scholarly journals Wybrane problemy dotyczące statusu doktoranta

2020 ◽  
Vol 25 (4) ◽  
pp. 111-124
Author(s):  
Agata Pyrzyńska ◽  
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
School System ◽  
Academic Staff ◽  
Doctoral Studies ◽  
The Social ◽  
The Status ◽  
Education Model ◽  
New Education ◽  
Academic Group

The Act of 20 July 2018 Law on Higher Education and Science modifies the system of education of PhD students in a significant way. In this act, the doctoral studies model was abandoned in favor of the doctoral school system. Along with the indicated change, the status of PhD students as a separate academic group was also ordered. Thus, the practice of treating PhD students as quasi -students has been broken. The new education model also provides for a number of institutional guarantees, which should have a pro -quality impact on the education system of future academic staff. The paper discusses selected solutions in this area, paying special attention to the universal scholarship system, the social security system of PhD students and mechanisms of parenthood protection among doctoral students.

scholarly journals O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich

2019 ◽  
pp. 49-91
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Doctoral Students ◽  
Educational Programme ◽  
Graduate Studies ◽  
Doctoral Studies ◽  
Academic Degree ◽  
Post Graduate ◽  
Whole Process ◽  
The Social ◽  
Admission Requirements ◽  
The Status

Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.

scholarly journals O stopniach naukowych w Polsce Ludowej. Część 2. Organizacja aspirantury naukowej i studiów doktoranckich

2018 ◽  
pp. 49-91
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Doctoral Students ◽  
Educational Programme ◽  
Graduate Studies ◽  
Doctoral Studies ◽  
Academic Degree ◽  
Post Graduate ◽  
Whole Process ◽  
The Social ◽  
Admission Requirements ◽  
The Status

Between 1952–1990 a lower academic degree could be earned in a number of ways, two of which were post graduate studies (aspirantura) and doctoral studies. The organisation of post graduate studies followed the Soviet solution available from 1951. Participants obtained a title of a science candidate. Doctoral studies, implemented in 1958, allowed participants to earn a title of a doctor. The two ways discussed in the paper differed significantly but shared a common feature: the solu tions which they implemented served firstly, to recruit candidates ready to engage in research and academic teaching; secondly, to ensure the social and economic society availability of professionals with qualifications exceeding the knowledge gained at an institution of higher education; thirdly, to provide institutional scientific guardianship to doctoral students working on their dissertations; fourthly, to realise the educational programme prepared for doctoral students who were adequately prepared for post graduate studies; and fifthly, to precisely define the status of scientific researchers working on scientific dissertations and to establish the principles upon which they received financial and social assistance. In both cases, education leading to a scientific degree differed in stability. While those regarding aspirantura were largely constant and durable, doctoral studies lacked this durability. The elements which were taken into consideration when examining the latter form of PhD studies included in particular: determination of the purpose of offering doctoral studies, forms in which doctoral studies were conducted (both for employed and non-employed candidates), recruitment and admission requirements, and the conditions in which the course was conducted. The whole process was also found to be subject to the changing scope of rights and duties of doctoral students, their tutors as well as supervisory bodies responsible for doctoral studies.

Work in progress — New education model based on competencies of higher education and iMIS with architectures

2016 ◽  
Author(s):  
Jesus Alfonso Perez Gama ◽  
Remolina Caro ◽  
Carlos Hernan ◽  
Diego Beltran Alvarado ◽  
Claudia Lucia Caro Gomez ◽  
...  
Keyword(s):  
Higher Education ◽  
Work In Progress ◽  
Model Based ◽  
Education Model ◽  
New Education

Virtual Reality and Learning in an African University Environment

2011 ◽  
Vol 1 (1) ◽  
pp. 36-49
Author(s):  
Kelvin Joseph Bwalya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Virtual Reality ◽  
Case Studies ◽  
Positive Impact ◽  
University Environment ◽  
The Status ◽  
E Learning ◽  
Education Model ◽  
User Centric

Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.

scholarly journals Research as a Base for Sustainable Development of Universities: Using the Delphi Method to Explore Factors Affecting International Publishing among Vietnamese Academic Staff

