scholarly journals Social support for integration practices of Ukrainian veterans in higher education

2021 ◽  
Vol 77 (2) ◽  
pp. 95-106
Author(s):  
L. H. Sokurianska ◽  
◽  
Е. V. Bataeva ◽  
A. S. Golikov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Positive Influence ◽  
Social Adaptation ◽  
Structured Interviews ◽  
Military Experience ◽  
University Environment ◽  
Instrumental Value ◽  
Veteran Students ◽  
The University

The article studies the features of social adaptation of veteran students in Ukrainian universities. The motivation of Ukrainian veterans to enter universities has been analysed. The main problems of their social adaptation to the university environment are revealed. Some results of five in-depth semi-structured interviews with veteran students in Kharkiv universities are presented. In particular, the value foundations of veterans’ motivation to enrol in universities have been identified. It is emphasised that veteran students perceive higher education as both terminal and instrumental value. Attention is focused on the fact that the value ambivalence influenced the educational motivation of veterans, for whom entering the university is an opportunity, on the one hand, to become an educated and self-realised person (terminal value) and, on the other hand, to have a good salary, make a career, take a higher status position in society (instrumental value). The positive influence of the military experience of veterans on their educational practices has been revealed. The opinion of most respondents is given regarding the fact that the army has taught them discipline, punctuality, which made them more self-confident. It is concluded that military experience contributes to developing some metacognitive learning skills in veterans, such as discipline and punctuality. The problems of academic integration of veteran students are considered. It is emphasised that veteran students do not experience difficulties in communication with other students and teachers and are not inclined to segregate from them. At the same time, there is little involvement of Ukrainian veterans in the university environment, which can be optimized in terms of social support for veterans in Ukrainian higher education. The author’s model of social support for student veterans in Ukrainian universities is presented.

THE INFLUENCE OF WORK LIFE BALANCE TOWARDS JOB PERFORMANCE IN PRIVATE HIGHER EDUCATION INSTITUTION (PHEI)

2017 ◽  
Vol 3 (1) ◽  
pp. 18
Author(s):  
Noorlaila Hj. Yunus ◽  
Siti Musalmah Ahmad Fuad
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Job Performance ◽  
Human Resource ◽  
Education Institution ◽  
Work Life ◽  
Private Higher Education ◽  
Work Life Balance ◽  
Life Balance ◽  
The University

Work-Life Balance (WLB) is an important factor that the Human Resource Management of private higher education Institution (PHEI) should concern about in order to gain high Job Performance in theinstitution. If there are WLB practices implemented by the university, the Human Resource Department (HRD) must always get feedback from the employees to continuously improve the WLB policy. This will benefit not just the employees but the most important to the PHEI by having a good productivities and high job performance employees. The result shows that most of the employees in the university have good social support from their colleagues at work place, friends and their families. This support have given them inspiration and motivation in doing their job properly and finally they might achieved high job performance. Eventhough the result were positive about the social support the employees receives, the top management including the HRD need to revise their policy of WLBespecially other factors that can influenced the employees to optimized their efforts in doing their job.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals How Higher Education Institutions Are Driving to Digital Transformation: A Case Study

2021 ◽  
Vol 11 (10) ◽  
pp. 636
Author(s):  
Andreia Filipa Teixeira ◽  
Maria José Angélico Gonçalves ◽  
Maria de Lourdes Machado Taylor
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Metropolitan Area ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Positive Influence ◽  
Digital Transformation ◽  
Structured Interviews ◽  
Business World ◽  
Digital Development

In recent years, the rapid development of technological innovation has transformed the business world. Digital transformation improves the economic positioning of companies, contributing to society and the environment, but beyond technological evolution, it also brings social and cultural changes. With the new trends, companies saw the need to train people with digital skills and higher education institutions (HEIs) were forced to change their teaching methods to keep up with the new demands of the labour market. In this context, it is intended to identify the influence that HEIs play in the digital development of regions, in this case, the influence of Public Polytechnic Institutes of Porto in the development of the Metropolitan Area of Porto. The methodology adopted to answer the objectives of this study and research questions formulated, was an exploratory study, using semi-structured interviews and questionnaires. The results obtained allowed us to verify the positive influence of HEIs in the digital development of the Metropolitan Area of Porto. As well as identify the motivations that lead companies to participate in digital transformation initiatives, identify the skills needed to meet the demands of the labour market and identify the efforts made by HEIs to keep up with the digital evolution of society.

