scholarly journals «THEY CONSTANTLY FELT CENSORSHIP AND A SET OF STANDARDS THEY HAD TO MEET»: THE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV IN THE 1970S – MID-1980S (STRUCTURE, FACULTY MEMBERS, STAFFING POLICY)

2020 ◽  
Vol 33 ◽  
pp. 157-176
Author(s):  
Halyna Bodnar
Keyword(s):  
Oral History ◽  
Structural Changes ◽  
The State ◽  
Faculty Members ◽  
Individual Experience ◽  
Structural Development ◽  
Full Time ◽  
National University ◽  
Part Time ◽  
The University

The article analyzes structural changes at the Lviv University, changes within the composition of University students and professors, as well as staffing policy in the 1970s‒mid-1980s using new sources and the perspective of individual experience – published memories and oral history. The Era of Stagnation's ideological environment determined the state of higher education and Lviv University in particular. The beginning of prolonged stagnation of the 1970s‒mid-1980s became particularly evident for the University after a high-profile condemnation campaign of «anti-Soviet group of students» from the Faculty of History and Philological Faculty who expressed critical opinions on the limited use of the Ukrainian language, Russification, and Soviet national policy. Elimination and «appeasement» of unwanted professors in the early 1970s was effected through their forced retirement, change of employment, and issue of admonitions, marking the end of a whole epoch in the life of the University, which lasted since after the war and was associated with the personalities of certain professors. From now on, staffing policy was determined by the constructed image of the «right» Soviet scientist and teacher for whom enhanced «political principles» prevailed over solid scientific achievements, which is proven not only by archival documents but also highlighted in contemporary narrative memory. At the same time, in the 1970s‒1980s, similarly to the Soviet era in general, the University continued its structural development – a new faculty was created, the activities of structural units were expanded, new research laboratories were opened, the number of departments increased together with the number of faculty members, whose substantial research distinguished the University among other schools of the Soviet Union. In the mid-1970s, Lviv University already had thirteen faculties with over seven hundred faculty members, including 8.5 % Doctors and Professors and 45 % of Candidates of Science and Docents. The largest faculties were Faculty of Economics, Faculty of Law, and Philological Faculty with 1,500 students each. Overall, the University had 5,500 full-time students, 4,900 extramural students and 1,700 part-time students. Faculty of Journalism, Faculty of Geography, and Faculty of Geology did not have a part-time department, while the Faculty of Physics and Faculty of Chemistry did not have an extramural department (as of the early 1970s). Even sporadic and 1970s focused study (complete paperwork of the Scholarly Council, administrative and research units of the Lviv University for all the upcoming years is currently not available at the State Archives of Lviv Region (SALR) and the Archives of the Ivan Franko National University of Lviv) can help us raise various issues of the university life, which require further profound study using a systemic and comprehensive approach and the prism of individual experience – published memories and oral history. Keywords: the Ivan Franko National University of Lviv in the 1970s‒mid-1980s, students, faculty members, staffing policy, historical memory.

The Growth of Administration

2011 ◽  
Author(s):  
Benjamin Ginsberg
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Teaching And Research ◽  
Spare Time ◽  
Part Time ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

During My Nearly five decades in the academic world, the character of the university has changed, and not entirely for the better. As recently as the 1960s and 1970s, America’s universities were heavily influenced, if not completely driven, by faculty ideas and concerns. Today, institutions of higher education are mainly controlled by administrators and staffers who make the rules and set more and more of the priorities of academic life. Of course, universities have always employed administrators. When I was a graduate student in the 1960s and a young professor in the 1970s, though, top administrators were generally drawn from the faculty, and even midlevel managerial tasks were directed by faculty members. These moonlighting academics typically occupied administrative slots on a part-time or temporary basis and planned in due course to return to full-time teaching and research. Because so much of the management of the university was in the hands of professors, presidents and provosts could do little without faculty support and could seldom afford to ignore the faculty’s views. Many faculty members proved to be excellent managers. Through their intelligence, energy and entrepreneurship, faculty administrators, essentially working in their spare time, helped to build a number of the world’s premier institutions of higher education. One important reason for their success was that faculty administrators never forgot that the purpose of the university was the promotion of education and research. Their own short-term managerial endeavors did not distract them from their long-term academic commitments. Alas, today’s full-time professional administrators tend to view management as an end in and of itself. Most have no faculty experience, and even those who spent time in a classroom or laboratory hope to make administration their life’s work and have no plan to return to the faculty. For many of these career managers, promoting teaching and research is less important than expanding their own administrative domains. Under their supervision, the means have become the end.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Chernivtsi National University during the Romanian period in Bukovina’s history (1918-1940)

