University Social Responsibility (USR) for university. This study tries to investigate the implementation of ‘Cycle Relations’ model in CSR to increase the intake of Higher Education. This study involved seven Higher Educations and nineteen High schools in Central Java. In collecting the data, it used a depth-interview method with all the related parties in this study. The result showed that most of the Higher Education institutions have implemented Corporate Social Responsibility program in various ways. Their target audience included the high schools, society, and parents. From the model implementation, it showed that the CSR program did have an impact towards the intake in their institution. However, one important thing to consider is that the role of the teachers at schools was quite significant in influencing the students to choose which university to go. This reflects that although the Higher Education institution have planned and carried out CSR programs according to what the target audiences’ need, it does not guarantee that it will have direct impact towards their intake because the influence of teacher is quite significant. It may have a bigger impact in long term as the target audiences know the quality and contribution of the Higher Education institutions.</em>
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Todorovski, MSc Aleksandar, and MSc Elizabeta Atanasoska. "Permanent education of administrative staff and develop their capacity - a worthwhile investment in the functioning of higher education institutions." ILIRIA International Review 3, no. 1 (June 30, 2014): 215. http://dx.doi.org/10.21113/iir.v3i1.108.
Повний текст джерелаАнотація:
Each institution of higher education in order to achieve their goals and to address problems that arise as obstacles to its development has a regular need for trained, an accurate and educated administrative staff. On the other hand, an individual through their knowledge, skills and experience running a particular job, faced with new requirements and new things felt need for new expertise and new knowledge and skills. Rational behavior of a particular higher education institution means the alignment of these two types of needs, mutual benefit. Systematically develop staff in the institution is essentially a long-term strategy that maximizes the institution's human capital through investment of time, money and ideas to enrich the knowledge and skills of the employees. When the very institutions of higher education (University units) will create conditions for all or at least most of the administrative staff to be involved in all administrative and technical processes, when you enable permanent education administrative staff, then they feel that that work is part of them, then creates a sense of commitment to the work and responsibility of the same sense of pride and only then success will be guaranteed. Permanent education and lifelong learning in the area of capacity development (personal skills and professional competencies) is a key factor for increasing level knowledge and skills, but also to improve the quality of life of the individual.
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Zaki, M. "Academic Quality Assurance Survey in Higher Education." International Journal of Higher Education 9, no. 6 (October 3, 2020): 268. http://dx.doi.org/10.5430/ijhe.v9n6p268.
Повний текст джерелаАнотація:
State Islamic University of Mataram (UIN Mataram) is the only Higher Education institution which is located in central of Indonesia and leads to its vision as World Class University (WCU) in 2042 by managing 32 study programs including sciences and socials. Furthermore, it has huge responsibility to develop the quality of education in local and national scopes which then required good academic quality control. The present study aims to describe and analyze the responses on the academic service at Faculty of Education and Teachers Training at UIN Mataram in 2018 and 2019. The research approach was quantitative model with the survey design. The instruments used was online and offline questionnaires with the collaboration with Quality Assurance Bureau (QAB) at the university. According to the findings of the study, the conclusion was: (1) the students’ satisfaction on the lecturers’ performance increased 0.014 in 2019, (2) TBI (English Education Department) showed significant improvement of lecturers’ performance score (0.24) in 2019, and (3) the lecturers’ punctuality to teach had been the item to show the highest score margin between 2018 and 2019 (0.24). The present research implies the urgency to adjust the weakness of the academic quality to the better condition.
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Grigorieva, D. D., M. I. Mikheev, and V. P. Potamskaya. "SELF-RESPONSIBILITY AT ORDINATORS UNDER CONDITIONS PANDEMIC COVID-19." Bulletin of the Tver State Technical University. Series «Social Sciences and Humanities», no. 4 (2020): 45–53. http://dx.doi.org/10.46573/2409-1391-2020-4-45-53.
Повний текст джерелаАнотація:
The article discusses the features of the medical ethos of residents of the Federal State Budgetary Educational Institution of Higher Education of the Tver State Medical University of the Ministry of Health of Russia. Some of the basic components that form the ethos of a doctor are indicators of the degree of freedom, responsibility, discipline, self-discipline and self-responsibility. In this regard, a psycho-diagnostic study was carried out aimed at determining the external and internal modes of responsibility of residents in the context of the COVID-19 pandemic. The processing, analysis and interpretation of empirical data was carried out on the basis of the Center for Psychological Support of the Federal State Budgetary Educational Institution of Higher Education of the Tver State Medical University of the Ministry of Health of Russia. The study made it possible to conduct a qualitative analysis, determine the degree and forms of discipline. Egoism, individualism, mercantilism are secondary qualities that regulate, discipline the activities of a specialist. The experience of the current challenges of the COVID-19 pandemic requires strengthening the humanitarian, bioethical and general cultural components in the training of medical workers at all levels, both through the assimilation of abstract principles and through interactive forms such as social and psychological trainings, master classes, etc.
