Origins of the problem of implementation of mixed learning in higher education institutions in modern pedagogical theory and practice

The article deals with the problem of improving of methodological work with teachers of higher education institutions with specific educational conditions, experience of pedagogical activity of which does not exceed three years. The experience of organizing of methodological work with young teachers in the Donetsk Law Institute of the Ministry of internal affairs of Ukraine in the School for improving pedagogical skills is highlighted. In particular, it is noted that training at the School is carried out by organizing, practical and seminar classes with a total volume of 120 hours. The standard plan consists of three content modules: «Theory and practice of teaching and upbringing in higher education school», «Information and communication technologies in education», «Psychological aspects of teaching».

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The reflective information literacy educator

Nordic Journal of Information Literacy in Higher Education ◽

10.15845/noril.v4i1.151 ◽

2012 ◽

Vol 4 (1) ◽

Cited By ~ 6

Author(s):

Andrew Whitworth

Keyword(s):

Higher Education ◽

Professional Development ◽

Information Literacy ◽

Higher Education Institutions ◽

Theory And Practice ◽

Raising Awareness ◽

Effective Use ◽

The Way

The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.

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Higher education institutions, PRME and partnerships for the goals: retrofit labeling or driving force for change?

Sustainability Accounting Management and Policy Journal ◽

10.1108/sampj-03-2020-0069 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Christian Hauser ◽

Annmarie Ryan

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Three Dimensional ◽

Current Mode ◽

Theory And Practice ◽

University Partnerships ◽

Content Type ◽

Important Variation ◽

Multi Stakeholder ◽

The Impact

Purpose This paper aims to propose a framework to map partnerships as practiced in higher education institutions (HEIs) and trace the current mode of engagement between HEIs and their partners. This paper reflects on the alignment between current practices and what is understood in the literature as “true” partnerships. We are interested in the different modes of engagement that are labeled by the HEIs as partnerships and consider the plasticity of the term. The interest is in how the term is operationalized by HEIs and how variations in approach can be accounted for while still maintaining some stability and common understanding of the term partnership. Design/methodology/approach Drawing on extant literature in the field of cross-sector partnerships, a three-dimensional framework is proposed to map partnerships as practiced in HEIs. Furthermore, this paper draws on insights gained from the partnership stories of 13 leading principles of responsible management education (PRME) signatories to evidence examples of how this framework can help us to categorize the different types of engagement that the HEIs call partnerships. These case stories were gathered in the fall of 2019, based on a brief inquiry form sent to the 39 PRME signatories who were part of the PRME Champions Cycle 2018–2019. Findings This paper sees cases where faculty drive interaction on sustainable development goal-related issues with external stakeholders, but where the impact of these interactions seems to reside within the main business of the HEI (teaching and research). In contrast, much partnering work addresses broader social impacts. Of particular, interest in partnerships that seek to address a specific local issue, first and foremost and doing so in such a way as to apply the unique resources of the HEI working in multi-stakeholder networks. This paper also notes important variation between individual faculty-driven initiatives and initiatives where the school provides a strategic framework to support these efforts. Research limitations/implications By focusing on the academic sector and its stakeholder partnerships, this paper contributes to the literature on cross-sector partnerships. In particular, the specifics of this context and the importance of, for example, academic freedom have been under-researched in this field. Furthermore, the framework presented is novel in that it helps us to grasp the nuances of external university partnerships that can form out of individual, programmatic and other institutional levels. Practical implications From a practice perspective, the framework offers a useable tool for HEI partnership managers to position themselves and their activities and reflect more on how they organize external partnerships. Further, this tool offers a more precise framework for the discussion on partnerships within the PRME to sharpen the partnership instrument and bring more clarity about what is meant by the partnership for the goals. Originality/value The paper offers a novel partnership portfolio framework that contributes both to theory and practice. The framework aids in mapping the locus of benefits/outcomes and the material and affective commitments made by the HEI to bring these collaborations about. In dimensionalizing partnerships in this way, this paper can conceptualize a balanced portfolio in an HEI’s partnerships for the goals.

