scholarly journals PROJECT APPROACH IN HIGHER ENGINEERING EDUCATION

2021 ◽  
Vol 8 (3) ◽  
pp. 36-44
Author(s):  
Valery Vladimirovich Glushchenko
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Engineering Education ◽  
System Analysis ◽  
Engineering Project ◽  
Project Approach ◽  
Educational Engineering ◽  
Project Engineering ◽  
The Project Approach

The subject of the article is the project approach in higher engineering education, the object of the article is higher engineering education in the conditions of the sixth technological way, the purpose of the article is to increase the quality of higher engineering education to the conditions of the sixth technological way; to achieve this goal, the following tasks are solved: studying the specifics of project engineering higher education; developing the methodology of project engineering higher education; performing a comparative analysis of the methodologies of project and subject engineering higher education; analysis of the risks of using the project approach in engineering higher education; description of the methodology for implementing an educational engineering project by students; in the article, the research methods are system analysis, comparative analysis, synthesis, forecasting theory, expert methods; the scientific novelty of the article is related to the development of the methodology of project engineering higher education in universities.

scholarly journals Enhancing Quality of Higher Education and Employability in Kazakhstan: Gender Aspects

2020 ◽  
Author(s):  
Maigul Nugmanova
Keyword(s):  
Higher Education ◽  
Gender Discrimination ◽  
System Analysis ◽  
International Standards ◽  
Highly Qualified ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
European Universities ◽  
Starting Conditions

How can the higher education system of Kazakhstan be improved so that graduates are in demand in the labor market and are prepared for the challenges of a changing world? This chapter provides an analysis of the quality assurance (hereinafter the QA) systems of European universities, national QA system analysis of Kazakhstan, Belgium, France, and Sweden; and survey of internal QA systems in Kazakhstani Universities. This chapter examines the possibilities and acceptability of applying the best European practices in Kazakhstani Universities and argues that educational reforms successful in Europe may be ineffective in Kazakhstan due to the different starting conditions to reform. This chapter agrees that improvement of the internal standards of the QA and the quality culture contribute to improving the education quality and graduates employability, provided that all other areas such as economy, business, and living standards shall comply with international standards. The main aspects of this research deal with the interrelation between quality of education and employability of graduates, interconnection between gender discrimination and restricted employment opportunities of women. The chapter argues that the quality of higher education and training of highly qualified and employable specialists are the important prerequisites of sustainable social and economic development of society.

scholarly journals Quality Assurance in Higher Education: Comparative Analysis of Provisions and Practices in Ghana   and New Zealand

2021 ◽  
Author(s):  
◽  
Godwin Utuka
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Comparative Analysis ◽  
New Zealand ◽  
Quality Management ◽  
External Quality Assurance ◽  
External Quality ◽  
Education In Ghana ◽  
The Government

<p>This research involves a comparative analysis of Ghanaian and New Zealand contexts and provisions of quality assurance in tertiary education. The study examined policies and practices of quality assurance in higher education in Ghana and New Zealand in order to identify those practices in New Zealand which are potentially applicable to the Ghanaian Higher Education context or which, at least, may suggest a direction for the Ghanaian government to consider for development. This study argues that although the management and practices of quality assurance in higher education in New Zealand are not without flaws, Ghana stands a better chance of tapping from the formers’ experiences in shaping its future policy direction. The quality of higher education and its improvement have always been issues of high priority on the political and educational agendas of the government and higher institutions in Ghana. Like other developing nations, Ghana has adopted various methodologies to address the question of quality in higher education similar to those in Western countries. The government of Ghana established a national quality assurance agency, the National Accreditation Board (NAB) to be responsible for quality assurance in higher education. Higher educational institutions have also adopted various processes and practices for the assurance of quality of the education provided. However, despite the fact that the literature on quality assurance framework in higher education is growing, little is available in the literature on what Ghana is doing to regulate and improve higher education quality and what has been the impact of NAB since its inception in 1993. In addition, a formal study of the commonality or diversity of approaches between Ghana and any developed nation has been lacking. A qualitative methodology was used to gain the perceptions of key practitioners in quality management systems in the two countries. Interview and documentary analysis were the main research instruments employed for data collection. The study analysed the views of a range of respondents from Ghana and New Zealand and documents from selected tertiary institutions and external quality assurance agencies in the two countries. A comparative analysis of data revealed some gaps and challenges in the Ghanaian system. This study found that though NAB has made significant impacts on the quality regime of the higher education sector in Ghana since its inception, the processes of quality management demands remains a challenge to both the institutions and NAB and much remains to be done for improvement. Quality of provision at the institutional level (internal structures, documented policies, external involvement, conduct of self assessment), and at the national level (regular monitoring, change in compliance approach, adequate qualified staff etc) are key areas requiring urgent policy attention if Ghana is to achieve the objectives of its tertiary educational reforms. On the basis of empirical evidence and life experiences from the respondents, a contribution would be made to the design of higher education policy-making with regard to the improvement of the internal and external quality assurance practices in higher education in Ghana. This study has further contributed to quality assurance literature by critically examining and comparing life responses of respondents from two countries viv-a-vis the international trend before making its recommendations. This study has further deepened the understanding of quality management practices in higher education in the two countries involved in this study.</p>

