scholarly journals Methodological justification of psychological variables of empirical research efficiency of modular-developmental interaction

2021 ◽  
Vol 84 (2) ◽  
pp. 177-191
Author(s):  
Andrii Hirniak ◽  
Halyna Hirniak
Keyword(s):  
Higher Education ◽  
Knowledge Exchange ◽  
Education Institution ◽  
Psychological Climate ◽  
Psychological Variables ◽  
Psychological Conditions ◽  
Exchange Value ◽  
Quality Of Higher Education ◽  
Definition Of ◽  
Pedagogical Research

The article is devoted to the problem of psychological filling with content the quality of higher education and the effectiveness of developmental interaction of its participants in the conditions of modern information society. Innovative modular-developmental interaction is considered as a complex subject of socio-psychological and educational-pedagogical research, which requires a separate scientific study and is presented simultaneously in several perspectives of psychological cognition: a) philosophical-analytical (from a concept to the category); b) methodological (from explanatory approaches to the author’s model); c) theoretical-psychological (from the designed model to the holistic knowledge system); d) instrumental-psychological (from educational scenarios and modular educational-book complexes to psychological methods and techniques of its implementation). For an empirical study of the effectiveness of modular-developmental interaction we have substantiated a number of psychological variables (innovations) on a well-established and systematically reflected basis, one of the differentiation dimensions of which were the types of developmental exchange (information-knowledge exchange, normative-business exchange, value-semantic self-exchange, spiritual-semantic superexchange), and the other one – innovation-psychological conditions of fundamental experimentation, in particular, groups of conditions for creating an innovation-psychological climate at HEI ((higher education institution) organizational-psychological, developmental-psychological, program-methodical (including psycho-artistic) and expert-psychological). Based on the methodological definition of these two criterion-based and logically differentiated vectors, a table-matrix is created, the internal content of which is a system of interrelated 16 psychological variables of a complexly structured psychological-pedagogical experiment. Each of these variables is characterized by empirical specificity of psychological content, and together they form a holistic functional field of experimental activity concerning practical verification of the effectiveness of initiated changes and the system of proposed innovations.

scholarly journals Internationalization at home: internationalizing the university experience of staff and students

Educação ◽  
2017 ◽  
Vol 40 (3) ◽  
pp. 368 ◽  
Author(s):  
Sue Robson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Knowledge Exchange ◽  
Professional Service ◽  
Strategic Partnerships ◽  
Quality Of Higher Education ◽  
Internationalization At Home ◽  
University Experience ◽  
The University ◽  
At Home

Internationalization has become a key strategic priority of many universities around the world. It is frequently regarded as a means to enhance the quality of higher education through strategic partnerships, collaborative research and teaching initiatives, for knowledge exchange and creation. Higher education internationalization often focuses primarily on the mobility of both staff and students as a means to improve their international outlook and intercultural capabilities. However, this paper argues that if universities are to become truly ‘international’, they should start ‘at home’. It considers how a review of current internationalization practices, involving educators, students, staff development and professional service units, and those in leadership positions, can help higher education institutions to move towards a more values-based and ethical approach to internationaliza ***Internacionalização em casa: internacionalização da experiência universitária de funcionários e estudantes***A internacionalização tornou-se prioridade estratégica para muitas universidades ao redor do mundo. É comumente considerada uma forma de ampliar a qualidade da Educação Superior, através de parcerias estratégicas, pesquisas colaborativas e iniciativas de ensino, bem como na troca e produção de conhecimento. Em geral, a Internacionalização da Educação Superior se concentra na mobilidade de pessoal e estudantes, de modo a melhorar suas perspectivas internacionais e capacidades interculturais. No entanto, este artigo argumenta que, se as universidades querem ser verdadeiramente “internacionais”, elas devem começar “em casa”. Para tanto, faz-se necessário realizar uma revisão das atuais práticas de Internacionalização, envolvendo educadores, estudantes, desenvolvimento de pessoal, unidades de serviço profissional, e aqueles em posições de liderança, ajudando as instituições de Educação Superior a se orientarem em direção a valores básicos e abordagem ética para Internacionalização.

