Positioning oneself in relation to sources and context – Enactments of independence in undergraduate supervision

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Jenny Magnusson
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Analytical Framework ◽  
Theoretical Framework ◽  
Shared Understanding ◽  
Definition Of ◽  
Education Courses ◽  
Different Levels ◽  
Specific Definition

Independence is becoming an increasingly important factor in Swedish higher education, especially in relation to undergraduate degree projects. Despite this, there is no shared understanding of what independence is or whether it is to be found in the finished text or in the supervision interaction. In this article I look at one specific definition of independence: the ability to position oneself and one’s work in relation to sources. Three supervision meetings are analysed, selected from a larger body of recorded material from teacher education courses in Sweden. I explore how independence can be enacted in the supervision of undergraduate degree projects, drawing on the analytical framework of appraisal. The theoretical framework is derived from the socio-cultural and dialogical perspective, which proposes that learning and understanding develop in context through interaction and dialogue. Independence, from this perspective, is something that can be explored in enactments in interactions of different kinds. The findings show that the students use different resources in order to relate to sources on different levels, and these levels could be related to independence in different ways.

scholarly journals A Theoretical Framework on Sustainable Supply Chains: Barriers to Measuring Performance

2021 ◽  
Vol 11 (2) ◽  
pp. 123
Author(s):  
Alexei Pérez-Velázquez ◽  
Jorge Laureano Moya-Rodríguez
Keyword(s):  
Supply Chain ◽  
Supply Chains ◽  
Empirical Studies ◽  
Theoretical Framework ◽  
Sustainable Supply Chain ◽  
Sustainable Supply Chains ◽  
Sustainable Performance ◽  
Theoretical Approaches ◽  
Definition Of ◽  
Different Levels

The direction for the construction of a sustainable supply chain concept has an evolution and contribution of multiple disciplines that have been elaborated by academic and business bias. From this point on, defining a concept of this subject represents an issue that demands an interpretative effort, since several factors and theoretical approaches influence this category. The objective of this article is to demarcate a theoretical framework on sustainable supply chains and relate it to the barriers present in the measurement of sustainable performance. The method applied in this assessment combines systematic literature review, qualitative analysis of content and bibliometrics, through interconnected steps, which allow a detailing of the dimensions and under dimensions of the sustainability in the supply chain and the identification of the barriers that are associated with the measurement of performance. The material considered is supported through theoretical and empirical studies, which approached the formulation of the concepts and their applicability at different levels of the supply chain. This allows the content analysis to demarcate certain stages of development and the different theoretical approaches that respond and assist the concept. The results contribute to the definition of a roadmap to measure of sustainable performance, an issue that is the basis of future studies over this theme.

Entrepreneurship imperatives in higher education institutions: The case of Australian Universities

2021 ◽  
pp. 095042222110597
Author(s):  
Quan A Nguyen ◽  
Alex Maritz ◽  
Jan A Millemann
Keyword(s):  
Higher Education ◽  
Analytical Approach ◽  
Theoretical Framework ◽  
Entrepreneurial Universities ◽  
Specific Context ◽  
Automated Content Analysis ◽  
Dynamic Integration ◽  
Entrepreneurship Ecosystems ◽  
Different Levels ◽  
Australian Universities

Earlier research has not explicitly emphasised the dynamic integration of entrepreneurship imperatives and transformation in developing the entrepreneurial university. The purpose of this research is to examine the linkage between the strategic intents articulated by universities and their corresponding level of entrepreneurship transformation. This article develops a theoretical framework to examine transformational imperatives, applying a data analytical approach to assess strategic documents using automated content analysis and complex algorithms. Australian universities were chosen for the research given the specific context of the higher education sector and the availability of strategic documents on the institutions’ websites. In the research context, the findings show that, while there are some variances with specific institutions, Australian universities in general, and several groups of universities in particular, expressed different levels of determination, ranging from moderate to moderately strong, to transform themselves into being entrepreneurial. Universities’ management can benefit from the theoretical framework developed in this research to craft strategies to further adopt entrepreneurship imperatives. Implications are also provided to inform universities, industry and government with regard to enhancing the dynamics of entrepreneurship ecosystems.

