IMPLEMENTING BEST PRACTICES FOR IMPROVING ENERGY EFFICIENCY IN UNIVERSITIES

BACKGROUND AND OBJECTIVES. Determining the direction of energy saving development is a significant aspect and is present in the policy of rational use of energy resources of leading countries, in most cases it affects the direct consumer and producer of energy, as well as administrative measures. Implementation of best practices of energy efficiency of all types of activities is a tool to improve energy autonomy of universities in Ukraine.METHODS. The study used: the predictive method – to determine the progress of implementation of EU Directive 2012/27/EC in Ukraine; method of comparative analysis – to determine the optimal mechanisms to promote energy efficiency in different countries and the possibility of implementing this experience to create a system of energy efficiency in Ukrainian universities.FINDINGS. Using and expanding the experience of participation in the project to provide energy efficient and comfortable conditions of study in Ukrainian universities together with the European Investment Bank and the Nordic Environment Corporation will allow to upgrade 200 teaching, research and support facilities in 21 universities to improve the energy efficiency of buildings and reduce operating costs of public higher education institutions; quality of teaching, learning, teaching, research and residential buildings. Implementation of such experience will improve the energy efficiency of universities, optimize mechanisms for state regulation, control and stimulation of energy efficiency; solve problems and expand the power of executive authorities and local governments, energy autonomy of universities.CONCLUSION. The analysis of the successes and difficulties of higher professional education for people with disabilities shows that there is an objective need to consolidate the efforts of the higher education community with regional public organizations, executive authorities, regional and city institutions of health, education and social protection to support young people with disabilities.

Teaching Research Methods and the Supervision of Undergraduate Projects: Seeking Practical Improvements to a Complex Process

This paper develops a review of teaching research methods and student supervisor relationships, first presented to ECRM20. Last year we tested an extensive literature review with a survey of undergraduate business students, this has now been supplemented with further survey data, interviews and a focus group. This supplementary data has deepened our understanding of the issues and has largely reinforced the findings from the previous paper. At a time when some schools are moving content on-line and seeking new forms of assessment, there is a need to ensure that research continues to fulfil a contribution towards intellectual and practical understanding. Detailed analysis has explored the extent to which the teaching of research methods within a taught degree course and the completion of an individual project has proved effective. Value perceived by the students and supervisors of a major project has been confirmed to influence both success for a candidate at an interview as well as providing a skill set suitable for longer term employment. Learning ‘skills for life’ was suggested by the students.. The extent to which students and supervisors engage was explored and opportunities for improvement are reported. The importance of adding an element of fun to the process was also raised. Little evidence of supervisors receiving training was found, Feather et al (2010, 2013) and a challenge continues to be the extent to which supervisors are fully briefed on the required dissertation process. In practice, supervisors rely on their own prior experience and this can contribute to an uneven quality of experience for students. Conclusions on the undergraduate data are developed for two specific research questions and next steps for improvement at the school are outlined for the Business School to consider.

Gaining Momentum Around Advancing Age Inclusivity

Have you already experienced some success with age friendly initiatives at your institution but are wondering how you might broaden your reach? Fostering connections across disciplines and units on your campus as well as with organizations in your community is the key to gaining momentum and advancing age inclusivity. This presentation will discuss strategies for connecting and engaging faculty, staff, students, and community members in age friendly programs and practices. We will share examples and tips for supporting others to be more age inclusive in their teaching, research, and community engagement. We will share ideas from the AFU toolkit for creating learning groups, collaborative community events, and intergenerational exchange as well as our own experience which has demonstrated that many smaller efforts over time can go a long way toward building momentum and creating a more age inclusive campus.

Book Reviews

Paul N. Courant of Edward M. Gramlich Distinguished University Professor and Provost Emeritus, University of Michigan reviews “Like Nobody’s Business: An Insider’s Guide to How US University Finances Really Work” by Andrew C. Comrie. The Econlit abstract of this book begins: “Discusses the essentials of university funding, reviewing the business and finances of higher education in terms of its six functional elements—state and trustee governance, university administration, teaching, research, public service, and students and the broader community.”

The Future of Higher Education: The Effects of Covid-19 on Teaching, Research and Internationalization

Covid-19, which emerged in Wuhan, China at the end of 2019 and has turned into a pandemic in a short time, has brought many social problems. It is clear that it will also have some short and long term effects in the field of higher education. Based on the recent publications, the current study aims to discuss what these effects will be in different dimensions of higher education. However, due to the difficulties of covering so many different pandemic-related developments within a single study, the current study focuses more on the effects of the Covid-19 process on teaching, research and internationalization in higher education. Based on the recent discussions on these focal themes, recommendations are made specifically for the Turkish higher education system.