scholarly journals Psycholinguistic study of the attitude of French and Russian students to Internationalization in Higher Education

2019 ◽  
Vol 17 (2) ◽  
pp. 124-134
Author(s):  
Michèle Debrenne ◽  
K. S. Fomel
Keyword(s):  
Higher Education ◽  
Reliable Method ◽  
Network Modeling ◽  
Subject Area ◽  
Point Of View ◽  
External Observer ◽  
Academic Mobility ◽  
The Individual ◽  
Moscow School ◽  
Internationalization In Higher Education

The article describes the first stage of the realization of a complex psycholinguistic associative experiment in French and Russian. The aim of this experiment is to identify associative fields of words describing the attitude of young people towards multiculturalism, academic mobility and internationalization of higher education in target cities – Novosibirsk and Tomsk in Siberia (Russia), Montpellier and Bordeaux in France. The associative experiment will supplement sociological and other studies and will allow us to show the respondents’ naive views on various words describing certain aspects of students’ life. Associative experiments are considered to be a reliable method to identify conscious and unconscious meanings of words. Thus, the “language consciousness of the individual” (a concept introduced by Moscow School of Psycholinguistics, describing the language of an individual or a community from a psycholinguistic point of view) becomes visible to the external observer. The analysis of the most stable and repetitive reactions of a large number of participants makes it possible to infer the collective opinion. After processing the results of the experiment, a fragment of the associative network modeling the lexicon of French and Russian students in this subject area will be obtained.

scholarly journals The Politics of Intercultural Collaboration in Higher Music Education: Challenges Seen from a Leadership Point of View

2021 ◽  
pp. 203-214
Author(s):  
Sidsel Karlsen
Keyword(s):  
Higher Education ◽  
Music Education ◽  
National Policy ◽  
Diversity Management ◽  
Point Of View ◽  
New Managerialism ◽  
Intercultural Collaboration ◽  
Leadership In Higher Education ◽  
Starting Point ◽  
Internationalization In Higher Education

AbstractInternationally, various mandates and policy directives require higher music education institutions to engage in intercultural collaboration. These include fulfilling national policy demands for internationalization in higher education, providing students with experience of working internationally to increase their employability, and conducting proper diversity management so as to facilitate diversity-conscious and responsible interaction with employees, students, and the broader educational community. In this chapter, the topic of intercultural collaboration in higher music education is approached from a different starting point, asking what, from a leadership point of view, creates obstacles to such collaboration and what makes it challenging or difficult either at the levels of individual participants, administrators, or the institution. Twelve leadership representatives from three different institutions of higher music education were interviewed about their experiences with intercultural collaboration and the benefits and challenges of engaging in such interactions. From the interviewees’ experiences, their work of attempting to govern or manage situations of complex intercultural interaction while simultaneously negotiating between the different interests expressed within the frames of their respective institutions featured prominently in the empirical material. In this chapter, these negotiations and deliberations are theorized and discussed attending to perspectives borrowed from literature on intercultural competences, leadership in higher education, and new managerialism.

Internationalization of Research: Key Considerations and Concerns

2018 ◽  
Vol 22 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Ayenachew A. Woldegiyorgis ◽  
Douglas Proctor ◽  
Hans de Wit
Keyword(s):  
Higher Education ◽  
Research Collaboration ◽  
External Factors ◽  
International Research Collaboration ◽  
Factors Affecting ◽  
Individual Faculty Member ◽  
Institutional Strategies ◽  
The Individual ◽  
Internationalization In Higher Education ◽  
Scholarly Attention

The internationalization of research has increasingly become an area of focus for higher education institutions but has received less scholarly attention in the study of internationalization in higher education. Drawing on the literature, this article outlines a range of key considerations and concerns for the continued internationalization of research, first by documenting the various rationales for—and factors affecting—international research collaboration and then by examining how internationalization in research might be measured. The article documents a number of key challenges, and highlights that the internationalization of research is influenced by the complex intersection of factors relating to the individual faculty member, to their discipline, to their institution, and to a range of external factors, such as funding. The authors conclude by questioning the likely success of national and institutional strategies for greater internationalization of research, and by calling for more detailed empirical research in this area.

