Entrepreneurial IHEs

2018 ◽  
pp. 126-146
Author(s):  
Alizabeth M. Sanchez-Lopez ◽  
Eileen Segarra-Almestica ◽  
Jose M. Pérez-López
Keyword(s):  
Higher Education ◽  
Regional Development ◽  
Institutional Environment ◽  
Institutions Of Higher Education ◽  
Resource Base ◽  
Institutional Conditions ◽  
Multiple Factors ◽  
Multiple Dimensions ◽  
The Individual ◽  
Environmental Level

Drawing on extant theories of entrepreneurship at the individual, organizational, environmental level, as well as, processes, the chapter presents a framework to stimulate Innovation & Entrepreneurship (I&E) through Institutions of Higher Education (IHEs). The framework positions universities within an institutional environment that provides the cues for configuration of their resource base. Institutions of Higher Education must consider the multiple dimensions of entrepreneurship when organizing their resource base since configurations that support an entrepreneurial focus may inhibit another. Innovation and entrepreneurship outcomes will lead to regional development, and these two will create a new set of institutional conditions in the region. The framework in this chapter serves as blueprint, for researchers and practitioners, to examine the multiple factors, and the synergies among these, to spur regional development through universities and I&E.

A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects

2021 ◽  
pp. 001312452110497
Author(s):  
Whitney Impellizeri ◽  
Vera J. Lee
Keyword(s):  
Higher Education ◽  
Institutions Of Higher Education ◽  
Considerable Time ◽  
Multiple Stakeholders ◽  
Anchor Institutions ◽  
Medical Institutions ◽  
Academic Medical ◽  
The Individual ◽  
Promise Neighborhood ◽  
Anchor Institution

Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs ( n = 5) and NIHE ( n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

Business Graduate Skills

2014 ◽  
pp. 25-51 ◽  
Author(s):  
Silvia Olivares Olivares
Keyword(s):  
Higher Education ◽  
Work Environment ◽  
Academic Programs ◽  
Institutions Of Higher Education ◽  
Academic Institutions ◽  
Business Professionals ◽  
Individual Level ◽  
A Company ◽  
Different Levels ◽  
Environmental Level

This chapter describes a model of competences composed of skills business professionals should possess once they graduate. The multilevel model considers competences from individual level to contextual (environmental) level requirements in order to start or lead a company in a complex and changing work environment. This chapter suggests that the academic institutions of higher education should learn about the emerging competences of different levels and types required from the current and future graduates when they reach the marketplace. Doing so will definitely help these academic institutions to design academic programs and services involving co-curricular and core-curricular activities on the campus in order to build and evaluate those different but interdependent competences.

Business Graduate Skills

2018 ◽  
pp. 14-42
Author(s):  
Silvia Lizett Olivares Olivares
Keyword(s):  
Higher Education ◽  
Work Environment ◽  
Academic Programs ◽  
Institutions Of Higher Education ◽  
Academic Institutions ◽  
Business Professionals ◽  
Individual Level ◽  
A Company ◽  
Different Levels ◽  
Environmental Level

This chapter describes a model of competences composed of skills business professionals should possess once they graduate. The multilevel model considers competences from individual level to contextual (environmental) level requirements in order to start or lead a company in a complex and changing work environment. This chapter suggests that the academic institutions of higher education should learn about the emerging competences of different levels and types required from the current and future graduates when they reach the marketplace. Doing so will definitely help these academic institutions to design academic programs and services involving co-curricular and core-curricular activities on the campus in order to build and evaluate those different but interdependent competences.

scholarly journals Pedagogical and Social Significance of Historical Local Lore in Modern Institutions of General Secondary Education and Institutions of Higher Education

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Dmytro Nefyodov ◽  
◽  
Svitlana Zaskaleta ◽  
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Teaching Methods ◽  
Academic Discipline ◽  
Institutions Of Higher Education ◽  
Social Significance ◽  
Creative Potential ◽  
Wide Range ◽  
The Individual ◽  
Active Citizen

The article examines the pedagogical and social significance of historical local lore in modern general secondary education and higher education institutions. The authors conclude that the study of various aspects of life in the region needs constant search and improvement. It should go beyond established schemes and models, be guided not by biased views, prohibitions and prejudices, but use a wide range of opportunities to better solve the problem. Modern teaching methods must involve all the creative potential of the individual. Historical local lore is the academic discipline that allows to reveal the creative potential of the researcher, to form him as a future scientist, active citizen, creator of the future of his land.

scholarly journals ЗМІСТ ДИРИГЕНТСЬКО-ХОРОВОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА У ПЕДАГОГІЧНИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

2021 ◽  
Vol 1 (2) ◽  
pp. 211-217
Author(s):  
V. V. GRIGORYEVA ◽  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Art Teachers ◽  
Bachelor's Degree ◽  
Institutions Of Higher Education ◽  
Choral Conducting ◽  
Art Teacher ◽  
Cultural Traditions ◽  
Regional Component ◽  
The Individual

