Attractiveness Of Higher Education Research Articles

Strengthening university capacity in regional innovation ecosystem through the participation in the European Universities initiative

ABSTRACT In this paper, we explore how participation in the strategic partnerships of the European University Alliances (EUAs) facilitates university capacity in regional development. The study utilizes the Quadruple Helix theoretical model and contributes to the literature on transnational university alliances in regional innovation ecosystems. A qualitative analysis of policy documents, media reports on EUA developments, alliance goals, and university implementation strategies is conducted within the context of Lithuanian higher education. In Lithuania’s case, the primary rationale for participating in the EU initiative is both academic and economic. Furthermore, it is framed as addressing higher education challenges such as a low internationalization level, a mismatch between human capital and labour market needs, and the attractiveness of higher education. To achieve the strategic goals of the alliances, universities build networks including cross-sectoral linkages and engage in co-creation activities. The expanded and deepened interactions among different organizational spheres (helices) aim to foster innovation in national HE policy, strengthen university capacity through organizational innovation, and re-design teaching and research to drive social and economic transformations.

O ulozi akademske zajednice u obrazovanju jezičkog kadra specijaliziranog za oblast evropskih integracija / On the Role of Academia in Educating Language Experts Specialised in European Integration

Bosnia and Herzegovina (BiH) has been involved in the process of European integration for many years with the goal of obtaining full EU membership. This paper seeks to answer whether the process of European integration has resulted in launching specialised EU study programmes in translation, interpretation, terminology, language&law at the university level in BiH. For the purpose of this paper, curricula of eight English Departments (academic year 2021/2022) were examined: Sarajevo, Mostar (Univerzitet “Džemal Bijedić”/”Sveučilište u Mostaru”), Tuzla, Zenica, Bihać, Banja Luka, Istočno Novo Sarajevo. Private universities were disregarded. The analysis findings revealed that the departments mentioned do not offer any specialised programmes of this kind, as well as that, becoming a “lawyer-linguist” and/or a “terminologist” is not possible via the regular education system. It has been concluded that BiH universities should start promoting the importance of such study programmes as soon as possible and that academia should start opening up towards the creation of new interdisciplinary study programmes thus strengthening the language capacity of individuals willing to specialise in this field, as well as the attractiveness of higher education in BiH.

Մարդկային զարգացման՝ կրթական բաղադրիչով պայմանավորված հիմնախնդիրները ՀՀ-ում/Human Development Problems in RA Caused by Educational Component

The purpose of the analysis carried out within the framework of the article is to identify the problems of human development in the Armenian economy caused by educational factors. The objectives of the study are the follows: to show the place and importance of the educational component in the concept of human development, to study the dynamics and trends of growth of educational indicators of human development in the Republic of Armenia through statistical analysis carried out on the basis of the methodology of the World Human Development Reports, as well as to identify the problems caused by that indicators. According to the results of the study, the main quantitative educational indicators of human development are expected years of schooling and mean years of schooling, showing the population involvement in educational process, inferior to analogous indicators of Georgia, but they are at a sufficient level and tend to stabilize. Nevertheless, signs of a decrease in the attractiveness of higher education, ceteris paribus, may have a negative impact on these indicators in the near future.

РОССИЙСКОЕ ВЫСШЕЕ ОБРАЗОВАНИЕ КАК ИНСТРУМЕНТ ЕВРАЗИЙСКОЙ ИНТЕГРАЦИИ

The article analyzes the attractiveness of higher education and the necessity of using education as a source of integration. The goal of the research is to evaluate the activity of Russia directed to attracting to Russian universities the international students from the Eurasian countries significant for the national foreign policy. On the basis of the connection between the G20 countries, the research finds out the correlation between higher education, the economic component of soft power and the countries’ integration ties. Thus, the author looks at the importance of the national higher education from a different point of view. Since the international students’ streams form the connections between the countries, a network analysis is considered to be the best method of measuring the bonds’ intensity. The Eurasian governments’ integration potential is measured by the cluster analysis of the K-cores method. These types of analyses are convenient and proficient, because they are schematic and have a high degree of visuality. Comparing the ties’ intensity between China and the Western countries with an excellent higher education system, on the one hand, and between Russia, the Eurasian Economic Union and the Cooperation Organization countries, on the other, the research leads to the final conclusions. Set in 2008, the goal of engaging more international students in Russian universities has been achieved. Nevertheless, the potential for the integration has not been fully realized. To sum up, the author gives recommendations for developing the Russian higher education system and presents proposals to enhance cooperation in the sphere of education between Russia and its close partners.

