Professional Integration of Sociology Graduates from the Lucian Blaga University of Sibiu, 2002-2009

Abstract The professional integration of higher education students is a problem for all contemporary societies, including the Romanian one. The surplus of graduates, the diplomas’ devaluation, the opportunities’ inequality and the unequal distribution of labour market’s posts are just a few determinant factors, which make the individual to adopt a variety of strategies to get a job.This research is particularly interested in the integration process on labour markets of sociology graduates in Romanian academic system, taking in consideration the case of sociology graduates from the Lucian Blaga University of Sibiu.The main objective is to understand all mechanisms of social, economic, cultural and familiar order, susceptible in influencing the individuals when they are searching a job.The instruments used in this research are based on questionnaire survey and interview. I used these to have an overview of the situation both quantitatively and qualitatively and for a better understanding of the professional integration process. I used the purposeful sample. The results of this research are expected to be able to capture the professional integration process of graduates in sociology from the Lucian Blaga University by identifying some of the factors that influence this process.

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Approaches to the organization of students’ training in athletics

Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports) ◽

10.31392/npu-nc.series15.2021.3(133).09 ◽

2021 ◽

pp. 46-49

Author(s):

Andrii Yefremenko ◽

Viacheslav Shutieiev ◽

Yaroslav Krainyk ◽

Tetiana Shutieieva ◽

Olha Lenska

Keyword(s):

Higher Education ◽

Physical Fitness ◽

Opportunity To Learn ◽

Educational Process ◽

Current Level ◽

Approaches To Teaching ◽

Education Students ◽

The Individual ◽

Independent Work ◽

Group Characteristics

The educational process of future coaches in sports requires the use of effective approaches to the organization of practical classes. Purpose. Finding ways to optimize the learning process of students in athletics. Methods: analysis of scientific and methodological sources; generalization; concretization. Results. Contradictions in the process of teaching athletics to higher education students engaged in various sports are identified, and ways to level them are presented. Conceptual approaches to teaching athletics were considered on the example of higher education students who are involved in various sports. Conclusions. Adaptation of educational concepts for players involves taking into account both the characteristics of physical fitness in relation to specialization, and the current level of physical fitness in relation to motor physical activity being studied. This will create an opportunity to harmonize these levels and allow for the formation of effective curricula. We believe that the previously acquired skills and features of sports specialization give players the opportunity to learn quality athletics sprint. Further research will be aimed at the applied application of the presented ways to optimize the educational process of higher education students in athletics. The organization of the educational process of higher education seekers should ensure the formation of a single educational space. The inclusion of the student in the process of forming this space takes place in practical classes and in the organization of independent work. Instead, the differentiation of the educational process should take into account the individual and group characteristics of higher education. The presented approaches allow to involve students in the educational process to a greater extent.

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Academic and Professional Mobility and its Transformative Potential

10.25071/10315/38628_02 ◽

2021 ◽

Author(s):

Brittany Foutz ◽

Brian Polkinghorn

Keyword(s):

Higher Education ◽

School Curriculum ◽

International Mobility ◽

Education Students ◽

Professional Integration ◽

Know How ◽

Transformative Potential ◽

Professional Mobility ◽

The Impact

With the development of exchange mechanisms, periods of mobility abroad have become frequent, sometimes unavoidable, in the school curriculum of a student. Taking the form of semesters of study in a foreign university or work placements for higher education students, the skills acquired during these immersion phases, both linguistically and technically, and in terms of know-how, are undeniable and valued by numerous research works. In this paper, we will review the impact of international exchanges on the professional integration of students. We are interested in the academic and professional gain linked to the international mobility that organizations, such as Regional Centre of Expertise (RCE) locations, can offer to college students. We propose, in our research, to examine the construction and contribution of the opportunities that these RCE locations can offer to students, in terms of academic, professional and social development. This study will highlight RCE Salisbury, of which is hosted by the organization the Bosserman Center of Conflict Resolution, as a case study.

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CRITICAL ANALYSIS OF MODELS OF IMPLEMENTATION OF A HIGHER EDUCATION SEEKER’S INDIVIDUAL EDUCATIONAL TRAJECTORY

Cherkasy University Bulletin Pedagogical Sciences ◽

10.31651/2524-2660-2020-4-152-157 ◽

2020 ◽

pp. 152-157

Author(s):

Victoria FEDOROVA ◽

◽

Mykhailo SHULIAK ◽

Keyword(s):

