scholarly journals The process of internationalization of higher education at Kharkiv national medical university under modern conditions

2020 ◽  
Vol 28 (2) ◽  
pp. 147-153
Author(s):  
O. M. Astapieva ◽  
V. P. Starenkiy ◽  
O. I. Paskevych ◽  
G. V. Grushka ◽  
J. Y. Fedulenkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Work Experience ◽  
Foreign Students ◽  
University Education ◽  
University Teaching ◽  
High Rate ◽  
Continuous Training ◽  
National Industry ◽  
Medical Disciplines ◽  
Higher Education Internationalization

Background. Higher education internationalization is a process develop­ing at national, industry-specific and institutional levels, when the goals, functions and mechanism of providing educational services become inter­national in nature. A distinctive feature of modern university education is a high rate of in­ternationalization and global introduction of teaching medical disciplines in English. International cooperation has been and remains one of the pri­orities of KNMU development. It is an integral part of the university life developing within the framework of the higher school of Ukraine in higher education world system. Purpouse of the paper is to analyze higher medical education internation­alization development due to English medium at KNMU, new directions of improving teaching radiology and radiation medicine using modern in­novative technologies. Material and methods. International work experience and pedagogi­cal and professional internships; experience of training foreign students of the authors as well as the teachers of others departments. The litera­ture sources and and information provided at KNMU official website have been used and analyzed. Results. The necessary components of internationalization of teaching in English medium is a high level of English proficiency of university teaching personnel; sufficient material and technical resources; continuous training of teachers following and taking into account international teach­ing experience, participation in international educational conferences. Conclusions. Higher education internationalization is an inevitable pro­cess developing at national, industry-specific and institutional levels; it implies that the goals, functions and mechanism of providing educa­tional services become international and have a high rate of international­ization and global implementation of teaching medical disciplines in Eng­lish medium.

INNOVATIONS IN POLICY OF TEACHING AT THE UNIVERSITIES IN THE CONTEXT OF ACADEMIC REVOLUTIONS

2020 ◽  
Keyword(s):  
Higher Education ◽  
Developed Countries ◽  
University Education ◽  
University Teaching ◽  
The European Union ◽  
The Third ◽  
Educational Processes ◽  
The Usa ◽  
The Developed Countries

Categories of the academic revolutions and innovations in a perspective of educational policy at the higher school are considered. Special attention is paid to the development of innovations in training at the foreign and Ukrainian universities, since X1X of a century up to now. It is noted that agricultural, industrial, global, demographic and other revolutions created basis for the academic revolutions which resulted from transformations of society and caused innovations in higher education systems. The contribution of the academic revolutions in strengthening of role of the universities in society is confirmed. The major innovations in training stimulated university teaching throughout all academic revolutionary periods (after 1867, 1945, 1983) in developed industrial and developing countries, such as the USA, some states of the European Union and Ukraine. Emergence of innovations in policy of teaching at the universities during the first academic revolution, their modification during the second one, and new turns in transformation of innovations during the third academic revolution is investigated. Introduction of innovations in teaching differed in intensity and scale during the academic revolutions. On examples of teaching it is shown how political and ideological processes in society influenced functioning of the universities. An attempt to compare educational processes during three revolutions and to reveal the most innovational period was made. It is proved that innovations in training were implanted in three academic revolutions, the third one turned out to be the most innovative. The major innovations in policy of teaching were connected with the development of scientific and technical knowledge that contributed to the emergence of the information society. The developed countries offered the introduction of policy of cooperation in the higher education that made impact on innovations in university education. The Coronavirus pandemic of 2019/20 demonstrated the need to use various forms of Internet communications (Zoom, Google Classroom, Moodle, Whereby, etc.) to switch to new opportunities to teach students in higher education institutions around the world at the beginning of the XXI century.

scholarly journals Seeking Internationalization: The State of Canadian Higher Education

2015 ◽  
Vol 45 (4) ◽  
pp. 166-187 ◽  
Author(s):  
Tim Anderson
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Population Growth Rate ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Canadian Universities ◽  
Canadian Higher Education ◽  
Demographic Shifts ◽  
Economic Constraints ◽  
Higher Education Internationalization

This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.  

scholarly journals Análisis documental relacionado con la educación continua como eje integrador de las competencias del currículo universitario

