scholarly journals The Beginnings of Agricultural Economics in Hungary – the 225th Anniversary of the “Ordinary Instructions” by Nagyváthy

2021 ◽  
pp. 80-88
Author(s):  
Gábor Lukács ◽  
◽  
Angéla Szanati ◽  
Zsuzsanna Bacsi ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Crucial Role ◽  
Practical Experience ◽  
Theory And Practice ◽  
Agricultural Economics ◽  
Trial And Error ◽  
Practical Application ◽  
Managerial Work ◽  
Theoretical Methods ◽  
Proper Management

János Nagyváthy (1755-1819) was Director in the Festetics estate between 1792 and 1797, and during this time he wrote his book entitled Ordinary Instructions according to which farming is managed in the estates of the Honorouble count of Tolna, György Festetics, royal chamberlain (Közönséges Instructio a Mltgos Tolnai Gróf Festetits György Királyi Kamarás Urodalmiban gyakoroltatni szokott Gazdaságnak rendjén keresztöl). The work was intended to assist the proper management of the agricultural estate. The main practices of farming had not been put in writing, these were imprinted only in the farm managers’ and bailiffs’ minds, therefore new workers learned these tricks only at the expense of trial and error, so he wrote the Ordinary Instructions to improve this situation. In Nagyváthy’s approach the practical application of theoretical methods played a crucial role, as well as the teaching for farmers and estate bailiffs, stewards, as he wrote: practical experience is a certainty, above all other strengths. Nagyváthy’s working as Director led to the founding of Georgikon in 1797. Through his managerial work and books, he contributed not only to the establishmen of Europe’s first agricultural higher education intitutions, but also to the creating the theory and practice of agricultural economy in Hungary.

Moving between theory and practice within an Indigenous research paradigm

2018 ◽  
Vol 19 (4) ◽  
pp. 418-436 ◽  
Author(s):  
Michelle Pidgeon
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Paradigm Shift ◽  
Research Process ◽  
Theory And Practice ◽  
Indigenous Research ◽  
Research Paradigm ◽  
Research Projects ◽  
Practical Application ◽  
Indigenous Research Methodologies

There has been a paradigm shift amongst Indigenous peoples and researchers about how research with Indigenous peoples is conceived, implemented, and articulated. The result has been referred to as the Indigenous research paradigm (Wilson, 2003) and has taken the shape of Indigenous research methodologies and processes. The purpose of this article is to discuss the tenets of the Indigenous research paradigm in relation to its practical application within two research projects conducted in higher education settings in British Columbia, Canada. In sharing how these principles are lived during the research process, it discusses how each project embodied Indigenous research processes by being respectful, relevant, responsible, and reciprocal.

Partnerships between higher education institutions and firms: The role of students’ curricular internships

2019 ◽  
Vol 33 (3) ◽  
pp. 172-185 ◽  
Author(s):  
Mário Franco ◽  
Rui Silva ◽  
Margarida Rodrigues
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Crucial Role ◽  
Higher Education Institutions ◽  
Theory And Practice ◽  
Host Institution ◽  
Personal Involvement ◽  
Final Sample ◽  
Strong Competition

Partnerships between higher education institutions (HEIs) and firms mediated by students’ curricular internships allow increased mutual benefits in the form of the exchange of knowledge and innovation. This study investigates these relationships by testing various hypotheses to measure the influence of certain factors on the student’s personal involvement in curricular internships organized through HEI–firm partnerships. Based on a final sample of 215 students on various degree courses at two Portuguese HEIs (a university and a polytechnic), the results obtained show that students assess internships very positively in all respects (organization of the internship, the HEI’s orientation, the host institution (HI) and the HI’s orientation). This suggests that the professional internships provided by HEI–firm partnerships play a crucial role in students’ entry into a labour market characterized by strong competition and relational aggressiveness. Implications for theory and practice are also presented.

scholarly journals Practical teaching and professional practice in higher education

