Pengalaman Mahasiswa Pekerja dalam Pembelajaran Hybrid: Studi Kasus di Sekolah Tinggi Ilmu Ekonomi Balikpapan

Modeling global transfusion medicine education.

Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal

Although much research has been done on student regulation in F2F settings, more needs to be known about the concept in online learning groups. During the NLC 2024 round table, we will share findings from an exploratory study to establish the status quo in this area, and discuss the optimal conditions for students’ regulation of learning in online learning groups. The overall guiding question in this round table is: how can we foster student regulation in online learning groups within higher education? During the roundtable, the following (preliminary) questions are guiding: How can we improve the sociability of online learning environments to stimulate student regulation in online learning groups? Which techniques can we apply to enhance students’ social presence/social space in online learning groups during regulation? How can we support the 'teacher as designer' in facilitating student regulation in online learning groups? In the discussion, we use two models to indicate the level at which we focus in the conversation to arrive at a new conceptual model regarding the regulation of learning in online learning groups. We note the findings in the respective models, together with the audience, which we display as posters.

Bridging the gaps between higher education and the business world: internships in a faculty of economics and business

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

BackgroundHome-based nursing care continues to expand, delivering care to increasingly older clients with multiple, chronic and complex conditions that require the use of additional and more numerous invasive medical devices. Therefore, the prevention of infections poses a challenge for nurses, professional caregivers and clients. ObjectiveThis article explores infection prevention practices and related behavioural factors in both nurses and clients to identify barriers and facilitators of infection prevention practices in home-based nursing care. DesignA qualitative, exploratory design. SettingFour healthcare organisations providing home-based nursing care in the Netherlands. MethodsParticipant observations were used as the main source of data collection complemented with focus group discussions and semi-structured interviews. ParticipantsParticipant observations: 16 nurses, three professional caregivers and 80 clients.Semi-structured interviews: 11 clients.Focus group discussions: 15 nurses and four professional caregivers. ResultsA total of 87 unique care delivery situations were observed for 55 h, complemented with three focus group discussions and 11 individual semi-structured client interviews. Infection prevention practices in home-based nursing care appeared to be challenged by 1. The specific context or environment in which the care occurred, which is more autonomous, less structured, less controlled and less predictable than other care settings; 2. Suboptimal and considerable variation in professional performance concerning the application of hand hygiene and the proper use of personal protective equipment such as face masks, barrier gowns and disposable gloves; 3. Extensive use in and outside the client's surroundings of communication devices that are irregularly cleaned and tend to interrupt nursing procedures; and 4. Inadequate organisational support in the implementation and evaluation of new information or policy changes and fragmentation, variation and conflicting information regarding professional guidelines and protocols. ConclusionsFrom a first-hand observational viewpoint, this study showed that the daily practice of infection prevention in home-based nursing care appears to be suboptimal. Furthermore, this research revealed considerable variation in the work environment, the application of hand hygiene, the proper use of personal protective equipment, the handling of communication devices and organisational policies, procedures and support. Finally, the study identified a number of important barriers and facilitators of infection prevention practices in the work environment, professional and team performance, clients and organisations.

This study addresses the psychological and pedagogical aspects of higher education teachers’ self-organization within the context of their professional activity. It explores both the external and internal factors that influence the teacher’s personality and shape their professional performance. The authors of the article emphasize the importance of a comprehensive examination of the challenges facing higher education today and adopt an interdisciplinary perspective on the concept of self-organization. The research argues that professional self-organization is crucial for the university teacher’s personal development, professional formation and career growth. The authors highlight the need for continuous improvement of teachers’ competencies aligned with their professional roles. The study explores two main types of self-organization. The first type involves deliberate efforts of a higher education teacher to achieve specific professional standards and performance outcomes, focusing on self-affirmation and self-realization within the educational institution. The second type of self-organization emphasizes personal self-development and internal motivation for growth. The authors stress the importance of creating preconditions that foster harmonious interaction between a teacher’s professional and personal systems. The article argues for the need to critically rethink methodological approaches to the educational process and higher education programs. It emphasizes the importance of developing a lifelong self-organization strategy for both teachers and students. Higher education institutions must take on the strategic responsibility of supporting teachers in this area by providing appropriate conditions and opportunities for growth. The text highlights the urgency of preparing graduates who can respond effectively to modern challenges, remain competitive, engage in continuous professional development, foster creativity, and achieve personal fulfillment. While formulating recommendations to enhance the self-organization process for university teachers, the authors stress the need to consider the full range of challenges and demands that affect educators, higher education systems, and the society. Keywords: self-organization, psychology of higher education, psychology of management, expertise, higher education teacher, higher education student, training, education, development, educational space.

