scholarly journals COED SPORTS AS AN ‘INTEGRATION TOOL’ IN HELLENIC MILITARY HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
E. Kefi-Chatzichamperi ◽  
I. Kamberidou ◽  
N. Patsantaras
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Armed Forces ◽  
Naval Academy ◽  
Structured Interviews ◽  
Gender Integration ◽  
Main Research ◽  
The Military ◽  
Mixed Gender

<p>This study focuses on women’s integration in the military through sports, and particularly coed sports in the Hellenic Military Higher Education Institutions: 1) the Hellenic Army Academy, 2) the Hellenic Military Academy of Corps Officers, 3) the Hellenic Military Nursing Academy, 4) the Hellenic Naval Academy, and 5) the Hellenic Air Force Academy. We argue that coed sports (mixed-gender teams) can be used as an integration tool in military institutions, although research on this topic is scarce. Our study begins with a literature review on gender, the military, and sport combining a qualitative and quantitative approach to facilitate a better understanding of how women and men navigate and perceive the meaning of their mixed-gender military sport experience in the Hellenic Military Higher Education Institutions. Initially, twelve Greek women, active officers in the Armed Forces, took part in a series of semi-structured interviews. The twelve women, all high-ranking military officers today—between the ages of 25 to 49—were randomly chosen. Subsequently, a total of 120 active officers of both genders responded to the Greek version of the "Group Environment Questionnaire" (Angelonidis, 1995). From a total of 18 questions, nine were selected to examine gender integration through sport. The main research question is whether sport in the five military higher education academies/schools in Greece contributes to gender integration as perceived and understood by the 120 participants (female and male officers). The findings showed that integration is a process involving non-isolation, meaning acceptance of the gender subject (the officer cadet/military student) regardless of his/her gender into the team, as opposed to his/her exclusion, and as a result the union-unity-acceptance in a sport team of all the subjects (officer cadets of both genders). According to the results of the analysis, there is a statistically significant interaction between the variables 'joint participation of men and women in sports' and the 'integration of women' in the five Hellenic Military Higher Education Institutions. The results of this study indicate that mixed-gender military sport programs serve as a means for gender integration, unity, and cohesion. Other than strengthening physical capacity, fitness and performance, the findings confirm that coed military sport activities could prevent sexism; eliminate or reduce gender harassment, discrimination, and stereotypes; strengthen interpersonal communication/relationships and teamwork; reinforce team and social cohesion, unity, and cooperation skills.</p><p> </p><p>&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0765/a.php" alt="Hit counter" /&gt;&lt;/p&gt;</p>

scholarly journals Higher Education Stakeholders’ Views on Learning Analytics Policy Recommendations for Supporting Study Success

2019 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Jane Yin-Kim Yau
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Higher Education Institutions ◽  
Research Question ◽  
Successful Implementation ◽  
Policy Recommendations ◽  
Study Success ◽  
Main Research ◽  
Success In Higher Education ◽  
Education Stakeholders

<p class="0abstract"><span lang="EN-AU">Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education experts’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy recommendations from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption in Germany, this study focusses on the German university context and examines how ready German university stakeholders are to adopt learning analytics. In order to validate the policy recommendations, we conducted an interview study from June to August 2018 with 37 German higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation.</span></p>

THE PROCESS OF PLANNING THE NUMBER OF CANDIDATES FOR OFFICERS TO THE MILITARY HIGHER EDUCATION INSTITUTIONS WITH THE CONSIDERATION OF THE NEEDS OF THE POLISH ARMED FORCES

2017 ◽  
Vol 186 (4) ◽  
pp. 103-120
Author(s):  
Marcin LIBERACKI
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Armed Forces ◽  
Quality Of Education ◽  
National Defense ◽  
Territorial Defense ◽  
Eastern Flank ◽  
The Military ◽  
Military Units

One of the activities of the Ministry of National Defense is concern for the quality of education and the number of officers who annually enters the service in military units. These actions are now of greater importance, since the Ministry of National Defense clearly increases the number of Polish soldiers. This is mainly due to the formation of the Territorial Defense Forces and the urgent need to supplement the personnel status in operational units envisaged for cooperation under the so-called reinforcement of the eastern flank. In view of this, the Ministry of National Defense conducts annual work to determine the number of candidates for professional soldiers who, in the future, after fulfilling many formal and substantive requirements, will swell the ranks of the officer cadre. In this publication, the author discusses the procedures involved in drafting legislation regulating the limits of admission of candidates for professional soldiers to military higher education institutions that educate future second lieutenants to serve in the Armed Forces.

