scholarly journals THE SOCIAL ROLE AND COMPETENCIES OF TEACHERS IN HIGHER EDUCATION BETWEEN THEORY AND TEACHING PRACTICE

2020 ◽  
pp. 045
Author(s):  
Suzana Marković Krstić ◽  
Lela Milošević Radulović
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Social Role ◽  
University Education ◽  
Teaching Process ◽  
Quality Of Higher Education ◽  
The Social ◽  
Teaching Learning ◽  
The University

Starting from the fact that higher education is an activity of special social interest and the initiator of the development and improvement of society, in theory and teaching practice questions are often asked regarding the quality of higher education and the possibility of its improvement. The quality of higher education in terms of the increase in its effectiveness is one of the shared aims of the Bologna convention, that is, the current reform process in European countries. It is determined by the quality of the study programs and the quality of the teaching process, which requires a competent teacher, prepared for the process of innovating teaching plans and programs, and the realization and improvement of the teaching practice. Considering the social importance of education and teaching, research into the social group which performs work-related tasks in the educational process, as well as into the quality of the teaching itself, is of special importance. The paper presents the results of research regarding student perceptions of the characteristics of teachers manifested during the course of educational practice in higher education institutions, which were based on the following: the human, professional and pedagogical qualities of teachers, the quality of the university education/teaching process and learning outcomes/learning achievements (the prevalence of theoretical knowledge, practical application of knowledge, etc.). The aim of the paper is to, on the basis of three empirical studies, from a sociological standpoint evaluate the perception of the social role and competencies of teachers and the quality of university education from the viewpoint of the student youth(in 2009, 985 students from 30 colleges in Serbia were surveyed, in 2012, 2208 students of the University of Niš (818), University of Bitolj (804) and the University of Veliko Trnovo (586), and in 2019, 374 students from 13 faculties of the University of Niš). The empirical findings indicate that teachers are qualified professionals who lecture clearly, comprehensively and are able to emphasize the most important points, but that their lectures are still insufficiently interesting, and that they are often unjust and biased. Considering the noted differences between the competencies of teachers working in higher education settings, and the quality and outcomes of the teaching/learning, “models” of teaching/learning have been proposed in this paper for each of the countries included in the study (Serbia, Macedonia, Bulgaria). Based on noted disparity between theory and teaching practice, the paper points to the need for new scientific research in the context of reform processes in higher education, with the continued redefinition of its goals and tasks with the aim of improving the quality of the teaching process and teaching practice.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Theoretical bases for academics’ potential development: foreign and domestic experience

2021 ◽  
pp. 5-19
Author(s):  
Yurii Skyba ◽  
Hanna Lebedynets
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The European Union ◽  
Association Agreement ◽  
Intangible Resources ◽  
Quality Of Higher Education ◽  
Potential Development ◽  
Organizational Information ◽  
The University

Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

scholarly journals Práctica docente de los profesores experimentados y noveles de la licenciatura en Médico General de la UAS / Teaching Practice of Experiencied and New Professors of the Degree General Practitioner of UAS

2019 ◽  
Vol 7 (1) ◽  
pp. 11-20
Author(s):  
Adriana López Cuevas ◽  
Juan Ruiz Xicoténcatl ◽  
María Concepción Mazo Sandoval ◽  
Dora Yaqueline Salazar Soto
Keyword(s):  
General Practitioner ◽  
Teaching Practice ◽  
Training Needs ◽  
University Education ◽  
Generational Change ◽  
Know How ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
The University ◽  
Formación Docente

ABSTRACTIn the university education is presenting the teaching generational change, the new professors are excellent professionals, but do not know how to teach, it is causing difficulties in the teaching-learning process. The objective was to determine the training needs of novice and experienced professors in the Degree General ´Practitioner in UAS. The methodology was qualitative, descriptive type and socioanthropological approach, in which the Likert survey, interview and observation were used. The results show that the training needs of both professors are in the dimension of teaching, research, time and teacher training.RESUMENEn el ambiente educativo superior se está presentando el relevo generacional docente, los nuevos profesores son excelentes profesionales, pero no saben cómo dar clases, ocasionando dificultades en el proceso de enseñanza-aprendizaje. El objetivo, fue determinar las necesidades formativas de los docentes novatos y experimentados en la Licenciatura en Médico General en la UAS. La metodología fue cualitativa, tipo descriptiva y enfoque socioantropológico, en ella se empleó la encuesta tipo Likert, la entrevista y la observación. Los resultados muestran que las necesidades formativas de ambos profesores están en la dimensión de la docencia, la investigación, el tiempo y la formación docente.

scholarly journals PENGEMBANGAN KAPASITAS : STRATEGI INTERNASIONALISASI PENDIDIKAN TINGGI DI INDONESIA

GEMA PUBLICA ◽  
2016 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Retno Sunu Astuti
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Developed Countries ◽  
Key Factors ◽  
Quality Of Higher Education ◽  
Hands On ◽  
High Competence ◽  
The University