The quality of higher education through the eyes of the consumers of educational services

2018 ◽  
Vol 6 (1) ◽  
pp. 27-32
Author(s):  
Николай Дмитриев ◽  
Nikolay Dmitriev
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Management System ◽  
Quality Management System ◽  
Education Institution ◽  
Educational Process ◽  
Educational Services ◽  
Quality Of Higher Education ◽  
Russian Higher Education

The article analyses the incentives of the Russian higher education institutions to provide quality education which develop as a result of the competition and signals from labor market. The mechanism of a quality assurance of training of specialists in higher education institution is the quality management system. The experience of formation of a quality management system is presented. The structure and interrelation of components of quality of education is considered. Criteria and indicators of quality of educational process, which can be applied in estimation of quality in the educational organization, are offered. Besides, backbone components of quality — satisfaction of consumers with educational services are considered.

scholarly journals Development of creativity of a future teacher as a condition for their effective work with gifted students

2021 ◽  
Vol 117 ◽  
pp. 06005
Author(s):  
Nadezhda Anatolievna Shaidenko ◽  
Svetlana Nikolaevna Kipurova ◽  
Aleksandra Vladimirovna Sergeeva ◽  
Maria Vyacheslavovna Filatova ◽  
Ellada Vladimirovna Shelispanskaya
Keyword(s):  
Higher Education ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Education Institution ◽  
Educational Process ◽  
Sensitive Period ◽  
Professional Activity ◽  
Gifted Children ◽  
Effective Work ◽  
Definition Of

Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.

scholarly journals 'Blended’ Learning at the University of the Highlands and Islands: a Case Study in Self-Awareness and Policy Making

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Elsa Panciroli ◽  
Su Engstrand ◽  
Edward Graham ◽  
Simon Clarke
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Policy Making ◽  
Education Institution ◽  
Self Awareness ◽  
Effective Strategy ◽  
Pedagogical Research ◽  
The University ◽  
Geographical Context

The University of the Highlands and Islands (UHI) provides a case study on reflective practices in blended learning at an institution that is overcoming unusual geographic and demographic pedagogical challenges. These practices may be of value to other institutions, from those employing ‘traditional’ delivery, to the latest technologically supported, asynchronous teaching methodology.This paper has developed from the outputs of a project conducted within UHI to collate recent pedagogical research, both external and internal, in order to identify goals for future pedagogical development within the institution. We thus examine the evolution of UHI’s blended learning practice as a case study in the adoption and refinement of blended learning in a higher education institution with a specific geographical context. We will highlight some examples of how UHI has sought to characterise its own delivery, measure success, and translate this into effective strategy and policy across the institution.

scholarly journals PEDAGOGICAL COMPETENCE AS A COMPONENT OF PROFESSIONALISM OF PSYCHOLOGY TEACHER

2019 ◽  
pp. 45-51
Author(s):  
Olha Cherepekhina
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
The Arts ◽  
Pedagogical Competence ◽  
Personal Approach ◽  
Definition Of ◽  
Pedagogical Research ◽  
Education Psychology

The article studies the relevance of research of pedagogical competence of the future teacher of psychology in higher education in the context of professional component of the psychologist. The scientific approaches to the definition of the term «professionalism of the teacher of higher education» are analyzed. The activity approach is associated with the highest levels of excellence in the work, achieved in the arts and skill in professional activity. Personal approach focuses on the systematic organization of consciousness and human psyche, which includes the properties of the person as a whole; skills, skills, motor skills, cognitive processes, actions, awareness, knowledge, experience and culture of a professional, his emotional world. The third approach to defining the essence of professionalism is manifested in the combination of activities and personal principles, when professionalism is viewed in the dialectical unity of manifestations of activity and personality and, accordingly, is defined by the concepts of «professionalism of activity» and «professionalism of personality». The issue of pedagogical competence of the psychology teacher in the acmeological approach, which is considered at different levels: general, special and individual, has been updated. The essence of teacher’s pedagogical competence as a component of his professionalism is revealed. In the structure of pedagogical competence of the teacher we distinguish general professional (psycho-pedagogical, research and pedagogical management) and key competences (social, general cultural, health-saving, civil, informational). The prospects for further research are to develop and introduce into the educational process the pedagogical conditions for the development of pedagogical competence of a future teacher of higher education psychology.

