scholarly journals Ireland’s Transition towards a Low Carbon Society: The Leadership Role of Higher Education Institutions in Solar Photovoltaic Niche Development

2019 ◽  
Vol 11 (3) ◽  
pp. 558 ◽  
Author(s):  
William Horan ◽  
Rachel Shawe ◽  
Bernadette O’Regan
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Leadership Role ◽  
Solar Photovoltaic ◽  
Low Carbon ◽  
Living Lab ◽  
Sociotechnical Analysis ◽  
Low Carbon Technologies

Ireland is currently considered a laggard within Europe in relation to decarbonisation of its society, with future projections estimating increases in greenhouse gas emissions up to and beyond 2030. To accelerate Ireland’s transition towards a low-carbon society, there is a need for leadership in deployment and experimentation of low carbon technologies. As Higher Education Institutions (HEI) currently play a major role in generation of human capital and the associated impact on societal development, HEIs are ideal locations to focus resources in terms of deployment and experimentation of decarbonisation technologies to demonstrate best practice for further replication within wider society. To guide Irish HEIs in this regard, a novel integrated approach titled ‘Higher Education Accelerating Development for Sustainability’ (HEADS) has been developed and applied to the sector. The HEADS approach utilises the perspectives of quantitative systems analysis, sociotechnical analysis, and living lab learning to inform HEIs of their potential roles within national sustainability transitions. Applied to solar photovoltaic transitions in Ireland, the HEADS approach has identified HEIs as vital locations to deploy low-carbon technologies due to their amplification effect in signalling to wider society the attractiveness of these technologies.

scholarly journals Educational Programs Integration as an Important Factor in Enhancing the Professionalism of the Primary and Preschool Teacher under the Conditions of the Higher Education

2021 ◽  
pp. 55-66
Author(s):  
Natalia Machynska ◽  
◽  
Halyna Boiko ◽  
Keyword(s):  
Higher Education ◽  
Primary Education ◽  
Vocational Training ◽  
Higher Education Institutions ◽  
Preschool Education ◽  
Integrated Approach ◽  
Educational Programs ◽  
Preschool Teacher ◽  
Primary School Teachers ◽  
The Republic

The article covers education integration, application of the integrated approach in developing educational programs for the vocational training of experts in primary and preschool education; different approaches to the interpretation of the concept of «integration» are analyzed. It is noted that the use of interdisciplinary links was a prerequisite for the emergence of an integrated approach in education. The sequence of implementing integrated educational programs in the practice of higher education institutions is determined; the advantages and problems of using integrated educational programs in the vocational training of preschool and primary school teachers are characterized. The most effective ways of developing integrated educational programs are identified; the expediency of using the experience of training specialists for preschool and primary education of the Republic of Poland and Romania is shown.

scholarly journals Sustainability Leadership in Higher Education Institutions: An Overview of Challenges

2020 ◽  
Vol 12 (9) ◽  
pp. 3761 ◽  
Author(s):  
Walter Leal Filho ◽  
João Henrique Paulino Pires Eustachio ◽  
Adriana Cristina Ferreira Caldana ◽  
Markus Will ◽  
Amanda Lange Salvia ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Gender Issues ◽  
Academic Community ◽  
Leadership Role ◽  
Online Questionnaire ◽  
Sustainable Procurement ◽  
Curriculum Adaptation ◽  
Sustainability Leadership

