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Kolomiiets, S., and Y. Tikan. "Aims and objectives of modern higher education in innovative dimension." Theoretical and Methodical Problems of Children and Youth Education, no. 23-1 (2019): 186–99. http://dx.doi.org/10.32405/2308-3778-2019-23-1-186-199.
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HATA, Takayuki, and Takuro ENDO. "Aims and objectives of phisical education in institutions of higher learning." Journal of the Philosophy of Sport and Physical Education 14, no. 1 (1992): 25–34. http://dx.doi.org/10.9772/jpspe1979.14.25.
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Maruza, Fadzayi Marcia. "Analysis of disability representation in African Higher education policies." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 158–61. http://dx.doi.org/10.32674/jcihe.v11iwinter.1225.
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This research is interested in analyzing how universities as institutional actors came to think of defining, categorizing disability and the range of solutions they provided when they framed their disability policies. It also aims to analyze the accomplishments of the disability policy representation. This qualitative research guided by a comparative research design will compare university policies from the University of Cape town and University of Zimbabwe. The research will draw on Carol Bacchi’s “what’s the problem represented to be” framework and the notion of civic epistemologies by Sheila Jasanoff. These frameworks will be buttressed by Institutional logics as the theory to underpin the study. The analysis in this research seeks to elucidate implicit assumptions and underlying rationale used in the inclusion of students with disabilities in university policies. This research intends to highlight similarities and differences between them. Insights from the comparison will be used to explore how university policies position and govern students with disabilities with differential disadvantages and need.
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Брукс, Е., and E. Bruks. "Pedagogy Key Issues in the Higher Education Context." Scientific Research and Development. Modern Communication Studies 6, no. 4 (September 6, 2017): 64–68. http://dx.doi.org/10.12737/article_5976f63002d0d7.29347638.
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The article analyzes contemporary pedagogical conditions in learning and training at the higher education. The opinion of a number of researches is reconsidered in the article. Special attention is paid to the concepts which are student oriented. The author singles out pedagogical aims and objectives where an individual approach is the essence to the educational process. The author defines specifics in training and learning and, it’s from this point of view, the effectiveness and quality of education is studied. The article identifies directions for further research in this field.
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Zaskaleta, Svitlana. "HIGHER EDUCATION QUALITY ASSURANCE: FINLAND’S EXPERIENCE." Continuing Professional Education: Theory and Practice, no. 2 (2020): 114–19. http://dx.doi.org/10.28925/1609-8595.2020.2.15.
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The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.
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Sethy, Satya Sundar. "‘Academic Freedom’ in Indian Higher Education Settings." Asian Journal of University Education 17, no. 2 (June 6, 2021): 39. http://dx.doi.org/10.24191/ajue.v17i2.9022.
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The expression ‘autonomy’ means freedom from external control and influence. But what students’ autonomy and teachers’ autonomy constitute of has not been examined in detail in the Indian higher education (HE) settings. It is observed that students and teachers are often misleading and misinterpreting the concept of ‘autonomy’ as ‘legal freedom’ and confused autonomy with ‘civil and political rights’. This creates hurdle to achieve aims and objectives of Indian HE institutions. Against this background, the paper discusses the relation between students’ and teachers’ autonomy and their academic freedom in Indian higher education set up. It examines the relationship between ‘academic freedom’ and ‘university autonomy’. The paper submits that ‘academic freedom’ in Indian higher education institutions is not to be viewed as ‘legal freedom’. The paper adopts qualitative methodology that subsumes descriptive, evaluative and interpretative approaches to derive its conclusion for academics consideration and further critical examination.
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Belova, Nadja, and Christian Zowada. "Innovating Higher Education via Game-Based Learning on Misconceptions." Education Sciences 10, no. 9 (August 27, 2020): 221. http://dx.doi.org/10.3390/educsci10090221.
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In recent years, serious games and game-based learning have received growing attention in educational contexts in general and science teaching and learning. They play an especially prominent role in higher education, where they are used to promote content knowledge as well as higher order cognitive skills and competencies such as communication, collaboration, or problem solving. Despite some known positive effects of serious games on learning, critical voices claim that the objectives of a specific game often do not match the learning objectives and that the games focus on entertaining much more than learning. Considering these arguments and some general guidelines of using games in (higher) education, we developed a game on typical chemical misconceptions based on the popular game “Activity©” using Participatory Action Research. The game was developed based on the contents of a seminar on misconceptions for pre-service teachers (M. Ed. students) in a northern German university. It covers seven content areas where misconceptions are most prevalent and therefore aims at contributing to pre-service teachers’ Pedagogical Content Knowledge (PCK). The students are supposed to draw or mime specific misconceptions. Initial trials in three university courses showed a very positive perception of the game.
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Dayakar, G. "Use of E-Resources in higher education: Advantages and Concerns." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 17. http://dx.doi.org/10.21839/jaar.2018.v3is1.160.
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Higher education system has grown exponentially in the last five educational systems. E-resources have a prominent role to play in supporting higher education and in fulfilling educational objectives. It, however, creates some tensions among parents and teachers. With the world moving rapidly into digital media and information, the role of e-resources in higher education is becoming more and more important and its importance will continue to grow and develop in the 21st century. Thus, the paper aims to examine the advantages of e-resources in higher education and to identify the various concerns related to e-resources.
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Sajidin, Sajidin, Andang Saehu, and Asyraf Isyraqi. "International Service Learning among Islamic Higher Education Institution Challenges and Strategies." Jurnal Pendidikan Islam 6, no. 1 (June 30, 2020): 1–12. http://dx.doi.org/10.15575/jpi.v6i1.8073.
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The study aims at exploring the implementation of International Service Learning (ISL) among Islamic Higher Education Institutions in Indonesia, its challenges, and strategies to cope with them. To explore the phenomena, six Islamic Higher Education Institutions (IHEI) implementing the ISL in Indonesia were purposively selected as sample of the study. A face-to-face interview with the respondents and document analysis towards relevant resources were employed as the main data collection techniques. After analysing the data and, later, triangulated them, the following findings emerge. First, the implementation of ISL was structurally carried out on the basis of preparation, implementation, and evaluation. Second, employing a framework of ISL implementation, coined by Baker-Boosamra, most recommeded steps were followed. Third, ISL among IHEIs encounter some challenges to cope with. Some could be successfully resolved; some others remain unresolved. The study recommends that ISL among IHEIs be properly managed by formulating specific objectives. The formulated objectives serve as the standard of ISL successful implantation.
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Khouja, Mehdi, Ismael Bouassida Rodriguez, Youssef Ben Halima, and Samir Moalla. "IT Governance in Higher Education Institutions." International Journal of Human Capital and Information Technology Professionals 9, no. 2 (April 2018): 52–67. http://dx.doi.org/10.4018/ijhcitp.2018040104.
