Candidates For Higher Education Research Articles

The effectiveness of remedial courses: new evidence from undergraduate students in industrial engineering

ABSTRACT Remedial courses may support under-prepared candidates for higher education, but their effectiveness is still questioned especially in European countries, where their introduction is comparably recent. This paper implements a doubly robust estimator to account for heterogeneity between remedial and nonremedial students and possible noncompliance with the assigned remediation. Data on five cohorts of undergraduates in industrial engineering from an Italian university show average worse performances of remedial students. However, remedial students who complete the remedial path catch up in two years with the dropout rate of average nonremedial students and with the credits earned by the weakest nonremedial students.

Theoretical and practical aspects of professional psychological selection of candidates for training at higher education institutions of the Ministry of Internal Affairs of Ukraine

The provision of high-quality professional psychological selection of candidates for higher education with specific learning conditions to improve the professional level of specialists in the police of Ukraine has been studied. Psychological selection as a type of professional selection has been considered in the context of socio-psychological, psycho-physiological and actually psychological normative characteristics of the profession. A systematic analysis of existing approaches to the study of the problem of psychological selection in higher educational institutions of the system of the Ministry of Internal Affairs in science and practice. The author has carried out theoretical and methodological study of the main forms of psychological selection (scientific and methodical, organizational, personnel and logistical), each of them determines the possibility of effective functioning of selection as a system, while having its own methodological, methodical and organizational specifics. The motivational component of professional psychological selection has been studied through the prism of complexity and dynamism of the motivational sphere of personality, as well as the lack of a reliable method of its evaluation. The author has specified and studied three levels of requirements for education in higher educational institutions of the Ministry of Internal Affairs: 1) requirements due to educational activities in the higher educational institutions with specific learning conditions; 2) requirements due to the general features of the law enforcement system; 3) requirements due to the specifics of the future professional activity of an individual in the units of the National Police. Three main stages of psychological selection in the higher educational institutions have been considered (the first is carried out by psycho-diagnostic centers and laboratories at the military medical commission and has a pronounced psychiatric orientation, the second is carried out by the employees of the psychological support service of the Ministry of Internal Affairs of Ukraine in regions, the third is carried out by psychologists of higher educational institutions) and “weak spots” in each of them have been identified. The problems that arise in the scientific and methodological, organizational, personnel and logistical forms of psychological selection of candidates for higher education in the Ministry of Internal Affairs have been determined and researched. The author has offered a number of successive measures to solve them.

Стан та перспективи удосконалення виховання культури комунікації студентів у закладі вищої освіти

The article discloses the real state and prospects of the education of culture of communication of doctoral candidates for higher education in the educational process of an institution of higher education, which is considered as an integral part of the overall process of professional development of a future specialist. The results of the research of real state of students' culture of communication on the basis of cognitive, motivational and activity criteria are presented. The pedagogical conditions of education of communication culture of an institution of students of higher education are suggested. The stages of the implementation of pedagogical conditions are presented: adaptational, basic, advanced, which are designed to form knowledge of the characteristics of the communication process, skills and abilities of adequate communicative behavior in various situations of verbal and non-verbal communication.

Solving current environmental problems by harmonization of doctoral programs with european standards

