scholarly journals A Multi-Attribute Assisted Performance Deduction and Related Value in Triple Helix Innovation Networks

2020 ◽  
pp. 751-760
Author(s):  
Honxing Yao ◽  
Henry Asante Antwi ◽  
Evans Takyi Ankomah-Asare
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Triple Helix ◽  
Research Output ◽  
Point Of View ◽  
Innovation Networks ◽  
Higher Education Systems ◽  
Value Determination ◽  
The Relationship

Typically, Triple Helix relations, between, Higher Education Institutions, Governments and Industry(s) are inferred from patents and research output. Systemic determination of the relationship is because of observations over a period. It is, however, possible to analyze this relation from a system present from the word-go. This then allows for the interaction to be analyzed on the basis of performance and logically gains for participation by all the agents. Several models have been proposed to deduce the Triple Helix Relation and these hold. This paper has however introduced a new dimension to the analysis, by viewing participation from an investor point of view with decision making being of a complex and deductive nature based on the performance of higher education systems or institutions. The TOPSIS supported performance deductions helps synthesis decision solutions that facilitates value determination of performance and its resultant impact on investment gains. Possible future implications for this, are also provided

scholarly journals O papel da auditoria interna na promoção da accountability nas Instituições de Ensino Superior

2020 ◽  
Vol 54 (2) ◽  
pp. 243-265
Author(s):  
Anabela dos Reis Fonseca ◽  
Susana Jorge ◽  
Caio Nascimento
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Good Governance ◽  
Internal Auditing ◽  
Management Effectiveness ◽  
Public Sector Organizations ◽  
International Convergence ◽  
Accountability Practices ◽  
The Relationship

Abstract This paper discusses the link between accountability and internal auditing, particularly analyzing the extent to which the latter contributes to improve the former, in Higher Education Institutions (HEIs). This study applied a questionnaire to the management boards of a sample of HEIs, to empirical analyze the relationship between internal auditing and accountability. The main focus was on internal auditing carried out by the offices or departments in those institutions. The paper contributes to understand how management boards perceive internal auditing to foster transparency and accountability in HEIs, allowing to corroborate that auditing, and particularly internal auditing, favors the institutions’ accountability. In effect, it promotes the principles underlying accountability practices. The information provided in the scope of internal audits is acknowledged as contributing to improve management effectiveness and helping in decision-making. HEIs wanting to create an internal auditing office or to enhance the role of an existing one, should develop this office’s activities so that it becomes an instrument to support accountability and good governance of the organization. The sample consisted of Portuguese public HEIs, universities and polytechnics. Despite a certain international convergence regarding this type of public sector organizations, and regarding their purposes and governance, certain contextual specificities might limit the generalization of the findings for other jurisdictions.

University Management in Russia: Goals, Culture, Criteria

2020 ◽  
Vol 12 (4-1) ◽  
pp. 77-84
Author(s):  
Vladimir Diev ◽  
◽  
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Point Of View ◽  
Effective Management ◽  
University Management ◽  
Management Culture ◽  
Russian Higher Education ◽  
The Right ◽  
Main Message ◽  
Hierarchical Management

The paper presents a response to the article by P.A. Orekhovsky and V.I. Razumov, which was devoted to the various problems of Russian higher education and science. As far as we agree with the main message of this article, we are trying to look at the exposed problems from the point of view of management theory. We think that our view seems relevant and methodologically justified, since most of the exposed problems require serious management decisions. It is shown that sometimes absurd reforms and reorganizations pursue very specific goals, which, at the same time, are not reported to the affected entities. In this context, the metaphor of the carnival fits perfectly, and P. A. Orekhovsky and V.I. Razumov use it well. We show the importance of organizational culture within university management. Culture is not an object of manipulation. It is created by people and sometimes controls the leader even more than vice-versa. This is especially important because most of the elements of effective management (task setting, evaluation, monitoring, feedback, etc.) in each organization are to a certain extent determined by culture. It is proposed to return to a system of appointing university rectors, as this will increase the rector’s responsibility for decisions made, as well as eliminate elections, which are often formalities. The pyramidal structure of decision making means a critical dependence of the effectiveness of the organization on the qualities and abilities of the central unit, which, as a rule, consists of one senior official. If that official makes ineffective decisions, then even a perfect hierarchy will idle or even begin to self-destruct. The main flaw of such a structure is that all the information necessary for making decisions is concentrated at the bottom of the hierarchical pyramid (among the subordinates), and all the responsibility and the right to make decisions are at the top (among the senior officials). Our own position presupposes the justification of the transition from the current vertical hierarchical management model within the Russian higher education institutions to a subsidiarity model, according to which decision-making should be carried out at the lowest or least centralized level of government.