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Information Technology (IT) is a very important aspect for higher education institutions (HEI) in both teaching, research and administration. The managers of those intuitions are more and more aware that IT is a strategic tool for their institutions. On the other hand, IT Governance is getting attention from the practitioner and research side, given the need to govern IT extending the organisation's strategy and objectives into IT. IT Governance helps to set clear expectations, to gain participation, open communications, establish accountability and provide executive management oversight. Thus, it is important to consider IT Governance and the alignment with business strategy for HEI. In this article, authors present a Systematic Literature Review (SLR) on IT Governance in HEIs using a collection of scientific and non-conventional data (grey literature). The motivation that drives this literature review is the further development of an IT Governance framework for Tunisian universities. This article aims to define the situation of the IT Governance in other countries. This article aims to provide a map of the state of the art of IT governance in HEI in various countries. Results show a mixed situation of IT Governance in HEIs. Some countries have the support of top level management to introduce IT Governance in HEIs by adopting regulatory frameworks and common laws. But other countries relay in their strong culture of IT Governance. The different case studies presented in this review show that there is no consensus on the IT Governance framework or standard to use in HEI. An important number of institutions are implementing COBIT or ISO best practices. In the other hand, some counties have developed their own frameworks. Results show there is no a single way to implement an IT Governance framework designed for HEI. However, it is also true that there are two mandatory aspects that are necessary to implement in IT Governance deployments: firstly, establishing a committee structure for IT assets and secondly, enable effective communication between the IT, the business and the stakeholders.
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Gandy, Rob, Patricia Harrison, and Jeff Gold. "Talent management in higher education: is turnover relevant?" European Journal of Training and Development 42, no. 9 (November 5, 2018): 597–610. http://dx.doi.org/10.1108/ejtd-11-2017-0099.
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Purpose Institution-wide staff turnover in universities might be considered “satisfactory”, but can mask wide counterbalancing patterns between departments and different staff. This paper aims to explore the benefits of detailed turnover analysis in managing talent in the complex changing landscape of Higher Education in the UK. Design/methodology/approach Staff turnover was analysed for both new recruits and staff leaving, as well as net turnover. The inverted Nomogramma di Gandy highlighted overall patterns and outliers. Staff characteristics examined included age, gender, staff type and contractual status. Findings There were (wide) variations in staff turnover for age, gender and type of contract, with particularly high turnover for research staff (influenced by the use of fixed-term contracts). This disproportionately affected younger staff, who are more likely than their elders to seek employment elsewhere, but might stay if there are career opportunities and development. Practical processes are suggested to improve intelligence that enables the best talent to be identified and retained, support a life-span perspective and inform emerging issues such as gender pay differentials. Originality/value Given the increasing complexity of managing talent in universities, with their predominantly knowledge-type employees, the research serves to highlight that high localized staff turnover can adversely impact on a university’s research capacity, which in turn presents risks to the achievement of its strategic aims and objectives. Therefore, detailed scrutiny of staff turnover dynamics can pinpoint where recruitment and retention policies and practice require focus.
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Asmawi, Muhammad Rosul. "LECTURER QUALITY EMPOWERMENT STRATEGY IN REALIZING NATIONAL EDUCATION OBJECTIVES." Perspektif : Jurnal Ilmu Administrasi 1, no. 2 (November 6, 2019): 122–33. http://dx.doi.org/10.33592/perspektif.v1i2.540.
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This study aims to find out the position and role of lecturers in carrying out the task of implementing the national education system and realizing the goals of national education. Lecturers are one of the determinants of the quality of education. The success of the implementation of higher education is largely determined by the readiness of the lecturer in preparing their students through teaching and learning activities or the learning process. The strategic position of lecturers to improve the quality of educational outcomes is strongly influenced by professional abilities in teaching and their level of welfare. To realize this; then the strategy of empowering lecturers is needed in order to realize professionalism that can be accounted for. The empowerment strategy implemented will be able to raise the dignity and level, improve the quality of learning, improve the quality of national education and provide quality services. Empowerment of lecturers is intended to create a work atmosphere or climate that leads to the development of potential, empowerment, and protection.
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Grabovska, Rudīte, and Jens Grabowski. "Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher Education." Journal of Teacher Education for Sustainability 11, no. 1 (January 1, 2009): 18–30. http://dx.doi.org/10.2478/v10099-009-0029-y.
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Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher EducationThe article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) in Latvian higher education institutions (HEI). In the first part of the article the general context of DESD and its' objectives that will be necessary to reach in all levels of education systems are characterized. The second part describes the results obtained from the research on five Education for Sustainable Development (ESD) indicators by considering the situation in two state universities and two regional HEI in Latvia. Educational policies, strategies, curricula, documentations, and different activities in higher education were analyzed in the context of the DESD. Evaluation of the situation in Latvian HEI in general permits the authors to conclude that cooperation on ESD in global context is developed better than local initiatives.
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Bentley-Gockmann, Neil. "Higher education skills and work-based learning article: towards greater inclusion in skills competitions." Higher Education, Skills and Work-Based Learning 10, no. 4 (July 16, 2020): 687–92. http://dx.doi.org/10.1108/heswbl-03-2020-0050.
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PurposeThe purpose of this paper is to provide a short overview of WorldSkills UK's deep mission to improve the diversity and inclusivity of its skills competitions, in order to give more young people from all backgrounds the opportunity to achieve their potential.Design/methodology/approachOpinion piece outlining the organisation's stated aims and objectives with respect to diversity and inclusion, incorporating fresh insights from emerging research.FindingsMakes the case for a transformative approach to diversity and inclusion in a critical part of the UK's FE system, providing unique insights into one organisation's trailblazing approach.Originality/valueA case study of a hitherto under-reported, yet important, aspect of vocational skills policy.
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Gounopoulos, Elias, Sotirios Kontogiannis, Stavros Valsamidis, and Ioannis Kazanidis. "Blended Learning Evaluation In Higher Education Courses." KnE Social Sciences 1, no. 2 (March 19, 2017): 385. http://dx.doi.org/10.18502/kss.v1i2.674.