2020 ◽  
Vol 12 (8) ◽  
pp. 3449 ◽  
Author(s):  
Trung Tran ◽  
Thao-Phuong-Thi Trinh ◽  
Cuong-Minh Le ◽  
Linh-Khanh Hoang ◽  
Hiep-Hung Pham
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Doctoral Students ◽  
Delphi Method ◽  
Academic Staff ◽  
Three Dimensions ◽  
Related Factors ◽  
Factors Affecting ◽  
Higher Education System ◽  
International Publishing

In recent years, the Vietnamese government has put significant effort into the internationalization of research in the higher education system via the use of international publications (i.e., publications indexed by citation databases such as ISI Web of Science and Scopus) in evaluating their academic staff and doctoral students. Academic staff in Vietnam, who traditionally have low numbers of international publications, have thus been pushed to improve their competencies in order to meet the new requirements for research productivity. However, we have little understanding of the factors influencing international publication as perceived by Vietnamese academic staff. This study aims to fill the gap by using the Delphi method. Academic staff with at least one international publication were invited, via purposeful sampling, to participate in a two-round Delphi survey. The survey revealed 14 key factors, which were further classified into three dimensions: “policy-related factors,” “capability-related factors,” and “networking-related factors”. These factors were the key determinants in the success of international publishing, according to the study participants. The findings provide implications for policymakers and university leaders for enhancing the research capacities of Vietnamese universities, forming a basis for the sustainable development of the higher education sector in Vietnam.

scholarly journals Capturing the Processes of Our Transformative Learning in a Transdisciplinary Research Course

2015 ◽  
Vol 9 (1) ◽  
pp. 197-216
Author(s):  
Janet C. Richards
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Doctoral Students ◽  
The United States ◽  
Transdisciplinary Research ◽  
Student Collaboration ◽  
Economic Disparities ◽  
Socially Constructed ◽  
The Social ◽  
Societal Problems

Transdisciplinary scholarship has experienced a renaissance in higher education. Yet, little research has captured transformations in students’ viewpoints as they collaborate in transdisciplinary courses to consider solutions to complex societal problems. In this narrative inquiry, I chronicled my doctoral students’ perspectives and my thinking in a Transdisciplinary Research class in which students attempted to unravel the social justice dilemma of escalating economic disparities between rich and poor citizens in the United States. I believe knowledge is socially constructed. Therefore, student collaboration and sharing of their reflective stances were integral to the curriculum.

scholarly journals Role of higher education in the sustainability of water resources: an assessment of institutions in India

Water Policy ◽  
2020 ◽  
Vol 22 (2) ◽  
pp. 276-292
Author(s):  
Arun Kansal ◽  
G. Venkatesh
Keyword(s):  
Higher Education ◽  
Water Resources ◽  
Social Economic ◽  
Faculty Members ◽  
The Social ◽  
Educational Programmes ◽  
The Status ◽  
And Gender ◽  
Good Number

Abstract The motivation behind this paper is to understand the status of water resources management education provided in higher education institutions (HEIs) in India and decipher gaps between what is taught and what is needed in the field. The assessment has been carried out based on the information available on the respective websites of the HEIs using keywords. The authors have also reached out to faculty members and final-year students in universities/HEIs in India. There are a good number of HEIs in India, which offer educational programmes in water-related subjects, though their distribution is skewed and there seems to be a clear bias in favour of the technological aspects of water. Relatively fewer HEIs engage themselves in social, economic and gender-related issues. It is imperative to popularise research in the social, economic and regulatory aspects of water management. Not all HEIs have provided information about the areas of research they engage in, on their websites. Further, a limited number of faculty members and students have responded to the questionnaires. The preparedness of any country in addressing its current challenges can be gauged from the incorporation and subsequent entrenchment of these roles into the fabric of HEIs. This article can be looked upon as reference documents which will go a long way to enabling the identification of synergies, interlinkages and collaboration opportunities to find solutions for a plethora of challenges.

scholarly journals Exploring doctoral students’ expectations of work-based skills training