Prospects For the Introduction of Artificial Intelligence Technologies in Higher and General Education

2021 ◽  
pp. 20-27
Author(s):  
Irina Ivanovna Nekrasova ◽  
◽  
Konstantin Vladimirovich Rozov ◽  
Boris Aleksandrovich Schreiner ◽  
◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Teacher Education ◽  
General Education ◽  
Computer Science ◽  
Python Language ◽  
State Pedagogical ◽  
Learning Programming ◽  
School Computer ◽  
Different Levels

At present, comprehensive research on the implementation of artificial intelligence technologies is of particular relevance. The article is devoted to the implementation of artificial intelligence technologies in the field of education. The perspective directions of using artificial intelligence in the sphere of higher and general education are considered and analyzed. The article actualizes the problem of implementing artificial intelligence technologies in teaching students and schoolchildren. The purpose of the article is to reveal the specifics of the use of artificial intelligence technologies in the field of education. The study is theoretical in nature and includes an analysis of the possibilities of using artificial intelligence technologies at different levels of education. The program of the discipline “Artificial Intelligence Technologies”, developed in the areas of Teacher education training at the Novosibirsk State Pedagogical University, is presented. The possibilities of studying artificial intelligence technologies using the Python language in a school computer science course are considered, which will allow you to move to a new level of learning programming both in schools and in higher education.

scholarly journals TEACHER EDUCATORS: FROM “THE HIDDEN PROFESSION” TO REVEALED PROFESSION

2017 ◽  
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Critical Parameters ◽  
Eu Policy ◽  
Current Trends ◽  
Definition Of ◽  
Support Teacher ◽  
The Eu

Knowledge about the EU policy regarding teacher educators is of significant interest to both scholars and stakeholders of higher education. The authors of this paper have identified four key areas where the analysis of current trends and the formulation of relevant questions for discussion seem to be particularly important for those involved in teacher education and training. These are the development of our knowledge basis about the EU initiatives on teacher education in Europe, the EU policy regarding teacher educators, the challenges and new trends characterising the role of teacher educators in the initial education and the professional development. This study also concentrates on teacher educators’ status, their profile of core values and areas of competence that underpin teacher educators’ diverse and multifaceted roles. The paper uses literature review as a basis in identifying critical parameters for the EU policy analysis and its implementation to higher education sector. The European expert study made some very specific proposals for the definition of a teacher educators’ competence profile, making a distinction between first-order and second-order knowledge, skills and attitudes and defining key competence areas. Two key actions to support teacher educators in Member States are characterized: to develop an explicit profile of the competences required by teacher educators; to reinforce collaboration between all the key actors in all phases of teacher education.

Identifying and prioritizing barriers to digital transformation in higher education: a case study in Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bayu Rima Aditya ◽  
Ridi Ferdiana ◽  
Sri Suning Kusumawardani
Keyword(s):  
Higher Education ◽  
Theoretical Framework ◽  
Digital Transformation ◽  
Cultural Issues ◽  
Technical Issue ◽  
Content Type ◽  
The Matrix ◽  
Practical Implications ◽  
Different Levels

Purpose This study aims to test a theoretical framework to identify and prioritize barriers in the implementation of digital transformation in higher education. Design/methodology/approach The framework was tested using the context of a particular nation: Indonesia. First, a survey questionnaire was conducted to identify the key barriers. Second, the contextual relationship between the key barriers was determined based on an expert’s input to find the importance level of barriers and the degree of difficulty to fix the barriers. Finally, a barrier priority matrix was developed to prioritize the barriers. Findings This study identified the key barriers in the implementation of digital transformation in higher education in Indonesia including eight contextual issues, one technical issue and two cultural issues with different levels of importance and difficulty. Based on the matrix constructed, this study also presented a list of the top 11 priorities of barriers. Research limitations/implications The results were based on a particular region context. Practical implications This study lays the foundation for the theoretical framework that is practically useful to perform the identification and prioritization of barriers. Besides, the result discussed in this study gives some direction for policymakers in designing sensible strategies to overcome the barriers. Originality/value The main contribution of this study is an empirical study that systematically identifies and prioritizes barriers to digital transformation in higher education.

Blended Learning

2014 ◽  
pp. 18-27
Author(s):  
Kwesi Tandoh ◽  
Nidia Flis ◽  
Joseph Blankson
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Instructional Delivery ◽  
Common Parlance ◽  
Definition Of ◽  
Education Courses

Blended learning in common parlance is the combination of different modes of instructional delivery, teaching, and learning styles. In this chapter, the authors expand on the definition of blended learning and outline the history and trends of blended learning in higher education. They also discuss implementation of blended learning in higher education courses. In addition, the authors highlight the benefits and challenges of blended learning and offer higher education instructors interested in implementing blended learning course solutions on how they might address these challenges.

