The academic mobility of Lithuanian students: trends, experiences and challenges

2016 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Ausra Repeckiene ◽  
Nida Kvedaraite ◽  
Brigita Stanikuniene ◽  
Renata Zvireliene
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Cultural Awareness ◽  
Statistical Data ◽  
Higher Education Institutions ◽  
Student Mobility ◽  
Teaching Quality ◽  
Study Quality ◽  
Academic Mobility ◽  
Study Results

The international academic cooperation between higher education institutions and the encouragement of academic mobility have become one of the priorities of Lithuania’s higher education policy, consistently with the European Bologna process and the Lithuania Progress Strategy 2030 approved by Lithuanian Government in 2012. Lithuanian higher education institutions encounter the challenge to promote student mobility with the aim to develop students’ cultural awareness, transferable competences and, most importantly, to strengthen students’ employability. The student mobility strategies, accordingly, have to emphasize the study quality as defined in the document Standards and Guidelines for Quality Assurance in the European Higher Education Area. As the official statistical data reveals quite steady growth in outgoing student numbers in Lithuania, the mobility rate is still insufficient. The paper aims to explore the empirical findings on the experiences of outgoing students with the focus on their intentions for educational mobility, their expectations, and the factors influencing their satisfaction with study quality. Methods: statistical analysis, descriptive and factor analysis using SPSS 19.0 version. The empirical findings highlighted that the majority of respondents are satisfied with their academic mobility in foreign countries. Teaching quality, career prospects, increased employability possibilities, learning – oriented environment and the organization of study process were listed as the main elements that effect students’ satisfaction on studies and internship. The analysis of statistical data and empirical study results implied the discussion on the challenges for Lithuanian higher education for promoting high quality student mobility. Keywords: mobility ; academic mobility ; students ; higher education institutions ; Lithuania.

INFORMATION REQUIREMENTS IN THE SELECTION OF INDONESIAN HIGHER EDUCATION INSTITUTIONS: EVIDENCE FROM EDUCATION EXPO VISITORS

2012 ◽  
Vol 02 (09) ◽  
pp. 26-30
Author(s):  
Arif Hartono
Keyword(s):  
Higher Education ◽  
Marketing Strategy ◽  
Higher Education Institutions ◽  
Teaching Quality ◽  
Policy Makers ◽  
Study Results ◽  
Perceived Importance ◽  
Quality Faculty ◽  
The City ◽  
Selection Of

This study examines the required information and its importance that used by visitors of an education expo to select Indonesian higher education (HE) institutions. The visitors were dominated by the final year students of high schools that are located in the city of Jakarta, Indonesia. The study also investigates preferred promotional tools considered effective by the visitors that influence their choice of Indonesian HE institutions. The results indicated that the top three (in order) of the required information that used by the visitors to select Indonesian HE institutions were scholarships offered, teaching quality and faculty accreditation. Teaching quality, faculty accreditation and scholarship were the top three factors (in order) to be perceived importance by the visitors in the choice of Indonesian HE institutions. Regarding, HE promotional tools considered the most effective that influenced the visitors in selecting Indonesian HE institutions were national television, university presentation and university website. The study results provide important insight for policy makers in Indonesian HE institutions to develop marketing strategy, particularly the strategy related to recruitment and advertising, due to the visitors are potential students of Indonesian HE institutions.

scholarly journals FORMATIVE ASSESSMENT ON AN INDIVIDUAL AND AN INSTITUTIONAL LEVEL ON THE WAY TO QUALITY CULTURE IN HIGHER EDUCATION

2017 ◽  
Vol 75 (1) ◽  
pp. 54-71
Author(s):  
Tatjana Koķe ◽  
Nora Jansone-Ratinika ◽  
Rudīte Koka
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Quality Assessment ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Continuous Process ◽  
Teaching Quality ◽  
Assessment Methods ◽  
Quality Culture ◽  
Study Results

