scholarly journals How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia

2021 ◽  
Vol 13 (18) ◽  
pp. 10350 ◽  
Author(s):  
Martina Pavlíková ◽  
Alexander Sirotkin ◽  
Roman Králik ◽  
Lucia Petrikovičová ◽  
José García Martin
Keyword(s):  
International Cooperation ◽  
Teaching And Research ◽  
University Mission ◽  
Teaching Research ◽  
The University

The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the two main activities arising from the university mission-teaching and research. It presents some particular aspects of the university activities adversely affected by COVID-19 and shares the measures to minimize the resulted damages. Furthermore, it demonstrates that, despite complications induced by COVID-19, teaching, research, and international cooperation have been successfully continued.

scholarly journals Investigar, leer y escribir en la Universidad: El docente investigador mediador y aprendices investigadores autónomos / Investigate, Read and Write at the University: The researcher mediator teacher and autonomous research learners. Investigation project

2019 ◽  
Vol 7 (2) ◽  
pp. 51-63
Author(s):  
Sandra Eridia Nieto Useche
Keyword(s):  
Self Regulation ◽  
Formative Research ◽  
University Research ◽  
Research Projects ◽  
Student Research ◽  
Teaching And Research ◽  
Research Relationship ◽  
Teaching Research ◽  
Teacher Researcher ◽  
The University

ABSTRACTThis article is a creation in which converge experiences, inquiries, discussions raised in the background and the development of the project "Investigate, read and write at the university: the teacher researcher mediator and autonomous research learners", which identifies the problem around the orientation of formative research in undergraduate, in the teaching-research relationship; thus, it formulates the guiding question: How to guide the process of formative research in the formulation of research projects? This proposal includes experiences in teaching and research, in reading, writing, mediation and self-regulation processes. In addition, it recognizes the need to articulate student research and projects proposed as graduate work to the university research system.RESUMENEl artículo es una creación en la que convergen las experiencias, indagaciones, discusiones suscitadas en los antecedentes y el desarrollo del Proyecto “Investigar, leer y escribir en la universidad:el docente investigador mediador y aprendices investigadores autónomos”, que identifica la problemática sobre la orientación de investigación formativa en pregrado, en la relación docencia-investigación; así, formula la pregunta directriz ¿Cómo orientar el proceso de investigación formativa en la formulación de proyectos de investigación? La propuesta recoge la experiencia docente e investigativa en lectura, escritura, procesos de mediación y autorregulación. Además, reconoce la necesidad de articular los proyectos de investigación estudiantiles, planteados comotrabajos de grado, al sistema de investigación universitario.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

ORGANIZATION OF INTERUNIVERSITY COOPERATION AS ONE OF THE STRATEGIC DIRECTIONS OF INTERNATIONAL ACTIVITIES OF UNIVERSITY

2016 ◽  
Vol 12 (3) ◽  
pp. 50-60
Author(s):  
SVETLANA KOBACHEVSKAYA
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
State Pedagogical ◽  
Current Article ◽  
International Activities ◽  
The University ◽  
The Bologna Process

In the current article, the viewpoints of the Belarusian and foreign scientists and experts on the organization of international cooperation in Higher Education Institutions within the Bologna process are analyzed, the directions of organization of interuniversity cooperation of the university are considered, the experience of Belarusian State Pedagogical University named after Maxim Tank in this direction and the objectives of interuniversity development are defined.

scholarly journals Teaching Research Integrity and Bioethics to Science Undergraduates

2005 ◽  
Vol 4 (4) ◽  
pp. 330-334 ◽  
Author(s):  
Julio F. Turrens
Keyword(s):  
Undergraduate Students ◽  
Research Integrity ◽  
National Institutes Of Health ◽  
Biomedical Sciences ◽  
Teaching Research ◽  
Office Of Research Integrity ◽  
The University

Undergraduate students in the Department of Biomedical Sciences at the University of South Alabama, Mobile, are required to take a course entitled“ Issues in Biomedical Sciences,” designed to increase students' awareness about bioethical questions and issues concerning research integrity. This paper describes the main features of this course and summarizes the results of a survey designed to evaluate the students' perceptions about the course. A summary of this study was presented at the 2002 Conference on Research Integrity in Potomac, MD, sponsored by the Office of Research Integrity of the National Institutes of Health.

