Academic literature on the topic 'High educational institution'
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Journal articles on the topic "High educational institution"
1
Abdullah, Burhan, M. Afif Ansori, and An An Andari. "The Dynamics of Islamic Educational Institutions." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 6, no. 2 (2024): 113–36. http://dx.doi.org/10.37680/scaffolding.v6i2.5525.
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This research aims to explain the dynamics of Mathla'ul Anwar educational institution from an educational aspect. This research type is qualitative with a Library Research approach. The research data consists of data about the dynamics of Mathla'ul Anwar educational institution from the educational aspect from primary sources in the form of books on the dynamics of educational institutions, Mathla'ul Anwar educational institutions, books on institutional development in Islamic education, and relevant journals. Data collection techniques were carried out using documentation studies. The researchers' data sources were obtained from books and journals about the dynamics of Mathla'ul Anwar educational institutions from the educational aspect. Data analysis uses Content Analysis. Based on the research results obtained, Mathla'ul Anwar is an educational institution that emphasizes a holistic approach to developing its students. They integrate educational academies with the formation of moral character and spirituality based on Islamic values. Their curriculum includes general subjects such as mathematics and science, as well as in-depth Islamic religious studies and Arabic. In addition, this institution is active in developing students through various extracurricular activities such as sports, arts, and community service, which aim to develop special skills and social values. Mathla'ul Anwar also pays attention to developing teacher professionalism through continuous training and professional education, ensuring that the teaching delivered remains relevant and in accordance with high educational standards. With their commitment to holistic education and Islamic values, this institution prepares students to become comprehensive individuals of high integrity, ready to face global challenges and contribute positively to society.
2
Chen, An. "Research on the Influence of Employee Satisfaction in Private Educational Institutions--The Case of Y Educational Institution." International Journal of Global Economics and Management 4, no. 1 (2024): 498–505. http://dx.doi.org/10.62051/ijgem.v4n1.59.
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In recent years, China's education has been booming, giving rise to a large number of offline educational institutions. Y Education Institution is a typical private educational institution, mainly focusing on people-oriented management. After several years of development, Y Education Institution has made certain achievements. However, as the scale of the organization grows, this kind of management style also exposes some problems, such as low employee participation, imperfect promotion and assessment system and so on. These problems have a certain impact on the interests of employees and also on employee satisfaction. According to the survey, Y educational institution has a high employee turnover rate in recent years, and the teacher team is extremely unstable. However, the faculty is the key to the survival of educational institutions, how to innovate the management of the institution and improve employee satisfaction is an urgent task for educational training institutions. The thesis will start from the existing problems of Y educational institutions management, analyze the staff's views on various aspects of institutional management, combined with the staff needs and the actual situation of institutional management to improve the institutional management mode, and then fundamentally improve employee satisfaction, promote the innovative development of the institution. Through the review of related literature, it is found that there are fewer research papers in which scholars analyze the impact of educational institutions on employee satisfaction from the perspective of educational institutions. Therefore, the study of Y educational institution management mode on employee satisfaction has certain theoretical significance and practical significance. This paper takes Y educational institution as a case study, through anonymous questionnaire survey on more than 100 employees of Y educational institution, to understand the satisfaction of employees on various aspects of the management of the institution, and put forward the corresponding perfect countermeasures. It is found that Y educational institution's working environment, cultural atmosphere, salary system, promotion and assessment system and organizational structure have positive correlation with employee satisfaction, and promotion and assessment and salary system have significant influence on employee satisfaction. On the whole, Educational Institution Y should continuously improve its management style to increase employee satisfaction.
3
Gulua, David. "Integrated Information Infrastructure of Georgian High Educational Institution." International Journal for Research in Applied Science and Engineering Technology 8, no. 5 (2020): 146–52. http://dx.doi.org/10.22214/ijraset.2020.5025.
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Oharenko, Viktor, Olga Pokatayeva, and Mariia Diachenko. "THE MANAGEMENT ASPECT OF TRAINING FUTURE HEADS OF EDUCATIONAL INSTITUTIONS FOR ECONOMIC ACTIVITY." Baltic Journal of Economic Studies 8, no. 1 (2022): 111–17. http://dx.doi.org/10.30525/2256-0742/2022-8-1-111-117.
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The purpose of the article is to elucidate the training of future heads of education institutions for economic activity in the modern context; cover the management aspect and the results of an experimental test on the readiness of master’s students, specialty 073 Management (Educational institution management), for economic activity. A scholarly discussion on the problem of training future heads of education institutions for economic activity is presented. The authors describe the essence of the management aspect of training concerned. It is determined the levels (high, sufficient, average, low), structure, and criteria of the readiness of future heads of educational institutions for economic activity: motivational, cognitive, activity, and reflective. The foreign experience in training education managers for economic activity is considered. The requirements for training future heads of educational institutions for economic activity in Ukrainian universities are analyzed. The authors clarify the peculiarities of teaching the following disciplines of economics to master’s students, specialty 073 Management (Educational institution management): “Management of financial and economic activity”, “Legal and financial-economic fundamentals of educational institution management”, and “Educational fundraising”. It is identified core theoretical knowledge and practical skills that a graduate of the specialty 073 Management (Educational institution management) must possess. Emphasis is placed on the understanding of the principles of financial management of an educational institution; accounting organization as a separate area of an educational institution; the economic essence of salaries in educational institutions and accounting tasks; financial management of an educational institution, etc. Results. The authors have developed components of educational institution management amidst the educational system’s modernization and economic progress of the state, as well as the main ways to train future managers of educational institutions for economic activity. The results of an experimental test on the readiness of future managers of educational institutions for economic activity are presented: in the process of professional training, the number of students with a high level of EA readiness increased by 22.2%, the low-level indicator significantly decreased – by 18.4%, and the indicator of a sufficient level increased by 14.2%. This is also confirmed by qualitative changes in the readiness of future education managers for economic activity.
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Saelim, Tanaporn, Wirapoj Kokkasam, and Atitaya Woranit. "Educational Institution Administration Toward Excellence." Interdisciplinary Academic and Research Journal 5, no. 1 (2025): 329–40. https://doi.org/10.60027/iarj.2025.273906.
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Background and Aims: Educational institutions need to be effectively managed to foster an environment that supports both high academic achievement and personal development to guarantee that students receive a high-quality education. Effective management also enhances resource allocation, curriculum implementation, and staff morale, all of which contribute to the institution's overall excellence and reputation. This paper aims to collect concepts and principles of educational administration towards excellence. Content from various reliable sources has been analyzed, reasoned, and written academically. Methodology: This study is a study of concepts, theories, and academic documents. The content is analyzed and then presented descriptively according to the objectives. Results: The administrator of education who elevates the quality of the educational establishment, there must be 10 important principles, consisting of 1) The organization's leader must have a clear vision, 2) Focusing on learning as the core, 3) Organizational learning, 4) Giving value to teachers, personnel, and participants, 5) Agility, enthusiasm, 6) Looking to the future, 7) Managing for innovation, 8) Public/social responsibility, 9) Focusing on results and creating value, and 10) Systemic management. Conclusion: Administrators must abide by ten fundamental principles, such as having a clear vision, emphasizing core learning, and valuing all stakeholders, to improve the quality of educational institutions. Together, these values create a progressive, creative, and goal-oriented atmosphere that guarantees systemic and long-term quality in education.
