scholarly journals Achieving WIL placement and theoretical learning concurrently: An online strategy for Higher Education Institutions

2019 ◽  
Vol 16 (3) ◽  
pp. 113-132 ◽  
Author(s):  
Lynnaire Sheridan ◽  
◽  
Belinda Gibbons ◽  
Oriana Price ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Institutions ◽  
Higher Education Reform ◽  
Australian Government ◽  
Professional Networks ◽  
Graduate Employability ◽  
Study Programs ◽  
Online Strategy ◽  
Work Integrated Learning

The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government’s Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.

scholarly journals Uncovering WIL practices to enable WIL's expansion in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 54-68
Author(s):  
Lynnaire Sheridan ◽  
◽  
Oriana Price ◽  
Lynn Sheridan ◽  
Melinda Plumb ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Australian Government ◽  
Theory Of Practice ◽  
Graduate Employability ◽  
Work Integrated Learning ◽  
Almost All ◽  
Professional Degrees ◽  
Study Offer

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis’ Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: networking and selling, negotiating, collaborating and innovating and legitimising. The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets.

Ku poprawie jakości systemu, czyli logika racjonalizacji i ekonomizacji w kształtowaniu polityki szkolnictwa wyższego w Polsce

2015 ◽  
Vol 36 (2) ◽  
pp. 41-60
Author(s):  
Agnieszka Dziedziczak‑Foltyn
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education Reform ◽  
Higher Education Policy ◽  
Public Management ◽  
New Public Management ◽  
Higher Education Institutions ◽  
Higher Education Reform ◽  
System Transformation ◽  
New Public

The dynamic development of higher education in Poland of the last quarter of a  century belongs to the most spectacular achievements of the system transformation. That development, however, is virtually limited to a quantitative progress which could be illustrated by the record high enrolment ratios (and the number of higher education institutions), accompanied by a striking scarcity of financial resources earmarked for this sector – several times lower than in the leading European countries. A qualitative progress that Poland could be proud of, however, did not follow. The economic and political change has led to a sudden marketization of higher education, stimulating the processes of competitiveness, unfortunately without policy makers’ paying adequate attention. At the same time, together with the increasing European integration, Poland developed modernization strategies in this sector. They focused on economic rationalization, which was dictated by European policies and global challenges.  Therefore, the changes in higher education took place under the banners of neoliberal reforms, and included such slogans as new public management and managerialism. One law after another has increasingly stressed that kind of logic in reforming higher education institutions. It seems that in the situation of permanent underfunding of the whole sector, that approach was meant to be a lifeline for Polish schools, practically absent from the global world of science and higher education. The goal of the paper is to present how the concept of economic improvement of higher education in Poland evolved as a whole, mainly in the higher education policy and legislative dimension, including the most significant consequences of the said improvement for the quality of the entire system. Keywords: higher education, reform of higher education, law on higher education, higher education policy, economization, rationalization.

scholarly journals Integrating an aging student population into higher education – challenges for evidence-based policy in Europe

1969 ◽  
Vol 40 (3) ◽  
pp. 25-42
Author(s):  
Dominic Orr
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Higher Education Reform ◽  
University Education ◽  
Data Sets ◽  
Access To Higher Education ◽  
Skilled Workers ◽  
Student Body ◽  
Study Programs

Both demographic developments and the need for highly skilled workers have led to renewed efforts to widen access to higher education in Europe. This means looking beyond the traditional clientele of university education in terms of routes into higher education, age, and centrality of studies. Attracting and catering to this more comprehensive group entails rethinking study programs and study environment for a more heterogeneous student body. So where are we now on these issues and where can we expect to be in the next decade? This is a question being raised within the framework of the Europe-wide Bologna Process for higher education reform. On the basis of data sets being used for analysis within this reform program, a comparison of the situation in selected European countries will be presented. It will be shown that some countries are better placed to deal with the growing number of adult learners than others.  

scholarly journals Adapting the Tuning Programme Profiles to the Needs of Russian Higher Education

2014 ◽  
Vol 1 (1) ◽  
pp. 187 ◽  
Author(s):  
Yevgeniya V. Karavayeva ◽  
Yelena N. Kovtun
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Institutions ◽  
Educational Programme ◽  
Higher Education Reform ◽  
Federal State ◽  
Russian Higher Education ◽  
Educational Programmes ◽  
State Educational ◽  
New Generation

