ACADEMIC PLANNING AS A CAREER STRATEGY

The following ideas were adapted from a handout given by the Division of Undergraduate Studies at Penn State to its students, who more often than not have great concerns about their University education vis-a-vis the job market. Addressing students directly, it is intended as a practical tool for academic advisors at all institutions of higher education regardless of size or scope. Those who find the contents helpful for their advisers should feel free to use this feature, partially or in its entirely, and should feed free to structure it for local situations.

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Estudio contrastivo de la oferta académica de Grado y anterior al Plan Bolonia en las Universidades Públicas de la Comunidad de Madrid

REDU Revista de Docencia Universitaria ◽

10.4995/redu.2015.6442 ◽

2015 ◽

Vol 13 (1) ◽

pp. 231 ◽

Cited By ~ 1

Author(s):

Carlos Oliva Marañón

Keyword(s):

Higher Education ◽

Public Universities ◽

Bologna Process ◽

University Education ◽

Educational Goals ◽

Institutions Of Higher Education ◽

The Public ◽

Contrastive Study ◽

Double Degree ◽

Carlos Iii

La estructura de las enseñanzas universitarias se ha modificado para servir a unos objetivos sociales y educativos más amplios, por lo que, a raíz de la implantación del Espacio Europeo de Educación Superior (EEES), ha aumentado la oferta universitaria de titulaciones de Doble Grado y Posgrado. En este nuevo ámbito educativo se crea un Marco de Cualificaciones de carácter internacional para facilitar la transferencia y el reconocimiento de los estudios cursados en otros países. La mutua confianza entre instituciones de Enseñanza Superior y el reconocimiento de las titulaciones que expiden tiene como soporte básico una metodología común, contrastada, de evaluación y de acreditación de la calidad. Los objetivos de esta investigación son analizar y comparar la oferta académica tanto de Grado como de Ingenierías, Licenciaturas y Diplomaturas de las universidades públicas madrileñas; así como discernir sus señas de identidad. Se ha realizado un estudio contrastivo de titulaciones de Grado, Doble Grado, bilingües, online y anteriores al Plan Bolonia por áreas de conocimiento; de los estudiantes matriculados; y del número de docentes. Los resultados constatan una oferta académica heterogénea; la prevalencia de titulaciones bilingües y online en las Universidades Carlos III y Rey Juan Carlos, respectivamente; la mayor presencia de alumnos matriculados en el área de Ciencias Sociales y Jurídicas en las Universidades Complutense y Rey Juan Carlos; y la adecuación de la oferta académica a las demandas empresariales, lo que sitúa a los universitarios de la Comunidad de Madrid a la vanguardia del conocimiento en la Sociedad de la Información.ABSTRACTContrastive study of the academic offer Degree and pre-Bologna Process in Public Universities of Madrid.The structure of University education has been modified to serve wider social and educational goals, so that, following the implementation of the European Higher Education Area (EHEA) has increased University offering Undergraduate and graduate Double Degrees. In this new educational sphere, an international qualifications framework character is created to facilitate the transfer and recognition of the studies undertaken in other countries. Mutual trust between institutions of Higher Education and recognition of qualifications they issue are as basic support a common, proven, evaluation and quality accreditation methodology. The objectives of this research are to analyze and compare both academic offerings as Engineering Degree, Degrees and the others Degrees previous of Bologna Plan; as well as to discern the identity of the Public Universities of Madrid. It is performed a contrastive study of undergraduate Degrees, Double Degree, bilingual, online and pre-Bologna areas of knowledge; the students enrolled Degree in teaching; and the number of teachers. The Results indicate a heterogeneous academic offerings; prevalence of bilingual and online Degrees at the Universities Carlos III and Rey Juan Carlos, respectively; the increased presence of students in the area of Social Sciences and Law at the Universities Complutense and Rey Juan Carlos; and the adequacy of academic offerings to professional trends, which places the students of Madrid at the vanguard of knowledge in the Information Society.

