scholarly journals The role of group dynamics in creating a developing educational environment of a university

2021 ◽  
Vol 122 ◽  
pp. 04002
Author(s):  
Irina Alexandrovna Povarenkina ◽  
Natalia Hidarovna Frolova ◽  
Yulia Vladimirovna Chicherina
Keyword(s):  
Group Dynamics ◽  
Work Group ◽  
Team Building ◽  
Group Development ◽  
Value Orientations ◽  
The Sustainable Development ◽  
Higher Education System ◽  
Didactic Literature ◽  
Interdisciplinary Problems ◽  
Educational Paradigm

The transition to an individually-oriented educational paradigm and the freedom to choose individual learning trajectories leads to the underestimation of students’ teamwork and group dynamics. The study addresses current issues in the implementation of team-building methods and technologies that have not been adequately addressed in the scientific didactic literature. Since at the present stage of its development society faces the need for specialists who able to positively and effectively adapt and interact in a work team, propose constructive ideas, and work in teams, more broad and diverse use of group forms of learning in the higher education system is needed. The article discloses the specifics of the group approach to education. Teamwork contributes to the development of personal and social and group growth and self-realization and strengthens value orientations in the formation of a humanistic worldview which, in turn, is aimed at the sustainable development of society. Such competencies include team competencies that involve the ability to solve interdisciplinary problems. The formation and development of such competencies take place in the context of teamwork. In the context of group dynamics, a student is responsible for reaching their own goals and shares the responsibility for achieving the goals of the team. A student team, in turn, is an environment where each of its members grows professionally and develops personally according to their individual trajectory of success. Theoretical analysis of group development and experimental education prove the effectiveness of group work. Group dynamics provide students with the opportunity not only to be creative but also to create a positive atmosphere and team spirit in the group.

Use Team Building to Make the Most of Your Public-Private Partnerships

2015 ◽  
pp. 121-135
Author(s):  
Martin Negron
Keyword(s):  
Emergency Management ◽  
Group Dynamics ◽  
Disaster Response ◽  
Work Groups ◽  
Work Group ◽  
Team Building ◽  
Vital Role ◽  
Public Private Partnerships ◽  
Team Members ◽  
Groups And Teams

Disaster response is a team effort that begins long before any disaster happens. Teams and work group dynamics have been studied by organizational theorists for decades. It is important to recognize and understand the differences and similarities between teams and work groups in order to most effectively use all teams and all team members in all phases of emergency management, particularly in disaster response. This chapter explores how this differentiation, the distinctive features of work groups and teams, can be used in different places and different phases of response to enhance the efficacy of emergency management. And, because public-private partnerships have played and will play an increasingly vital role within emergency management, this chapter discusses how to use the foundation provided by organizational theorists to make the most of public-private partnerships. This chapter discusses how to exploit differences, draw them out, and use them to enhance the response to incidents.

Use Team Building to Make the Most of Your Public-Private Partnerships

2017 ◽  
pp. 100-114
Author(s):  
Martin Negron
Keyword(s):  
Emergency Management ◽  
Group Dynamics ◽  
Disaster Response ◽  
Work Groups ◽  
Work Group ◽  
Team Building ◽  
Vital Role ◽  
Public Private Partnerships ◽  
Team Members ◽  
Groups And Teams

Disaster response is a team effort that begins long before any disaster happens. Teams and work group dynamics have been studied by organizational theorists for decades. It is important to recognize and understand the differences and similarities between teams and work groups in order to most effectively use all teams and all team members in all phases of emergency management, particularly in disaster response. This chapter explores how this differentiation, the distinctive features of work groups and teams, can be used in different places and different phases of response to enhance the efficacy of emergency management. And, because public-private partnerships have played and will play an increasingly vital role within emergency management, this chapter discusses how to use the foundation provided by organizational theorists to make the most of public-private partnerships. This chapter discusses how to exploit differences, draw them out, and use them to enhance the response to incidents.

PSYCHOLOGICAL APPROACHES TO PREVENTION OF EXTREMISM IN THE HIGHER EDUCATION SYSTEM

2020 ◽  
Vol 22 (12) ◽  
pp. 5-9
Author(s):  
Livak N.S. ◽  
Klimova I.V. ◽  
Lebedikhin V.V.
Keyword(s):  
Young People ◽  
Moral Education ◽  
Social Life ◽  
New Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Work ◽  
Higher Education System ◽  
Student Community ◽  
And Behavior

Modern youth and the student community today play a key role in the development of social and social life. Due to the peculiarities of the university space, the student community is in constant interaction and communication, both in the framework of the educational process and events of various formats, and in social and everyday conditions. In the context of interactions, this social group, which is most at risk of spreading negative ideologies that threaten not only the personal security of everyone, but also peaceful coexistence in the conditions of a multinational society in Russia. In the absence of educational measures as a prevention, an unfavorable environment arises in which it is very easy to influence the thinking of young people, their involvement in nationalist movements, extremist activities, etc. Hence the concept of «youth extremism» appears, which is manifested in the views and behavior of young people based on the manifestation of aggression and non-acceptance of dissenters. The search for new technologies of psychological support that allow to form cultural tolerance, value orientations and prevent the spread of extremist ideologies becomes relevant. The authors consider a set of measures that contribute to the generalization, dissemination, as well as the introduction into the student environment of the best practices of spiritual and moral education, the development of interethnic and interreligious dialogue, and the prevention of negative ideologies. To implement these tasks, it is necessary to form a pool of specialists in the prevention of extremism in the student environment, hold seminars and meetings for vice-rectors of universities on security and educational work, as well as educational seminars for managers of student organizations. This will make it possible to form leadership student associations that broadcast the values of cultural tolerance to the youth environment.

scholarly journals The Name Of Our Country Will Be Praised By The Followers Of Kamoliddin Bekhzod

2021 ◽  
Vol 03 (04) ◽  
pp. 402-408
Author(s):  
Nodirbek Sayfullaev ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Highly Qualified ◽  
The Sustainable Development ◽  
Higher Education System ◽  
Social Sphere ◽  
Qualified Personnel ◽  
The Social ◽  
Presidential Decree ◽  
The Republic

On the way to higher education In recent years, under the leadership of the President Shavkat Miromonovich Mirziyoyev, great changes have taken place in the higher education system, as well as in all areas. Consequently, the confidence of our people in this field is strengthening, and the desire of youngsters for higher education is growing from year to year. The Presidential Decree "On approval of the Concept of development of the higher education system of the Republic of Uzbekistan until 2030" states important tasks such as ‘’raising the content of higher education to a qualitatively new level, the establishment of a system of training highly qualified personnel who can make a worthy contribution to the sustainable development of the social sphere and the economy, find their place in the labor market’’.

scholarly journals ANECDOTES AND CONTOURS OF HIGHER EDUCATION IN INDIA

2015 ◽  
Vol 3 (11) ◽  
pp. 35-42
Author(s):  
Gopal Krishna Thakur
Keyword(s):  
Higher Education ◽  
Education System ◽  
The Sustainable Development ◽  
Higher Education System ◽  
The Core ◽  
Education In India ◽  
World Class ◽  
Historical Trajectory ◽  
World Class Universities

Higher education is considered as an invaluable instrument for the sustainable development of human being and society through a dynamic process of creation, advancement, and dissemination of knowledge. In a fast developing country like India the role of higher education assume utmost importance. Universities have a pivotal role in realizing this goal. Our higher education system has had a glorious past in the form of world-class universities like Nalanda, Vikramsila, and Taxila, which attracted students and intellectuals from all over the world those days. However, in the present time we are lagging far behind in terms of qualitative education and research. This necessitates a serious concern and introspection to look into the nuances and flaws of our system that make our higher education system stand at where it is now. This paper, based on the analysis of various reports and Govt. documents, discusses some of the issues, which are at the core of the main concerns pertaining to higher education in India. Taking a snapshot of the historical trajectory of higher education system in India to the present time, this paper presents an overview of the higher education system in India and points out some most relevant concerns troubling the issue at the core.

Leveraging Workforce Diversity and Team Development

2014 ◽  
pp. 1138-1150
Author(s):  
Aileen G. Zaballero ◽  
Hsin-Ling Tsai ◽  
Philip Acheampong
Keyword(s):  
Social Relations ◽  
Work Group ◽  
Group Development ◽  
Team Development ◽  
Cultural Work ◽  
Cultural Dimension ◽  
Social Dimensions ◽  
Organizational Contexts ◽  
Practical Concern ◽  
Stages Of Group Development

In this broadening landscape of business, corporations are encouraged to develop global leaders. “Changes in workforce demographics resulting from globalization, combined with the rising popularity of team-based management techniques, have resulted in a practical concern with the management of multicultural groups” (Thomas, 1999, p. 242). Organizations are challenged to implement a comprehensive approach to global development that encompasses different cultural perspectives. This chapter proposes to utilize team-based learning within a cross-cultural work-group. The use of a collaborative approach supports the social dimensions of learning and can exhibit greater productivity for individuals. According to Jonassen, Strobel, and Lee (2006) as cited by Schaffer, Lei, and Paulino (2008), “Knowledge exists not only in the heads of learners, but also in the conversations and social relations among collaborators” (p. 144). This chapter will emphasize the importance of collaborative team-based work groups among diverse settings. First, the authors will discuss the factors of diverse teams and identify the stages of group development focusing on Tuckman’s Model. In addition, Gert Hofstede’s cultural dimension will be addressed. Finally, organizational contexts that impact the performance of diverse teams such will be explored.

Thinking Out of a Bowl of Spaghetti

2004 ◽  
pp. 132-159 ◽  
Author(s):  
John M. Dirkx ◽  
Regina O. Smith
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Small Groups ◽  
Teaching And Learning ◽  
Group Development ◽  
Learning Approaches ◽  
Online Groups ◽  
Online Collaborative Learning ◽  
Learning Programs ◽  
Exponential Rates

Online learning programs have been expanding at exponential rates. To help encourage the development of learning communities within these environments, practitioners and scholars are advocating more collaborative learning approaches. Yet, many students express reservations about learning in small groups, particularly online. In this chapter, we explore more deeply the nature of student ambivalence about online collaborative learning. Weaving the findings of case studies of online groups with research and theory in collaborative learning and group dynamics, we argue that students hold on to highly subjective and individualistic understandings of teaching and learning. These perspectives manifest themselves in their overall approach to group inquiry and decision making. To embrace a more interdependent and intersubjective perspective requires a paradigm shift among members with regard to teaching and learning, and a working through of the powerful emotional dynamics associated with group development. We conclude with suggestions for designing and facilitating online environments that addresses these issues.

scholarly journals New Trends in Sensitivity Training in Organizations

2002 ◽  
Vol 27 (4) ◽  
pp. 5-14 ◽  
Author(s):  
Indira J Parikh ◽  
S Jeyavelu
Keyword(s):  
Group Dynamics ◽  
Personal Growth ◽  
Dynamic Equilibrium ◽  
Team Building ◽  
Cross Cultural ◽  
Multiple Roles ◽  
Professional Lives ◽  
Leadership Roles ◽  
Sensitivity Training ◽  
The West

Sensitivity Training (ST) is a process through which an individual explores the journey of human existence to ask some basic questions about life, relationships, interface across many roles, and purpose of one's own life. ST has many forms; each form has its own philosophies. This paper traces the historical roots of ST in the West and the developments and innovations in its applications in India. The Indian and Western forms of ST differ in the content, process, and the underlying philosophies. This paper compares the two perspectives of ST with the differences in application in organizations. The Role and Identity Approach (RIA) can be applied in organizations through unstructured sensitivity training labs, semi-structured labs, and structured workshops. Unstructured labs are those that are called as personal growth labs, explorations in roles and identity, interpersonal labs and so on. Semi-structured labs include interface labs, leadership labs, self-renewal labs, and visioning and co-creating labs. Structured workshops address managerial and leadership roles, team building and building a cross-functional team, integrating emotional intelligence across multiple roles and systems, managing cross-cultural diversity, interpersonal and group dynamics, and dynamic equilibrium between personal and professional lives.

Group Dynamics

2013 ◽  
Author(s):  
Mark J. Macgowan
Keyword(s):  
Group Theory ◽  
Social Integration ◽  
Small Group ◽  
Group Dynamics ◽  
Group Work ◽  
Interpersonal Attraction ◽  
Group Development ◽  
Work Practice ◽  
History Of ◽  
Race Ethnicity

This entry is an overview of group dynamics relevant for group work practice. The history of small group theory and group dynamics is described. The bulk of the entry is dedicated to discussing four main areas of group dynamics: communication and interaction, interpersonal attraction and cohesion, social integration (power, influence, norms, roles, status), and group development. How these might vary according to gender, race, ethnicity, and culture is included. The entry ends with a discussion of trends and needs for further research.

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