The Greek Challenge in Work-Based Learning

2008 ◽  
Vol 22 (3) ◽  
pp. 177-182
Author(s):  
Nikolaos I. Taousanidis ◽  
Myrofora A. Antoniadou
Keyword(s):  
Higher Education ◽  
Community Of Practice ◽  
Open Learning ◽  
Work Related ◽  
Learning Techniques ◽  
Educational Programmes ◽  
Pedagogical Principles

Work-based learning is generated, controlled and used within a community of practice and brings new understanding to pedagogical principles as the role of worker becomes also that of learner. This paper presents a series of opportunities of this type of learning, which even enables students to work at a distance, using open-learning techniques, as self-managed learners in their work-related context. The author analyses the legitimacy of work-based knowledge in a higher education setting: this is crucial in understanding the differences and similarities both within the field of work-based learning itself and between work-based learning and more conventional educational programmes. Finally, a method of facilitating and managing such work- based learning in universities is presented.

scholarly journals Different Forms of Civil Activity and Employment in Hungary and Abroad, and the Development of Student Drop-out

2019 ◽  
Vol 1 (1) ◽  
pp. 41-54
Author(s):  
Valéria Markos ◽  
Zsófia Kocsis ◽  
Ágnes Réka Dusa
Keyword(s):  
Higher Education ◽  
Drop Out ◽  
Student Employment ◽  
Paid Work ◽  
Voluntary Work ◽  
Student Dropout ◽  
Work Related ◽  
University Life ◽  
Specific Culture

Young people involved in higher education have created a specific culture, to which, in addition to their studies, social and cultural activities associated with university life are also related (Kozma, 2006). Among these activities, student employment and participation in civic organizations should be highlighted. Voluntary and paid work among higher education students is increasing. These activities have several advantages in terms of future benefits; however, the attracting role of the labour market is one possible reason for dropout. In our current research, we emphasize the role of employment and civil activity in the development of student dropout. Masevičiūtė et al. (2018) found that a quarter of students stopped studying for work-related reasons. In addition, a negative perception of the marketability of the course they are on may lead to the interruption of university studies. In our study, we analysed the extent to which students are willing to interrupt their higher education studies in exchange for voluntary work. In our current research, we examined how often and for what reasons students who dropped out did paid work and volunteering during their studies.

scholarly journals Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?

2014 ◽  
Vol 1 (2) ◽  
pp. 279 ◽  
Author(s):  
Robert Wagenaar
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Personal Development ◽  
Academic Staff ◽  
Unique Contribution ◽  
Learning And Teaching ◽  
Educational Programmes ◽  
Effective Performance ◽  
The One

The competence and learning outcomes approach, which intends to improve effective performance of academic staff and students, is becoming dominant in today’s higher education. This was quite different 15 years ago. This contribution aims to offer insight in the reforms initiated and implemented, by posing and answering the questions why the time was appropriate — by identifying and analysing the underlying conditions — and in what way the change was shaped — by focusing on terminology required and approaches developed. Central here is the role the Tuning project — launched in 2000-2001 — played in this respect. The contribution starts with contextualising the situation in the 1990s: the recession and growing unemployment in many European countries on the one hand and the development of a global society and the challenges the higher educational sector faced at the other. It offers the background for initiating the Tuning project, and the discourse on which its approach is based. In particular, attention is given to choosing the concept of competences, distinguishing subject specific and general/generic ones, as an integrating approach of knowledge, understanding, skills, abilities and attitudes. The approach should serve as a means of integrating a number of main goals as part of the learning and teaching process: strengthening employability and preparing for citizenship besides personal development of the student as a basis for the required educational reform. Tuning’s unique contribution is the alignment of this concept to learning outcomes statements as indicators of competence development and achievement and by relating both concepts to profiling of educational programmes.

scholarly journals Role of higher education in the sustainability of water resources: an assessment of institutions in India

Water Policy ◽  
2020 ◽  
Vol 22 (2) ◽  
pp. 276-292
Author(s):  
Arun Kansal ◽  
G. Venkatesh
Keyword(s):  
Higher Education ◽  
Water Resources ◽  
Social Economic ◽  
Faculty Members ◽  
The Social ◽  
Educational Programmes ◽  
The Status ◽  
And Gender ◽  
Good Number

Abstract The motivation behind this paper is to understand the status of water resources management education provided in higher education institutions (HEIs) in India and decipher gaps between what is taught and what is needed in the field. The assessment has been carried out based on the information available on the respective websites of the HEIs using keywords. The authors have also reached out to faculty members and final-year students in universities/HEIs in India. There are a good number of HEIs in India, which offer educational programmes in water-related subjects, though their distribution is skewed and there seems to be a clear bias in favour of the technological aspects of water. Relatively fewer HEIs engage themselves in social, economic and gender-related issues. It is imperative to popularise research in the social, economic and regulatory aspects of water management. Not all HEIs have provided information about the areas of research they engage in, on their websites. Further, a limited number of faculty members and students have responded to the questionnaires. The preparedness of any country in addressing its current challenges can be gauged from the incorporation and subsequent entrenchment of these roles into the fabric of HEIs. This article can be looked upon as reference documents which will go a long way to enabling the identification of synergies, interlinkages and collaboration opportunities to find solutions for a plethora of challenges.