scholarly journals Does project focus influence challenges and opportunities of open online education? A sub-group analysis of group-concept mapping data

2020 ◽  
Author(s):  
Martine Schophuizen ◽  
Karel Kreijns ◽  
Slavi Stoyanov ◽  
Scott Rosas ◽  
Marco Kalz
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Group Analysis ◽  
Open Educational Resources ◽  
Main Research ◽  
Organizational Challenges ◽  
Challenges And Opportunities ◽  
Group Concept

Abstract Openness in education is not a consistent term or value since “open” is used to describe various things and often means different things to different individuals. In a research context, it is important to identify the many interpretation(s) and perspectives of openness being investigated, especially since the underlying ideas behind these different interpretations and contexts can yield different results. Not much empirical research on the implementation aspects of open education exists, especially comparing open educational resources (OER) and open online education (OOE). This empirical study addresses this gap, exploring identification and prioritization of organizational challenges and opportunities of two subgroups of projects (i.e. OER focused or OOE focused) within various higher education institutions in The Netherlands. The main research question in this study is: Does the project character (OER focus vs. OOE focus) of innovation projects lead to perceived differences by actors involved in their implementation? Findings indicate that there are differences in conceptual as well as practical representation between the two groups. These findings imply that higher education institutions need to internally adapt to the needs of various manifestations of “openness” to be able to fully benefit from opportunities and overcome challenges.

scholarly journals Directions for the development of information resource management in military libraries of higher education institutions in Poland on the example of the Library of the War Studies University and the Library of the Military University of Technology

2021 ◽  
Vol 200 (2) ◽  
pp. 303-311
Author(s):  
Anita Kuźnik
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Interpersonal Communication ◽  
Higher Education Institutions ◽  
Management Development ◽  
Armed Forces ◽  
University Of Technology ◽  
Historical Outline ◽  
The Military ◽  
Spatial Architecture

The article addresses the directions of management development in military libraries of higher education institutions in Poland. These changes are noticeable in such areas as information technology, interpersonal communication, spatial architecture, and library budget. The article also presents two most important and largest libraries in the Polish Armed Forces, namely the Library of the War Studies University and the Library of the Military University of Technology. It provides a brief historical outline of the mother universities of these libraries and the beginnings of their activities. Then, the essential modern solutions implemented there and have directly contributed to their development, are analyzed.

scholarly journals The Role of Higher Education Institutions in the Implementation of Circular Economy in Latin America

2021 ◽  
Vol 13 (17) ◽  
pp. 9805
Author(s):  
Daniel A. Salas ◽  
Paulina Criollo ◽  
Angel D. Ramirez
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Circular Economy ◽  
Higher Education Institutions ◽  
Research Question ◽  
Developed Countries ◽  
Main Research ◽  
Global North ◽  
Latin American Countries

Circular economy (CE) describes a sustainable alternative approach to the current linear economy system. It is a growing topic among scholars, practitioners, and decisionmakers; it encompasses several concepts related to sustainability and requires the synergy of multiple actors for success, including higher education institutions (HEIs) as one of the most relevant ones. Current CE is based mostly on experiences in Global North developed countries, where the concept has gained great attention and has already influenced policies and strategies. However, CE in Latin American countries (LA countries) have not yet received such attention. Thus, some “unique problems” may remain unattended, and efforts to attain a CE are more likely to fail. Likewise, the study shows how the role of HEIs in CE in LA countries has not yet been fully explored, as the literature on this topic is scarce. This paper aims to address the main research question: what is the role of HEIs in the transition to a CE in Latin American countries? For this, a two-fold methodology was performed: (i) a systematic review which allows understanding of the trends of CE research in LA and the extent of the HEIs involvement; and (ii) a narrative review, which provides insights into the state of the art of CE research (gaps, drivers, and barriers) in LA countries and how this relates to HEIs. This approach drew implications for the role of HEIs in the implementation of CE in LA countries. HEIs are key actors in this transition, contributing in several ways to the CE by collaborating with industry, assisting policy makers, building human and intellectual capital, supporting community engagement projects, influencing campus culture, linking with international CE networks, and promoting an inclusive CE discourse. This research contributes to the CE body of knowledge from a Latin-American Global South perspective by discussing the factors that aim to define the role of HEIs in the CE transition in LA countries.