2021 ◽  
Vol 39 (2) ◽  
pp. 443-468
Author(s):  
Luis Danilo Flores Rivera ◽  
Carlos Fernando Meléndez Tamayo ◽  
Manuel Morocho Amaguaya
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
Educación Superior ◽  
Continuous Training ◽  
Educacion Superior ◽  
University Curriculum ◽  
Service Staff ◽  
The University

El artículo presenta a la educación continua como un recurso fundamental y eficiente del currículo universitario y su mecanismo innovador es el empleo de las Tecnologías de la Información y Comunicación en todas las modalidades de estudio, metodologías y/o procesos de enseñanza-aprendizaje. El estudio tiene como objetivos analizar a la educación continua como eje integrador de las competencias del currículo universitario y difundir resultados oficiales del proceso. Para lo cual, se realizó un análisis conceptual y un análisis descriptivo cuantitativo con un diseño no experimental longitudinal. La investigación registró datos de una Institución de Educación Superior desde el año 2014 hasta el 2019 con un total de 190 cursos con 9276 personas capacitadas y puntualmente el último año con 46 cursos y 1559 participantes. Los resultados del estudio evidencian un crecimiento en el número de cursos, horas y participantes al proceso formativo continuo. Se identifican tendencias actuales de la educación continua vinculada a las TIC; así como requerimientos a otros tipos de programas curriculares. Finalmente el análisis establece el beneficio de la educación continua en la actualización, capacitación, formación y perfeccionamiento de competencias; además la oferta de alternativas que se ajusten a la demanda y requerimientos de los participantes para renovar nuevas competencias sea en el campo académico o laboral. La Institución de Educación Superior (IES), considerada en la investigación, fue la Universidad Técnica de Ambato (UTA), que por medio de la Dirección de Educación Continua a Distancia y Virtual (DEaDV), lidera el proceso de formación continua universitaria. La entidad ha ejecutado un total de 190 cursos con 9276 personas capacitadas; y el registro año 2019 con 46 cursos y 1778 participantes (estudiantes, docentes, personal administrativo y de servicio) de la universidad, organizaciones públicas, privadas y público en general (DEaDV, 2020). Estos datos revelan el crecimiento e importancia del proceso formativo continuo que se ha venido ejecutando. This article presents continuing education as a fundamental and efficient resource of the university curriculum, being its most innovative mechanism the use of Information and Communication Technologies in all study modalities, methodologies and / or teaching-learning processes. This study aims to analyze continuing education as an integrating axis of the competences in the university curriculum and to disseminate official results of the process. To this end, a conceptual analysis and a quantitative descriptive analysis with a longitudinal non-experimental design were conducted. We collected data from a Higher Education Institution from 2014 to 2019 with a total of 190 courses with 9276 people (specifically for last year 46 courses and 1559 participants were included). The results show an increase in the number of courses, hours and participants in the continuous training processes. Current trends in continuing education linked to ICT are identified; as well as requirements for other types of curricular programs. Finally, the analysis establishes the benefits of continuous education when it comes to updating, training and improving skills. Besides, this study also reports an increase in the offer of alternatives required by the participants to update their competencies, whether in academic or labor fields. The Institution of Higher Education (IES), considered in the research, was the Technical University of Ambato (UTA), which through the Directorate of Continuing Distance and Virtual Education (DEaDV), leads the process of continuous university education. The entity has executed a total of 190 courses with 9276 people trained; and the year 2019 registration with 46 courses and 1778 participants (students, teachers, administrative and service staff) of the university, public, private and general public organizations (DEaDV, 2020). These data reveal the growth and importance of the continuous training process that has been running.

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

2011 ◽  
Vol 2 (2) ◽  
pp. 11-26 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
University Teaching ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Information And Communication ◽  
University Professor ◽  
European Higher Education ◽  
Technological Skills

This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

Quality of higher education

2016 ◽  
Vol 8 (3) ◽  
pp. 263-278 ◽  
Author(s):  
Inga Lapina ◽  
Renāte Roga ◽  
Peeter Müürsepp
Keyword(s):  
Higher Education ◽  
International Students ◽  
Work Experience ◽  
Foreign Students ◽  
Academic Staff ◽  
Learning Experience ◽  
International Studies ◽  
Content Type ◽  
Quality Of Higher Education

Purpose Higher education institutions (HEIs) are becoming more aware of the effects of globalization and of the fact that the need for international work experience, as well as partially or fully acquired education abroad, is increasing. The aim of the research is to analyze factors influencing international students’ decision regarding the country and HEIs and to evaluate students’ learning experience and satisfaction with their choice to develop suggestions for the improvement of different dimensions related to the quality and export of higher education. Design/methodology/approach Several research methods, such as literature review, logical and comparative analysis, as well as the empirical method to obtain information by conducting a survey, and the induction method to interpret and generalize the survey results are applied in this research. To discover learning experiences and determinants of students’ choice of the host country and HEI, research was carried out, under which two questionnaires were developed. The survey involved foreign students from seven HEIs in Latvia and one Estonian university. Findings The environment in which HEIs operate is becoming more open to the increasing international influence and competition and leads to increasing opportunities for international studies and choice available to students. The quality of the academic staff and study programmes are the most important factors in creating value for the student. As a result of the research, suggestions for higher education quality improvement and export development have been structured within economics, culture and quality dimensions into three levels – individual, institutional and state. Research limitations/implications The study does not analyze the foreign students’ countries of origin in terms of political, economic situations or other factors. Upon researching the proportion of foreign students in Latvian HEIs, it was found that most students acquire education in Riga; therefore, regional HEIs have not been included in the survey. Originality/value The results obtained can be used to improve the quality of higher education and encourage the export of higher education by introducing the necessary changes in the areas identified during the research at the state as well as HEI level. The authors also provide an insight into the areas where implementation of changes is necessary to improve the international students’ level of satisfaction and their learning experience.

scholarly journals Perception of School Life Skills in University Education: Comparative Analysis of the Construct Validity Between Spain and Brazil

2013 ◽  
Vol 3 (1) ◽  
pp. 65-74
Author(s):  
Juan A. Valdivieso ◽  
Miguel Ángel Carbonero ◽  
Luis Jorge Martín-Antón ◽  
Alvaci Freitas
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Descriptive Analysis ◽  
Teaching Styles ◽  
University Education ◽  
University Teaching ◽  
School Life ◽  
Self Perceptions ◽  
Teaching Competence ◽  
Judgment Process

This paper makes a theoretical and a descriptive analysis of the psycho-instructional profiles of the teaching styles of Higher Education teachers about social skills and competences directly related to the promotion of school co-existence. The main objective is establishing the comparative analysis of university teaching self-perceived of a sample of teachers of Spanish and Brazilian universities. From the construction and validation of a Likert scale of self-perceived teaching competence in university teaching (CEVES) we develop a conceptual model of professional variables of teaching competence in the Higher Education level, based on integrative approaches of Instructional and Positive Psychology. Through an expert judgment process and sampling of N=205 Higher Education professors in the field of Humanities and Social Sciences, we analyzed the self-perceptions results comparatively between spanish and brazilian universities in each of the variables.

scholarly journals Perception of School Life Skills in University Education: Comparative Analysis of the Construct Validity Between Spain and Brazil

2013 ◽  
Vol 3 (1) ◽  
pp. 65-74
Author(s):  
Juan A. Valdivieso ◽  
Miguel Ángel Carbonero ◽  
Luis Jorge Martín-Antón ◽  
Alvaci Freitas
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Descriptive Analysis ◽  
Teaching Styles ◽  
University Education ◽  
University Teaching ◽  
School Life ◽  
Self Perceptions ◽  
Teaching Competence ◽  
Judgment Process

This paper makes a theoretical and a descriptive analysis of the psycho-instructional profiles of the teaching styles of Higher Education teachers about social skills and competences directly related to the promotion of school co-existence. The main objective is establishing the comparative analysis of university teaching self-perceived of a sample of teachers of Spanish and Brazilian universities. From the construction and validation of a Likert scale of self-perceived teaching competence in university teaching (CEVES) we develop a conceptual model of professional variables of teaching competence in the Higher Education level, based on integrative approaches of Instructional and Positive Psychology. Through an expert judgment process and sampling of N=205 Higher Education professors in the field of Humanities and Social Sciences, we analyzed the self-perceptions results comparatively between spanish and brazilian universities in each of the variables.

scholarly journals LA INVESTIGACIÓN CIENTÍFICA Y EL DESEMPEÑO PROFESIONAL EN LA FORMACIÓN DE TERCER NIVEL EN EL ECUADOR

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Erick X López Reyes ◽  
Marco Berméo ◽  
Washington Perero ◽  
Victor Matías
Keyword(s):  
Higher Education ◽  
Social Order ◽  
Tertiary Education ◽  
University Education ◽  
University Teaching ◽  
Educación Superior ◽  
Educacion Superior ◽  
Education Professional ◽  
Professional Profile ◽  
The University

