Relevant bibliographies by topics / Services for research and education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Services for research and education'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Services for research and education"

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Tien, James M., and Daniel Berg. "On services research and education." Journal of Systems Science and Systems Engineering 15, no. 3 (2006): 257–83. http://dx.doi.org/10.1007/s11518-006-5019-1.

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Atchison, KA. "Dental health services research and education." Journal of Dental Education 61, no. 1 (1997): 7–9. http://dx.doi.org/10.1002/j.0022-0337.1997.61.1.tb03114.x.

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Brook, R. H. "Health services research." Academic Medicine 64, no. 3 (1989): 124–30. http://dx.doi.org/10.1097/00001888-198903000-00004.

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Hunt, J. C., D. E. Detmer, and R. J. Bulger. "Health services research." Academic Medicine 64, no. 6 (1989): 312. http://dx.doi.org/10.1097/00001888-198906000-00005.

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Ţurcan, Elena, and Elena Harconiţa. "Education: 8. Music Education and Research Through Infodocumentary Services." Review of Artistic Education 16, no. 1 (2018): 265–73. http://dx.doi.org/10.2478/rae-2018-0030.

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Abstract In the paper are reflected some moments from the evolution of musical education and research at Alecu Russo Balti State University, suitable for the info-documentary services system, connection and relationship of librarians with teachers, students and researchers from the Art and Artistic Education Chair. Also, the paper provides an overview of the history of authentic collaboration for 40 years between Scientific Library and Art and Artistic Education Chair.
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Leung, Kelvin Tak Yiu. "Promoting Continuing Professional Education and Research in Emergency Medical Services (EMS)." International Journal of Research and Engineering 4, no. 12 (2018): 303–3. http://dx.doi.org/10.21276/ijre.2018.5.1.3.

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Nekhoroshkova, Yu. "EDUCATIONAL SERVICES MARKET RESEARCH." Vìsnik Sumsʹkogo deržavnogo unìversitetu 2022, no. 2 (2022): 129–34. http://dx.doi.org/10.21272/1817-9215.2022.2-15.

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The problem of the connection between the amount of training of specialists and their employment in the field of economic activity at the current stage of economic development is becoming quite necessary for research. The education system must adjust its activities according to the needs of the labor market, and it, in turn, must provide information for education in a timely manner. This connection is fundamental and will help to ensure the perfect functioning of the markets under study. However, unfortunately, today the connection between the labor market and the market of educational services functions only conditionally. The main subjects of the educational services market are: applicants, parents, schools, employers, recruitment agencies, state institutions, other universities. Each of these subjects realizes certain economic interests. And only thanks to the functioning of the "win-win" system, maintaining the balance becomes possible. The researched interrelationships between the main subjects of the market of educational services indicate the imperfect functioning of the system today. By comparing the number of submitted applications for bachelor's degrees by field with the volume of their government orders, it became clear about the existing imbalance in the market. State-priority technical specialties are in minimal demand among applicants, who, instead, choose "fashionable" specialties. In turn, the university focuses on the demand of applicants, and this leads to an increase in the level of unemployment and oversaturation of the labor market with specialists in social sciences and the service sector. Another problem in maintaining the balance between education and the labor market is the passivity of employers. They do not provide timely information about existing problems and are not involved in forecasting the necessary specialists on the labor market. If, for example, the employer would involve students in solving existing problems, then everyone would be equally "winners". After all, students would have the opportunity to solve practical problems, and the company would receive new innovative solutions from students. By correcting this shortcoming, the functioning of the educational services market would improve significantly.
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Bailit, H. L. "Health Services Research." Advances in Dental Research 17, no. 1 (2003): 82–85. http://dx.doi.org/10.1177/154407370301700119.