Sustainability leadership entails the processes, which leaders, policymakers, and academics undertake in order to implement sustainable development policies and other initiatives within their organizations. It encompasses approaches, methods, and systemic solutions to solve problems and drive institutional policy towards a more sustainable organization. Higher Education Institutions (HEI) play a particularly important role, especially with regard to their institutional leadership role in promoting sustainable development. There is a paucity of research focusing on sustainability leadership in universities. In order to address this gap, this paper discussed the concept of sustainability leadership based on literature and empirical insights. The study aimed to understand the main characteristics of sustainability leaders at HEI and the main challenges they are confronted with. Secondary research questions involved gender issues and positive outcomes of sustainability leadership. The empirical component of the study consisted of an online-questionnaire survey performed among leaders (n = 50) from a set of universities in 29 countries. The sampling scheme was purposive, based on the membership in the Inter-University Sustainable Development Research Program (IUSDRP). The study was explorative in nature, and the descriptive statistics were used for the analysis. Due to the purposive sampling, the participants from top management positions could be considered as experienced, and their views were assumed to be information-rich. With a self-evaluation, the respondents described their leadership style and their usual traits, with inclusive style and systemic thinking being predominant in the sample. Regarding the skills, the respondents selected the ability to innovate, to think long-term, and to manage complexity from a pre-defined set of options. Connectedness with interdisciplinarity and knowledge about organizational settings, as well as global challenges and dilemmas, were stated as important issues related to the knowledge required for being a leader. Regarding requirements for a change towards more sustainable universities’ curriculum adaptation, investments in education for sustainable development (ESD), sustainable procurement, and reporting were mentioned. The study also revealed that gender issues were taken seriously among the sampled institutions, which is an encouraging trend. Challenges seen in implementing sustainability leadership are, for instance, a lack of interest by the university administration and among some members of the academic community, as well as lack of expertise and materials or resources. Based on the empirical insights, a set of measures were listed and which may be adopted in the future, so as to allow leaders of Higher Education Institutions to enhance their sustainability performance.

scholarly journals ГЛОБАЛЬНІ ВИКЛИКИ ФУНКЦІОНУВАННЯ ПРОФЕСІЙНОЇ ВИЩОЇ ОСВІТИ УКРАЇНИ

2018 ◽  
Vol 121 (2) ◽  
pp. 8-25
Author(s):  
Іван Михайлович Грищенко ◽  
Валерія Геннадіївна Щербак
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Higher Education Institutions ◽  
Research Area ◽  
Competitive System ◽  
High Quality ◽  
Air Defense ◽  
Higher Education System ◽  
Fair Competition ◽  
External Management

The article analyzes the reasons for the current state of development of the system of professional higher education of Ukraine; analyzed the global challenges of the beginning of the 21th century for the air defense system of Ukraine; and providing insights into international best practice of using external management models in higher education. On the basis of system approach, the analysis of a range of international conceptual, analytical and statistical documents as well as methods of empirical research, the effects of modern challenges on reforming the higher education system have been explored. An emphasis is made on the need to build an attractive and competitive system of professional higher education in Ukraine that will be integrated into the European Higher Education Area (EHEA) and the European Research Area (ERA). The key directions to respond to challenges are offered: 1) ensuring the constitutional rights of citizens to free professional higher education on a competitive basis and equal access to high-quality professional higher education; 2) reorganization of the system of management of professional higher education, red tape reduction, decentralization, ensuring the autonomy and responsibility of higher education institutions; 3) the transformation of universities into centers of independent thought that are able to prepare professionals and generate ideas for accelerated modernization of the country; 4) ensuring fair competition between higher education institutions as a guarantee of high quality of professional higher education; 5) establishing an appropriate linkage between the labor market and the system of professional higher education; 6) integration of Ukraine’s professional higher education into the world and European education and research communities on the principles of human-centeredness, scientific substantiation, readiness for systemic changes, realistic strategy and step by step action; 7) ensuring fair competition in the educational services market through objective higher education quality assessment; 8) a combination of collegial and managerial approaches in higher education institutions management along with wide stakeholder engagement.

scholarly journals Academic Deanship in a Post Pandemic Institution

2021 ◽  
Vol 10 (5) ◽  
pp. 132
Author(s):  
Kenneth M. Coll ◽  
Charles P. Ruch
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Leadership Role ◽  
Critical Examination ◽  
The Impact ◽  
Academic Deanship

The challenges to higher education institutions resulting from the COVID-19 pandemic are placing new and demanding pressures on the academic deanship. A leadership role focusing on guiding teams of professionals toward meeting internally defined goals now requires critical examination. This study analyzes the impact of the pandemic on higher education institutions and particularly the academic deanship. A model for the deanship in a post pandemic institution is included.