Problem statement. The Bologna Process has initiated the formation of a single European Higher Education Area. Today's students, through academic mobility programmes, have a unique opportunity to obtain academic experience and professional competences developed during their studies at higher education institutions in other countries. In particular, master students from Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) under agreement with National Engineering School of Saint-Etienne (France), had the opportunity to access the educational process at French Higher Technical Education Institution and conduct a comparative analysis of the educational process within the study of the discipline “Methods of teaching in higher education institution”. The purpose of the article is to conduct a comparative analysis of higher education systems in Ukraine and France on the basis of data from the State Statistics Service of Ukraine and Statistical Guidelines and reference materials of France and characterize the professional development methods of French teachers (on the example of the National Engineering School of Saint-Etienne). Conclusions. In today's globalised world, quality higher education has become a significant means of ensuring a high level of professional qualifications in all spheres of human activity. The increasing demand for higher education, as well as the increasing students number, add pressure to higher education and blur the boundaries between the economic and political sectors. Student exchanges and double degree programs provide opportunities for innovative student learning, as well as increasing the education effectiveness, which in turn leads to increased demand for this sector of public life. Despite the high cost of higher education, French universities are very popular among foreign students, including Ukrainian, as they contribute to the formation of relevant professional competencies for young people, providing greater opportunities in the further employment process. Although the number of foreign students in Ukraine is lower (compared to France), domestic our higher education institutions are also beginning to be in high demand among foreign applicants, thus strengthening not only the field of education but also international economic relations. For the Ukrainian system of teachers’ professional development, it is appropriate to study and partially implement the experience of French higher technical school. In particular, the variety of proposed methods and forms of professional development deserves attention, as it indicates the efforts of educational managers in France to create a pedagogical environment psychologically comfortable and as professionally appropriate.

The coronavirus (COVID-19) pandemic significantly affected the mode of delivery in higher education worldwide, with Zimbabwe not being an exception. The goal of this study was to understand how the coronavirus pandemic positively and negatively affected teaching and learning in higher education in Zimbabwe. Literature on how higher education in Zimbabwe has been operating before the pandemic was reviewed. A further attempt was made to understand how COVID-19 changed teaching and learning in higher education institutions in Zimbabwe. In order to understand this, firstly an effort was made to appreciate how the Government reacted in a bid to control the spread of the pandemic. Secondly, the effects of the actions of the government on teaching and learning in higher education institutions were assessed. Thirdly, adaptation techniques adopted by higher learning institutions in order to survive in the new normal situation were probed. The inevitable, new strategies, which include an increase in the use of distance education, e-learning, online teaching, were appraised in order to realize their positive and negative effects on the achieving of student outcomes. The study concluded that the most significant effects of COVID-19 on teaching and learning in higher education in Zimbabwe are delayed syllabus coverage by instructors, compromisation of students’ right to quality education, lack of sufficient resources for standardised learning of students, level of literacy in the computer technology on both instructors and learners and additional costs in learning such as acquiring e-learning gadgets, WIFI and internet accessibility. However, higher education benefited from the emergence of COVID-19 in advanced use of ICT, globalisation in networking by students in various Institutions through online learning and innovation by students through opening of learning forums such as Google classroom and student mobile libraries. The study advocates for continued use of E-learning methods in teaching and learning to counter COVID -19 consequences, adoption of all teaching strategies in Higher and tertiary education and maximum use of ICT in teaching and learning for sustainability. The findings will benefit Ministry of Higher and Tertiary Education, Universities and other institutions of higher learning and research boards in Academic Institutions. Being only based on the review of literature carried out as a snapshot of an ongoing situation, the study recommends an empirical inquiry for further research, to potentially more deeply interrogate the effects of COVID-19 on both students and educators.