Several issues are always on the agenda in higher education, most notably quality assessment methods and whether this methodology has a direct influence on teaching, and the improvement of teaching quality by including effectiveness, efficiency, reliability, responsiveness as well as empathy. On the one hand it is a logical and a justified movement towards the standardisation of quality assessment procedures, but on the other hand, integration of an individualised approach, which would allow assessing one’s performance in essence and providing solutions for different higher education practice specifics, which we can see both in higher education institutions internationally as well as locally. The purpose of quality assessment is to define must-do and must-have things, so that higher education institutions would integrate emerging tendencies. Transforming assessment is crucial for the performance of the entire institution, both in planning and in managing the everyday work of the institution, as well as by applying assessment methods to the academic staff and students individually. By acknowledging the results, additional decisions should be made, e.g., what strategies and methods should be used to promote teacher motivation, what should be done to achieve better study results, what do better performing students need, and how to approach those students who are performing poorly. This research aims to explore the formative assessment experience at the Rīga Stradiņš University (hereinafter RSU), which is crucial to nurture quality culture in higher education. The formative approach in quality allows you to build and strengthen the understanding of quality within the organisation showing that quality assessment is quality forming and altogether it is a continuous process. Key words: quality assessment, quality assurance, quality culture, higher education, formative assessment.

scholarly journals What about Provincial Institutions in Higher Education Policy in India?

2018 ◽  
pp. 26
Author(s):  
Anamika Srivastava ◽  
Nandita Koshal
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Policy Makers

In this article, we take stock of provincial higher education institutions in India, which—advertently or not—have not yet caught the attention of policy makers. However, these institutions employ the majority of the teachers and cater to the needs of the majority of students in the country.

scholarly journals Engaging students

2020 ◽  
Author(s):  
Anita Kéri
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Involvement ◽  
Consumer Satisfaction ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Teaching Quality ◽  
Teaching Methodology ◽  
Teaching Methodologies ◽  
Wide Range

Consumer satisfaction has long been a question of great interest in a wide range of fields. Existing research recognizes the critical role played by student satisfaction in higher education. It has been noted that students have changing and variable needs. A considerable amount of literature has been published on the fact that higher education institutions have to react promptly and satisfy students’ needs in order to keep their students and rankings. As student satisfaction is highly dependent on teaching quality, it is essential for higher education institutions to implement new teaching methodologies. Therefore, the aim of this paper is to analyze the concept of a teaching methodology, namely co-creation, and to examine its applicability in the field of economics. With the methodology of co-creation, teachers are able to involve students into the creation of curriculum, which might enhance student involvement and increase student satisfaction.

development of academic mobility among the students of universities

2021 ◽  
Vol 5 (S3) ◽  
pp. 224-236
Author(s):  
Valentyna Slipchuk ◽  
Halyna Yuzkiv ◽  
Nina Batechko ◽  
Maryna Pisotska ◽  
Liudmyla Klymenko
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Student Mobility ◽  
Educational Institution ◽  
Educational Opportunities ◽  
International Mobility ◽  
Academic Mobility ◽  
Quantitative Characteristics ◽  
Mobility Programs ◽  
Students Attitudes

In this article, the concept of "academic mobility" is considered in the framework of internationalization of higher education as a process of moving participants (students and teachers) of higher education from one academic and educational institution to another to exchange experiences and obtain additional educational opportunities for a limited period of time or temporary study. Particular attention is paid to student mobility, which is represented by both internal and external movement of students from one country to another, between regions of the world, or within a region. Information is presented to illustrate the dynamics of changes in the quantitative characteristics of international mobility in the context of a country. Attention is paid to the factors influencing the academic mobility of undergraduate and graduate students. The study uses statistical, analytical, and sociological methods. The study reveals the types of academic mobility preferred by university students. A comparative analysis of undergraduate and graduate students' attitudes toward various forms of academic mobility is presented. Comparing the ratio of students living in student dormitories and students living in families. It turned out that students living in dormitories tend to take a more active part in academic mobility programs.

Mobility, Internationalisation, Higher Education

2014 ◽  
pp. 44-61 ◽  
Author(s):  
Maria da Conceição Pereira Ramos
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Added Value ◽  
Social Responses ◽  
Academic Mobility ◽  
Educational Culture ◽  
Internationalisation Of Higher Education ◽  
European Higher Education ◽  
Other World ◽  
And Migration

In this chapter, the authors address the following issues: convergence of internationalisation paths in universities and trends in European higher education; international cooperation and education regarding the internationalisation of higher education policy in Europe and other world regions; mobility trends with the growth of selective and qualified migration; student flows and migration in the higher education globalisation and internationalisation process; European and national policies for academic mobility and internationalisation of higher education; consequences of academic mobility and migration regarding the professional value of mobility, interculturalism, and higher education; institutional and social responses to internationalisation, Europeanisation, and globalisation of higher education. The authors note how international academic mobility represents a professional added value and a cultural, scientific, and technological enrichment for higher education, which broadens the perspectives of the individuals and institutions involved. The internationalisation of higher education contributes to spreading an educational culture with a tendency to establish itself as a European and global educational model.