Higher Education ◽

Critical Analysis ◽

Educational Program ◽

Free Choice ◽

Academic Disciplines ◽

Education Students ◽

Student Centered ◽

The Individual ◽

The Right

Introduction. One of the most important components of the student-centered education concept is to give higher education students the right to independent- ly choose a certain part of the academic disciplines of the educational program, i.e. to implement their individual educational trajectory. Today, there are seven types of models for implementing the individual educational trajectory of a higher education seeker. However, the question remains which model to choose when creating an educational program. Purpose. Critical analysis of models of realization of individual educational trajectory of a higher education seeker. The methods of logical analysis and a systematic approach are used in the article for critical analysis of mod- els of realization of individual educational trajectory of a higher education seeker Results. The article critically analyzes seven models of implementation of individual educational trajectory of a higher education seeker, selected depending on the methodology used to form a variable part of the individual plan: a model that provides a completely free choice of educational components; a model of free choice within a certain set of educational components; a model of choice of educational components in continuous blocks; a model that provides a combination of free choice and continuous blocks; major-minor model; a model based on the concept of "mobility window", as well as a model that provides a combination of the above models. Examples of formation of individual educational trajectory with application of these models are given. Their main advantages and dis- advantages are identified. Conclusion. It is proved that there is no "universal" model of implementation of the principle of selectivity, which would be the most effective for all possible educa- tional programs. When designing each educational program, it is necessary to justify the choice of the model according to which the seeker will make the choice of disciplines. This choice will be different in each case depending on the characteristics of the industry, specialty, the available capabilities of the institution of higher education, in particular in the direction of international cooperation and so on. At the same time, the main criterion for choosing a model for implementing the principle of selectivity should be the quality of training, its competitiveness in the labor market and compliance with the principles of student-centered approach

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Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups

Teachers College Record ◽

10.1177/016146811111300205 ◽

2011 ◽

Vol 113 (2) ◽

pp. 350-374

Author(s):

Sanna Järvelä ◽

Hanna Järvenoja

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Education Students ◽

Learning Groups ◽

Social Challenges ◽

Self Regulated Learning ◽

Socially Constructed ◽

Regulated Learning ◽

The Individual ◽

Constructed Self

Background/Context Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students’ socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study The purpose of the study is to identity higher education students’ socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students’ (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design The study is a qualitative, multimethod study. Three methods—namely, adaptive instrument, video-tapings, and group interviews—were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.

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A Social Ecological Approach to Hazardous Alcohol Use among Flemish Higher Education Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17218288 ◽

2020 ◽

Vol 17 (21) ◽

pp. 8288

Author(s):

Robert Tholen ◽

Edwin Wouters ◽

Koen Ponnet ◽

Sara De Bruyn ◽

Guido Van Hal

Keyword(s):

Higher Education ◽

Alcohol Consumption ◽

Health Concern ◽

Global Public Health ◽

Education Students ◽

Hazardous Alcohol Use ◽

Social Ecological ◽

Multiple Levels ◽

The Individual ◽

Hazardous Use

Hazardous use of alcohol is a global public health concern. Statistics suggest that this is particularly common in Europe, and among higher education students. Although it has been established that various factors—ranging from the individual to the overarching societal level—are associated with misuse of alcohol, few studies take multiple levels of influence into account simultaneously. The current study, therefore, used a social ecological framework to explore associations between variables from multiple levels of influence and the hazardous use of alcohol. Data were obtained from a representative sample of higher education students from Flanders, Belgium (n = 21,854), and explored using hierarchical multiple regression analyses. The results demonstrated that the individual, interpersonal, organizational, community, and policy levels, were all associated with risky alcohol consumption. When devising interventions, policymakers should, therefore, take into consideration that variables from multiple levels of influence are at play. Students’ capacities to change or maintain their alcohol consumption behaviors may be undermined if social settings, overarching environments, social norms, and policies are not conducive to their motivations and social expectations.

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Identifying predictors of students’ perception of and engagement with assessment feedback

Active Learning in Higher Education ◽

10.1177/1469787417735609 ◽

2017 ◽

Vol 19 (3) ◽

pp. 239-251 ◽

Cited By ~ 9

Author(s):

Nadia Ali ◽

Lubna Ahmed ◽

Sarah Rose

Keyword(s):

Higher Education ◽

Multivariate Analysis ◽

Learning Environment ◽

First Language ◽

Predictor Variable ◽

Individual Student ◽

Education Students ◽

Student Gender ◽

Assessment Feedback ◽

The Individual

Higher education students’ perception of and level of engagement with the feedback they receive has gained increasing attention in the literature to identify areas which require educators’ attention. However, predictors of students’ perception and engagement have yet to be identified. To address this, a survey measuring students’ views and practices regarding feedback was completed. Characteristics of the individual student (gender, age and whether English is their first language), the learning environment (student living on or off campus) and course-related variables (year of study of the course and whether the second subject was the same or a different discipline) were analysed to assess whether these variables predict students’ perception and engagement with feedback. Multivariate analysis established that the only significant predictor variable was year of study of the course, thus identifying a key predictor while ruling out numerous potential predictors. As the only significant predictor of students’ relationship with feedback was their year of study, further analyses were conducted to establish which specific areas of perception of and engagement with feedback change as a function of this.

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