Today, the existence of independent Ukraine as a civilized country with a European vector of development is under threat. For higher education, the problem of training qualified specialists capable of rebuilding the agricultural sector of our country is extremely acute. After all, military aggression led to the loss of human potential, including the displacement of participants in the educational process within Ukraine and abroad (more than 2,000 educational institutions were damaged by bombings and shelling, more than 200 of them were completely destroyed); among pupils/students and teachers/teachers there are killed and wounded (since the beginning of the war, as of mid-August 2022, 361 children died and 711 were wounded; more than 8 million people crossed Ukraine). A significant number of higher education institutions were completely or partially destroyed (as of July 22, 2022, 7 institutions of higher education and 9 institutions of professional pre-higher education were completely destroyed, 46 institutions of higher and postgraduate pedagogical education, 69 institutions of professional pre-higher education were damaged. The greatest destruction and damage was experienced by institutions of higher education and professional pre-higher education of Donetsk, Luhansk, Kharkiv, Chernihiv, Mykolaiv, Zaporizhzhia regions. Part of the students lost full access to educational resources, although in the majority of institutions the educational process during the period of martial law was organized in the form of distance learning.Higher agricultural education also suffered significant losses. In order to organize safe education, universities were relocated from the occupied territories, including agricultural higher education institutions: Dmytro Motornyi Tavri State University of Agrotechnology, Luhansk National Agrarian University (joined to Volodymyr Dal East Ukrainian National University by a separate order of the Ministry); Kherson State Agrarian and Economic University, etc. Therefore, we consider it urgent to search for innovative ways of high-quality professional training of future specialists during the war and after its end in Ukraine. The subject of the research is designing the content of education in crisis situations.Overcoming the crisis in higher education caused by the war requires decisive action. Therefore, when developing educational resources, university teachers should focus on the Strategy for the Development of Higher Education in Ukraine for 2022–2032 and the Operational Plan for its Implementation in 2022–2024. This strategic document defines the priorities of the higher education system at the current stage of development of society and the country's economy, as well as the main characteristics that will be formed by 2032. The goals and objectives of the Strategy are a detailed road map for rebuilding and continuing the reform of the higher education system in the post-war period. Completing the tasks defined by the Strategy will reduce the destructive consequences caused by the full-scale invasion of the Russian Federation on the territory of independent Ukraine.Modern realities require changes in the organization of the educational process in higher education. The purpose of the article is to study the conceptual foundations of designing the content of higher education, taking into account the peculiarities of the educational process in crisis conditions.The research methodology is based on basic research in the philosophy, pedagogy and psychology of professional education; the general psycho-pedagogical theory of learning and cognition, in particular about the relationship between theory and practice; on the conceptual positions of pedagogy and psychology regarding the role of computer-oriented methods, means and forms of education in the professional training of future specialists in higher education, on person-oriented, systemic, integrative and professional approaches to teaching and education of students of higher education institutions. To solve the research tasks, the study used a complex: theoretical – analysis of philosophical, pedagogical, psychological, methodical literature and information resources of the Internet, which highlight the problems of forming the content of education in the process of professional training of future specialists; analysis of domestic and foreign experience and conceptual approaches to the study of this problem; analysis of the peculiarities of the educational process in crisis conditions.Conclusions. The war has intensified and expanded the challenges already facing education due to the COVID-19 epidemic. For the Ukrainian educational system, this test became a kind of incentive that opened a window of new opportunities, becoming a catalyst for long-overdue modernization changes in education. First of all, it is about the development of digital and distance education, in particular online. In accordance with these forms of education, the content of education should be adapted. When designing the content of higher education, it is necessary to take into account the integrative nature of modern educational disciplines, their purposeful orientation towards holistic and systematic preparation for professional activity. One of the important conditions for designing the content of education is to take into account the needs of the labor market in our country in the near future and focus on Ukraine's entry into the European educational space.

