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Journal articles on the topic 'Times Higher Education'

Author: Grafiati

Published: 5 June 2025

Last updated: 24 June 2025

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1

Isanović Hadžiomerović, Amina. "Higher Education in Challenging Times." Context: Journal of Interdisciplinary Studies 7, no. 2 (2022): 7–18. http://dx.doi.org/10.55425/23036966.2020.7.2.7.

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Growing insecurity in contemporary society has helped make lifelong learning a prominent feature of postmodern discourses on education and society. As an independent discourse, lifelong learning has generated diversified learning contexts and a proliferation of education provision, issuing a serious challenge to traditional formal and institutional models of education. As a result, higher education, long enclosed in an ivory tower of elitist scholarship and accessible to only a few privileged individuals, has started to change course and open up to non-traditional disciplines, learners, and students. The trend to massification has pushed it to embrace students of various backgrounds and levels of academic preparedness. Policies have been created that facilitate implementation of higher education’s “lifelong dimension”, just as models have been designed that fit programs ranging from vocational to liberaleducation. This paper applies this framework to examine models for incorporating lifelong learning provision into Islamic education at tertiary level. Concluding remarks stress the significance of lifelong learning opportunities in Islamic education, especially given current demand for higher education as a way to meet the diverse needs of society and the public promptly.

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2

Liu, Yanfei. "On mission of Education: Times of Higher Education." Journal of Contemporary Educational Research 2, no. 4 (2018): 20–23. http://dx.doi.org/10.26689/jcer.v2i4.403.

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The higher education reform course with the change of time is closely linked. Recalling the road of sixty years development of higher education, higher Jiaoyugaige must clarify the relationship between the development and changes of the era, explore the effect of the development cycle of change, and change their understanding in the mission of times to the development of a reserve force in the transformation steadily forward.

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3

Manfredi, Simonetta, and Sara Hunter. "Higher education: advancing equality in challenging times." Perspectives: Policy and Practice in Higher Education 16, no. 1 (2012): 1–2. http://dx.doi.org/10.1080/13603108.2011.613168.

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4

Powles, Margaret. "Higher Degree Completion and Completion Times." Higher Education Research & Development 8, no. 1 (1989): 91–101. http://dx.doi.org/10.1080/0729436890080109.

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5

Fernández-Batanero, José María, Marta Montenegro-Rueda, José Fernández-Cerero, and Pedro Tadeu. "Online education in higher education: emerging solutions in crisis times." Heliyon 8, no. 8 (2022): e10139. http://dx.doi.org/10.1016/j.heliyon.2022.e10139.

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6

Kanuka, Heather. "Trends in Higher Education." Trends in Higher Education 1, no. 1 (2022): 56–57. http://dx.doi.org/10.3390/higheredu1010005.

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7

Bayer, J. P., and N. A. Churaev. "Global Changes in Higher Education: Post-Covid Times." Administrative Consulting, no. 8 (October 15, 2021): 65–70. http://dx.doi.org/10.22394/1726-1139-2021-8-65-70.

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In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.

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8

Canales Inga, Wendy Viviana, Nicanor Segismundo Asmat Vega, Jorge Aurelio Engracio Salinas, and Luis Alberto Núñez Lira. "Higher education in times of health crisis 2020." LAPLAGE EM REVISTA 7, no. 3C (2021): 60–72. http://dx.doi.org/10.24115/s2446-6220202173c1504p.60-72.

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The purpose was to analyze the learning processes in virtual education in students of a university in Huacho, 2020, where two categories have been considered: virtual education and skills in the context of this health emergency. From the qualitative approach, the population made up of university students was studied and the effectiveness of virtual education was obtained as a result, considered as a means of interaction between students and teachers despite the limitations: internet access, saturation of the university platform and greater teacher training in the use of technological tools. The category of competencies shows the ignorance of students about generic competences and specific competences, for which it is necessary to reinforce virtual education in the accompaniment and training of teachers and students.

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9

Field, Kit. "Smart leadership for higher education in difficult times." Professional Development in Education 38, no. 1 (2012): 153–54. http://dx.doi.org/10.1080/19415257.2011.572430.