Higher education is one of the key factors in the effort to improve the lives and well-being of a nation. The experience of developed countries in Asia showed that the quality of higher education correlated significantly with the increased competence of human resources as a whole which eventually forms a high competence in the global competition. Globalization proactively answered by the governments in various parts of the world through international cooperation in the form of teaching, research, and dedication to the university in the form of the internationalization program. Through descriptive qualitative method enriched by quantitative techniques with intrinsic case study design (intrinsic case study), this research found that the success of internationalization is driven by capacity building supported by horizontal and hands on leadership. Therefore, the leadership of a university is not only an academic but it must be a manager who is able to read the signs of change.

scholarly journals Quality of Higher Education and Structure of ICT Competence of Teachers in Ukrainian High Schools

2015 ◽  
Vol 4 (3) ◽  
pp. 62-78 ◽  
Author(s):  
Nataliia Morze ◽  
Artur Kocharian ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Higher Education ◽  
Quality Standards ◽  
Educational Process ◽  
Internal Quality ◽  
Quality Of Higher Education ◽  
Ict Competence ◽  
Standards And Guidelines ◽  
European Standards ◽  
The University

Abstract This article examines ways of improving the quality of higher education in Ukraine in context of European quality standards for University educational space. The European standards and guidelines are considered in relation to internal quality assurance. The paper describes interdependence between the education quality of the University and the ICT competence’s level of its educators. It presents the indicators to achieve internal quality standards in educational process. There are results from the questionnaire of the Borys Grinchenko Kyiv University’s educators about dependence between the level of educators’ ICT competency formation and the quality of educational services. We describe the model of ICT competence corporate standards for the educators developed in the Borys Grinchenko Kyiv University. There are also presented the indicators and tools to measure the level of educators’ formation in the corporate standards.

From Eternity to Here: Shrinkage in American Thinking About Higher Education

2011 ◽  
Vol 116 (1) ◽  
pp. 42-61 ◽  
Author(s):  
Geoffrey Galt Harpham
Keyword(s):  
Higher Education ◽  
Human Flourishing ◽  
Public And Private ◽  
Educational Mission ◽  
The Social ◽  
Private And Public ◽  
Education Today ◽  
The University ◽  
Private Support

Following WWII, America committed itself to a system of mass liberal education with a core component of the humanities, a system designed to improve the quality of people's lives and strengthen the social bond. This linkage of private and public ends was both symbolized and secured by the combination of public and private support for higher education. Today, the American system is in jeopardy because the private and public entities that support the university have largely turned away from the educational mission even as they have dramatically increased their support for research and other activities. The resulting alteration in the character of the university necessarily comes at a cost to the democratic aspirations and the vision of human flourishing that higher education has traditionally served.

scholarly journals Entry barriers and “Glass Roof” in University Management in Colombia

2019 ◽  
Vol 35 (65) ◽  
pp. 18-30
Author(s):  
Cristian Bedoya Dorado ◽  
Mónica García-Solarte ◽  
Juan Sebastián Peña-Zúñiga ◽  
Steven Alejandro Piñeros Buriticá
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Institutions Of Higher Education ◽  
University Management ◽  
Structured Interviews ◽  
The Social ◽  
Management Positions ◽  
The University ◽  
The Relationship

Management in the context of higher education has been characterized by the predominance of male participation, mainly in senior management positions. As a result, women’s low participation is mainly concentrated in lower management positions, and their chances of escalating hierarchical positions are mediated by various factors ranging from subjective to socially naturalized. The objective of this research is to analyze the barriers women face to enter and escalate positions in university management in Colombia. Under a qualitative design, 26 semi-structured interviews were applied to university managers from different institutions of higher education in Colombia. The transcripts were analyzed using discourse analysis through three categories: individual, internal, and external barriers of the university. It was found that women face entry and promotion barriers marked by experiences, and conditions of inequality and discrimination in a male-dominated context. These barriers are conditioned by personal elements, organizational culture, and the social role of women. In addition, women’s trajectories involve mediation between professional development and family life. The study reveals experiences that contribute to understanding the research phenomenon from the webbing of senses and meanings. It is posited that the “glass ceiling” is mediated by variables in the internal order, and by the relationship between universities and their context.

scholarly journals QUALITY ASSURANCE OF UNIVERSITY EDUCATION IN EU COUNTRIES: ROMANIAN AND POLISH EXPERIENCE

2019 ◽  
pp. 34-37
Author(s):  
I. Mariuts ◽  
О. Derkach
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
University Education ◽  
Historical Background ◽  
Internal Quality ◽  
Quality Of Education ◽  
Quality Of Higher Education ◽  
Polish Experience ◽  
Eastern European Countries

The article presents an analysis of external and internal assessment of the quality of higher education of Eastern European countries experience, namely Poland and Romania. These countries are close to Ukraine not only geographically, but also have a common socio-historical background. In particular, we consider it promising to introduce experience of these countries, since they have recently been successfully integrated into the European Higher Education Area, and Ukraine is still confidently following this path. The article presents the external quality assurance structure of higher education on the example of Romania, namely the organization, mission, tasks, activities of the Romanian Agency for Quality Assurance of Higher Education (ARACIS), is extremely relevant in the period of Ukrainian Agency for Quality Assurance of Higher Education formation. Concerning the assurance of internal quality of education, the article presents experience of Poland – analyzes the requirements for internal quality of education, standards, the activities of Polish Accreditation Commission.

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