Graduate Teaching and Research in Power Engineering at the University of Saskatchewan

1978 ◽  
Vol 21 (3) ◽  
pp. 177-180 ◽  
Author(s):  
Ronald J. Fleming ◽  
Roy Billinton ◽  
Mohindar S. Sachdev
Keyword(s):  
Power Engineering ◽  
Teaching And Research ◽  
Graduate Teaching ◽  
The University

The University Mission in the Humanitarian Dimension: Stating the Problem

2021 ◽  
Vol 13 (3-1) ◽  
pp. 116-132
Author(s):  
Olga Zinevich ◽  
◽  
Tatyana Balmasova ◽  
Keyword(s):  
Business Models ◽  
Institutional Design ◽  
Social Ontology ◽  
Social Institution ◽  
University Education ◽  
Educational Activity ◽  
Knowledge Generation ◽  
Social Significance ◽  
University Mission ◽  
The University

The article focuses on the mission humanitarianism of a university as a social institution from the perspective of social ontology. The mission is viewed as a perfect benchmark (supreme goal and purpose) necessary for university existence as well as for maintenance and authorization of its institutional identity. It is shown that despite the changes in functionality of universities under the conditions of knowledge-intensive economy development (use of business models in interaction with the society), the humanitarian orientation has not lost its significance since it is necessary for the existence of a university as an institutionally organized specific educational activity, including knowledge generation, storage and transmission. Key institutional characteristics are considered that reveal the importance of humanitarianism for preserving the university as a unique social phenomenon. The authors are guided by the methodology of moderate constructivism – the study of value and meaning of human mentality, ideas and ideals in forming the institutional design of social reality. The role of the ideal and the intentionality of human actions in the construction and function of an educational social institution, which is expressed in the university corporation’s drive to be orientated at values, which give positive social significance to its activities and are aimed at achieving good, are explored. The university produces and conveys knowledge through establishing a knowledge subject, in other words, it forms the very intention to achieve a socially significant result not only in an objectified form of knowledge, but also in the form of evolution (development) of an individual who can produce and use knowledge for the good of society and for their personal advancement. In this context, the mission is understood to be a supreme goal and an ideal benchmark in the concrete historic practices of university education in forming a knowledge subject who must master the fundamental values necessary for society’s existence. The university mission is based on the concrete historic interpretation of the key socially significant goal of education: the development of a “human being” who acts for the good and benefit of society and its members via conveying the thesaurus of universal human values in their concrete historic theoretical and ideological formats.

scholarly journals John Fleetwood Baker, Baron Baker of Windrush, 19 March - 9 September 1985

1987 ◽  
Vol 33 ◽  
pp. 1-20 ◽  
Keyword(s):  
Teaching And Research ◽  
Conflict Of Interests ◽  
College System ◽  
University Of Cambridge ◽  
High Standards ◽  
The University

John Fleet wood Baker returned to Cambridge in 1943, as Professor of Mechanical Sciences and Head of the Department of Engineering, and as a Professorial Fellow of Clare College, where he had been an undergraduate. In the conflict of interests, sometimes trivial, sometimes painful, between ‘University’ and ‘College’, Baker was clear, at least officially, as to where his duty lay. His staff was large—Engineering forms one tenth of the University of Cambridge, and consumes proportionately more than one tenth of its resources—and his staff were in demand, as men of affairs, for various College offices. He pretended to deplore this, and would occasionally, in the Departmental Common Room, rail against the College system, which seduced his lecturers away from their tasks of teaching and research to the time-consuming offices of Bursar or Tutor. In fact, when a young lecturer—and all his lecturers were, to Baker, young—when a young lecturer would summon the courage to confess that a College was proposing an appointment of this sort, Baker was not altogether displeased. He took immense pains with the appointment of his staff; he was quick to terminate employment of those who did not meet his high standards, in a way that is not possible in these more bureaucratic times; and he gave unstinting support to those he thought of as his team. If one of these should catch a College’s eye, it was only confirmation of the qualities of those in his Department.

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