scholarly journals Didactic-pedagogical formation of teaching bachelors: an analysis in the courses of secretariat of the public institutions of higher education of Brazil

2018 ◽  
Vol 16 (4) ◽  
Author(s):  
Fernanda Cristina Sanches ◽  
Ivanete Daga Cielo ◽  
Solange Franci Raimundo Yaegashi
Keyword(s):  
Higher Education ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
The Public

scholarly journals Las políticas hacia los académicos en las últimas décadas

2012 ◽  
pp. 49-120
Author(s):  
Rocio Grediaga Kuri
Keyword(s):  
Higher Education ◽  
Public Institutions ◽  
Institutional Commitment ◽  
Educación Superior ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Educacion Superior ◽  
Disciplinary Diversity ◽  
Conditions Of Work

El trabajo de investigación que se reporta busca hacer observables los posibles cambios en las trayectorias y perfiles del personal académico que podían atribuirse a la aparición e implementación, en la mayor parte de las Instituciones de Educación Superior públicas del país, de programas que tenían como objetivo el mejoramiento de los perfiles formativos, de producción e inserción internacional de los académicos, y que emplearon diferentes mecanismos de evaluación, diferenciación de ingresos y apoyos a la continuación de su formación. A través de definir una periodización que reflejara la aparición y modificaciones de dichas medidas, la propuesta de una tipología de las instituciones de educación superior y la adopción de una forma de organizar la diversidad disciplinaria, se intentaron controlar analíticamente los efectos paralelos que estos aspectos pudieran tener en la variación de condiciones de trabajo y socialización de los académicos. Con esta forma de organizar la diversidad se analizaron la evolución formativa, la combinación de actividades, el uso del tiempo, las opiniones y los resultados reportados por los académicos del país en la encuesta aplicada en 2001. Finalmente, en el trabajo que se presenta se subrayan algunos de los logros, tensiones y riesgos que parecen derivarse de las lógicas coexistentes en los mecanismos impulsados, especialmente en los ámbitos del compromiso institucional y la renovación de la planta académica actual.AbstractThe work of investigation that is reported looks for making observable the possible changes in the trajectories and profiles of the academic personal that could be attributed to the appearance and implementation, in most of the public Institutions of Higher Education of the country, of programs which  had like objective the improvement of the formative profiles, of production and international insertion of the academics, and that used different mechanisms from evaluation, differentiation of income and supports to the continuation of their formation. Through defining a periodization that reflected the appearance and modifications of these measures, the proposal of a typology of the institutions of higher education and the adoption of a form to organize the disciplinary diversity, were tried analytically to control the parallel effects that these aspects could have in the variation of conditions of work and socialization of the academics. With this form to organize the diversity were analyzed the formative evolution, the combination of activities, the use of the time, the opinions and the results reported by the academics of the country in the survey applied in 2001. Finally, this work emphasizes some of the profits, tensions and risks that seem to derive themselves from the coexisting logics in the impelled mechanisms, especially in the scopes of the institutional commitment and the renovation of the present academic plant.

scholarly journals Limits of exercising the rights to leasing out property by public institutions of higher education

2020 ◽  
pp. 7-12
Author(s):  
Mykola Moroz
Keyword(s):  
Higher Education ◽  
Real Estate ◽  
Educational Institution ◽  
Public Institutions ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Higher Educational Institutions ◽  
The Public ◽  
Higher Educational ◽  
The Right

Problem setting. Leasing out property that is involved in educational, academic, training and production, scientific activities by the public institutions of higher education often leads to violation of the rights of other participants in educational activities. They are sure to be a result of violating the limits, established by the current legislation, of exercising the rights to leasing out property by the public institutions of higher educational. Analysis of recent researches and publications. The issues of state property lease have been studied by many scholars. Basic research in this area has been conducted by I. Spasibo-Fatieieva, O. Lipetsker, Ye.Kazarenko, V. Steshenko, M. Pronina, S. Puhinsky, T. Potapenkova, Yu.Basin, D. levenson, N. Khashchivska, N. Milovska and other scientists. Target of research. The aim of the paper is a comprehensive study and analysis of the limits of exercising the rights by the public institutions of higher education to leasing out their own property. To achieve this goal the following tasks should be solved: 1) to define the limits of exercising the rights by the public institutions of higher education to leasing out their own property; 2) to determine the legal consequences of concluding lease agreements by the public higher educational institutions in violation of current legislation. Article’s main body. The article conducts a general study and analysis of the right of the public institutions of higher education to lease property. The author emphasizes that public higher educational institutions have the right to lease out only real estate and other individually identified property. The legal consequences of concluding lease agreements by public higher educational institutions in violation of the current legislation have been studied. Conclusions and prospects for the development. Summarizing the results of the study we can formulate the following conclusions. The public institutions of higher education have the right to lease out real estate and other individually determined property in the manner prescribed by law and subject to statutory restrictions (without the right of redemption and sublease, when it does not worsen the social and living conditions of persons studying or working in the educational institution). While leasing the property, the public higher educational institution realizes primarily their own property interests, at the same time, indirectly realizing the property interests of the state. If the lease agreement of real estate and other individually determined property of higher educational institutions is recognized as invalid, it may be recognized as invalid only for the future.