scholarly journals Digital Student Preferences: a study of blended learning in Norwegian higher education

2020 ◽  
Vol 8 (2) ◽  
pp. 89-112
Author(s):  
Charlie Keeling ◽  
Astrid Haugestad
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Research Question ◽  
Structured Interviews ◽  
Student Preferences ◽  
Main Research ◽  
Student Dialogue ◽  
Ideal Situation ◽  
Seamless Transition ◽  
Traditional Lectures

For fall term 2020, institutions of higher education globally were preparing to run courses as online or blended learning due to Covid-19 restrictions. The ideal situation is for a relatively seamless transition from campus-based teaching to blended and/or online. The aim of this study is to examine the experience of a single cohort of students in order to identify trends in student preferences. The research model was mixed-method quantitative and qualitative analysis. The main research question is: What are student preferences for blended learning? The survey and interview results are from trainee teachers in a municipality in Norway in 2018 to 2019. The main research group consisted of 18 respondents from a group of 28 students with a response rate of 64 %. Four students were selected for semi-structured interviews. A clear majority of the students favor the use of blended learning. They experienced little difference in terms of teacher-centred practice and cooperative learning, i.e. traditional lectures and teacher-led tasks. In contrast, student-centred practice and collaborative learning were strongly favored as campus-based. The loss of social cohesion and more productive student-student dialogue and collaboration is clear. In addition, the data implies that lecturing could be effectively delivered online.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

Gender and the Military in Western Democracies

2021 ◽  
Author(s):  
Helena Carreiras
Keyword(s):  
Identity Formation ◽  
Occupational Status ◽  
Armed Forces ◽  
United Nations Security Council ◽  
Negative Consequences ◽  
Organizational Responses ◽  
Gender Integration ◽  
Gendered Organizations ◽  
Degree Of Convergence ◽  
The Military

Military institutions have been considered “gendered organizations” because gender is persistently related therein to the production and allocation of material and symbolic resources. Western states’ militaries consistently, even if unevenly, display three basic traits through which gendering occurs: the existence of structural divisions of labor and power along gender lines, organizational culture and ideology based on a distinction between masculinity and femininity, and patterns of interaction and identity formation that reflect these structural and ideological constraints. Although women’s representation has been growing, and women have been accessing new roles, positions, and occupations in unprecedented numbers, their participation is statistically limited and substantially uneven. Notable differences between countries also exist. At a macro-sociological level, factors that explain these differences relate to the degree of convergence between armed forces and society, external political pressures, military organizational format, and the level of gender equality in society at large. From a micro-sociological perspective, research shows that, because of their minority situation and less valued status in an organization normatively defined as masculine, women still have to face the negative consequences of tokenism: performance pressures, social isolation, and role encapsulation. However, this research also highlights two important conclusions. The first is that there is significant variation in individual and organizational responses depending on context; the second, that conditions for successful gender integration depend on specific combinations of structural, cultural, and policy dimensions: the existence or absence of institutional support, changes in the composition of groups, increase in the number of women, type of work, occupational status, level of shared experience, changing values of younger cohorts, and quality of leadership. The Women, Peace and Security agenda, evolving from the approval of United Nations Security Council Resolution 1325 in 2000, has become the major reference framework to evaluate progress in this respect at both domestic and international levels. Despite the existence of an extremely robust set of norms, policies, and instruments, and the recognition of their transformative potential, results have been considered to lag behind expectations. Improving implementation and enhancing gender integration in the military will require context-sensitive and knowledge-driven policies, the reframing of an essentialist discourse linking women’s participation in international missions to female stereotypical characteristics, and greater congruence between national policies and the international agenda.

Characteristics of UK higher education institutions that disclose sustainability reports

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Corporate Sustainability ◽  
Public Funding ◽  
Sustainability Reporting ◽  
Content Type ◽  
Sustainability Reports ◽  
The Uk ◽  
Uk Higher Education

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.

Sign in / Sign up

Export Citation Format

Share Document