The article considers the problem of choral-conducting training of future music art teachers and its place in the system of professional training in pedagogical institutions of higher education. It is noted that the discipline «Choral Conducting», which is part of the Workshop of choral-conducting training is included in the professional unit of the professional system of training specialists, specialty 014 Secondary Education (Music). It includes knowledge, skills and abilities of conducting and choir organization. The effectiveness of the individual form of conducting training is substantiated, which is due to the specifics of choral conducting as a performing art and contributes to the formation of each student’s professiogram. The author highlights the interdisciplinary links of the course «Choral Conducting» with other disciplines that provide a complex professional training of the student, as well as strengthen his/her professional and pedagogical orientation. The article analyzes the theoretical views and pedagogical principles of representatives of Ukrainian conducting and choral schools, which created unique scientific and pedagogical systems of a conductor’s formation. Based on the main provisions of these systems, the author developed the content of choral-conducting training of future music art teachers in pedagogical institutions of higher education, taking into account the regional component (Zaporizhzhia region, Northern Azov), which is represented by works of relevant composers. The article presents the gradual formation of a music art teacher as a specialist choirmaster. The detailed content of choral-conducting training of bachelor's degree students is given. The basic skills that are complicated and improved in the process of conducting are highlighted. The role of the regional component in the content of educational programs and its assistance in preserving the cultural traditions of the region is determined. Key words: future music art teachers, choral-conducting training, conducting activity, choir.

scholarly journals Institutional Problems of Regional Development in Russia

2010 ◽  
Vol 29 (2) ◽  
pp. 19-25 ◽  
Author(s):  
Natalia Syssoeva
Keyword(s):  
Regional Development ◽  
Development Policy ◽  
Institutional Environment ◽  
The State ◽  
Institutional Conditions ◽  
Development Institutions ◽  
Household Incomes ◽  
State Regional

Institutional Problems of Regional Development in Russia The paper presents problems of spatial policy in Russia related to the formation of institutional conditions for regional development. Development institutions are characterised in terms of three functional groups. Distributive institutions reallocate funds between regions and they are the main subject of research on development factors. Problems of the redistribution sphere include losses of regions and municipalities in rental payments and household incomes. Transformational institutions contribute to the transformation of income into investment, and their effectiveness depends upon the quality of human capital and forms of relationships in local and regional communities. Organising institutions are usually formed by the state to arrange and stimulate the implementation of measures determined by the state regional development policy. The programme of economic and social development of Siberia is analysed as an example of institutional framework construction. The role of informal norms in institutional environment development is stressed.

The Politics of Enrollment Expansion in Japanese Universities

1973 ◽  
Vol 33 (1) ◽  
pp. 67-86 ◽  
Author(s):  
T. J. Pempel
Keyword(s):  
Higher Education ◽  
Industrial Development ◽  
Institutions Of Higher Education ◽  
Industrial Countries ◽  
Agricultural Society ◽  
Educational Establishment ◽  
Higher Educational ◽  
The Individual

There is a significant correlation between the level of industrial development in any country and the percentage of its population attending institutions of higher education. The reasons for this would appear to be obvious: among other things, more people with greater skills are demanded to meet labor needs in a complicated, highly industrialized society than would be necessary in a primarily agricultural society. In addition, as the economic levels of a society increase, both the collective societal resources to support a massive higher educational establishment, and the individual resources to take advantage of such an establishment, increase in tandum. Thus it should be no surprise that all major industrial countries have undergone rather significant increases in higher educational enrollment.

scholarly journals Debate for Civic Learning: A Model for Renewing Higher Education’s Civic Mission

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Paul Mabrey ◽  
Kevin E. Boston-Hill ◽  
Drew Stelljes ◽  
Jess Boersma
Keyword(s):  
Higher Education ◽  
Collaborative Design ◽  
Course Design ◽  
Institutions Of Higher Education ◽  
Mixed Method Research ◽  
Civic Learning ◽  
Learning Improvement ◽  
Class Differences ◽  
Shared Commitment ◽  
The Individual

Rapidly eroding financial support and tuition increases that outpace inflation threaten the viability of an education that considers civic engagement as foundational. Simultaneously, institutions of higher education are increasingly perceived by the public as market-driven entities existing for the economic benefit of the individual, the upward mobility of a social class, and in turn the further sedimentation of racial and class differences. Now, more than ever, our nation is in need of deliberate attempts to fashion common understandings, ways to navigate inevitable disagreements, and reasonable paths forward. Higher education is positioned to respond to these civic needs but requires a commitment to be bold and remain dedicated to our shared civic mission in the face of alarming polarization and vacated institutional trust. One way institutions of higher education can return to their shared sense of civic mission is with the integration of debate across the curriculum through innovative partnerships and collaborative design. Debate across the curriculum utilizes intentional course redesign to offer active learning experiences that combine public speaking, evidence-based reasoning, collaborative learning, and argumentation into various advocacy simulations. The debate for civic learning model has faculty partnered across multiple institutions to design, integrate, and assess debate-based pedagogy to positively impact student civic learning. Students and faculty across disciplines have reported that debate-based pedagogy helped improve classroom engagement, critical problem solving, perspective taking, empathy, and advocacy skills. This mixed-method research provides insights not only into debate-based course design and learning improvement strategies but also into how faculty, students, and administrators can partner between institutions to demonstrate a shared commitment to the civic mission of higher education and democratic promise of our nation.

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