Mapping UK Eportfolio Developments within a European Context

Author(s):  
Gordon Joyes ◽  
Elizabeth Hartnell-Young

This chapter outlines the European context of lifelong learning and educational cooperation across member states and the relationship of eportfolios to current development. It focuses specifically on the priority given to portfolio developments in higher education in the UK through reports and policy documents and particularly through the extensive funding distributed via the Joint Information Systems Committee of the Higher Education and Further Education Funding Councils (JISC). A model is presented that was developed by analyzing current practice and a matrix for identifying eportfolio developments in relation to purposes and learning processes, useful also for mapping key areas for future work.

1999 ◽  
Vol 13 (2) ◽  
pp. 119-126 ◽  
Author(s):  
Fiona Tilley ◽  
David Johnson

This paper explores the ‘best practice’ interactions between universities and small firms in the UK. The purpose is to identify ways in which a university can build stronger and more effective links with small firms. The relationship between universities and small firms is of growing importance. There are political, economic and educational pressures which influence the behaviour and relationship of higher education toward the business sector, and small firms in particular. The wider context of the changes taking place within higher education are discussed. This is followed by the initial findings from a recently completed research project for the Council for Industry and Higher Education which investigated the foremost components in ‘best practice’ interactions and linkages between small firms and universities in the North East of England. Some preliminary ideas are suggested on how best practice can be further facilitated. These proposals are then interpreted in terms of the operational implications for universities and other strategic organizations involved in building linkages with small firms.


Author(s):  
Kerttu Kibbermann

This paper analyses language policies in higher education in Estonia and Latvia. Both countries are currently in search for a balance between national and international in the sphere of higher education. Higher education in Estonia and Latvia mainly functions in the official languages of the countries, Estonian and Latvian. Yet, the international nature of tertiary education has brought these languages into contact with others, mostly English and Russian. The paper seeks to find out how the relationship of internationalisation and language is construed in state-level policy documents comparatively in Estonia and Latvia. The results of the analysis show that the issues of language are more thoroughly covered in Estonian policy documents than Latvian policy documents. However, in both countries internationalisation is mostly driven by the need to attract foreign students in order to fill the domestic demographic gap. Thus, both Estonia and Latvia connect internationalisation mostly to foreign-medium instruction.Kokkuvõte. Kerttu Kibbermann: Kõrghariduse rahvusvahelistumine ja keelepoliitika Eestis ja Lätis. Artiklis analüüsitakse kõrghariduse keelepoliitikat Eestis ja Lätis. Mõlemad riigid püüavad hetkel leida kõrghariduses tasakaalu rahvusliku ja rahvusvahelise vahel. Kõrgharidus toimib Eestis ja Lätis peamiselt riigikeeles, vastavalt eesti ja läti keeles, aga kasutatakse ka teisi keeli, peamiselt inglise ja vene keelt. Artiklis analüüsitakse võrdlevalt Eesti ja Läti poliitika planeerimise dokumente eesmärgiga välja selgitada, kuidas lähenetakse keeleküsimusele kõrghariduse rahvusvahelistumise poliitikas. Dokumendianalüüs näitab, et kõrghariduse rahvusvahelistumise poliitikas on keeleküsimustele pööratud Eestis rohkem tähelepanu kui Lätis. Sarnasusena võib välja tuua mõlema riigi demograafilise probleemi, mis tundub olevat rahvusvahelistumist käivitavaks teguriks. Sellepärast on rahvusvahelistumine nii Eesti kui ka Läti riiklikus poliitikas peamiselt seotud õppekeele küsimusega.Märksõnad: kõrghariduse rahvusvahelistumine; keelepoliitika; riiklikud poliitika planeerimise dokumendid; õppekeel; ingliskeelne õpe


2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.


Author(s):  
A. Fatyhova ◽  
O. Bakanev ◽  
I. Kohanovskaya

In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood. The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era. The article reveals the content and structure of the PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of life-meaning orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition, and the factors of the formation of the personal condition of students, who are trained according to the programs of training and retraining of specialists, have been determined. As a result of an empirical study, it was concluded that a negative impact on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, prospects for the future, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.