scholarly journals Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

2015 ◽  
Vol 5 (1) ◽  
pp. 255
Author(s):  
Ana Paula Marques ◽  
Ana Isabel Couto ◽  
Paula Rocha
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Best Practice ◽  
Formal Education ◽  
Higher Education Institutions ◽  
Collaborative Work ◽  
Added Value ◽  
Entrepreneurial Learning ◽  
Entrepreneurial Spirit ◽  
Formal And Informal Learning

In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

scholarly journals General Didactic Basis Of An Integrated Approach To The Organization Of Teaching In Higher Education Institutions

2021 ◽  
Vol 03 (05) ◽  
pp. 526-531
Author(s):  
Toshkhonov Azizbek Tursunboevich ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Teaching In Higher Education

This article examines the views of the authors on the descriptive features of the concept of didactic system, provides important features of the concept of didactic system.

scholarly journals Sustainability Assessment and Benchmarking in Higher Education Institutions—A Critical Reflection

2020 ◽  
Vol 12 (2) ◽  
pp. 543 ◽  
Author(s):  
Sandra Caeiro ◽  
Leyla Angélica Sandoval Hamón ◽  
Rute Martins ◽  
Cecilia Elizabeth Bayas Aldaz
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainability Assessment ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Assessment Tools ◽  
Whole School ◽  
External Impact ◽  
Whole School Approach ◽  
Impact Of Higher Education

Higher Education Institutions (HEIs) play a crucial role in implementing practices for Education for Sustainable Development (ESD). This implementation should be done in different dimensions according to a holistic and whole-school approach. Different tools have been adapted and developed to assess this integrated approach. The aim of this research is to critically reflect the existing tools to assess and benchmark ESD implementation and to discuss their applicability in two case studies. Two public Universities in Southern Europe, with headquarters in the capitals of Portugal and Spain were selected to assess and compare the integration of ESD according to a whole-school approach—Universidade Aberta in Portugal and Universidad Autónoma de Madrid in Spain. After a critical analysis of the existing tools based on literature review and a list of criteria classified by experts, two tools were selected to be applied in the case studies. The online Sustainability Tracking, Assessment & Rating System Reporting Tool was used in Universidade Aberta and Green Metrics tool was used in Universidad Autónoma de Madrid. The tools were complemented with focus group with key-actors in both universities. The results obtained allowed to identify the need to define a common objective of the assessment tools and limitations they still have. The tools need improvements on their development namely to integrate the external impact of Higher Education Institutions on sustainability, to integrate participatory processes and to assess non-traditional aspects of sustainability. This research hopes to contribute to the continuous research about the usefulness of these assessment and benchmarking tools as drivers to HEIs improve their sustainability performance and their role as agents of changes.

An Integrated Approach to Automated Testing Knowledge

2016 ◽  
pp. 128-140
Author(s):  
A. A. Mitsel ◽  
A. A. Poguda
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Automated Testing ◽  
New Learning ◽  
Part Time ◽  
True Knowledge

Currently, higher education institutions actively use and apply new learning. An example is the following form: remote, evening, part-time and others In recent times, Universities are becoming more and more students who enrolled after colleges and high schools, and students who transferred between Institutions. In connection with the expansion of forms of education, there is a problem effectively determine the level of students' knowledge. This problem depends on many factors such as curriculum, methods of teaching and the teacher. As a rule, the decision on such issues take teachers of the respective subjects. But even in this case, it is difficult to determine the true knowledge of the student, because the evaluation may depend on various factors such as the mood of the teacher, the appearance of the student or even a way to interpret thoughts.

scholarly journals Mathematical support of energy efficiency and comfortable conditions in higher education institutions of Ukraine

2020 ◽  
pp. 26-33
Author(s):  
N. G. Batechko ◽  
◽  
O. V. Shelimanova ◽  
S.V. Shostak ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Energy Efficiency ◽  
Thermal Comfort ◽  
Energy Saving ◽  
Search Algorithm ◽  
Higher Education Institutions ◽  
Integrated Approach ◽  
Scientometric Indicator ◽  
Environmental Sciences ◽  
National University