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Knowledge Management Trends

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch284 ◽

2011 ◽

pp. 3475-3483 ◽

Cited By ~ 1

Author(s):

Lisa A. Petrides ◽

Lilly Ngyuen

Keyword(s):

Higher Education ◽

Knowledge Management ◽

Information Transfer ◽

Higher Education Institutions ◽

Theory And Practice ◽

Educational Institutions ◽

Business Sector ◽

The Impact ◽

Systemwide Change

While the pressure of public accountability has placed increasing pressure on higher education institutions to provide information regarding critical outcomes, this chapter describes how knowledge management (KM) can be used by educational institutions to gain a more comprehensive, integrative, and reflexive understanding of the impact of information on their organizations. The practice of KM, initially derived from theory and practice in the business sector, has typically been used to address isolated data and information transfer, rather than actual systemwide change. However, higher education institutions should not simply appropriate KM strategies and practices as they have appeared in the business sector. Instead, higher education institutions should use KM to focus on long-term, organization-wide strategies.

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Partnerships between higher education institutions and firms: The role of students’ curricular internships

Industry and Higher Education ◽

10.1177/0950422218819638 ◽

2019 ◽

Vol 33 (3) ◽

pp. 172-185 ◽

Cited By ~ 6

Author(s):

Mário Franco ◽

Rui Silva ◽

Margarida Rodrigues

Keyword(s):

Higher Education ◽

Labour Market ◽

Crucial Role ◽

Higher Education Institutions ◽

Theory And Practice ◽

Host Institution ◽

Personal Involvement ◽

Final Sample ◽

Strong Competition

Partnerships between higher education institutions (HEIs) and firms mediated by students’ curricular internships allow increased mutual benefits in the form of the exchange of knowledge and innovation. This study investigates these relationships by testing various hypotheses to measure the influence of certain factors on the student’s personal involvement in curricular internships organized through HEI–firm partnerships. Based on a final sample of 215 students on various degree courses at two Portuguese HEIs (a university and a polytechnic), the results obtained show that students assess internships very positively in all respects (organization of the internship, the HEI’s orientation, the host institution (HI) and the HI’s orientation). This suggests that the professional internships provided by HEI–firm partnerships play a crucial role in students’ entry into a labour market characterized by strong competition and relational aggressiveness. Implications for theory and practice are also presented.

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Developing students’ social values within the US higher education institutions

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

10.24195/2617-6688-2020-4-10 ◽

2020 ◽

Vol 2020 (4 (133)) ◽

pp. 79-84

Author(s):

Yuliia Sharanova

Keyword(s):

Higher Education ◽

United States ◽

General Education ◽

Social Values ◽

Higher Education Institutions ◽

The United States ◽

Theory And Practice ◽

Social Activities ◽

The Us ◽

Development Of Students

The experience of the United States, where in higher education students are trained for conscious social activities and independent responsibility for the benefit of the community and society as a whole, seems to be significant for the theory and practice of higher education in Ukraine. The appeal to the American educational experience is due to the fact that today the United States as a state governed by the rule of law is a reliable guarantor of individual rights and freedoms, provided by strong traditions of civic education – the key to educating students' social values. At the same time, the interest in higher education in the United States is due to its high prestige within the world educational environment, its well-known democratic orientation and constant content and methodological improvement. In the United States, training graduates in adapting to their social life as responsible citizens-members of certain communities and professionals in society has historically been a duty of higher education. The purpose of the article is to highlight the features of the educational process in the course of general education in the framework of undergraduate studies within the US higher education, institutions, which contribute to the development of students’ social values. It is noted that the pedagogical experience of the United States, where students are being trained in conscious social activities and independent responsible activities for the benefit of society in higher education institutions, is useful for the theory and practice of higher education in Ukraine. The methodology of the research is based on the analysis of scholarly and pedagogical sources of the USA and Ukraine on the problem under study with the elements of induction and deduction to characterise the state of its development in the USA; the summarising of the organisation of various types of training in the US higher education institutions, which provide for the formation of students’ social values. The originality of the research lies in the fact that for the first time in the Ukrainian pedagogical science, the views of American scholars on the types of training, as well as the civic engagement of students in the U.S. higher education institutions which contribute to the development of their social values have been summarised. It has been found out that today, in higher education in the United States, students’ engagement into social activities during their general education ensures their readiness for a meaningful and responsible life in an interdependent world characterised by uncertainty and rapid changes. By teaching leadership and community service through dialogue and collaboration, the U.S. colleges and universities contribute to the development of students’ social values, social and intellectual development of students who, moving from a comfort zone to a contact zone, are able to interact effectively within a variety of situations.