scholarly journals Institutional management in internationalization of Ukrainian higher education

2020 ◽  
pp. 160-164
Author(s):  
O Novak ◽  
A Lytvyn ◽  
S Laun ◽  
Yu Velykdan
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Strategic Plan ◽  
Internationalization Of Higher Education ◽  
Institutional Management ◽  
Effective Use ◽  
First Time

Purpose. To identify the possibilities of institutional management as an effective tool for the internationalization of Ukrainian higher education. Methodology. The authors used the method of comparative analysis, which allowed them to highlight the general characteristics of institutional management, evaluate their effectiveness in the internationalization of Ukrainian higher education and consider their practical use to achieve maximum results. Findings. The authors used the capabilities of institutional management to define the idea and mission of the internationalization of Ukrainian higher education. The possibilities of Ukrainian higher education and its institutions were investigated. The results obtained were used as a basis for the development of a strategic plan for the internationalization of Ukrainian higher education. Originality. For the first time, the possibilities of institutional management have been used to define the idea and mission of the internationalization of Ukrainian higher education and develop a strategic plan for the internationalization of higher education in Ukraine. Practical value. The authors unified certain rules of institutional management for their more effective use in the internalization of Ukrainian higher education. This has increased their practical value. The possibilities of higher education in Ukraine were studied and eight key areas were identified, the development of which can ensure the quality of the internationalization of Ukrainian higher education.

scholarly journals INSTITUTIONAL STRATEGIES TO INCREASE EMI QUANTITY AND QUALITY IN RUSSIAN HIGHER EDUCATION INSTITUTIONS: COMPARATIVE ANALYSIS

2021 ◽  
pp. 149
Author(s):  
Elena Belyaeva ◽  
Michael Freese
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Higher Education Institutions ◽  
National Level ◽  
University Partnerships ◽  
Russian Higher Education ◽  
Institutional Strategies ◽  
To Come

The article starts by examining the reasons behind the relatively recent growth of English as a medium of instruction (EMI) in Russian higher education institutions, from internationalization to more altruistic motives. While internationalization in Russia has recently been facilitated through a top-down approach at a national level, the quantity and quality of courses and programs taught in English are the responsibility of Russian universities and are primarily managed at an institutional level. Russian higher education institutions (HEIs) have been employing several strategies such as international recruiting, long-term university partnerships and faculty development. The authors take a closer look at each strategy, assessing its strengths and weaknesses, and illustrating it with some examples. Comparative analysis of the strategies under scrutiny allows to highlight more effective ones which are likely to positively impact the quantity and quality of EMI in Russian higher education in the years to come. 

scholarly journals Post-Transition Period and Quality of Higher Education: Ways to Overcome the Crisis Phenomena

2013 ◽  
Vol 8 ◽  
pp. 49-56 ◽  
Author(s):  
K.I. Suleimenova ◽  
P.V. Obukhova ◽  
D.B. Shaltykova ◽  
I.E. Suleimenov
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Transition Period ◽  
Transition Phenomenon ◽  
Interview Method ◽  
Financial Factors ◽  
Quality Of Higher Education ◽  
Mass Consciousness

The evidence of appearance of post-transitional crises previously predicted by methods institutional economy is given on the base of data obtained by interview method. It is shown that decreasing of quality of engineering education in Kazakhstan may be considered namely as post-transition phenomenon, which is determined mostly by the inertia of mass consciousness that was formed during the period of transition from the plan economics to the market one rather than financial factors. Some possibilities of overcoming of observed negative trends are discussed

scholarly journals Relationships Among Economy, Industry, Vocational Education and Training and Higher Engineering Education – The Trefort Project Editorial

