scholarly journals Pedagogic Qualification of Higher Education Teaching Staff - The Third Wave

2013 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
José Couto Marques
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Teaching Staff ◽  
Third Wave ◽  
Bologna Declaration ◽  
The Third ◽  
The Past ◽  
Pedagogical Training ◽  
Teaching In Higher Education ◽  
The Eu

The process triggered by the Bologna Declaration has been producing significant results of various types in the EU Higher Education sector. After reviewing some of the consolidated outcomes of this process, reference is made to a novel trend that has emerged recently and which is geared towards the requirement that by 2020 all staff teaching in higher education institutions should have received certified pedagogical training. A description is provided of initiatives within the field of Engineering Education promoted by institutions that have been actively pursuing this precise objective for the past few decades.

scholarly journals The Foucault Effect in Organization Studies

2017 ◽  
Vol 40 (2) ◽  
pp. 155-182 ◽  
Author(s):  
Sverre Raffnsøe ◽  
Andrea Mennicken ◽  
Peter Miller
Keyword(s):  
Twentieth Century ◽  
The Self ◽  
Third Wave ◽  
Organization Studies ◽  
Linguistic Turn ◽  
The Third ◽  
The Past ◽  
Organizational Scholarship ◽  
The Impact ◽  
Second Wave

Since the establishment of Organization Studies in 1980, Michel Foucault’s oeuvre has had a remarkable and continuing influence on its field. This article traces the different ways in which organizational scholars have engaged with Foucault’s writings over the past thirty years or so. We identify four overlapping waves of influence. Drawing on Foucault’s Discipline and Punish, the first wave focused on the impact of discipline, and techniques of surveillance and subjugation, on organizational practices and power relations. Part of a much wider ‘linguistic’ turn in the second half of the twentieth century, the second wave led to a focus on discourses as intermediaries that condition ways of viewing and acting. This wave drew mainly on Foucault’s early writings on language and discourse. The third wave was inspired by Foucault’s seminal lectures on governmentality towards the end of the 1970s. Here, an important body of international research investigating governmental technologies operating on subjects as free persons in sites such as education, accounting, medicine and psychiatry emerged. The fourth and last wave arose out of a critical engagement with earlier Foucauldian organizational scholarship and sought to develop a more positive conception of subjectivity. This wave draws in particular on Foucault’s work on asceticism and techniques of the self towards the end of his life. Drawing on Deleuze and Butler, the article conceives the Foucault effect in organization studies as an immanent cause and a performative effect. We argue for the need to move beyond the tired dichotomies between discipline and autonomy, compliance and resistance, power and freedom that, at least to some extent, still hamper organization studies. We seek to overcome such dichotomies by further pursuing newly emerging lines of Foucauldian research that investigate processes of organizing, calculating and economizing characterized by a differential structuring of freedom, performative and indirect agency.

3. Union Competences

2020 ◽  
pp. 61-82
Author(s):  
Robert Schütze
Keyword(s):  
Internal Market ◽  
Member States ◽  
Second Development ◽  
The Third ◽  
The Past ◽  
Teleological Interpretation ◽  
External Powers ◽  
The Eu

This chapter explores the scope and nature of the European Union's legislative competences. Based on the principle of conferral, the EU must act within the scope of competences conferred upon it by the Member States. Three legal developments have significantly undermined the principle of conferral in the past. First, there has been a rise of teleological interpretation. The EU's competences are here interpreted in such a way that they potentially ‘spill over’ into other policy areas. The second development is the rise of the EU's general competences. The EU enjoys two very general legislative competences that horizontally cut across the various policy titles within the EU Treaties: Articles 114 and 352 TFEU, which concern internal market competence and residual competence, respectively. The third development is the doctrine of implied external powers. The chapter then studies the different categories of EU competences: exclusive, shared, coordinating, and complementary.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Engaging With Liminalities and Combating Toxicity

2018 ◽  
Vol 6 (3) ◽  
pp. 66-74
Author(s):  
Jessica Clare Hancock
Keyword(s):  
Higher Education ◽  
Academic Development ◽  
Training Needs ◽  
Teaching Staff ◽  
Identity Exploration ◽  
Self Compassion ◽  
Market Driven ◽  
Teaching In Higher Education ◽  
Doctoral Candidates