ENERGY AND AUTOMATION OPEN JOURNAL SYSTEMS LANGUAGE Select Language English FONT SIZE ABOUT THE AUTHORS N. G. Batechko National University of Life and Environmental sciences of Ukraine O. V. Shelimanova National University of Life and Environmental sciences of Ukraine S.V. Shostak National University of Life and Environmental sciences of Ukraine ARTICLE TOOLS Print this article Indexing metadata How to cite item Finding References Email this article Email the author Journal Help USER You are logged in as... sinyavsky2008 My Journals My Profile Log Out INFORMATION For Readers For Authors For Librarians NOTIFICATIONS View (735 new) Manage Example of bibliographic description The list of journals included in scientometric databases: - Scopus (Uкraine, Belarus, Poland, Russia); - Іndex Copernicus; - Web of Sciense (humanities, natural sciences, social sciences); - РІНЦ. Search algorithm and calculation scientometric indicator: - Scopus; - Publish or Perish; - Google Scholar; - SNIP-іndex journal. SOCIAL NETWORKS HOME ABOUT USER HOME SEARCH CURRENT ARCHIVES STATISTICS REMINDER FOR AUTHORS Home > No 3 (2020) > Batechko MATHEMATICAL SUPPORT OF ENERGY EFFICIENCY AND COMFORTABLE CONDITIONS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE N. G. Batechko, O. V. Shelimanova, S.V. Shostak ABSTRACT The relevance of increasing the energy efficiency in buildings of domestic higher educational institutions is determined not only by the need to save energy resources, but also by the fact that such “green campuses” can become the basis for the formation of an ecological and energy efficient lifestyle for today's youth. An integrated approach to the selection of energy-saving measures in a building requires the models of thermal comfort which take into account the intensity of human activity, the type of clothing, the speed of air movement in the room, relative humidity and the like. The purpose of this study is to improve the efficiency of the energy system of campus buildings by taking into account the interaction of energy sources, the heating system, the thermal properties of the enclosing structures and the standardized parameters of the indoor microclimate. Along with an integrated approach to the problem under study, taking into account the necessary comprehensive analysis of energy-saving measures in the system "heat source - enclosing structures - external parameters", attention should be paid to the indoor climate and the problem of meeting human needs for thermal comfort. With the help of a miniature temperature datalogger RC-1B, a round-the-clock monitoring of temperatures was carried out in some rooms of the educational building No. 8 of National University of Life and Environmental Sciences of Ukraine during the heating season. The analysis of the experimental data shows that despite the improvement of the thermal accumulative properties of the outer fencing of the building after the implementation of thermal modernization work, the temperatures in the room do not always correspond to the norm. Thus, when implementing energy-saving measures, it is impossible to violate the conditions of comfort in rooms in which thermal equilibrium is maintained in the human body and there is no tension in its thermoregulation system.

scholarly journals A contextualised model of accessible e-learning practice in higher education institutions

2006 ◽  
Vol 22 (2) ◽  
Author(s):  
Jane Seale
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Best Practice ◽  
Higher Education Institutions ◽  
Effective Strategy ◽  
Changing Practice ◽  
E Learning ◽  
Guidelines And Standards

<span>In the accessible e-learning community there are very few original metaphors, theories and models that have been developed to try and describe, explain and develop 'best' practice. This paper will explore the extent to which existing accessibility models can help to develop our conceptualisations of accessible e-learning practice, and outline a proposal for a new contextualised model of accessible e-learning practice. The key components of this model are accessibility stakeholders, accessibility drivers, accessibility mediators and stakeholder responses. The value of this model in helping to develop accessible e-learning practice in higher education is that it challenges researchers and practitioners to recognise that focusing solely on the drivers of accessibility (accessibility legislation, guidelines and standards) is not an effective strategy for developing and changing practice. If practice is to develop and e-learning be made optimally accessible we need to understand how stakeholders' responses to accessibility are influenced by the context in which they are operating, a context in which both accessibility drivers and mediators operate.</span>

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