Higher education institution sustainability assessment tools

2016 ◽  
Vol 17 (3) ◽  
pp. 322-341 ◽  
Author(s):  
Heloisa Cronemberger de Araújo Góes ◽  
Alessandra Magrini
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Sustainability Assessment ◽  
Education Institution ◽  
Assessment Tools ◽  
International Programs ◽  
Content Type ◽  
Definition Of ◽  
Sustainability Assessment Tools ◽  
Practical Implications

Purpose The purpose of this paper is to gather elements to propose a sustainability assessment tool (SAT) to be used in higher education institutions (HEIs) in Brazil and the related program to be created for SAT dissemination and HEI monitoring, publication of results and benchmarking. Design/methodology/approach The characteristics of eight SATs were identified, seven of which are applied through widely known international programs to identify aspects to be considered in the definition of the Brazilian model. Findings In Brazil, stakeholders usually do not know how HEIs develop their potential to contribute with the construction of a sustainable development model. There currently is an international trend, which Brazil must join, to assess HEI sustainability through SATs. The comparison between different international SATs and respective programs yields some recommendations for a Brazilian model, such as definition of their purpose, types of questions to be used, the possibility to apply SATs to HEI sub-units, means of dissemination and others. Research limitations/implications The research limitation is the difficulty to obtain information allowing a deeper understanding of sustainability-related activities developed by Brazilian HEIs. Practical implications This paper provides a base on which to construct SAT and program models tailored for Brazil. Originality/value This is the first paper that stresses the importance of adopting a SAT tailored for Brazil, by comparing and discussing models that may be used for that purpose.

scholarly journals On the issue of assessing the quality of modern education

2021 ◽  
Author(s):  
Н.Н. Шевченко ◽  
В.И. Шевченко
Keyword(s):  
Higher Education ◽  
Quality Of Education ◽  
Sociological Research ◽  
Modern Education ◽  
Quality Of Higher Education ◽  
Definition Of ◽  
Traditional Approaches ◽  
Foreign Universities ◽  
Stated Problem

Актуальность заявленной проблемы обусловлена повышением качества системы непрерывного образования на современном этапе его модернизации. Цель статьи заключается в раскрытии традиционных подходов к оценке качественных показателей современного образования. Представлен анализ существующих трактовок дефиниции «качество образования»; раскрыто проблемное поле зарубежных исследований, связанных с качеством высшего образования; рассматриваются качественные характеристики образования в зарубежных университетах. В статье с позиций отечественных ученых отражены основные критерии качества высшего образования; выделены существующие недостатки, связанные с качеством образования в России на этапе реформирования в направлении интеграции в мировое образовательное пространство. На основе анализа социологических исследований раскрыты основные проблемы, связанные с качеством высшего и общего среднего образования. The urgency of the stated problem is due to the improvement in the quality of the continuous education system at the present stage of its modernization. The purpose of the article is to reveal traditional approaches to assessing the quality indicators of modern education. The analysis of existing interpretations of the definition of "quality of education" is presented; the problematic field of foreign studies related to the quality of higher education is revealed; the qualitative characteristics of education in foreign universities are considered. The article reflects the main criteria for the quality of higher education from the standpoint of domestic scientists; highlighted the existing shortcomings associated with the quality of education in Russia at the stage of reforming towards integration into the world educational space. Based on the analysis of sociological research, the main problems associated with the quality of higher and general secondary education are revealed.

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