Formulation of the problem. At present in Ukraine environmental problems are very topical. A comprehensive and effective solution to theses problems can be grounded on the the use of modern approaches, expressed through harmonization with the best world practices. Training of highly qualified specialists is an important component of the integrated approach. Currently, in Ukraine it is performed on 4 environmenal specialties: 03.00.16 - Environmental Sciences, 08.00.06 – Economics of Environmental Resources Management (Economics), 11.00.11 - Constructive Geography and Wise Use of Natural Resources (Geographic Sciences) and 21.06.01- Environmental Safety (Engineering and Industrial Technology Sciences, Chemistry and Geology). In addition, separate issues of environmental protection are considered in 15 specialties from the List 2011. Resolution of the Cabinet of Ministers of Ukraine No. 266, dated April 29, 2015, “On approval of the list of branches of knowledge and specialties for which candidates for higher education are trained”(“List 2015”) canceled “List 2011” [2]. Order of the Ministry of Education and Science of Ukraine No. 1151, dated November 6, 2015, “On the peculiarities of introducing the list of branches of knowledge and specialties for which candidates for higher education are trained” [3], the table of compliance of the List of scientific specialties (“List 2011” and List of areas of knowledge and specialties for which candidates for higher education are trained, including PhDs (“List 2015”) [2] was approved. At the same time, up to the present day, theses have been defended according to “List 2011”. The problem of “dispersion” of environmental issues among various specialties in various branches of knowledge not only remained, but also grew up, as the number of the latter increased. This situation is of concern to the scientific community. The purpose of the article. To clarify the problems existing in the national system of postgraduate students’ training in environment-oriented specialties and defending theses by them in accordance with modern requirements, as well as finding ways to improve this situation, based on international experience. Methods. As part of the implementation of project Erasmus + “Integrated Doctoral Program for Environmental Policy, Management and Technology - INTENSE”, 586471-EPP-1-2017-1-EE-EPPKA2-CBHE-JP, an anonymous survey of leading scientists engaged in post-graduate training and doing research work in the field of the environment. The questionnaire was developed by Odessa State Environmental University and the survey covered institutions of higher education in almost all regional centres of Ukraine, as well as the cities of Uman and Kremenchuk. It should be noted that such cities as Kharkiv, Lviv, Kyiv, Dnipro, Vinnytsia, Poltava and Uman were represented by several universities. The rest of the regions were represented by the respondents of one institution of higher education. Results. The obtained results have shown the existing organisational and scientific problems. The key problem is the lack of a separate category for PhD (Environmental Sciences) in the updated List 2015. Scientific problems are scientific research of low quality, low level of application of modern technologies, non-correlation between topics with society demands, absence of foreign experience consideration in the solution to similar problems, etc. Organisational problems are poor technical supply, non-availability of training abroad for PhD students, low level of English, problems with publications in peer-review journals and visual presentation of the research at international conferences, etc.

Management of formation of competences in candidates for higher education with the use of cloud services

Management of formation of competences in candidates for higher education with the use of cloud services

Foreign Direct Investment in Education

Historically, education was not amenable to foreign direct investment (FDI). Considered as a “public good”, it has been traditionally dominated by the public sector. The State financed, and is still financing, education at all levels. The dominant providers of education have been public and/or private non-profit institutions. With no profits to be made, education has thus remained outside of the realm of market forces, and trade and FDI. This, however, started to change some two decades ago, especially with regard to tertiary education. One reason has been an explosion of demand for tertiary education from emerging and rapidly growing middle classes of developing and transition economies, partly resulting also from government — backed progress in secondary education, producing increased number of candidates for higher education. Governments have not been able to cope with this demand, even though many have increased funding of tertiary education. Another reason is that better-off households in developing countries, facing the supply gap and often lower quality of tertiary education in their own countries, have shown an increasing willingness to pay for education of their children abroad. Not being able to cope with the growing demand, an increasing number of developing countries began to allow the private provision of tertiary education, including foreign provision through FDI. Countries not facing supply constrains have allowed private education in the hope of increasing the quality of education. Developed countries, facing budgetary constraints, have encouraged their non-profit institutions to seek additional sources of revenue, including from fee-based education. All this, as well as other factors, has given rise to the emergence and growth of FDI in education, mainly in the tertiary education. The paper, first, documents growing FDI in education in general, and in tertiary education in particular, using data from various sources. Attention is given to non-equity modes of cross-border provision of education, which are still much more important than modes resembling FDI. This is done against the background of the internationalization of higher education: FDI is but one of the modes of internationalization. Second, drivers and factors behind the expansion of FDI are discussed for host and home countries, as well as for higher education institutions. Third, the paper deals with potential benefits and risks of host developing countries associated with FDI in education. Fourth, it concludes with a review of regulatory issues and host countries’ policies for FDI in tertiary education, including policies aimed at maximizing benefits and minimizing adverse effects of FDI.

