Towards the third generation university: managing the university in transition

2011 ◽  
Vol 43 (1) ◽  
pp. 86-88
Author(s):  
Peter Roberts
Keyword(s):  
Third Generation ◽  
The Third ◽  
The University

scholarly journals Philosophy from the outside in: Rosenzweig’s critical project

2012 ◽  
Vol 23 (2) ◽  
pp. 65-76
Author(s):  
Willi Goetschel
Keyword(s):  
First Generation ◽  
Martin Buber ◽  
Third Generation ◽  
Literary Modernism ◽  
The Third ◽  
Jewish Thought ◽  
Two Generations ◽  
The University ◽  
Critical Intervention ◽  
Hermann Cohen

This paper examines Rosenzweig?s philosophic project in the context of his time as a critical intervention in the discussion of the place of Jewish thought in the university and in society. If Hermann Cohen represented the first generation of Jewish philosophers claiming that participation in the university is constitutive for the institution?s claim to universalism, the second generation-represented by Martin Buber - was more diffident about the university and its openness. For Buber, literary modernism offered what the university would refuse. Disappointed about the failure of the recognition of the efforts of the previous two generations, Rosenzweig represents the third generation. He turns the situation into a creative response anchoring philosophy as a project that calls for a resolute move outside the university.

scholarly journals The Third Generation University in the Context of the Fourth Industrial Revolution

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Nguyen Huu Duc
Keyword(s):  
Industrial Revolution ◽  
Third Generation ◽  
Academic Characteristics ◽  
The Third ◽  
Research And Innovation ◽  
Iterative Development ◽  
Competency Based ◽  
Level Of Training ◽  
The Government ◽  
The University

This study identifies the organizational and academic characteristics of the three generations of world universities and their two transition periods. In particular, from the second-generation university (2GU) to the third-generation university (3GU), the higher education institutions have developed from a closed level to an open and flexible level of training and from single disciplines to interdisciplinary research and innovation. In terms of these academic aspects, 3GU is an iterative development of the characteristics of 1GU university, but at a higher level, more comprehensive and more thorough. About the organization, with the proposed 90-degree rotation matrix structure, the 2GU university can move from a centralized and bureaucratic management model to a high autonomy one. The subsidized financial mechanism has shifted to a competency-based competition mechanism. With that transformation, the 3GU generation university can both meet its mission as well as the requirements of industrial revolution 4.0. In particular, with the way the budget is organized into four flows of finance, the 3GU university can completely break with the direct attentions of the government. Universities become fully independent organizations with autonomy in defining their rules of operation. Instead of trying to ensure quality with its own control, the government can let the university system operate on a market competitive mechanism.

scholarly journals Third generation universities: foreign experience and Russian practices

2021 ◽  
Vol 103 ◽  
pp. 02009
Author(s):  
Anatoly S. Kislyakov ◽  
Tamara G. Chachua
Keyword(s):  
Regional Economy ◽  
Third Generation ◽  
Educational Organization ◽  
Know How ◽  
Active Involvement ◽  
The Third ◽  
The Russian Federation ◽  
Research Objects ◽  
The Government ◽  
The University

The article analyzes the third generation universities and their main features according to the methodology developed by Johan Wissema. The world experience in building third generation universities can be based, according to the authors, on the three main models described in the present study, namely, the models used by Harvard, Cambridge, and the University of Ruse. The main purpose of the present study is to analyze the main advantages of third generation universities on the example of international and Russian practices. The universities, selected as research objects, not only show high results in international rankings and the scientific community but also have strategic importance for the development of their regions. However, the most important criterion remains the commercialization of know-how and the active involvement of the educational organization in the regional economy, which is demonstrated by all three universities selected for the analysis of global practices. Each of the presented models has its peculiar characteristics and can be adapted for forming the Financial University under the Government of the Russian Federation (Financial University) into a new third generation university that can be created taking into account the capabilities and available facilities and resources, as well as the scientific and educational-methodological base.

scholarly journals Using the Concept of a Learning Organisation to Build a Third Generation University. Case Study of the Jagiellonian University

2020 ◽  
Vol 19 (4) ◽  
Author(s):  
Małgorzata Madej ◽  
Magdalena M. Stuss
Keyword(s):  
Research Methodology ◽  
Second Generation ◽  
Subjective Evaluation ◽  
Third Generation ◽  
University Management ◽  
Learning Organisation ◽  
Good Practices ◽  
The Third ◽  
The University

