scholarly journals Auditing in a Family-Centered Higher Education Institution: The German Experience of Implementation

2021 ◽  
Vol 21 (3) ◽  
pp. 21-25
Author(s):  
Susanne Maier ◽  
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Public Administration ◽  
Education Institution ◽  
Working Environment ◽  
Family Friendly ◽  
The Family ◽  
University Of Applied Sciences ◽  
The University ◽  
Family Centered

The family-friendly university audit (“audit familiengerechte hochschule”) is studied. The audit is available to German universities in order to support a familyfriendly working environment. Practices of an auditor coordinating several workshops for rectorate, HR department and functionaries, as well as representatives of all university groups are considered. The experience of the auditing at the University of Applied Sciences – Public Administration and Finance, Ludwigsburg is analyzed.

Wert(er)schöpfung: Die Krise des Pflegeberufs

2019 ◽  
Author(s):  
Anja Huber
Keyword(s):  
Applied Sciences ◽  
Working Environment ◽  
Nursing Profession ◽  
Staff Turnover ◽  
Economic Pressure ◽  
High Staff Turnover ◽  
University Of Applied Sciences ◽  
Professional Nurses ◽  
The University ◽  
Professional Ethos

Nurses choose their profession because they want to help people. However, economic pressure prevents them from giving care according to their professional ethos. Consequently, this has led to a high staff turnover, which has aggravated the crisis in the nursing profession. This was shown by a survey of approximately 300 professional nurses, which highlighted that nurses who are able to work in accordance with their professional ethos are more content with their work and less likely to resign. In this study, Anja Huber sketches the path to this dilemma in four steps: she gives a historical overview of the nursing profession, analyses nurses’ changed working environment due to economic pressure, examines the changes in care professions using Luhmann’s theory and describes their consequences for the nursing profession today. In a fifth step, she develops possible solutions to the crisis. Anja Huber has a PhD and works as an organisational psychologist at the University of Applied Sciences in Zurich.

Information Environments of Middle Managers in Higher Education

2009 ◽  
pp. 436-442
Author(s):  
Juha Kettunen ◽  
Jouni Hautala ◽  
Mauri Kantola
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Information Systems ◽  
Middle Managers ◽  
Education Institution ◽  
Education Management ◽  
Innovation Research ◽  
University Of Applied Sciences ◽  
Limited Scope

The importance of middle managers is frequently noted in the context of strategic management and other key decisions (Floyd & Wooldridge, 1996; Gold, 1998; Kettunen, 2002). The role of the middle managers can, however, be much greater because they are responsible with other creative individuals for the innovations of their subunits. They assume the responsibility for developing many information systems to serve the processes of the organisation. There has been some criticism of the limited scope of information system innovation research (Lyytinen & Rose, 2003a, 2003b). The purpose of this article is to show that the information systems of an education institution can be classified according to the information environments (IEs) and other characteristics such as the organisational levels. The analysis reveals the creative class of a higher education institution (HEI) which assumes responsibility for developing the information systems in cooperation with the other units of the institution and networks. The empirical case of this article illustrates the information environments and information systems of the Turku University of Applied Sciences (TUAS). It is argued that technology and behaviour are not dichotomous in an information environment; they are inseparable. The analysis helps education management to develop the institution’s information systems in an innovative way.

scholarly journals SUPPORT OF A HIGHER EDUCATION INSTITUTION FOR THE NEW TEACHERS

2015 ◽  
Vol 1 ◽  
pp. 196
Author(s):  
Regina Baltusite
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
New Teachers ◽  
Beginning Teacher ◽  
Education Institution ◽  
Working Environment ◽  
Higher Education Institution ◽  
Professional Activities ◽  
University Lecturers ◽  
The University

<p>The article deals with the problem of the support of a higher education institution for the new teachers. The professional development is a complex and time-consuming processof a personality’s self-perfection, self-development and self-training. The process of professional development begins with the obtaining of a diploma. The success in the professional activities and the progress in making a career depend on a person him/herself in various aspects. However, irrespective of the fact that a beginning teacher has the experience of practice, when starting professional activities in the respective working environment, he/she faces situations that demand immediate solution of a problem, but there is not always a person beside a beginning teacher, who could provide support regarding dealing with a particular situation and making a decision. The support, provided by a higher education institution, when a new teacher starts working, is very important. A beginning teacher can use the contacts established at the higher education institution and apply to the university lecturers for assistance.</p>

scholarly journals PEDAGOGY IN FINNISH HIGHER EDUCATION: A CASE EXAMPLE OF HÄME UNIVERSITY OF APPLIED SCIENCES

2019 ◽  
Vol 3 ◽  
pp. 04
Author(s):  
Carolina Carvalho ◽  
Mervi Friman ◽  
Seija Mahlamäki-Kultanen
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Higher Education Policy ◽  
Education Institution ◽  
Constant Change ◽  
University Of Applied Sciences ◽  
Universities Of Applied Sciences ◽  
Pedagogical Development ◽  
Higher Education Pedagogy ◽  
Finnish Higher Education