ДАЛЬНЕВОСТОЧНЫЕ УНИВЕРСИТЕТЫ В ПЕРСПЕКТИВЕ ИНТЕРНАЦИОНАЛИЗАЦИИ

The article discusses the potential of Far Eastern universities in connection with the internationalization of higher education. It is noted that in view of the decline in the attractiveness of higher education within the region, training of foreign students could become a resource to compensate for the loss from a decrease in the number of Russian students, which requires such conditions as an increase in the role of the English language, the research component and information technology in scientific communications. It is shown that the training of foreign students in Far Eastern universities is focused on completely different conditions and standards, which makes forecasts regarding the future internationalization of Far Eastern universities unpromising.

Problems of specialist training in educational establishments of Ukraine

The purpose of the article is to highlight an important and relevant issue for Ukraine - shortcomings in the training of specialists in educational institutions of Ukraine, as well as to analyze existing problems with the organization of the educational process and the reasons for the current situation and develop directions for their resolution. The article is devoted to the problems that arose in Ukraine during the preparation of applicants for higher education and the identification of factors affecting the educational environment. The article deals with the participants and the processes of higher education, their interaction and impact on the development of the society as a whole, separate ways and tools to ensure and improve the quality of higher education are proposed. The emphasis is on the fact that science in Ukraine should become directly a productive force, it is necessary to raise the entire chain of training highly qualified personnel to the appropriate level, starting from kindergartens and schools and ending with continuing education institutions, stimulating the creative and inspirational work of the employees of these institutions. Methodology of research. The solution of the tasks posed in the article was carried out using such general scientific and special research methods as analysis and synthesis, observation, systematization and generalization, dialectic and didactic approaches. Findings. The directions for improving the quality of training of specialists in higher educational establishments of Ukraine are analyzed and identified. Practical value. The article substantiates that the implementation of the proposed activities will contribute to the improvement of the educational environment and integration into the European educational environment. Conclusions were drawn about the need to introduce a new education system in Ukraine. The main scientific statements of the article can be used in the practice of educational activities development. Keywords: higher education, institution of higher education, competencies, educational activities, discipline, teacher, higher education applicant, specialist. REFERENCES 1. Golovanova, M. A. (2019). Udoskonalennia roboty universytetiv cherez samootsiniuvannia na osnovi pryntsypiv CAF [Improving the work of universities through self-assessment based on CAF principles]. Tezy dop. Pershoi Mizhnar. Nauk.-prakt. konf. “Modernizatsiia vyshchoi osvity ta zabezpechennia yakosti osvitnoi diialnosti” (Kharkiv, 31 travnia 2019 r.) [Abstracts of the First International Scientific and Practical Conference “Upgrading Higher Education and Quality Assurance in Educational Activities” (Kharkiv, May 31, 2019)], pp. 52–54. Kharkiv: KhDUKhT [in Ukrainian]. 2. Gavva, V. M. (2003). Pidhotovka fakhivtsiv v sviti innovatsiinoho shliakhu rozvytku world of innovative way of development of economy of Ukraine]. Visnyk natsionalnoho tekhnichnoho un-tu “KhPI”: Tekhnichnyi prohres i efektyvnist vyrobnytstva – Bulletin of National Technical University Kharkiv Polytechnic Institute: Collected papers. Series: Technical progress and efficiency, (20, Vol. 1), (рр. 214–216). Kharkiv: KhPI [in Ukrainian]. 3. Onyshchenko O. (2017). Liliya Grinevich: “Ot shkoly, gde nakachivayut znaniyami, my perekhodim k shkole kompetentnostej” [Lilia Grinevich: “From the school where they pump knowledge, we move on to the school of competencies”]. Zerkalo nedely, 32 (328), p. 11 [in Russian]. 4. TOP-200 shkil Ukrainy za rezultatamy ZNO 2019 roku [Top 200 schools in Ukraine according to the results of the 2019 EIT]. Osvita.ua. – URL: http://ru.osvita.ua/school/rating/65353/ (accessed 8 October 2019). 5. QS World University Rankings. URL: https://www.topuniversities.com/ universityrankings/world-university-rankings/2020 (accessed 01 October 2019). 6. Rayevnyeva, O. V., Aksyonova, I. V. (2015). Prognozirovanie kolichestva abiturientov VUZov v zavisimosti ot demograficheskih izmenenij i privlekatel’nosti vysshego obrazovaniya [Forecasting the Number of Prospective University Applicants Depending on Demographic Changes and Attractiveness of Higher Education]. The problems of economy, 3, (pp. 322–335) [in Russian]. 7. Gavva, V. N. (2017). Ekonomicheskie aspekty sistemy podgotovki kadrov v Ukraine XXI veka [Economic aspects of the training system in Ukraine of the XXI century] / Tezy dopovidi Mizhnarodnoi NTK “Intehrovani kompiuterni tekhnolohii v mashynobuduvanni IKTM-2017” [Abstracts of the International STC “Integrated Computer Technologies in ICTM-2017”]. Кharkiv : National Aerospace University «Kharkiv Aviation Institute». Vol. 3. pp. 206–208 [in Russian]. Published: 2020-03-28

