Implementing the Assessment of the Generic Attributes of Students Through Self-assessment Survey and ePortfolios at a Higher Education Institution

2017 ◽  
pp. 347-362
Author(s):  
Ming Lai ◽  
Hannah Mui Tai ◽  
Siu Cheung Kong ◽  
Wen Chung Wang
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Self Assessment ◽  
Higher Education Institution ◽  
Assessment Survey

scholarly journals FORMATION AND DEVELOPMENT OF VALUABLE ORIENTATIONS OF STUDENTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION IN UKRAINE

2019 ◽  
pp. 30-34
Author(s):  
L. Levytskа ◽  
N. Postoiuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Values ◽  
Professional Activity ◽  
Self Assessment ◽  
Higher Education Institution ◽  
Substantive Content

The essence of the phenomenon of "value orientation", "formation of student value orientations" has been revealed n the article. The "professional values" as an integrated multi-level education, the coordinate system and the corresponding regulations of the professional's specialist activity have been substantiated. It has been established that professional values of student youth include professional responsibility, the essence-content content of pedagogical work, its moral aspect, principles and professional relations. The functions of value orientations and peculiarities of their formation in the professional training of future specialists of higher education institution of Ukraine have been determined. The peculiarities of students' values n higher education institutions have been revealed. The criteria (cognitive, motivational, activity, personal) and levels (low, average, sufficient and high) of professional-value orientations of students have been determined. The model is developed and pedagogical conditions of formation and development of students' value orientations in the educational environment of the higher education institution have been substantiated: formation of positive motivation for the profession and necessity of ethical regulation of their own professional actions; updating of educational and methodological support and substantive content of future specialists' professional training (due to the development and implementation of the special course and enrichment of the content of professional disciplines with an axiological component); ensuring systematic and comprehensive self-assessment of professional activity, self-knowledge concerning the acquisition of groups of professional values. It was established that the mechanism of formation of value orientations in students of higher education institution includes the stages: perception; response (subordinate, voluntary, satisfaction response); assimilation of professional values (acceptance of values, prevalence of professional values, conviction); organization of professional values (conceptualization of professional values, organization of a system of professional values); use of professional values (internalization of professional values, use of professional values in activities).

University teacher: technologies and organization of activities

2018 ◽  
Author(s):  
Семен Резник ◽  
Semen Reznik ◽  
Ольга Вдовина ◽  
Olga Vdovina
Keyword(s):  
Higher Education ◽  
High School ◽  
Educational Institution ◽  
Education Institution ◽  
University Student ◽  
Self Assessment ◽  
Educational Work ◽  
Higher Education Institution ◽  
University Teachers ◽  
Additional Qualification

Technologies and organization of activity of the teacher of higher educational institution are considered. Particular attention is paid to the preparation and conduct of training sessions, the organization of research and educational work among students, self-assessment of personal activities of the teacher. The book is intended as an integral part of a series of textbooks "Management in high school", comprehensively covering the objects and subjects of management in high school: "University Student", "University Teacher", "Department Management", "faculty Management", "management of higher education institution". For University teachers, as well as for students receiving additional qualification "Teacher of higher education institution", for heads of departments, deans and rectors of higher education institutions.

How (Not) to Lead Academia

2019 ◽  
Author(s):  
Miguel Abambres
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Social Engagement ◽  
Student Assessment ◽  
Education Institution ◽  
Academic Leadership ◽  
Academic Department ◽  
Higher Education Institution ◽  
Role Assignment ◽  
Professional Career

This work reports several issues found by the author throughout his professional career, concerning academic leadership. Topics like (i) out-of-field teaching/researching, and (ii) time management in faculty hiring or new role assignment, are addressed. Besides, the author describes which fundamental decisions he´d take if he could manage a higher education institution or academic department. The topics covered are crucial for the success of any higher education institution, such as (a) hiring, (b) social engagement, (c) student assessment, (d) open mindedness, (e) prompt communication, (f) passion in work, and (g) freedom / trust.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

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