СТИМУЛЮВАННЯ ЗА ДОПОМОГОЮ ХАКАТОН-ЕКОСИСТЕМИ ВТОРИННОЇ ЗАЙНЯТОСТІ МОЛОДІ ЯК ФАКТОРА ПРОФЕСІОНАЛІЗАЦІЇ ТА СОЦІАЛЬНОЇ ІНТЕГРАЦІЇ

The article is an attempt to find new tools to boost youth motivation to secondary employment. The study notes that modern multi-vector (multi-dimensional) processes of updating the higher education system in Ukraine challenge the need for reforming higher education. The above verifies that currently, the biggest demand is primarily for competitive graduates who can independently build their own professional career trajectory, who are able to handle a large amount of information, think critically, demonstrate a high level of adaptability to permanently changing social environment and labor market demands, have developed communication skills, are able to learn throughout the life, are ready to expand management functions and are able to predict the results of their activities. The theoretical and methodological framework of this study involves systemic, structural and functional, economic and sociological and the resource-based approaches. A systemic approach was used to gain an overview and build an overall description of the researched phenomenon; structural and functional approach was applied to provide insights into the functional character of secondary employment, and the resource-based approach – to specify the opportunities for students to combine study and work. It is argued that the use of the Hackathon ecosystem enables to identify the possible outcomes of combining work and study for social and personal development of student youth along with getting better awareness of specific functions of youth secondary employment. Within the scope of this research, the following indicators were employed: the motivation behind secondary employment of student youth, performance assessment as realization of students’ expectations from employment, and the evaluation of the current job significance for mastering a future profession. A motivation hierarchy for secondary student employment has been identified where money is viewed as the key motivator whereas occupational incentives are perceived as less important. As it observed, this hierarchy demonstrates a relative stability in recent years against the falling trend for the significance of the early start of professional career for working students. In addition, the study provides a robust argument to substantiate the demarcation between pragmatics- and occupation-based incentives of student secondary employment. The findings have revealed a rather high realization level of financial expectations of many working students (as a manifestation of the key economic function of student youth employment); a certain devaluation of the work experience role for student secondary employment as their competitive advantage in the area of social and labor relations; as well as low effectiveness of the majority of working students for their further professionalization. However, the results of the study have verified critical effects of any work experience upon shaping basic work culture for this youth category. Apart from the above, the paper discusses the relevance of implementing professionalization agenda in the framework of student secondary employment as well as renders practical recommendations for its enhancement. The study results offer a number of implications to develop further theoretical positions and accumulate empirical data to promote quality assurance in vocational education and training institutions.

ДІАГНОСТИКА ЗА ДОПОМОГОЮ ІНСТРУМЕНТАРІЮ ХАКАТОН-ЕКОСИСТЕМИ ГОТОВНОСТІ СТУДЕНТСЬКОЇ МОЛОДІ ДО НАУКОВО-ДОСЛІДНОЇ ДІЯЛЬНОСТІ

The article seeks to provide insights into the growing role of the research component within the higher education system as a key element in ensuring quality education and boosting student talent and potential. Given that modern society imposes new demands for a more skilled workforce, future professionals must demonstrate not only high-level professional competencies but also display well developed cognitive skills, independence, initiative and creative thinking. In the context of this study, a research competence is viewed as an integral personality trait which translates into the capacity and willingness to resolve research problems independently, mastering of research technology skills, recognition of the value of research and the ability to use it in the professional business settings. The dominant methodology of the study is to build a linear mathematical model that allows evaluating the readiness of student and post-graduates to conduct a research. The developed model provides the minimum, maximum and threshold values as well as diagnostic assessment indicators of the student readiness to perform research. In addition, the study presents a method to assess the readiness of student and post-graduates to research activities which was tested on the basis of the Hackathon Ecosystem of the Kyiv National University of Technologies and Design. The survey held has revealed the structure of a research competence that consists of ten main elements (competencies) of readiness of student and post-graduates to conduct research. Processing the results of the questionnaire has enabled to calculate the weight of each element, their mathematical expectation values, the density of probability distribution, and the average value of all the necessary characteristics for research. The calculation results have verified that the priority competencies of student and post-graduates are motivation to research and the level of academic training. University student and post-graduate engagement into research activities is an integral part of academic training to tackle professional issues. Within the study process, student research practices involve problem-based learning, a professional focus of training through a wide range of problem solving activities, as well as encouraging enhanced creativity. The findings demonstrate that making use of the University Hackathon ecosystem tools will contribute to identifying the students’ and post-graduates’ propensity to research activities, building relevant skills and abilities of research competence.

