scholarly journals Discursive Practices as Drivers of Academic Culture in Higher Education (Baikal School of BRICS Case Study)

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Svetlana Latysheva ◽  
Lyubov Bogodelnikova
Keyword(s):  
Higher Education ◽  
Academic Culture ◽  
Competitive Advantages ◽  
Language Performance ◽  
Educational Programmes ◽  
Education Market ◽  
Higher Education Market ◽  
The University ◽  
Educational Paradigms

Irkutsk National Research Technical University has recently launched a number of English-taught educational programmes with the paramount objective to transform the educational landscape of the university. Delivering the programmes in a foreign language gives the university significant competitive advantages in the higher education market, and also enhances the standards of education by attracting foreign experts, professors and students. The purpose of the study is to identify specific didactic tasks that will determine the design of English-taught educational programmes. Having analysed the experience based on language training of undergraduate and graduate students who study in multicultural groups and take English-taught courses, we conclude that the academic status of foreign languages within the programmes of Baikal School of BRICS differs from classical educational paradigms. The implemented lingua-didactic approach when delivering the disciplines focused on language performance is based on the principles of intercultural reflection, acceptance of linguistic and cultural diversity, generation of common meanings and values of education and academic cooperation within the studied subjects, and it contributes to the development of adequate educational technologies resulting in appropriate learning outcomes of students. The results of the study can be used to evaluate and develop similar educational products.

scholarly journals Academic and Corporate Cultures in Modern University (A Case Study of Armenia and Belarus)

wisdom ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 49-61
Author(s):  
Maria ZASLAVSKAYA ◽  
Larissa TITARENKO ◽  
Pargev AVETISYAN
Keyword(s):  
Higher Education ◽  
Corporate Culture ◽  
Academic Culture ◽  
Institutional Autonomy ◽  
Academic Values ◽  
Education Market ◽  
Market Cultures ◽  
Higher Education Market ◽  
The University

Any reforms of modern education in the context of the Bologna principles somehow connected with the fundamental academic values and freedoms that guarantee institutional autonomy and social integrity of the universities. At the same time, post-soviet transformations of the higher education systems (HESs) often assume the introduction of the market-oriented approaches to meet the economic challenges that may contradict the traditional academic culture. On the basis of research data gleaned mainly from expert interviews in framework of case study in Armenia and Belarus, the authors analyze the ongoing transformations in HES with a focus on the features of implementation of academic freedoms in the context of existing contradiction between the new tendencies in higher education (market-oriented values, the entrepreneurial university model) and its classical humanistic model oriented to academic values, as well as to assess a possibility of coexisting academic and market cultures within the university.  The authors reveal the contradictory attitudes to assessment of the level of implementation of academic freedoms and to the possibility of combining academic freedoms with corporate culture in mentioned countries. Moreover, HESs needs the radical changes that would not destroy its fundamental culture and help to adjust universities to the global challenges.

scholarly journals Ways to create an effective positioning of Romanian universities through identity, image and promotion elements

2019 ◽  
Vol 13 (1) ◽  
pp. 47-55
Author(s):  
Marius Bălăşescu ◽  
Simona Bălăşescu
Keyword(s):  
Higher Education ◽  
Marketing Research ◽  
University Marketing ◽  
Quantitative Marketing ◽  
Education Market ◽  
Synergetic System ◽  
Main Components ◽  
Educational Market ◽  
Higher Education Market ◽  
The University

Abstract The process of universities positioning, as a component of educational and university marketing consists of a synergetic system composed of all the marketing and management efforts of a university as an entity inside the educational market, materialized in identity, image and promotion elements that lead to the creation of a strong brand of the university and to contribute to the consolidation of a solid reputation. The present paper aims to address the topic of effective positioning of universities, as a tool of university marketing, in a Romanian and European higher education market with increasingly complex evolutions. Taking into account the tendencies in the field of education and university marketing (eg: competition between universities in Romania, but also at European and worldwide level), the authors consider that higher education institutions have to emphasize the various elements of identity, image and institutional promotion, because current or future bachelor students, master students and PhD students want to belong to some entities with prestige and reputation, in other words, with a strong image and identity to provide them with confidence and security. The paper considers an approach on three main components: the analysis of the stage of knowledge of the higher education field, an original marketing research research and the conclusions and solutions. The research consists of a quantitative marketing research applied among the Romanian high school graduating students, regarding their perception about different elements of identity, image and promotion of some important universities in Romania. The paper aims, as a fundamental objective, to provide results that can be integrated into the marketing strategies of the universities from Romania and Europe.

scholarly journals Supporting and Enabling Scholarship: Developing and Sharing Expertise in Online Learning and Teaching

2018 ◽  
Vol 6 (1) ◽  
pp. 66-74
Author(s):  
Fiona Barnes ◽  
Sue Cole ◽  
Ingrid Nix
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Technologies ◽  
Small Scale ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Education Market ◽  
Higher Education Market ◽  
The University