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10

Evans, Mary. "Higher education in recessionary times: a UK colloquium." Teaching in Higher Education 15, no. 5 (2010): 615–21. http://dx.doi.org/10.1080/13562517.2010.516141.

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11

Van Hoof, Hubert B., Mateo Estrella, Marie-Isabel Eljuri, and Leonardo Torres León. "Ecuador’s Higher Education System in Times of Change." Journal of Hispanic Higher Education 12, no. 4 (2013): 345–55. http://dx.doi.org/10.1177/1538192713495060.

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12

Gertler, Meric. "Higher education in turbulent times: A geographical perspective." Journal of the British Academy 6 (2018): 239–58. http://dx.doi.org/10.5871/jba/006.239.

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13

Bayer, Julia Р., and Nikita A. Churaev. "Global Changes in Higher Education: Post-Covid Times." Administrative consulting, no. 8 (152) (June 7, 2021): 65–70. https://doi.org/10.22394/1726-1139-2021-8-65-70.

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In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.

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14

Nogueira, Silvia Cristina Gomes, and Valter Pedro Batista. "HIGHER EDUCATION IN TIMES OF PANDEMIC: EAD OR EMERGENCY REMOTE EDUCATION?" International Journal of Human Sciences Research 3, no. 37 (2023): 2–6. http://dx.doi.org/10.22533/at.ed.5583372302104.

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15

Jungblut, Jens, Martina Vukasovic, and Isabel Steinhardt. "Higher education policy dynamics in turbulent times – access to higher education for refugees in Europe." Studies in Higher Education 45, no. 2 (2018): 327–38. http://dx.doi.org/10.1080/03075079.2018.1525697.

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16

Hazelkorn, Ellen. "Rebooting Irish higher education: policy challenges for challenging times." Studies in Higher Education 39, no. 8 (2014): 1343–54. http://dx.doi.org/10.1080/03075079.2014.949540.

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17

Baty, P. "The Times Higher Education World University Rankings, 2004-2012." Ethics in Science and Environmental Politics 13, no. 2 (2014): 125–30. http://dx.doi.org/10.3354/esep00145.

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18

Bookstein, Fred L., Horst Seidler, Martin Fieder, and Georg Winckler. "Too much noise in the Times Higher Education rankings." Scientometrics 85, no. 1 (2010): 295–99. http://dx.doi.org/10.1007/s11192-010-0189-5.

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19

Gayles, Joy Gaston. "Humanizing Higher Education: A Path Forward in Uncertain Times." Review of Higher Education 46, no. 4 (2023): 547–67. http://dx.doi.org/10.1353/rhe.2023.a900572.

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20

Khan, Maryam Mahsal, Abid Ahmad, and Shiraz Khan. "Role of Pakistan’s Higher Education Institutes Towards SDGs – Insight into Times Higher Education Impact Ranking 2023." Journal of Higher Education Policy And Leadership Studies 6, no. 1 (2025): 108–26. https://doi.org/10.61186/johepal.6.1.108.

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21

Tinning, Richard. "Unsettling Matters for Physical Education in Higher Education: Implications of “New Times”." Quest 52, no. 1 (2000): 32–48. http://dx.doi.org/10.1080/00336297.2000.10491699.

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22

JOBBINS, DAVID. "The Times/The Times Higher Education Supplement --League Tables in Britain: An Insider's View." Higher Education in Europe 27, no. 4 (2002): 383–88. http://dx.doi.org/10.1080/0379772022000071869.

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23

Trevisan, Ottavia, and Marina De Rossi. "One year later: digitalized higher education in pandemic times. An international study of higher education faculty’s response." Research on Education and Media 15, no. 1 (2023): 64–71. http://dx.doi.org/10.2478/rem-2023-0009.

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Abstract The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it. This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument’s reliability and structure will also be provided. We are exploring how the DE is changing teachers’ routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy.

