scholarly journals European practices for the development of PhD training courses (on the example of personal development course)

2021 ◽  
Author(s):  
Д.Е. Щипанова ◽  
Р.В. Куприянов ◽  
И.Н. Андреева
Keyword(s):  
Time Management ◽  
Personal Development ◽  
Doctoral Education ◽  
Course Design ◽  
Doctoral Training ◽  
Management Skills ◽  
Teaching Methodologies ◽  
Goal Development ◽  
Development Structure ◽  
Development Course

В статье представлены результаты применения европейских практик разработки учебных курсов на примере курса личностного развития для аспирантов российских и белорусских университетов. Авторы курса входят в команду международного консорциума вузов по реализации программы Erasmus+ проект MODEST (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies – Модернизация обучения в аспирантуре по естественным наукам и улучшение педагогических методик). Цель разработанного курса: развитие эмоционального интеллекта, а также и эффективных навыков стресс-менеджмента и управления временем. Методологическими основами разработки курса явились теория результатов обучения Д.Кеннеди и концепция развития гибких навыков. Разработанная структура, содержание и технология курса проходят апробацию в процессе подготовки аспирантов и молодых исследователей в университетах России и Беларуси. Внедрение курса будет реализованов практике деятельности Doctoral Training Centers – Тренинговых центров для аспирантов, организованных на базе университетов консорциума проекта MODEST программы ERASMUS+ в странах: Россия; Беларусь и Армения. Article presents results of training course design according to European practices by example of a Personal Development course for PhD students of Russian and Belarusian universities. Authors are part of an international consortium of universities team of the Erasmus + MODEST project implementation (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies). Course goal: development of emotional intelligence, as well as effective stress management and time management skills. Methodological foundations of the course development were D. Kennedy's learning outcomes theory and the concept of soft skills development. Structure, content and technology of the course are being tested in the process of training PhD students and young researchers at universities in Russia and Belarus. Introduction of the course is planned in the practice of the Doctoral Training Centers – Training centers for PhD students, organized at the universities of the MODEST project consortium (ERASMUS + program) in the countries: Russia; Belarus and Armenia.

scholarly journals Introducing a Late Bank in Online Graduate Courses: The Response of Students

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Meadow Schroeder ◽  
Erica Makarenko ◽  
Karly Warren
Keyword(s):  
Time Management ◽  
Student Attitudes ◽  
Course Design ◽  
Online Courses ◽  
Well Being ◽  
Stressful Situation ◽  
Due Dates ◽  
Management Skills ◽  
Post Secondary ◽  
Bank System

In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.

Science education for doctoral students: MODEST approach and experience

2021 ◽  
Author(s):  
Katja Anniina Lauri ◽  
Alexander Mahura ◽  
Sini Karppinen ◽  
Irina Obukhova ◽  
Tatiana Kalganova ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Digital Literacy ◽  
Personal Development ◽  
Doctoral Education ◽  
Bologna Process ◽  
Personal Data ◽  
Doctoral Training ◽  
Doctoral Studies ◽  
Personal Data Protection ◽  
European Universities

<p>MODEST (Modernization of Doctoral Education in Science and Improvement Teaching Methodologies) is a capacity building project funded by the Erasmus+ programme.</p><p>The project is coordinated by the University of Latvia. There are three other EU partners (from Finland, Poland and the United Kingdom) and a total of ten partners from three partner countries (Russia, Belarus and Armenia).</p><p>The project aims to improve the structure and content of doctoral education and the internal capacities of services that manage doctoral studies in accordance with the modern European practices, to facilitate a successful adherence with Bologna process reforms and its instruments, to improve and increase the quality of international and national mobility of doctoral students of Armenia, Belarus and Russia, and to establish a sustainable professional network providing the use of participatory approaches and ICT-based methodologies.</p><p>During the past year, almost one hundred members of academic and administrative personnel as well as doctoral students have contributed to creating a total of 14 new courses mainly in transferable skills: Research methodology and research design; Project writing, project management, and funding sources; International research writing and presentation skills; Research ethics, Intellectual property rights and personal data protection; 3I - Interdisciplinarity, interculturality, internationalization in research; Organization of doctoral training; Educational/constructive alignment, design and implementation of courses for doctoral studies; Digital literacy; Data analysis and expert systems; Virtual environment; Commercialization of research, managerial skills; Personal development; Complexity; and Sustainable development and global challenges of 21st century. Each course has specific target group(s) such as PhD students, university teachers, doctoral programme managers, or administrative staff.</p><p>Summary of each developed course – aims, learning outcomes, content (including course blocks on lectures, seminars, homeworks, etc.), planned learning activities and teaching methods, assessment methods and criteria, and other relevant – will be presented. The developed courses will be an integral part of the Doctoral Training Centers for PhD students to be established in the MODEST partner universities in Armenia, Belarus and Russia.</p><p>The MODEST project serves as a great example of transfer of good practices in higher education, especially on doctoral level, but it has also created new connections for educational and scientific collaboration. From the PEEX perspective, MODEST is an important initiative strengthening connections between European universities and institutions in Russia, Belarus and Armenia. The project will continue until 2022. More detailed information is available at www.emodest.eu.</p>