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Wijaya, Lina Sinatra, and Krismiyati Krismiyati. "Penyusunan Model Program Corporate Social Responsibility (CSR) di Perguruan Tinggi Kota Salatiga Dalam Upaya Meningkatkan Intake Perguruan Tinggi." Jurnal Ekonomi dan Bisnis 17, no. 3 (June 18, 2016): 141. http://dx.doi.org/10.24914/jeb.v17i3.311.
Повний текст джерелаАнотація:
<em>Corporate Social Responsibility (CSR) is one of the promotion techniques done by a Public Relations in higher education institutions to face the tougher competition among the higher education institution in gaining new students. Most higher education institutions in Salatiga try to do some CSR programs to achieve their goal. This study tries to investigate what suitable model of CSR done by higher education institutions in Salatiga-Central Java which is also implemented and the influence of this program to students’ intake in one academic year. Lastly, it tries to propose a CSR modeling for increasing students’ intake at higher education Institution in Salatiga-Central Java. This study employs interview and literature study for data collection. The data are then analyzed qualitatively to answer the posed research questions. This study involved 7 Higher education institutions in Salatiga-Central Java and also 19 High schools which are spread in 7 cities in Central Java. The result of the study shows that the Public Relations unit in each higher education institutions has carried out their CSR program to some of the Schools in Central Java, but lack of coordination done by both parties. However they emphasize their CSR program focusing on community service, high school student activities, scholarships and training. In order to effectively achieve the goal, an intake cycled relations model is proposed.</em>
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Яценко, Валентина В. "СОЦІАЛЬНА ВІДПОВІДАЛЬНІСТЬ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ ЯК ЧИННИК РОЗВИТКУ В УМОВАХ СТРУКТУРНО-ІННОВАЦІЙНИХ ПЕРЕТВОРЕНЬ". Journal of Strategic Economic Research, № 2 (24 грудня 2021): 41–47. http://dx.doi.org/10.30857/2786-5398.2021.2.4.
Повний текст джерелаАнотація:
A special research focus is put on the critical need to adapt performance of higher education institutions to the specifics of global-institutional transformations associated in the first place with modern economic development trends. The core of any higher education institution activities relies upon the readiness of society to develop this kind of activity. To gain strong public support, universities should perform certain social activities (community project funding, provide social protection for employees, caring for the environment, etc.), along with informing society about such activities, thus emphasizing their importance. The research hypothesis is represented by a statement that institutionalization of social responsibility of higher education institutions should be transformed into a process of formalization of socioeconomic relationships which are characterized by a gradual transition from informal links and chaotic (unorganized) interactions between universities to formalized relationship patterns with a clearly organized structure, hierarchy and a regulatory framework. The purpose of this study is to determine the role of social responsibility of higher education institutions as a powerful driver in boosting structural innovative transformations. To attain the objectives set, the following research methods have been employed: an evolutionary method, historical and systemic approach, analysis and synthesis, induction and deduction techniques – to render explicit concept definitions; an institutional approach – to enhance the hierarchical structure and content of the elements of social responsibility of higher educational institutions. The findings have revealed the nature of the institutional approach and the specifics of its application to explore social responsibility of higher education institutions. In addition, an improved hierarchy and the content of social responsibility structural elements have been suggested for higher education institutions. It is argued that the developed principles of the hierarchical structure of social responsibility of higher education institutions will contribute to shaping robust behavioural patterns within the innovative educational paradigm that meet the demands of all stakeholders in the higher education system.
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Moldovan, Liviu. "Good Practices and Results for the Implementation of a Framework of Sustainable Development in Higher Education." Proceedings 63, no. 1 (December 29, 2020): 59. http://dx.doi.org/10.3390/proceedings2020063059.
Повний текст джерелаАнотація:
Sustainability assessment implies a complex evaluation due to its multidisciplinary aspects. The new eQvet-us framework for sustainability evaluation was developed based on the principle that training contributes to the development of human capital, enhances social cohesion and should also pursue financial sustainability and environmental responsibility. This paper presents the testing and implementation results of the framework for sustainable development in a higher education institution. It highlights good practices and results that can be used by other similar institutions, which carry out continuous training programs.
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New, Kuwihoi, and Mohamed Najib Abdul Ghafar. "The Social Change Experiences of College Students at an Institution of Higher Learning." Higher Education Studies 1, no. 2 (January 3, 2016): 14. http://dx.doi.org/10.5539/hes.v1n2p14.
Повний текст джерелаАнотація:
The sociology of education provides the most effective means to look into in the dynamics of education and thechanges it produces in the individual. This research uses in-depth field interviews to study the social changeexperienced by a group of college students at a private higher learning institution in Malaysia. The results reveal thatthere are four main elements in the social change experienced by this group of students. The process begins with theself-awareness by students of their social condition both in past and present situations. The second element is theiradaptability, where students come to understand how to interact with their circumstances and are able to find waysto adapt to their environment. This is followed by the third element, responsibility, where students becomeresponsible to the degree that they possess leadership abilities; thoughtfulness, independence, supportiveness anddetermination. The last element is potentiality, which is important in helping students to progress to a higher stage oflife by actualizing their full potential. These findings have identified the elements of social change in the sociologyof education in the context higher education.
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Imbriscg, Cosmin-Ionut, and Sorin-George Toma. "Social Responsibility, a Key Dimension in Developing a Sustainable Higher Education Institution: The Case of Students Motivation." www.amfiteatrueconomic.ro 22, no. 54 (May 2020): 447. http://dx.doi.org/10.24818/ea/2020/54/447.
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Patterson, Raymond L. "Self-control, Sense of Responsibility, and Respect for Others of Performing Artists in a Higher Education Institution." Universal Journal of Educational Research 7, no. 7 (July 2019): 1544–59. http://dx.doi.org/10.13189/ujer.2019.070709.
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Viggiano, Tiffany. "Global Responsibility in Finland: Egalitarian Foundations and Neoliberal Creep." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 245–62. http://dx.doi.org/10.28945/4425.
Повний текст джерелаАнотація:
Aim/Purpose: This investigation examines 15 interviews at one critical case in Finland to explore the ways in which practitioners of higher education address the challenges associated with the pursuit of a global social good agenda. Employing the language of the participants, the purpose of this investigation is to explain the ways in which tertiary education practitioners conceptualize their “global responsibility” and how this concept aligns with the pursuit of a global social good agenda. Background: In many nations, at the domestic level, the pursuit of social good is considered a fundamental component of the university mission, but the same logic is not always applied internationally. Finland employs the concept of global responsibility to, presumably, address this mission. When social good is considered internationally, there is little direction on what this means or how to promote this goal. The ways in which practitioners actually define and navigate global social good at institutions of higher education is not researched. Methodology: This investigation is part of a larger research project funded by Fulbright Finland and the Lois Roth Endowment. Throughout the entirety of the investigation, I engaged in ten months of participant observation and collected interviews from actors within multiple Finnish institutions of higher education. Explorational interviews of other institutions of higher education allowed me to confirm that I had indeed selected a critical case. This investigation draws on 15 strategically selected interviews with higher education practitioners at the selected institution. Contribution: Unlike previous scholarship, this empirical work documents an example of an institution in which practitioners conceptualize internationalized higher education outside of the neoliberal hegemony. Although neoliberalism is certainly present, there is strong evidence of a critical/liberal foundation that enables resistance. Findings: This investigation defines and operationalizes global responsibility and explains the duplicitous definitions of global responsibility—the critical/liberal and the neoliberal. In doing so, the investigation provides an example of an institution attempting to purposefully enact globally social good initiatives, and highlights the ways in which neoliberalism impedes a global social good agenda. Recommendations for Practitioners: This research provides an empirical foundation for a non-neoliberal approach to internationalization from which to build higher education policy. Practitioners should consider pursuing the critical/liberal goals of global responsibility from within their own cultural context. Specific elements of importance elucidated by practitioner interviews in the Finnish context include need-based aid for international student tuition, international partnerships with non-affluent institutions, and open access publication. The ways in which neoliberal funding mechanisms distinctivize these global social good initiatives should also be considered. Recommendation for Researchers: Researchers should consider their own methodologically nationalist assumptions. Social good research that begins from the confies of the nation state selectively excludes most of the world’s most disadvantaged student populations. Within the national container, researchers limit their conception of global responsibility to the neoliberal. Impact on Society: This critical case demonstrates a disconcerting neoliberal creep that will likely lead to increasingly unjust internationalization. University internationalization efforts can and do contribute to global social inequality when policies are left unquestioned (Stein, 2016). Neoliberal global responsibility manifests many of the ethical perils of internationalization identified by neoliberal and critical internationalization scholars, such as assumptions of an equal playing field, win-win situations, nationalism, selective recognition of difference, and knowledge as universal (Harvey, 2007; Stein, 2016). The most salient examples documented here are the decision to charge international student tuition while offering only merit-based aid, as well as the decision to strategically partner with more economically advantaged institutions of higher education. In alignment with the theory of coloniality (Quijano, 2007), these decisions serve to reproduce global structural inequity by continuing to privilege those who have been historically privileged. Naming the action—neoliberal global responsibility—provides a platform from which to discuss, research, and resist this mechanism of global social injustice (Boris, 2005). Future Research: Future research should employ this operationalized frame of global responsibility (adapted for their own cultural context) to assess contributions and impedements to global social good at new institutions of higher education.
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Estacio, Dennis L. "Administrative Services Satisfaction Survey in Private Higher Education Institution in Malolos City, Bulacan, Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 9 (September 12, 2021): 729–33. http://dx.doi.org/10.11594/ijmaber.02.09.03.
Повний текст джерелаАнотація:
The study examined the level of satisfaction of the administrators, teaching and non-teaching personnel of services rendered by the Administrative Services through Survey in Private Higher Education Institution in Malolos City, Bulacan. An ongoing effort to improve the efficiency and effectiveness of programs and services in the Private Higher Education Institution in Malolos City, Bulacan and specifically to identify needed adjustments to better “facilitate education” through Administrative Services (AS), the Head, University Buildings and Campus Ground Maintenance Unit develop and administer a comprehensive Satisfaction Survey. The purpose of the study is to examine the area of strengths and weaknesses that were identified through the survey questionnaire used by 50 respondents representing the 20% of the Private Higher Education Institution in Malolos City personnel. This study makes use of the descriptive survey method to obtain date and information needed in determining the Administrative Services Satisfaction Survey. All Administrators, faculty, and non-teaching staff in the Private Higher Education Institution in Malolos City were invited by questionnaire and completed the survey. The purpose of this brief is to examine the responses from the fifty valid surveys received. The summary of the study provides recommendations for further research and to produce corrective actions on the area that need improvement.
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Supriyadi, Supriyadi, Ika W. Utamining Tias, and Amrina Izzatika. "The formation of character among students of primary school teacher education in a public higher education institution in Indonesia." International Journal of Educational Studies in Social Sciences (IJESSS) 1, no. 1 (February 5, 2021): 44–48. http://dx.doi.org/10.53402/ijesss.v1i1.8.
Повний текст джерелаАнотація:
The national education system so far has not been satisfactory. Looking at this situation, several solutions have been proposed, e.g., updated version of curriculum. However, this solution is not adequate because educators are also expected to be able to prepare students' attitudes and behavior so that they can face the demands of the current situation and the dynamics of change that are rapidly developing. Changes that occur are not only in knowledge and technology but also in aspects of moral values in social life. In addition to family as a center of education, a higher education institution environment also requires a function of character education to shape students’ personality be more positive as expected. In other words, the process of character formation and habituation is the responsibility of not only students’ parents within family domain but also formal higher education institutions. With the various problems that exist at higher education level, character building for primary teacher education (henceforth PGSD) students is needed that they are expected to be able to improve and apply their knowledge, study, appreciate and apply character values in their daily life behavior. Therefore, the purpose of this study is to identify PGSD students’ character formation and ensure the results of the character formation process in a higher education institution in Indonesia.
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Kuznietsov, E., and O. Pavlovich. "Higher education institution as an economic corporation and object of professional management activity." Market economy: modern management theory and practice 20, no. 2(48) (June 6, 2021): 9–32. http://dx.doi.org/10.18524/2413-9998.2021.2(48).243671.
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The article considers the problems of development of a higher education institution as an economic corporation. Strategic directions of professionalization of higher education institution management are determined. The key parameters of the development of higher education institutions in Ukraine are analyzed. Features of behavior of teachers and students in the conditions of development of corporate relations are considered. Particular attention is paid to the semantic dynamics of the process of formation of professional management of higher education. Attention is paid to the main conceptual approaches to the formation and historical development of higher education institutions. The importance of innovative dynamics of the management system and the conditions for reducing transaction costs that hinder the development of the digital economy are shown. Approaches and methods of university management activities that create a "new normality" of professional university management are considered. The necessity of transformation of professional management of a higher education institution and its responsibility for the development of innovative economy is proved. Emphasis is placed on the professional qualities of management staff, which must meet the conditions of development of third generation universities. The basic principles of modern development of university education from the standpoint of capitalization of professional knowledge are considered. The necessity of innovative development of university science and formation of new forms of educational activity is proved. The need for fundamental training of students as a basis for their focus on the systematic development of the profession, innovation and creativity, intellectual and professional capacity for rapid vocational training throughout the career, which becomes an objective challenge of the digital economy.