Equity of Experience

2013 ◽  
pp. 250-263
Author(s):  
Mary Carroll ◽  
Sue Reynolds ◽  
John Terrell ◽  
Bernadette Welch ◽  
Paul Mercieca
Keyword(s):  
Higher Education ◽  
Information Management ◽  
Professional Training ◽  
Best Practice ◽  
Global Environment ◽  
Design Development ◽  
Online Delivery ◽  
Global Context ◽  
Delivery Modes ◽  
University Of Technology

This chapter examines some of the issues encountered by academics while developing online delivery of the Master of Information Management (MIM) program at RMIT University, Melbourne, Australia. RMIT is a multi-campus university of technology and design founded in the 1880s as a “working man's college” and now operating in a global environment. This global context, along with the challenges confronting Australian higher education and professional training, means that considering the issues arising from the design, development, and delivery of non-traditional delivery modes, such as the online environment, is essential in the quest to provide sustainable quality education. The experience of the educators involved in developing the MIM program may assist others in creating similar programs and provide insights into issues associated with implementing best practice for online instruction.

Diverse Enterprising Needs and Outcomes: A Case for Experiential Learning

2009 ◽  
Vol 23 (5) ◽  
pp. 405-412 ◽  
Author(s):  
Nirmala Dorasamy
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Conceptual Framework ◽  
Learning Outcomes ◽  
Final Section ◽  
Global Environment ◽  
Global Context ◽  
Knowledge Based ◽  
University Of Technology ◽  
Enterprise Education

Fundamental changes in how economies function and how organizations are structured and managed in a global environment have created a new imperative for enterprise education. Higher education has to concern itself with appropriate and effective programmes that develop enterprising graduates in an endeavour to drive forward a knowledge-based enterprising society. This paper explores the complexities associated with enterprise education provision which have influenced the emergence of diverse theories and diverse meanings. Given the diverse nature of enterprise education and the absence of a definite conceptual framework, it can be argued that higher education has to address a plethora of challenges to satisfy the different expectations of government, business and students within a global context while noting that these expectations can be conflicting. Apart from varied and conflicting expectations, broad interpretations of enterprise education add to the diversity of outcomes. The plausibility of reconciling different expectations for enterprise education has hindered its wider applicability and general consensual value. This paper makes a case for the use of an experiential learning model to adapt and amend learning outcomes for different purposes and priorities while not losing sight of the essence of being enterprising. The final section outlines briefly how the practice of experiential learning at Durban University of Technology attempts to address the challenges of enterprise education.

scholarly journals What Works? The Culture of Evidence in University Teaching

2017 ◽  
Vol 10 (10) ◽  
pp. 1
Author(s):  
Clara Romero-Perez ◽  
Tania Mateos-Blanco ◽  
Bárbara De las Heras-Monastero
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Best Practice ◽  
Institutional Support ◽  
University Teaching ◽  
Management Model ◽  
Systematic Analysis ◽  
Culture Of Evidence ◽  
What Works ◽  
Pedagogic Knowledge

This article analyses the culture of evidence in university teaching and its implications in the professional training of teachers in higher education. The new culture of organisation and assessment introduced into university teaching has brought about the configuration of a management model geared towards results and accountability based on solid evidence. Its implementation means that both administrators and teachers are asking themselves: what works? This study shows that the implementation of a culture of evidence requires the adoption of a pluralist vision of evidence, as well as clear criteria for determining the validity of evidence. In addition, teachers should be trained to mobilise systematic pedagogic knowledge and transform their practice, using available institutional support, the systematic analysis of their own experience, and the promotion of best practice.

scholarly journals Research into professional training of elecronics engineers in Ukraine and the USA: basic concepts

2018 ◽  
pp. 57-61
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Education Institution ◽  
Design Development ◽  
Electronic Engineering ◽  
The Usa ◽  
Professional Occupation ◽  
The Impact

The article explores the impact of the rapid development of electronic devices and systems in the world, in particular in the USA on setting the new challenges for Ukrainian engineering universities to attract advanced experience in training Electronics Engineering professionals. Since there are differences in the interpretation of a number of concepts in the area of Electronic Engineering in Ukrainian education as compared to the US, the article examines the relationship between the terms «electrical» and «electronic engineering», defines and compares such concepts as «electronics specialist», «electronics engineer», «professional training of electronics specialists», and «US higher education institution» in Ukrainian and US educational and scientific settings. The article advances our understanding of professional occupation outlook of a specialist in as a professional, who studies the field of electronic engineering, and is involved in the study, design, development or testing of electronic components, circuits and systems for commercial, industrial, military or scientific use using knowledge of electronic theory and its properties. By comparing Ukrainian and US higher education institutions in terms of their views and approaches to training electronics engineers and mutual understanding of Electronic Engineering as an electrical engineering discipline, together these findings provide important insights into application of engineering training practices into Ukrainian tertiary engineering settings, give grounds for a further research into pedagogical theory as well as organization and network of higher education institutions for training electronics engineers in order to implement the best practices in higher education institutions of Ukraine.