ABSTRACTIn the context of pedagogical development in higher education (HE) this research is a case study concerning Häme University of Applied Sciences (HAMK), in Finland. The focus of the study is to make visible the correspondence between the international and national higher education policy emphasis and an individual higher education institution. Ten thematic approaches in higher education pedagogy were identified in a content analysis of policy documents, and from earlier interviews in Finnish higher education institutes. The data for this study was gathered in subsequent interviews at HAMK and was compared with these ten thematic approaches. The results show how the national and institutional pedagogical emphasis correspond in the case of universities of applied sciences (UAS). The correspondence with the ten pedagogical emphases were classified as (1) strongly consolidated, (2) currently highlighted and (3) less emphasized. The conclusion is that it is challenging and complicated to apply pedagogical goals systematically considering the various attributes from a world in constant change. In-house prioritize needs awareness of strategy, negotiations, and co-operation. The main points for the successful pedagogical development are (1) prioritization of the emphasis, (2) systematic progress and quality assurance and (3) co-operation within the pedagogic actors.Keywords: higher education, university of applied sciences, pedagogy, pedagogical strategy.    RESUMONo contexto do desenvolvimento pedagógico no ensino superior (ES), esta pesquisa é um estudo de caso sobre a Universidade de Ciências Aplicadas Häme (HAMK), na Finlândia. O foco do estudo é tornar visível a correspondência entre a ênfase da política de ensino superior internacional e nacional e uma instituição de ensino superior individual. Dez abordagens temáticas na pedagogia do ensino superior foram identificadas na análise de conteúdo de documentos políticos e entrevistas em institutos de ensino superior finlandeses. Os dados coletados em entrevistas à HAMK foram comparados com essas dez abordagens temáticas. Os resultados mostram como a ênfase pedagógica nacional e institucional corresponde no caso da Universidade de Ciências Aplicadas (UAS). A correspondência das diferentes ênfases pedagógicas é classificada como (1) fortemente consolidada, (2) atualmente destacada e (3) menos enfatizada. A conclusão é que é desafiador e complicado estabelecer metas pedagógicas de maneira sistemática, considerando os vários atributos de um mundo em constante mudança. As prioridades internar necessitam da concientização da estratégia, negociações e cooperação. Os pontos principais para o sucesso do desenvolvimento pedagógico são (1) a priorização da ênfase, (2) o progresso sistemático e a garantia de qualidade e (3) a cooperação entre os atores pedagógicos.Palavras-chave: Ensino Superior. Universidade de Ciências Aplicadas. Pedagogia. Estratégia Pedagógica.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

THE INFLUENCE OF WORK LIFE BALANCE TOWARDS JOB PERFORMANCE IN PRIVATE HIGHER EDUCATION INSTITUTION (PHEI)

2017 ◽  
Vol 3 (1) ◽  
pp. 18
Author(s):  
Noorlaila Hj. Yunus ◽  
Siti Musalmah Ahmad Fuad
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Job Performance ◽  
Human Resource ◽  
Education Institution ◽  
Work Life ◽  
Private Higher Education ◽  
Work Life Balance ◽  
Life Balance ◽  
The University

Work-Life Balance (WLB) is an important factor that the Human Resource Management of private higher education Institution (PHEI) should concern about in order to gain high Job Performance in theinstitution. If there are WLB practices implemented by the university, the Human Resource Department (HRD) must always get feedback from the employees to continuously improve the WLB policy. This will benefit not just the employees but the most important to the PHEI by having a good productivities and high job performance employees. The result shows that most of the employees in the university have good social support from their colleagues at work place, friends and their families. This support have given them inspiration and motivation in doing their job properly and finally they might achieved high job performance. Eventhough the result were positive about the social support the employees receives, the top management including the HRD need to revise their policy of WLBespecially other factors that can influenced the employees to optimized their efforts in doing their job.

scholarly journals Team Learning as a Model for Facilitating Entrepreneurial Competences in Higher Education: The Case of Proakatemia

2021 ◽  
Vol 13 (13) ◽  
pp. 7373
Author(s):  
Timo Nevalainen ◽  
Jaana Seikkula-Leino ◽  
Maria Salomaa
Keyword(s):  
Higher Education ◽  
Team Learning ◽  
Point Of View ◽  
Educational Approach ◽  
Business Skills ◽  
Business Plans ◽  
University Of Applied Sciences ◽  
Entrepreneurial Competencies ◽  
The University ◽  
Quantitative Case Study

