Profession Choice by Students of Tourist Higher Education Institution: Motivational Analysis

2015 ◽  
Vol 4 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Бригинец ◽  
I. Briginets
Keyword(s):  
Higher Education ◽  
Professional Socialization ◽  
Education Institution ◽  
Sample Volume ◽  
Sociological Research ◽  
Higher Education Institution ◽  
Continuous Sampling ◽  
Vector Structure ◽  
The Moment ◽  
Questionnaire Method

Today the educational system is characterized by multiplication of poly-cultural processes as well as by updating of crosscultural dialogue. An educational model answering to new social and economic inquiries is only starting its self-development. Tourism sphere professional formation is beginning from the moment of this profession choice. Symbiosis, a direct dynamic interrelation of professional socialization and system of professional knowledge and skills is important. The motivation for profession choice by students of tourist higher education institution has been studied during sociological research, conducted by questionnaire method on the basis of Russian International Academy for Tourism and its Moscow branch. A sample volume was 564 respondents: 250 students of 1 course and 314 students of 4 course participated in comparative research (continuous sampling). Conclusions: the motivation of person’s professional self-determination has multi-vector structure. Considerable determination by internal motives is supplemented among the students with influence of external motivation both of positive and negative value. At the existing high rates of separate types motivation influence there is some decreasing of indicators for such motives as "Prestige value ", "Opportunity to bring benefit to people", "Possibility for use of professional abilities out of work" among the 4 course students against the 1 course ones. Results promote understanding of essence for tourism manager’s professional motivation as a set of steady motives including: professional motives; motives of professional development; pragmatic motives; informative motives; motives of person’s self-realization; social motives.

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. 

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

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