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Белоножко, M. Belonozhko, Силин, Anatoliy Silin, Фролов, and S. Frolov. "Education Quality and Learning Process Satisfaction in the Oil and Gas Profi le High Educational Institutions." Administration 3, no. 4 (2015): 84–89. http://dx.doi.org/10.12737/16701.
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The paper is devoted to the problem of higher education quality improving, and to the necessity of taking
 into account in this process the educational space subjects: students, teachers and employers. Theoretical
 and methodological approaches to quality assessment problem have been considered, and system-social
 approach has been selected, which allow include the satisfaction both of students and teachers with different
 aspects of high educational institution life into this assessment criteria.
 Based on such approach a methodology has been developed, and a sociological research on materials of
 Russian oil and gas high educational institutions, training professionals for the Russian economy’s most
 significant sector, has been carried out.
 As a result, the relationships of education quality and satisfaction both of students and educators with the
 educational process as a whole and its individual elements have been revealed.
 The assessment of high educational institutions’ graduates made by their employers, as well as
 recommendations on quality improving in some training directions, aimed at implementation of practiceoriented
 approach to training, have been presented.
 A comparison of the situation both in different high educational institutions and between students studying
 on technical and managerial specialties has been carried out.
 Particular attention has been paid to the development based on this research’s results of regional oil and gas
 higher educational institution model in the conditions of higher education modernization, taking into account
 the interaction of all stakeholders (real economy enterprises, government structures, civil society).
 Also an oil and gas higher educational institution development realization mechanism has been proposed,
 considering all the activities of the educational institution (the education, research and innovation, sociocultural
 ones) with a system approach, allowing it to become successful in the international market of
 educational services in the oil and gas industry
7
Sumagcha, Apisara, and Wiman Wannakum. "Academic Leadership of Educational Institution Administrators under the Jurisdiction of Saraburi Primary Educational Service Office Area 2." Interdisciplinary Academic and Research Journal 4, no. 5 (2024): 1143–60. http://dx.doi.org/10.60027/iarj.2024.277019.
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Background and Aims: Education is a process that enhances knowledge and skills in individuals. To be able to live effectively in society It is a tool that promotes learning for everyone from birth and throughout life, through a variety of formats suitable for each age group. Educational institution administrators need to have academic leadership qualities. which is considered an important factor in the management of educational institutions Because educational institutions have unique characteristics that are different from general organizations. This research therefore has the following objectives: (1) To study the academic leadership level of educational institution administrators under the Saraburi Primary Educational Service Office Area 2. (2) To compare the academic leadership level of educational institution administrators according to various characteristics such as gender, age, and size of the educational institution. And (3) to study the possibility of developing the academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2. Methodology: The sample used in the research consisted of 317 personnel from the Saraburi Primary Educational Service Office Area 2, which was obtained by stratified random sampling. The tools used in the research are a questionnaire with 5 rating scales, with IOC values between 0.80 and 1.00. And had a confidence value of 0.76. In addition, a structured interview was used as an additional tool. Statistics used in data analysis include frequency, percentage, mean, and standard deviation, T-test (t-test), and F-test. Results: The results of the research found that: (1) The academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2 was overall at the "high" level. When considering each aspect, it was found that the academic leadership of Executives is at a "high" level in every aspect. (2) The results of the analysis of the comparison of opinions on academic leadership of school administrators according to various characteristics, including gender and age, found that there were no statistical differences. But when classified according to the size of the educational institution It was found that there was a statistically significant difference at the .05 level. (3) Guidelines for developing academic leadership of educational institution administrators under the Saraburi Primary Educational Service Office Area 2 found that: administrators should establish a committee to evaluate and monitor the implementation of the curriculum. Including internal supervision creates an environment that is conducive to teaching and learning. Support teachers to receive academic training that is consistent with the goals of the educational institution. There is a meeting of teachers to jointly consider the educational progress of the educational institution. Conclusion: Administrators have the knowledge and ability to lead educational institutions to progress. Must have knowledge and ability in academic work. Promote a teaching and learning atmosphere within educational institutions. Evaluate and monitor the progress of staff and students for maximum efficiency.
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Fitriani R, Vina. "Kepemimpinan Profetik Guru Dalam Pembelajaran Aqidah Akhlak Terhadap Siswa Di Ma Al-Jufri Blumbungan Larangan." Khalifah : Jurnal Pendidikan Nusantara 1, no. 1 (2024): 21–26. http://dx.doi.org/10.62523/khalifah.v1i1.3.
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Schools or educational institutions need a leader who has high integrity to develop a school or educational institution in line with the times. One of the leadership styles that can be applied in the library is prophetic leadership. This study aims to explain how Prophetic Leadership in Teacher Learning for Students at MA Al-Jufri Blumbungan Prohibitions in human resource management in a school or educational institution using the literature study method. Prophetic leadership is considered suitable and can be applied in a school or educational institution because a leader who has a prophetic leadership style has high integrity (As Sidq), can be trusted (Al Amanah) means the leader of a school or educational institution must prove a real form of work, At-Tabligh means that the leader of a school or educational institution must be willing to accept constructive input, and Al Fatanah, the leader of a school or educational institution must make himself able to work smartly and decisively by combining intellectual intelligence (IQ), emotional intelligence (EQ), and spiritual intelligence (SQ). The leader of a quality school or educational institution will also produce quality human resources, therefore the role of the leader of a school or educational institution in managing human resources is very important to create professional and competent human resources in a school or educational institution.
9
Aulia, Yenni, Fitria Ose, Idris Idris, Rusdinal Rusdinal, and Anisah Anisah. "Pentingnya Merumuskan Visi dan Misi Pada Lembaga Pendidikan." Jurnal Kepemimpinan dan Pengurusan Sekolah 9, no. 1 (2024): 58–67. http://dx.doi.org/10.34125/jkps.v9i1.107.
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This research aims to summarize and describe the importance of formulating a vision and mission in educational institutions. The method used in writing this scientific article is by using the library research method. In an educational institution, the vision and mission are very important. The vision and mission of an educational institution is the foundation that serves as a guide for all stakeholders, from managers, teaching staff, to students. The vision reflects the image of the future desired by the institution, while the mission describes the concrete steps that will be taken to realize that vision. Therefore, the success of an organization is largely determined by the process of formulating the vision and mission of the educational institution. Formulating a vision and mission also plays a key role in increasing the accountability of educational institutions. By setting specific goals in the mission, institutions have a basis for measuring their performance and achievements. This helps create high standards of quality and accountability, which in turn contributes to improving the overall quality of education. Schools must carry out their duties well as educational institutions whose mission is to achieve educational goals. In recognizing its role as an educational institution, schools must be managed well to achieve the formulated educational goals optimally without hesitation
10
Muller, Olga Yurievna. "Methodological preparedness of a teacher at a higher educational institution as a tool for developing an inclusive educational environment." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 9 (August 31, 2020): 81–85. http://dx.doi.org/10.33920/pol-01-2009-11.