2020 ◽  
Vol 10 (5) ◽  
pp. 4
Author(s):  
Istvan Simonics
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Engineering Education ◽  
Vocational Education ◽  
Vocational Education And Training ◽  
Vocational Schools ◽  
The Future ◽  
Engineering Pedagogy ◽  
And Training

It is a great pleasure to contribute some words to the debate about Engineering Education as well as to broaden the discussion about the future evolution of this discipline. Thanks to the International Journal of Engineering Pedagogy (iJEP) and its editor-in-chief, Matthias Utesch, as well as to the collaboration between the IGIP (International Society for Engineering Pedagogy), we have received a possibility to collect the best papers of our 9th Trefort Ágoston Conference on Vocational Education and Training and Technical Teacher Training at Óbuda University (ÓE) Electrical Engineering Faculty in Budapest, in Hungary. The Conference was organized as an IGIP Regional Conference for the third time. Before introducing the articles, I summarize the main important elements influencing the Higher Engineering Education in Hungary. The Fourth Industrial Revolution unfolds, companies are seeking to harness new and emerging technologies to reach higher levels of efficiency of production and consumption, expand into new markets, and compete on new products for a global consumer base composed increasingly of digital natives. There are several requirements for qualified engineers: they have to be creative, critical thinking, complex program solvers and have to have competencies of cognitive flexibility, high-level communication, teamwork, and application of foreign languages. At our university, we have recognized several problems according to SWOT analyses. Not enough number of students would like to select STEM faculties. The rate of early school leaving (ESL) is too high in the STEM area. Requests of the Labor market have not appeared in Training curricula. The candidate students do not know the future carrier and the content they have to learn. In secondary schools, the development of basic competencies and STEM subjects is not effective e.g. teaching Math is not practice-oriented, this is why the results of students on PISA tests are weaker. The preparation for higher education is not enough, which leads to ESL by the end of the first year in higher education. The quality of knowledge of secondary education pupils is an important input for engineering higher education. The vocational secondary schools can provide the majority of starting engineering studies at technical universities. The technical teacher training prepares the vocational teachers for secondary vocational schools. The quality of technical teacher training, the adequacy of curricula to professional needs can be key questions for the future of engineering education. The practice of vocational teacher-students is a basic element of their studies. These practices are organized in secondary vocational schools. But realizing these practices needs a mentor teacher. In this Trefort Project, we selected 6 presentations and asked the authors to submit their articles for a Special Issue of the International Journal of Engineering Pedagogy (iJEP).

scholarly journals Explaining Loyalty in Higher Education: A Model and Comparative Analysis from the Policy of Gratuity, a Case Applied to Chile

2021 ◽  
Vol 13 (19) ◽  
pp. 10781
Author(s):  
Maritza Katherine Galindo-Illanes ◽  
Juan Alejandro Gallegos-Mardones ◽  
Arturo Z. Vasquez-Parraga
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Student Satisfaction ◽  
Family Income ◽  
Marketing Strategies ◽  
Financial Responsibility ◽  
Student Loyalty ◽  
Cost Of Education ◽  
The Cost

Since the 1980s, numerous transformations in higher education were experienced in Latin America, and especially in Chile, a country that allowed private entities to enter the education systems and develop a market. The opportunity triggered an increase of coverage and competition to capture and retain students, followed by marketing strategies delivering student satisfaction and pursuing student loyalty. Moreover, since 2012, higher education institutions in Chile have been allowed to adopt a policy of gratuity, giving families the co-responsibility of dealing with the cost of education. So, some institutions adopted gratuity and continued receiving funds from the state, but others did not, relying instead on family income. The split in the financial responsibility of higher education seems to have generated varied reactions from the students and their families, including their satisfaction with and loyalty to the institution. Despite the abundant literature on higher education, however, a few studies attempt to explain and compare student satisfaction and loyalty across types of institutions, such as those that opted for gratuity versus those that did not. This study examines a set of relevant attributes for understanding that phenomenon; attributes such as quality of service, satisfaction, trust, commitment, and loyalty. The results reveal a prevalence of trust and familiarity among the students attending an institution with gratuity. In contrast, the results demonstrate a preponderance of commitment and satisfaction among the students attending a non-gratuity institution that relies on family, private, and personal funds to support their education.

