Bridging Theory and Practice

2016 ◽  
pp. 304-324 ◽  
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Ways Of Knowing ◽  
Reflective Learning ◽  
Theory And Practice ◽  
Master's Programs ◽  
The Social ◽  
Reflective Practitioners ◽  
Development Of Students ◽  
Point Of Reference ◽  
Professional Studies

This chapter focuses on reflective learning in higher education as central point of reference in answering to the social demands and the ongoing changes in modern societies. Empirical basis is a two and a half year study with a group of students in different master's programs at a University for Professional Studies and interviews with teachers who are teaching in master's programs of professional studies. The chapter presents a concept of reflective learning that values the students' practice and expertise as professionals and provides ways to further develop and transform this practice into new contexts. Hence, the productive linkage between academic ways of knowing and professional ways of knowing and the development of students as reflective practitioners are central elements.

From Reflective Practice to Critical Thinking

2020 ◽  
pp. 189-211
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Reflective Practice ◽  
Developmental Model ◽  
Reflective Practitioner ◽  
Master's Programs ◽  
Empirical Basis ◽  
Professional Studies

This chapter explores the role of reflection and the development of reflexivity in programs of professional studies in higher education. Serving as empirical basis is a qualitative explorative longitudinal study with students in different master's programs at a University for Professional Studies, considering the students' perspective and their changing understanding and practice of reflection both at the workplace and in their studies. The students' perspective is complemented by an analysis of interviews with teachers in professional master's programs about their teaching strategies supporting students' learning. Linking these two perspectives leads to a developmental model of reflection over the course of studies that allows new ways of interpreting the reflective practitioner in higher education.

scholarly journals Developing students’ social values within the US higher education institutions

2020 ◽  
Vol 2020 (4 (133)) ◽  
pp. 79-84
Author(s):  
Yuliia Sharanova
Keyword(s):  
Higher Education ◽  
United States ◽  
General Education ◽  
Social Values ◽  
Higher Education Institutions ◽  
The United States ◽  
Theory And Practice ◽  
Social Activities ◽  
The Us ◽  
Development Of Students

The experience of the United States, where in higher education students are trained for conscious social activities and independent responsibility for the benefit of the community and society as a whole, seems to be significant for the theory and practice of higher education in Ukraine. The appeal to the American educational experience is due to the fact that today the United States as a state governed by the rule of law is a reliable guarantor of individual rights and freedoms, provided by strong traditions of civic education – the key to educating students' social values. At the same time, the interest in higher education in the United States is due to its high prestige within the world educational environment, its well-known democratic orientation and constant content and methodological improvement. In the United States, training graduates in adapting to their social life as responsible citizens-members of certain communities and professionals in society has historically been a duty of higher education. The purpose of the article is to highlight the features of the educational process in the course of general education in the framework of undergraduate studies within the US higher education, institutions, which contribute to the development of students’ social values. It is noted that the pedagogical experience of the United States, where students are being trained in conscious social activities and independent responsible activities for the benefit of society in higher education institutions, is useful for the theory and practice of higher education in Ukraine. The methodology of the research is based on the analysis of scholarly and pedagogical sources of the USA and Ukraine on the problem under study with the elements of induction and deduction to characterise the state of its development in the USA; the summarising of the organisation of various types of training in the US higher education institutions, which provide for the formation of students’ social values. The originality of the research lies in the fact that for the first time in the Ukrainian pedagogical science, the views of American scholars on the types of training, as well as the civic engagement of students in the U.S. higher education institutions which contribute to the development of their social values have been summarised. It has been found out that today, in higher education in the United States, students’ engagement into social activities during their general education ensures their readiness for a meaningful and responsible life in an interdependent world characterised by uncertainty and rapid changes. By teaching leadership and community service through dialogue and collaboration, the U.S. colleges and universities contribute to the development of students’ social values, social and intellectual development of students who, moving from a comfort zone to a contact zone, are able to interact effectively within a variety of situations.

scholarly journals Contemporary Global Transformation of University System and the Philosophy of Education Specifications in Anglo-Saxon and American Models of Education and Research Management

2016 ◽  
Vol 18 (1) ◽  
pp. 94-116
Author(s):  
Viktor Zinchenko
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Philosophy Of Education ◽  
Social Philosophy ◽  
Theory And Practice ◽  
Research Management ◽  
Modern World ◽  
Research Activity ◽  
Developed Country ◽  
The Social

In today’s world there is diversification of different models of higher education. At the same time, the multiplicity, the diversity of higher education models does not exclude their identity. Internationalization and integration of higher education in a global and international dimension raise a lot of new questions to the theory and practice. Almost every developed country has the rich experience of building the higher education system. The analysis of this experience can aid development and enrichment of the national educational system; it provides an opportunity to avoid repeating the same mistakes and to discover the new approaches to solving some problems in this area. Therefore, based on this, we consider that it is impossible to claim the creation of the strategy of modernization educational and scientific reforms, which affect the educational and scientific institution of the society in the management of scientific and educational space without analysis of the existing models, schools, directions, their classification in contemporary philosophy of education. It concern as well the sphere of the social philosophy of education as the sphere of management of education. The continuity of public education, qualitative management, their intensity can only be achieved under two conditions of the fundamental character. The first one is use of new, theoretically grounded and practically proven management, philosophically developed, accessible and technically supported high technology of social activity, education, training, and learning. The second condition is the perfect acquisition of the methodology of socio-axiological and research activity. The structure must provide the same conditions for equitable selection of civil, educational and scientific-educational actions, excluding coercion and domination. It is noted that the existence of developed civil society among the existing conditions and prerequisites for the successful formation and functioning of educational systems and effective models of multilevel educational management is necessary. Thus, we can conclude that the strategy of the modern world development proposed by the social philosophy of upbringing and education is a key in the field of social administration, philosophy, and pedagogy. This is what we exactly mean by education, science or some of the paradigms of upbringing and education as a dominant one on a certain socio-historical stage. This understanding largely depends on the manner of organization and functioning of civil society in the present and future.

scholarly journals Trends in International Educational Migration: A Case of Finland

2020 ◽  
Vol 24 (1) ◽  
pp. 32-49
Author(s):  
Wadim Strielkowski ◽  
Liudmila S. Kiseleva ◽  
Anna Yu. Sinyova
Keyword(s):  
Foreign Students ◽  
Online Survey ◽  
National Policy ◽  
Practical Interest ◽  
Theory And Practice ◽  
Social Adaptation ◽  
Russian Government ◽  
Master's Programs ◽  
The Social ◽  
Educational Migration

Introduction. Our paper is focused on the study of the current trends in educational migration in the context of Finland. We aim at identifying the factors that attract and keep educational immigrants in the host country. We suggest that educational immigrants are the most attractive category of immigrants due to their high adaptability and insertion into the labor markets in their resp ective countries of education. Materials and Methods. The research employs traditional methods of empirical analysis such as understanding and interpretation of the contents of documents, methods of graphical presentation of the data, analysis of Russian and foreign scientific literature, as well as the method of comparison of Russian and foreign theory and practice. The empirical basis of this study includes the results of a remote online survey using the Google Forms application. The sample of respondents is represented by the individuals residing in Saint Petersburg (Russia) and having in their profiles on the social media VKontakte a mention of the period of study in Finland. Results. We find that Finland pursues a successful systematic national policy to attract educational immigrants. This approach is designed to compensate for the unfavorable social and demographic situation in the country. Over the past ten years, there has been a tendency in Finland to increase the number of educational immigrants from Asian countries. The majority of foreign students are enrolled in the undergraduate programs of polytechnic universities and at the Master’s programs of classical universities. There is a significant predominance of female immigrants in all areas of study in Finl and. Discussion and Conclusion.Our results are of practical interest for the Russian government structures responsible for developing strategic guidelines for immigration education policy, as well as for organizations responsible for the development of interstate cooperation in the field of education and science. Heads and staff of international cooperation departments of higher education institutions dealing with the social adaptation of educational immigrants might take into account the identified difficulties of students in adaptation. The results of the study might also be of some interest to the representatives of the scientific community involved in educational migration.

scholarly journals The social relevance and social impact of knowledge and knowing

2017 ◽  
Vol 48 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Giuseppe Scaratti ◽  
Laura Galuppo ◽  
Mara Gorli ◽  
Caterina Gozzoli ◽  
Silvio Ripamonti
Keyword(s):  
Social Impact ◽  
Ways Of Knowing ◽  
Theory And Practice ◽  
Social Value ◽  
Special Issue ◽  
Social Relevance ◽  
Production Of Knowledge ◽  
The Social

In recent years, there has been a growing concern around the connection between theory and practice, rigour and relevance, theoretical consistency and impact. This Special Issue links with the literature on the co-production of knowledge and aims to extend the debate to the concept and practice of social value and social relevance, and their impact on different ways of knowing, researching and learning in organizations and in complex contexts and systems.

scholarly journals The (faltering) renaissance of theory in higher education careers practice

2021 ◽  
Vol 46 (1) ◽  
pp. 10-17
Author(s):  
David Winter ◽  
Julia Yates
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Service Delivery ◽  
Social Economic ◽  
Theory And Practice ◽  
Development Theory ◽  
The Past ◽  
The Social ◽  
Education Careers ◽  
Uk Higher Education

This article charts the changes in career development theory and practice within UK higher education over the past two (and a bit) decades. We outline some of the social, economic and political drivers that have influenced both theory and practice over this time and examine the extent to which theory and practice have influenced each other - revealing a paucity of dialogue between theory and practice at a strategic service delivery level. We end with some suggestions for bringing these two strands closer and a call for further evaluation of the potential for theory to inform practice and vice versa.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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