scholarly journals Educational Component of Doctoral Training at Engineering University

2019 ◽  
Vol 28 (3) ◽  
pp. 67-74
Author(s):  
Evgeny A. Korchagin ◽  
Rais S. Safin
Keyword(s):  
Personal Development ◽  
Doctoral Education ◽  
Integrated Approach ◽  
Doctoral Training ◽  
Learning Material ◽  
Dual Nature ◽  
Teaching Activities ◽  
Research And Teaching ◽  
Educational Component

Didactic aspects of the educational component of doctoral training appear highly significant for modern doctoral education. The educational component involves two parts: research and teaching training. The dual nature of training, which includes different and, at the same time, interrelated types of learning activities, requires the development of appropriate research and methodological support of doctoral education. The methodological basis of designing and implementation of the educational component of doctoral training at an engineering university is an integrated approach. A comprehensive system of training is based on the combining of learning material in a certain semantic environment. This semantic environment is represented by the personal development of PhD students, along with the development of her/his professional mobility, competence, increasing competitiveness and improving the quality of training. The processes of designing and implementation of the educational component entail the use of a systematic approach, whereby the designed objects (preparation for the research along with the preparation for teaching activities) are considered as separate pedagogical systems; competence and activity approaches aimed at the development of general and professional competencies within research and teaching activities; personality-oriented approach focused on the educational component for personal development of PhD students within the research and teaching activities in accordance with their individual curricula. The authors discuss the elements of the pedagogical model of PhD students training at engineering universities.

Implementation of Competence Framework to Evaluate Middle Managers: DOJI Gemstone Jewelry Group Case Study

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Do Vu Phuong Anh
Keyword(s):  
Time Management ◽  
Personal Development ◽  
Professional Competence ◽  
Middle Management ◽  
Management Training ◽  
Executive Management ◽  
Management Level ◽  
Leadership Competence ◽  
Competence Framework

This research presents the results of applying the theory of competence framework to evaluate the current competence of middle management in enterprises, in the case study of DOJI Gemstone Jewelry Group (DOJI Group). By using in-depth interviews and survey through questionnaires, the research results show that the middle management level at DOJI Group has satisfied relatively well the most competencies of the professional competence group, executive management competence as well as personal development competence. However, some of the competencies that need to be further improved include time management, training and leadership competence, innovation and learning competence. The solutions given are for reference by DOJI Group and other private enterprises in Vietnam in the assessment and development of middle management level.

A Corporate Tax Return Simulation: Utilizing Electronic Work Papers and Resolving Ambiguous Issues

2017 ◽  
Vol 32 (4) ◽  
pp. 61-80 ◽  
Author(s):  
Ellen E. Best ◽  
Jennifer Kahle Schafer
Keyword(s):  
Critical Thinking ◽  
Time Management ◽  
Phase 1 ◽  
Oral Communication ◽  
Learning Approaches ◽  
Missing Information ◽  
Management Skills ◽  
Corporate Tax ◽  
Management Communication ◽  
Two Phases