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The article is devoted to the organization of an inclusive educational process in higher education institutions, which is not possible without the formation of a high-level methodological preparedness of the entire teaching staff of an educational institution. The subject of the analysis is the methodological preparedness of a teacher at a higher educational institution to work in an inclusive education environment. In order to examine the object of this research and clarify its internal content, the author considers the structure of methodological preparedness of a teacher at a higher educational institution in an inclusive education environment.
Dissertations / Theses on the topic "High educational institution"
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Silveira, Daniel Farias. "Evaluation of pre-purchase of technology courses from a private institution of higher education in Fortaleza." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3551.
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The basic necessities of consumers situated in pre â purchase stage are universal. Nevertheless, exist important cultural diferences in manners through which the
consumers behaviour is brought about in the practice. Thus, the study of the consumerÂs behaviour is of total relevance in strategies determinations of marketing
in an organization. On that standard, a study was developed which aimed to analyse the variables which interfere on choiceÂs decision from technological superior
courses in studentÂs perception of superior private education institution in Fortaleza city. In terms of methodology which fundamented the research can be pointed out that the type of relationship among the variables in this study characterized it as descriptive, while the variables nature, on this research, had qualitative character, in its first fase and quantitative in the second one. It was Adopted the ex-post-facto outlining constituting the IES Ateneu in Fortaleza city the studyÂs aim. The dataÂs collection was acomplished in primary sources (survey) and in secondary resources (bibliographic research). The researchÂs sample was composed by 154 students in superior technological courses. The studyÂs result evidence the fact that, among the factors which most influence the option for technological graduation courses is in the first place the feeÂs price and in the second place its duration. it was also verified that the family and friends are the greatest studentÂs contributors in the moment of students choice for a teaching institution.<br>As necessidades bÃsicas do consumidor situadas no estÃgio de prÃ-compra sÃo universais. Existem, contudo, diferenÃas culturais importantes nas maneiras pelas quais o comportamento do consumidor se realiza. Sendo assim, o estudo do comportamento do consumidor à de total relevÃncia à determinaÃÃo de estratÃgias de marketing de uma organizaÃÃo. Nesse diapasÃo, desenvolveu-se este estudo que objetivou analisar as variÃveis que interferem na decisÃo de escolha dos cursos superiores tecnolÃgicos, na percepÃÃo dos alunos de uma instituiÃÃo de Ensino Superior privada, da cidade de Fortaleza/CE. A metodologia que alicerÃou esta pesquisa, quanto à natureza do relacionamento entre as variÃveis caracterizou-se como descritivo; quanto à natureza das variÃveis, esta pesquisa teve carÃter qualitativo, em sua primeira fase, e quantitativo em sua segunda. Adotou-se o delineamento ex-post-facto, constituindo-se a IES Ateneu, da cidade de Fortaleza/CE, o objeto de estudo. A coleta de dados foi realizada em fontes primÃrias (levantamento) e em vertentes secundÃrias (pesquisa bibliogrÃfica). A amostra de pesquisa foi formada por 154 alunos de cursos superiores tecnolÃgicos. Os resultados do estudo evidenciam o fato de que, dentre os fatores que mais influenciam a opÃÃo pelos cursos de graduaÃÃo tecnolÃgica, estÃo, em primeiro lugar, o preÃo da mensalidade e, em segundo, o tempo do curso. TambÃm, restou constatado que a famÃlia e os amigos sÃo os maiores influenciadores dos alunos no momento de decisÃo pela escolha da instituiÃÃo de Ensino Superior.
2
Razzaq, Jamila. "The management of educational change in Pakistani educational institutions." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3216/.
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This research study aims to explore the process of educational change management in Pakistan through the experiences and views of institution heads and teachers to look at the reality of an externally mandated reform at the school level. Beyond contextualising the process of educational change at the school level within the Pakistani education system, the study aims to contextualise this process in the global perspective by delineating an emergent model of educational change management for Pakistani education system. A change initiative to reform the national curriculum and assessment system for public examinations was investigated to provide the participants of the study a point of reference to express their opinions and to reflect upon and describe their experiences. This particular change initiative was part of a comprehensive reform programme called Education Sector Reform (ESR) programme initiated in 2002. To define the selection of institutions and the sample of teachers within those institutions, the curriculum and assessment system change at Higher Secondary School Certificate (HSSC) level in the subject areas of English, Urdu and Pakistan Studies was focused in the institutions affiliated with the examination board of Federal Board of Intermediate and Secondary Education (FBISE). Beyond affiliation with FBISE, the selection of twenty institutions was made in order to balance a number of factors as the ownership, attraction for admissions, gender representation and administrative structures. The data collection was done at three stages through three research tools. At the first stage, the institution heads of the selected institutions were included in the research through semi-structured interviews. At the second stage an exploratory questionnaire, which was based on the interview data and the related literature, was given to twenty teachers in ten of the institutions included in the study. The data from this exploratory questionnaire was used to develop a structured questionnaire for the third phase of the research, which was given to 124 teachers in the twenty institutions included in the study. The sample was balanced for the subject areas and the length of teaching experience of the participants. The analysis of data from both institution heads and teachers has converged on three overarching themes of student learning and assessment, issues related to the role of teachers in the process of change and the management of the reform process. In summary, participating institution heads and teachers are positive about the need and purpose of the reform; they also consider it good for student learning and attainment but have reservations about the top down approach in change management and poor resourcing. They demand well-resourced institutions and teachers, capacity building for implementers in the institutions and their inclusion in the process of the reform planning. They suggest improved communication and coordination for effective implementation of the reform along with comprehensive, inclusive, consistent and research based approach in the policymaking, planning and implementation strategy of the reform, which needs to be incremental in nature. Based on the data, especially the suggestions of the participants, an emergent model for educational change management in Pakistan has been outlined with strategic management at the core built around incremental, consistent, research based, inclusive and comprehensive, approaches. This model extends into the role of teachers: who are resourced with information, guidance, support, materials, facilities and funds, who are satisfied with the change management process and their professional status in the system and working conditions, and who are ready for the change through acceptance of the change (especially with reference to its effect on student learning), participation in the whole change process and training. This emergent model has been situated in the existing research literature to highlight the similarities as well as the distinctive features of the Pakistani context.
3
Castillo, Claudia. "Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2567.
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For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out.
The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce.
The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college.
4
Baker, Rachel. "Continuation high school graduates' practices of resilient resistance to counteract institutional neglect." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251066.