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The major barriers to the collection of primary population-based dental services data are: (1) Dentists do not use standard record systems; (2) few dentists use electronic records; and (3) it is costly to abstract paper dental records. The value of secondary data from paid insurance claims is limited, because dentists code only services delivered and not diagnoses, and it is difficult to obtain and merge claims from multiple insurance carriers. In a national demonstration project on the impact of community-based dental education programs on the care provided to underserved populations, we have developed a simplified dental visit encounter system. Senior students and residents from 15 dental schools (approximately 200 to 300 community delivery sites) will use computers or scannable paper forms to collect basic patient demographic and service data on several hundred thousand patient visits. Within the next 10 years, more dentists will use electronic records. To be of value to researchers, these data need to be collected according to a standardized record format and to be available regionally from public or private insurers.
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Gonnella, Joseph S., Clara A. Callahan, Daniel Z. Louis, Mohammadreza Hojat, and James B. Erdmann. "EditorialMedical education and health services research: the linkage." Medical Teacher 26, no. 1 (2004): 7–11. http://dx.doi.org/10.1080/0142159032000156515.

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Watt, Graham C. M. "Where health services research has led, medical education research may follow." Medical Education 39, no. 6 (2005): 555–56. http://dx.doi.org/10.1111/j.1365-2929.2005.02188.x.

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Dissertations / Theses on the topic "Services for research and education"

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Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16112/1/Karen_Noble_Thesis.pdf.

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This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate. Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as: Demographically convenient, Safe, secure and hygienic, Providing a routine, Caring and nurturing, Having trained and qualified staff, Valuing parents and keeping them informed, Preparing for further learning, Providing socialisation. These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment. In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by: Relationship with child; Influence of significant others; Understandings of childhood; Maximising the child's potential. The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts. An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.
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Noble, Karen. "Early childhood education and care : parent conceptions of ECEC services and choice of services." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16112/.

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This study details a phenomenographic and grounded theory investigation aimed at generating new knowledge of an under-researched area, namely that of parental choice of early childhood education and care services. Given the complexity and range of choice of early childhood services, and the diversity of family situations, research eliciting parent conceptions of their choices of early childhood services is both necessary and timely. Findings from this study may be used to inform early childhood professionals by expanding their awareness of the variation that exists in the way that parents conceptualise early childhood services and make choices for young children. This study addresses both the dilemmas of individual parents in conceptualising and choosing services for their children and the implications of their individual decisions in aggregate. Single in-depth, semi-structured interviews were conducted with 23 parents from the local area of Boyne Island, Central Queensland, Australia. The sample of parents comprised mothers only, although mothers and fathers were invited initially to join the study. The parents were drawn from the four local early childhood education and care (ECEC) services that operate in this area. In the first stage of the analysis, a phenomenographic framework was used to develop an outcome space to describe the eight parent conceptions of ECEC services. These categories describe the way parents see ECEC services as: Demographically convenient, Safe, secure and hygienic, Providing a routine, Caring and nurturing, Having trained and qualified staff, Valuing parents and keeping them informed, Preparing for further learning, Providing socialisation. These eight categories of description are understood and distinguished in terms of three dimensions, those being physical, personnel and personal. The physical dimension refers to the location and availability of services catering to the needs of the family. The personnel dimension refers to how ECEC services are judged according to the personnel who work within that environment. The personal dimension refers to how the ECEC service is judged according to how the individual children and their family are catered for and responded to within the environment. In the second stage of analysis, an orthodox grounded theory approach was used to explore how parents understood their choice of ECEC services for their young children. This later analysis found that parent choice is influenced by: Relationship with child; Influence of significant others; Understandings of childhood; Maximising the child's potential. The grounded theory that developed as a result of this stage of analysis was that parents make complex and pragmatic choices within social contexts. An understanding of the relationships between parent conceptions and the influences that they consider when choosing ECEC services was used to develop a model. This model demonstrates the complexities of choice of service juxtaposed with parent conceptions of ECEC services. Tensions for parents and their choice of service arose when their conceptions of ECEC services were compromised. Therefore, central to the model presented is the understanding that the ECEC services were located within a specific societal context and as such, any one, or combination of, the dimensions of conceptions of service, impact upon choice.
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Hicks, Terence. "Spirituality Research Studies in Higher Education." Digital Commons @ East Tennessee State University, 2016. https://amzn.com/0761867406.

