Higher Education Institutions
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2021 ◽  
Vol 8 (1) ◽  
Skarlatos G. Dedos ◽  
Dimitris Fouskakis

AbstractThere exists a vast amount of research on how students, in higher education, approach their studying and learning. Such research resulted in a multitude of questionnaires and tools to capture the way students perform in higher education institutions. One of these tools is the Approaches to Study Skills Inventory for Students (ASSIST) that was developed in the ’80 s and ’90 s. This inventory broadly classifies students, as approaching their study, in a deep, a strategic and/or a surface manner. Although it has gone through rigorous validation in many studies, there exist no publicly available dataset of the results of these studies and so the raw datasets cannot be re-used or integrated with other similar datasets. Here, we report and make publicly available the raw data of an 8-year longitudinal survey using this inventory in a cohort study of 1181 students from a department of a higher education institution. We validated our dataset using reliability analyses that confirmed, and compared well, with the results of previous studies.

2021 ◽  
pp. 147821032110254
Daniel Malet Calvo ◽  
David Cairns ◽  
Thais França ◽  
Leonardo Francisco de Azevedo

This article looks at the impact of the COVID-19 pandemic on international students, focusing on Portuguese-speaking African and Brazilian students during the lockdown of spring 2020. Using evidence from interviews conducted with 27 students domiciled in Portugal, we illustrate some of the challenges faced by students when coping with the pandemic, including difficulties in meeting the cost of tertiary education and the centrality of working to sustain their stays abroad, alongside the emotional impact of prolonged domestic confinement and separation from families. We also consider the paradoxes of online teaching, which have made visible the digital gap between local and international Global South students in the context of their stays. In this sense, pre-existing inequalities are more at the centre of students’ concerns than new issues raised by COVID-19, a pandemic that served to reveal former injustice in the context of global capitalism. In our conclusion, we argue that there is a need for greater recognition of the vulnerabilities facing certain African and Brazilian students at Global North universities in the context of contemporary neo-liberalism, including their dependence upon precarious work. Policy responses include the need for a more serious involvement and responsibility by both home and host higher education institutions in the lives of their students abroad.

2021 ◽  
Issa Ibrahim Berchin ◽  
Ana Regina Aguiar Dutra ◽  
José Baltazar Salgueirinho Osório d Guerra

2021 ◽  
Vol 9 ◽  
Scott A. Travis ◽  
Aaron A. Best ◽  
Kristyn S. Bochniak ◽  
Nicole D. Dunteman ◽  
Jennifer Fellinger ◽  

Due to the COVID-19 pandemic, higher education institutions were forced to make difficult decisions regarding the 2020–2021 academic year. Many institutions decided to have courses in an online remote format, others decided to attempt an in-person experience, while still others took a hybrid approach. Hope College (Holland, MI) decided that an in-person semester would be safer and more equitable for students. To achieve this at a residential college required broad collaboration across multiple stakeholders. Here, we share lessons learned and detail Hope College's model, including wastewater surveillance, comprehensive testing, contact tracing, and isolation procedures that allowed us to deliver on our commitment of an in-person, residential college experience.

2021 ◽  
Vol 14 (33) ◽  
pp. e15928
Vladimir Alexandrovich Slepov ◽  
Atyana Nikolaevna Rodenkova ◽  
Dmitry Alexandrovich Pokamestov ◽  
Elena Ivanovna Gromova

Forecasting changes in the external and internal parameters of the socio-economic development of higher education (HE) as an integral system, as well as the risks of its digitalization that reduce the quality of human capital suggest the expansion of contemporary methodological instruments for financing higher education institutions (HEIs). In the article the principles of project financing that combine system and process approaches have been suggested, and the need to introduce the axiological approach into the methodological basis of project financing of HE as a specific way of organizing and performing financial activities, obtaining and using its results with regard to certain values, and neutralizing the risks of digitalizing education along with improving the quality of human capital has been substantiated.

2021 ◽  
Vol 9 (1) ◽  
pp. 40
Malefetsane Elliot Nketekete ◽  
Mamoeletsi Limakatso Mojalefa

Globally, higher education institutions (HEIs) adopt different strategies to curb plagiarism, which undermines the integrity of educational qualifications issued by these institutions. One of the key strategies adopted by HEIs is the development of anti-plagiarism policies. Emerging research from literature do indicate that effective strategies are educational and developmental intended to equip students with skills of acknowledging materials from other sources. Further, research indicates that anti-plagiarism policies reinforce negative attitudes towards plagiarism, hence adopting punitive strategies against the would-be perpetrators. The study reviewed the National University of Lesotho (NUL) anti-plagiarism policy, to determine the type of messages and discourses the policy communicates to its users. The study used document analysis, using the NUL anti-plagiarism policy as the unit of analysis. Content and discourse analysis were applied as research techniques. The study revealed that the policy communicated punitive and moral discourses. These discourses undermine the developmental aspects of academic writing. The study recommends the review of the policy to include educational and developmental discourses that would encourage that students’ academic writing is developed. Further, the University should review its policy not only to address students but members of staff.

Maryna Chervonoshapka ◽  
Ihor Hnyp

The ability to maintain high speed and accuracy of sensorimotor reactions for a long time under the influence of various interfering factors is an important component in the training structure of future law enforcement officers. Improving of the sensorimotor reactions of higher education students in institutions that train police officers takes place in the process of the discipline "Special Physical Training". Methods of general physical training (sports games, competitive methods), as well as, methods of simulating service situations (attempt of the offender to get the weapon, group interaction of police, protection from the threat of weapons, protection from blows with hands and feet) are used to achieve this purpose. We conducted a study of the complex reaction of choice of cadets in the normal conditions and under the influence of interfering factors. The results show that male cadets and some women as a result of two years training significantly improve the resistance of sensorimotor responses to interfering factors (the speed of a complex reaction of choice without interference, with interference, the total number of errors). The results show that the traditional curriculum of the discipline "Special Physical Training" in higher education institutions with specific training conditions, which provide training of police officers, effectively helps to improve the stability of sensorimotor responses of cadets. Improving the efficiency of the training process in the direction of increasing the stability of sensorimotor responses of female cadets requires special attention.

2021 ◽  
Elena Pristupa

The textbook reveals the theoretical and applied foundations of social work as a profession. The general principles of social work with persons with disabilities are considered. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training 39.03.02 "Social work" (academic bachelor's degree), as well as for teachers of higher education institutions.

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