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<p> Students who are relegated to highly stigmatized, remedial alternative education settings experience forces of school pushout and institutional neglect along their educational and life trajectories. This qualitative research study explores the ways in which former continuation high school students negotiated, made meaning of, and resisted processes of school pushout and broader experiences of institutional neglect. Through life history interviews with recent graduates of a California continuation high school, this study examines the impact of systemic injustice on students’ educational and life trajectories and highlights the ways in which these students exercise agency and engage in practices of resilient resistance along their path toward high school graduation. Guided by the theoretical frameworks of symbolic violence and Critical Race Theory constructs of student resistance, this study reveals how structures of oppression impact the lives of continuation high school students and illuminates the voices of marginalized students who are seldom heard in the existing body of research.</p>
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SIQUEIRA, LEILA CURTY. "INTELLECTUAL PROPERTY POLICY IN HIGH EDUCATIONS INSTITUTIONS: THE PUC-RIO CASE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9047@1.
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Inseridas em ambiente extremamente competitivo, frente às
novas
tecnologias e à redução contínua dos investimentos
governamentais em pesquisa e
desenvolvimento, as Instituições de Ensino Superior (IES)
são instadas a interagir,
constantemente, com vários órgãos governamentais e
entidades privadas, por meio
de parcerias que visam à realização de pesquisas básicas e
aplicadas. Essa
necessidade contribui, por outro lado, para o avanço
tecnológico do país,
melhorando sua competitividade, frente à inevitável
globalização da economia,
por meio de inovações e da transferência de tecnologia.
Neste contexto, a
definição e manutenção de políticas de Propriedade
Intelectual (PI) passam a ser
um requisito para a sobrevivência de qualquer instituição
que investe em pesquisa
e desenvolvimento tecnológico, por representar uma
condição mandatória para o
seu sucesso na transferência do conhecimento gerado para a
sociedade,
colaborando para a inserção e sustentabilidade das
organizações brasileiras e do
próprio país no mercado, face às regras que norteiam a
competitividade global e
fazer jus, em contrapartida, ao recebimento de recursos
que ajudam a manter as
suas atividades de pesquisa. No caso das IES, em geral,
este é um desafio
especial, na medida em que são organizações com
características específicas,
talvez nem sempre propícias à implantação de uma política
de PI. Para as IES
privadas, isto pode representar um caminho essencial para
a sustentabilidade das
atividades de pesquisa, dada a necessidade crescente de
gerarem seus próprios
recursos. O objetivo desta pesquisa é o de identificar
requisitos, oportunidades e
dificuldades organizacionais para a implementação de uma
política de PI em uma
IES de gestão privada, no Brasil. O objeto de estudo foi o
caso da PUC-Rio, uma
das mais tradicionais instituições de pesquisa no país. A
metodologia
fundamenta-se na percepção de diferentes indivíduos
envolvidos nas atividades de
pesquisa e desenvolvimento. Os resultados apontam que não
há uma
homogeneidade acerca da importância e da problemática da
gestão de PI entre os
participantes da pesquisa, bem como predomina a opinião de
que a criação e
implementação de uma política de PI não pode ser algo
determinado
verticalmente, de cima para baixo, pela instituição, mas
algo que deve emergir ou
ser aceito pelos atores da própria atividade de pesquisa e
desenvolvimento,
institucionalizando-se após amplo debate entre eles.<br>Institutions of undergraduate and graduate studies are in
an extremely
competitive environment, facing new technologies and the
continuous government
investment reductions in research and development. They
must interact constantly
with several governmental institutions and private
entities searching partnerships
in order to make feasible basic and applied research. On
the other hand, these
efforts contribute to the technological advancement of the
country, improving its
competitiveness to face the inevitable economy´s
globalization, throw
technological transfers and innovation. In this context,
the significance and
maintenance of intellectual properties (IP) policies
become a requisite for the
survival of any institution that invests in technological
development research. It
also represents a mandatory condition for the success of
knowledge transfer for
the benefits to the sustainability of Brazilian
organizations and the insertion of
itself in the marketplace, taking into account the global
competitiveness rules and
proving at the same time that the receipt of resources
that assist research activities
were well worth it. This is a challenge, especially in the
case of IES since they are
organizations that have specific characteristics that may
not be the best scenario
for IP policies. For the private IES, this can represent
an essential path for the
sustainment of its research activities, given the growing
need for themselves
generating its own resources. The objective of this
research at is to identify
organizational requisites, opportunities and difficulties
for the implementation o
IP policies in a private managed IES in Brazil. The Case
study is the case of PUCRio,
one of the most traditional research institutions in the
country. The
methodology bases on the perception of different
individuals involved in research
and development activities. The results point that it does
not have a homogeneity
concerning the importance and problematic of IP management
between the
participants of the research, as well as predominates the
opinion of that the
creation and implementation of IP policies cannot be
something determined
vertically, top down, by the institution, but should come
about or be accepted by
its own research and development activities actors, and
that its implementation
occurs after extensive debate between them.
6
Scott, Eva Siu Mei Poon. "The A levels' resit policy and its effect on student learning in three educational institutions in England : an investigation into the practice of students resitting examinations in A levels in three educational institutions in England with a view to exploring the implications of the A levels' resit policy for student learning in sixth-form education." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7520/.
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This thesis is a qualitative study of the implications of the resit policy of A levels for student learning in sixth-form education in England. In contrast to many other high-stakes examinations which test students only at the end of a course, A levels use a modular format where students are allowed to resit past units within the two-year sixth-form course with no limit or penalty. Since resits were introduced extensively to A levels ten years ago, the A-level results have been improving steadily. Every year, without fail, there are reports of another 'best-ever' A levels. Yet, instead of national elation, there is mistrust, suspicion and doubt about rising standards amid allegations of grade inflation; resits are seen as the key reason for the big increases in A-level results. The research adopts an interpretivistic approach, based on the accounts of students and academic staff from three sixth-form educational institutions and university admissions tutors at two universities in England. It explores the practice of resits in sixth-form education, including how students make resit decisions, how they improve in the resit, how resits affect student learning, what impact resits have on the certification and selection roles of A levels, and how students of differing learner identity approach the resit challenge. It contends that, due to a lack of appreciation of the rationale behind the resit policy, no control of resits and the highly competitive nature of selection by universities, the A levels' resit policy has resulted in some educationally undesirable practices in sixth-form education. Only those who adopt a positive approach to resits, have help from their teachers and work hard to improve their learning and skills gain from the system and these conditions are differentially available to students. For the others, the resit system has resulted in an over-emphasis on A levels in sixth-form education, which involves taking examinations early through rushed teaching, elaborate resit strategies, dubious revision tactics and reliance on second chances. All these contribute to warping students' understanding of what counts as valid knowledge or what it means to learn. The resit system has accentuated the examination-oriented culture in sixth-form education and has resulted in an increased focus on extrinsic rewards, performance goals and a surface approach to learning, which may ill-equip students for success at university or for life-long learning. The research aims to demonstrate how a well-intentioned policy for a high-stakes examination can have unintended consequences when it comes to actual practice in the classroom. It concludes that in developing educational and assessment policies, due consideration needs to be given to their implications for student learning and their impact on education as a whole.
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Sanchez, Juan Gabriel. "Rethinking Organization, Knowledge, and Field: An Institutional Analysis of Teacher Education at High Tech High." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108371.