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<p class="AbstractText">Although traditional learning was a necessity for centuries and distance learning is sometimes the only way for learning for many learners, the last two decades a supplementary mode to the other modes of learning emerged, the e-learning. However, the last few years, blended learning has dominated as the only mode which combines perfectly the advantages of the other modes of learning.</p><p class="AbstractText">The role of educational content in blended learning is crucial. The key factor to success is high quality educational content, appropriate for learning and able to fulfill course educational aims and objectives. Most of the times it is not an easy task to give feedback to instructors about the online educational content. However, some course characteristics and students’ actions may reflect the quality and quantity of the educational content.</p><p class="AbstractText">This study evaluates the use of blended learning in TEI of West Macedonia with the use of structured questionnaires exposed to the learners. The learners express their attitude about how useful the blended learning is and how this blended means facilitates their studies. It proposes two variables Richness and Usefulness, taking into account statistics concerning the courses. These variables aim to help course instructors and administrators review course usage and find course weaknesses.</p>
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Wen, Qiufang, and Hong Zhang. "Building professional learning communities of foreign language teachers in higher education." Círculo de Lingüística Aplicada a la Comunicación 84 (December 2, 2020): 1–12. http://dx.doi.org/10.5209/clac.72815.
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In recent decades there has been increasing interest in identifying the critical features of effective professional learning communities (PLCs). This identification is useful for evaluating the quality of a PLC, but not for building one. This study aims at describing a conceptual model for developing a new PLC, illustrating its application with an example. The model is explained in terms of four constitutive elements (PARTICIPANTS, OBJECTIVES, MEDIATORS, and MECHANISM), and their interactive relations. The development of a PLC of foreign language teachers (PLC-FLTs) at Beijing Foreign Studies University is used to illustrate how the model can function successfully. The illustration is coupled with a discussion of the PLC’s decades of experience in collective leadership, management of the four elements, and tips for tackling various challenges in keeping the PLC going.
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Kalmpourtzis, George, and Margarida Romero. "Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education." International Journal of Serious Games 7, no. 4 (December 4, 2020): 75–88. http://dx.doi.org/10.17083/ijsg.v7i4.361.
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Game design is a complex process based on balance between educational and gameplay experience in a coherent way. In the context of instructional design, Constructive Alignment aims to develop an outcome-based approach for designing learning activities during which the learners’ engagement through the activity is aligned with learning objectives and outcomes. Constructive Alignment focuses on the proposal of constructively aligned learning experiences, where assessment is the result of specially selected training activities, which are proposed based on intended learning outcomes. In this study, we analyze the game design process in an online master course on Game Design from a Constructive Alignment approach. We operationalize the Constructive Alignment in game design as the coherence between Learning Objectives, Game Mechanics, Learning Mechanics and the Assessment in the educational DGBL. The results analysis shows that the Game Based Learning course had a positive impact on students regarding the proposal of game design documents with coherence between Game Mechanics and Learning Mechanics as well as Learning Mechanics and Learning Objectives, while little focus on integrating Assessment mechanisms was observed. Based on the results of this study we propose to increase the focus on assessment in the process of game design.
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Wildan, Muhammad Shohib. "HIGHER EDUCATION RANKING AND QUALITY ASSURANCE: ISSUES AND CRITICAL ASSESSMENT (GENERAL PROBLEM)." TA'DIBUNA: Jurnal Pendidikan Agama Islam 1, no. 1 (December 8, 2018): 11. http://dx.doi.org/10.30659/jpai.1.1.11-28.
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University rankings and quality assurance have become a widespread phenomenon in an increasingly competitive world of higher education. They differ with regard to their aims, objectives, target groups, and to their relationship to quality assessment. Generally, rankings are the result of an external assessment of the performance of higher education institutions; they enable transparency about systems of higher education. This paper discusses the relationship of rankings and quality assurance on an institutional and a system level. The discussion of the issue includes pros, cons of arguments and assertions following by conclusion and recommendation. A clear conception of the differences between rankings and other forms of assessment of higher education institutions helps to understand the usefulness as well as the limitations of rankings and helps to prevent false or unrealistic expectations of rankings. The discussion also included the critical issues and assessment about the true meaning of quality assurance as well as the ranking in higher educational institution.University rankings and quality assurance have become a widespread phenomenon in an increasingly competitive world of higher education. They differ with regard to their aims, objectives, target groups, and to their relationship to quality assessment. Generally, rankings are the result of an external assessment of the performance of higher education institutions; they enable transparency about systems of higher education. This paper discusses the relationship of rankings and quality assurance on an institutional and a system level. The discussion of the issue includes pros, cons of arguments and assertions following by conclusion and recommendation. A clear conception of the differences between rankings and other forms of assessment of higher education institutions helps to understand the usefulness as well as the limitations of rankings and helps to prevent false or unrealistic expectations of rankings. The discussion also included the critical issues and assessment about the true meaning of quality assurance as well as the ranking in higher educational institution.
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Neves, Clarissa Eckert Baeta, and Maria Ligia de Oliveira Barbosa. "Internationalization of higher education in Brazil: advances, obstacles, and challenges." Sociologias 22, no. 54 (August 2020): 144–75. http://dx.doi.org/10.1590/15174522-99656.
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Abstract In recent years, in Brazil, the theme of the internationalization of universities has become part of the agenda of academic leaders, main funding agencies and representative entities of public and private HEIs. This article aims to analyze the experience of HEIs and funding agencies in Brazil regarding the issue of internationalization. Starting from the process of traditional international academic cooperation, we seek to observe advances of Brazilian universities towards the definition of broader and more complex institutional strategies and objectives regarding internationalization. Drawing on concepts of the internationalization process, we briefly depict the main features of the Brazilian higher education and postgraduate system, analyzing cooperation and international influences within it. Then, we discuss the internationalization policies implemented by central government agencies and the involvement of HEIs in institutional internationalization actions. It is observed that the internationalization of Brazilian higher education system is still incipient and that HEIs are scarcely proactive in the development of institutional policies to receive and in leveraging the opportunities offered in the process.
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Young, Suzanne, and Ellen Tullo. "From criminology to gerontology: case studies of experiential authenticity in higher education." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 127–34. http://dx.doi.org/10.14297/jpaap.v8i1.408.
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This article discusses two examples of higher education teaching interventions with evidence of high levels of student engagement resulting from experiential authenticity – the Prison: Learning Together module and an intergenerational module about ageing (NUAGE). The article outlines the aims and objectives of the two programmes and discusses the core findings from the module evaluations. The findings demonstrate that creating communities of practice using experiential authenticity enhances the learning journey for students, resulting in greater participation. Experiential authenticity has been identified as distinct from other forms of experiential learning with common features thought to result in sustained student engagement included collaboration with peers, an authentic experience of working with learners from outside the university, and reciprocal respect between members of diverse groups. We make suggestions as to how these engagement themes could be applied to other higher education settings whilst acknowledging the challenges involved.
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Vickery, Jonathan, Mariangela Lavanga, and Ellen Loots. "Creative economy, cultural economics and entrepreneurship – Questions for a masters programme in its adolescence. An Interview with Mariangela Lavanga and Ellen Loots." Arts and Humanities in Higher Education 18, no. 2-3 (May 2019): 269–78. http://dx.doi.org/10.1177/1474022219831613.
