NEW PARADIGM IN HIGHER EDUCATION; ENTREPRENEURIAL UNIVERSITY

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

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Academic capitalism and the entrepreneurial university: some perspectives from the Americas

Roteiro ◽

10.18593/r.v43i1.13088 ◽

2018 ◽

Vol 43 (1) ◽

pp. 21-42 ◽

Cited By ~ 3

Author(s):

Patrícia Somers ◽

Cory Davis ◽

Jessica Fry ◽

Lisa Jasinski ◽

Elida Lee

Keyword(s):

Higher Education ◽

Latin America ◽

Financial Crisis ◽

Academic Capitalism ◽

Research Literature ◽

Faculty Members ◽

Entrepreneurial University ◽

Bottom Line ◽

Business Partners ◽

The World

Since the Worldwide Financial Crisis of 2008, higher education institutions around the world have been forced to change their financial practices to focus on the bottom line. One such approach is academic capitalism, the heart of which is the entrepreneurial university which views faculty members as producers of capital (not educators), students as consumers (not learners), and business/industry, accreditors, and NGOs as valued business partners. This article defines academic capitalism, reviews the research literature, presents perspectives of academic capitalism in the Americas and discusses the implications of academic capitalism for Latin America. The article ends using anthropophagi to assess what is useful about academic capitalism for Brazil.

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Diponegoro University Heading to become a Research University (Phase I – Phase IV) Between Expectation and Reality

E3S Web of Conferences ◽

10.1051/e3sconf/202020203026 ◽

2020 ◽

Vol 202 ◽

pp. 03026

Author(s):

Tri Handayani ◽

Daivangga Maheswari

Keyword(s):

Higher Education ◽

Research University ◽

Higher Education Institutions ◽

Education Institution ◽

Global Dynamics ◽

University Rankings ◽

New Paradigm ◽

World University Rankings ◽

The World ◽

The University

Diponegoro University is one reputable university belonging to Indonesia. This state university is located in Semarang, Central Java Province. Global dynamics have also colored its journey in implementing its traditionally assigned three missions: teaching, conducting research, and providing public services. These make this university highly confident heading to become a research university. A research university is a step to take that the university has its competitiveness to compete with the others in the world. There are some Higher Education-rankings institutions which evaluate all Higher Education Institutions in the world, such as Quacquarelli Symonds (QS) World University Rankings, Times Higher Education (THE) University Rankings, 4 International Colleges and Universities (4ICU), and Academic Ranking of World Universities (ARWU). Meanwhile, the ministry which has the function to make coordination with higher education institutions in Indonesia has also conducted higher education institutional ratings, primarily for Indonesian internal needs. The criteria of a research university refer to those evaluated by the higher education institutional ratings in the international level. A research university is a new paradigm which encourages a higher education institution in Indonesia to become highly confident to globally compete with the others in the whole world.

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Universities and Entrepreneurship: An Overview of Albanian Public HEI-s on Entrepreneurial University Model Aspects

Academic Journal of Interdisciplinary Studies ◽

10.2478/ajis-2018-0051 ◽

2018 ◽

Vol 7 (2) ◽

pp. 107-115

Author(s):

Bruna Papa ◽

Ervin Demo

Keyword(s):

Higher Education ◽

Knowledge Exchange ◽

Entrepreneurial University ◽

Financial Resources ◽

Learning Needs ◽

Public Higher Education ◽

Policy Makers ◽

Institutional Level ◽

Start Up ◽

Future Challenges

Abstract Albanian higher education sector has undergone various changes in the last years. Such changes have brought different implication and challenges for higher education institutions. HEIs need to find new and innovative ways to be able to respond properly and play their role in the society. This paper aims to provide an evaluation of the staus quo of 5 public higher education instituions, that took part in the study, in regard to 6 aspects of the entrepreneurial university model.Interviews were conducted using HEInnovate tool as a theoretical guideline and questions were asked by being grouped in 6 categories: on aspects such as governance and lidership, internationalization, knowledge exchange, human and financial resources, entrepreneurial education and start up support and measures, were conducted in order to have a general overview and identify potential areas of improvement. Entrepreneurship needs to be supported and formilazed by the top lidership and effective organizational structure that promotes entrepreneurshop at all levels of the institution, financial stream needs to be diversified, blended learning needs to be encourgaed and promoted and public HEIs need to increase their international cooperation and presence. The study shows that HEIs need to implement new practies in order to better be prepared to face the current and future challenges. The findings and recommendation can be used to present measures to be undertaken both at institutional level of HEIs and at the level of policy makers in Albania.