Indonesia has the second highest youth unemployment rate among all ten ASEAN countries according to The World Bank Data in 2021, with 12% of the total unemployment rate dominated by bachelor graduates. One of the reasons behind youth unemployment in Indonesia is the mismatch between the skills possessed by university students and the labor market skills demand, referred to as the "skill gap." Experts believe that such a high number of youth unemployment is often linked to the failure of educational institutions to develop graduates with employability skills. Moreover, the skills gap is also associated with globalization in the 21st century, followed by new government regulations that ease hiring foreign workers in Indonesia. In this era, Indonesian graduates have to compete with employees from foreign countries, thus making international and multicultural knowledge desired by companies. To tackle these challenges posed by globalization and the quality of education, many higher education and government institutions are implementing one of the most prominent forms of internalization, international student mobility programs, hoping to prepare bachelor graduates to be more competitive internationally. In 2021, the Indonesian government displayed its effort to prepare Indonesian graduates to possess valuable workplace skills in the 21st century through funded international student mobility, namely IISMA (Indonesian International Student Mobility Awards). However, despite the enormous efforts of implementing the program, there are still many contra-arguments from higher education institutions and Indonesian society regarding the contribution of IISMA in developing the employability skills of undergraduate students. This study is aimed to identify the contribution of IISMA di developing the employability skills of undergraduate students in Indonesia and to see whether it has a difference with the development of employability skills in regular Indonesian undergraduate programs. This study used a qualitative approach using semi-structured interviews with the interviewees from Universitas Indonesia, Institut Teknologi Bandung, and Universitas Gadjah Mada, who completed an IISMA program in 2021 and 2022. The study discovered that most employability skills desired by companies are mainly developed during the IISMA program compared to an undergraduate program in Indonesia.

Since the United Nations declared 2004-2015 as the Decade for Sustainable Education and introduced the Principles for Responsible Management Education (PRME), the United States has passed the Higher Education Sustainability Act (HESA) and created the University for a Sustainable Future, an international initiative which focuses on sustainability literacy. Higher Education (HE) institutions have introduced sustainability concepts into the curriculum through stand-alone courses, embedding sustainability, or offering minors/degree programs/certificates on sustainability. These courses appear as part of the school strategy to better prepare change agents who care about the world and their impact on it. While the three pillars of sustainability (environmental, social, and economic) should be addressed, previous literature has shown that many HE institutions predominantly highlight their community engagement projects on their websites as ‘proof’ that they embrace sustainability, and most students are only able to cite environmental actions as examples of sustainability initiatives. Researchers have examined how and when sustainability is implemented on and off campus, but scant research has studied what sustainability concepts are being taught. There is little evidence that the sustainability concepts being taught are directly linked to the Sustainable Development Goals (SDGs) put forth by the UN. The purpose of this study is not to develop a one-size-fits-all framework for all HE institutions to follow; rather, the purpose is to assist all HE institutions regardless of level or domain to develop a more effective framework for aligning SDGs with their specific programs and strategy based on their resources and relevance to the overall program objectives. To examine the link between sustainability literacy and the effectiveness of HE courses that teach sustainability concepts, the methodology is two-fold: Firstly, through the use of the Sustainability Literacy test (SULITEST), the existing knowledge of first semester students in one international hospitality management program in Switzerland was gauged to establish how much students know about specific sustainability topics and SDGs prior to entering their HE program. Secondly, the gaps that were identified in student knowledge will be used to create a framework to align specific SDGs to the curriculum to ensure that their education mirrors the UN’s 2030 Agenda for Sustainable Development. The best practices for linking SDGs to education from Australia, New Zealand, and the Pacific regions will guide the creation of a framework that can be adjusted to each HE institutions’ needs. To prepare today’s students to be tomorrow’s leaders, HE institutions must find more effective means of teaching sustainability principles and concepts that resonate with students and create authentic engagement with sustainability practices which will be continued upon graduation.