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24

Fumasoli, Tatiana, and Christine Teelken. "Higher education in extraordinary times: Revealing the hidden treasures and preparing for the times ahead." Higher Education Quarterly 75, no. 1 (2021): 3–5. http://dx.doi.org/10.1111/hequ.12304.

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25

Pattanshetti, Rohini, Shivali Patil, Vaibhava Desai, and Nripesh Nrip. "ONLINE EDUCATION IN PANDEMIC TIMES WITH SPECIFIC REFERENCE TO HIGHER EDUCATION: STUDENTS’ PERSPECTIVES." International Journal of Computer Engineering And Applications XV, no. XII (2021): 61. http://dx.doi.org/10.30696/ijcea.xv.xii.2021.61-67.

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26

Severns, Roger. "Higher Education In Times Of Financial Distress: The Minnesota Experience." Journal of College Teaching & Learning (TLC) 9, no. 2 (2012): 115–20. http://dx.doi.org/10.19030/tlc.v9i2.6906.

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Like many states, Minnesota has incurred large budget deficits during the past two years. Those deficits have, in turn, led to changes in a number of areas of state government, particularly higher education. Faculty have incurred pay freezes and layoffs, programs have closed, and tuition increased. Campuses within the MnSCU system have been allowed to find their own way in dealing with many of these problems, with the result that some approaches have worked better than others. This paper will chronicle some of the problems encountered and solutions attempted, and will evaluate various strategies used within the system from the perspective the Faculty Association. The intent is to provide insight into identifying preferred strategies when addressing similar situations in the future.

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27

Souza-Daw, Tony de. "Revisiting Higher Education Business Models and Academic Performance Metrics Times." International Journal of Business and Management 17, no. 9 (2022): 1. http://dx.doi.org/10.5539/ijbm.v17n9p1.

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Performance metrics for academics in higher education have been changing and becoming more refined; focusing on income generation such as grants, high impact publications or the completion of a higher degree by research that the government awards funding. Government funding is often restrictive and highly competitive. Definitions of research active started to dictate workload models and allocations of teaching duties. The updated Tertiary Education Quality and Standards Agency (TEQSA) threshold standard now requires at least one supervisor of a higher degree by research student to be research active.   However, the entry of private higher education providers into the education sector created many challenges. Private higher education providers in many cases do not receive government funding and focus on popular degrees. This allows for a highly profitable institution. Although, it represents a significant shift between a higher education that strives for research objectives to a sole focus on educating the massive for a profit.   Performance metrics, the employment modern awards, enterprise agreements currently do not reflect a teaching-only (intensive) institute. Restricting employers to classifications with inherent duties and pay scale that are simply not reflective of an employee&#39;s value or worth.  This paper examines the disparity between duties, expectations and limitations of employment, the education minimum standards and makes recommendations on how they can co-exist better. One subject model discussed, has full-time staff become business owners of a degree enabling them to share in the profit in a franchise-education model.

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28

Giroux, Henry A. "Thinking Dangerously: The Role of Higher Education in Authoritarian Times." Chowanna 54, no. 1 (2020): 1–12. http://dx.doi.org/10.31261/chowanna.2020.54.03.

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The notion of a neutral, objective education is an oxymoron. Education and pedagogy do not exist outside of ideology, values and politics. Ethics, when it comes to education, demand an openness to the other, a willingnessto engage a “politics of possibility” through a continual critical engagement with texts, images, events and other registers of meaning as they are transformed into pedagogical practices both within and outside of the classroom. Education is never innocent: It is always implicated in relations of power and specific visions of the present and future. This suggests the need for educators to rethink the cultural and ideological baggage they bring to each educational encounter. It also highlights the necessity of making educators ethically and politically accountable for and self-reflective about the stories they produce, the claims they make upon public memory, and the images of the future they deem legitimate.

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29

Daly, William T. "Teaching and Scholarship: Adapting American Higher Education to Hard Times." Journal of Higher Education 65, no. 1 (1994): 45. http://dx.doi.org/10.2307/2943876.

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30

Stack, Michelle L. "The Times Higher Education ranking product: visualising excellence through media." Globalisation, Societies and Education 11, no. 4 (2013): 560–82. http://dx.doi.org/10.1080/14767724.2013.856701.