Building a Culture of Academic Integrity in the Student Environment Case of Vinnytsia National Technical University (Ukraine)

Since Ukraine has declared its intention to reform higher education aligned with the European standards, it has been stated that quality assurance of education in the European Higher Education Area (EHEA) is one of the main conditions for trust, mobility, motivation, compatibility and attractiveness of higher education. One of the key components for the internal quality assurance system in the higher education institutions (HEI) is the establishment of the system of academic integrity at the institutional level allowing creation of a zero environment of tolerance to violations of academic integrity and ethics of academic relations; this justifies the relevance of the article. The aim of the article is to analyze Vinnytsia National Technical University (VNTU) experience in implementing the project “Building a culture of academic integrity in the student environment”. The project has been implemented within the framework of the Ukraine Higher Education Leadership Development Programme. To achieve this aim, methods of analysis, synthesis, comparison and systematization of a set of actions contributing to the project implementation have been used. The outcomes of the project have been described and it has been established that the implementation of policies and mechanisms to ensure academic integrity in teaching, learning and research needs to be shifted from penalty for violation of academic integrity to planning and implementing explanatory and educational activities. Steps for further development of the culture of academic integrity in VNTU have been outlined.

The mediating role of the price in the relationship between quality and academic attractiveness of higher education

The mediating role of the price in the relationship between quality and academic attractiveness of higher education

The Role Plays Implementation in Teaching Macroeconomics

When applying a suitable combination of different modern methods of education, it is possible to improve quality and attractiveness of higher education and readiness of students, not only for successful completion of the exam syllabus, final paper, final state exams, but also to deal with everyday life and work situations, creating a precondition for the successful application of the students in their further activities outside of school. We have shown an example in the article how you can use the method of role plays within the teaching of Macroeconomics and increase the attractiveness of the subject and efficiency of education for students of Informatics.

Rankings, Governance, and Attractiveness of Higher Education: The New French Context

We would like to show how the French higher education landscape is being influenced by international ranking, particularly that provided by the team at Jiao Tong University – the Shanghai Ranking – by considering the reactions of French institutions. Examining the interactions between rankings, governance, and attractiveness will lead us to question the definition of a ‘world‐class university’ in the French context: in particular, what strategies institutions influenced by the Shanghai Ranking are implementing to improve their international visibility, oriented in this sense by our new government. We will look in passing at the reasons why the Shanghai Ranking has now become indispensable, despite the weakness of some of its indicators. More generally, we will emphasise the fact that giving it the importance that some institution strategies do, with the sole aim of reaching the top, can be harmful to the ranking itself.

The International Market for Overseas Students in the English-Speaking World

British higher education has for many decades been a popular destination for students from abroad. This is partly because of the cultural links formed by the Commonwealth. In 1984 exactly a half of overseas students in Britain were from Commonwealth countries. The second major reason for Britain's popularity is the high quality of her higher education system. Although it is difficult to identify and measure the outputs of higher education, the British system has long had the reputation of being one with restricted entry and high unit expenditures on the students who are admitted. To be admitted by a British university is, therefore, a mark of recognition of merit for individual students: in addition they can expect to receive substantial welfare provision (help in finding accommodation, professional counselling services, etc.) during their courses of study. Thirdly, the attractiveness of higher education in Britain has been enhanced by the extraordinary development of English as the world's principal international language. This third advantage is also shared by other major Englishspeaking countries such as Australia, Canada and the United States. The United States is, of course, in a special category since it caters for over a third of all the students who are studying outside their own countries. As well as the attractiveness of the English language the United States is seen as being the world's most technologically advanced nation and individual students, and countries which wish to benefit from modern technological development, see particular benefits from study in that country. In this context a particularly interesting recent development is the growing attractiveness of Japan as a country in which to study. British universities have, therefore, during most of the twentieth century, seen themselves as international as well as national institutions. In the period up to the mid1960s they attempted to fulfil their international obligations partly by accepting foreign students on exactly the same basis as home students and partly by stimulating the development of indigenous universities in developing Commonwealth countries. Many African countries in particular have a higher education system closely modelled on the high-cost well-staffed collegial British university system. In contrast to this welcome to students from abroad there has never been the same interest in sending British students to foreign countries. According to UNESCO statistics the number of British students abroad in 1982 was 15,000 compared with 46,000 foreigners studying in British institutions. In this sense it is legitimate to suggest that the dominant attitude of British higher education to study abroad has traditionally been one of cultural imperialism: it is still widely believed that foreigners may have something to gain from studying in high quality British institutions but British students will derive little academic benefit from study abroad. There are two important