scholarly journals “WOULD YOU BE SO KIND NOT TO WITHHOLD MY APPLICATION”. THE 1920-S RABFAK STUDENTS' PROBLEMS REFLECTED IN THEIR APPEALS TO THE AUTHORITIES

2020 ◽  
pp. 175-185
Author(s):  
E. S. Studenikina ◽  
Keyword(s):  
Higher Education ◽  
Point Of View ◽  
Educational Institutions ◽  
Student Life ◽  
Personal Problems ◽  
Higher Education System ◽  
Student Transfer ◽  
The Subject ◽  
The Moment ◽  
The Individual

Workers’ faculties (rabfak) began their work to help the workers and the poorest countrymen in gaining necessary knowledge for admission to higher educational institutions. The article examines the moment of the rabfak establishment from the point of view of students who wrote to the authorities. The analysis of letters helps us trace milestones in students’ lives, such as entering workers’ faculties, studies, graduation, along with the related problems. Most of the letters to the authorities dealt with the students’ personal problems and their involvement into getting proper education, without considering systemic issues, such as inefficient learning in some institutions or the lack of students with a certain specialization. Students’ letters also help us look more closely at the problems of rabfak students, especially since those letters are rarely allocated into individual cases; much more often they are mixed with the appeals of students and/or other citizens to certain authorities. Partially, the topics contained in the letters were the subject of a wide public discussion of the 1920s (overload of educational and social work, difficult living conditions, the need to work additionally, etc.); others concerned the individual situation of a particular student: transfer to another university for family reasons, disappointment in the profession, etc. The letters give an idea not only about the peculiarities of studying at the workers’ faculty, but also about the student life of that time, relations between students, and the perception of the higher education system by young people as well

scholarly journals Socialization Towards Internationalization

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Zheng Ren ◽  
Fei Wang
Keyword(s):  
Higher Education ◽  
Social Impact ◽  
Social Issues ◽  
Educational Institutions ◽  
Global Issues ◽  
Critical Awareness ◽  
Ethical Decisions ◽  
The Social ◽  
The Individual ◽  
Internationalization In Higher Education

Although students are the main recipients of internationalization in higher education (IHE), research on IHE mainly focuses on particular nations or educational institutions rather than the individual. Perceptions of university students towards internationalization, particularly what may impact their preparedness for and critical awareness of internationalization are largely lacking. This study explores in what ways students’ diverse socialization or experiences of socializing with different stakeholder’s impact their preparedness for and awareness of increasing internationalization in higher education institutions. The study utilizes data from a survey conducted with 511 students at two Chinese universities. The study found that students with diverse socialization backgrounds are more likely to develop a critical awareness of the social impact of internationalization, and that they believe internationalization enables them to learn from others, to develop capacities to analyze global issues, to develop skills to work with cultural others, and to make ethical decisions on social issues.

FORMATION OF STUDENTS’ PROFESSIONAL QUALITIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol 74 (4) ◽  
pp. 350-354
Author(s):  
G. Akan ◽  
◽  
S. Rakhimzhanova ◽  
Keyword(s):  
Higher Education ◽  
Personal Development ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Point Of View ◽  
Stable Orientation ◽  
The Social ◽  
Level Of Training ◽  
The Moment ◽  
The Individual

This article deals with the training of future specialists in higher education institutions in accordance with the development of society and the requirements for the individual, the student. As it is known, due to the increased requirements for the level of training of future specialists in higher education institutions, the social demand for future specialists is quite high, both for themselves and for the individual. In addition, the formation of motivation for professional training of students in higher educational institutions was considered from the point of view of a stable orientation and motivation system. In the process of professional training, personal development is carried out. The formation of a professional personality begins from the moment of choosing a profession and continues throughout life. Many competitions have shown that the formation of professional training of students in teaching English in higher education institutions is not profitable without motives, needs and interests. Therefore, motives, needs and interests are considered as structural components of motivation.