2019 ◽  
Vol 9 (3) ◽  
pp. 403-417
Author(s):  
Jenny Candy ◽  
Padmali Rodrigo ◽  
Sarah Turnbull
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Skills Training ◽  
Doctoral Training ◽  
Perceived Fit ◽  
Snowball Sampling ◽  
Doctoral Studies ◽  
Content Type ◽  
Team Working ◽  
Uk Higher Education

Purpose Doctoral students are expected to undertake work-based skills training within their doctoral studies in areas such as problem solving, leadership and team working. The purpose of this paper is to explore student expectations of doctoral training within a UK Higher Education context. Design/methodology/approach The data for the study were gathered via two focus groups conducted among doctoral students from different faculties in a post-92 UK University. Participants were selected using a snowball sampling approach. Findings The findings suggest that the expectations of doctoral students are contingent upon their year of study, study mode, perceived fit between training goals and available training, peer recommendations, word-of-mouth (WoM) and the scholarly support they received from their supervisors. Practical implications The study suggests a better understanding of students’ segmentation can help Higher Education Institutions deliver training that meets the expectations of doctoral students in a way that result in zero or a positive disconfirmation. Originality/value This paper develops and deepens the understanding of the doctoral students’ expectations of work-based skills training and highlights the need for universities to adapt their doctoral training according to the expectations of different student segments.

Registration and social work education: A golden opportunity or a Trojan horse?

2011 ◽  
Vol 11 (2) ◽  
pp. 174-190 ◽  
Author(s):  
Kate van Heugten
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Care ◽  
Academic Discipline ◽  
Social Work Educators ◽  
Positive Effects ◽  
The Social ◽  
The Status ◽  
Distribution Of Power ◽  
The Impact

• Summary: The Social Workers Registration Act (2003) introduced a system of voluntary statutory registration of the social work occupation in Aotearoa New Zealand. This was hailed as a measure that would protect the public from unsafe practices, and enhance the status of the profession. More recently, however, commentators have noted that these positive effects may not necessarily be forthcoming. This article explores the impact of registration on educational programmes, by placing regulation of the occupation in the context of hegemonic neoliberalism. • Findings: Neoliberal approaches to social care not only constrain the delivery of services, but attempt to shape the perspectives of the social care workforce. Education is a potentially powerful tool for achieving that shaping. Where statutory regulation of social work is in force, competency based training threatens to supplant critical analysis, which is a hallmark of higher education. To retain viability as an academic discipline, social work educators must champion social work’s continuing role in analysing and theorizing the distribution of power in social welfare and social care. • Application: Social work educators have a role in supporting practitioners, who struggle to maintain disciplinary integrity whilst employed within 21st-century human services, by continuing to engage in critical debates, and advancing knowledge about the theory—practice nexus. In advancing such knowledge, they also have much to offer other disciplines in institutions of higher education that are looking to explicate their utility in the ‘real world’.

scholarly journals OUTCOME BASED EDUCATION (OBE) IS NEED OF THE HOUR

2021 ◽  
Vol 9 (4) ◽  
pp. 571-582
Author(s):  
G. Thirumoorthy
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Educational Programme ◽  
Educational Opportunities ◽  
Educational Objectives ◽  
Outcome Based Education ◽  
The Social ◽  
Socio Economic Development ◽  
Enrolment Ratio ◽  
New Education

Educational objectives are soul for any educational Programme and it is the prime pillar for sustainable socio-economic development. The holistic educa- tional objectives need to changes according to the social change. To achieve the holistic educational objectives the educational opportunities were decentral- ized; as a result, worldwide the rate of literates and the percentage of educated people are increased; especially in India was successfully achieved elementary, secondary, and higher education too. Further, the new education policy-2020 insisted to increase the enrolment ratio in higher education from 26.3% (2018) to 50% by 2035. Along with the objectives of increasing the quantitative stu- dents’ enrolment percentage in higher education, it is the need of the hour to insist on outcome-based education (OBE) for holistic development. Keeping these as a background the researcher intended to describe the OBE as a need of the hour.

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