Author(s):  
Б.Г. Вульфович

Задачей данной статьи является рассмотрение лингвопрагматических особенностей комментариев пользователей социальной сети «Твиттер» на выход Великобритании из ЕС. Анализ данных комментариев с лингвопрагматической точки зрения представляет интерес, так как показывает наиболее актуальную картину отношения пользователей социальных сетей к произошедшему событию. Приоритетными методами анализа лингвопрагматического потенциала Интернет-комментариев для нас являются: описательный метод, метод прагматического анализа, т.е. рассмотрение языкового материала в его непосредственном контексте в функциональном аспекте, метод частичной выборки, метод контекстологического описания. Контекстуальный метод был использован с целью установления особенностей комментариев в среде социальной сети «Твиттер»; описательный метод - для выявления непосредственного отношения пользователей социальных сетей к выходу Великобритании из ЕС; частичной выборки - для отбора наиболее эффективных и целостных комментариев с позиции прагматики и их реализации в данном контексте. Проведённое исследование позволило установить, что большинство людей удовлетворено результатами выхода Великобритании из ЕС и положительно отзывается об этом событии. Об этом свидетельствует как большое количество экспрессивов, использованных в интернет-комментариях в отношении данного события, так и активное употребление в них оценочной лексики. Результаты проведённого исследования могут быть применены в теоретических работах по описанию характеристик речевых актов, в курсе теоретической грамматики, стилистики, прагмалингвистики. The purpose of this article is to review the linguo-pragmatic features of Brexit represented in the comments in Twitter. Their analysis from a linguistic-pragmatic point of view may be of interest, since it shows the most relevant picture of the relationship of social network users for the event. The priority methods for analyzing the linguo-pragmatic potential of Internet comments for us are: a descriptive method, a pragmatic analysis method, i.e. consideration of linguistic material in its immediate context in the functional aspect, partial sampling method, contextual description method. The contextual method was used to establish the characteristics of comments on the Twitter social network; descriptive method was used to identify the direct relationship of social network users to the UK exit from the EU; partial sampling was used to select the most effective and holistic comments from the position of pragmatics and their implementation in this context. The study found that most people are satisfied with the results of the UK exit from the EU and respond positively to this event. The results of the study can be applied in theoretical works on the description of the characteristics of speech acts, in the course of theoretical grammar, stylistics, pragmalinguistics.


2017 ◽  
Vol 12 (7) ◽  
pp. 138
Author(s):  
Abdul Sattar H. Yousif ◽  
Firas Rifai ◽  
Hadeel Alhroot

This paper aims at investigating the relationship between the application of innovation and entrepreneurship system and the university competitive advantage in the Jordanian higher education sector.     To collect the required data, the number of some concerned individuals was surveyed through a carefully designed questionnaire that has become the main instrument to obtain the required data.A random sample of university managerial staff was withdrawn from five private Jordanian universities. The collected data was audited, reviewed and statically analyzed using the most relevant statistical test. The results of the statistical analysis have clearly pointed out that university adoption of innovation and entrepreneurship system has a significant effect on its competitive advantage.


2015 ◽  
Vol 20 (3) ◽  
pp. 110-123 ◽  
Author(s):  
Sheryl Clark ◽  
Anna Mountford-Zimdars ◽  
Becky Francis

Rising tuition fees in England have been accompanied by a policy mandate for universities to widen participation by attracting students from socio-economically disadvantaged backgrounds. This article focuses on one such group of high achieving students and their responses to rising tuition fees within the context of their participation in an outreach scheme at a research-intensive university in the UK. Our findings suggest that rather than being deterred from attending university as a result of fee increases, these young people demonstrated a detailed and fairly sophisticated understanding of higher education provision as a stratified and marketised system and justified fees within a discourse of ‘private good.’ Our analysis situates their ‘risk’ responses within the discursive tensions of the fees/widening participation mandate. We suggest that this tension highlights an intensified commodification of the relationship between higher education institutions and potential students from disadvantaged backgrounds in which widening participation agendas have shifted towards recruitment exercises. We argue that an ongoing effect of this shift has resulted in increased instrumentalism and a narrowing of choices for young people faced with the task of seeking out ‘value for money’ in their degrees whilst concurrently engaging in a number of personalised strategies aimed at compensating for social disadvantage in a system beset by structural inequalities.


2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Jesper Eckhardt Larsen

The discourse of reform in higher education tends to focus narrowly on employability and the relationship between higher education and the labor market. Universities as research institutions are now considered solely in the dominant discourse of innovation. This way of conceiving universities is inspired by functionalist theory that focuses on the imperatives of a knowledge economy. Taking a departure in the theory of society developed by Jürgen Habermas this paper seeks to provide a theoretical framework for an empirical comparative analysis on the wider societal impact of universities. It is the argument that the wider impacts of higher education and research at universities must be seen in a more complex vision of modern societies. The paper is thus primarily a re-reading of Habermas’ critique of functionalist views of the university and an application of Habermas’ critique on current issues in the debates on higher education. A special discussion will be taken on issues of the self in view of the current tendencies to regard all education from the standpoint of the economic outputs.


Author(s):  
A. Guslyakova ◽  
N. Guslyakova ◽  
M. Vetkhova ◽  
V. Kirsanov

The article covers the problem of the relationship of teacher’s consciousness and the individualization of learning. Special attention is paid to the historical aspects of the problem of individualization of education and its various interpretations in the works of researchers. It is shown that today the situation of social uncertainty, which requires a person to constantly choose a social position, action, way of achieving their goals, stands behind the problem of educational individualization. The professional consciousness of the teacher is considered as a form of life of the subject, providing a solution to professional problems in the process of teaching. Taking into account the relationship between consciousness and the individualization of learning, the authors show how this problem is resolved when the reflection and goal-setting mechanisms are included in the paradigm of joint activities between a teacher and a student, ensuring the development of professional and pedagogical consciousness at the stage of higher education. Thus, educational and professional activities and mechanisms for the development of consciousness of subjects of activity, conditioning each other, find their place in the context of solving problems of implementing the individualization of learning of the subject (child).


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