scholarly journals BIOLOGICAL AND BIOORGANIC CHEMISTRY IN THE MEDICAL CURRICULA

2019 ◽  
Vol 2019 (2) ◽  
pp. 5-12
Author(s):  
Olena Stechenko
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Bioorganic Chemistry ◽  
Medical Students ◽  
General Medicine ◽  
Point Of View ◽  
Academic Mobility ◽  
Educational Market ◽  
Higher Medical Education ◽  
Training Specialists

The issue of academic mobility was actualized after the accession of Ukraine to the European educational and scientific environment. However, implementation of this principle of providing real credit transfer and learning outcomes according to the methodology of ECTS is quite challenging even today if applied to training of medical students. Several reasons can be indicated for that. Firstly, systems of higher education in the countries of European Union and in Ukraine differ in educational levels, anticipated results as well as in the mechanisms of regulation by the state. Thus, the search of opportunities for creating conditions of the gradual equalization of educational content between different players in the educational market in Europe is urgent. Secondly, implementation of the transition of higher medical education to the training of masters of medicine in accordance with the provisions of the Law of Ukraine "On Higher Education" and introduction of new curriculum by the Ministry of Health of Ukraine has created the basis for differences with the previous curriculum of training specialists on the specialty "General medicine". Thus, comparison of the volume of teaching disciplines for students of the same specialties in different countries is extremely relevant from the point of view of harmonization of efforts for further development of joint educational environment. But equally important is the analysis of changes in the distribution of academic hours from the disciplines that took place during the transition of higher medical education in our country to training specialists in the specialty "General Medicine" for the training of specialists of the second (master's) level of higher education in the specialty "Medicine". In the article the outcomes of comparative analysis of curricula for training medical students in HEIs of Ukraine and some countries of Europe is presented in terms of the number of credits from biological and bioorganic chemistry – one of the key medical biological disciplines. Comparing the educational load from the biological chemistry in HEIs in Ukraine and abroad provides additional grounds for predicting the possibility of recognition credits in the context of academic mobility of medical students.

scholarly journals Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action

2019 ◽  
Vol 11 (13) ◽  
pp. 3664 ◽  
Author(s):  
Dlouhá ◽  
Heras ◽  
Mulà ◽  
Salgado ◽  
Henderson
Keyword(s):  
Higher Education ◽  
Future Orientation ◽  
Research Process ◽  
Theoretical Concept ◽  
Point Of View ◽  
Holistic Learning ◽  
Transformative Action ◽  
Personal Level ◽  
Normative Dimension ◽  
The Individual

Competence-oriented teaching that leads to the sustainable transformation of both the individual and society requires a holistic learning process that addresses the cognitive, socio-emotional and behavioural domains of learning in a balanced way. This article questions whether a personal dimension of competences (addressing the individual’s values, attitudes, and lived experiences) is relevant for higher education in addition to the systemic dimension (learning objectives emphasizing cognitive processes). A theoretical concept for analysing competence frameworks from this point of view was developed in a multi-step qualitative research process: two existing competence frameworks underpinning international ESD policies were compared and, based on the findings, an analytical tool to analyse competence dimensions was drafted as a two-dimensional matrix. This tool was tested on competence frameworks reported in the literature and on examples from practice in confrontation with related academic discussion. The analysis of sustainability competences with this tool illustrates the transformative dimension on a scale from holistic thinking through future orientation to achieving transformation, and the normative dimension that indicates the complementarity of the personal and systemic character of competences. The analysed competence frameworks include competences more or less evenly distributed in both dimensions; the competences in the socio-emotional learning domain were often associated with envisioning change and achieving sustainable transformation. As anticipating the future in an active way is relevant for sustainability-oriented HE programs, not only should this dimension of competences be afforded greater consideration, but pedagogies addressing the personal level should also be further investigated and implemented in HE.