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31

Siddiqui, Jamila R. "Restyling the humanities curriculum of higher education for posthuman times." Curriculum Inquiry 46, no. 1 (2016): 62–78. http://dx.doi.org/10.1080/03626784.2015.1133220.

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32

Gildersleeve, Ryan Evely. "Higher Education in Times of Crisis and Disaster, Part One." About Campus: Enriching the Student Learning Experience 25, no. 3 (2020): 3–4. http://dx.doi.org/10.1177/1086482220946860.

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Gildersleeve, Ryan Evely. "Higher Education in Times of Crisis and Disaster, Part Two." About Campus: Enriching the Student Learning Experience 25, no. 4 (2020): 3–4. http://dx.doi.org/10.1177/1086482220946861.

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34

Сологуб, В. "The Management System of Higher Spiritual Education in Modern Times." Праксис, no. 2(7) (December 27, 2021): 215–32. http://dx.doi.org/10.31802/praxis.2021.7.2.014.

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На сегодняшний день подходит к концу очередной важный этап реформирования системы духовного образования. Предпосылки и основы этого процесса были заложены в конце прошлого столетия. Последние 30–40 лет стали временем серьезной работы, направленной на улучшение подготовки кадров как для приходской деятельности, так и для работы в системе духовного образования, а также в сфере управления. Переход на Болонскую систему образования, введение нормативов получения духовными учебными заведениями государственной аккредитации и активное взаимодействие разных образовательных программ поставили перед семинариями и духовными академиями вопрос о дальнейшем развитии собственных программ образования. Основной причиной постановки такового вопроса являются существенные различия между светским и духовным образованием, исторически направленных на разные цели. Современные реалии показывают, что необходимо тщательно выверять шаги, выбирая дальнейший путь развития — а для этого крайне важно осознавать сущность уже свершившихся перемен. Исторический обзор реформ духовного образования в России показывает, что за последние годы произошёл фундаментальный сдвиг в сторону унификации образовательных программ, однако всё ещё стоит вопрос о качестве преподаваемых дисциплин и конечных перспективах интеграции светских моделей в духовные учебные заведения. Today, another important stage in the reform of the system of spiritual education is coming to an end. The prerequisites and foundations for this process were laid at the end of the last century. The last 30–40 years have become a time of serious work aimed at improving the training of personnel both for parish activities and for work in the system of spiritual education, as well as in the ﬁeld of administration. The transition to the Bologna education system, the introduction of standards for the receipt of state accreditation by theological educational institutions and the active interaction of various educational programs raised the question of the further development of their own educational programs before the seminaries and theological academies. The main reason for raising this question is the signiﬁcant differences between secular and spir- itual education, historically aimed at different goals. Modern realities show that it is necessary to carefully check the steps, choosing the further path of development — and for this it is extremely important to realize the essence of the changes that have already taken place. A historical review of the reforms of spiritual education in Russia shows that in recent years there has been a fundamental shift towards the uniﬁcation of educational programs, but there is still a question about the quality of the taught disciplines and the ultimate prospects for the integration of secular mod- els into theological educational institutions.

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KALINICHENKO, Oleh. "Higher education in times of war: vectors of innovative development." SCIENTIA FRUCTUOSA 152, no. 6 (2023): 110–24. http://dx.doi.org/10.31617/1.2023(152)08.

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Higher education is a key sphere that fosters resilience and ensures economic growth in the country. As Ukrainian higher education continued to evolve, the challenge of implementing modern innovative approaches and technologies in the educational process has become more prominent. Innovative activities have become perhaps the most critical area of higher education institutions’ activities, as they enable the system to adapt absolutely to external factors. The aim of this article is to determine the features of innovative activities in higher education institutions in the context of Russia’s military aggression and approaches to ensure its effectiveness. The following general scientific methods were used in the research: theoretical generalization, grouping, and systematization; analysis and synthesis; scientific abstraction; statistical method of data collection and analysis; graphical; induction and deduction. The article has provided an overview of higher education functioning in the conditions of war state, identified key threats, and assessed the impact of innovative activities in overcoming them. Approaches to ensuring the effectiveness of innovative activities in higher education institutions during the military aggression were proposed, and the key directions of their implementation have been identified and characterized.