The nascent compassionate turn in education demonstrates the importance of contesting market-driven narratives of Higher Education. A key way to position compassion at the centre of Higher Education is through academic development. Compassion is particularly relevant to the training needs of PhD students who teach; they inhabit a liminal position, as both students and teachers. This is one of many stressors and difficulties they are likely to encounter whilst developing their professional identities, and so they are likely to benefit from a focus on both self-compassion and compassion for their own students. This case study describes a new course for doctoral candidates, ‘Establishing a Teaching Persona’, at a UK university; the training focuses on both compassion and identity to better prepare PhD students for teaching in Higher Education. In doing so, it also offers a consideration of the utility of compassion and identity exploration in academic development for all teaching staff in Higher Education.

scholarly journals TENDENCIES OF DEVELOPMENT OF UNIVERSITY EDUCATION OF EU COUNTRIES AS AN OBJECT OF INTER-DISCIPLINARY RESEARCH

2019 ◽  
pp. 294-305
Author(s):  
Kateryna Binytska
Keyword(s):  
Higher Education ◽  
European Union ◽  
Educational Process ◽  
University Education ◽  
Educational Services ◽  
Teaching Staff ◽  
The European Union ◽  
Eu Countries ◽  
Education Levels ◽  
The Eu

The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization. The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates. It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the global competition on the world market of goods and services. Taking into account the considered tendencies of the development of university education in the EU countries, recommendations have been offered to the domestic universities to improve their activity.

scholarly journals FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM “PROFESSIONAL EDUCATION” FOR RECIPIENTS OF THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF HIGHER EDUCATION IN SPECIALTY 015 “VOCATIONAL EDUCATION” (BY SPECIALIZATIONS)

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Nataliia P. Volkova ◽  
◽  
Olha V. Lebid ◽  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Professional Education ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Scientific Program ◽  
Scientific Level ◽  
Research Results ◽  
The Third ◽  
Research Activities

The article reveals the experience of implementing the educational and scientific program “Professional Education” for applicants of the third (educational and scientific) level of higher education specialty 015 Professional Education (by specializations) at Alfred Nobel University. Features and purpose of the educational and scientific program “Professional Education”, as well as its structure (educational and scientific components) are described. The volume of the educational component of the educational and scientific program is given – 45 ECTS credits, of which the cycle of general (18 ECTS credits) and professional (27 ECTS credits) training, including the discipline of free choice of applicants (12.5 ECTS credits). Particular attention in the educational and scientific program is paid to the content of competencies sufficient to solve complex problems in the field of professional and / or research and innovation in the field of education. A brief description of the content of the scientific component of the program, which provides for the implementation of their own basic and / or applied research with the appropriate design of the obtained scientific results in the form of a dissertation, testing of research results. Methodological approaches (systemic, competence, activity, andragogic, student-centered, personality-oriented, participatory, environmental, integrative) and principles (systematization, scientificity, systematicity and consistency, clarity, integration of theory and practice, consciousness and activity) are substantiated and defined. Independence and activity of subjects in training, interdisciplinary connections, a positive emotional background of training, maintenance of unity of educational, developmental and educational functions are put into practice in the educational and scientific program. The main types of classes, methods and means of teaching future doctors of philosophy are identified. Emphasis is placed on the peculiarities of graduate research activities of graduate students. Ways of realization of individual educational trajectory for each postgraduate student are demonstrated (drawing up of the individual curriculum; a choice of the block of disciplines from a selective component at one’s own will, choosing the subjects of scientific and practical research works according to the interests of applicants of higher education; the organization of independent work of applicants by means of educational computer programs and electronic textbooks; certification courses for the formation of additional professional competencies; distance education; drawing up an individual schedule of graduate students; types of communication between research and teaching staff with applicants; participation in various extracurricular activities). Emphasis is placed on the scientific achievements of higher education seekers (publications in professional journals, collections of scientific papers, reporting the results at annual scientific and practical conferences, publication of research results in a foreign language in periodicals, participation in the research work of the Department of Innovation Technologies in Pedagogy, Psychology and Social Work, scientific and pedagogical internship, etc.).

scholarly journals Natural Patterns and Magnetic and Mental Processes of Coronavirus Activation and Neutralization

2022 ◽  
Vol 5 (2) ◽  
pp. 01-05
Author(s):  
Evgeny Bryndin
Keyword(s):  
Nobel Laureate ◽  
Third Wave ◽  
Mental Processes ◽  
The Third ◽  
The Past ◽  
The World ◽  
Mortality Increase ◽  
Repeated Infections ◽  
Second Wave ◽  
Seriously Ill

