THE FUTURE OF SPORTS FUNDRAISING: DATA- DRIVEN METHODOLOGIES AND CURRICULUM DEVELOPMENT IN HIGHER EDUCATION

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

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Clarence Thomas, Fisher v. University of Texas, and the Future of Affirmative Action in Higher Education

SSRN Electronic Journal ◽

10.2139/ssrn.2798038 ◽

2016 ◽

Author(s):

Scott D. Gerber

Keyword(s):

Higher Education ◽

Affirmative Action ◽

University Of Texas ◽

The Future

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From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

Journal of Applied Social Science ◽

10.1177/19367244211002110 ◽

2021 ◽

pp. 193672442110021

Author(s):

Emily Milne ◽

Sara J. Cumming

Keyword(s):

Higher Education ◽

Teaching Practice ◽

Education Sector ◽

Public Confidence ◽

Applied Sociology ◽

Application Research ◽

Special Issue ◽

The Future ◽

Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

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Contextualizing powerful geographic knowledge in higher education: Data-driven curriculum design to interweave student aspirations with workforce applications

International Research in Geographical and Environmental Education ◽

10.1080/10382046.2021.1902622 ◽

2021 ◽

pp. 1-14

Author(s):

Thomas B. Larsen ◽

Michael Solem ◽

Joann Zadrozny ◽

Richard G. Boehm

Keyword(s):

Higher Education ◽

Curriculum Design ◽

Data Driven ◽

Student Aspirations ◽

Education Data ◽

Geographic Knowledge

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Gordon Hutner and Feisal G. Mohamed, eds., A New Deal for the Humanities: Liberal Arts and the Future of Public Higher Education. New Brunswick, NJ: Rutgers University Press, 2016. Pp. 196. US$23.00 (paper).

History of Humanities ◽

10.1086/696325 ◽

2018 ◽

Vol 3 (1) ◽

pp. 239-242

Author(s):

Johann N. Neem

Keyword(s):

Higher Education ◽

New Brunswick ◽

New Deal ◽

Liberal Arts ◽

Public Higher Education ◽

Rutgers University ◽

The Future

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A novel model for data-driven smart sustainable cities of the future: the institutional transformations required for balancing and advancing the three goals of sustainability

Energy Informatics ◽

10.1186/s42162-021-00138-8 ◽

2021 ◽

Vol 4 (1) ◽

Cited By ~ 1

Author(s):

Simon Elias Bibri

Keyword(s):

Smart Cities ◽

Case Study Research ◽

Development Planning ◽

Three Dimensions ◽

Data Driven ◽

Sustainable Cities ◽

Sustainable Urbanism ◽

The Future ◽

Novel Model ◽

Smart Urbanism

AbstractIn recent years, it has become increasingly feasible to achieve important improvements of sustainability by integrating sustainable urbanism with smart urbanism thanks to the proven role and synergic potential of data-driven technologies. Indeed, the processes and practices of both of these approaches to urban planning and development are becoming highly responsive to a form of data-driven urbanism, giving rise to a new phenomenon known as “data-driven smart sustainable urbanism.” Underlying this emerging approach is the idea of combining and integrating the strengths of sustainable cities and smart cities and harnessing the synergies of their strategies and solutions in ways that enable sustainable cities to optimize, enhance, and maintain their performance on the basis of the innovative data-driven technologies offered by smart cities. These strengths and synergies can be clearly demonstrated by combining the advantages of sustainable urbanism and smart urbanism. To enable such combination, major institutional transformations are required in terms of enhanced and new practices and competences. Based on case study research, this paper identifies, distills, and enumerates the key benefits, potentials, and opportunities of sustainable cities and smart cities with respect to the three dimensions of sustainability, as well as the key institutional transformations needed to support the balancing of these dimensions and to enable the introduction of data-driven technology and the adoption of applied data-driven solutions in city operational management and development planning. This paper is an integral part of a futures study that aims to analyze, investigate, and develop a novel model for data-driven smart sustainable cities of the future. I argue that the emerging data-driven technologies for sustainability as innovative niches are reconfiguring the socio-technical landscape of institutions, as well as providing insights to policymakers into pathways for strengthening existing institutionalized practices and competences and developing and establishing new ones. This is necessary for balancing and advancing the goals of sustainability and thus achieving a desirable future.

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