scholarly journals Entry barriers and “Glass Roof” in University Management in Colombia

2019 ◽  
Vol 35 (65) ◽  
pp. 18-30
Author(s):  
Cristian Bedoya Dorado ◽  
Mónica García-Solarte ◽  
Juan Sebastián Peña-Zúñiga ◽  
Steven Alejandro Piñeros Buriticá
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Institutions Of Higher Education ◽  
University Management ◽  
Structured Interviews ◽  
The Social ◽  
Management Positions ◽  
The University ◽  
The Relationship

Management in the context of higher education has been characterized by the predominance of male participation, mainly in senior management positions. As a result, women’s low participation is mainly concentrated in lower management positions, and their chances of escalating hierarchical positions are mediated by various factors ranging from subjective to socially naturalized. The objective of this research is to analyze the barriers women face to enter and escalate positions in university management in Colombia. Under a qualitative design, 26 semi-structured interviews were applied to university managers from different institutions of higher education in Colombia. The transcripts were analyzed using discourse analysis through three categories: individual, internal, and external barriers of the university. It was found that women face entry and promotion barriers marked by experiences, and conditions of inequality and discrimination in a male-dominated context. These barriers are conditioned by personal elements, organizational culture, and the social role of women. In addition, women’s trajectories involve mediation between professional development and family life. The study reveals experiences that contribute to understanding the research phenomenon from the webbing of senses and meanings. It is posited that the “glass ceiling” is mediated by variables in the internal order, and by the relationship between universities and their context.

scholarly journals University Teachers and Their Reflections on Their Pedagogical Development

2020 ◽  
Vol 10 (2) ◽  
pp. 209-229
Author(s):  
Barbora Nekardová
Keyword(s):  
Higher Education ◽  
Qualitative Analysis ◽  
Educational Program ◽  
Time Course ◽  
Educational Opportunities ◽  
Full Time ◽  
Structured Interviews ◽  
University Teachers ◽  
Pedagogical Development ◽  
The University

In this paper, I deal with the question of how university teachers perceive and evaluate their pedagogical development. I originate from a qualitative analysis of 9 in-depth semi-structured interviews with teachers from different faculties of Masaryk University who participated in a two-semester educational program aimed at increasing pedagogical competencies organized by the university. The respondents draw attention to the lack of educational opportunities to support pedagogical competencies, identifying several areas in which they would like to develop. That is why they had applied for a program organized by the University. As a part of this program, it wasn‘t the intensive full-time course led by experienced lecturers that teachers evaluated as the best, but a collaboration with a mentor they chose from their colleagues on their own. These findings are discussed in the context of current efforts of higher education institutions to achieve excellence in teaching.

scholarly journals PEDAGOGICAL EDUCATION FOR FUTURE UNIVERSITY TEACHERS: DETERMINANTS OF EFFECTIVE IMPLEMENTATION

2020 ◽  
pp. 60-66
Author(s):  
O. K. Logvinova ◽  
V. K Vittenbek ◽  
G. P Ivanova
Keyword(s):  
Higher Education ◽  
Empirical Investigation ◽  
Group Method ◽  
University Environment ◽  
University Teachers ◽  
Effective Implementation ◽  
Wide Range ◽  
Higher Education Pedagogy ◽  
The University ◽  
Focus Group Method