scholarly journals Managing ICT for Sustainable Education: Research Analysis in the Context of Higher Education

2020 ◽  
Vol 12 (19) ◽  
pp. 8254 ◽  
Author(s):  
Mariana-Daniela González-Zamar ◽  
Emilio Abad-Segura ◽  
Eloy López-Meneses ◽  
José Gómez-Galán
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Scientific Productivity ◽  
The Sustainable Development ◽  
Sustainable Education ◽  
Exponential Trend ◽  
Information And Communication ◽  
The Relationship

The use of information and communication technologies (ICTs) for the benefit of the environment favors the development of a sustainable education, which will help to train more responsible and aware students. The management of educational technology in the context of a sustainable higher education must achieve the internalization of ethics and the sustainable development of humanity. The main objective of this study is to, at a global level, examine the research during the period 2000–2019 on the management of ICTs for sustainable education in the context of higher education. Global research trends on this topic during the period 2000–2019 have been analyzed. Consequently, bibliometric techniques have been applied to a sample of 1814 articles selected from the Scopus database. The results provided data on the scientific productivity of the journal, authors, research institutions, and countries that contribute to the development of this topic. The evidence reveals an exponential trend, mainly in the last five years. In addition, current and future lines of research have been identified. Research at an international level presents a growing trend of publication that allows determination of the relevance of research on ICT management to achieve sustainable education in the context of higher education. This study makes it possible to establish the relationship between science, sustainability, and technology in higher education institutions, and to base the decision-making process for the driving agents of this area of knowledge.

scholarly journals Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

2017 ◽  
Vol 10 (3) ◽  
pp. 54
Author(s):  
Agah Tugrul KORUCU
Keyword(s):  
Pedagogical Content Knowledge ◽  
Technology Acceptance ◽  
Content Knowledge ◽  
Web Applications ◽  
Point Of View ◽  
Educational Levels ◽  
Pedagogical Content ◽  
Screening Model ◽  
The Relationship

The goal of this study is to analyze the situations of teachers’ technology acceptance and usage (TAU) and web pedagogy content knowledge (WPACK) in terms of different variations and to determine of the relationship between these two. The study group of this research consists of 96 teachers in total having different variations such as different branches, different professional seniorities, different ages and different educational levels they work in. Data collection tools comprising of 3 open-ended questions which are developed and structured by researchers and two different scales measuring technology acceptance and usage and web pedagogical content knowledge are utilized in this study. The scales and structured forms are applied through random sampling with screening model. In the results of the research, teachers’ technology acceptance and usage situations, web pedagogical content knowledge situations and their sexes and web 2.0 technologies usage situations don’t differ in terms of the dimensions and the entirety of the scales. The following are established according to the results; there are differences among teachers’ TAU situations, there aren’t any differences among their WPACK in terms of their branches; there aren’t any differences among their TAU situations and there are differences among their WPACK situations in terms of their ages; TAU and WPACK situations are not reasonable statistically in terms of their professional seniorities and educational levels they work in. Furthermore, it is also determined that web applications usage durations are not reasonable in terms of their TAU situations but they are reasonable in terms of WPACK. The answers which teachers provided towards open-ended questions are established to be categorized as education, technology, interaction, visuality, source and development. Additionally, it is settled that there is a low correlation between TAU and WPACK situations but it is possible to form a model between them. From the point of view of the findings of this study, it is suggested that knowledge and information regarding technology integration is provided experimentally to teachers in in-service seminars.

scholarly journals Administrative empowerment and its relationship to the organizational commitment of middle school assistants in Wasit Governorate, Iraq, from their point of view: التمكين الإداري وعلاقته بالالتزام التنظيمي لمعاوني المدارس المتوسطة في محافظة واسط بالعراق من وجهة نظرهم

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Saad Naeem Radhawi
Keyword(s):  
Middle School ◽  
Decision Making ◽  
Organizational Commitment ◽  
Random Sample ◽  
Research Data ◽  
Arab Countries ◽  
Point Of View ◽  
Positive Trend ◽  
Descriptive Approach ◽  
The Relationship