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Finding meaning and purpose in loss : insights into spiritual aspects of the grieving process of college students / The relationship between spirituality and sexual identity among lesbian and gay undergraduate students : a qualitative analysis / A profile of choice/responsibleness and goal-seeking attitudes among first-generation and non-first-generation college students / Spiritually driven strategies employed by first-generation college aspirants of color to resist stereotype threat and discrimination / African American males' college preparedness : the role of spirituality in home-based education / African American college women's reactions : a group program providing counseling and spiritual support / Internalization of the African gods and academic achievement perceptions. Spirituality Research Studies in Higher Education offers two uniquely designed sections that showcase a group of talented scholars from major research institutions. This edited volume by Terence Hicks provides the reader with topics such as spiritual aspects of the grieving college students, spirituality and sexual identity among lesbian and gay students, spirituality driven strategies among first-generation students, the role of spirituality in home-based education, and counseling and spiritual support among women.<br>https://dc.etsu.edu/etsu_books/1094/thumbnail.jpg
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Hammond, John A. "Doing gender in physiotherapy education : a critical pedagogic approach to understanding how students construct gender identities in an undergraduate physiotherapy programme in the United Kingdom." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/27739/.

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Gender in physiotherapy education is somewhat ambiguous. Physiotherapy is historically a women’s profession, yet in recent decades there has been a growing proportion of men. The mass media portrays a masculine sporty image of physiotherapy, which notably ignores the presence of women. Previous research in physiotherapy education has shown gender differences in student preferences for work and career pathways. Gender differences in attainment in practice components of the course have also been demonstrated, with men doing less well than women and more likely to fail. As a physiotherapy educator faced with these issues, the aim of this study is to explore the significance of gender in students’ constructions of identity. Social constructionism was adopted as an underpinning theory in this professional practice research involving students from one cohort of undergraduate physiotherapy students at a university in the south east of England. Nine male and female participants were interviewed at the beginning of their second year and were asked to record stories about their experiences both on and off campus throughout the academic year using a digital recording device. Data from the interviews and audio-diary narratives were analysed using Judith Butler’s theorisation of gender as ‘performative’ to understand how gender identities were constructed. Foucauldian and critical pedagogical perspectives were employed to further interrogate the gender discourses that emerged. The findings indicate that gender was rarely explicitly discussed; yet participants’ gender identities were constantly negotiated through relationships that were not limited to the university and clinical settings. A range of discourses of masculinity and femininity were identified illustrating a profound gender orthodoxy in physiotherapy education that simultaneously demanded acceptance, assimilation or resistance. As a consequence, students in this study used a number of discursive strategies in the struggle to be recognised within physiotherapy education and practice. The implications from these findings raise questions about gender tensions and contradictions in the physiotherapy programme under scrutiny and about the pedagogic practices that reinforce them. In this context, there is a need to raise awareness amongst peers and managers of the possible sites of gender inequalities within this curriculum. Also, gender needs to come ‘out of the closet’ and be debated within the classroom and the wider social spaces inhabited by students in order to develop more nuanced understandings of gender within physiotherapy and healthcare. Finally this research indicates the need to provide more inclusive spaces within the curriculum for reflecting on the complexity of identity construction and for challenging its institutional forms.
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Disque, J. Graham. "Recent Research on the Brain and Counseling." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2838.

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Boois, Yvonne. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1006152.

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Mason, Robert. "Burnout Among Head Start Social Services Coordinators in Region IV." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2580.

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The project was designed to study the nature of the burnout phenomenon among Head Start Social Services Coordinators in eight southeastern states. The association of age, sex, marital status, years employed, program size, caseload, race, education and perceived level of stress to the three subscales of the Maslach Burnout Inventory (MBI) were correlated on a population of 59 coordinators representing 25% of the total population. Years employed was shown to be negatively correlated to the Emotional Exhaustion subscale. Perceived stress levels due to workload were most strongly associated with emotional exhaustion. Relationship to the other factors studied was not significant. The findings provide support for the contention that burnout does exist among members of this population and that steps need to be taken at the individual and agency levels to combat the stressful conditions related to burnout. While emotional exhaustion and lack of personal accomplishment were shown to exist, the subjects showed little to no evidence of depersonalization in working with their clients.
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Ratchford, Cynthia W. "A study of support for genetic research genetic services and education in genetics among African American social workers in metropolitan Atlanta." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2001. http://digitalcommons.auctr.edu/dissertations/2828.