Critical Perspectives on Disability Documentation in Higher Education: Current Trends and Observations

2021 ◽  
Vol 26 (2) ◽  
Author(s):  
Manju Banerjee ◽  
Adam Lalor
Keyword(s):  
Higher Education ◽  
Support Services ◽  
New Approach ◽  
Work Related ◽  
Current Trends ◽  
Disability Status ◽  
National Joint Committee ◽  
Educational Accommodations ◽  
Disability Documentation

The role of disability documentation in establishing eligibility for disability status, student support services, and accommodations in higher education has waxed and waned in the last two decades. At one time, referral for evaluation and the resulting disability documentation were essential prerequisites in establishing postsecondary accommodations. Appropriate documentation describing the disability resulted in legal protections (National Joint Committee on Learning Disabilities, 2007). Without this documentation, individuals were ineligible for a host of work-related and educational accommodations and support services. But now legal, research-based, and educational perspectives are informing a new approach to the use and importance of disability documentation. This article presents critical and differing perspectives which build on observed trends and practices in disability documentation requirements and accommodation decision-making.

scholarly journals Miejsce i zadania Biblioteki Głównej Uniwersytetu Przyrodniczego w Poznaniu w układzie uczelnia–System Informacji o Szkolnictwie Wyższym POL-on

2017 ◽  
Vol 35 ◽  
pp. 133-144
Author(s):  
Olimpia Małecka ◽  
Mariusz Polarczyk
Keyword(s):  
Higher Education ◽  
Information System ◽  
Life Sciences ◽  
Data Entry ◽  
Work Related ◽  
Leading Role ◽  
Database Structure ◽  
Close Cooperation ◽  
The University

Place and Tasks of the Main Library of the Poznań University of Life Sciences in arrangement university–information system for higher education POL-onThe paper presents the tasks performed in the Main Library of the Poznań University of Life Sciences, which are associated with the System of information on higher education POL-on. The leading role of the Main Library is to create and update the database Bibliography of publications of the Poznań University of Life Sciences. Collecting data in the database Bibliography was discussed here, as well as organizational solutions implemented after starting POL-on System. The scope of work related to updating the database structure and adapting it to export data to the Reporting Module of Polish Scholarly Bibliography was presented. Another task entrusted to the Main Library is to collect data entry about conferences, awards and honors, patents and protection rights and to introduce it to the POL-on system. The article also presents difficulties arising during the work and their solutions. All work was carried out in close cooperation with the University authorities on the basis of the Rector’s regulations.

scholarly journals Improving Basic Design courses through Competences of Tuning MEDA

2016 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Rafee Hakky
Keyword(s):  
Higher Education ◽  
Group Discussion ◽  
Basic Design ◽  
Student Centered ◽  
Learning Retention ◽  
Architectural Engineering ◽  
Learning Techniques ◽  
Analysis And Synthesis ◽  
High Level

<p>It is well established that Tuning’s development of the concept of competences for the improvement of what is referred to as student-centered approach has proven itself beneficial in developing higher education programs.<a title="" href="#_ftn1">[1]</a>  This paper examines the application of competences suggested by Tuning-MEDA to the benefit of teaching architecture. Two courses were selected from the Architectural Engineering Program at the International University for Science and Technology, Damascus, Syria; namely, Basic Design I and II. Five competences were selected as crucial to be achieved in these two courses: ability to think, perceive and conceive spaces three dimensionally and communicate verbally, in writing, graphically, and/or volumetrically; have critical thinking, analysis and synthesis; knowledge of aesthetics and arts, and understanding their role as key factors in the quality of architectural thinking and design; possess a high level of interpersonal skills; and appreciation of the social and cultural role of architecture. The two courses are evaluated at two levels before being examined in relation to their ability to achieve these competences. They were looked at in connection with Bloom’s Taxonomy and found to be able to deliver learning at its upper levels; namely, analysis, synthesis, and evaluation. They were also examined against the typical Learning Retention Pyramid and were found to provide learning opportunities through learning techniques which provide a high level of retention: demonstration, group discussion, and practice by doing. Finally, it was found that the five competences assigned to the courses were very much achievable and indeed through applying them, the two courses were more focused and could achieve their objectives more successfully.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="#_ftnref1">[1]</a> Robert Wagenaar, “Competences and learning Outcomes: a Panacea for Understanding the (New) Role of Higher Education?” <em>Tuning Journal for Higher Education</em> 1, no. 2 (May 2014): 279-302.</p></div></div>

The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences

2019 ◽  
Vol 26 (2) ◽  
pp. 56-67 ◽  
Author(s):  
Hanna Hofmann ◽  
Carl-Walter Kohlmann
Keyword(s):  
Negative Affectivity ◽  
Coping Behavior ◽  
Common Method ◽  
Positive Affectivity ◽  
Work Related ◽  
Teacher Students ◽  
And Behaviors ◽  
Main Effects ◽  
Positive And Negative Affectivity

Abstract. Positive affectivity (PA) and negative affectivity (NA) are basic traits that affect work-related perceptions and behaviors and should be considered in any assessment of these variables. A quite common method to assess healthy or unhealthy types of work-related perceptions and behaviors is the questionnaire on Work-Related Coping Behavior and Experience Patterns (WCEP). However, the association of PA and NA with WCEP remained unclear. In a sample of teachers, physiotherapists, and teacher students ( N = 745; Mage = 35.07, SD = 12.49; 78% females), we aimed to identify the relevance of these basic traits. After controlling for age, gender, and type of occupation, we found main effects of PA and NA, with the specific combination of PA and NA being decisive for predicting the assignment to a WCEP type. The results highlight the need to include PA and NA in future assessments with the WCEP questionnaire.

Sign in / Sign up

Export Citation Format

Share Document