scholarly journals Higher education in the IPSAS implementation process: A comparative study between Brazil and Mexico

2021 ◽  
Vol 10 (9) ◽  
pp. e19510918059
Author(s):  
Fernando Gentil de Souza ◽  
Débora de Oliveira Barros ◽  
Laura Margarita Medina Celis ◽  
Jamille Carla Oliveira Araújo
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Implementation Process ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Institutional Legitimacy ◽  
The Public ◽  
Documentary Analysis ◽  
Emerging Trends ◽  
Public Sector Accounting

The Brazil and Mexico started their International Public Sector Accounting Standards (IPSAS) IPSAS adoption strategies in 2008 and consider the importance of the accountant role in this process and the existence of specific undergraduate Accounting programmes in the two countries. This study aims to compare the offer of courses about public sector accounting in public institutions of higher education in these countries during year 2018 & 2019, under Institutional Theory perspective. The methodology of this article consists of a documentary analysis of the curricula in force of website of the Public Institutions of Higher Education (PIHE) of each federative entity of Brazil and Mexico. The results show great diversity in the offer of disciplines among the 76 Brazilian and in the 39 Mexican institutions, with an average of only 3 and 1,3 courses by each country respectively. In Brazil, every institution has at least one mandatory Public Sector Accounting discipline, whilst only 28 Mexican institutions offer as obligatory. If institutional legitimacy consider education in Mexican and Brazilian IPSAS adoption strategies, the diffusion of IPSAS accrual accounting information will account for a huge network of more than 1000 of people involved. Furthermore, it highlights the weakness of the public sector approach to develop professional skills (normative isomorphism) in line with emerging trends in Public Sector Accounting for transparency. This article contributes to show what has been considered from the perspective of higher education of future public sector accounting professionals aligned with the IPSAS adoption strategies that involve Brazil and Mexico.

scholarly journals Knowledge Mobilization, Collaboration, and Social Innovation: Leveraging Investments in Higher Education

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Naomi Nichols ◽  
David Phipps ◽  
Johanne Provencal ◽  
Allyson Hewitt
Keyword(s):  
Higher Education ◽  
Social Innovation ◽  
Public Institutions ◽  
Knowledge Mobilization ◽  
Review Of The Literature ◽  
The Public ◽  
Literature Synthesis ◽  
Academic Settings ◽  
Qualitative Literature

ABSTRACT This article is a qualitative literature synthesis in the areas of community-campus collaborations, knowledge mobilization and social innovation. The article aims to be useful to people who work in academic settings, community organizations, public institutions, and government. The authors utilized a purposive sampling methodology to explore the following questions: 1. How can university-based knowledge mobilization leverage investments in higher education research and development (R&D) through community-campus collaboration and social innovation? 2. What is the role of university-wide knowledge mobilization projects in supporting community-campus connections and ultimately social innovation strategies that contribute to the public good? Our review indicates considerable interplay between community-campus collaborations, knowledge mobilization and social innovation given that knowledge mobilization facilitates – and is facilitated by – collaboration. With sufficient knowledge mobilization, community-campus collaborations stimulate social innovation. The article concludes with recommendations based on our review of the literature. RÉSUMÉ Cet article se fonde sur une synthèse littéraire qualitative portant sur les collaborations communautaires/académiques, la mobilisation du savoir et l’innovation sociale. Il se veut utile pour toute personne travaillant dans un milieu académique, un organisme communautaire ou une institution publique. Les auteurs ont recours à une méthode d’échantillonnage raisonné pour répondre aux questions suivantes : 1. Comment la mobilisation du savoir universitaire – au moyen de la collaboration communautaire/académique et de l’innovation sociale – peut-elle faire augmenter les investissements en recherche et développement dans l’enseignement supérieur? 2. Comment les projets de mobilisation du savoir universitaire peuvent-ils resserrer les liens entre campus et communauté et, en fin de compte, appuyer des stratégies d’innovation sociale qui contribuent au bien commun? Notre évaluation indique qu’il y a beaucoup d’influences réciproques entre les collaborations communautaires/académiques, la mobilisation du savoir et l’innovation sociale, surtout que la mobilisation du savoir facilite la collaboration et vice versa. En effet, avec une mobilisation du savoir suffisante, les collaborations communautaires/académiques stimulent l’innovation sociale. Cet article se termine par des recommandations provenant de notre analyse documentaire.

