Perfectionism and Social Wellbeing in the University System of Academic Personnel Management

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽

10.26643/gis.v14i5.8466 ◽

2019 ◽

Vol 14 (5) ◽

pp. 21-28

Author(s):

Abasiama G. Akpan ◽

Chris Eriye Tralagba

Keyword(s):

Teaching And Learning ◽

Case Study Research ◽

University Education ◽

Learning Approach ◽

University System ◽

Electronic Learning ◽

E Learning ◽

Nigerian University ◽

The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

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The Indian University in a Comparative Perspective

10.1093/oso/9780199480654.003.0004 ◽

2018 ◽

Author(s):

N.R. Madhava Menon

Keyword(s):

Higher Education ◽

Competitive Advantage ◽

Higher Education Institutions ◽

Knowledge Society ◽

Comparative Perspective ◽

Policy Changes ◽

University System ◽

Current State ◽

The World ◽

The University

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.

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Efficient assignment of financial resources within a university system. Study of the University of Malaga

European Journal of Operational Research ◽

10.1016/s0377-2217(00)00299-x ◽

2001 ◽

Vol 133 (2) ◽

pp. 298-309 ◽

Cited By ~ 11

Author(s):

R Caballero ◽

T Galache ◽

T Gómez ◽

J Molina ◽

A Torrico

Keyword(s):

Financial Resources ◽

System Study ◽

University System ◽

The University

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Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

Sustainability ◽

10.3390/su13147673 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7673

Author(s):

Tarquino Sánchez-Almeida ◽

David Naranjo ◽

Raquel Gilar-Corbi ◽

Jessica Reina

Keyword(s):

Higher Education ◽

Academic Performance ◽

Student Performance ◽

Academic Intervention ◽

Vulnerable Groups ◽

University System ◽

Higher Education System ◽

Economic Support ◽

Support Mechanisms ◽

The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

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