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Thesis advisor: Marilyn Cochran-Smith<br>A new phenomenon in teacher education, referred to as new graduate schools of education, or nGSEs (Cochran-Smith, et al., 2016), is gaining traction in the U.S. Profoundly different in program structures and arrangements from most university programs, these non-university affiliated teacher education programs have emerged during the current era of standards- and accountability-based reform. However, limited empirical research has examined how nGSEs conceptualize and enact teaching and learning and how these programs might signal a shift in the field of teacher education. This dissertation attempts to address this empirical lacuna through an in-depth qualitative case study of the first such program, located within High Tech High (HTH), a charter school network. The purpose of this study is to understand the HTH program’s core beliefs and behaviors, as well as the organization’s relationship with its institutional environment (i.e. the broader educational policy, funding, and field-level contexts). Utilizing institutional analysis and sensemaking theory, I argue that teacher education programming at HTH drew on a core logic of constructivism, which informed the school’s instructional work of teaching and learning and its organizational design. Through this constructivist approach, teacher education faculty and students were able to “practice with theory,” bridging the theory-practice dichotomy and informing a relational and actionable conception of knowledge. Finally, HTH took an active stance towards its institutional environment, developing organizational networks to both retain organizational fidelity to its mission and also enact change in accordance with this mission. My analysis has implications for teacher education, organizational analysis, and education policy. Because constructivism dually informed instruction and organizational structures, HTH offers new possibilities for the design of education organizations. The centrality of constructivist logics allowed for both remarkable consistency in values, beliefs, and goals across the organization as well as considerable agency for individual actors. The agency of HTH personnel, paired with the program’s “active stance” towards environmental forces, such as funders and field-level partners, informed how education leaders’ design choices simultaneously supported individual agency and organizational mission as well as ground-up approaches to change. Lastly, the case of HTH indicates that the nGSE phenomenon models new organizational approaches to teacher education, which can challenge and expand the ways in which we understand teaching and learning for educators<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Giraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.
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Young, Pamela. "Adult high school learners' experiences with literacy education in institutional upgrading classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40146.pdf.
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Steinmetz-Benton, Micheala A. "Differences in the Dual Credit Experience between High School and Institutions of Higher Education." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425857.
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<p> Dual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.</p><p>
Books on the topic "High educational institution"
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Unit, Lesotho Education Statistics, ed. Directory of educational institutions. Kingdom of Lesotho, Bureau of Statistics, 1993.
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Shah, A. K. Education and educational institutions cases: Complete judgment of Supreme Court and all high courts. Malhotra Law House, 1991.
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Anikin, Boris, and Irina Rudaya. Outsourcing and outstaffing: high management technologies. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1442619.
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The textbook contains a theoretical generalization of the directions of outsourcing and outstaffing development as technologies of modern management. The conceptual apparatus of outsourcing and outstaffing, the essence of individual forms and types of outsourcing, the content and main stages of the implementation of an outsourcing project are considered. The spheres of application of outsourcing and outstaffing in the management of the organization are defined, the features of knowledge outsourcing are highlighted. Practical examples are given and trends in the development of the outsourcing and outstaffing services market in Russia and abroad are identified.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For students studying in the direction of training 38.03.02 "Management", undergraduates and postgraduates, teachers and researchers of educational institutions of higher education, as well as students of the system of additional professional education, managers of various levels of management, specialists in management consulting.
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Victoria. Parliament. Education and Training Committee. Inquiry into the impact of the high levels of unmet demand for places in higher education institutions on Victoria: Final report. Government Printer for the State of Victoria, 2004.
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Reznik, Semen, Irina Igoshina, and Ol'ga Sazykina. University student: successful learning technologies. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2169733.
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The textbook discusses technologies that allow university undergraduates to actively engage in the educational process and practical activities, and find a job in their chosen field while still studying at the university. Special attention is paid to modern technologies of teaching at the university, the student's work in an electronic information and educational environment, the effective use of personal abilities and time, and the formation of high student competitiveness. Meets the requirements of the latest generation of federal state educational standards for higher education. For undergraduates of higher educational institutions, as well as for teachers, heads of departments and deans of higher educational institutions.
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J, Lambrinos Jorge, and United States. Administration on Aging, eds. Gerontological training and education programs in institutions of higher education with high minority student enrollment. Aging Administration], 1997.
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(Singapore), Raffles Institution, ed. Under the banyan tree: Collected memories of some inspiring Rafflesians, 1961-1964. Raffles Institution, 2007.
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Tihonova, Elena, Elena Dianina, Vasiliy Egorov, and Elena Karpova. Social management of career guidance activities in educational institutions of a modern metropolis. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1872851.
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The monograph is devoted to the analysis of the theoretical and methodological foundations of the study of the management system of professional orientation of high school students of general education institutions in the conditions of a modern metropolis. The central place in the work is occupied by the author's structural and functional model of management of the system of career guidance. A large theoretical material based on the results of the author's research is presented, which allows to formulate and substantiate a number of new scientific provisions that open up a promising direction in the study of the problems of career guidance in the mainstream of management sociology. The results of a multidimensional analysis of the data of the author's empirical studies of the influence of macro- and microsocial factors on the effectiveness of career guidance management in educational institutions of the modern Russian metropolis on the example of Moscow are presented.
 It is intended for a wide range of specialists in the field of sociology of management, pedagogy, sociology of education, as well as for heads of sociological services, teachers, graduate students, students, anyone interested in the issues of professional orientation of young people in a modern metropolis.
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Menyaev, Mihail. Digital economy enterprises. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045031.
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The tutorial allows you to learn basic scientific concepts in the field of formation and application of digital economy in the enterprise, to the organization skills of the digital space in the enterprise management system. The analysis of economic methods of formation and active use of Internet resources in the organization of high-tech industry and business.
 Meets the requirements of Federal state educational standards of higher education of the last generation.
 Intended for students of higher educational institutions studying the digital economy, innovation, management, industrial and logistics network, trained on a direction of preparation of bachelors in "mechanical engineering".
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Kas'yanov, Valeriy, Sergey Samygin, and Vladimir Shevelev. History. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086532.
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The textbook covers all the topics and questions of the course "History". The main attention is paid to the leading trends, stages and events of cultural, civilizational and state development from antiquity to the present day. The authors take into account the latest historical research and developments that have recently appeared in historical science. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. Addressed to students of secondary vocational educational institutions, it can also be used by high school students in preparation for final exams at school and by applicants taking entrance exams to universities and colleges.
Book chapters on the topic "High educational institution"
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Isakhanli, Hamlet, and Aytaj Pashayeva. "Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan." In Palgrave Studies in Global Higher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_4.
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AbstractThe development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.
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Zepeda, Rodolfo, and Roberto Quintero. "Benemérita Universidad Autónoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_9.