Higher education has a strategic role and responsibility in participating in the development of a nation. Higher education can help solutions including solving educational problems, from the elementary level to college. Within that framework, the role of higher education institutions reflected in the Tri Dharma function of higher education, namely education, research and community service can help develop the concept and implementation of basic education strategies to higher education. Implementation is done by the pattern of cooperation between education policy makers, educational institutions, society and industry as the last user of graduates from the world of Education. Similarly, in health colleges such as Stikes Bhakti pertiwi Indonesia in the Public Health Study program, the participation of the community, government, industry and related institutions synergize in order to create quality human resources and international capacity so as to have global competitiveness. People who increasingly understand information in today's digital era, assess the absorption of graduates in quality schools is one of the criteria for the quality of an educational institution. This is also the reason for competition between higher education institutions such as in the Public Health Study program which is so tight today. This condition is real on the other hand raises the desire and interest of capital owners to invest in the establishment of higher health education. Commercialization of education is not appropriate, but professional management is a must, good management conditions, credible and accountable increasingly urgent to do by the management of higher education managers. If this is not done, the institution will only be displaced by various new educational institutions that appear. Educational institutions that do not want to adapt to progress will only survive without motivation to progress and develop. A competitive higher education institution such as Stikes Bhakti Pertiwi Indonesia which has a well-managed and healthy public health study program will be seen from the dynamics of the program that is adaptive to the Times. The professionalism of the manager will be seen how fully an institution has a unity of steps towards progress and is able to compete with other competitors. It should be realized that currently the number of private educational institutions at all levels if taken on average about 68% managed by the community so that competition is complex and open. Healthy organization in an institution, among others, is determined by good management and leadership. The development of the Indonesian nation in the future is determined in the development of health human resources, especially those that rely on the long-term vision of Indonesia, namely the realization of a modern Indonesian nation-state that is safe and peaceful, fair and democratic, and prosperous by upholding human values, independence and unity based on Pancasila and the 1945 Constitution.

This article reveals problematic aspects of choosing and implementation of the information system (IS) in higher military education institution activity. Article gives the description of solving further tasks: describing of operations, which provide main higher military education institution capabilities, choosing commercial information system and determination of integrated IS creation variants, developing of the measures plan for higher military education institution activities automation. During the methodology development, experience of implementation of automation means in commercial, military and educational spheres was taken into consideration. Using of process-oriented approach was proposed. this gives ability to figure the system view of organization (institution) architecture, determine peculiarities of realization of managemant (strategy) processes, main processes in scientific and educational activities and enabling (additional) processes, that within the analysis phase plays the role of basis for definition of functional requirements to IS for meeting higher military education institution demands. For analysis and rating of commercial IS author have chosen quantative multi-criteria method – hierarchy analysis method, which allows to solve ill-structured problems. For IS analysis were investigated and determinate main criteria's for making the decision which can fully meet higher military education institution demands. Results of experts consultation are the base data, which is represented like paired comparison matrix for each hierarchy nodes. Determination of options priority while choosing commercial IS was performed using specialized software «MY PRIORITY 1.0». Results of this analysis can be used for argumentation of IS developer choice. Peculiarity of the given methodology is the complex approach to: identification, formal definition, analysis and improvement of higher military education institution activities; evaluation of automation level, actual needs, peculiarities of creation and IS requirements definition and automation means taking into consideration specific (military) training in higher education institution.