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The purpose of this interview is to discuss the aims, objectives and achievements of a pioneering European masters degree – in the context of the politics of higher education and the economics of the creative industries.
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Brøgger, Katja. "How education standards gain hegemonic power and become international: The case of higher education and the Bologna Process." European Educational Research Journal 18, no. 2 (July 16, 2018): 158–80. http://dx.doi.org/10.1177/1474904118790303.
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Through an ethnographic exploration of policy documents, this paper aims to expose how outcome-oriented education standards gained international hegemonic status in the Bologna Process. Taking inspiration in the concept of hegemony and by connecting the invisible power of hegemony to soft governance, the paper shows how the outcome-based modular curriculum gained hegemonic power by means of the infrastructure of the reform. Centring on the movement from political agendas within the Bologna Process to the implementation in a national context using Denmark as a case, the paper tracks the transformation from an input- and content-driven curriculum to an outcome- and objectives-driven curriculum and the transition from a semestrial timeframe structure to a modular block structure. The paper shows how consent and legitimisation is manufactured through the infrastructure of the Bologna Process consisting of communication paths, standardisation and follow-up mechanisms such as benchmarking through graphs and frameworks for reporting.
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Mihaly, Nikolett. "The Possible Use of Akerlof and Kranton’s Utility Model in Higher Education." Business Systems Research Journal 9, no. 1 (March 1, 2018): 138–50. http://dx.doi.org/10.2478/bsrj-2018-0011.
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Abstract Background: The identity and utility research carries significant role in the modern economics. There are financial outputs, if we can moderate appropriate the student’s and worker’s identities. Objectives: The paper examines the possible use of the utility model and theoretical principles of Akerlof and Kranton (2000, 2002) in higher education. The examined aspects are utility, identity and role. Methods/Approach: The paper aims at employing the model of Akerlof in higher education and how the terms identity and utility can be interpreted in this environment. Results: To sum up, we can say that while case studies and certain experiments seem to justify the model of Akerlof and Kranton, there are few scientific results in higher education to rely on that prove the relationship between identity and utility. Conclusions: It can be deduced that the identity of students has some economic impacts. Institutional policy can increase not only the success of its students but also their income through identity changes.
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Hillebrandt, Maarten, and Michael Huber. "Editorial: Quantifying Higher Education: Governing Universities and Academics by Numbers." Politics and Governance 8, no. 2 (April 9, 2020): 1–5. http://dx.doi.org/10.17645/pag.v8i2.2585.
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Over the past decades, ‘governing by numbers’ has taken a flight in the higher education sector. Performance-based budgeting and quality assurance schemes orient universities to new objectives, while rankings have globalised the metrified observation of higher education at large. Where previously no indicators existed, they are being introduced; where indicators already existed, they are being standardised for purposes of comparison. This thematic issue aims to work towards a more comprehensive understanding of the growing diversity of quantification-based instruments in higher education sectors in three European countries. The effects of quantification are noticed at all levels of the higher education system, from policy makers at the top of the regulatory pyramid down to students and academic staff. Yet even quantifiers outside of the regulatory system, such as ranking and metrics organisations, may have an important bearing on the operation of the university organisation and the sector at large. Thus, an entire governance landscape emerges in which actors at various levels turn to numbers for guidance. The articles in this thematic issue analyse the life cycle of such numbers, from their origins, through to their production and finally, their consequences. This editorial outlines the central questions and overarching issues addressed by the thematic issue and introduces its various contributions.
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Masroor, Nida, and Muhammad Asim. "FOSTERING STANDARDIZATION AND QUALITY IN HIGHER EDUCATION- A STUDENTS’ PERSPECTIVE." Journal of Social Sciences and Humanities 58, no. 2 (December 31, 2019): 17–31. http://dx.doi.org/10.46568/jssh.v58i2.4.
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Universities are specialized units aimed to deliver quality education and shaping future leadership to provide competent professionals to the industry. The establishment of ORIC in universities and significant increase in academia-industry linkage activities is strategic move towards achievement of the mentioned objectives. Bridging up the gap between academia and industry by adopting such strategies defines the successful role of HEIs. In view of increasing number of universities and continuous outflow of graduates it seems imperative to analyze and capitalize their potential towards the growth of economy. However, the unemployment ratio and limited growth in SME (Small & Medium sized Entities) sector reflect the insignificant absorption of graduates in corporate sector. The study aims to determine the factors that serve as barriers in achieving goals of HEIs by understanding the problems faced by university students in general and business graduates in particular on the basis of data gathered from 100 students from different universities present in Karachi. It shall also assists the policy makers in devising policy as per market demands, level of quality attained by universities, their involvement with corporate sector and in turn need of the industry to keep both parties at par in the fluctuating and contemporary era.
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Diogo, Sara Margarida, Carina Jordão, Teresa Carvalho, Hana Himi, Maya Ashkenazi, Veronika Mešková, Anita Thaler, and Jennifer Dahmen-Adkins. "Change in research and in higher education institutions." Investigaciones Feministas 12, no. 2 (June 18, 2021): 283–95. http://dx.doi.org/10.5209/infe.72054.
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Introduction. Funded under the Horizon 2020 programme, the CHANGE project –Challenging Gender (In)Equality in Science and Research– aims to create and implement tailor-made gender equality plans (GEPs) in research performing organisations (RPOs). To make GEPs more sustainable, efforts are being made to stimulate institutional cultural change towards gender equal work environments and foster the gender dimension and inclusive research and innovation programmes in research funding organisations (RFOs) as well. The promotion of a gender equality culture is thus a key requirement for RPOs to maximise their potential. The CHANGE consortium is composed of seven institutions from six countries –Austria, Germany, Portugal, Slovenia, Slovakia, and Israel– of which five are GEP implementing partners and two are experienced partners (one coordinator and one internal evaluator). Objectives and Methodology. This paper approaches the methodology of the project and the structural and cultural challenges faced by the implementing partners so far, looking more specifically to the similarities and differences in the different national and institutional contexts. Results and Discussion. In all the five implementing partners organisations, successful steps have been taken in the implementation of GEPs. Regardless of these first successes, even with increasing women’s representation in management and decision-making positions in some specific cases, implementing partners and coordinators fear that this change may be merely circumstantial or only due and during the project duration. Contribution. The challenges and barriers faced so far to stimulate institutional and cultural change towards gender equal work environments in RPOs are diverse. While there are important social, cultural, and institutional differences among the partner institutions, there is a great similarity in the difficulties faced in implementing GEPs. Resistances and challenges that emerge during processes of change when gender equality policies are implemented in RPOs are more transversal to different national and organisational contexts than one could expect.