In a highly competitive, rapidly changing higher education market, universities need to be able to generate pedagogical expertise quickly and ensure that it is applied to practice. Since teaching approaches are constantly evolving, partly responding to emerging learning technologies, there is a need to foster ways to keep abreast on an ongoing basis. This paper explores how a small-scale project, the Teaching Online Panel (TOP), used scholarship investigations and a bottom-up approach to enhance one particular aspect of academic practice – online learning and teaching. The experiences of TOP are useful for identifying:  how a scholarship approach can help develop academic expertise its contribution to enhancing understanding of staff’s different roles in the University ways of developing the necessary supportive network for those undertaking such scholarship the effectiveness of staff development which is peer-led rather than imposed from above how practical examples can stimulate practice development the relevance of literature on communities of practice and landscapes of practice for scholarship the important role of ‘brokers’ to facilitate the dissemination of scholarship findings the benefits to the brokers’ own professional roles the challenges of sustaining such an approach and lessons learnt. This study has relevance for those involved in supporting scholarship or delivering staff development in Higher Education.

The University in the Marketplace

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Professional Training ◽  
Higher Education System ◽  
Market Values ◽  
Education Market ◽  
Student Demand ◽  
Education Voucher ◽  
Higher Education Market ◽  
The University

The opening chapters of this book were a story of expansion, in which more and more universities were created after progressive reformers finally broke the Oxbridge duopoly. And, just as important, in the second part of the book we have seen it is also a story of personal growth and advance as more people have their lives transformed by higher education. In the previous two chapters we have then seen how useful this institution has become—broadening its role in professional training and promoting growth and innovation by working with business and government. The university is one of the key institutions of the twenty-first century and finds itself deeply embedded in the market economy. But there are doubters who are wary of this very success because it is changing the character of the university. One of my main objectives as universities minister was to create a more open and diverse higher education system which would work better for students. That meant more choice and competition between universities and easier entry for new providers as well as removing the number controls which limited the scope for universities to grow in response to student demand. I believed these changes would ensure students were better served and make British universities stronger in a higher education market which is increasingly global. In effect our funding reforms gave students an education voucher to be spent at the university of their choice if they met its admission requirements, to be repaid when they were graduates if they could afford to. We replaced funding via a Government agency providing grants to universities with funding via the fees (funded by loans) which students brought with them. Many people in higher education are suspicious of this wider agenda. They worry about ‘marketization’ and, just as bad, ‘consumerism’. Those market values pervade the wider environment within which Western universities operate. All these changes open up a key question: to what extent should universities themselves absorb these values or should they deliberately hold themselves apart? There are sceptics who fear that as universities grow bigger and more economically significant they betray their distinctive values.

How to Sell Hope and Mobility

2017 ◽  
Author(s):  
Alex Posecznick
Keyword(s):  
Higher Education ◽  
Safety Net ◽  
Student Enrollment ◽  
Institutional Mission ◽  
Fiscal Risk ◽  
Education Market ◽  
New Students ◽  
Higher Education Market ◽  
The University ◽  
Persuasive Arguments

This chapter describes Ravenwood's position in the higher education market and the kinds of persuasive arguments that members of the community deploy to recruit new students every year. Corporatization in the university has brought the logic and language of markets to these processes, which align with the Jeffersonian paradigm of education and create a somewhat rigid interpretation of institutional mission and risk. Diversification of student enrollment is a safety net from fiscal risk but also reflects the potential watering down of institutional brand. Administrators are thus constantly balancing contradictory tensions in their attempts to secure fiscal security without sacrificing the mission or brand of the institution. Individual counselors also tackle similar propositions within the context of their own careers.

scholarly journals Exploring the Benefits and Challenges of Strategic Alliances in Zambia’s Higher Education Markets

2020 ◽  
Vol 1 (2) ◽  
pp. 168-178
Author(s):  
Tisiye Mtonga ◽  
Madalisto K. Banja
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Strategic Alliances ◽  
Level Of Education ◽  
Education Market ◽  
Education Markets ◽  
Lack Of Commitment ◽  
Higher Education Market ◽  
Better Than

The purpose of this study was to explore the benefits and challenges of strategic alliances among higher education institutions in Zambia. Literature on alliances is explicit and highlights the benefits of alliances as well as the challenges. The study was qualitative in nature utilizing purposive sampling. It was a case study focusing on the existing strategic alliances among three universities situated in the capital of Zambia: University of Zambia, University of Africa and Cavendish University. Sixty participants, 20 from each participating university were purposively selected to represent a rich demographic mix in terms of gender, level of education and experience. These were selected based on their knowledge and experience working in universities as well as their strategic positions in their universities. Data were qualitatively analysed using thematic analysis. Three major themes namely benefits of strategic alliances to universities, challenges faced by strategic alliances among universities and mechanisms to manage such challenges were identified and discussed. It was concluded that strategic alliances among universities benefited the Zambian higher education market better than competition. Challenges identified such as lack of commitment to the strategic alliances could easily lead to their failure and therefore appropriate strategies such as ensuring that contracts offered to staff clearly stipulated the boundaries of staff rights are needed to mitigate such failure.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

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