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Barba, Evangelina Cruz. "Higher Education Student Emotions." International Journal of Virtual and Personal Learning Environments 12, no. 1 (2022): 1–15. http://dx.doi.org/10.4018/ijvple.2022010103.

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This article presents the perception of 611 students from public universities in Mexico about online classes in pandemic times. Exploratory factor analysis was conducted. Vygotsky's contributions are taken, especially those related to emotional manifestations. It is concluded that the most important factor in this change is the emotions that are identified as an impulse to act during online classes, given the didactic and pedagogical components, resources, and supports for students that promote learning. This proposes a framework for considering the emotional aspects of positive engagement in students learning online. There is evidence of some balance between the advantages and disadvantages of online education. It also suggests that women perceive more negative emotions such as disappointment and frustration in the online education experience. The teacher, being a vicarious learning model, can innovate in education by promoting peripheral participation with other playful activities that involve abstract, applied, and situated learning.

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Пашковський, Валерій, Наталія Пашковська, and Ірина Царик. "WAR AND HIGHER MEDICAL EDUCATION IN UKRAINE." SWorldJournal, no. 20-02 (July 30, 2023): 57–60. http://dx.doi.org/10.30888/2663-5712.2023-20-02-017.

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War is a devastating event that impacts all aspects of society, including education. The education of students, especially those pursuing medical faculties, faces unique challenges during times of conflict. Medical faculties play a critical role in nurtur

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38

Harding, Sandra, and Ryl Harrison. "Changing Times, Changing Universities." International Journal of Chinese Education 4, no. 1 (2015): 5–27. http://dx.doi.org/10.1163/22125868-12340042.

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Universities worldwide are being challenged to be more focused, efficient and effective to meet the demands of a globally situated, technologically enabled, higher education market place. Governments are increasingly applying the rhetoric of markets to higher education public policy as they seek to enhance research and higher education as essential platforms for a knowledge economy. For their part, universities are engaging a business enterprise focus to ensure survival in the context of resource scarcity and frequent change in their operating environment. The key challenge for universities is to retain their academic integrity and their institutional, other-regarding, nature, including their accountability to the community, while maintaining their financial sustainability. To do this, those charged with leadership, governance and management of universities must negotiate inherent tensions within universities while operating in a dynamic environment. This paper draws on the experience of James Cook University in Australia to explore these inherent tensions and identifies the value of institutional distinctiveness and clarity of institutional vision in meeting the demands of change.

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Ruhland, Gail, and Gabriela Silvestre. "Past, Present, Future: Times of Change for Continuing Education Units in Higher Education Institutions." Journal of the World Universities Forum 6, no. 4 (2014): 1–13. http://dx.doi.org/10.18848/1835-2030/cgp/v06i04/56833.

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40

Usher, Alex. "The Times Higher Education Rankings and the Mysterious “Rise of Asia”." International Higher Education, no. 79 (January 1, 2015): 15–16. http://dx.doi.org/10.6017/ihe.2015.79.5842.

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The Times Higher Education Rankings analysis of its own rankings have persistently pushed a “rise of Asia” narrative – by which the paper usually means East Asia. But this year, the narrative was only sustained by the surprise rise of Turkey in the rankings – a rise that was to significant extent precipitated by a single highly-cited scientific paper.

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Lima, Kátia Regina de Souza. "Higher education in times of neoliberal adjustment and loss of rights." Revista Katálysis 22, no. 3 (2019): 525–35. http://dx.doi.org/10.1590/1982-02592019v22n3p525.

