scholarly journals Programa de doctorado en recursos naturales y medio ambiente en zonas áridas: Un modelo educativo por competencias / Doctoral Program in Natural Resources and Environment in Arid Lands: An Educative Competencies Model

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Aurelio Pedroza Sandoval ◽  
Ricardo Trejo-Calzada ◽  
Ignacio Sánchez-Cohen ◽  
Uriel Figueroa-Viramontes ◽  
José Cueto-Wong
Keyword(s):  
Natural Resources ◽  
Educational Program ◽  
Doctoral Program ◽  
Arid Environment ◽  
Arid Zones ◽  
Institutional Research ◽  
Class B ◽  
Specific Discharge ◽  
Competencias Profesionales ◽  
The University

ABSTRACTMexico has more than 50% of its territory arid environment Class B, with varying degrees of aridity these regions characterized by low and erratic rainfall and which sits about 18% of the population. The aim of this study was to design through the educational competency model, a Doctoral Program in Natural Resources and Environment in Arid Zones, allowing train qualified academics, technical and scientific with a systemic and holistic practitioners, according to natural, social and economic conditions in arid areas, sustainability framework. It is an educational program that favors intercurricular flexibility and academic mobility according to the global context of education. The University Regional Unit Dry Areas (URUZA) of Chapingo (UACh) and two research centers of the National Institute of Agriculture and Livestock (INIFAP) Forestry, will be responsible for promoting the educational program and be the first institution responsible for issuing the title. The profile of specific discharge in skills related to the ability to generate and apply scientific and technological breakthrough research, using lines and transdisciplinary projects and multi-institutional research that contributes to optimal use and management of natural resources, including water, for the benefit of the population and environment in arid areas.RESUMENMéxico cuenta con más del 50% de su territorio con ambiente árido Clase B, con diversos grados de aridez caracterizadas estas regiones por la escasa y errática precipitación pluvial y donde se asienta alrededor del 18% de la población. El objetivo de este estudio, fue diseñar mediante el modelo educativo de competencias, un Programa de Doctorado en Recursos Naturales y Medio Ambiente en Zonas Áridas, que permita formar profesionales calificados en lo académico, técnico y científico con un enfoque sistémico y holístico, acorde a las condiciones naturales, sociales y económicas de las zonas áridas, en marco de sustentabilidad. Es un programa educativo interinstitucional que privilegia la flexibilidad curricular y movilidad académica acorde al contexto global de la educación. La Unidad Regional Universitaria de Zonas Áridas (URUZA) de la Universidad Autónoma Chapingo (UACh) y dos centros de investigación del Instituto Nacional de Investigaciones Forestales Agrícolas y Pecuarias (INIFAP), serán las responsables de impulsar el programa educativo y la primera institución será la responsable de emitir el título. El perfil de egreso concreta en competencias profesionales relacionadas a la capacidad en generar y aplicar investigación científica y tecnológica de vanguardia, mediante líneas y proyectos de investigación transdisciplinarios y multi-institucionales, que contribuya al uso y manejo óptimo de los recursos naturales, en particular el agua, en beneficio de la población y su entorno de las zonas áridas. Contacto principal: [email protected]

Diagnostics of professional competence of IT students based on digital footprint data

2020 ◽  
pp. 4-11
Author(s):  
I. G. Zakharova ◽  
Yu. V. Boganyuk ◽  
M. S. Vorobyova ◽  
E. A. Pavlova
Keyword(s):  
Information Technology ◽  
Educational Program ◽  
Professional Competence ◽  
Objective Data ◽  
Text Data ◽  
Data Set ◽  
Job Requirements ◽  
Digital Footprint ◽  
Graduate Employment ◽  
The University

The article goal is to demonstrate the possibilities of the approach to diagnosing the level of IT graduates’ professional competence, based on the analysis of the student’s digital footprint and the content of the corresponding educational program. We describe methods for extracting student professional level indicators from digital footprint text data — courses’ descriptions and graduation qualification works. We show methods of comparing these indicators with the formalized requirements of employers, reflected in the texts of vacancies in the field of information technology. The proposed approach was applied at the Institute of Mathematics and Computer Science of the University of Tyumen. We performed diagnostics using a data set that included texts of courses’ descriptions for IT areas of undergraduate studies, 542 graduation qualification works in these areas, 879 descriptions of job requirements and information on graduate employment. The presented approach allows us to evaluate the relevance of the educational program as a whole and the level of professional competence of each student based on objective data. The results were used to update the content of some major courses and to include new elective courses in the curriculum.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