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Theoretical bases of introduction of internet technologies in the conditions of digitalization of institutions of higher education

LAPLAGE EM REVISTA ◽

10.24115/s2446-6220202173a1409p.324-333 ◽

2021 ◽

Vol 7 (3A) ◽

pp. 324-333

Author(s):

Olha Yablonska ◽

Vitalii Honcharuk ◽

Maksym Yablonskyy ◽

Sergiy Karikov ◽

Oleksandra Brukhovetska ◽

...

Keyword(s):

Higher Education ◽

University Education ◽

Institutions Of Higher Education ◽

Internet Technologies ◽

Internet Resources ◽

Internet Users ◽

The Creation ◽

Use Of Internet ◽

Theoretical Foundations

The article reveals the scientific and theoretical foundations, structures, classification and types of Internet technologies in higher education; the features of orientations and attitudes of subjects of university education on the use of Internet technologies in modern conditions are highlighted; studied the audience of Internet users in the universities of Ukraine; revealed the substantive and procedural aspects of the joint pedagogical activity of the teacher and students in the creation and implementation of Internet projects; methodological recommendations were developed for the implementation of Internet resources in the teacher's practical activities.

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STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA

Journal of Education and Practice ◽

10.47941/jep.201 ◽

2017 ◽

Vol 1 (2) ◽

pp. 1

Author(s):

Efigenia Semente

Keyword(s):

Higher Education ◽

Technology Integration ◽

Customer Satisfaction ◽

Student Satisfaction ◽

Teaching And Learning ◽

University Education ◽

Institutions Of Higher Education ◽

Research Questions ◽

The Relationship ◽

Students Satisfaction

Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

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Enhancing Transfer

NACADA Journal ◽

10.12930/0271-9517-14.1.4 ◽

1994 ◽

Vol 14 (1) ◽

pp. 4-7

Author(s):

Margaret C. King

Keyword(s):

Higher Education ◽

Institutions Of Higher Education ◽

Academic Advisors ◽

National Conference

“Enhancing Transfer” was delivered as the President's Address at the 1993 NACADA National Conference in Detroit, Michigan. In arguing that academic advisors are uniquely able to facilitate transfer among institutions of higher education, King focused on articulation between two- and four-year schools.

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Entrance and Persistence in U.S. Academe for Individuals with Multiple Outsider Identities

Journal of Underrepresented & Minority Progress ◽

10.32674/jump.v1i1.34 ◽

2017 ◽

Vol 1 (1) ◽

pp. 23-35

Author(s):

Mustafa Icel ◽

Matthew Davis

Keyword(s):

Higher Education ◽

Critical Race Theory ◽

Doctoral Programs ◽

Racial Microaggressions ◽

Institutions Of Higher Education ◽

Race Theory ◽

Job Market ◽

Subtle Racism ◽

Three Stages ◽

Ethnic Students

This study examines the experience of African-American academics with racial microaggressions, racism, and stereotypes. Exploring this subtle racism allows for an understanding of Turkish ethnic students’ ability to adapt to doctoral programs at U.S. institutions of higher education. Using critical race theory as a framework, researchers determined that Turkish International students have a challenge for adjustment, access to the U.S. job market, and the transition into a new culture. Five subjects were selected to participate in a self-recorded interview to support this study. The interview questions based Turkish ethnic students’ adjustment in U.S higher education institutions on three stages: 1. Before the Ph.D. program, 2. During the Ph.D. program, 3. After the Ph.D. program. The second and third stages also focus on students’ entry into an academic job setting and survival in academia.