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Shoaib, Muneeza, Vijaya Kumar, Neelofer Mashood, and Hameedah Sayani. "Sponsorship of Case Study Competitions and Impact on Brand Equity-An Exploratory Study in the UAE Higher Education Sector." International Journal of Technology and Educational Marketing 7, no. 2 (July 2017): 24–44. http://dx.doi.org/10.4018/ijtem.2017070103.
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This exploratory article aims to evaluate the effectiveness of case study competitions in promoting the brand equity of sponsors and organizers. The article compares the managerial objectives with the responses of participating students who are the targeted audience of the marketing communications of the sponsors and examines the alignment between managerial objectives and the perceptions of participants. The quantitative data using surveys is collected from sponsors and organizers, and participants in the competition. The data is analysed using frequency tables, descriptive statistics, F-tests for equality of variances and T-tests for equality of means. The findings suggest that managers attach high importance to brand awareness (cognitive aspect), brand images and attitude (affective aspect) and less importance to brand loyalty (behavioural aspect) to enhance brand equity through sponsoring academic competitions. However, participants' responses indicate that the brand awareness aspect is not effectively realized as compared to other brand equity dimensions.
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Latief, Suryawahyuni, Santi Hendrayani, and Samsuddin Samsuddin. "Teachers Teaching Management During Belajar dari Rumah (BDR) Policy In Higher Education: A Piece of Teacher Sharing Ways." International Journal on Advanced Science, Education, and Religion 4, no. 1 (March 12, 2021): 9–18. http://dx.doi.org/10.33648/ijoaser.v4i1.89.
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Teaching is an educator activity in the learning process, which aims to develop the potential that students have in the form of knowledge, skills, and attitudes. Since the Covid 19 pandemic, the government has issued a policy of "Belajar Dari Rumah" (BDR) as an effort to overcome the spread of the virus. Teaching in accordance with BDR policy makes educators at private universities in Jambi city who do not have a Learning Management System (LMS) conduct teaching management in accordance with their expertise and knowledge. This study aims to describe the experience of educators in universities who do not have LMS in managing teaching during the Covid 19 pandemic so that learning can run according to learning objectives using a qualitative descriptive approach, involving ten educators with different scientific fields and courses. This research uses a qualitative research method involving ten educators from private universities in Jambi who do not have LMS. Data have collected through observations, interviews, and documents. The data collected have analyzed through the stages of reducing data, displaying data, and drawing conclusions in accordance with research objectives. The data analyzed is using the technique validity of data through data triangulation. The study found that the management of educator teaching in private universities in Jambi city who do not have LMS is implemented BDR policies during the pandemic period following the established implementation rules without leaving the meaning of learning and learning process standards that have set out in government regulations through the stage of teaching management.
Keywords: Work from Home, Learning, Belajar dar Rumah, Teaching Management
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Oliveira, Lenize Danette de, Jéssica Da Silva Haubert, Alexandre Sakis, Cleimar Da Silva Machado, and Bruno Miranda Dos Santos. "Application of matrix importance-performance in the maintenance sector of an higher education institution." Independent Journal of Management & Production 11, no. 3 (June 1, 2020): 1096. http://dx.doi.org/10.14807/ijmp.v11i3.1108.
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The sector service is what has the highest employability index in the country and is even the one with the largest participation in the world economy. In this sense, there is evidence of increased awareness of organizations that improvement has to come from the inside out. Thus, this research aims to demonstrate the competitive importance of the maintenance sector of a Higher Education Institution (HEI) through the application of the importance-performance matrix. As for the methodological procedures, this study is characterized by exploratory and quantitative research. A set of criteria to be evaluated within the organizational performance objectives was created in conjunction with maintenance staff and an IES strategic sector manager. As a result, an HEI demonstrated good performance in most of the criteria, generated an exception of one of the criteria that was out in the areas that need improvement actions, the accomplishment of the results by the matrix is important.
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Al-Mukhaini, Elham M., Wafa S. Al-Qayoudhi, and Ali H. Al-Badi. "Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman." Journal of International Education Research (JIER) 10, no. 2 (March 28, 2014): 143–54. http://dx.doi.org/10.19030/jier.v10i2.8516.
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The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.
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João, Maria João, Barbara Magalhaes Bravo, and Jose Caramelo Gomes. "The teaching of law post Bologna." Global Journal of Sociology: Current Issues 8, no. 1 (May 9, 2018): 30–36. http://dx.doi.org/10.18844/gjs.v8i1.3412.
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AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various solutions and cases and trying to deliver a ‘best practice’ draft. After a comprehensive study on the implementation of the Bologna process and its results, we will be able to make a critical judgment on the teaching of law. Matter ‘de iure condendo’ proposes education policies that enable a holistic view of the law.
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Anggreni, Putri. "The Role of Public Relations as A Management Function in Higher Education." SHS Web of Conferences 42 (2018): 00031. http://dx.doi.org/10.1051/shsconf/20184200031.
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Nowadays, public relations in higher education institution become an integral part of the management team. It must contribute to achieve organizational goals and demonstrate an organizational accountability identified by measurable result. Placement public relations at certain positions in management has consequences in the process of implementation of the public relations function. It happened because the management, workflow and hierarchy greatly affects work patterns as well as patterns of decision making in carrying out communication tasks performed by public relations.The goal of research to find out the role and position in public relations in management education institution (university) in achieving its objectives. After identification of roles and positions performance public relations firm, the study aims to evaluate the performance of public relations as part of management.This study used a qualitative descriptive research method with the study subjects were Mahendradatta University Public Relations and internal stakeholders. Data drawn from interviews with the help of the interview guide and then processed into information that can answer the research objectives.The result of the research shows that not all public relations officers in Mahendradatta University, do their role as real public relations officers. They also do not have the same understanding about the role of a public relations officer will just place public relations in same position as marketing.
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Zainal Abidin, Shahriman, Shahril Anuar Bahari, Azmi Ibrahim, Aruan Efendy Mohd Ghazali, Mohammad Azroll Ahmad, Mohd Shaleh Mujir, María Victoria Bueno Delgado, et al. "Analysing the Malaysian Higher Education Training Offer for Furniture Design and Woodworking Industry 4.0 as an Input Towards Joint Curriculum Validation Protocol." Asia Pacific Journal of Educators and Education 36, no. 1 (August 25, 2021): 1–24. http://dx.doi.org/10.21315/apjee2021.36.1.1.