Internationalization in higher education: faculty tradeoffs under the social exchange theory

2019 ◽  
Vol 34 (3) ◽  
pp. 461-476
Author(s):  
Marcello Romani-Dias ◽  
Jorge Carneiro
Keyword(s):  
Higher Education ◽  
Social Exchange ◽  
Social Exchange Theory ◽  
Educational Institution ◽  
Sample Selection ◽  
Faculty Members ◽  
Exchange Theory ◽  
Content Type ◽  
The Individual ◽  
Internationalization In Higher Education

Purpose Although faculty members are regarded as one of the main agents of internationalization in higher education (IHE), research has focused on the upper levels of analysis (e.g. country or educational institution) rather than the individual. The purpose of this paper is to draw from social exchange theory (SET) to examine how the perceptions of costs and expected rewards affect faculty members’ choices of international activities. Design/methodology/approach This qualitative study adopted as main methods a review of the literature on IHE and in-depth interviews based on a semi-structured script with an international sample. A sample of 16 researches was selected for interview using the snowball technique of sample selection. Findings The authors verified that faculty may seek internationalization in search of job opportunities, greater social approval, greater autonomy and greater security. On the other hand, temporal, monetary, psychological and physical costs discourage faculty members from seeking international insertion. Based on these tradeoffs, our findings suggest that although the basic tenets of SET do apply, the theory does not explicitly address two issues: the fact that costs and rewards are intricately related, and the apparent mismatch between (short-term) costs and (long-term) expected rewards. Originality/value This study contributes to the IHE literature by highlighting the crucial role of faculty – that is, the level of analysis of the individual – which has been under-researched and by setting out the reasoning that supports the decision of faculty members to seek (higher) international insertion. Furthermore, this study extends SET as a plausible explanation for the self-internationalization decision by scholars.

Which communication for higher education in scientific disciplines?

2020 ◽  
Author(s):  
Eleonora Vitagliano ◽  
Rosa Di Maio ◽  
Domenico Calcaterra
Keyword(s):  
Higher Education ◽  
Science Communication ◽  
Clinical Medicine ◽  
Interpersonal Relationship ◽  
Effective Communication ◽  
Point Of View ◽  
Social Needs ◽  
Good Communication ◽  
Trust In Technology ◽  
The Individual

<p>Teaching, researching, knowledge transfer and innovation are important drivers of the development of any Country, provided by higher education in humanities, e.g. social and political sciences or clinical medicine, as well as in science and technology. In Europe these items correspond to the heart of a strategy, which aims to enforce a more inclusive, cohesive and competitive continent. Sometimes, science teaching fails because educational programs do not satisfactorily meet social needs, or research does not achieve innovation targets since it is not enough social-impacting. Scientific reductionism favours the individual point of view rather than shared perspectives, which integrate different disciplines and better answer to real problems. Many researchers, highly specialized in their knowledge fields, often transfer clear scientific concepts but unrelated to life or social and ethical values. Moreover, teaching today uses increasingly advanced tools to improve active learning, placing great trust in technology and forgetting the basics of good communication, which lies in the skills of communicator, his authenticity, his sincere interest in the listener’s growth. Following teaching experiences gained with a scientific communication course realised in the last two years at the Polytechnic and Basic Sciences School (Federico II University of Naples, Naples, Italy), we propose a distinction between science popularization and science communication, which establishes interesting guidelines for dealing with the complex interaction between higher education and society's needs. We have recovered the basic of communication skills, highlighting the importance of the sender-receiver relationship and strengthening the idea that effective communication occurs when receiver and sender simultaneously grow: the former improves his knowledge and his ability to choose, and the second one changes himself as an effect of the receiver’s reaction. Achieving effective communication in education is primarily a matter of taking care of the interpersonal relationship. Finally, we demonstrate that there is not only one way to communicate, but there are many approaches, depending on the peculiar relationship between sender and receiver.</p>

scholarly journals Academic Mobility in Teacher Education

2020 ◽  
Vol 22 (6) ◽  
pp. 31-48
Author(s):  
V. I. Zagvyazinskiy ◽  
L. M. Volosnikova ◽  
E. A. Kukuyev ◽  
I. V. Patrusheva
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Practical Significance ◽  
Education Development ◽  
Important Place ◽  
Academic Mobility ◽  
Global Trends ◽  
Global Context ◽  
Academic Publications ◽  
The Individual

Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECD’s reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined – geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacher’s professional identity in the global context.

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