ІСТОРІЯ ПРОЦЕСУ ФОРМУВАННЯ СОЦІАЛЬНОЇ ВІДПОВІДАЛЬНОСТІ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УКРАЇНІ

The article explores the evolution of the social responsibility concept along with discussing its specifics in the area of higher education. In particular, it is noted that the core of social responsibility is the idea that organizations should strive not only to make their own profits but also to be aware of the multiple effects from their activities to society. In this context, corporate social responsibility is viewed as bringing together the interests of the company and society. Particular emphasis is put towards the analysis of the impact of corporate social responsibility which is primarily related to ethical and transparent behavior and promotes sustainable development, health and well-being in society subject to stakeholder expectations and compliance with current regulations and standards. The study reveals that like other marketing factors initially associated with the commercial settings, social responsibility has expanded to the non-commercial sector, including education. The hypothesis of the study is a statement that social responsibility of universities for their decisions and activities and their impact on society and the environment is being realized through transparent and ethical strategies. The purpose of this study is to trace the history of developing social responsibility in higher education institutions in Ukraine. To attain the research agenda, descriptive analysis, as well as research and confirmatory factor analysis were employed; quantitative data were collected through a questionnaire developed on the basis of a literature review and the qualitative research results. The study has revealed a close correlation between the economic, natural and social environments, in particular, by creating new rules for the higher education system in Ukraine. The findings present a history of interpreting the notion of social responsibility in higher education in Ukraine which reflects the understanding of the complexity and the multifaceted nature of this concept from different perspectives: economic, social or environmental. Therefore, the ultimate priorities can vary greatly. The study asserts that the contribution of social responsibility into the growth of the nation's well-being, associated with the quality and growing effects of the higher education system and its institutions, is of a critical importance. It is argued that the implementation of research-based policies and the use of best practices of European universities in a particular area of social responsibility will facilitate better understanding of the basic principles of social responsibility, illustrating and modeling its values, principles and behaviours needed to find new socially responsible solutions to modern humanity challenges.

Pedagogical Science Practices in Public Higher Education Institutions of Ethiopia: Progress Made but Challenges Remain

The contribution of education to the overall development of a nation becomes evident especially through higher education. This is because higher education is considered a key to delivering the knowledge required for ensuring sustainable development. Studies reveal a strong positive correlation between higher education participation rates and levels of development, as high levels of education are essential for designing and producing new technologies, and enhancing innovative capacities for the development of a society. While the reforms of higher education in high-income countries have received much attention, relatively little is known about the change dynamics in higher education system in developing countries. Therefore, with this research I want to contribute to a better understanding of higher education system in Africa, from the perspective of the type of pedagogy being practiced frequently and its consequences in producing competent graduates for the world of work by taking Ethiopian public higher education system as a case. To this end, data were collected from selected higher education institutions’ officials and instructors using questionnaire and interviews. The collected data were analyzed using mixed method. Findings of the study revealed that despite the offering of on-job pedagogical science trainings in the sample universities, little progress has been made in terms of applying student-centered pedagogy. Most of the instructors in the institutions still predominantly use traditional teaching methods. It is recommended that instructors in higher learning institutions should use critical pedagogy. Keywords: higher education, pedagogical science practice, progressive pedagogy, traditional pedagogy, transformative pedagogy

Academic Endowments in the United Kingdom – Do They Make a Difference?