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Abstract This article presents some of the reflections made in a research group of the Graduate Program in Social Work of the Fluminense Federal University in the State of Rio de Janeiro, Brazil. The reflections are based on bibliographic research and document analysis regarding the different phases of neoliberal counterrevolution in Brazil, discussing the permanent fiscal adjustment policy - that aims to ensure the payment of public debt - and its consequences in public spending on higher education. The conclusions indicate that government actions lead to deepening the precariousness of public universities, expansion of the privatization of higher education, and regression of workers’ rights, suggesting the rise of a new stage of the class struggle in the country.

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42

Kaba, Amadu Jacky. "Analyzing the Anglo-American Hegemony in the Times Higher Education Rankings." education policy analysis archives 20 (July 30, 2012): 21. http://dx.doi.org/10.14507/epaa.v20n21.2012.

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This study analyzes the 2009 Times Higher Education-QS top 200 universities in the world. Based on this analysis the study claims that the THS reflects the phenomenon of Anglo-American hegemony. The United States with 54 universities and the United Kingdom with 29 dominated the THS. In addition, six out of every ten universities on the top 200 list were located in countries that were at one time partly or fully colonized by the United Kingdom. This study identifies a number of factors that contributed to a country having at least one university ranked on the list: Age of an institution, endowment of an institution, the size of a nation’s population, gross domestic products (GDP) and GDP per capita, level of international trade (exports/imports), colonial heritage and language.

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43

Das, Rolla. "Rajan Gurukkal on Indian Higher Education: Quality, Excellence in Neoliberal Times." Tattva - Journal of Philosophy 9, no. 2 (2017): 43–56. http://dx.doi.org/10.12726/tjp.18.5.

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Rajan Gurukkal is a leading social scientist and is currently the Sundararajan Visiting Professor at Centre for Contemporary Studies, Indian Institute of Science. He has been the former Vice Chancellor, M. G. University, Kottayam, Kerala. An avid reader, critical theorist and a prolific writer, he has authored several monographs, research articles and has been actively engaged with several projects in association with UGC, the Ford Foundation to name a few. His research interests explore the historiographic dimensions and dialectical processes involving the state and society. He can be reached at rgurukkal@gmail.com

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Das, Rolla. "Sundar Sarukkai on Indian Higher Education: Quality, Excellence in Neoliberal Times." Tattva - Journal of Philosophy 10, no. 1 (2018): 89–93. http://dx.doi.org/10.12726/tjp.19.6.

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Sundar Sarukkai is a philosopher and is currently associated with the National Institute of Advanced Studies, Bangalore as a Professor of Philosophy. His research interests range from philosophy of science, philosophy of mathematics, postmodernism, phenomenology to philosophy of art. A critical philosopher whocan, with élan, and a certain sense of analytical rigour, transverse the philosophical terrains between the Western and Indian traditions. He has authored several books, such as Translating the World: Science and Language (2002), Philosophy of Symmetry (2004) and Indian Philosophy and Philosophy of Science (2005). Hehas earned his doctoral degree from Purdue University, USA following which he has been associated with several institutes such as Indian Institute of Advanced Studies, Manipal University and National Institute of Advanced Studies, Bangalore. He has been the Founder-Director, Manipal Centre for Philosophy and Humanities, Manipal University, Manipal. He can be reached at sarukkai@nias.iisc.ernet.in

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Moss, Dorothy, and Ingrid Richter. "Changing times of feminism and higher education: from community to employability." Gender and Education 23, no. 2 (2011): 137–51. http://dx.doi.org/10.1080/09540251003674113.

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Stein, Sharon. "Navigating Different Theories of Change for Higher Education in Volatile Times." Educational Studies 55, no. 6 (2019): 667–88. http://dx.doi.org/10.1080/00131946.2019.1666717.

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Picciano, Anthony G. "Is Online Technology the Hope in Uncertain Times for Higher Education?" Education Sciences 14, no. 5 (2024): 499. http://dx.doi.org/10.3390/educsci14050499.

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Significant technological challenges are affecting societies across the world and online technology continues to assume a pivotal place in all organizations: commercial and non-commercial, governmental and non-governmental, and all forms of education [...]