La preocupación por la calidad y pertinencia de la educación superior a nivel mundial, ha hecho que el Ecuador adopte e implemente reformas en sus procesos legislativos, administrativos y operativos en materia de educación superior. Empero, el exceso de celo en el cumplimiento de esta tarea ha hecho que se pasen por alto y se obvien algunos principios genéticos básicos de la educación-formación universitaria de tercer nivel (profesional y/o de grado). El presente artículo busca propiciar la necesaria y muy postergada discusión respecto a una realidad que se ha pretendido desconocer y obviar, producto de factores de entropía generados en ópticas y políticas neoliberales,  la formación de investigadores profesionales, de nivel uno, en el tercer nivel. En otras palabras, de profesionales de grado (Licenciatura – Ingeniería) cuyo ejercicio estará dedicado en más de un 90% a actividades de investigación, y que, eventualmente, podrán ingresar a la carrera docente universitaria y al fortalecimiento complementario y progresivo de su perfil profesional de investigador a nivel del postgrado (Maestría y Doctorado Filosofal), en concordancia al mandato y encargo social que han recibido desde sus mismos orígenes las universidades. Palabras Clave: Educación Superior, formación de tercer nivel, investigación profesional y/o de grado. ABSTRACT Concern about the quality and relevance of higher education worldwide, has made Ecuador adopt and implement a series of reforms in their legislative, administrative and operational in higher education processes. In but the overzealous in fulfilling this task has made overlooked and some basic genetic principles of education-university tertiary education (professional and / or grade) is obviated. This article seeks to provide the necessary and very postponed discussion about a reality that has sought to ignore and avoid product of factors entropy generated in optical and neoliberal policies, training of professional researchers, level one, on the third level. In other words professionals (degree - Engineering) whose exercise will be dedicated by more than 90% to research, and that may possibly enter the university teaching career and complementary and progressive strengthening of their professional profile researcher graduate level (Masters and Doctorate Philosopher), in accordance with the mandate and social order they have received from the very beginning universities. Keywords: Higher education, university education, tertiary education, professional research and / or grade. Recibido: agosto de 2016Aprobado: octubre de 2016

scholarly journals Modern patterns of development higher education internationalization

2020 ◽  
Vol 10 (20) ◽  
pp. 70-81
Author(s):  
Oleh Zaikovsky ◽  
Keyword(s):  
Higher Education ◽  
Financial Stability ◽  
Foreign Students ◽  
Socioeconomic Development ◽  
International Student ◽  
Student Mobility ◽  
Developed Countries ◽  
Internationalization Of Higher Education ◽  
International Mobility ◽  
Higher Education Internationalization

The article is devoted to the study of modern transformations taking place in the international mobility of students due to the spread of higher education internationalization. It is substantiated that the internationalization of higher education is an important determinant of higher education development, national economies, and the like. The objective of the work is to determine the regularities and intensity of the development of internationalization in different countries and the features of the national policy on attracting foreign students. It is determined that higher education internationalization has become an important component of the development of many countries that differ in their level of socioeconomic development. The author of article analyzes the current trends in the development of international student mobility, identifies the features of attracting different countries to the processes of academic mobility, and determines the factors of choosing applicants in favor of international education. The multidimensional nature of the phenomenon of internationalization is proved, in the study of which there is a need to use multidimensional estimates. The proposed methodological tools by author for the quantitative assessment of the level of development of internationalization of higher education includes an index of national higher education system internationalization, the use of which allowed to quantify the process of internationalization of higher education. To identify patterns of development of this process in dynamics, and their intensity. It is substantiated that from the macroeconomic point of view, foreign students are an important factor in influencing the country's balance of payments, the development of the national labor market, the national educational system, and innovative development. Students who have received higher education abroad become an important source of development for the countries of origin, on the terms of the return of such students to their motherland. It is determined that modern universities develop strategies for internationalization of higher education actively, attracting foreign students, which contribute to the development of the level of international universities competitiveness, providing its financial stability of its development. It is proved that in response to the annual growth in the number of foreign students who are sent to highly developed countries, national governments and universities of these countries will direct their efforts to find new ways and arrangements to attract foreign students to study, including using the tools of migration policy. The main directions and methods of attracting foreign students are defined.

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

2013 ◽  
pp. 76-93
Author(s):  
Antonella Nuzzaci
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
University Teaching ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Information And Communication ◽  
University Professor ◽  
European Higher Education ◽  
Technological Skills

This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

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