Establishment of geodetic control network for Quy Nhon University area

2021 ◽  
Vol 15 (1) ◽  
pp. 61-73
Author(s):  
Quang Hien Truong ◽  
◽  
Anh Tu Ngo ◽  
Thi Hien Cu ◽  
◽  
...  
Keyword(s):  
Natural Resources ◽  
Research Result ◽  
Bench Mark ◽  
Control Network ◽  
Total Station ◽  
Network Diagram ◽  
Specialized Software ◽  
General Plan ◽  
Geodetic Control ◽  
The University

Geodetic control network of Quy Nhon University (QNU) is established based on GNSS technology and electronic total station technology in combination with the middle geometrical elevation surveying method, bench mark of network built with firm concrete installed with a centralized insulator cap. The network consists of 11 points, of which 2 points are traversed from the cadastral point of class I, used as the starting points for the traverse. The network is built based on total station method with 2 turns of forward and backward surveying. The network’s leveling height is measured by the middle geometrical elevation surveying method, ensuring compliance with the procedures and rules of the Ministry of Natural Resources and Environment. The research result includes a system of stable and solid network points, together with the coordinates and the leveling height that are closely adjusted by specialized software, control network diagram. Geodetic control network of the QNU is important in setting up map, general plan, planning, construction and serving for teaching and scientific research of the university.

scholarly journals Marcas étnicas y auto-reconocimiento de estudiantes indígenas en educación superior

2020 ◽  
Vol 28 ◽  
pp. 166
Author(s):  
Cecilia Navia Antezana ◽  
Gabriela Czarny Krischkautzky ◽  
Gisela Salinas Sánchez
Keyword(s):  
Higher Education ◽  
Indigenous People ◽  
Mexico City ◽  
Educational Program ◽  
Education Policies ◽  
Indigenous Youth ◽  
Contemporary Debate ◽  
Identity Processes ◽  
Self Recognition ◽  
The University

Experiences of young indigenous people who study in an educational program from the National Pedagogical University of Mexico City are analyzed in this work. It puts into question some effects produced by ethnic branded programs, recognizing the contradictions and discriminations that the carrying subjects of these have, with the objective of contribute to the contemporary debate on the modes of self-recognition of indigenous youth in higher education and to stress deeply rooted conceptions such as ethnic identity, which continues to orient education policies in our context. From a qualitative and interpretative perspective, using the technique of focal group, were recognized areas such as linkages and trust with teachers, and how it contributes to the repositioning of subjects, their identity processes and Emancipatory roads. At the same time, it recognizes the present discriminations in the university, which are reinforced in some cases by the essentialist ways of understanding the indigenous presence, and some effects are discussed that produce the affirmative actions, which reflects confronting and contradictory situations in the processes of inhabiting the university from the indigenous student’s side.

Seton Hall University Doctor of Science Degree Program

2004 ◽  
Vol 13 (1) ◽  
pp. 9-15
Author(s):  
Janet Koehnke ◽  
Joan Besing ◽  
Kelly Shea-Miller ◽  
Brett Martin
Keyword(s):  
New York ◽  
Clinical Education ◽  
Doctoral Program ◽  
Full Time ◽  
Research Experience ◽  
Science Degree ◽  
Course Work ◽  
Close Proximity ◽  
Clinical Practica ◽  
The University

This article provides an overview of the clinical doctoral program in audiology at Seton Hall University. It is a full-time, 4-year program that includes academic course work, clinical practica, and research experience. In concert with the university mission, the program is designed to enable students to develop the skills they need to be leaders in the field of audiology, providing assessment and intervention to individuals with hearing problems and enhancing the knowledge base of the profession. As part of the School of Graduate Medical Education, students in the program have access to a wealth of resources in related health professions. The close proximity to New York City provides many opportunities for outstanding clinical education with a diverse population.

Quality Assurance and Institutional Research for University Strategic Management

2020 ◽  
pp. 287-308
Author(s):  
Ngepathimo Kadhila ◽  
Gilbert Likando
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Management ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Evidence Based ◽  
Institutional Research ◽  
The World ◽  
The University ◽  
Evidence Based Decision Making

Strategic management in higher education (HE) has become data-reliant. Most higher education institutions (HEIs) all over the world have implemented quality assurance (QA) and institutional research (IR) with the purpose of generating data that that would assist in evidence-based decision making for better strategic management. However, data generated through QA and IR processes have to be integrated and streamlined in order to successfully inform strategic management. One of the challenges facing higher education institutions is to integrate the data generated by QA and IR processes effectively. This chapter examines examples of good practice for integrating the data generated by these processes for use as tools to inform strategic management, using the University of Namibia as a reference point. The chapter offers suggestions on how higher education institutions may be assisted to overcome challenges when integrating the outcomes of QA and IR processes in order to close the quality loop through effective strategic management.

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