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Teaching and Learning in Higher Education: E-Learning as a Tool

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

10.35940/ijitee.a4188.119119 ◽

2019 ◽

Vol 9 (1) ◽

pp. 458-463 ◽

Cited By ~ 1

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

The Internet ◽

Full Time ◽

Online Classes ◽

New Paradigm ◽

Education Students ◽

Communication Tools ◽

Modern Education ◽

E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

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Pengaruh Teknologi Informasi untuk Meningkatkan Pelayanan dalam Proses Belajar Mengajar

ComTech Computer Mathematics and Engineering Applications ◽

10.21512/comtech.v5i2.2339 ◽

2014 ◽

Vol 5 (2) ◽

pp. 939

Author(s):

Lianna Sugandi

Keyword(s):

Higher Education ◽

Customer Satisfaction ◽

Formal Education ◽

College Success ◽

College Education ◽

Added Value ◽

New Paradigm ◽

Business World ◽

Education Today

In the current age of globalization there has been a new paradigm shift in the business world and has given rise to new demands on higher education institutions, it is caused by the development of competition which is characterized by interdependence of economic change and the development of information technology as the backbone of the process the business of a company. Competition in the world of college education today is increasingly heavy and important. Each college is required to have an added value in order to win the competition with other universities. The increasing public demand for formal education, especially higher education, makes college as a strategic sector that is expected to produce quality human resources. College success is largely determined by the quality of service provided, which can be identified service quality through customer satisfaction in this case are students and faculty. In order to improve customer satisfaction, to be able to compete in the era of globalization and alsoto provide bigger profit, then every university is doing a research to determine the factors that influence the information systems services to customer satisfaction.

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In Search of a New Paradigm for Higher Education

Innovative Higher Education ◽

10.1007/s10755-012-9218-z ◽

2012 ◽

Vol 37 (5) ◽

pp. 373-386 ◽

Cited By ~ 13

Author(s):

David Schejbal

Keyword(s):

Higher Education ◽

New Paradigm

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Transcollegial leadership: a new paradigm for leadership

International Journal of Educational Management ◽

10.1108/ijem-05-2016-0114 ◽

2018 ◽

Vol 32 (1) ◽

pp. 57-70

Author(s):

David J. Burns ◽

Debra Mooney

Keyword(s):

Higher Education ◽

Dynamic Environment ◽

Colleges And Universities ◽

Alternative Form ◽

Institutions Of Higher Education ◽

New Paradigm ◽

Content Type ◽

Leadership In Higher Education ◽

Education Today ◽

Individual Self

Purpose The increasing complexity of higher education has led to the need for a different type of leader that transcends traditional boundaries and individual self-interest. The purpose of this paper is to propose an alternative form of leadership consistent with the unique challenges faced by institutions of higher education today. Design/methodology/approach First, existing research on leadership is explored. Particular attention is placed on identifying the applicability of the primary leadership approaches to the unique organizational environment typically found in institutions of higher education. Transcollegial leadership is then developed as an alternative form of leadership better suited to colleges and universities in today’s dynamic environment. Findings After examining the inadequacies of existing forms of leadership in higher education, transcollegial leadership is introduced as the process involved in leaders systematically, but informally, relating to persons and groups of equivalent authority in different areas of an institution of higher education for its betterment and the advancement of its mission, not for person gain. Practical implications It appears that transcollegial leadership may be specifically suited for institutions of higher education given their unique organizational structure. Transcollegial leadership permits colleges and universities to better utilize the skills and expertise of their members. The skills and expertise of transcollegial leaders not only benefit their home organizational units, but can benefit the entire organization. Originality/value The paper examines a different approach to leadership to aid colleges and universities in facing the challenges of a rapidly changing and increasingly competitive environment.

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Socio-Economic Aspects of Digital Transformation of Higher Education

Economics and Management ◽

10.35854/1998-1627-2020-11-1258-1262 ◽

2021 ◽

Vol 26 (11) ◽

pp. 1258-1262

Author(s):

V. Ya. Dmitriev

Keyword(s):

Higher Education ◽

Virtual Reality ◽

Systems Approach ◽

Digital Technologies ◽

Economic Aspects ◽

New Paradigm ◽

Digital Inequality ◽

Teachers And Students ◽

Theoretical Generalization ◽

Higher Education Transformation

Aim. The presented study aims to assess the socio-economic aspects of higher education transformation based on the widespread use of digital technologies.Tasks. The author describes the essence of digital inequality (digital divide), determines the place and role of teachers and students in the transformation of education driven by digital technologies, and highlights the specific features of virtual reality.Methods. This study uses the methods of the systems approach, comparative and structural analysis, analytical and theoretical generalization.Results. The author outlines the concept of a new paradigm of education based on the widespread use of digital technologies and transformed roles of teachers and students.Conclusions. Digitalization of education has made it possible to form an individual educational trajectory based on different forms of presentation of educational content and its communication from the teacher to the student, including using such technologies as virtual reality and artificial intelligence.

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