2021 ◽  
pp. 447-460
Author(s):  
Emina Hebib ◽  
Zorica Saljic
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Work Conditions ◽  
Practical Experience ◽  
Theory And Practice ◽  
Professional Competencies ◽  
School Work ◽  
Organisational Form ◽  
Long Time ◽  
Practical Teaching

Ideas about work-based learning and learning through practical experience have been represented in pedagogical theory and practice for a long time. Their importance is actualised in conditions of wider practical application of competency-based education. Practical teaching and professional practice should constitute an integral part of higher education programmes aimed at developing professional competencies. Practical teaching usually occurs as a part of different subject programmes, whereas professional practice occurs as a separate component of study programmes. The extent to which practical teaching and professional practice will be represented in the overall programme as well as the organisational form in which they will occur depend on professional (vocational) profiles implemented in education. Practical teaching and professional practice are highly important in implementing vocational (professional) profiles in the field of education, such as the professional profile of a pedagogue. This paper provides basic explanations of concepts of work-based learning and learning through practical experience that can be viewed as having theoretical origins in noticing the importance of practical teaching and professional practice as integral parts of educational programmes. In addition, the issue has been examined relating to the roles of practical teaching and professional practice in achieving the basic objectives and outcomes of higher education aimed at developing professional competencies. A separate section of the text provides an overview of the position and share of professional practice in the pedagogy study programme implemented at the Department of Pedagogy and Andragogy of the Faculty of Philosophy of the University of Belgrade. As part of this overview, a summary has been given of experience in delivery of compulsory professional practice in school for students of Year Four of bachelor academic studies of pedagogy in the 2019-2020 academic year under the emergency school work conditions caused by the pandemic.

scholarly journals REVIEW for a collective monograph «PSYCHOLOGICAL SUPPORT AND SOCIO-PEDAGOGICAL WORK IN EDUCATION: THEORY AND PRACTICE» (2020)

2021 ◽  
pp. 380-383
Author(s):  
Tetiana Kochubey
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Scientific Publication ◽  
Practical Experience ◽  
Educational Process ◽  
Psychological Support ◽  
Theory And Practice ◽  
Education Theory

Review of the collective monograph «Psychological support and socio-pedagogical work in education: theory and practice», which is the result of cooperation of higher education institutions, institutions of general secondary education, health and recreation institutions in the theoretical generalization and coverage of practical experience of psychological support and social – pedagogical patronage of participants in the educational process, as well as the relevant specialists training. The monograph is classified by the topics: «Professional training of future specialists in socionomic professions in a higher education institution», «Social and psychological support for people with disabilities», «Innovative socio-pedagogical technologies in terms of health and recreation». The scientific publication will be useful for teachers and students of higher education institutions, teachers, social educators, psychologists, social workers, teachers-organizers, as well as help to find effective ways to improve social policy and social work.

Study of main factors that lead pharmaceutical workers to change their jobs

2020 ◽  
pp. 54-57
Author(s):  
M.A. Dolova ◽  
◽  
R.I. Yagudina ◽  
N.I. Gavrilina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Information Processing ◽  
Staff Turnover ◽  
Team Management ◽  
Turnover Rates ◽  
Sociological Study ◽  
Length Of Service ◽  
Theoretical Methods ◽  
Main Factors ◽  
Legal Forms

Currently, the increase in the efficiency of pharmacy organizations is due to the efficiency of team management. Each pharmacy organization strives to strengthen the workforce and monitors staff turnover rates, because this can affect the economic results of the organization. The most effective tool for preventing the layoff of staff turnover. This article presents the results of a sociological study of the factors that lead pharmaceutical workers to change jobs. The objects of the study were pharmaceutical workers of pharmaceutical organizations of various organizational and legal forms in Moscow. The methodological basis of the research was formed by general theoretical methods of information processing: analysis, systematization, grouping, comparison and generalization. Based on the analysis of 214 questionnaires of pharmaceutical workers, the frequency of job changes was revealed, and this indicator wa s studied depending on the length of service. It was found that pharmaceutical workers with higher education are more committed to the pharmaceutical industry, but at the same time, one in three of them expressed a desire to change jobs while remaining in the profession. The analysis of value-oriented factors made it possible to identify the main reasons leading pharmaceutical workers to change jobs.