This article considers how TUNING-compatible programme profiles could be developed in the Russian Federation in the context of: on-going reform of the higher education; introduction of the new generation of Federal State Educational Standards (FSES); development of the new professional standards; implementation of a system of public accreditation of educational programmes; and a complex system of educational quality assessment. It also analyses the results of monitoring of the effectiveness of FSES implementation in the system of Russian higher education by the Association of the Classical Universities of Russia (ACUR) that identified a number of problems in the area of programme design and implementation related to drawbacks within the current FSES. Based on the experience gained during the implementation of the TUNING RUSSIA Project (2010-2013), this article demonstrates the usefulness of the TUNING basic principles and approaches and suggests the ways TUNING profile development methodology might be successfully adapted and applied for designing educational programmes in the course of the Russian higher education reform. Creating TUNING-model degree profiles may be crucial to aid the Russian higher education institutions in the development of the new educational programs. Brief but all-encompassing formulation of the aims and outcomes and specific characteristics of an educational programme, listing competences and learning outcomes could permit higher education institutions to move from trying to comply with standards and requirements, which are sent from above but are foreign to the institutions themselves, to adopting the principle of transparency and designing better and more competitive degrees.<br /><br />

FINANCING OF HIGHER EDUCATION IN THE REPUBLIC OF MOLDOVA ON THE BASIS OF STANDARD COST PER EQUIVALENT STUDENT

2021 ◽  
pp. 84-95
Author(s):  
Tatiana Manole ◽  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
Central Administration ◽  
Republic Of Moldova ◽  
Funding Mechanism ◽  
Standard Cost ◽  
Study Programs ◽  
The Republic ◽  
Financing Higher Education

The author of this article deals with the long process of searching for funding higher education reform in Moldova. From the 90s of the century XX , when the Republic of Moldavia became independent, and until 2019, higher education in the Republic of Moldova has been funded by the "egalitarianism" socialist, without taking into account the difference between the curricula of higher education institutions. In 2010 he published the monograph "Methods of financing public education" that including it investigates the mechanism of financing of higher education, criticizing it and recommends the implementation of European practices and especially Romania, on the financing of higher education, taking into account the complexity of study programs. The central administration empowered with the function of managing higher education did not react to the researchers' recommendations.In 2019, the Ministry of Education, Culture and Research (MECR) began studying the New Methodology on financing higher education in Moldova based on the standard cost per student equivalent to the support of the World Bank and Romanian experts. This New Methodology for financing higher education was approved in 2020 and entered into force starting with the 2020-2021 years of study. The new funding mechanism takes into account the complexity of study programs, which correspond to a certain significant adjustment coefficient. We believe that the new methodology of higher education financing favors deepening performance and competency-based learning.

scholarly journals Sustainable development in higher education: Managing efficiency and effectiveness – a case of Ukraine

2021 ◽  
Vol 307 ◽  
pp. 06006
Author(s):  
Serhii Levchenko
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education Reform ◽  
Higher Education Institutions ◽  
Higher Education Reform ◽  
Educational Process ◽  
Scientific Process ◽  
Efficiency And Effectiveness ◽  
Student Centeredness ◽  
Economic Zones

This article touches upon an issue of an impact of efficiency and effectiveness, which are the factors that ensuring sustainability of higher educational process in Ukraine. The article analyses the existing definitions of efficiency and effectiveness in the context of higher education, both those provided by the English dictionary, and in scholars’ terms. The author of this publication found that many of the authors’ definitions of effectiveness coincide in nature, on the basis of which the types of effectiveness were grouped. Also, the article identifies some areas of higher education reform, both Ukrainian and foreign experience. In addition, approaches to assessing the activities of free economic zones in the “TOP-200 Ukraine” and world rankings, in particular, uniRank, QS, NatureIndex, are analysed. The orientation of these ratings on the scientific process, without the orientation on student-centeredness, is revealed and the substantiation on the possibilities to improve both of them in Ukrainian higher education institutions (HEIs) with the orientation on student-centeredness is given, which helps to achieve Goal 4 of Sustainable Development.

Investing in higher education marketing

2019 ◽  
pp. 125-134
Author(s):  
Elena Koval ◽  
Ksenia Ilyina ◽  
Anatasia Fefelova
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Higher Education Reform ◽  
The State ◽  
Investment Model ◽  
Educational Services ◽  
Higher Education Marketing ◽  
Education Marketing

The aim of the article is to research the state and prospects of expanding investments in the marketing of higher education and adapting to the fluctuations in the educational services market. The research methodology is based on the methods of scientific abstraction in determining the components of the market, comparative analysis of the world experience and domestic sources of the higher education institutions financing, analysis of the expenditures structure on education in the state budget of the country, monographic method of the studing the state and improving of the competitiveness in domestic institutions of higher education, statistics information. The scientific novelty of the conducted research is that the state of financing of higher education institutions is scientifically substantiated, alternative instruments of financing of investments in marketing of educational services are analyzed, directions of increase in competitiveness of market participants are outlined. Conclusions.Among other important areas of the European Union’s investment model are research, innovation and digitization in research marketing projects, as well as the financing of projects in the fields of skills, education, training and social innovation. Higher education reform in Ukraine aims to integrate into the European higher education area and the research area on the basis of a competitive national higher education system. Expanding the international activity of domestic higher education institutions is aimed at introducing modern global trends ofthe investment in higher education marketing.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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