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Tarpomanova, Tsvetelina, and Veselina Slavova. "MENTAL HEALTH SUPPORT FOR HIGHER EDUCATION STAFF IN TIMES OF CRISIS." Journal of IMAB - Annual Proceeding (Scientific Papers) 30, no. 1 (2024): 5301–7. http://dx.doi.org/10.5272/jimab.2024301.5301.

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The COVID-19 pandemic affected the mental health of higher education staff. Purpose: The aim of this study is to examine the impact of COVID-19 on the mental health of higher education staff. Materials and methods: The survey subjects were 165 university teachers of the Medical University in Varna. The following tools were used: a questionnaire to explore some aspects of the respondent's quality of life before and during the COVID-19 pandemic, HADS and the Maslach Burnout Inventory. Descriptive statistical methods, a t-test, correlation analysis, χ2 test and a multiple linear regression model were applied. SPSS version v.24.0 was used to process the survey data. The survey took place between October and December 2022. Results: The mean value on the anxiety scale was 5.61, SD = 4.027 and 3.62, SD = 3.39 on the depression scale. The mean score on the emotional exhaustion scale (ЕЕ) was 27.67. The mean in the depersonalization scale was 9.10, SD = 5.494. The personal accomplishment mean value was 44.78, SD = 8.006. The results from HADS depression and HADS anxiety showed a statistical significance for predicting the scores on the EE scale (β = 1.158, p = 0.0001 and β = 0.573, p = 0.021). The levels of stress before and during the pandemic had a statistically significant weak correlation with the EE scale. Conclusions: activities for general and selective prevention of occupational stress and burnout, based on stress-coping strategies, can be introduced in higher education.

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Hans, de Wit. "STRATEGIES TO INTERNATIONALIZE AND EUROPEANIZE HIGHER EDUCATION IN TURBULENT GEOPOLITICAL TIMES." ВЧЕНІ ЗАПИСКИ Харківського гуманітарного університету «Народна українська академія» XXX (April 30, 2024): 297–302. https://doi.org/10.5281/zenodo.11202703.

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What have been and are the main trends, rationales and drivers forinternationalization and Europeanization over the past decades?The different perceptions and meanings of internationalization in andof higher education, and what are key shifting paradigms?What might be the future directions of internationalization in responseto current drastically changing global contexts, with special emphasis onthe future direction of Europeanization: Bologna Process, Erasmus+,Horizon and the European Universities Initiative (EUI). Over the past halfcentury, internationalization in and of higher education has evolved:– From a marginal and ad hoc range of activities to more comprehensiveand central processes and policies. – it has become a key strategic agendafor universities but also national and local governments around the globe.The governments of the Netherlands, Denmark, Sweden, India, China,Columbia have their strategies for internationalization.

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Wassem, Joyce, Elisabete Monteiro de Aguiar Pereira, and Kyria Rebeca Finardi. "Internationalization in higher education." ETD - Educação Temática Digital 22, no. 3 (2020): 520–28. http://dx.doi.org/10.20396/etd.v22i3.8660914.

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Although assuming new role nowadays, the internationalization of higher education is one of the integral aspects of the organization of the university in its origin. As a complex phenomenon (MOROSINI, 2006), it has demanded an explanation of its conception and planning from the Higher Education Institutions (HEI). Moreover, it demands consistent goals and strategies that meet the institutional particularities with the purpose of promoting and valuing the development of students, teachers, researchers and administrative staff. If, on the one hand, we currently see the presence of internationalization in a large number of universities, on the other, we see the need to reflect on its meaning, assumptions, policies, actions and impacts, be it in the HEI, or at the national and international level. Considering this scenario, the objective of this special issue entitled “Internationalization in higher education: assumptions, meanings and impacts”, was to provide space for analysis and dissemination of the views on internationalization that are being processed, in contemporary times, at the institutional, national and international levels. This special issue is composed of a set of nine articles and one interview, with a wide range of reflections on the topic at hand. The variety of analyses of the texts can also be observed in the diversity of institutions and regions in which the authors work both in Brazil and abroad. In this sense, the articles in this special issue represent an important contribution to the field of Higher Education and, especially, to the scholars of internationalization.

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