This paper analyses the role and significance of the endowments for the UK higher education system. We have systematised the metrics commonly used to measure the performance of the academic endowments. To collect the data about universities and colleges, we exploited the data provided by the HESA (Higher Education Statistics Agency) that collect and disseminate UK higher education data and the data provided by the Charity Commission for England and Wales. The size of the university and colleges endowments is valued using their respective financial statements, using endowment reserve account of the balance sheet.The academic endowments linked with the UK universities and colleges are estimated to be worth £15.8 billion in 2020. According to the number of the endowments linked with universities and colleges endowments, they play a significant role in the UK higher education system. However, there is a notable difference concerning endowment size between the few most reputable academic institutions and other universities and colleges. For example, the two largest endowments (the University of Oxford and the University of Cambridge with accompanied colleges endowments) in 2020 had a share of 75% measured by the size of the endowment assets. Moreover, this 75% has been stable during the last several years.In addition, the UK academic endowments are much smaller than their US counterparts and thus generally have lesser significance for the UK higher education system, while they may play a significant role for particular institutions. The endowment size per student has also been much smaller in the UK than in the US. Except for the six universities and colleges, the share of the income coming from endowments and donations in the total income has been relatively low, 2% or less. Considering the long history and tradition of the endowments in England, their role in the UK higher education system is deeply rooted. However, with their historical performance and significance for some higher education providers, there is an opportunity for a more prominent role in the future.

The Inclusion and Support of Students With Disabilities in the South African Higher Education System

The intention of this chapter is to contribute to the scholarship of diversity, equity, and inclusivity in contemporary higher education. Its purpose is to develop an understanding of pedagogical issues concerning the inclusion and support of students with disabilities in the South African higher education system through literature review. The chapter will contribute to debate on policy imperatives and how these have informed practice, the social model of disability and its role in shaping educational provision, access and support constraints as products of intersectionality of disability and disablement, and possible ways to re-culture higher education for support.

Is Peer Review Fit for Purpose?

Peer review is endemic to judgement in higher education. It is assumed that when we need to make a judgement on the quality of something—student performance, academic employment, teaching, research and publication—then we may rely on the assessment of peers, whether they be fellow students, lecturers or more senior academics. This chapter will illustrate and challenge this assumption, and assess how ‘fit for purpose’ peer review is in twenty-first century academe. It will focus on different practices of peer review in the contemporary higher education system, it will also question how well they work, how they might be improved and what the alternatives are. The examples to be discussed include refereed journal articles, the assessment of doctoral degrees and the UK Research Excellence Framework (REF).

A Paradigm Shift in Higher Education

Game-based learning is widely followed at the school level in India, but the higher education system has been longer in adopting it. The pandemic situation has transformed teaching and learning processes from the traditional to the technical method, which requires a more versatile approach. Because of the rapid change from the offline mode to the online mode in higher education, there is little evidence available on the inefficiency of implementing the traditional system of teacher-centered education on online platforms. There comes a lot of the significance in of adapting technology-based games in order to engage and motivate students throughout their course of study. The aim of this chapter is to provide an overview of the effectiveness of game-based learning strategies over traditional learning methods. Moreover, the results of a cross-sectional study conducted by the authors in South Indian universities at the higher education level is included.

Can New Education Policy 2020 Serve as a Paradigm Shift to the Employability Gap in India?

Employment and employability have lately surfaced as a significant concern for India that stands as the world's second central higher education system. The post-COVID-19 era further demanded a comprehensive policy at the national level. The Indian government approved the new education policy (NEP), bringing changes to higher education in the country on 29th July 2020. After an exhaustive reading of all education policies published in Indian literature, the authors present this viewpoint chapter, contributing to the extant literature on education policies in the following three ways. The first purpose is to evaluate and compare the current NEP 2020 to the last two educational policies of 1968 and 1986 to understand how far each policy could realize the goal of employability. The second purpose is to adumbrate the gaps between industry and academia in the proposed NEP 2020 to propose some transformative steps to fill the outlined gap. Thirdly, the main findings are depicted through a graphical representation to give some directions for future policy and research in employability.

Introduction: An Overview of the Research

The ambition for this book is to demonstrate how higher education institutions (HEIs) can respond to societal challenges, support positive social change and influence the international public discourse on social innovation. It attempts to answer the question, ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. The book offers suggestions about how the present system can be improved both based on existing data and international literature on social innovation in higher education. The book presents a selected set of peer reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs.