Educational Innovation in Higher Education

2020 ◽  
Author(s):  
Mugenyi Justice Kintu ◽  
Aslan Aydin ◽  
Chang Zhu
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Social Development ◽  
Educational Innovation ◽  
Developed Countries ◽  
Education Systems ◽  
Development Trends ◽  
Knowledge Based ◽  
Innovation In Education ◽  
Economic Imbalances

Education systems are required to train human capital on skills befitting knowledge-based economies. This calls for innovative systems in education to meet the ever-increasing demand for skilled workforces in these economies. Education systems should enhance quality in teaching and learning processes and prepare future citizens for life and work through innovative policies. In education systems, higher education may be more innovative than primary and secondary education levels as higher education is at the center of education and research focusing on innovation and creativity. In this regard, institutions of higher education encounter innovation trends and challenges in the era of the knowledge-based economy. Innovation trends are currently climbing upward and are mainly driven by factors such as the need for automation, globalization, and competitive waves of change. Economic development with regard to these innovation trends is closely associated with countries’ ability to produce, acquire, and apply technical and socioeconomic development. The main challenges lie in the rate at which countries are advancing vis-à-vis social development trends. The Social development trends do not seem to match up with the speedy onset of global acceleration, the processes in developing and developed countries, and economic imbalances that occur within the developed world itself. There are implementation difficulties regarding innovations as well as selecting the relevant innovation to apply in some contexts. Adoption of innovation is another challenge, especially when it comes to changing mindsets toward innovations like technology in education. This applies to the developing world as well as to infrastructural impediments common in the African and other developing economy contexts, such as Turkey. To overcome these challenges, research-intensive universities could promote research and innovation. Some examples of innovation in education include e-learning, audio-media usage for distance learning, online education, MOOCs, blended learning, and information communication technology utilization. Teachers should be trained as competent users of these innovative technologies to initiate and sustain innovation in education. Once harnessed, educational innovation could catch on rapidly and improve service delivery in educational institutions. Developed and developing countries should work together to foster and mass produce these technologies in higher education institutions.

scholarly journals The Early Career Paths and Employment Conditions of the Academic Profession in 17 Countries

2010 ◽  
Vol 18 (S1) ◽  
pp. S7-S33 ◽  
Author(s):  
Alice Bennion ◽  
William Locke
Keyword(s):  
Higher Education ◽  
Career Paths ◽  
Research Collaboration ◽  
Developed Countries ◽  
Academic Profession ◽  
Early Career ◽  
Education Systems ◽  
Higher Education Systems ◽  
Employment Conditions ◽  
National Differences

The expansion of higher education systems, new demands on institutions and growing pressures on resources have become common trends across most developed countries. They bring increased expectations of academic staff and appear to lead to greater differentiation in their work roles and activities. At the same time, the backgrounds of some academics are changing and they are developing new specialisms and interdisciplinary collaborations, becoming more mobile domestically and internationally and, for some, the profession is becoming increasingly insecure. The Changing Academic Profession study has produced a rich set of data on the preparation of academics for their roles and the individual circumstances of their working lives, among other aspects of the profession. Respondents to the survey reported on the degrees they have attained, the countries in which they studied for them, the age at which they qualified and the nature of the doctoral training they received. This paper explores the early career paths of academics, makes initial comparisons between different higher education systems and begins to explore how some of these national systems interrelate with each other through academic mobility. Respondents also reported on the disciplines they studied and now teach, the number of institutions worked in and their contractual conditions and income. These data give an indication of the various degrees of flexibility and mobility required of – or chosen by – academics in the early and later stages of their careers and the stability, or perhaps rigidity, of different higher education systems and national career patterns. The data also supplement other evidence of the employment conditions and remuneration of scholars in an increasingly globalised academic labour market.1,2 The conditions of academic work are explored through analysis of the views of survey respondents on the facilities, resources and personnel needed to support it and the degree of research collaboration undertaken. Academics from the 17 countries in the study seem more content with the physical and technical resources provided by their institutions than the personnel and funds available to support teaching and research. Finally, it is suggested that the propensity for collaborative or individual research may be partially related to national differences in academics’ mobility during their training for the profession.

scholarly journals Quality Assessment of Online Learning in Regional Higher Education Systems

2021 ◽  
Vol 17 (3) ◽  
pp. 929-943
Author(s):  
Olga A. Gritsova ◽  
Elena V. Tissen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Quality Assessment ◽  
Student Satisfaction ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Education Systems ◽  
Higher Education Systems

The quality of online learning mechanisms, widely implemented due to the COVID-19 pandemic, is a significant issue for regional higher education systems. The research aims to assess student satisfaction with the quality of online education by identifying discrepancies between their requirements and the actual learning process. In order to examine the gaps between students’ expectations and perceptions, a new approach was proposed based on the integrated use of Gap analysis and SERVQUAL methodology, combining qualitative and quantitative aspects. SERVQUAL questionnaires for measuring student satisfaction with online learning include the following criteria: tangibles, reliability, responsiveness, assurance, empathy. Full- and part-time undergraduates of humanitarian and socio-economic departments of two universities participated in the study. Ural Federal University bachelors, learning via Moodle and Microsoft Teams platforms, could directly communicate with their peers and professors, while students of National Research Nuclear University MEPhI were engaged in massive open online courses (MOOC). As a result, all five criteria were analysed in the proposed model for quality assessment of online learning to reveal the gaps between students’ expectations and perceptions of the educational process. Significant discrepancies in the «empathy» and «responsiveness» criteria in both groups demonstrate low student satisfaction with the quality of communication and individualisation of learning. The research findings can be used to construct resource allocation models for implementing educational programmes and developing support measures for regional higher education institutions.

scholarly journals Approaches to Higher Education Innovation in the Context of Industrial Revolution 4.0

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Nguyen Quynh Huy ◽  
Le Vinh Trien
Keyword(s):  
Higher Education ◽  
Education System ◽  
Industrial Revolution ◽  
Social Innovation ◽  
Educational Innovation ◽  
Literacy Skills ◽  
Higher Education System ◽  
Knowledge Based ◽  
Learning Platforms ◽  
Access To Knowledge

The Industrial Revolution 4.0 has brought about many changes including the higher education system. The main problem is how the education system could adapt to change and promote social innovation. This paper aims to describe the necessary changes and adjustments made in the education system, thereby better meeting the requirements of Industry 4.0, and creating a competitive education system, contributing to socio-economic development. With the research method based on the synthesis of documents, the research results show that, in the context of Industry Revolution 4.0 and the complexity of globalization, the philosophy in educational innovation needs to be changed so that universities can contribute more to society and enhance academic liberalization. Students need to master the knowledge and skills such as critical thinking and problem solving, communication and collaboration, creativity and innovation. In addition, literacy skills related to digital including information and communication knowledge are also important. Students should have access to knowledge based on diversity; and be ready to incorporate new knowledge that brings about positive changes, gradually fighting against injustice, lack of democracy and human rights, fostering an open society where voices are heard; and become responsible citizens. In addition, open learning platforms need to be considered by universities and teachers in deciding how to organize education and learning in the 4.0 Industrial Revolution era.

The Entrepreneurial University: Vision and Metrics

2016 ◽  
Vol 30 (2) ◽  
pp. 83-97 ◽  
Author(s):  
Henry Etzkowitz
Keyword(s):  
Higher Education ◽  
Social Development ◽  
Entrepreneurial University ◽  
Knowledge Based ◽  
External Stakeholders ◽  
Radical Revision ◽  
Creative Role ◽  
The University ◽  
Organizational Innovations

Forged in different academic and national traditions, the university is arriving at a common entrepreneurial format that incorporates and transcends its traditional missions. The academic entrepreneurial transition arises from the confluence of the internal development of higher education institutions and external influences on academic structures associated with the emergence of ‘knowledge-based’ innovation. Policies, practices and organizational innovations designed to translate knowledge into economic activity as well as addressing problems from society have spread globally. The objective is to enable universities to play a creative role in economic and social development from an independent perspective while still being responsive to government and industry priorities. The entrepreneurial university model paradoxically includes both increased university autonomy and greater involvement of external stakeholders. However, to facilitate the successful development of the entrepreneurial university, the dominant metrics used to determine university rankings and academic performance need radical revision. This article concludes with a summary of the critical questions to be addressed by the recently launched Global Entrepreneurial University Metrics Initiative in its effort to develop a metrics system that will facilitate the evolution of the entrepreneurial university and emphasize the role of higher education in economic and social development.

scholarly journals The development trends of the main drivers for attracting students into the tertiary education sector in Latvia – distance learning and internationalization

2018 ◽  
Author(s):  
Aleksandrs Skvorcovs ◽  
Tatjana Titareva ◽  
Graurs Igors
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Tertiary Education ◽  
Research Question ◽  
Social Needs ◽  
Education Sector ◽  
The European Union ◽  
Development Trends

The European Union (EC-JRC, 2010), has stressed that higher education must change and adapt to economic and social needs, that institutional change is essential to educational innovation, and that information and communication technologies (ICT) must form part of the teaching and learning process. The second international challenge is to encourage international cooperation between institutions in order to share knowledge across borders and facilitate collaboration (Morin, 2009) and post-cosmopolitan citizenship (Dobson and Bell, 2006). The dramatic decrease of the number of students in Latvia in the last 10 years by 64% and disproportionally high number of HE institutions, makes Latvia’s Government, the Ministry of Education and Science and higher education institutions to look for new ways to structure and optimize the processes in the higher education sector. The main research question of this paper is: the general development trends of the main drivers for attracting more students into the tertiary education sector in Latvia by means of online education and internationalization. The relevance of the research: the authors review the intersections of the distance learning and internationalization as the optimal solutions for the critical situation in the Latvian higher education sector with lack of students.

scholarly journals Best Practice of Benchmarking of World’s Top Universities: Lessons for Higher Educational Institutions of Uzbekistan

2014 ◽  
Vol 2 (12) ◽  
pp. 37-44
Author(s):  
Nargiza Shamshieva Nosirkhodjaevna
Keyword(s):  
Higher Education ◽  
Soviet Union ◽  
Former Soviet Union ◽  
Best Practice ◽  
Developed Countries ◽  
Education Systems ◽  
Broad Perspective ◽  
Higher Education System ◽  
Higher Education Systems ◽  
Current State

The significance of the higher education can be seen in terms of assisting the economy with skillful specialists who are considered to be the key force for the development of the country. Higher education is considered to be crucial in modern market-based economies. Particularly, the higher education enables the development and maintenance of the knowledge acquired by the youth. Higher education contributes to the development of the human capital, which can later act as crucial aspect of growth. This paper takes a broad perspective on the importance of higher education, precisely to the structure of Master’s degree programs, in many developed countries of the world including USA, UK and Germany. The paper uses the benchmarking method in order to analyze and apply practices of higher education systems in Uzbekistan. It is important to note that current state of higher education institutions in Uzbekistan reflects the practice of former Soviet Union institutions and needs to adopt strategies that are followed by world’s top universities. The main purpose of this paper is to critically examine the practices and evaluating the higher education system of these countries. The outcomes of the analysis are used to offer a framework for the development of higher education systems precisely in the context of masters programs, in Uzbekistan.

Innovation in Higher Education in Israel

2013 ◽  
pp. 35-50
Author(s):  
Milly Perry
Keyword(s):  
Higher Education ◽  
Dissemination And Implementation ◽  
Leading Change ◽  
Education Systems ◽  
Policy Makers ◽  
Economic Changes ◽  
Innovation In Education ◽  
International Policies ◽  
Scientific Outputs ◽  
Research Findings

In order for education systems to cope with social and economic changes and perform efficiently, innovation is essential. Innovation in education (and particularly in Higher Education systems) has not been regarded as an important issue by policy makers, education stakeholders, and leaders; it seems to be regarded as “nice-to-have” rather than a necessity. Recently, innovation in education has started to gain attention. This includes systemic study of innovation, innovation strategy, and implementation of innovation strategies by policy makers and leaders. Scientific outputs and research findings can be used as input in national-international policies. In order to achieve this goal it is imperative to conduct close studies and for policy-makers to cooperate, ensuring the relevance of topics, and improving communication, dissemination, and implementation of research recommendations. These are the tools needed for leading change, innovation, and implementing new strategies.

Globalization and Educational Reform in Kazakhstan

2017 ◽  
Vol 26 (1) ◽  
pp. 14-43
Author(s):  
Seth A. Agbo ◽  
Natalya Pak
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
English Language ◽  
Organizational Structures ◽  
Developed Countries ◽  
Value Orientations ◽  
Language Of Instruction ◽  
Educational Value ◽  
Knowledge Based ◽  
The Government

Framed by globalization, Kazakhstan has embarked on initiatives to establish standards and quality educational services for universities to catch up with those in developed countries. The government policy for educational reforms is viewed not only as a means of convergence, that is, catching up with the knowledge-based societies of Europe and North America, but also as a gateway into the EU. The recent government policy calls for trilingual competence, implying a desire to equip future generations with fluency in three languages, namely, Kazakh, Russian, and English. Through this initiative, universities are mandating the English language as the language of instruction in graduate programs. This article is a case study of language reforms in a major university in Kazakhstan. The study investigated the implications of the English as the language of instruction policy in higher education and examined the challenges posed by the policy on faculty, students, and administrators. The findings indicated that the efficacy of the current reforms is bounded by the limits of the higher education traditionalism and the long-established educational value orientations in Kazakhstan. As a result, to become competitive globally, universities must develop new attitudes and organizational structures as well as improve current practices based on developing national identity.

scholarly journals Vietnamese higher education and the issue of enhancing graduate employability

2012 ◽  
Vol 3 (1) ◽  
pp. 2-16 ◽  
Author(s):  
June Tran
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Rapid Change ◽  
Developed Countries ◽  
Teaching Staff ◽  
Education Systems ◽  
Higher Education Systems ◽  
Graduate Employability ◽  
Vietnamese Higher Education ◽  
The Way

The rapid change in the graduate labour market in the globalizing era calls for responsiveness from the higher education systems all over the world. Enhancing graduate employability has become a topic of both concern and debate in higher education worldwide. However, the issue is somehow different in Western developed countries and in Eastern developing countries in terms of the way higher education teaching staff perceive the issues, the way universities approach the issues and also the way university practices have been designed to enhance graduate employability. This article aims to illustrate the differences by addressing the issue of enhancing graduate employability in Vietnam compared with that in the literature from developed countries such as US, UK, Australia and New Zealand. It is suggested that while not all academics in Western higher education systems support the idea of accepting enhancing graduate employability as one of the university missions, their teaching practices, in general, support the development of graduate generic attributes, which are claimed to be essential and necessary for graduates to enter the labour market, to succeed at work and in life. By contrast, in the Vietnamese higher education system, where the main mission for universities is still limited to producing an educated labour force for the industry, however, the traditional teaching and learning method and the lack of connections between university, research institutions and the internal industry all hinder the effort of the whole system in preparing students with the necessary skills and knowledge required by the contemporary labour market.

scholarly journals MBA education at Debrecen University Faculty of Agricultural Economics and Rural Development

2007 ◽  
Vol 1 (1) ◽  
pp. 79-86
Author(s):  
András Nábrádi ◽  
László Kárpáti ◽  
János Lazányi
Keyword(s):  
Higher Education ◽  
Social Development ◽  
Educational Institution ◽  
Continuous Operation ◽  
Agricultural Economics ◽  
Knowledge Based ◽  
Development Capacity ◽  
Mba Education ◽  
The University ◽  
Hungarian Plain

Debrecen is the capital of the Great Hungarian Plain, the centre of many institutions, organizations and business companies just in the heart of Europe. It has provided an ideal setting for higher education since 1538. With this past of more than 450 years, the University of Debrecen is the oldest higher educational institution in continuous operation in Hungary based in the same city. Higher education in agriculture began in 1868, when the National Higher School of Agriculture was formed in Debrecen. The University of Debrecen has more than 26 000 students, and more than 1700 instructors teach at the University, which has 13 faculties, 2 independent institutions, 20 doctoral schools and offers the widest choice of higher education. This outstanding intellectual centre, with a vast research and development capacity, has a growing importance in the economic and social development, cultural progress of the region. It devotes special attention to serving the needs of a knowledge based society more efficiently, and it strives to become the knowledge centre of the region, which also preserves traditions and values.

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