Understanding Culture and its Implications for E-Learning

2014 ◽  
pp. 133-149
Author(s):  
Enric Serradell-López ◽  
Cristina Casado-Lumbreras ◽  
David Castillo-Merino
Keyword(s):  
Higher Education ◽  
Geographic Location ◽  
Cultural Dimensions ◽  
Global Environment ◽  
Cultural Elements ◽  
Global Context ◽  
Cultural Aspects ◽  
The World ◽  
E Learning ◽  
The University

Universities around the world are facing the task of adapting to a changing environment. In a contemporary global context, universities must respond to new educational needs, leading to a global process of enhancing lifelong learning. In addition, they must add new demands not only by students but also from other stakeholders who see the university as a core institution of training for adults. In the highly competitive and global environment of universities, traditional elements such as geographic location are less important in favour of other more intangible factors, such as the image of universities, prestige, and ability of adaptation to the training needs of people. Moreover, the phenomenon of e-learning leads to an increase in the competition between universities, where previous intangibles are increasingly important, as well as those that emphasize cultural aspects. This chapter presents how cultural dimensions are related to higher education, particularly from the work of Hofstede and the Globe project, as well as some cultural elements to consider in virtual environments.

Understanding Culture and its Implications for E-Learning

2013 ◽  
pp. 144-159 ◽  
Author(s):  
Enric Serradell-López ◽  
Cristina Casado-Lumbreras ◽  
David Castillo-Merino
Keyword(s):  
Higher Education ◽  
Geographic Location ◽  
Cultural Dimensions ◽  
Global Environment ◽  
Cultural Elements ◽  
Global Context ◽  
Cultural Aspects ◽  
The World ◽  
E Learning ◽  
The University

Universities around the world are facing the task of adapting to a changing environment. In a contemporary global context, universities must respond to new educational needs, leading to a global process of enhancing lifelong learning. In addition, they must add new demands not only by students but also from other stakeholders who see the university as a core institution of training for adults. In the highly competitive and global environment of universities, traditional elements such as geographic location are less important in favour of other more intangible factors, such as the image of universities, prestige, and ability of adaptation to the training needs of people. Moreover, the phenomenon of e-learning leads to an increase in the competition between universities, where previous intangibles are increasingly important, as well as those that emphasize cultural aspects. This chapter presents how cultural dimensions are related to higher education, particularly from the work of Hofstede and The Globe project, as well as some cultural elements to consider in virtual environments.

scholarly journals Developing Students’ Competences for the Future – Key Priority in the Economics of Universities

2016 ◽  
Vol 22 (1) ◽  
pp. 196-200
Author(s):  
Livia Ilie ◽  
Ioan Bondrea
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Education System ◽  
Best Practice ◽  
Higher Education Institutions ◽  
Higher Education System ◽  
Transferable Skills ◽  
New Horizons ◽  
Global Context ◽  
Culture Of Peace

Abstract In an interdependent world, marked by deep transformations, higher education institutions must act responsibly: to foresee, anticipate changes in all sectors of society, be ready and able to adjust in accordance with them. The education system in general, higher education in particular, needs to prepare younger generations for these rapid changes and continue challenges. Higher education plays a key role in opening up new horizons through important contributions to a sustained and equitable development and in creating a culture of peace. Higher education institutions must act critically and objectively on the basis of competence and merit, actively promoting intellectual and moral solidarity, serving the intellectual needs. In this complex context, the education system must have a proactive attitude preparing young people to perform in a global context and to adapt continuously through lifelong learning. The higher education system must develop, on one hand, basic skills enabling lifelong learning and on the other hand transferable skills that enable mobility. This paper aims to identify current challenges for the higher education system and to provide an overview on what competencies universities should develop in order to respond to these challenges. An important focus will be on the “Lucian Blaga” University of Sibiu (LBUS) best practice in this respect.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

2014 ◽  
Vol 4 (2) ◽  
pp. 84-89
Author(s):  
Inna Pododimenko
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Technology ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Information Communication Technology ◽  
Information Communication ◽  
Quality Of Higher Education

Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

Internationalization in Higher Education in Russia: Challenges, Lessons and Prospects of Collaboration with Vietnam

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Natalia Kraevskaia
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Knowledge Production ◽  
Professional Training ◽  
National Interests ◽  
International Networks ◽  
International Dimension ◽  
Main Factors ◽  
Internationalization In Higher Education ◽  
New Strategies

The article addresses the needs of educational system in context of rapidly developing globalization and explores internationalization of higher education as one of the main factors which contributes to integration of international dimension to professional training at universities. Different components and strategies of internationalization, such as strong collaboration in teaching, internationalization of the curriculum, cooperation in researches and knowledge production, students and professors’ mobility, and participation in international networks are analyzed in connection to education reform in Russia. The article provides the comparison of internationalization policies in Russian and Vietnamese education systems, argues that innovations in higher education should be adjusted to the national interests, traditions and mentality and finally describes new strategies in collaboration of Russia and Vietnam in the field of education.  

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