2017 ◽  
pp. 118-125
Author(s):  
Liubov Melnychuk
Keyword(s):  
Higher Education ◽  
Church And State ◽  
Radical Change ◽  
The State ◽  
Ongoing Training ◽  
State Apparatus ◽  
National University ◽  
The Government ◽  
The University

The author investigates and analyzes the state Chernivtsi National University during the Romanian period in Bukovina’s history. During that period in the field of education was held a radical change in the direction of intensive Romanization. In period of rigid occupation regime in the province, the government of Romania laid its hopes on the University. The Chernivtsi National University had become a hotbed of Romanization ideas, to ongoing training for church and state apparatus, to educate students in the spirit of devotion Romania. Keywords: Chernivtsi National University, Romania, Romanization, higher education, Bukovina

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

scholarly journals Structural Changes in Israeli Family Farms: Long-Run Trends in the Farm Size Distribution and the Role of Part-Time Farming

Agriculture ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 518
Author(s):  
Ayal Kimhi ◽  
Nitzan Tzur-Ilan
Keyword(s):  
Size Distribution ◽  
Structural Changes ◽  
Farm Size ◽  
Farm Income ◽  
Higher Moments ◽  
Full Time ◽  
Family Farms ◽  
Income Sources ◽  
Part Time ◽  
The Mean

Israeli agriculture has experienced rapid structural changes in recent decades, including the massive exit of farmers, a resulting increase in average farm size, a higher farm specialization and a higher reliance on non-farm income sources. The higher farm heterogeneity makes it necessary to examine changes in the entire farm size distribution rather than the common practice of analyzing changes in the average farm size alone. This article proposes a nonparametric analysis in which the change in the distribution of farm sizes between two periods is decomposed into several components, and the contributions of subgroups of farms to this change are analyzed. Using data on Israeli family farms, we analyze the changes in the farm size distribution in two separate time periods that are characterized by very different economic environments, focusing on the different contributions of full-time farms and part-time farms to the overall distributional changes. We found that between 1971 and 1981, a period characterized by stability and prosperity, the farm size distribution has shifted to the right with relatively minor changes in higher moments of the distribution. On the other hand, between 1981 and 1995, a largely unfavorable period to Israeli farmers, the change in the distribution was much more complex. While the overall change in the size distribution of farms was smaller in magnitude than in the earlier period, higher moments of the distribution were not less important than the increase in the mean and led to higher dispersion of farm sizes. Between 1971 and 1981, the contributions of full- and part-time farms to the change in the size distribution were quite similar. Between 1981 and 1995, however, full-time farms contributed mostly to the growth in the average farm size, while the average farm size among part-time farms actually decreased, and their contribution to the higher dispersion of farm sizes was quantitatively larger. This highlights the need to analyze the changes in the entire farm size distribution rather than focusing on the mean alone, and to allow for differences between types of farms.

scholarly journals Levels of Knowledge in Nursing Students on Hemodynamic Monitoring

2021 ◽  
Vol 5 (1) ◽  
pp. 29-39
Author(s):  
Josip Brezić ◽  
Biljana Kurtović ◽  
Adriano Friganović
Keyword(s):  
Nursing Students ◽  
Hemodynamic Monitoring ◽  
Work Experience ◽  
Health Sciences ◽  
Full Time ◽  
Monitoring Methods ◽  
Adequate Level ◽  
Part Time ◽  
Level Of Knowledge ◽  
The University

Introduction. Hemodynamic monitoring is of great importance because it covers all vital organic systems and their functioning, and any error in the interpretation of the monitored parameters can lead to a drastic deterioration of the patient’s condition and cause death. Aim. The aim of this study was to determine the levels of knowledge about hemodynamic monitoring of full-time and part-time students of the first, second, and third year of the undergraduate study of nursing at the University of Applied Health Sciences in Zagreb. Methods. A cross sectional study was conducted. The survey subjects were students at the University of Applied Health Sciences in Zagreb (N=280) in the period between December 2020 and February 2021. For the purposes of the study, the authors created a questionnaire that students filled in using an online platform, and the results of the questionnaire were anonymous. Results. The research found that most students have an adequate level of knowledge in the field of hemodynamic monitoring. By determining differences in knowledge of part-time and full-time nursing students, it was observed that students with work experience showed statistically significantly better results (p<0.05). Conclusion. The conducted study showed an adequate level of knowledge of nursing studies, since a high number of students, outside of their faculty obligations, have not been in contact with hemodynamic monitoring. The specificity and complexity of work in the intensive care unit comes from a particularly vulnerable population of patients who require maximum care, which is why nurses need continuous education, skill improvement, and training regarding new monitoring methods.