E-Portfolios and Learning Management Systems

2019 ◽  
pp. 274-291
Author(s):  
Angelia Reid-Griffin
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Development ◽  
Education Program ◽  
Teacher Education Program ◽  
Learning Management Systems ◽  
Management Systems ◽  
Teacher Education Candidates ◽  
Learning Management ◽  
Education Courses

The chapter explores the way technologies in higher education are providing teacher education candidates a new view of learning. An explanation of how e-portfolios are becoming more common tools for students to reflect on their practices and showcase course artifacts for future applications. The chapter highlights selected learning management systems (LMS), Blackboard and Canvas, and describes how their e-portfolio features aids the reflective practices of students in a teacher education program. Examples of e-portfolio artifacts are provided using these systems. Discussion on how they compare with other e-portfolio resources, Digication and Taskstream, is included to help guide programs to the best tool for their programs. By exploring how these e-portfolio technologies are currently being used in a teacher education course, this chapter provides insight to viewing teacher development for other teacher education courses and programs through more consistent and intentional use of e-portfolios.

scholarly journals REGIONAL APPROACH TO INFRASTRUCTURE CLASSIFICATION

2021 ◽  
pp. 18-27
Author(s):  
S.V. Avilkina ◽  
Keyword(s):  
Higher Education ◽  
Regional Economy ◽  
Russian Regions ◽  
Educational Infrastructure ◽  
Regional Approach ◽  
Hierarchical Structuring ◽  
The Russian Federation ◽  
Definition Of ◽  
Different Levels

The relevance of studying the issues of infrastructure classification is due to the problems of regional asymmetry of Russian regions and the need to assess their infrastructural potential, identify infrastructural facilities that meet the needs of organizations of both the region and territorial entities of different levels. In connection with the processes of changing technological structures, the intellectualization of the economy, the formation of approaches to assessing the educational and scientific and educational infrastructure of the region becomes relevant. The purpose of the article is to describe the regional approach to the classification of infrastructure, as well as to substantiate the influence of educational infrastructure on the development of the economy. The analysis of existing approaches to the definition of the concept of «infrastructure» and its classification is applied. The proposed classification is based on the idea of structuring the infrastructure in accordance with the requests of researchers of the regional economy and the needs arising at different levels of state and corporate governance. As a result of the study, a regional approach to the classification of infrastructure objects was proposed. The advantages of this approach are described. A hierarchical structuring of infrastructural potential based on the identification of different regional levels is proposed. Based on the application of the stakeholder approach with identifying the list of users of the infrastructure object, the following types of regions were identified: «regions — infrastructure donors» and «regions — infrastructure recipients». The argumentation of the thesis «educational infrastructure is an industrial infrastructure» is given, which is based on the analysis of indicators included in the methods of assessing the innovative development of the economy; analysis of the parameters used by the Ministry of Economic Development of Russia for forecasting the rate of economic growth; analysis of the potential of higher education as an important element in the development of the knowledge economy. The approaches of researchers to the concept of «scientific and educational infrastructure» are analyzed and the author’s approach to the analysis of the regional potential of scientific and educational infrastructure as an element of the industrial infrastructure of a constituent entity of the Russian Federation is proposed. The materials of the article can be used by researchers of regional development problems, heads of organizations and government bodies for structuring infrastructure facilities in the region, identifying the infrastructural potential of individual facilities, highlighting objects of scientific and educational infrastructure. Key words: regional economy, classification of infrastructure, higher education, infrastructure potential of the territory, scientific and educational infrastructure.

scholarly journals Using Book Clubs to Support Inquiry in Teacher Education

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Patrick Dean Hales ◽  
Laura Hasselquist ◽  
Tony Durr
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Information Processing ◽  
Communicative Competence ◽  
Interpersonal Relationship ◽  
Book Clubs ◽  
Relationship Skills ◽  
Critical Elements ◽  
Undergraduate Teacher Education ◽  
Education Courses

The bombardment of information on students in higher education has created a need for not only information processing skills but improved communicative competence and interpersonal relationship skills. In an attempt to address this, we have implemented book clubs in our undergraduate teacher education courses. In these book clubs, we facilitate students in both critique and analysis of perspectives at difference with one another as well as the process of communicating on a professional level. The results have been students who feel more confident in evaluating literature and hosting conversations with critical elements.

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

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