scholarly journals Quality Assurance in Higher Education: Comparative Analysis of Provisions and Practices in Ghana   and New Zealand

2021 ◽  
Author(s):  
◽  
Godwin Utuka
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Comparative Analysis ◽  
New Zealand ◽  
Quality Management ◽  
External Quality Assurance ◽  
External Quality ◽  
Education In Ghana ◽  
The Government

<p>This research involves a comparative analysis of Ghanaian and New Zealand contexts and provisions of quality assurance in tertiary education. The study examined policies and practices of quality assurance in higher education in Ghana and New Zealand in order to identify those practices in New Zealand which are potentially applicable to the Ghanaian Higher Education context or which, at least, may suggest a direction for the Ghanaian government to consider for development. This study argues that although the management and practices of quality assurance in higher education in New Zealand are not without flaws, Ghana stands a better chance of tapping from the formers’ experiences in shaping its future policy direction. The quality of higher education and its improvement have always been issues of high priority on the political and educational agendas of the government and higher institutions in Ghana. Like other developing nations, Ghana has adopted various methodologies to address the question of quality in higher education similar to those in Western countries. The government of Ghana established a national quality assurance agency, the National Accreditation Board (NAB) to be responsible for quality assurance in higher education. Higher educational institutions have also adopted various processes and practices for the assurance of quality of the education provided. However, despite the fact that the literature on quality assurance framework in higher education is growing, little is available in the literature on what Ghana is doing to regulate and improve higher education quality and what has been the impact of NAB since its inception in 1993. In addition, a formal study of the commonality or diversity of approaches between Ghana and any developed nation has been lacking. A qualitative methodology was used to gain the perceptions of key practitioners in quality management systems in the two countries. Interview and documentary analysis were the main research instruments employed for data collection. The study analysed the views of a range of respondents from Ghana and New Zealand and documents from selected tertiary institutions and external quality assurance agencies in the two countries. A comparative analysis of data revealed some gaps and challenges in the Ghanaian system. This study found that though NAB has made significant impacts on the quality regime of the higher education sector in Ghana since its inception, the processes of quality management demands remains a challenge to both the institutions and NAB and much remains to be done for improvement. Quality of provision at the institutional level (internal structures, documented policies, external involvement, conduct of self assessment), and at the national level (regular monitoring, change in compliance approach, adequate qualified staff etc) are key areas requiring urgent policy attention if Ghana is to achieve the objectives of its tertiary educational reforms. On the basis of empirical evidence and life experiences from the respondents, a contribution would be made to the design of higher education policy-making with regard to the improvement of the internal and external quality assurance practices in higher education in Ghana. This study has further contributed to quality assurance literature by critically examining and comparing life responses of respondents from two countries viv-a-vis the international trend before making its recommendations. This study has further deepened the understanding of quality management practices in higher education in the two countries involved in this study.</p>

scholarly journals WAYS TO IMPROVE THE EDUCATIONAL PROCESS OF A UNIVERSITY THROUGH A PROJECT APPROACH

2021 ◽  
Vol 13 (2) ◽  
pp. 29-40
Author(s):  
Victor Babenko ◽  
◽  
Emin Yagubov ◽  
◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Activity ◽  
Project Approach ◽  
Quality Of Higher Education ◽  
Effective Change ◽  
Different Levels

The problems of the quality of higher education are constantly discussed at different levels, but the cardinal changes have not occurred so far. Constantly changing standards dictated by the time and changes in the requirements of the labor market, only aggravate this position. However, the rapid obsolescence of knowledge, the need for timely and effective change in the educational process under the requirements of the market and the employer, the displacement of obsolete professions by new ones, weak basic preparation (in most cases) of school graduates require other approaches to the optimization of the educational process in universities. The article models the educational process of a university in order to identify the factors that determine its effectiveness. Ways to optimize (reengineering) this process are offered, increasing its adaptability to labor market requests and improving the efficiency of the learning process. The educational process is analyzed as a "business process", and substantiates the conclusion that in many respects the educational activity corresponds to the category of "Project". Such interpretation allows you to offer new more flexible tools for quality management of students, which meets the modern qualifications of employers and professional standards.

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