scholarly journals Advancing Learning and Teaching in the EHEA: Innovation and Links with Research

2020 ◽  
pp. 273-282
Author(s):  
Michael Gaebel ◽  
Thérèse Zhang ◽  
Romita Iucu
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
Century Model ◽  
Learning And Teaching ◽  
Basic Model ◽  
Core Mission

Abstract Education, a core mission of universities, is frequently depicted as being resistant towards change regarding teaching methods and forms of provision. As Hooker put it, back in 1997, “the nineteenth-century model of teaching at higher level still holds sway and teaching as not changed much since. The last 15 years have seen progressive developments in many higher education institutions, but the basic model has not altered significantly, at least not in the majority of institutions.

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

Personal Values as a Building Block for Social Responsibility of Higher Education Institutions

2017 ◽  
pp. 119-142 ◽  
Author(s):  
Zlatko Nedelko ◽  
Vojko Potocan ◽  
Nikša Alfirević
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Community Involvement ◽  
Higher Education Institutions ◽  
Personal Values ◽  
Building Blocks ◽  
Starting Point ◽  
Core Mission ◽  
Insight Into

The purpose of this chapter is to examine the role of personal values for social responsibility (SR) of higher education. Besides the core mission of higher education to create, transfer and preserve knowledge in society, the idea of SR has gained its importance also in institutions of higher education. SR has many drivers, among which personal values are considered as one of the key building blocks for SR. For enhancing SR, higher education institutions should also develop stronger ties with the community. The chapter provides an insight into discussion about community involvement of higher education, into the role of personal values for shaping SR of higher education institutions and explain how personal values can help to enhance community and social involvement of higher education. Findings may be a starting point for re-thinking and/or establishing strategies for achieving higher level of SR in higher education institutions and enhancing the link with the community.

Innovative Approach to Developing Competencies for Business Practice

2020 ◽  
pp. 428-463
Author(s):  
Mojca Duh ◽  
Jernej Belak ◽  
Tjaša Štrukelj
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
Business Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Research Findings ◽  
Innovation And Development

The book chapter introduces the research findings on the application of teaching methods in higher education in Slovenia that positively affect the process of developing students' transversal competences. The goal of the research was to explore the teaching methods that should be applied in the process of improving transversal competences of students in higher education, from two perspectives: developing students' transversal competences at institutions of higher education and demands of the labour market regarding the required qualifications of graduates. Namely, contemporary business practice recognises transversal competences as increasingly important, due to their impact on innovation and development of society and economy. Higher education institutions have important role when diminishing mismatches between students' competences and applicable requirements of the labour market.

Opportunities and Challenges of Adopting Artificial Intelligence for Learning and Teaching in Higher Education

2021 ◽  
pp. 67-78
Author(s):  
Aniekan Essien ◽  
Godwin Chukwukelu ◽  
Victor Essien
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Emerging Technologies ◽  
Higher Education Institutions ◽  
Practical Applications ◽  
Learning And Teaching ◽  
Teaching In Higher Education

This chapter provides a sense of what artificial intelligence is, its benefits, and integration to higher education. Seeing through the lens of the literature, this chapter will also explore the emergence of artificial intelligence and its attendant use for learning and teaching in higher education institutions. It begins with an overview of artificial intelligence and proceeds to discuss practical applications of emerging technologies and artificial intelligence on the manner in which students learn as well as how higher education institutions teach and develop. The chapter concludes with a discussion on the challenges of artificial intelligence on higher education.

Evaluating Knowledge Management Practices in Higher Education Institutions (HEIs)

2021 ◽  
pp. 221-245
Author(s):  
Fahmi Ibrahim ◽  
Diyana Najwa Ali
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Significant Role ◽  
Management Practices ◽  
Higher Education Institutions ◽  
Vital Role ◽  
Learning And Teaching ◽  
Brunei Darussalam ◽  
Knowledge Management Practices ◽  
Knowledge Intensive

Higher education institutions (HEIs) are in knowledge intensive environments and play a central role in knowledge creation and production through research, learning, and teaching. It is important to consider that knowledge plays a vital role to HEIs and thus could benefit from established KM practices. The aim of this chapter is to evaluate the practices or implementation of knowledge management (KM) within HEIs in the context of Brunei Darussalam. It examines the importance, processes and the challenges or barriers of KM practices. The findings demonstrate that among the HEIs in Brunei that have developed KM initiatives, there are differences in the role and approaches. This verifies that KM is multifaceted concept and contextual in practice. Moreover, the findings revealed how knowledge in theory is managed and conceptualised. In conclusion, KM plays a significant role in HEIs in Brunei Darussalam with a contribution through a conceptual KMPro framework which has the potential to provide a guideline for HEIs practitioners to succeed in KM which was criticised as elusive.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

scholarly journals Reflections on public administration education with a case of Bangladesh

2020 ◽  
pp. 014473942092937
Author(s):  
Muhammad Azizuddin ◽  
Akram Hossain
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Study ◽  
Public Administration ◽  
Education System ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
National Development ◽  
Pedagogical Approach ◽  
Cultural Features

The paper aims to review public administration education in the higher education institutions in Bangladesh, and their role in ensuring modern public services. Most universities in the country offer public administration degrees; however, minimal contributions to nationbuilding have been observed. The study asks: what are the pitfalls behind this? How to address the limitations? This is a qualitative study with gleaned data, using inductive content analysis to investigate the phenomenon with three case universities indicating the link between curriculum and learning delivery at the universities in Bangladesh. The research finds that poor development-oriented public administration education has little correlation to national development. The education system is traditional, where typical cultural features are nonchalance and indifference towards domestic demands. The discipline cannot create a distinctive identity and position in academia, which has consequences for the advancement of the administrative system in a developing country like Bangladesh. A research-informed curriculum with innovative pedagogical approach might be an alternative. The paper enlightens both academics and practitioners, as literature on public administration education in Bangladesh has been scarce. It calls for higher education institutions to reassess public administration education, teaching methods and research for national development.

PROFESSIONAL DEVELOPMENT OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS (BASED ON THE EXPERIENCE OF BORYS GRINCHENKO KYIV UNIVERSITY)

2018 ◽  
Vol 1 ◽  
Author(s):  
Nataliia Vinnikova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Decisive Factor ◽  
School Teachers ◽  
Essential Condition ◽  
Learning And Teaching ◽  
Professional Development Of Teachers ◽  
The Individual

Nowadays, higher education is not only an essential condition for the spiritual and professional development of the individual, but also a decisive factor in socio-economic transformation.Taking into consideration changing nature of learning and teaching at higher education institutions, the need for professional development of teachers is increasing. The main purpose of the thesis is to highlight the problem of professional development of academic staff, its relevance and importance for improving learning and teaching. There will be presented a model of teachers’ skills improvement implemented at Borys Grinchenko Kyiv University (Ukraine), as well as new approaches to the organization of training for higher school teachers that combine different training strategies for their development.

scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

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