scholarly journals Are Slovak Universities Prepared to Create the Department of Geragogy and Train Future Geragogues?

2019 ◽  
Vol 9 (1) ◽  
pp. 39-55
Author(s):  
Beáta Balogová ◽  
Veronika Kmetóny Gazdová
Keyword(s):  
Higher Education ◽  
Older Adult ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Social Changes ◽  
Adult Educator ◽  
Undergraduate Training ◽  
Study Program ◽  
Older Adult Education ◽  
Definition Of

Abstract Introduction:The authors of this paper base their research on the following assumption: the development of both geragogic education (older adult education) and profession is conditioned by the existence of a study program of geragogy provided by departments of geragogy created at universities (as public institutions of higher education). The fact remains that a qualified training of geragogues is absent in the Slovak conditions. Purpose:When compiling a graduate profile, inclusive of a list of competences that a geragogue should possess, a range of specific local circumstances needs to be taken into consideration. Subsequently, it is necessary to define a position of a geragogue. Geragogue is a professional working in the field of senior education, just like a pedagogue or an adult educator work in their fields. It is also important to identify and accentuate the philosophical and social context in which these professionals are confronted with the demands of today’s society, in a form of a society based on knowledge, questions of the ongoing social changes and defining the meaning of life. Results:The task of creating the department and program of geragogy is formulated as a social demand of the time, debunking the current myth of the crisis of universities. In history, a university was a vital place where the values serving social integration emerged. It was also a practice field for the educators to train so they could spread these values and transform them into social skills. Conclusion:In the conclusion, the authors propose key areas of undergraduate training of geragogues, including the definition of institutional anchoring, with the goal to contribute to ongoing professional discussion and to creation of the department and the program of geragogy.

scholarly journals Venezuelan Higher Education: The Chavez Revolution

2015 ◽  
Author(s):  
Daniel Levy
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Public Sector ◽  
Private Universities ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
The Public ◽  
History Of

Hugo Chavez's clash with Venezuelan higher education is a vivid present-day example of a history of confrontation between leftist, populist regimes and higher education in Latin America. Chavez has transformed the public sector through creation and expansion of new universities. Chavez's policies have alienated the country's private institutions of higher education. Both public and private universities are reduced in importance.

Cross-institutional collaboration for transfer student success

2019 ◽  
Vol 47 (3) ◽  
pp. 261-268
Author(s):  
Kaela Casey ◽  
Linda Kennedy ◽  
Janet Pinkley ◽  
Laura Worden
Keyword(s):  
Higher Education ◽  
General Education ◽  
Transfer Students ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Content Type ◽  
Transfer Success ◽  
Library Resources ◽  
Potential Applications ◽  
Teaching Faculty

Purpose Each of Ventura County’s four public institutions of higher education list information literacy (IL) as either an institutional outcome or general education outcome for their students. Despite this, communication between the four campuses on this topic was limited. Librarians from these institutions applied to be part of the grant-funded Project ALAS Faculty Fellows Program to find ways to collaborate with each other and with teaching faculty to support the development of IL skills in transfer students. Design/methodology/approach Librarians from Ventura County’s four public institutions of higher education, with funding from the Project ALAS Faculty Fellows Program, held a one-day IL summit to bring librarians and teaching faculty together to unify objectives and create a seamless IL transition for transfer students. Findings Creating an opportunity for librarians and teaching faculty to discuss the definition and potential applications of IL in courses and assignments led to positive outcomes. Teaching faculty learned about library resources and took steps to begin collaborating with their campus librarian(s). Librarians also learned about different academic expectations in various disciplines, made new connections and made plans for future IL-focused collaborations. Originality/value Studies have demonstrated that IL is a key component to student transfer success. However, this is not an element in education that can be achieved by one department alone. The collaborative effort described in this paper can serve as a model for other librarians hoping to foster dialogue and cooperation amongst their regional institutions.

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