Background. Currently, the university management requires undertaking the execution of new activities. In response to the challenges of the contemporary processes of the management – building a third generation university - universities are adapting the concepts of management, which up to now have been first and foremost availed of in the sector of enterprises. Such a solution is the concept of a learning organisation. Research aims. The aim of the research conducted was to verify the using of the concepts of a learning organisation during the building of the third generation university Methodology. In the research methodology, a systematic literary review was applied, as well as a case study of the Jagiellonian University. The choice of this university was made on the basis of a subjective evaluation of the process of evolution of the university from the second generation to the third generation. The adoption of such research methodology shall facilitate the building of propositions of good practices of the university management for other universities in the future. Findings. The research conducted reveals that the university has been usinga learning organisation to build a third generation university

scholarly journals PREDIKSI KELULUSAN MAHASISWA DENGAN JARINGAN SYARAF TIRUAN

2016 ◽  
Vol 1 (1) ◽  
pp. 18-23
Author(s):  
Rudy Ansari
Keyword(s):  
Neural Network ◽  
Policy Making ◽  
Good Accuracy ◽  
Learning Algorithm ◽  
Third Generation ◽  
Network Algorithms ◽  
The Third ◽  
Sample Data ◽  
The University

Graduation became a benchmark in the policy making college management. Can estimate the graduation students annually is needed to be known by the university. Moreover, this paper attempts to apply neural network algorithms in predicting graduation, the selected method to be used is the method of propagation. This method is widely used in the researchers predict a problem. The sample data in the application of this algorithm is data the students began class of 2010 up to 2013. With the third generation output is passed late, fast and timely. From the results of the learning algorithm used obtained good accuracy results with the architecture of the pattern formed is 12-9-3.    

scholarly journals Metamodels of Educational and Methodological Activity in the University

2021 ◽  
Vol 25 (1) ◽  
pp. 48-59
Author(s):  
S. M. Shcherbakov ◽  
K. K. Kalugyan ◽  
I. I. Miroshnichenko
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Educational Process ◽  
Professional Activity ◽  
Third Generation ◽  
Educational Standards ◽  
Labor Costs ◽  
The Third ◽  
State Educational ◽  
The University

Purpose of the study. Educational methodological activity plays an important role in the life of the university, on the one hand, it determines the content of the educational process and sets the direction of development, on the other hand, it requires a significant amount of time from teachers, staff and managers. Continuing changes in the system of Russian higher education are reflected in educational methodological activities. When introducing and refining higher education standards and other normative documents, the means of describing the educational process in educational and methodological documentation change. The composition of educational methodological documents and the requirements for them are changing. Such concepts as “competence”, “type of activity”, “tasks of professional activity”, “labor functions”, etc. appear and then transform. The present work aims to track the dynamics of these changes and assess the increase in the complexity of educational methodological support. Materials and Methods. To assess the dynamics of development of educational and methodological support, we will carry out a retrospective substantive analysis of educational and methodological support for each stage of its development, starting with the first generation of state educational standards. The analysis results will be visualized with the Entity-Relationship" diagrams, which allow reflecting the main entities of the scope, their attributes and relationships. Examples of entities are: competence, professional standard, educational result (different forms of skills), topic, module, etc. Such diagrams can be interpreted as metamodels of educational and methodological support. Next, we will carry out a comparative analysis of the obtained sequence of metamodels, which will allow us to understand the dynamics of their development. Results. A set of metamodels of educational and methodological activities was built. The dynamics of the growth of the number of entities and relationships by year was found. We also studied changes in entities and details. A set of metamodels of educational and methodological activities was built, including metamodels for the following stages: state educational standards of the first generation, second generation, federal state educational standards or the third generation, generation 3+, generation 3 ++. If the first two models are characterized by relative simplicity, then the standards of the third generation required the development of a significant number of new entities associated with competencies, and another increase in complexity is observed for generation 3 ++, which is associated with the introduction of professional standards. The dynamics of growth in the number of entities, attributes and especially relationships has been established. Over the past two decades, the number of entities that are used in the creation of educational and methodological support has increased from 9 to 32, and the number of connections between them from 12 to 45. Changes in individual entities and details were also studied as the metamodels of educational and methodological support developed. Conclusion. Based on the results of the analysis, describing tools for the educational and methodological support tend to become considerably more sophisticated. This is reflected in the labor costs of the formation of documents, as well as the time that must be spent by teachers and staff on studying the language of description of educational and methodological documents. Thus, there are risks of the educational and methodological support quality reducing and the risk of a gap between educational and methodological documentation and the real educational process of the university.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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