Students with disabilities in higher education – the university professors’ perspective

The article discusses the potential opportunities for leaders of higher education to monitor and implement development management functions using a system of key performance indicators, which is often used by various business entities. The authors adapted it to the needs of higher education institutions, integrating them with their characteristics.The formation of a system of key performance indicators in the article is disclosed from the point of view of improving the management system and motivation of the management and teaching staff of higher education. Approbation of the proposed methodology was implemented in the Institution of Higher Education, where it showed its effectiveness. The new system allowed the university professors to influence directly on the bonus part of income through their own work and efficiency.

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From Digital Distraction to Digital Motivation

10.4018/978-1-7998-9243-4.ch010 ◽

2022 ◽

pp. 205-222

Author(s):

María A. Pérez-Juárez ◽

Javier M. Aguiar-Pérez ◽

Javier Del-Pozo-Velázquez ◽

Miguel Alonso-Felipe ◽

Saúl Rozada-Raneros ◽

...

Keyword(s):

Higher Education ◽

College Campuses ◽

Smart Phones ◽

University Professors ◽

Academic Activity ◽

Use Of Technology ◽

The University ◽

University Classrooms ◽

Student Instructor

The presence of technology on college campuses has increased rapidly in recent years. Students come to the classroom with a variety of technological devices including smart phones, tablets, or laptops and use them during academic activity. For this reason, there are many researchers who, in recent times, have been interested in the problems derived from digital distraction in higher education. In many cases, researchers have conducted studies and surveys to obtain first-hand information from the protagonists, that is, from university professors and students. Despite the efforts, there are many questions that still remain unanswered. The authors are aware of the enormous challenge that the use of technology poses in the university classrooms and want to delve into the causes and consequences of student digital distraction and the strategies that can be used by instructors to curb student digital distraction without deteriorating student-instructor rapport in the context of higher education.

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Arnaıy dárіgerlіk top stýdentterіne arnalǵan beıіmdіk dene tárbıesіnіń modelі [Model of Adaptive Physical Education for Students of Special Medical Groups]

Iasaýı ýnıversıtetіnіń habarshysy ◽

10.47526/2020/2664-0686.021 ◽

2020 ◽

Vol 3 (117) ◽

pp. 224-234

Author(s):

J.M. Esіrkepov ◽

◽

O. Dúısenov ◽

Keyword(s):

Higher Education ◽

Physical Education ◽

Students With Disabilities ◽

Musculoskeletal System ◽

Point Of View ◽

Skeletal System ◽

Medical Groups ◽

Adaptive Physical Education ◽

Education Of Students ◽

The University

In this article the actual questions arising at the organization and carrying out of discipline of physical education of students of special medical groups in higher education institutions are considered. The authors, based on many years of experience in the University, propose to develop and implement a model of formation of the profile-developing environment for students of special medical groups. Ways to increase the interest of students with disabilities (with diseases of the musculoskeletal system) to systematic physical education are divided into blocks and studied from a scientific point of view. The General model consists of three blocks. In each block, the issues of rehabilitation of students with diseases of the musculo-skeletal system are comprehensively studied. Бұл мақалада жоғары оқу орындарында арнайы дәрігерлік топ студенттеріне дене тәрбиесі пәнін жүргізіп, ұйымдастыру барысында кездесетін өзекті мәселелер қарастырылады. Авторлар ЖОО-дағы көпжылдық тәжірибелеріне сүйене отырып, арнайы дәрігерлік топ студенттеріне арналған бейімдік дене тәрбиесінің моделін жасап, тәжірибеге енгізуді ұсынады. Дене мүмкіндіктері шектеулі студенттерді (тірек-қимыл аппараты зақымданған) дене тәрбиесі жаттығуларына жүйелі түрде қатыстыру арқылы қызығушылықтарын арттыру жолдары блоктарға бөлініп, ғылыми тұрғыдан зерттеледі. Жалпы модель үш блоктан тұрады. Әр блокта тірек-қимыл аппараты ауыратын студенттерді сауықтыру мәселелері жан-жақты зерделенеді.

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ANALYSIS OF THE POTENTIAL OF FACULTY MEMBERS

Bulletin of Kemerovo State University Series Political Sociological and Economic sciences ◽

10.21603/2500-3372-2016-2-79-83 ◽

2016 ◽

Vol 2016 (2) ◽

pp. 79-83

Author(s):

Юлия Масалова ◽

Yuliya Masalova

Keyword(s):

Higher Education ◽

Online Survey ◽

School Teacher ◽

High School Teacher ◽

Faculty Members ◽

University Teaching ◽

Teaching Staff ◽

University Professors ◽

Employment Potential ◽

The University

The purpose of the work is to evaluate the potential of a high school teacher; the subject of study is employment potential and competitiveness of the university faculty member; research methods include analysis of statistical data and online-survey. The article presents the results of the research potential of the university teaching staff in the conditions of ongoing reforms in higher education and in connection with changing requirements to higher education institutions forfaculty members. It was determined that faculty members demonstrate high loyalty and commitment, but average engagement. It was revealed that the institution creates proper conditions for development and self-realization, creativity and communication. It was confirmed that university professors have a high scientific and innovative potential and willingness to conduct research. The conclusion is that the employment potential of university staff is not used to the full. It was determined that the majority of the teaching staff appreciates personal competitiveness. And only one out of five is aware of the need to develop their personal competitiveness in line with the new requirements. The results of the study may be useful for university governance within the management of human resources quality.