ANAAC AND HIGHER EDUCATION IN, INDIA

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Seema Singh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Manufacturing Industry ◽  
Practical Experience ◽  
Individual Autonomy ◽  
Economic Activities ◽  
Quality Of Higher Education ◽  
National Quality ◽  
Education In India

Quality, as we know so far, was originally developed in the manufacturing industry. In the area of higher education, the adoption of quality control has been superficial and diluted by the exercise of academic . Further, the prevailing culture of universities is often based on individual autonomy, which is zealously guarded. Thus, it is usually difficult to apply the features of quality to higher education considering the fact that quality requires. However, the quality of higher education is very important for its stakeholders. Notably, providers (funding bodies and the community at large), students, staff and employers of graduates are. The most commonly grouped dimensions of quality are product, software and service. In the changing context marked by expansion of higher education and globalization of economic activities, education has become a national concern with an international dimension. To cope with this changing context, countries have been pressurized to ensure and assure quality of higher education at a nationally comparable and internationally acceptable standard. Consequently, many countries initiated “national quality assurance mechanisms” and many more are in the process of evolving a suitable strategy. Most of the quality assurance bodies were established in the nineties and after a few years of practical experience, they are rethinking many issues of quality assurance. At this juncture where countries look for experiences and practices elsewhere, the experience of India has many valuable lessons and this report is an attempt to share those developments..

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Warm-up as part of a training session

2021 ◽  
pp. 89-98
Author(s):  
Е.И. Чучкалова ◽  
О.Г. Маскина
Keyword(s):  
Higher Education ◽  
Training Session ◽  
Practical Experience ◽  
Structural Features ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Business Training ◽  
Warm Up ◽  
Teachers And Students

Статья посвящена организации учебного процесса в высшей школе. Авторы, в частности, считают, что лекционные и практические занятия должны начинаться и заканчиваться разминкой, подразумевающей выполнение коротких упражнений. С помощью специально проведенного исследования в работе анализируются структурные особенности учебных разминок, уточняются их отличия от бизнес-разминок, применяемых в ходе тренингов, а также рассматривается с содержательной и организационной точек зрения специфика применения разминок в высшей школе. Выводы сделаны с учетом мнения преподавателей и студентов, уже имеющих опыт участия в разминках. Научная новизна публикации заключается в расширении представлений о возможностях, которые открываются при использовании разминок в учебном процессе. В статье проведена их классификация по различным критериям: виду активности, массовости, желаемому результату, формату проведения. Кроме того, автор обобщил собственный практический опыт использования инструментов бизнес-тренингов, накопленный в ходе подготовки бакалавров и магистрантов, привел примеры наиболее популярных упражнений в каждой группе матрицы разминок. Особое внимание уделено разминкам, сопровождающим вебинары, что продолжает оставаться чрезвычайно актуальным в свете современного перехода на смешанный формат обучения в профессиональном образовании. Статья предназначена для преподавателей и студентов высших и средних профессиональных образовательных организаций. The article focuses on the organization of the educational process in higher education. The author, in particular, believes that lectures and practical classes should begin and end with a warm-up, which implies doing short exercises. With the help of specially conducted research, the paper analyzes the structural features of training warm-ups, clarifies their differences from business warm-ups used during training, and also considers the specifics of using warm-ups in higher education from a substantive and organizational point of view. The conclusions are made considering the opinions of teachers and students who already have experience of doing warm-ups. The scientific novelty of the publication lies in bringing better understanding of the opportunities that open up with using warm-ups in the educational process. The article classifies them according to various criteria: the type of activity, mass character, the desired result, the format of the event. In addition, the author summarized his own practical experience of using business training tools during the preparation of bachelors and undergraduates gave examples of the most popular exercises in each group of the warm-up matrix. Special attention is paid to the warm-ups accompanying webinars, which continues to be extremely relevant in the light of the modern transition to a mixed format of training in vocational education. The article is intended for teachers and students of higher and secondary professional educational organizations.

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