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Assessing the Learning Administration of Higher Education Institutions by Graduates’ Turn-Out and Learning Outcomes: Theory and Practice

Integration of Education ◽

10.15507/1991-9468.102.025.202101.069-090 ◽

2021 ◽

Vol 25 (1) ◽

pp. 69-90

Author(s):

Aleksandr I. Bokarev ◽

Еlena S. Denisova ◽

Ivan A. Ignatovich ◽

Aleksandr Yu. Kazakov

Keyword(s):

Higher Education ◽

Learning Outcomes ◽

Management System ◽

Higher Education Institutions ◽

Learning Management System ◽

Educational Process ◽

Theory And Practice ◽

Teaching Staff ◽

Educational Trajectories ◽

Learning Management

Introduction. This article describes how universities are fulfilling their training assignments. Its relevance is determined by the growing need of teachers to correlate the learning results of specialists-to-be with learning assignments. The aim of the article is to describe a method for assessing the learning management system of higher education institutions by analysing learning outcomes and graduates’ turn-out. Materials and Methods. The study relies on the collection and analysis of the results of specialists’ training between 2015 and 2019. The joint use of the obtained data and methods of normative forecasting and interpolation allowed the authors to calculate and measure the intermediate results relative to the final ones, to build educational trajectories, which made it possible to evaluate the learning management system by dealing with training results and graduates turn-out. Results. For the first time the authors of the article showed that the measured results demonstrated not only the scope of specialists’ training and graduation, but they evaluated management of the educational process and developed necessary management decisions to regulate standards and measures for specialists’ training and graduation according to the specified final results. Discussion and Conclusion. The conclusions contribute to the development of the concept of learning management systems, provided that there are specified final results of the specialists’ graduation. Findings are of interest to the scientific and pedagogical community, professors, teaching staff and leadership of educational institutions.

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FORMATION OF METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY

PEDAGOGY AND EDUCATION MANAGEMENT REVIEW ◽

10.36690/2733-2039-2020-1-62 ◽

2020 ◽

pp. 62-70

Author(s):

Kateryna Romankova ◽

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Theory And Practice ◽

Pedagogical Practice ◽

Future Teachers ◽

Professional Orientation ◽

Research And Teaching ◽

Methodological Approaches ◽

Oriented Activity ◽

Personal Orientation

The article reflects the features of methodological training of future teachers of geography in higher education institutions. The purpose of the article is to form the methodological competence of future teachers of geography, which would meet modern requirements for the training of specialists in higher education institutions. Methodological approaches (systemic, personality-oriented, competence-oriented, activity-based, contextual, environmental) and principles of methodical training (scientific, professional orientation, integrativeness, coherence, connection of theory and practice, consciousness and activity, systematicity and sequence, strengthening creative orientation, variability, personal orientation). The components of methodological competence, such as methodological knowledge, methodological skills, pedagogical reflection are revealed their mastering by students during the study of the discipline "Methods of teaching geography" and during pedagogical practice is shown. Certain difficulties of students in mastering methodological knowledge and skills are outlined and a number of organizational and pedagogical measures that will contribute to the formation of methodological competence are identified on their basis. The purpose of training is defined as the formation of methodological competence of the future teacher of geography. A description of the process of formation of methodological competence of students - future teachers of geography through various forms of education (lectures, seminars, practical classes), independent research and teaching activities.

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