The study aimed to reveal the level of both administrative empowerment and organizational commitment of middle school assistants in Wasit Governorate, Iraq, and the relationship between them from their point of view, and the research adopted the relational, descriptive approach. The study tool consisted of a questionnaire of (29) items, which were distributed to a random sample of (80) assistants in middle schools affiliated to the General Directorate of Education in Wasit Governorate. The results of the research data were analyzed using the (SPSS) program. The results of the research showed that the level of administrative empowerment of middle school assistants obtained an overall average (3.38 out of 5) with a rating of (good). This result reflects the presence of a positive trend towards administrative empowerment within the school. After participating in decision-making an average of (3.62), then after the mandate, an average was obtained (3.15), and the organizational commitment obtained an overall average (3.92 out of 5) with a rating of (good) among the sample members, and at the level of dimensions, after the responsibility towards work, an average was obtained (4.26) After the desire to continue working on average (3.59), as well as the existence of a statistically significant correlational relationship between the administrative empowerment of service assistants and the level of organizational commitment, it reached (0.65) with a rating of (medium) and based on the research results, the researcher presented a set of recommendations and proposals for expansion in Administrative empowerment in a way that raises the organizational commitment of middle school assistants in Wasit Governorate, all of Iraq and Arab countries.

scholarly journals Syntactic patterns of πᾶς as a quantifier in New Testament Greek

2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Cynthia L. Miller-Naudé ◽  
Jacobus A. Naudé
Keyword(s):  
New Testament ◽  
Hebrew Bible ◽  
Word Order ◽  
Lexical Item ◽  
Point Of View ◽  
Linguistic Terms ◽  
Universal Quantification ◽  
Relationship Of ◽  
The Relationship

In linguistic terms, a quantifier is an item that appears with a noun to specify the number or amount of referents indicated by the noun. In English, various kinds of quantification are lexically differentiated—universal quantification (all), distributive quantification (each), and universal-distributive (every). In Greek, however, quantification is conveyed syntactically using primarily one lexical item, namely πᾶς. In this article, we examine the syntactic patterns of πᾶς as a quantifier from a linguistic point of view with attention to the determination of the noun (articular versus anarthrous), the number of the noun (singular versus plural) and the phrasal word order. We also examine the phenomenon of ‘floating’ quantification in which the quantifier moves to a new position in the noun phrase. Finally, we compare the patterns found in New Testament Greek with those of the quantifier כל in the Hebrew Bible in order to determine the extent and type of Semitic interference with respect to quantification in New Testament Greek grammar.Contribution: The syntactic patterns of πᾶς as a quantifier are identified and the semantic import of each pattern is described. The relationship of πᾶς to the quantifier כל in the Hebrew Bible shows evidence of Semitic interference in New Testament Greek grammar.

scholarly journals The influence of the ascriptive statuses at the intensity of students’ educational practices

2019 ◽  
Vol 22 (8) ◽  
pp. 29-36
Author(s):  
Р. І. Борисов ◽  
І. І. Шеремет
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Professional Socialization ◽  
Tertiary Education ◽  
Point Of View ◽  
Educational Practices ◽  
Demographic Group ◽  
The Family ◽  
Education Of Students ◽  
The Relationship

The article deals with the influence of the Ukrainian students’ ascriptive statuses on the course of their professionalsocialization. There are are students’ status positions, educational dispositions and the content and focus of theeducational process among the factors of professional socialization. The ascriptive statuses are considered as socialindicators which may restrict the access of the students to the tertiary education. A number of ascriptive statuses,which may have the restrictive influence, are identified, among which are the sex, the economic and cultural capitalof the family, place of living before the admission to higher education. It was listed the signs of student heterogeneityas a socio-demographic group. The education of students in higher education institutions is considered with the prismof acquiring the competences obtained as a result of the implementation of educational practices. The professionalsocialization is considered as the process of the acquisition of the professional competences during the process of theimplementation of the educational practices. The notion of the professional practice is applied from the standpointof P. Bourdieu’s Constructivist Structuralism and is defined as routineized unconscious acts which are repeated intime and are aimed at the realization of the strategy of the achieving the goal within a certain sphere of social reality.The authors refer to the results of a quantitative survey of Ukrainian students to determine the degree of influence ofascriptive statuses on the process of professional socialization in universities. The relationship between the intensity ofeducational practices contributing to the learning process and academic achievement is analyzed. The existence andhierarchy of educational practices from the point of view of their effectiveness is identified and characterized. Theconclusion is made that there is a significant impact of the set of the students’ ascriptive statuses on the course of theprofessional socialization. As a result the cultural capital of a family of students has the highest “capital intensivity” incomparison with other ascriptive statuses.