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An education programme at the master’s level normally aims to facilitate graduates’ acquisition, mastery and application of advanced knowledge in specialised areas of education. However, there is no learning pathway that aims to improve the level of specific and transversal competencies and skills, with particular regard to those relevant for the labour market in the furniture sector, such as management, entrepreneurship, language competences and leadership toward wood and furniture industry 4.0. The methodology for this research inquiry was based upon a survey questionnaire of 54 respondents during the MAKING4.0 Seminar at Universiti Teknologi MARA (UiTM) in Shah Alam, Selangor, Malaysia. The results were analysed from the Work Package 1 (WP1) “Analysis and comparison of the current Higher Education training offer and furniture and woodworking industry”, before the learning outcomes were defined for each of the identified topics. The definition of learning outcomes was made considering the Recommendations of the European Qualifications Framework (EQF), and subsequently harmonised with the Programme Learning Outcomes defined in the Malaysian Qualification Framework 2nd edition (MQF2.0) for a Master´s Degree Level 7. The identified learning outcomes have been grouped into four modules: (1) Processes and Production of Furniture, (2) Intelligent and Sustainable Design, (3) Wood and New Materials, and (4) Innovation Management. Results of the study indicated that MAKING4.0 is in line with the actions highlighted in the Malaysian Education Blueprint (2015–2025) and the objectives of the Ministry of International Trade and Industry in developing the National Industry 4.0 policy framework. MAKING4.0 aims to ensure an adequate supply of human capital and skills, as well as develop an innovative master’s degree to modernise the current training offer in wood and furniture technology processes and design around Industry 4.0 in Malaysia.
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Hanaysha, Jalal. "Work Environment and Organizational Learning as Key Drivers of Employee Productivity: Evidence from Higher Education Sector." International Journal of Human Resource Studies 6, no. 2 (April 4, 2016): 1. http://dx.doi.org/10.5296/ijhrs.v6i2.9203.
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Improving employee productivity is one of the main objectives for any organization. This is because high employee productivity can lead to positive organizational outcomes. This study aims to examine the effects of work environment and organizational learning on employee productivity in higher education sector. The data was collected using a survey instrument from 242 employees at public universities in northern Malaysia. The collected data was then coded and analysed using SPSS and structural equation modelling (AMOS). The findings indicated that work environment had significant positive effect on employee productivity. The findings also indicated that organizational learning had significant positive effect on employee productivity. These results provide beneficial suggestions for policy makers to formulate the relevant strategies in terms of work environment and organizational learning for the purpose of improving the productivity of employees to achieve competitive advantages and favourable organizational outcomes.
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Aleixo, Ana Marta, Ulisses M. Azeiteiro, and Susana Leal. "Are the sustainable development goals being implemented in the Portuguese higher education formative offer?" International Journal of Sustainability in Higher Education 21, no. 2 (February 21, 2020): 336–52. http://dx.doi.org/10.1108/ijshe-04-2019-0150.
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Purpose The study aims to examine the vertical integration of the sustainable development goals (SGDs) in Portuguese public higher education institutions, namely, at the level of undergraduate and master’s degrees, and the extent to which Portuguese higher education institutions (HEI) are preparing for the United Nations’ call to promote SDGs. Design/methodology/approach A content analysis of the designations and objectives of the 2,556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was done to determine whether they promote at least one SDG. Findings The results show that 198 courses directly address at least one SDG; on average, each higher education institution (HEI) has six courses that explicitly address at least one SDG; universities have more courses in SDG areas than in polytechnics; more master’s degrees embrace SDGs than undergraduate degrees; and most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences. Originality/value This paper serves to raise the awareness of Portuguese HEIs of their role and responsibility in furthering SGDs.
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Șușu, Petre, Carmen Mihaela Crețu, and Aurelian Bălăiță. "1. The Acting Student’s Choreographic Training. Several Cognitive Objectives." Review of Artistic Education 15, no. 1 (March 1, 2018): 110–26. http://dx.doi.org/10.2478/rae-2018-0012.
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Abstract Dance is an artistic genre that is more and more frequently used in theatre productions. The syncretism of theatre and dance can take many shapes, from inserting dance sequences in dramatic performances, to new artistic genres, such as dance theatre. Due to the fact that they offer manifold innovating possibilities for artistic expression in a greatly audience-oriented universal language, theatrical forms that include dance, and especially the artistic genre of dance theatre are increasingly often put on stage by directors who work in Romania. Thus, training actors in the area of dance at a high level of performance that allows them to approach these types of syncretic artistic genres becomes a priority for the Romanian theatre school. The director, one of the stakeholders in higher education theatre schools, is the one who decides both the form of a performance and an actor’s involvement (or lack thereof) in that certain performance. Limited or stimulated by the actor’s training level, the director is also a beneficiary of the education the acting student receives in drama school. This study aims at identifying the opinions of ten Romanian directors on the matter of the choreographic categories and skills the acting student acquires during his years of training at a higher education institution. We have used qualitative methodology research, based on semi-structured interviews, applied to a cross-section of ten directors from Bucharest, Cluj-Napoca, Constanţa, Craiova, Iaşi, and Tg. Mureş. This article tackles the issue of cognitive didactic objectives and students’ cognitive competencies that have been emphasized during the conversations with the aforementioned directors.
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Fumasoli, Tatiana, and Marco Seeber. "Scholarly or socially relevant? An examination of European academic associations." European Educational Research Journal 17, no. 3 (September 5, 2017): 385–403. http://dx.doi.org/10.1177/1474904117727869.
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The academic profession has been long recognized as a pivotal source of belief and identity alongside the discipline and the institution of belonging. However, the ways in which academics as a professional group organize themselves towards common objectives that possibly transcend systems, institutions and disciplines, has not been explored so far. Therefore, the goal of this article is investigate how academics organize themselves in the pursuit of their professional, scientific and scholarly interests outside the university setting and across national higher education systems. We address this question by studying European academic associations. Drawing from World Polity Theory, studies on Professions and Professionalism, as well as on Interest Groups, we derive expectations as to the growth in number of academic associations and their aims. Based on the analysis of 324 associations, our findings show that assuming that the founding of academic associations is related primarily to the emergence or presence of international organizations needs to be revisited, as foundations appear to be affected by other contingent events as well. As to their aims, there is more variety than usually posited and five types of academic associations can be identified. We discuss the implications of on-going European integration in higher education and research from theory and policy perspectives.
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Grechanyk, Nataliia. "THE RELEVANCE OF USING THE INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROCESS OF FORMING CULTURAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." Educational Discourse: collection of scientific papers, no. 22(4) (May 14, 2020): 7–17. http://dx.doi.org/10.33930/ed.2019.5007.22(4)-1.
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It is claimed that currently the information technologies have a significant didactic potential, which allows to incentivize students to achieve personal goals in education, including in the acquisition of cultural competences. The aims and objectives of higher pedagogical education provided for by current educational standards include the mastering the basic knowledge and skills, including cultural competency, which is particularly relevant to primary school teachers in the framework of the increasing trend towards globalization.
