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2021 ◽  
Vol 10 (4) ◽  
pp. 1755-1768
Le Thi ◽  
Nguyen Thi ◽  
Nguyen Thi ◽  
Nguyen Mau

<p style="text-align: justify;">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.</p>

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Kenneth Lan

PurposeThis paper gives a comparative analysis of the foundation of sinology in two Canadian universities. Despite not having diplomatic exchanges, Canada's new relationship with the People's Republic of China (PRC) ignited a China interest in the Canadian academe. Through York University and the University of Guelph (U of G)'s experiences, readers will learn the rewards and challenges that sinology brings to Canadian higher education.Design/methodology/approachThis paper offers an overview of the historical foundation of sinology in the Canadian academe. Who pushes through this process? What geopolitical developments triggered young and educated Canadians to learn about China? This paper assesses York and Guelph's process in introducing sinology by relying on university archival resources and personal interviews. Why was York University successful in its mission, which, in turn, made into a comprehensive East Asian Studies degree option in 1971? What obstacles did the U of G face that prohibited it from implementing China Studies successfully?FindingsAfter 1949, Canada took a friendlier relationship with the PRC than its neighbor in the south. As China–Canada relations unfolded, Canadian witnessed a dramatic state investment in higher education. The 1960s was a decade of unprecedented university expansion. In the process, sinology enjoyed its significant growth, and both York University and the U of G made their full use of this right timing. However, China Studies at the U of G did not take off. Besides its geolocation disadvantage, Guelph's top-down managerial style in the 1960s, which resulted in collegial disillusionment, was also a significant barrier to this program's success.Originality/valueBefore the Internet age, universities were the first venues for most Canadians to acquire their initial academic knowledge of China. After the Second World War, sinology became popular among students as China became one of the world's “Big Fives”. More Canadians became romanticized with Maoism while opposing America's containment policy. York and Guelph exemplified this trend in Canadian history. Contrary to popular belief, historian Jerome Chen did not establish York's China Studies. Likewise, an ex-US diplomat John Melby did not bring China into Guelph, sinology arrived due to individual scholastic initiatives. Visionaries saw envisioned China's importance in the future world community.

2021 ◽  
Vol 14 (4) ◽  
pp. 119-134
A. Muhammad Idkhan ◽  
Husain Syam ◽  
Sunardi Sunardi ◽  
Abdul Hafid Hasim ◽  

Alicja Musiał ◽  
Dominik Markowski ◽  
Jan Życzkowski ◽  
Krzysztof A. Cyran

The success rate of currently performed CubeSat missions shows that despite their popularity, small satellites are still not as reliable as larger platforms. This research was conducted to analyse in-orbit experience from the KRAKsat mission and discuss methods for mission design and engineering that can increase CubeSats reliability and prevent their failures. The main purpose was to define best practices and rules that should be followed during mission development and operations to ensure its success based on the overview of the lessons learned from KRAKsat and problems encountered during its mission. This paper summarizes the experiences obtained and provides methods that can be used while carrying out future robust CubeSat projects. It was written to prove that there are some parts of the small satellite missions that are often neglected in the university-led projects and, by ensuring proper testing and planning before the actual mission, its reliability can increase. The following analysis could be used as a guide during the development of the next CubeSat projects.

2021 ◽  
Vol 19 (3) ◽  
pp. 396-407
Yulia Petlenko ◽  
Andriy Stavytskyy ◽  
Ganna Kharlamova

The COVID-19 has put higher education institutions in a new situation and identified bottlenecks in the financial structure of institutions and education systems in general. However, for Ukrainian universities, this situation can be seen as an opportunity to achieve financial autonomy. This study is devoted to the consideration of a possible tool for the financial autonomy of Ukrainian classical universities, most of which are state-funded. The paper considers the methodology of a possible tool for the accumulation of external financing – the endowment fund. The case analysis and analytical consideration of world practice are applied. As a result, a model for financing the university in its transition to the innovation and entrepreneurship model is proposed as the chain “endowment fund – development of start-ups”. This example can become the basis of the road map for other national HEIs, as well as the practice of wider use in the field of higher education. However, despite most of the national classical universities have declared a course to an innovative development, which further raised the necessity of external funding, top management and general economic situation require more attention. As this transition to a new model of the university is taking place along with the financial stabilization and under economic and social upheavals, the formation of a new culture of online communication is necessary. Thus, the proposed model is the practical guideline of possible decisions but mostly the start-point for further discussion and research. AcknowledgmentThis paper is done in the framework of the grant project “Financial stabilization of classical universities in the context of the global consequences of the COVID-19 pandemic” funded by the National Research Foundation of Ukraine “Science for Human Security and Society” (2020-2021).

2021 ◽  
Vol 7 (3B) ◽  
pp. 202-212
Kuanysh Zh. Syman ◽  
Vladimir P. Andronov ◽  
Zoya I. Girich ◽  
Irina V. Rodionova ◽  
Marina Y. Litwinowa

The purpose of this work is to identify and substantiate the problems of introducing innovations in the university.  For the purpose of the study the following methods are used systematic analysis of philosophical, pedagogical and psychological scientific literature, researching and summarizing of educating experience; the survey. Education badly needs effective innovations of scale that can help high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the teacher readiness to innovative activity. The analysis of the teachers accepts to innovations demonstrate that the implementation of pedagogical innovations accompanies certain problems of future teacher activity during training at the university. Main factors and reasons determining the teachers’ innovation resistance could be considered when preparing them for innovative activity as a crucial factor for modernizing the country’s education system.

2021 ◽  
Richard Tindle ◽  
Paola Castillo ◽  
Natalie Doring ◽  
Leigh Grant ◽  
Royce Lyle Willis

Background: University students are four times more likely to experience elevated levels of psychological distress compared to their peers. Psychosocial needs of university students are associated with high psychological distress, stressful life events, and academic performance. Our study focusses on developing a measure to help universities identify these psychosocial needs. Aims: The study aimed to develop and validate the factor structure of the University Needs Instrument and identify the relationship between psychosocial needs, psychological distress, and academic performance within university students.Sample: Undergraduate university students (N = 433) currently studying at university. Method: Participants completed demographic questions, the University Needs Instrument, the Kessler-10 Psychological Distress scale, and the Stressful Life Events scale. The University Needs Instrument comprises 30 items within six psychosocial factors (academic support, financial support, support from family, support from friends, practical support, and emotional support), each consisting of five items. Results: Confirmatory factor analysis showed that all items significantly loaded on the six hypothesised factors. The hypothesised model was supported by the data displaying excellent model fit and psychometric properties. Our analysis determined that the UNI has strong internal consistency. The results also confirmed that university students’ high levels of psychological distress and their academic performance may be affected by their psychosocial needs.Conclusions: Our findings emphasise that psychosocial needs are an important underlying contributor to psychological distress and a reduction in academic performance in university students. Our findings provide an initial validation of the University Needs Instrument to measure the psychosocial needs of university students.

2021 ◽  
Vol 40 (3) ◽  
Matthew Black ◽  
Susan Powelson

In the spring of 2020, as post-secondary institutions and libraries were adapting to the COVID-19 pandemic, Libraries and Cultural Resources at the University of Calgary rapidly implemented Ex Libris’ reading list solution Leganto to support the necessary move to online teaching and learning. This article describes the rapid implementation process and changes to our reserve reading list service and policies, reviews the status of the implementation to date and presents key takeaways which will be helpful for other libraries considering implementing an online reading list management system or other systems on a rapid timeline. Overall, rapid implementation allowed us to meet our immediate need to support online teaching and learning; however, long term successful adoption of this tool will require additional configuration, engagement, and support.

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