Ethics, Wearable Technology, and Higher Education

2015 ◽  
pp. 1581-1596
Author(s):  
Marcia Alesan Dawkins
Keyword(s):  
Higher Education ◽  
Wearable Technology ◽  
Point Of View ◽  
Google Glass ◽  
Interactive Instruction ◽  
Civic Duty ◽  
The Relationship ◽  
Communication Culture ◽  
Shed Light

This chapter explores the relationship between ethics, wearable technology, and higher education through the lens of teaching with Google Glass. Beginning with an introduction to Glass and to the contemporary concept of the digital citizen, the chapter traces out a pedagogical framework aimed at preparing learners to embrace their civic duty to contribute to the virtual world responsibly. Continuing with an investigation of ethical obligations, educational concepts, and learning exercises made available by advances in HET, the chapter describes how to use Google Glass as a case study for examining the limits and possibilities of a new point-of-view angle on interactive instruction. To this end, students' project-based and experiential learning about how Glass impacts communication culture and technology, commerce, security, access, etiquette, branding, ethics, and law is described. The chapter concludes with a discussion of how technology's ethical consciousness continues to be enacted and embodied via a “collusive” point-of-view angle and third voice that shed light on the ongoing rhetorical and pedagogical processes of expression, experience, and identification in the digital age.

Science as a Value of Risk Society

2021 ◽  
Vol 64 (5) ◽  
pp. 93-111
Author(s):  
Anatoly I. Zelenkov
Keyword(s):  
Cultural Values ◽  
Scientific Knowledge ◽  
Social Life ◽  
Social Institution ◽  
Risk Society ◽  
Reflexive Modernization ◽  
Cognitive Values ◽  
Value Determination ◽  
The Relationship

In the article, the issue of the relationship between science and the sphere of cultural values is considered in two mutually correlated aspects. First, it reveals the ambivalent status of science as the most important social institution in a modern dynamically transforming society, which, in accordance with the very popular metaphor of U. Beck, is increasingly called the “risk society.” Secondly, the problem of sociocultural determination of scientific knowledge is interpreted as a problem of the axiology of science. At the same time, the relationship between social and intrascientific (cognitive) values is examined through the prism of possible forms and mechanisms of their philosophical and methodological representation. The author examines the specificity of pre-requisite knowledge, especially in the form as the metatheoretical foundations of scientific research is revealed. The article reveals the ambivalent nature of the value status of science in the context of changing socio-cultural priorities of the industrial civilization, against the background of a brief reconstruction of the main ideas of U. Beck’s concept of reflexive modernization, the theory of risk-generating development of science and high technologies by G. Bechmann, Z. Bauman’s idea about sociocultural imbalance as an essential characteristic of “individualized society.” The specificity of the value determination of scientific knowledge is considered in the context of substantiating the sociocognitive approach as the most important result of the philosophical and methodological research in the 20th century. Within the framework of this approach, two alternative strategies are distinguished, for using social and cognitive values as specific forms of prerequisite knowledge. One of the strategies is focused on development of conceptual foundations of science and rationally grounded metatheoretical structures (V.S. Stepin). The second strategy gives preference to non-conceptual (pre-conceptual) forms of background knowledge as productive metaphors that perform the functions of methodological heuristics and the integration of scientific knowledge into culture (M. Foucault, L. Laudan, et al.). The article concludes that there is the peculiar bifunctionality of the cultural valuein relation to science. On the one hand, science itself is a fundamental value in modern culture, although its impact on social life is ambivalent. On the other hand, the dominant values of risk society influence the formation of a new image of science and its methodological tools.

Experiments on the Determination of the Activity of Carbon Black by Its Power of Adsorbing Carbon Tetrachloride Vapor

1940 ◽  
Vol 13 (2) ◽  
pp. 437-440
Author(s):  
T. Patryn
Keyword(s):  
Aqueous Solution ◽  
Carbon Tetrachloride ◽  
Carbon Black ◽  
Reliable Method ◽  
High Ratio ◽  
Point Of View ◽  
Adsorptive Capacity ◽  
The Relationship ◽  
Very High

Abstract On the basis that a material like carbon black must, because of its very high ratio of surface area to volume, possess very high adsorptive capacity, several investigators have attempted to establish the relationship between the adsorptive capacity of carbon black and its activity in rubber. Spear and Moore used aqueous solutions of malachite green, Victoria blue and hexamethylenetetramine; Beaver and Keller used iodine in aqueous potassium iodide; Goodwin and Park used iodine in carbon tetrachloride and also an aqueous solution of methylene blue; Carson and Sebrell used iodine, benzoic acid, mercaptobenzothiazole and diphenylguanidine. All these workers tested various types of carbon black. If one examines critically the data of these several investigators from the point of view of the relation between the adsorptive capacity of a carbon black and its activity in rubber, it will be evident that the investigations do not lead to any reliable method whereby the behavior of carbon black in rubber can be judged by its adsorptive capacity.

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