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O ESTUDANTE COM DEFICIÊNCIA NA UFSC: FATORES QUE INFLUENCIAM O ACESSO E A PERMANÊNCIA

Revista Conhecimento Online ◽

10.25112/rco.v3i0.2099 ◽

2020 ◽

Vol 3 ◽

pp. 104

Author(s):

Diogo Félix de Oliveira ◽

Irineu Manoel de Souza

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Public Policies ◽

People With Disabilities ◽

Institutional Policies ◽

Santa Catarina ◽

Production Of Knowledge ◽

Educational Inclusion ◽

The University

ResumoO texto se propõe a discutir a trajetória universitária dos estudantes com deficiência na Universidade Federal de Santa Catarina (UFSC). Tem como objetivo analisar os fatores que influenciam o acesso e a permanência dos estudantes com deficiência na UFSC e as ações desenvolvidas pela Instituição frente às demandas apresentadas por esses estudantes. Procedeu-se com uma breve remontagem das políticas públicas voltadas às pessoas com deficiência, e mais especificamente, as políticas institucionais inclusivas que a UFSC adota. Foram identificados elementos de entrave tanto ao acesso quanto à permanência dos estudantes com deficiência no ensino superior. A efetividade da acessibilidade educacional não é alcançada somente com a garantia de direitos em legislações, o compromisso de todos os atores envolvidos no processo educacional é que contribui para o êxito de uma universidade e uma sociedade inclusivas. O desafio do processo de inclusão educacional é premente, pois a universidade como local de crítica e produção de conhecimento é fortalecida com a presença dos estudantes com deficiência.Palavras-chave: Estudante com deficiência. Permanência. Ensino superior. AbstractThe text proposes to discuss the university trajectory of students with disabilities at the Federal University of Santa Catarina (UFSC). It aims to analyze the factors that influence the access and permanence of students with disabilities in the UFSC and the actions developed by the Institution in response to the demands presented by these students. A brief reassessment of public policies for people with disabilities was made, and more specifically, the inclusive institutional policies adopted by the UFSC. Elements of hindrance were identified both for access and for the permanence of students with disabilities in Higher Education. The challenge of the process of educational inclusion is pressing because the University as a place of criticism and production of knowledge is strengthened with the presence of students with disabilities.Keywords: Students with disabilities. Permanence. Higher Education.

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PARTICIPATION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION INTERNATIONALISATION ACTIVITIES/ NEGALIĄ TURINČIŲ STUDENTŲ DALYVAVIMAS AUKŠTOJO MOKSLO TARPTAUTIŠKUMO VEIKLOSE

SPECIALUSIS UGDYMAS / SPECIAL EDUCATION ◽

10.21277/se.v1i35.277 ◽

2017 ◽

Vol 1 (35) ◽

pp. 109

Author(s):