ABSTRACT Practitioners routinely note that new staff lack documentation skills, communication skills, and strong Excel skills. Further, new staff report critical-thinking, written and oral communication, teamwork, and project management skills deserve greater emphasis in Master of Accountancy programs. The AICPA's (2014) Model Tax Curriculum suggests that active learning approaches be used to enable students to build communication, critical-thinking, and interpersonal skills. This case uses a realistic corporate tax return preparation experience to address these criticisms by focusing on four main areas: time management, communication, research, and technical skills. The case is divided into two phases. In Phase 1, students review client information, generate requests from the client for missing information, keep a log of hours spent on the project, research ambiguous issues, meet with the project “senior” to obtain guidance, and prepare electronic work papers. In Phase 2, students incorporate feedback from the senior's review of their work papers to make corrections, prepare a corporate tax return, and create a client letter. Student feedback about the project is positive.

scholarly journals The assessment of time management skills in Chinese and Croatian students

2019 ◽  
Vol 7 (1) ◽  
pp. 83-94
Author(s):  
Kristina Črnjar ◽  
Vedrana Čikeš ◽  
Kristina Ferenčak
Keyword(s):  
Academic Success ◽  
Cultural Differences ◽  
Time Management ◽  
Online Survey ◽  
Chinese Students ◽  
The Internet ◽  
Management Skills ◽  
Effective Time ◽  
Business Market ◽  
Extra Curricular Activities

Time management is the ability of consciously deciding and controlling the amount of time spent on different activities in order to be more productive and effective. In order to achieve academic success, students should be able to manage a large number of activities, from going to lectures, studying, participating in extra-curricular activities, to making sure they are getting enough rest to stay healthy. The purpose of this research was to determine if there are any significant differences in the effective time management between Chinese and Croatian students. Even though the cultural differences between these two groups are substantial, both groups are becoming a part of the same education and business market. The research was conducted on the sample of 340 Chinese and Croatian students using an online survey. The results have shown that in several time management activities there are statistically significant differences between Chinese and Croatian students. The results also indicate that the Croatian respondents are better at setting goals, determining priorities and performing tasks by priority, while Chinese students delegate tasks and determine and eliminate time wasting activities more often than their Croatian counterparts do. On the other hand, Croatian students waste more time on activities such as conducting tasks of small importance and fun activities of no relevance (e.g. “surfing” the Internet, private telephone conversations, chatting, etc.), while Chinese students are in the forefront with regard to ineffective and supernumerary meetings and overly long and supernumerary phone conversations.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

A systematic review of principal time use research

2021 ◽  
Vol 59 (2) ◽  
pp. 215-232
Author(s):  
Craig Hochbein ◽  
Abby Mahone ◽  
Sara Vanderbeck
Keyword(s):  
Systematic Review ◽  
Time Use ◽  
Time Management ◽  
Supporting Evidence ◽  
Management Skills ◽  
Preparation Programs ◽  
Content Type ◽  
Principal Preparation Programs ◽  
History Of ◽  
Positive Correlations

PurposeTo advance the study of principal time use (PTU), the purpose of this study is to report findings from a systematic review of PTU research. In addition to identifying common findings, this study also examined the supporting evidence and methodologies of PTU studies. From this dual approach, this study specified the evidence that supports claims about PTU, as well as identified areas requiring future examination.Design/methodology/approachA systematic reference review process considered 5,746 potential PTU manuscripts. The inclusion criteria identified 55 studies published between 1920 and 2015. This review synthesized data pertaining to the methodologies and findings of PTU research.FindingsFindings from studies conducted across decades indicated that principals worked extensive hours. Moreover, the workdays of principals consisted of brief and unrelated activities, most often focused on noninstructional tasks. Contrary to common hypotheses, studies indicated that PTU dedicated to administrative tasks exhibited positive correlations with educational outcomes. However, claims about PTU have been derived from samples overrepresented by large urban school districts and limited periods of observation.Practical implicationsFuture studies should implement diversified sampling strategies and extended observation periods. For principal preparation programs, the results indicated an opportunity for increased instruction on time management skills.Originality/valueThis systematic review identifies the overlooked history of the research and specifies the evidence that supports common claims about PTU, which provides empirically derived guidance for future PTU studies.

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