In the past decades, there has been a growing interest in entrepreneurship education, and many higher education institutions have developed specific programs and courses to support entrepreneurial competencies. However, there have been significant changes in how universities train competences related to business skills and entrepreneurship in practice. Whereas entrepreneurship courses used to focus on the different forms of businesses and drafting business plans, the overall perception of entrepreneurship and entrepreneurial competences has shifted this toward a more holistic educational approach to develop students’ entrepreneurial competencies. In this comparative quantitative case study, we investigate the university students’ perception of the development of their entrepreneurial competencies in the case of Proakatemia (Tampere University of Applied Sciences). The aim was to examine how the entrepreneurial competencies are reflected and strengthened in their thinking and everyday functions through the concept of team learning. The survey involved, altogether, 64 students, of which 21 studied in Proakatemia. The results of this study indicate that the team learning concept of Proakatemia facilitates learning entrepreneurial competencies. Therefore, these results provide insights for universities aiming to develop their curricula, programs and pedagogy, thus promoting sustainable societal development. However, we recommend further studies, e.g., from a qualitative point of view, to assess the effective of the concept in other learning environments.

scholarly journals FORMATION AND DEVELOPMENT OF THE INTERNAL SYSTEM OF EDUCATION QUALITY ASSURANCE AT THE UNIVERSITY AS A FACTOR OF STATE SOCIO-ECONOMIC DEVELOPMENT

2020 ◽  
pp. 96-103
Author(s):  
A. Artyukhov
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Quality Assurance ◽  
Foreign Students ◽  
Education Institution ◽  
The State ◽  
Educational Services ◽  
Socio Economic Development ◽  
The University

The article is devoted to the description and analysis of factors that potentially and actually affect the socio-economic development of the state on the example of the higher education institution. It is established that at the system level the level of ensuring the quality of educational activities and the quality of higher education has a decisive influence on the formation of a positive image of a higher education institution. The results of a survey of students on the criteria for choosing a university to study are presented. Statistics on public funding of education in general and higher education in particular are presented and analyzed. It is established that, despite the formally high percentage of education funding from the level of GDP in absolute terms, the actual funding is low and needs to be strengthened by attracting external funding from customers. Attention is also paid to the state of development of educational services for foreign students. In a competitive environment at the national and international level, the decisive influence on the involvement of foreign students in the university is influenced by the structure of the training program, teacher qualifications, organization of the educational process in the classroom and so on. The article on the example of a higher education institution presents the main stages of formation and development of the internal system of quality assurance of education as an object of influence on the socio-economic development of the state. The development and/or improvement of internal quality assurance systems in universities is becoming a powerful basis for increasing university funding from external (personally involved) sources, reducing the outflow of applicants abroad and the successful provision of educational services to foreign students. At this stage, given the limited opportunities for funding of educational activities by the state (compared to EU countries), the successful implementation of the university development strategy is possible provided that systematic work is done to improve the quality of educational services for domestic and foreign citizens. As part of further research, it is planned to analyze the mutual impact of the education quality assurance system on the effectiveness of scientific activities, the provision of additional paid educational services, training for external customers and other sources.

scholarly journals Multikodalität und Digitales Lehren und Lernen

2021 ◽  
Keyword(s):  
Applied Sciences ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Special Role ◽  
Master's Program ◽  
Multimedia Teaching ◽  
University Of Applied Sciences ◽  
Training Courses ◽  
The University

Nothing has highlighted the importance of digital teaching and learning opportunities more obviously than the Corona pandemic. This book therefore focuses on multicodal or multimedia digital teaching. The authors examine it from various perspectives and make suggestions for successful didactic implementation. In addition to general topics of digital teaching, they devote particular attention to visual literacy, which plays a special role in multimedia teaching. Criticism of teachers' lack of digital skills alone will not lead to success. Therefore, ways are shown here how these skills can be acquired. Tips and concrete examples for suitable apps, serious games, and online training courses round off the volume. Christina Maria Ersch is a staff member/DaF coordinator at the International Office of the University of Applied Sciences Mainz and lecturer at the University of Mainz. Her research interests lie in (university) didactics, especially in the implementation of competence orientation and digitalization of teaching of teaching, intercultural communication, and the influence of emotions in of emotions in (foreign language) teaching. Dr. Marion Grein is head of the Master's program DaF/DaZ at the the University of Mainz. Her work focuses on language teaching research (neurodidactics), intercultural communication, and digital teaching.

Sign in / Sign up

Export Citation Format

Share Document