Regina Karvelienė

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Added Value ◽

Descriptive Research ◽

Self Confidence ◽

Study Programme ◽

Main Factors ◽

Research Students ◽

Participation In Higher Education ◽

The University

The article analyses participation of students with disabilities in higher education internationalisation activities. In the course of research we tried to disclose theoretical links between higher education internationalisation concept and globalisation process, to analyse the experience of students with disabilities participating in internationalisation activities: the main factors that stimulate or restrict students from participation in international activities in higher education institutions. In order to implement the aim of the research, the theories of social participation and empowerment were referred to. Descriptive research method was applied to collect and analyse the data. The participants of the research – students with disabilities studying at Lithuanian state universities (N = 145). While analysing research data, the main factors that determined students’ decision to get involved in internationalisation activities at the university were indicated: the ambition to acquire deeper knowledge at international level in a particular study programme; the desire to ensure added value to future career; the pursuit to improve the knowledge of a foreign language. The main indicated factors that prevent students from participation in higher education internationalisation activities are as follows: the disability itself or special needs, low self-confidence and health problems. Straipsnyje nagrinėjamas negalią turinčių studentų dalyvavimas aukštojo mokslo tarptautiškumo veiklose. Tyrimu buvo siekta atskleisi teorines aukštojo mokslo tarptautiškumo koncepto ir globalizacijos proceso sąsajas, išanalizuoti negalią turinčių studentų patirtis dalyvaujant tarptautiškumo veiklose: pagrindinius veiksnius, kurie skatina ir riboja juos įsitraukti į tarptautines veiklas aukštojoje mokykloje. Siekiant tyrimo tikslo buvo remtasi socialinio dalyvavimo ir įgalinimo teorijomis. Duomenims rinkti ir analizuoti taikytas deskriptyvinis tyrimo metodas. Tyrimo dalyviai – negalią turintys studentai, studijuojantys Lietuvos valstybiniuose universitetuose (N = 145). Analizuojant tyrimo duomenis nustatyti pagrindiniai veiksniai, kurie lėmė studentų apsisprendimą įsitraukti į tarptautiškumo veiklas universitete: siekimas įgyti platesnių tarptautinio lygio žinių studijuojamoje programoje; siekimas užsitikrinti savo profesinei karjerai pridėtinę vertę; siekimas geriau išmokti užsienio kalbą. Pagrindiniai veiksniai, ribojantys studentus dalyvauti aukštojo mokslo veiklose buvo nurodyti tokie, kaip pati negalia ar specialieji poreikiai, nepasitikėjimas savimi ir sveikatos problemos.

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Modelos docentes de los profesores universitarios

Teoría de la Educación Revista Interuniversitaria ◽

10.14201/3256 ◽

2009 ◽

Vol 19 ◽

Author(s):

Bernardo Gargallo López ◽

Amparo Fernández March ◽

Miguel Ángel Jiménez

Keyword(s):

Higher Education ◽

Constructivist Learning ◽

The Other ◽

Educación Superior ◽

University Professors ◽

European Higher Education Area ◽

Teaching Models ◽

Educacion Superior ◽

European Higher Education ◽

The University

RESUMEN: El objetivo fundamental de este trabajo era precisar los modelos docentes de los profesores universitarios para corroborar si se ajustaban a los requerimientos del espacio europeo de educación superior (que preconiza un modelo centrado en el aprendizaje con dominio de competencias pedagógicas). Encontramos dos modelos, uno centrado en el aprendizaje y otro centrado en la enseñanza, y otros dos modelos intermedios. Un grupo de profesores (alrededor de un 48% de la muestra de 326 profesores) se encuadraba en el modelo centrado en el aprendizaje, de corte constructivista, y se subdividía en dos grupos, uno de ellos más centrado en el aprendizaje y con más habilidades docentes. También encontramos otro grupo (alrededor del 52% de los profesores), centrado en la enseñanza y que utilizaba metodologías tradicionales. Este grupo también se subdividía en otros dos, uno más tradicional y con menos habilidades docentes que el otro. Estos resultados reclaman la atención de los gestores universitarios y el diseño de ofertas racionales de formación que ayuden a los profesores a adquirir las competencias pedagógicas necesarias.ABSTRACT: The main objective of this work was to specify the teaching models of university professors in order to find out whether they meet the requirements of the European higher education area (which upholds a learning-centred model with pedagogical competencies). We found two models, one of them learning-centred and the other one teaching-centred, with two intermediate models. A group of professors (around 48% of the sample of 326 professors) fitted with the constructivist learning-centred model, and this group was subdivided into two, one of them more learningcentred and with more teaching and assessment abilities than the other. We also found another group (around 52% of the professors), teaching-centred and which used traditional methodologies. This group was also subdivided into two, one of them more traditional and with less teaching and assessment abilities than the other. These results demand the attention of the university managers and also the design of rational offers of training that help the professors to acquire the necessary pedagogical competencies.SOMMAIRE: L'objectif fondamental de ce travail était de préciser les modèles d'enseignement des professeurs universitaires pour corroborer s'ils étaient adaptés ou pas aux exigences de l'espace européen d'éducation supérieur (qui préconise un modèle centré sur l'apprentissage avec la maîtrise de compétences pédagogiques). Quatre modèles ont été trouvés. L'un est centré sur l'apprentissage, l'autre sur l'enseignement, avec deux modèles intermédiaires. Un groupe de professeurs (autour de 48% d'un échantillon de 326 professeurs) était encadré dans le modèle centré sur l'apprentissage, de type constructiviste et subdivisé en deux sous-groupes, l'un plus centré sur l'apprentissage et possédant des habilités d'enseignement et d'évaluation plus poussées que l'autre. Un autre groupe devprofesseurs a été trouvé (environ 52% de l'échantillon), centré sur l'enseignement et utilisant des méthodologies traditionnelles. Ce groupe était aussi subdivisé en deux sous-groupes, l'un plus traditionnel et avec moins d'habilités d'enseignement que l'autre. Les dirigeants universitaires devraient tenir compte de ces résultats et l'offre rationnelle de formation des professeurs devrait viser l'acquisition de ces compétences pédagogiques nécessaires.