Leadership Dynamics in Higher Education Institutions in India

2020 ◽  
pp. 309-331
Author(s):  
Siran Mukerji ◽  
Purnendu Tripathi ◽  
Anjana Anjana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Student Mobility ◽  
Multiple Roles ◽  
Ethical Challenges ◽  
Educational Leader ◽  
Centers Of Excellence ◽  
Factors Affecting ◽  
Vice Chancellor ◽  
Major Factors

The network of higher education institutions (HEIs) has grown at a phenomenal rate in post-independence India and poses wide-ranging challenges for educational leadership. There are other important factors that impinge on the functioning of educational leader who is not only a principal, a president, or a vice chancellor. In fact, he or she is an educational leader encompassing multiple roles. The chapter elucidates the present higher education scenario of India. It portrays the nature and extent of internal and external student mobility and the challenges posed therein. It identifies the major factors affecting the HEIs and their employees in the present changing realm by way of a study conducted in the HEIs and highlights the ethical challenges faced by the educational leaders in promoting and transforming the institutions to centers of excellence.

Student Mobility in Portugal

2016 ◽  
Vol 21 (2) ◽  
pp. 120-135 ◽  
Author(s):  
Cristina Sin ◽  
Orlanda Tavares ◽  
Guy Neave
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Higher Education Institutions ◽  
Student Mobility ◽  
Main Obstacle ◽  
Important Constraint ◽  
Policy Goals ◽  
Main Driver ◽  
Main Factors ◽  
Portuguese Higher Education

The article examines how far the key Bologna objective of student mobility has been achieved in Portuguese higher education institutions and the main factors shaping it. It analyzes credit mobility, outgoing and incoming, between Portugal and Europe. Although mobility overall has risen, incoming mobility has grown faster, making Portugal an importer country. Portugal’s attraction power is explained mainly by its location, climate, and leisure opportunities. For outgoing mobility, employability is the main driver, explained by high unemployment and an uncertain home labor market. The main obstacle is financial, so country choice is increasingly based on proximity and living costs. Another important constraint is curricular inflexibility of Portuguese higher education institutions. The findings suggest that mobility in Portugal is far from reflecting Bologna’s policy goals, making the 2020 mobility target of 20% an ideal rather than an achievement.

Service quality in higher education institutions: qualitative evidence from the students’ perspectives using Maslow hierarchy of needs

2020 ◽  
Vol 12 (3) ◽  
pp. 371-384 ◽  
Author(s):  
Jawad Abbas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Deductive Reasoning ◽  
Higher Education Institutions ◽  
Teaching Quality ◽  
Hierarchy Of Needs ◽  
Framework Analysis ◽  
Content Type ◽  
Individual Interviews ◽  
Quality In Higher Education

Purpose Higher education institutions (HEIs) are responsible for training and transforming the students into valuable resources. Although students are believed to be the principal stakeholders in HEIs, limited research studies are available on service quality (SQ) in HEIs from students’ perspectives. This study aims to bridge this gap by investigating the factors, which constitute SQ in HEIs, specifically from students’ perspective, as existing literature on this topic is either from management and general perspective or is time dated. Design/methodology/approach The current study contributes by reviewing qualitative responses received through interviews and focus groups session with 43 students from 3 Turkey-based private HEIs. Data was collected from 43 students through 26 individual interviews and 3 focus group sessions and was analyzed through deductive reasoning using narrative and framework analysis with open coding. Findings The analysis of data indicated six main themes, specifically: teaching quality, facilities, support staff quality, employability links, safety and security and extra-curricular activities as indicators of SQ from students’ perspective. The findings of the study strongly comply with Maslow’s hierarchy of needs and take steps by identifying employability and safety and security as new emerging indicators of the existing literature of SQ in HEIs. Originality/value The existing literature lacks to provide qualitative data on SQ in HEIs from students’ perspectives in Asian countries, particularly, in Turkey, the place of current research. The findings of the present research provide valuable insights to HEIs’ management to understand students’ perceptions of SQ, their expectations and experiences.

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