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AbstractThroughout its history, Benemérita Universidad Autónoma de Puebla (BUAP), a public institution, has always been a guide of social and economic development of the state of Puebla. From one moment to another, the state was unexpectedly immersed in the Covid-19 pandemic that caused the sudden migration from a mostly face-to-face instructional model to an online one. Immediately, the institution summoned different staff members to define and analyze the situation and then establish actions to guarantee educational continuity.As part of this analysis, they identified opportunities specifically at the upper secondary level, which includes high school. In particular, one opportunity was to offer entrepreneurship courses in an online format, capitalizing on the experience gained from the undergraduate program. Given the characteristics of the pandemic, the analysis also highlighted that the crisis would have severe economic effects on the students and their families, diminishing their income.It is estimated that the entrepreneurship education program reached 18,000 people, including students, faculty members, and parents. Over 10,000 more people will be reached throughout the rest of the year. Therefore, it is essential to strengthen the resilience, innovation, and entrepreneurial capacity of the university ecosystem.
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Zepeda, Rodolfo, and Roberto Quintero. "Benemérita Universidad Autónoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_9.
Full textAbstract:
AbstractThroughout its history, Benemérita Universidad Autónoma de Puebla (BUAP), a public institution, has always been a guide of social and economic development of the state of Puebla. From one moment to another, the state was unexpectedly immersed in the Covid-19 pandemic that caused the sudden migration from a mostly face-to-face instructional model to an online one. Immediately, the institution summoned different staff members to define and analyze the situation and then establish actions to guarantee educational continuity.As part of this analysis, they identified opportunities specifically at the upper secondary level, which includes high school. In particular, one opportunity was to offer entrepreneurship courses in an online format, capitalizing on the experience gained from the undergraduate program. Given the characteristics of the pandemic, the analysis also highlighted that the crisis would have severe economic effects on the students and their families, diminishing their income.It is estimated that the entrepreneurship education program reached 18,000 people, including students, faculty members, and parents. Over 10,000 more people will be reached throughout the rest of the year. Therefore, it is essential to strengthen the resilience, innovation, and entrepreneurial capacity of the university ecosystem.
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Fourie, Cornelius M. "High-Quality Phd Supervision." In Positioning Higher Education Institutions. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-660-6_9.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
Full textAbstract:
AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Full textAbstract:
AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Manke, Beth, Bonnie Gasior, and Michelle Chang. "Institutional Infrastructure." In Internships, High-Impact Practices, and Provocative Praxis in Higher Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003296324-2.
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Marginson, Simon. "Elite, Mass, and High-Participation Higher Education." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_50-1.
Full textConference papers on the topic "High educational institution"
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Boyanov, Luben, and Tsvetana Stoyanova. "The New Challenges Facing the Digitization of Higher Education Institutions." In 2023 VI International Conference on High Technology for Sustainable Development (HiTech). IEEE, 2023. http://dx.doi.org/10.1109/hitech60680.2023.10759110.
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Keles, Ibrahim. "THE CONTRIBUTIONS OF THE SEBAT INTERNATIONAL EDUCATION INSTITUTES TO KYRGYZSTAN." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bwqd1441.
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Sebat International Education Institute has been operating for over 15 years in Sebat, Kyrgyzstan, educating and training the Kyrgyz youth. The institution has won a high reputa- tion for quality education through excellent results, demonstrated by its students’ high grades in international and domestic scientific competitions. This paper studies the impact of this institution on values among Kyrgyzstan youth, and compares its educational principles, poli- cies and effects with those of other educational institutions in the city and country.
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Vrinceanu, Vasile. "Managerial skill of the higher education institution heads." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.63.
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The current management evolution trends are characterized by the fact that it encompasses all areas of economic, social, educational, political life, allowing a better understanding of market problems, under the conditions of defining a large number of interconnections and restrictions. In a high-performance management, the ability to identify transformations and to report needs is affirmed, promoting professional competition, optimally manage resources, communicate effectively, develop innovative management strategies. For these reasons, today's constantly changing society, progress in various fields requires decision-makers to consolidate a modern way of thinking, to actively promote the abandonment of outdated leadership and organization mentalities and methods, in order to emphasize the training and management of human resources, to capitalize and stimulate the individual personality qualities of heads in educational institutions, including those of higher education, in the perspective of training managerial skills. Likewise, we mention the fact that the current higher education system has been facing various problems in recent decades, including: the sudden drop in the number of students; decreasing access to quality education; low results in national and international tests; high level of dropping out of university studies, showing a low level of motivation for learning. This set of problems is deduced from the study "Comprehensive evaluation of the educational sector in the Republic of Moldova", but also from the analysis of various reports, based on studies the student, as a subject of education. The persistence of the bureaucratic management model, rooted in the culture of higher education institutions and not only, the value system of teaching and managerial staff incongruent with the value system promoted in educational policy documents, but also the inconsistency of the distribution of managerial functions vertically and horizontally, represent factors that determine the decrease in motivation for a career in the field of education. Only in an educational institution, managers are the ones who promote the change, they feel that they should first know the conditions that determine the change and understand the attitudes and motivations that produce it. So, the role of change agent highlights the manager's concern for improvement and adaptation to the changes imposed by the environment. Exercising this role requires the manager to identify and exploit opportunities, but also to develop the ability to initiate changes to direct the institution towards the defined goals [115, pp.36-37]. In these described realities, the process of developing managerial skills in the leaders of higher education institutions becomes an essential desire to ensure effective and successful leadership, to respond to educational needs and challenges. Thus, we deduce the actuality and importance of researching the particularities of the managerial skill development among the educational institution heads, a spectrum that involves: a) double professionalization of the educational institution heads, reflected in the knowledge and qualities that emphasize professional skill, on the one hand, and the skill to lead managerially, on the other; b) the ability to develop an efficient system of relations in the institutional environment, aimed both at relations with subordinates and relations between subordinates, in order to establish a work climate favourable to performance; c) modeling a proper managerial behaviour, which positively influences the actions of subordinates, orienting them towards effective activities to obtain concrete results, corresponding to the established objectives; d) the authority with which is invested is on the one hand formal, specific to the position held by the manager in the institution; e) managerial creativity is necessary at a higher, innovative level to successfully face the demands generated by technical, technological, social changes, etc. f) the power of managerial resistance to requests is typical of the managers' activity, in particular, who are subject to decisional stress, time pressure, responsibility in the conditions of an open and sometimes/often contradictory pedagogical context; h) increased sense of managerial responsibility realized and continuously perfected by the manager as a superior attitude, internalized at the motivational, affective and character level, giving a superior social status in front of subordinates and superiors. The system of educational management must be oriented towards flexibility, diversity, generation, development and implementation of new ideas. Emerging from these ideas, we mention the fact that the dynamism of contemporary life, determined by the impressive changes in all spheres of activity, requires a continuous adaptation of the higher education system to the new orientations and realities. The orientation towards democracy and openness can ensure the success of the Republic of Moldova only if education forms personalities capable of capitalizing on new ideas, values, models of thinking, promote new individual behaviours, characteristic of a democratic society. But, the theoretical and empirical approaches differ at the level of particularities through which the success or efficiency of an educational institution is operationalized. In recent years, the importance of organizational factors for the quality of education has been highlighted, beyond strictly educational or didactic indicators. Therefore, the managerial staff in higher education institutions will orient the entire management activity of the institutions in the directions drawn by the mission of education and the educational ideal, by capitalizing on managerial skills and experience in the field, being accompanied by the ability to take initiative, to correctly approach problems, the ability to use one's own strengths and relationships and to assume potential risks. So, educational services represents a set of specialized activities, carried out through specific methods and techniques, developed and carried out within public institutions or organizations, belonging to a community, which aims to solve various categories of problems regarding the education and instruction of various categories of beneficiaries from the respective community. For these reasons, the development of the managerial skills of management staff from higher education institutions requires self-reflection, self-direction, self-appreciation and behavioral reconstruction, through self-assumption of changes, through professional awareness and responsibility. However, this requires the provision of continuous renewal and restructuring of one's own purchasing device, flexibility and responsiveness in relation to the circumstances that emerge along the way. From the problem described above, we deduce that the quality of educational services is determined by a multitude of factors, including the managerial skills of the educational institution heads, which requires the employment within the managerial system of competent, competitive, creative managerial staff with managerial performance, intrinsically motivated for quality managerial activity, for continuous development, with a pro-active attitude towards change. However, managerial staff is based on a certain amount of previously acquired knowledge, which will be used in different combinations, associations; correlations. The ability to solve problems depends, to a large extent, on the quality and richness of its cognitive repertoire, being subjected to restructuring and transformation, in order to obtain the desired solution.