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This study examined African American social workers' opinions about genetic research, genetic services, and education in genetics and selected factors associated with their opinions. Those factors were professional/work experience with clients with genetic issues; mass media exposure to genetic information: t.v., movies, newspapers, magazines; graduate social work course/unit in a course in genetics; personal/family experience with genetic issues; and gender. There are no available studies on the readiness of African American social workers to practice in human genetic service delivery. This study was based on the premise that African American social workers' opinions about human genetics as a discipline would be an indicator of their readiness to practice in genetics. Frequency analysis, crosstabulation and multiple regression were the statistics employed to analyze the data. The findings indicated that African American social workers were supportive of genetic services and education in genetics, but had mixed opinions about genetic research. Based upon these findings, African American social workers appear to be a group that is ready to fill a unique need for social work practitioners in genetics. Mass media exposure to genetics and gender were the variables that were most associated with the African American social workers' opinions. Several of the independent variables had a slight relationship to the criterion variables. These relationships indicated an interplay of complex factors that were associated with African American social workers' support for genetic research, genetic services and education in genetics. Those factors indicated that experience with or exposure to genetics may have influenced African American social workers to support genetics in general. It was recommended that graduate schools of social work and social work professional associations develop educational programming that focuses on exposing African American graduate social work students and social work practitioners to genetics. This study employed convenience sampling to maximize the participation of African American social workers and conclusions apply only to the study sample.
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Atkinson, Isabel. "Youth work research : initiatives in the study of young people, youth work and youth services." Thesis, Cranfield University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339582.

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Cole, Kimberley W. "Principal Investigator and Department Administrator Perceptions of Services Provided by Offices of Research Administration at Research Universities." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1602.

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The purpose of this research study was to determine what service attributes were perceived as important factors for a successful Office of Research Administration (ORA) to provide to principal investigators and department administrators. Initially established more than 50 years ago, The Office of Research Administration (ORA) has evolved into an integral component for the fiscal sustainability of many institutions of higher education. Existing performance metrics based on financial measures do not sufficiently capture the quality of the level of service demands placed on the ORA by the two internal user groups. The conceptual basis of the Balanced Scorecard modified for the non-profit sector served as the theoretical framework. The study involved 668 respondents (433 principal investigators and 235 department administrators) from 72 research universities. Principal investigators and department administrators agreed on 18 service items as important performance metrics for successful Offices of Research Administration. However, the two groups did vary somewhat in the degree of importance of these 18 service items. Four services, responding to email and phone messages within 24-48 hours, easy access to forms, and timely setup of the internal award account were identified as priority factors by greater than 90 percent of the principal investigators. In addition to these four items, another six items-trainings for new employees and training updates for existing employees, equal treatment by the ORA, easy access to policies, and promoting a team effort approach to research-were identified as prior factors by greater than 90% of the department administrators. Demographics did not display a significant relationship in the perceptions of either group. Principal investigators did display a higher satisfaction for level of performance for the items of importance, especially related to the priority factors at their current institutions.
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Books on the topic "Services for research and education"

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J, Brown Barbara, ed. Research, education, and public policy. Aspen Publishers, 1994.

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Provenzo, Eugene F. Research Navigator guide: Education. Pearson, 2004.

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National, Institute on Student Achievement Curriculum and Assessment (U S. ). Research and development, 1999. U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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National Institute on Student Achievement, Curriculum, and Assessment (U.S.). Research and development, 1998. U.S. Dept. of Education, Office of Educational Research and Improvement, 1998.

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National Institute on Student Achievement, Curriculum, and Assessment (U.S.). Research and development, 1999. U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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National Institute on Student Achievement, Curriculum, and Assessment (U.S.). Research and development, 1998. U.S. Dept. of Education, Office of Educational Research and Improvement, 1998.

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National Institute on Student Achievement, Curriculum, and Assessment (U.S.). Research and development, 1999. U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Sheehan, Bernard S. Telematic services of the Canadian higher education research network. Canadian Higher Education Research Network, 1986.

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Ohio Early Childhood Special Education: Higher Education Consortium. Research in teacher education. The Consortium], 1993.

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Reimers, Fernando. Confronting future challenges: Educational information, research, and decision-making. International Bureau of Education, 1995.

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Book chapters on the topic "Services for research and education"

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Younie, Sarah, Marilyn Leask, Jon Audain, Christina Preston, and Richard Procter. "CPD, knowledge services and research." In Education System Design. Routledge, 2020. http://dx.doi.org/10.4324/9780429261190-24.

