Administrative Theory and Practice: Issues in Higher Education in Nursing

1983 ◽  
Vol 22 (8) ◽  
pp. 357-358
Author(s):  
Linda K Amos
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Administrative Theory

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Theory and practice of analysis of financial statements of organizations

2021 ◽  
Author(s):  
Natal'ya Parushina ◽  
Oksana Gubina ◽  
Vitaliy Gubin ◽  
Inna Butenko ◽  
Natal'ya Suchkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Financial Services ◽  
Financial Statements ◽  
Theory And Practice ◽  
Financial Accounting ◽  
Federal State ◽  
Educational Standards ◽  
Universities And Colleges ◽  
Regulatory Documents

The textbook discusses the theoretical and practical aspects of the analysis of financial statements of organizations in various fields of activity. The theory and practice of the analysis of reporting forms are based on the use of modern regulatory documents in the field of accounting and tax accounting, auditing, statistics. The textbook reflects the features of the analysis of financial, accounting, tax, statistical reporting of organizations based on the use of a system of analytical indicators and the interconnection of reporting forms. Examples of execution of analytical documents of the economist-analyst are given, which allow to visualize the process of conducting and summarizing the results of the analysis of reporting indicators in organizations of various types of activity. Meets the requirements of the federal state educational standards of higher education of the latest generation and includes a course of lectures, discussion questions, tests, practical situations and tasks. For undergraduate and graduate students, graduate students, teachers of economic universities and colleges, auditors, accountants, economists, employees of tax, statistical and financial services.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

Questioning the ‘bleeding obvious’: What’s the point of researching journalism?

Journalism ◽  
2011 ◽  
Vol 13 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Tony Harcup
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Journalism Education ◽  
Next Generation ◽  
Scholarly Research ◽  
Vocational Skills ◽  
Sample Group ◽  
Journalism Studies ◽  
Research And Teaching ◽  
Scholarly Inquiry

Within higher education, journalism studies is often seen as an uncomfortable bedfellow with journalism training; there is evidence of a pervasive disconnect between research and teaching, as between theory and practice. However, voices within journalism education are calling for a more critical curriculum informed by scholarly research. There are suggestions that the journalists now doing much of the teaching within university journalism departments could play a key role in establishing a more critical journalism education and, by doing so, contributing towards more critical forms of journalism. Within this context, do journalists-turned-journalism-educators see any point in researching journalism or would they rather simply pass on vocational skills to the next generation? This article is based on asking a sample group of such ‘hackademics’ working in UK and/or Irish universities about the utility of scholarly inquiry into journalism. The article suggests that exploring ostensibly ‘bleeding obvious’ aspects of journalism may not be the pointless exercise derided by some commentators; rather, it could be precisely what journalism educators ought to be doing.

scholarly journals ‘The fact that she just looked at me…’ – Narrations on shame in South African workplaces

2017 ◽  
Vol 43 (0) ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Rian Viviers ◽  
Louise Tonelli
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
South African ◽  
Well Being ◽  
The Body ◽  
Theory And Practice ◽  
Work Context ◽  
Negative Effects ◽  
Managerial Implications ◽  
Health And Well Being

Orientation: Shame has been internationally researched in various cultural and societal contexts as well as across cultures in the workplace, schools and institutions of higher education. It is an emotional signal that refers to experienced incongruence of identity goals and the judgement of others.Research purpose: The purpose of this study was to focus on experiences of shame in the South African (SA) workplace, to provide emic, in-depth insights into the experiences of shame of employees.Motivation for the study: Shame in the workplace often occurs and might impact negatively on mental health and well-being, capability, freedom and human rights. This article aims at gaining some in-depth understanding of shame experiences in SA workplaces. Building on this understanding the aim is to develop awareness in Industrial and Organisational Psychologists (IOPs), employees and organisations to cope with shame constructively in addition to add to the apparent void in the body of knowledge on shame in SA workplaces.Research design, approach and method: An interpretative hermeneutical research paradigm, based on Dilthey’s modern hermeneutics was applied. Data were collected through semistructured interviews of 11 employees narrating their experiences from various workplaces, including the military, consulting organisations and higher education institutions. Content analysis was used for data analysis and interpretation.Main findings: The major themes around which shameful experiences evolved included loss of face, mistreatment by others, low work quality, exclusion, lifestyle and internalised shame on failure in the workplace. Shame is experienced as a disturbing emotion that impacts negatively on the self within the work context. It is also experienced as reducing mental health and well-being at work.Practical/managerial implications: SA organisations need to be more aware of shame in the workplace, to address the potential negative effects of shame on employees, particularly if they are not prepared to reframe shame into a constructively and positively used emotion. Safe spaces should be made available to talk about shame. Strategies should be applied to deal with shame constructively.Contribution/value-add: This article expands an in-depth understanding of shame from emic and culture-specific perspectives within SA workplaces. The findings are beneficial to IOPs and organisations to understand what shame is from the perspective of SA employees across cultural groups. The article thereby adds value to theory and practice, offering IOPs a deeper understanding of shame in the work context.

scholarly journals Quality improvement in higher education: a critical review, with reference to South Africa

2004 ◽  
Vol 23 (4) ◽  
pp. 104-113
Author(s):  
R. W. Pretorius
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Quality Assurance ◽  
Quality Improvement ◽  
Critical Review ◽  
Theory And Practice ◽  
State Of Affairs ◽  
And Control ◽  
Measurement And Control ◽  
New System

In view of the controversy which characterises systems for quality assurance in higher education worldwide, this article provides a critical review of the theory and practice of quality in the higher education sector.  The state of affairs in South Africa is also reviewed, with the focus on the new system for quality assurance which is currently being implemented.  Despite good intentions, however, the new system in South Africa tends to be over-burocratic, with limited potential for deepseated change and quality improvement as a result of the focus on accountability rather than on continuous improvement. Real improvement is an internally driven process, which cannot be achieved through burocratic measurement and control.  In line with what has been experienced internationally, this article argues that a more flexible approach to the meaning of quality in the context of higher educaction is required in South Africa.  Apart from defining and assuring quality, this approach should also be directed at its improvement.  However, the point of departure has to be quality improvement, and not quality assurance and control.

scholarly journals Organization of methodological work with young teachers in higher education institutions with specific educational conditions

2020 ◽  
Vol 5 (5) ◽  
pp. 342-347
Author(s):  
Yuliia Korotkova ◽  
Victoriia Romashenko
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Theory And Practice ◽  
Pedagogical Skills ◽  
Education School ◽  
Information And Communication ◽  
Educational Conditions ◽  
Young Teachers

The article deals with the problem of improving of methodological work with teachers of higher education institutions with specific educational conditions, experience of pedagogical activity of which does not exceed three years. The experience of organizing of methodological work with young teachers in the Donetsk Law Institute of the Ministry of internal affairs of Ukraine in the School for improving pedagogical skills is highlighted. In particular, it is noted that training at the School is carried out by organizing, practical and seminar classes with a total volume of 120 hours. The standard plan consists of three content modules: «Theory and practice of teaching and upbringing in higher education school», «Information and communication technologies in education», «Psychological aspects of teaching».

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