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Gang, Wu, and Sammy Chung. "The Effect of Departmental Leadership in High Educational Institution: A UK Case." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.1203.
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(Beșcu) Buzică, Monica-Mihaela. "The Entrepreneurial Spirit of the Manager." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/01.
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Through this article we want to emphasize the importance of educational management. We are also interested in whether the manager of an educational institution has or should have an entrepreneurial spirit. In recent years, special emphasis has been placed on educational management. We observe a tendency towards interdisciplinarity in the Romanian education and the necessity of the presence of the entrepreneurial spirit in the educational institutions. Entrepreneurship and management have a close connection that we will discuss in the following article. Thus, our attention was drawn to the need for entrepreneurship in management positions. The special importance given to educational management, leadership and entrepreneurship has led us to approach this interesting topic. It is necessary to create a personal profile of the manager of the educational institutions and to understand what educational management means and how to be a good manager in order to achieve high results. For this we have conducted a research on these concepts, and the results and its course will be presented in this article. We are also interested in how the manager's activity influences the education provided in an educational institution. We have a number of compelling questions to which we want to receive scientifically substantiated answers and that is why we have proposed a research that will answer the current needs. The world is constantly changing and this forces the existence of a manager capable of adapting and managing the various situations that arise. We need to know what competencies and qualities a manager must have and his status within the organization.
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Aigul, M. Uteshkalieva, and A. Madeniyetova Zulfiya. "Intra-school control - as part of the management system of an educational institution." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.14.
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This article provides an explanation of intra-school control as part of the management system of an educational institution. The pedagogical activity of any school is characterized by comprehension of the accumulated work experience, the search for new ideas, the achievement of a high level of pedagogical excellence in the organization of educational activities, the emergence and dissemination in the pedagogical, parental, and managerial environment. and a new understanding of the values of education, when education becomes a priority in the lives of the younger generation. And in every school, one of the real levers for such development is the apparatus of intra-school control. In-school observation should be motivated and stimulating, based on knowledge of the capabilities and interests of all participants in the educational process. On the one hand, its result is a qualitative improvement in relations within a certain group and between them, on the other hand, it contributes to the degree of professional growth and achievements of teachers and students.
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Kurkov, Yuri B., and Mikhail M. Gorbunov. "Providing conditions for high-quality classes in the classrooms of an educational institution." In Agro-industrial complex: problems and prospects of development. Far Eastern State Agrarian University, 2024. https://doi.org/10.22450/978-5-9642-0631-6-189-195.
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The factors that should contribute to improving the performance of students, the effectiveness of the process of perception and assimilation of information by them are indicated. The conditions for high-quality classes are analyzed and the parameters of the microclimate in the educational premises of the Far Eastern State Agrarian University are determined. Recommendations for normalization of microclimate parameters in classrooms of the university are given.
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Rupprecht, Patrick, Isabel Rodenas, and Tilia Stingl De Vasconcelos Guedes. "Impact of Generative AI on the Acquisition of Competencies in Educational Institutions of the Vienna Chamber of Commerce and Industry: GenAI in Future Education." In 13th International Conference on Human Interaction & Emerging Technologies: Artificial Intelligence & Future Applications. AHFE International, 2025. https://doi.org/10.54941/ahfe1005931.
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The aim of this research project is to develop scientifically based recommendations to support the educational institutions of the Vienna Chamber of Commerce and Industry (WKW) in effectively integrating Generative Artificial intelligence (GenAI) into their programmes. The educational institutions include the University of Applied Sciences for Management and Communication – FHWien der WKW) for the tertiary sector, two schools (Tourism College MODUL Vienna and Vienna Business School – VBS) in the field of high school education and a further education institution for further adult education (Institute for Economic Promotion – WIFI Vienna). The project examines the current perception of AI in the labour market and investigates the impact of Generative AI on students' competency acquisition, as well as strategies for its effective utilisation in educational settings. The central research question of this project is as follows: What strategies might be employed to ensure the effective utilisation of Generative AI in the educational institutions of the WKW, with a view to enhancing learners' competency acquisition and integrating it meaningfully into future education? To evaluate the present utilisation of GenAI among educators and learners, the study will employ questionnaires, workshops and practice-oriented experiments. Based on the findings of this research, an AI Info Hub will be established as a central resource platform. Its purpose is to provide educators and learners with up-to-date information, best practices, workshops, and support for integrating AI into teaching and learning processes. By comprehensively understanding and addressing the challenges and opportunities of AI in education, this project will empower educational institutions of the WKW to promote the acquisition of competencies that enable effective human-AI collaboration. Ultimately, this will contribute to improving the quality of education and preparing learners for future work environments in which AI is an integral component.
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Kudek Mirošević, Jasna. "Creating a Stimulating Inclusive Environment in Preschool Teaching." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.359km.
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It has been proven that only high-quality services of competent preschool teachers lead to benefits, whereas low quality services have a significant negative effect on children and society overall. If preschool teachers are competent for planning and creating stimulating, acceptable and inclusive activities, the effect is evident not only in the child’s overall development, but also in the quality of their own work and the preschool institution in general. The questionnaire on creating an inclusive environment was distributed to 204 preschool teachers working in early childhood education institutions in Croatia. The aim was to examine the extent to which preschool teachers plan and create an inclusive environment in early childhood institutions with emphasis on offering educational support and development of social skills and habits in children. The statements were interpreted and elaborated through a qualitative analysis of frequencies. The results show preschool teachers’ high awareness of creating an inclusive environment, though there is still lack of methods for adapting work with children with special educational needs. Reforms should certainly give priority to issues of quality and continuous professional development of preschool teachers.