Administrative Interlude

2008 ◽  
Author(s):  
Stanley Fish
Keyword(s):  
Stock Market ◽  
Faculty Member ◽  
Public Universities ◽  
The State ◽  
Faculty Members ◽  
Independent Contractors ◽  
Service Oriented ◽  
The Many ◽  
The University

But you can’t do it in a vacuum. And although academics would be reluctant to admit it, the conditions that make what they do possible are established and maintained by administrators. When I was a dean, the question I was most often asked by faculty members was, “Why do administrators make so much more money than we do?” The answer I gave was simple: administrators work harder, they have more work to do, and they actually do it. At the end of my tenure as dean, I spoke to some administrators who had been on the job for a short enough time to be able still to remember what it was like to be a faculty member and what thoughts they had then about the work they did now. One said that she had come to realize how narcissistic academics are: an academic, she mused, is focused entirely on the intellectual stock market and watches its rises and falls with an anxious and selfregarding eye. As an academic, you’re trying to get ahead; as an administrator, you’re trying “to make things happen for other people”; you’re “not advancing your own profile, but advancing the institution, and you’re more service oriented.” A second new administrator reported that he finds faculty members “unbelievably parochial, selfish, and selfindulgent.” They believe that their time is their own even when someone else is paying for it. They say things like “I don’t get paid for the summer.” They believe that they deserve everything and that if they are ever denied anything, it could only be because an evil administrator has committed a great injustice. Although they are employees of the university (and in public universities, of the state), they consider themselves independent contractors engaged fitfully in free-lance piecework. They have no idea of how comfortable a life they lead. Neither, said a third administrator recently up from the ranks, do they have any idea of how the university operates. They seem proud of their parochialism and boast of their inability to access the many systems that hold the enterprise together.

scholarly journals Adapting Education for School Librarianship

2021 ◽  
Author(s):  
James Henri ◽  
Sandra Lee ◽  
Sue Trinidad ◽  
Alvin Kwan ◽  
Ming Lai
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
Full Time ◽  
Factors Affecting ◽  
Repeated Calls ◽  
Bachelor Of Education ◽  
Part Time ◽  
School Librarianship ◽  
Teacher Librarians ◽  
The University

Over the past few years repeated calls have been made by teacher librarian educators for evidence based practice by teacher librarians. This study is an attempt to provide evidence for the adoption of innovative practice in a post-service, part time Bachelor of Education program. Part time tertiary students undertaking studies in education at the University of Hong Kong are often heard to voice the opinion that the demands of university study are excessive. While it is generally accepted that the Hong Kong lifestyle is hectic, that teachers have a heavy schedule, and that travel to and from the university campus is time-consuming, little useful data exists to allow university professors to better understand the plight of the students or to provide evidence from which action could be taken to better tailor courses to the needs of students. Likewise many assumptions are made about tertiary student motivation but these assumptions are probably not grounded in any research findings. This exploratory study was undertaken to determine the factors affecting the full-time teacher’s progress in their tertiary part-time study in school librarianship. The findings will better enable instructors to tailor teaching and learning to meet the needs of the part-time participant. Findings will also be informative for other part-time undergraduate programs.

scholarly journals Experience in the use of distance education at the university

2020 ◽  
pp. 37-43
Author(s):  
Elena N. Yudina
Keyword(s):  
Distance Education ◽  
Personal Experience ◽  
Quantitative Methods ◽  
Educational Process ◽  
Full Time ◽  
Sociological Study ◽  
Qualitative And Quantitative Methods ◽  
Part Time ◽  
The University ◽  
Independent Work

The article analyzes personal experience in distance learning using the Microsoft Teams application. The author defines distance education as a form of interaction between a teacher and a student and a student’s independent work using information technology in accordance with the educational program. The article presents the results of the author’s sociological study, conducted with the help of qualitative and quantitative methods of information collection. 30 free unstructured interviews and a small questionnaire survey were conducted. There were 250 respondents. The results of the survey lead to the conclusion that as a forced measure, most participants in the educational process took this type of training positively. In the future, distance education can be recommended for use in full-time and part-time educational formats.

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