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Davidson, Jane W., and Jonathan A. Smith. "A Case Study of ‘Newer Practices’ in Music Education at Conservatoire Level." British Journal of Music Education 14, no. 3 (November 1997): 251–69. http://dx.doi.org/10.1017/s0265051700001236.
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In recent times the types of teaching and learning strategies adopted within higher education in British music conservatoires have been reviewed and reformed. This paper provides a case study of some of the newer practices adopted by one such institution, the Guildhall School of Music and Drama. It focuses on the work of the Performance and Communication Skills Department, and, drawing on participant observations, makes a detailed analysis of the success of the implementation of the teaching and learning aims and objectives. The findings suggest that, not only are the changes adopted by the conservatoire useful, but also that they are beneficial to teachers and students at a number of levels.
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Sinitsyna, V. V. "A comparative analysis of public investments in higher education in Russia and the ones of traditional models of the social State." Regional Economics: Theory and Practice 8, no. 8 (August 14, 2020): 1459–77. http://dx.doi.org/10.24891/re.18.8.1459.
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Subject. This article explores the issues of public investment in higher education around the world. Objectives. The article aims to analyze the mechanisms of public investment in the higher education system in traditional models of the social welfare State and describe the particularities of the financing mechanism for higher education in Russia. Methods. For the study, I used the methods of statistical and comparative analyses, and a graphical statistics interpretation technique. Results. The article reveals the similarities and differences in public investments in higher education in traditional models of the social welfare State and in Russia. It also justifies the need to improve the mechanism used to formula-based finance higher education. Conclusions. Using indicators that reflect targets, together with input-oriented resource indicators, in calculating the amount of public investment provided can help improve the relationship between budget allocations and the performance of Russian educational institutions.
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Dima, Alina-Mihaela, and Georgeta-Madalina Meghisan-Toma. "Reserch on implementing education for sustainable development." Proceedings of the International Conference on Business Excellence 12, no. 1 (May 1, 2018): 300–310. http://dx.doi.org/10.2478/picbe-2018-0027.
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Abstract The current research aims to identify the main directions to implement sustainability in education through curriculum; interdisciplinary/ transdiciplinary approach; business environment; entrepreneurship and innovation. In order to fulfil the objectives of the current study, a questionnairebased survey was sent by email to UNESCO Chairs from Balkan Region and the responses were analysed using descriptive statistics and factor analysis. According to the results, UNESCO chairs are working towards the main goals for higher education in the EU through some instruments: Establishing the main directions for a quality education; Establishing the relevant directions towards the implementation of sustainability in education through curriculum; Establishing the relevant directions towards the implementation of sustainability in education by an interdisciplinary/ transdisciplinary approach; Establishing the relevant directions towards the implementation of sustainability in education in collaboration with the business environment; Establishing the main directions in the field of education for entrepreneurship and innovation.
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Sakti, Umi. "Arabic Language Learning Evaluation in Higher Education with Context Input Process Product (CIPP) Model." ALSINATUNA 4, no. 1 (December 21, 2018): 33. http://dx.doi.org/10.28918/alsinatuna.v4i1.1591.
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Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.
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Chirombe, Magnus, Bernard Ngara, Raymond Chibvongodze, Venneth Charuka, and Danai Tavonga Zhou. "Glucose Control in Diabetic Patients Attending Parirenyatwa Group of Hospitals in Zimbabwe." Open Clinical Biochemistry Journal 8, no. 1 (November 16, 2018): 12–19. http://dx.doi.org/10.2174/2588778501808010012.
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Background: Diabetes mellitus is a non-communicable disease whose prevalence is increasing even in low-income countries like Zimbabwe. It is usually diagnosed late when complications are already present mainly due to slow onset of disease, low accessibility to healthcare facilities and socio-economic hardships. Poor glycaemic control in diabetics is associated with the development of long-term microvascular and macrovascular complications such as nephropathy, neuropathy, retinopathy, cardiovascular disease and diabetic foot syndrome. Therefore, good glycaemic control is essential to prevent complications, to improve the quality of life of diabetic patients and to reduce healthcare costs. Objectives: This study sought to find the status of glycaemic control and to identify factors that are associated with poor glycaemic control among diabetic patients attending Parirenyatwa Group of Hospitals Diabetic Clinic in Harare, Zimbabwe. Method: A cross-sectional study involving a total of 182 diabetic patients was carried out. Demographic data (age and gender) and clinical information (hypertension, duration, height, weight and lipid therapy) were retrieved from patients’ clinical records. Blood samples from participating diabetic patients were analysed for HbA1c on the Mindray® BS 400 Analyser. Measurement of HbA1c was done enzymatically using the International Federation of Clinical Chemists (IFCC) method. Result and Discussion: A total of 182 patients (30.2% men, 69.8% women) were enrolled whose mean (SD) age in years was 55 (9.0). The glycaemic status was generally poor with a prevalence of poor glycaemic control as high as 58.2%. This prevalence is higher than that previously obtained at the same hospital in 2013 thus presenting a major health challenge. This also means the burden of diabetic complications is likely to increase. Poor glycaemic control was significantly associated with gender and duration of diabetes mellitus. Conclusion: We conclude that in order to improve glycaemic control among diabetic patients, primary healthcare facilities need to focus on patient education and should facilitate early diagnosis through routine medical check-ups.
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Fritz, Wilfred, Toni Stringer, and Anthony Staak. "Effective strategies in new curricula development at Higher Education Institutions in South Africa." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 27–34. http://dx.doi.org/10.2478/cplbu-2020-0004.
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AbstractRe-curriculation is currently the most talked about topic in Higher Education in South Africa because of the new Higher Education Qualification Sub-Framework alignment process required by all Higher Education Institutions. However, the lecturer in the classroom, especially new lecturers, are also faced with the task of designing the actual curricula of a subject once the new qualification is to be implemented, in terms of achieving the aims and objectives of the subject area. In other words, ensuring that the outcomes of the subject are achieved by the student. Ideally all lecturers at institutions of higher learning should develop strategies for their “own” curricula. Developing the aforementioned strategies might be challenging to first time lecturers. The methodologies of developing a new qualification and strategies for building curricula is discussed in this paper are different curriculum planning methods and strategies. The aforementioned strategies are focusing on students, mentoring, supportive tools such as software programmes, feedback and assessments. The findings of this paper are proper curricula development to enhance the ability to understand, recall and apply information. The main objective is to use proper curricula development to empower students with a diversity of cultures to understand the material presented by the lecturer. This paper concludes that curricula planning should allow students to be given space to grow and interact and ultimately attain deep life-long learning.
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Mezhouda, Abdelmalik. "Strategic planning of scientific research activities: What is the added value for Algerian research institutions?" International Journal of Technology Management & Sustainable Development 18, no. 3 (October 1, 2019): 261–77. http://dx.doi.org/10.1386/tmsd_00009_1.
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Abstract Strategic planning becomes, nowadays, an integral part of higher education institutions management. It aims at supporting universities and colleges to anticipate changes, mobilize institutional energies and potentials around a shared vision and face new challenges. In spite of the well-acknowledged added value of strategic planning in higher education institutions worldwide, it still has not received enough attention within Algerian research institutions where traditional long-run planning is still prevailing. The present article aims at exploring the practice of research planning among Algerian research institutions focusing on its main elements, namely planning model, setting research priorities, alignment of objectives, research project planning, criteria of validating research projects, researchers' motivations and research projects monitoring. The article also highlights the potential value that strategic planning can deliver to help Algerian research institutions improve their performance and achieve their goals.
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S. Constantinou, Costas. "A Reflexive GOAL Framework for Achieving Student-Centered Learning in European Higher Education: From Class Learning to Community Engagement." Societies 10, no. 4 (September 26, 2020): 75. http://dx.doi.org/10.3390/soc10040075.
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Student-centered learning (SCL) has been acknowledged and supported by research as very important for helping students develop life-long independent learning and transferable skills. Yet the implementation of SCL in European higher education has been patchy where experts in the field call for the need for a framework that could guide higher education institutions (HEIs) in designing and implementing SCL. This paper aims to fill in this identified gap by reflecting on the basic literature and social theory to propose the reflexive GOAL (Goals (vision and objectives), Organization (structures), Actions (immersion into structures and actions), and Learning a culture (instilled through reflexivity)) framework for the implementation of SCL in higher education in its broader sense to encompass elements from in-class learning to extra-curricular and community engagement.
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Sobhani, Farid A., and Azlan Amran. "Essence of, Approaches to and Transformation Process in Higher Education for Sustainable Development: A Critical Review." IIUC Studies 9 (July 10, 2015): 113–36. http://dx.doi.org/10.3329/iiucs.v9i0.24017.
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The study aims at reviewing the essence of sustainable education, highlighting its different approaches and analyzing transformation process of higher education for sustainable development (HESD). Since there is lack of sustainability research in the developing countries, the study addresses the issues of higher education towards sustainability from the perspective of a developing nation. This research is qualitative and descriptive in nature. It considered extensive literature survey to meet the research objectives. The study found that the issue of higher education for sustainable development got global attention especially in the Western society. In Mexico, many public universities introduced sustainability education as core course at the graduate and post-graduate level. Among the Asian nations, Malaysia has set an example taking initiative to transform higher education for a sustainable society. Universiti Sains Mlaysia (USM) got APEX status incorporating that dimension in the program. Bangladesh, the local context of the study, is lagging far behind in attempting to sustainable education. Both public and private universities are facing many challenges towards that dimension, which are highlighted in this study.IIUC Studies Vol.9 December 2012: 113-136
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Ramakrishnan, Kalaimagal, and Norizan Mohd Yasin. "Employability among the B40 Group Graduates from Malaysian Higher Learning Institutions." Asia Proceedings of Social Sciences 7, no. 2 (March 28, 2021): 183–88. http://dx.doi.org/10.31580/apss.v7i2.1881.
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The study aims to establish the fundamentals of the novel employability among the B40 group Graduates from Malaysian HLIs. The aim is in line with the 9th, 10th, 11th and 12th Malaysia Plans to nurture quality human capital with good values focusing on B40 group, relevant skills and knowledge to meet industry demand and spur economic growth through greater industry-academia collaboration. The project objectives are to elucidate the ways industry and HLIs collaborate to meet industry demand and spur economic growth, to determine the factors that help to improve the education quality for better students’ outcomes and institutional excellence, to determine the factors that causes issues among B40 graduates, to assess the B40 students’ performance in HLIs and finally to assess the employment demand among the B40 graduates in the job market.
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Festiawan, Rifqi, and Moch Fath Khurrohman. "Implementation of Higher Order Thinking Skills In Physical Education Learning In Covid-19 Era: Is It Work?" COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga 13, no. 2 (June 18, 2021): 139. http://dx.doi.org/10.26858/cjpko.v13i2.20158.
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This study aims to determine how well the implementation of Higher Order Thinking Skills (HOTS) based on Physical Education at Banyumas Regency in 2020. This type of research is a quantitative descriptive study using a survey method. The population in this study were all physical education teachers in Banyumas Regency, totaling 29 teachers, who were taken using the total sampling technique. The data collection technique used a questionnaire. The data analysis technique used percentage descriptive analysis. The results showed that the implementation of Higher Order Thinking Skills (HOTS) based Physical Education at Banyumas Regency in 2020 was in the "very poor" category of 0.00% (0 teachers), "less" of 51.72% (15 teachers), " enough "by 48.28% (14 teachers)," good "by 0.00% (0 teachers), and "Very good" by 0.00%. From these results, can be concluded that the implementation of Higher Order Thinking Skills (HOTS) based Physical Education at Banyumas Regency in 2020 was less category. This is certainly an evaluation so that the implementation of the 2013 curriculum can be further improved so that learning objectives can be achieved properly.
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Wulan, Elis Ratna, Heri Gunawan, Wafi Fauziah, and Frederic Kratz. "Integration of Science, Technology, and Islamic Values to Enhance Expected Learning Outcomes in French Higher Education." Jurnal Pendidikan Islam 7, no. 1 (June 30, 2021): 95–108. http://dx.doi.org/10.15575/jpi.v7i1.12765.
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Learning strategies like integrating Islamic values into learning can be applied to improve learning outcomes. Integrating Islamic values into learning science and technology provides opportunities for students to integrate science and technology with concepts and experiences in real life as Muslims so that they can feel that their learning is meaningful. This study aims to investigate the effect of learning science and technology that is integrated with Islamic values on the expected learning outcomes (ELO) of students. The learning material covers the basic material of science and technology. The population included lecturers and second-year students of the Institut National des Sciences Appliquées (INSA) Bourges France. Data were analysed using the Revised Ones Assignment Method. The results show that learning science and technology integrated with Islamic values has a significant effect on the expected learning outcomes of students. To achieve this, a minimum cost incurred by universities in France of 38 Euros was spent for six lecturers. They were assigned to ensure that students could explain education and its various terms (ELO1), the basis and scope of Islamic Education (ELO2), the objectives of Islamic Education (ELO3), Islamic Education methods (ELO4), Islamic Education material (ELO5), and Islamic Education evaluation (ELO6).