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Políticas de educación superior en países del Cono Sur

Revista de la Facultad de Medicina ◽

10.15446/revfacmed.v63n3sup.49329 ◽

2015 ◽

Vol 63 (3Sup) ◽

pp. 33-40

Author(s):

Pamela Tejeda-Cerda ◽

Aleida Fernández-Moreno

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

Southern Cone ◽

Educación Superior ◽

Institutional Policies ◽

Persons With Disabilities ◽

La Plata ◽

Educacion Superior ◽

Santiago De Chile ◽

The University

ResumenAntecedentes.Para esta investigación se revisaron, como antecedentes, las políticas educativas nacionales de los países del Cono Sur y posteriormente se compararon las políticas institucionales de la Universidad Nacional de La Plata (Argentina), la Universidad de Santiago de Chile (Chile) y la Universidad de La República (Uruguay).Objetivo.Caracterizar e interpretar las políticas de educación superior en Argentina, Chile y Uruguay, determinando factores que promueven o restringen una educación universitaria inclusiva para los estudiantes con discapacidad.Materiales y métodos.Estudio cualitativo a partir de fuentes documentales. Desde una perspectiva comparada, se exploraron las leyes nacionales y las normativas universitarias que nutrieron las categorías y matrices para el análisis político de la información.Resultados.Se encontraron diferentes enfoques políticos: Argentina con una postura de enfoque de derechos, Chile desde un enfoque biomédico y diferencial, y Uruguay con un enfoque social de la discapacidad.Conclusiones.Argentina lidera en la carrera para lograr una política de educación superior inclusiva; tanto en Chile como Uruguay hay cambios en sus políticas institucionales, sin embargo aún presentan limitaciones; en Chile los procesos de acceso están restringidos por altos costos y dificultades de financiamiento.La desigualdad social y económica en Latinoamérica afecta particularmente a los estudiantes con discapacidad. Si bien existe un marco jurídico que resguarda la educación, las realidades de los países del Cono Sur difieren en los procesos de acceso, permanencia y egreso de estos estudiantes.Palabras claves: Personas con discapacidad; Educación superior; Políticas públicas (DeCS). SummaryBackgroundNational education policies of the Southern Cone countries were reviewed as a background for this research. Later on, institutional policies of the National University of La Plata (Argentina), the University of Santiago de Chile (Chile), and the University of the Republic (Uruguay) were compared.ObjectiveTo typify and construe the policies of higher education by assessing factors that promote or restrict an inclusive higher education for students with disabilities in Argentina, Chile and Uruguay.Materials and methodsThis is a qualitative study based on documentary sources. From a comparative perspective, national laws and university regulations which nurtured the categories and matrices for political analysis of information were explored.ResultsDifferent political approaches emerged: a stance on rights by Argentina, a biomedical and differentiated approach by Chile, and a social approach to disability by Uruguay.ConclusionsArgentina leads the way for a policy of inclusive higher education. In both, Chile and Uruguay, there are changes in their institutional policies, however, they still show limitations. Access processes in Chile are constrained because of high costs and financing difficulties.Students with disabilities are particularly affected by social and economic inequality in Latin America. Although there is a legal framework that protects education, realities of the Southern Cone countries differ in the processes of access, retention and graduation of these students.Keywords: Disabled Persons; Persons with disabilities; Higher education; Public policy

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Competency-Based Evaluation in Higher Education—Design and Use of Competence Rubrics by University Educators

International Education Studies ◽

10.5539/ies.v11n2p118 ◽

2018 ◽

Vol 11 (2) ◽

pp. 118 ◽

Cited By ~ 3

Author(s):

Leticia-Concepción Velasco-Martínez ◽

Juan-Carlos Tójar-Hurtado

Keyword(s):

Higher Education ◽

Evaluation Tool ◽

University Professors ◽

Body Of Knowledge ◽

Competence Evaluation ◽

University Systems ◽

Education Design ◽

Competency Based ◽

Spanish Universities ◽

The University

Competency-based learning requires making changes in the higher education model in response to current socio-educational demands. Rubrics are an innovative educational tool for competence evaluation, for both students and educators. Ever since arriving at the university systems, the application of rubrics in evaluation programs has grown progressively. However, there is yet to be a solid body of knowledge regarding the use of rubrics as an evaluation tool. This study analyzes the use of rubrics by 150 teachers at 5 Spanish universities. The comparative analysis allows us to determine how these rubrics are being used to assess (or not) competencies. This study examines the educators’ intentions and the pedagogical aspects that are considered in the design and application of rubrics. The results and conclusions may lead to suggestions for improvements and strategies that may be implemented by university professors when creating appropriate competency-based scoring rubrics.

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