For twenty years, humanity has seen the third attempt at the transition of coronavirus to humans. The vaccine has been found, but coronavirus transitions will not stop even with the improvement of medicine. Nobel laureate in medicine Professor Luc Montagnier argues that vaccines may not live up to humanity's hopes of getting rid of COVID-19. Collective immunity for coronavirus has not been developed, repeated infections are more and more common, beds of seriously ill people are not empty, and mortality is running high, no one knows what will happen to all of us. In Israel, where vaccination has long been compulsory, and over 60% of the population, including underage children, have been vaccinated, the incidence is not just declining, but still breaking all records. So, the maximum number of cases here was revealed on September 1 - 16,629, which almost caught up with Russia (18,368 confirmed on the same September 1) with our percentage of vaccinated 26.1% of the number of citizens. At the end of September 2021, morbidity and mortality increase, because it is a system. Based on existing monthly pneumonia mortality statistics over the past 15 years, there are three waves each year. Since September 22, there has been a surge of pneumonia, ARI, and even non-communicable diseases. The second wave comes at the end of December - January, it is usually three times larger than the first. Then around March-April there is a third wave. These three waves exist steadily from year to year, their amplitudes can change, then one will be higher, then the other, they are not absolutely hard on schedule, but they are reproduced regularly in other countries. The first wave of the Spanish pandemic covered the world just at the end of September 1918. The coronavirus was the same. The first wave in America is September 2019, an unexplained surge of pneumonia with a rather high mortality rate, which was written off for smoking e-cigarettes and called "vape." Now they decided to watch the surviving tests of patients, and there - COVID-19. In Europe, it was the same.

scholarly journals A review of podcasting in higher education: Its influence on the traditional lecture

2009 ◽  
Vol 25 (3) ◽  
Author(s):  
Oliver McGarr
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Final Section ◽  
Relevant Literature ◽  
Additional Material ◽  
Traditional Lecture ◽  
Study Guides ◽  
The Third ◽  
Teaching In Higher Education ◽  
Key Questions

<span>This paper examines the possible influence of podcasting on the traditional lecture in higher education. Firstly, it explores some of the benefits and limitations of the lecture as one of the dominant forms of teaching in higher education. The review then moves to explore the emergence of podcasting in education and the purpose of its use, before examining recent relevant literature about podcasting for supporting, enhancing, and indeed replacing the traditional lecture. The review identifies three broad types of use of podcasting: substitutional, supplementary and creative use. Podcasting appears to be most commonly used to provide recordings of past lectures to students for the purposes of review and revision (substitutional use). The second most common use was in providing additional material, often in the form of study guides and summary notes, to broaden and deepen students' understanding (supplementary use). The third and least common use reported in the literature involved the creation of student generated podcasts (creative use). The review examines three key questions: What are the educational uses of podcasting in teaching and learning in higher education? Can podcasting facilitate more flexible and mobile learning? In what ways will podcasting influence the traditional lecture? These questions are discussed in the final section of the paper, with reference to future policies and practices.</span>

ENGINEERING EDUCATION QUALITY ASSURANCE IN THE EUROPEAN EDUCATIONAL AREA

2018 ◽  
Author(s):  
Nina Batechko ◽  
Mykola Lut
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Higher Education Institutions ◽  
Legal Framework ◽  
Teaching Staff ◽  
Organizational Skills ◽  
Professional Programs ◽  
Industrial Enterprises ◽  
Depth Study ◽  
Fierce Competition

The article covers the main principles of the engineers education and ensuring the connection of the proposed educational material with their future engineering activities, the prospects of technical, technological, economic and social development of society. Issues on the quality of educational programs in higher education institutions are briefly outlined. Among the requirements for future engineering activities are considered requirements for the formation of the content of engineering education, its humanization, fundamentalization and professionalization.It is concluded that the most anticipated in the international educational services market are educational and professional programs for training specialists in the scientific and technical field, formed by a list of specialties traditionally for European, African and American countries, whose content and structure corresponds to accepted international requirements. For the formation of a modern domestic engineers' corps it is necessary: to substantially raise the prestige of engineering professions; to ensure the introduction of qualitative changes in the training of engineers, focusing it on the current advances in science and technology, in-depth study of fundamental disciplines, the development of creative and organizational skills of future engineers, their ability to work in conditions of fierce competition; to carry out qualitative improvement of the teaching staff and re-equipment of the training laboratory base; to provide an opportunity to increase the participation of industrial enterprises, research and design institutions in the training of specialists in engineering; create the legal framework for corporate training of engineers in higher education institutions. In order to coordinate the activities of higher education institutions that train engineers, it would be expedient to broaden the experience of public accreditation of engineering education programs and certification of engineering qualifications and professional engineering activities.

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