The study is aimed at identifying and analyzing the determinants of effective pedagogical education for future university teachers. Research interest in this issue stems from world wide dramatic changes in higher education caused by interdependent processes of globalization, massification and digitalization, which in turn foregrounds the problem of effective teaching in a more diverse and complex university environment. The research is based on both theoretical analysis and comparison of modern approaches to the problem under study, generalization of pedagogical experience and empirical investigation. The authors focused on students’ expectations and perceptions regarding real and ideal university teachers. Data collection involved the qualitative approach with the use of focus group method as well as focused interviews. The findings obtained helped to substantiate key determinants of effective pedagogical education for future university teachers, namely an opportune content and teaching methods updating, relevant forms of training, consideration of students’ expectations. The results of the research are of interest to a wide range of experts in the field of higher education and can be applied within the courses of “Pedagogy of Higher Education”, “Pedagogy and Psychology of Higher Education”, “Methods of Teaching at the University”, etc.

scholarly journals Comparative Study Of Platforms For E-Learning In The Higher Education

2008 ◽  
Vol 4 (8) ◽  
pp. 15-26
Author(s):  
Jose Mondejar-Jimenez ◽  
Juan-Antonio Mondejar-Jimenez ◽  
Manuel Vargas-Vargas ◽  
Maria-Leticia Meseguer-Santamaria
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Virtual Environments ◽  
Integrated Management ◽  
The Internet ◽  
Virtual Campus ◽  
University Environment ◽  
La Mancha ◽  
E Learning ◽  
The University

Castilla-La Mancha University has decided to implement two tools: WebCT and Moodle, Virtual Campus has emerged: www.campusvirtual.ulcm.es. This paper is dedicated to the analysis of said tool as a primary mode of e-learning expansion in the university environment. It can be used to carry out standard educational university activities in accordance with the guidelines set out by the new European Space for Higher Education. New needs continue to present themselves, not only with regard to the exchange of information and documents, but the complete and integrated management of teaching which is carried out using virtual environments and the Internet: e-learning.

scholarly journals Design Of The Accounting Course Focusing On The Development Of Competences

2011 ◽  
Vol 7 (5) ◽  
pp. 15-22
Author(s):  
Adelaida Ciudad-Gomez
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Central Core ◽  
European Higher Education Area ◽  
University Environment ◽  
Competence Training ◽  
Training Activities ◽  
European Higher Education ◽  
Definition Of ◽  
The University

The aim of this work is to develop a proposal for a methodology in the university environment that enables us to design our course with an approach based on the development and acquisition of competences within the framework of the European Higher Education Area (EHEA), allowing a transition from a model focused on teaching to a model focused on student learning. This means, after having established the competences to be acquired by the student during our course, designing the activities that must be undertaken in order to achieve them, so that the central core of our work is made up of three sequential steps: a) selection and definition of the generic and specific competences to be acquired during our course, b) inclusion of competence training activities and distribution amongst the topics of the course, and c) the procedure for the assessment of competences.

scholarly journals Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University

2018 ◽  
Vol 24 (3) ◽  
pp. 353-369
Author(s):  
Tom Clark ◽  
Rita Hordósy
Keyword(s):  
Higher Education ◽  
Financial Support ◽  
Social Identification ◽  
Widening Participation ◽  
Structured Interviews ◽  
Time Work ◽  
Part Time ◽  
The Uk ◽  
Similarity And Difference ◽  
The University

In 2012, the UK government introduced the National Scholarship Programme – a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by increases in tuition fees. Drawing on longitudinal evidence in the form of 80 semi-structured interviews conducted in an English Red Brick University over a 3-year period, this article uses Jenkins’ work on social identification to examine the processes by which these post-2012 undergraduates used and experienced the financial support made available to them as part of the Programme. The article explores how the initially categorical label associated with being a student in receipt of financial assistance was variously understood and experienced as they moved through their degree. Not only did the additional finance allow students to avoid excessive part-time work, recipients also felt increasingly valued by the institution when they began to recognise how their financial circumstances differed from their peers, and that the university had made this provision for them. It remains to be seen whether these, more intangible, benefits of non-repayable financial support will transfer to the system of ‘enhanced’ loans that have subsequently replaced maintenance grants and the National Scholarship Programme.

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