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Lewis, Michele K., and Isiah Marshall. "Education, Research, and Community Services." In LGBT Psychology. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-0565-8_10.

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Zeglin, Robert J., Julie Williams Merten, and Danyelle Spohn. "Where Is the Student Health Services Building?" In Sex Education Research. Routledge, 2023. http://dx.doi.org/10.4324/9781003189787-20.

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Larasati, Dian Ayu, Riyadi Riyadi, Dinar Rizki Listyaputri, and Rahmanu Wijaya. "Strengthening Higher Education Services by Accelerating Integrated Services." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. https://doi.org/10.2991/978-2-38476-303-0_67.

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Tazov, P. Y. "Research of Consumers of Higher Education Services." In Proceedings of the International Scientific Conference “Smart Nations: Global Trends In The Digital Economy”. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94870-2_47.

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Zhang, Ting, Clara Elizabeth, and Renzhi Cao. "Educational Application of Big Data Research: A Comparison of China and US." In Services – SERVICES 2020. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59595-1_3.

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Green, Bill, and Jo-Anne Reid. "Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services." In Ruraling Education Research. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0131-6_3.

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Tian, Yiheng, and Xin Luo. "The Influence of Disease Threats on Preferences for Robot Services over Human Services." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-271-2_96.

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Eprilianto, Deby Febriyan, Trenda Aktiva Oktraiyanda, M. Noer Falaq Al Amin, Melda Fadiyah Hidayat, Yuyun Eka Kartika Sari, and Nur Fadillah Sebti Sulistiana. "Service Quality of Public Service Malls: Study of Public Satisfaction Survey Analysis of Electronic Services." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-152-4_175.

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Spencer, Sarah, Ilker Ataç, Zach Bastick, et al. "City Approaches Compared." In IMISCOE Research Series. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55851-1_7.

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AbstractIn this chapter we draw out some key themes of comparison in relation to context, the cities’ overall approaches towards their residents with precarious status, and their framing of any rationales that have been expressed for inclusion in services. We then compare practices in relation to the four areas of service provision on which we have focused: healthcare, accommodation, education, and legal services. We conclude with observations on common barriers to accessing those services, on the roles of NGOs, and lessons from the COVID-19 pandemic.
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Conference papers on the topic "Services for research and education"

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Berg, Matthias, Laura Paz, Michelle Celine Joergens, Birk Thierfelder, Sebastian Kreibich, and Dirk Werth. "AI IN EDUCATION: CRAFTING A COMPREHENSIVE CARTOGRAPHY OF STAKEHOLDERS, SERVICES, AND OUTCOMES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1599.

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Zeng, Jun, Junhao Wen, Bin Cai, and Qian Xiao. "Research on Collaborative Innovation Ability Training of Software Engineering Talents Based on the Industry-Education Integration." In 2024 IEEE International Conference on Software Services Engineering (SSE). IEEE, 2024. http://dx.doi.org/10.1109/sse62657.2024.00044.

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Zhao, J. L. "Services Science: Services Innovation Research and Education." In Proceedings. 2005 IEEE International Conference on Web Service. IEEE, 2005. http://dx.doi.org/10.1109/icws.2005.111.

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"Theoretical and methodological direction in education services research." In All-Russian Scientific Conference on Achievements of Science and Technology. Krasnoyarsk Science and Technology City Hall, 2021. http://dx.doi.org/10.47813/dnit.2021.2.376-384.

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The main characteristics of the theoretical and methodological foundations of educational research, including the problems of internationalisation of higher education, as well as the prospects for the development of export of educational services in the national and global economy are examined.
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Zhao, J. L., G. W. Brown, M. J. Carey, A. Kumar, J. C. Spohrer, and M. Tanniru. "Services Science: Services Innovation Research &amp; Education." In 2005 IEEE International Conference on Services Computing (SCC'05) Vol-1. IEEE, 2005. http://dx.doi.org/10.1109/scc.2005.90.

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Cai, Li, and Yaping Zheng. "Research on total quality management “234” mode of higher education." In 2013 International Conference on Services Science and Services Information Technology. WIT Press, 2014. http://dx.doi.org/10.2495/sssit130751.