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Fatai Ogunbayo, Babatunde, Clinton Aigbavboa, Opeoluwa Akinradewo, Olusegun Oguntona, and Didi Thwala. "Validation of Maintenance Management Core Elements for Higher Educational Institution Buildings in developing Countries Education Sector." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002367.
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Maintenance management (MM) is a preventive management philosophy that provides a platform to retain assets value, improve life quality, improve risk cost and productivity in maintenance organisations. Given this contextual setting, the study examines whether core elements of MM utilised in developed countries are relevant in developing countries, using higher education institutional (HEI) buildings in the Nigeria education sector as a case study. In obtaining data for this study, an empirical research design was employed. Precisely, a Delphi study piloted showed eight (8) core elements that influence effective maintenance management of HEI buildings in Nigeria. Of these eight (5) cores elements, five (5) of the elements have a very high influence on maintenance management of HEI buildings (VHI: 9.00 -10.00), and three (3) other elements had a high influence (HI: 7.00-8.99). The key finding from the study reveals that the core elements that influence maintenance management of HEI buildings include organisational maintenance policies, maintenance budget, human resources management, training, monitoring and supervision, maintenance information, communication among stakeholders, and maintenance culture. The study's finding indicated that these core elements are related to those of other countries, and effective MM of HEI buildings in developing countries education sectors is guaranteed when these core elements are integrated into the maintenance processes and operations.
Reports on the topic "High educational institution"
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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4438.
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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.
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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Green, Vanessa A., Emma-Jayne Tse, and Ulani Kan. Identifying effective support for students with disabilities who have experienced bullying. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-1-03.
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This study examines the support experiences of 23 tertiary students with disabilities after being bullied, either at high school or at a tertiary institution. The anonymous online survey focused on what elements of support students found helpful and what would encourage them to seek support after they had been bullied. The findings showed that, after being bullied, most students sought support from parents and friends, followed by counsellors and teachers. However, participants found the support they received only moderately helpful, at best. Participants wanted to see improvements made to: the accessibility of support systems, the action taken after a bullying incident, and education about people with disabilities. Therefore, improvements need to be made to the support provided to tertiary students with disabilities who have experienced bullying within educational institutions.
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Glennie, Elizabeth, and Julie Edmunds. Strengthening Dual Enrollment Partnerships. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.pb.0029.2503.
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Dual enrollment, also known as dual credit, allows students to take college courses during high school. Studies have shown that dual enrollment has a positive impact on students’ educational attainment. However, dual enrollment is complicated to implement given that it requires a partnership between a high school or district and a postsecondary educational institution. This research brief summarizes lessons learned from an evaluation of three dual enrollment partnerships in New Jersey. The evaluation found that the numbers of dual enrollment course offerings, qualified teachers, and students earning dual credit increased over 2 years. The implementation evaluation identified key components that should be in place for an effective dual enrollment program to succeed.
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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, 2023. http://dx.doi.org/10.26817/paper.21.
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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was to identify the evolution of digital mindset, literacy, and competences within the group of teachers in the institution. All data has been collected through surveys, interviews, and class observations with teachers. In addition, in this paper it will be shown how the teachers’ digital mindset and competences emerged maintaining high standards of quality. Finally, the document will report how the intervention carried out permitted these teachers to transfer their already-strong teaching skills to virtuality resulting in best instructional practices
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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, 2017. http://dx.doi.org/10.34074/ocds.12017.
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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Bayudan-Dacuycuy, Connie, Paola Ellaine Luzon, and Suzanne Zambrano. Cross-Border Student Mobility and Improvements in the Philippine Tertiary Education Program Relevance and Learning Outcomes. Philippine Institute for Development Studies, 2024. http://dx.doi.org/10.62986/dp2024.21.
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Mainly using qualitative data, this paper analyzes whether and how cross-border student mobility contributes to enhanced Philippine tertiary education programs. The paper recognizes that the intake of international students results from cross-border and home-based internationalization initiatives that mutually reinforce the improvement of programs and learning outcomes. The intake of international students further enhances home-based internationalization initiatives, thus creating a virtuous cycle of effective initiatives, relevant educational products, and increased foreign student enrollment. However, this virtuous cycle has yet to materialize in the country due to its weak presence in the international student market. Currently, the country’s inbound students are limited to specific nationalities, fewer than those in other destination countries, and are largely facilitated by educational agencies. While the ultimate objective is to improve higher education programs and learning outcomes for the benefit of Filipino learners, a steadily increasing market share of international students seeking the country for its high-quality instruction and relevant fields of interest would validate that the country’s internationalization efforts have paid off. To realize this, the paper forwards recommendations within the broader context of sustaining a higher education institution ecosystem that is responsive to local and international standards.
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McGarrigle, Malachy. Watchpoints for Consideration When Utilising a VDI Network to Teach Archicad BIM Software Within an Educational Programme. Unitec ePress, 2023. http://dx.doi.org/10.34074/ocds.099.
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This research identifies factors to be considered in the adoption of a virtual desktop infrastructure (VDI) accommodating the software needs of a tertiary institution. The study discusses the potential advantages and disadvantages of VDI, focusing specifically on the performance of the architectural software Archicad when used virtually. The findings will be relevant to similar programmes, such as Revit, and software used in other disciplines, especially where processing power is important. Aims discussed include reducing high-specification computers rarely used to capacity, assessing user experience, and feasibility of VDI remote access. Primarily a case study, this project centres around delivery of papers in the New Zealand Diploma of Architectural Technology programme at Unitec | Te Pūkenga that employ Archicad. Software efficiency and performance was monitored throughout teaching across numerous semesters. Incidents were logged and VDI operation tracked, especially during complex tasks such as image rendering. Load testing was also carried out to assess the implications of large user numbers simultaneously performing such complex tasks. Project findings indicate that Archicad performance depends on the design and specification of the virtual platform. Factors such as processing power, RAM allocation and ratio of users to virtual machines (VM)s proved crucial. Tasks executed by the software and how software itself uses hardware are other considerations. This research is important, as its findings could influence the information technology strategies of both academic institutions and industry in coming years. Virtual computing provides many benefits, and this project could provide the confidence for stakeholders to adopt new strategies using VDI instead of the traditional approach of computers with locally installed software applications.
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Moskalenko, O. L., E. V. Derevyannykh, N. A. Balashova, and R. A. Yaskevich. DEPRESSIVE DISORDERS AMONG STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-382-390.
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The article presents a review of the literature on the current problem of medicine-depressive disorders among medical students. The need to study the problem of depressive disorders among students of medical higher educational institutions is due to their high frequency and negative impact on the quality of life of students.
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MOSKALENKO, O. L., and R. A. YASKEVICH. ANXIETY DISORDERS AMONG STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS (LITERATURE REVIEW). Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-120-127.
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The review of literature on the actual problem of medicine - anxiety disorders among medical students presented. The need to study the problem of anxiety disorders among students of medical higher educational institutions is due to their high frequency and negative impact on the quality of life of students.