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Advising the Law: Academic Advising in Law-Generating Institutions of Higher Education

NACADA Review ◽

10.12930/nacr-18-1010 ◽

2019 ◽

Vol 1 (1) ◽

pp. 30-38

Author(s):

William E. Smith

Keyword(s):

Higher Education ◽

Academic Advising ◽

Colleges And Universities ◽

Ethical Standards ◽

Institutions Of Higher Education ◽

Academic Advisors ◽

Institutional Rules ◽

The Law ◽

Legal Theorist

Academic advisors occupy an ethically fraught position in institutions of higher education and frequently have to traverse complex curricular issues. Legal theorist Lon L. Fuller's work provides advisors with new resources to ply some of these troubled curricular issues. By focusing on understanding colleges and universities as law-generating institutions, advisors can reshape how they think about the nature of their work so that, in a lawyer-like fashion, they can then subject the rules created by these institutions to Fuller's ethical standards. Analyzing such rules via Fuller's standards can help advisors to navigate better their often ethically fraught institutional position and aid them in advocating for rules that are fair to students and that maintain the integrity of institutional rules and decisions.

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educational role of ethnodesign graphic function in practical out-of-classroom activities in art institutions of higher education

Linguistics and Culture Review ◽

10.21744/lingcure.v5ns1.1623 ◽

2021 ◽

Vol 5 (S1) ◽

Author(s):

Alla Diachenko ◽

Hanna Vusyk ◽

Yuliia Bielova ◽

Mariia Shurdenko ◽

Oksana Titenko

Keyword(s):

Higher Education ◽

Teaching Methods ◽

Classroom Practices ◽

University Education ◽

Institutions Of Higher Education ◽

Educational Work ◽

Classroom Activities ◽

Educational Role ◽

Research Experiment

In the research, the effectiveness of using ethnodesign as an element of educational work in art institutions of higher education is considered. The pedagogical component of graphic ethnodesign is an important component of many teaching methods, both traditional for university education and innovative. The research aims to establish the effectiveness and assessment of the educational role of graphic function of ethnodesign, as well as to determine the feasibility of using didactics outside the classroom practices in art education. The methodology of the study is based on a qualitative approach designed to analyze the results of the research experiment, which provides for comprehensiveness in the study. The method of experiment in the work is basic, also applied methods of interviewing and observation. The hypothesis is that in the development of art specialties curricula should be used extracurricular practical classes, where the educational components of the graphic function of ethnodesign, as they form creative and educated professionals, actualize educational aspects.

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e‑Learning Challenges Faced by Universities in Kenya: A Literature Review

The Electronic Journal of e-Learning ◽

10.34190/ejel.20.18.2.004 ◽

2020 ◽

Vol 18 (2) ◽

Author(s):

Rachael Njeri Kibuku ◽

Prof. Daniel Orwa Ochieng ◽

Prof. Agnes Nduku Wausi

Keyword(s):

Higher Education ◽

Literature Review ◽

University Education ◽

Successful Implementation ◽

Institutions Of Higher Education ◽

Ongoing Research ◽

Social Challenges ◽

Learning Challenges ◽

E Learning ◽

Ict Infrastructure

Some institutions of higher education in Kenya have adopted e‑Learning with the aim of coping with the increased demand for university education and to widen access to university training and education. Though there are advantages that accrue from adopting e‑Learning; its implementation and provision has not been smooth sailing. It has had to contend with certain national, organisational, technical and social challenges that undermine its successful implementation. This paper therefore aims to present a literature review of the challenges faced in the implementation and provision of e‑Learning in universities in Kenya. The scoping review method was used to identify and analyze the literature of the e‑Learning challenges. Some of the challenges revealed include: lack of adequate e‑Learning policies, inadequate Information and Communication Technology (ICT) infrastructure, the ever evolving technologies, lack of technical and pedagogical competencies and training for e‑tutors and e‑learners, lack of an e‑Learning theory to underpin the e‑Learning practice, budgetary constraints and sustainability issues, negative perceptions towards e‑Learning, quality issues, domination of e‑Learning aims by technology and market forces and lack of collaboration among the e‑Learning participants. These challenges need to be addressed to minimise their impact on implementation and delivery of e‑Learning initiatives in institutions of higher education in Kenya. This analysis of the e‑Learning challenges forms the basis for the ongoing research that seeks to explore and establish possible strategies to address some of these challenges.

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