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Walletzký, Leonard, and Mouzhi Ge. "MULTIDISCIPLINARY EDUCATION INFLUENCED BY COMPLEX SERVICES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0395.

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"SERVICES FOR EDUCATION IN THE METROPOLITAN RESEARCH AND EDUCATION NETWORK." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001978200970103.

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Kholudeneva, A. O., D. I. Shapovalov, and T. A. Kochetkova. "Modeling of satisfaction of consumers of educational services." In II All-Russian (national) scientific conference with international participation "Russian Science, Innovation, Education". Krasnoyarsk Science and Technology City Hall, 2023. http://dx.doi.org/10.47813/rosnio-ii.2023.8.329-333.

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. This study is an analysis of the impact of service quality, online advertising and innovations in education on the satisfaction of consumers of paid educational services in the Penza region. This study is based on sociological quantitative research conducted in the form of a survey. The number of participants in the survey was 250 people. The results of the study show that the quality of service and innovation in education has the greatest impact on the brand image of educational institutions, while online advertising does not significantly affect the brand image of educational institutions. In addition, it has been found that the quality of service, innovation in education and brand image have a significant impact on customer satisfaction in educational institutions, which online advertising does not.
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Stukalina, Yulia. "Marketing in higher education: promoting educational services and programmes." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.062.

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Purpose – the purpose of the article is to investigate current marketing and branding trends in higher education, and to discuss some popular marketing tools incorporated into the marketing strategy of a contemporary university. The rele-vance of the research topic is determined by the fact that managers working in higher education have to become more market-oriented as they are facing new challenges in an extremely competitive international environment. Research methodology – the article is based on the analysis of theoretical literature and previous research on the topic, OECD and EU documents on the basic trends in higher education, and marketing plans of randomly chosen higher edu-cation institutions. Findings – the analysis performed in the article has allowed the author to identify the main challenges experienced by contemporary universities in the agenda of promoting their educational services and programmes, and some novel mar-keting tools applied for enhancing the university’s brand awareness and reputation. Research limitations – the limitations of the study are mainly related to the research base, which includes a few higher education institutions, so future study with a broader research base is recommended to generalize the findings. Practical implications – the research results may be useful for higher education managers responsible for developing a competitive marketing strategy of the university aimed at promoting their educational services and programmes. Originality/Value – the research is based on the analysis of working marketing plans of some universities having good marketing traditions.
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Reports on the topic "Services for research and education"

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Radecki, Jane, and Rebecca Springer. Research Data Services in US Higher Education: A Web-Based Inventory. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.314397.

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MacDougall, Ruby, and Dylan Ruediger. The Research Data Services Landscape at US and Canadian Higher Education Institutions. Ithaka S+R, 2024. http://dx.doi.org/10.18665/sr.320420.

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Rogers, Katherine. Higher Education Engagement among Students with Armed Services Backgrounds: A Literature Review. Sheffield Hallam University, 2023. http://dx.doi.org/10.7190/steer/armed_services.

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A systematic review of the literature relating to British military families (service and ex-service personnel, spouses and partners and children) and access to, and retention in, higher education; the review evaluates twenty-one articles and reports. Lord Ashcroft’s 2014 Veterans’ Transition Review provided a comprehensive account of the contemporary situation with regard to military service personnel and their families, and transition into civilian life (including access to higher education). This review examines the findings of the Ashcroft report and subsequent research to identify (positive and negative) factors that influence access to, and retention of students with an armed forces background in higher education. By synthesizing the literature, this report makes recommendations about actions to improve access to university, and retention, of students with an armed services background. Students with an armed services background are not a single homogenous group; the Centre for Military Research, Education and Public Engagement identifies at six distinct groups. This report examines the different barriers encountered by different groups and makes specific recommendations for different groups of students with an armed services background.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3248.

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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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Bulatetska, Lesya V., Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko, Tetyana I. Cheprasova, and Andrey V. Pikilnyak. Operation system features and cloud services for lecturer work. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4443.

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The work proposes a conception of setup and use of teacher’s or lecturer’s workspace using common software and hardware products. The research object is a system built by using operating system capabilities in conjunction with office suite and public cloud service, as a foundation for teacher’s digital workspace. Research is made on how to set up, scale, and operate such a system, by studying the experience of national and foreign scientists and teachers, and using our own experience in educational processes, and working with operating systems and cloud services. As a result, we got a system which is easy to set up, learn, and apply by teachers without significant experience working remote education systems, and could be used for initial learning of remote education principles. It could be used as an initial step before migrating to specialized remote education systems. In the future, the system itself could be improved by adding additional objects into the system and a higher integration level between objects and external subjects.
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Cristia, Julian P., and Razvan Vlaicu. Research Insights: How to Identify Affordable High-Impact Digital Solutions for Public Services? Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005100.

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Digital projects in education, healthcare, and administrative services displayed net present values and low implementation costs, but wide variation was found in net benefits across policy options A fully digital solution is not always the best option for balancing costs and benefits. Adequate integration of digital and human inputs is often necessary. Since digital applications feature low or negligible marginal cost, scale is critical in producing large social net benefits.
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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Barladym, Valentyna, A. V. Bruiaka, M. A. Bugaienko, et al. The Use of AI Tools and Services for the Professional Development of Teaching Staff. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744000.

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The preprint (analytical materials) examines the process of using generative artificial intelligence in education; clarifies the role of artificial intelligence in the professional development of teaching staff; explores the pedagogical design of variable models of computer-oriented methodological systems for inquiry-based learning of natural and mathematical sciences using AI technologies; identifies the role of AI tools in the training of teaching staff; describes training in WebAR development with integrated machine learning: immersion methodology and intelligent educational experience; provides recommendations for using Microsoft Copilot Chat in teacher training; investigates the issue of using AI in the preparation of education science specialists; presents the experience of implementing AI in teaching the discipline “Information and Communication Technologies for Teaching, Management, and Support of Scientific and Educational Research”; and characterizes the ethical aspects of using AI in education. The preprint (analytical materials) can be used in the professional development of teaching staff by teachers, lecturers, postgraduate students, doctoral candidates, and researchers interested in the implementation of AI tools and services in education.
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Merida, Martha, Javier Arce, Douglas Moscoso, Carlo Ramirez, Patricia Riveros, and John H. Bratt. Operations research to improve financial sustainability in three Bolivian NGOs. Population Council, 2006. http://dx.doi.org/10.31899/rh1.1023.

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The FRONTIERS project worked with three Bolivian NGOs (Prosalud, the Center for Research, Education and Services or CIES, and the Association of Rural Health Programs or APSAR) to improve their ability to conduct research on market analysis and cost recovery. Following a one-week workshop on conducting cost studies, staff from the three NGOs designed operations research studies to help with decisions on planning and cost recovery. Study findings showed that cost recovery varied from high (Prosalud, 83-109%) to low (CIES, 38-46%) and very low (APSAR, 10-25%), depending on the service. All three studies focused on alternative options to client fees, including developing new services or market approaches (Prosalud), controlling costs (CIES), and continued donor support (APSAR).
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Sinsay-Villanueva, Leih Maruss, Glenda Darlene Garcia, Valerie Lim, et al. Quality Education Starting with Teacher Education. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.04.

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Teacher education and development in the Philippines face serious challenges, including underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. A particular concern is the persistently low average passing rates in the Licensure Examination for Teachers (LET), indicating that underperforming TEIs dominate teacher production, crowding out graduates from better-performing TEIs. This study investigates the pre-service aspect of teacher quality, aiming to determine the indicators of quality in teacher education. Guided by the Teacher Development Pathway Model and Total Quality Management (TQM) principles, the study identifies quality indicators in teacher education, reviews whether these indicators are captured in the existing quality assessment/assurance (QA) systems and processes, and pinpoints gaps and challenges encountered by QA bodies and TEIs related to QA. Achieving these objectives involved conducting desk reviews and facilitating key informant interviews and focus group discussions with representatives of teacher education institutions, government agencies, and accrediting bodies. Several research themes emerged, highlighting a lack of incentives for teacher education and a misalignment of frameworks and standards. Input Quality Indicators found in pre-service teacher education include QA Standards and Systems, Faculty Qualifications, Learning Resources and Facilities, Research Programs, and Curriculum and Instruction. Incentivizing teacher education, boosting teachers’ professional morale, and reviewing quality monitoring policies are among the report's recommendations.
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