Aspects of Logical Reasoning for Candidates Enrolled in the Admission Programme for Higher Education (18-27 Years)

Problem StatementLogical and reason can not be separated, due to the fact that only together they establish a correct system of thought and define logical reasoning. Thought is often dissolved in solving problems, according to some authors, and according to J. Piaget, quoted by M. Golu (p. 331), “is reduced to a system of operations”. In order to prove the statement, I used a set of tests (evaluation tests) which helped me detect quality aspects of reasoning in general and of logical reasoning in particular. Purpose of StudyFor this research I started from the assumption that leisure time is wrongfully spent in front of the computer, television, or playing electronic games, which leads to a loss of contact with reality and limits logical reasoning. My research was conducted on a group of 126 individuals (boys and girls) candidates for higher education, high school graduates, and eager to become students, who come from different institutions, but theoretically have similar preoccupations and the tendency of obtaining the same social status – of students, future intellectuals. Research MethodsBibliographic study method; observation method; enquiry method (questionnaire, discussion, enquiry, etc.); pedagogical experiment method; statistical-mathematical method; observation method, graphical method. FindingsThe research aims to emphasize that leisure time wrongfully spent in front of the computer, television, or playing electronic games, leads to a loss of contact with reality and limits logical reasoning, while individuals who have a programme where they alternate group sports activities, such as lessons Physical Education, and sports games with static computer games, electronic games or watching television, benefit from a different process of development, proven by the manner in which they approach reasoning issues. ConclusionsIn all these changes I consider that a particularly important role is held by the absence of Physical Education lessons and the presence of computer, television or electronic games addiction, reason for which I believe that leisure time wrongfully spent in front of the computer, television or playing electronic games, leads to a loss of contact with reality and limits the subjects’ logical reasoning.

The economic benefits of higher education in Cyprus: The expectations of prospective students

Abstract The paper investigates the economic benefits and costs of higher education as these are perceived by higher education candidates and labour market entrants in Cyprus. It provides further evidence on the topic after a similar study which preceded the present project by 10 years. Perceived rates of return to education are presented for two points in time, namely, 1993 and 2003. The findings point to an increasing awareness of the link between education and earnings on the part of young people, which can be linked to the country's economic development. The main influences on the respondents’ expected lifetime earnings are examined through multiple regression analysis. Gender and ability are found to be significantly related to expected earnings.

Perceived rates of return to higher education: Further evidence from Cyprus

The paper provides new estimates of the perceived rates of return to higher education in Cyprus and compares them to previous estimates for the year 1994 in the same country. Both the elaborate and the short-cut methods are used in the estimation of rates of return. The estimated rates are entered as independent variables in logistic regression analysis in order to study the effect of economic considerations on the decision of secondary school students to pursue higher education. The findings show an increase in the perceived rate of return for both higher education and labour market entrants. In agreement with human capital theory, the mean rate of return to higher education expected by higher education candidates is considerably higher than that expected by labour market entrants. In two logistic regression models, the perceived rate of return to higher education, as estimated by both the elaborate and the short-cut methods, has a significant effect on the students’ intention to pursue higher studies.

The Worldwide Expansion of Higher Education in the Twentieth Century

The authors analyze the rapid worldwide expansion of higher educational enrollments over the twentieth century using pooled panel regressions. Expansion is higher in economically developed countries (in some but not all analyses) as classic theories would have it. Growth is greater where secondary enrollments are high and where state control over education is low, consistent with conflict and competition theories. Institutional theories get strong support: growth patterns are similar in all types of countries, are especially high in countries more linked to world society, and sharply accelerate in virtually all countries after 1960. The authors theorize and operationalize the institutional processes involved, which include scientization, democratization and the expansion of human rights, the rise of development planning, and the structuration of the world polity. With these changes, a new model of society became institutionalized globally-one in which schooled knowledge and personnel were seen as appropriate for a wide variety of social positions, and in which many more young people were seen as appropriate candidates for higher education. An older vision of education as contributing to a more closed society and occupational system—with associated fears of “over-education”—was replaced by an open-system picture of education as useful “human capital” for unlimited progress. The global trends are so strong that developing countries now have higher enrollment rates than European countries did only a few decades ago, and currently about one-fifth of the world cohort is now enrolled in higher education.

Perceived rates of return to higher education in Cyprus

The paper estimates perceived rates of return to higher education in Cyprus and uses them in logistic regression analysis in order to study the effect of economic considerations on the decision of secondary school pupils to pursue higher education. Unlike earlier studies, the data used in the computation of these rates are based wholly on the pupils' subjective estimates. The results are supportive of human capital theory: The mean rate of return to higher education estimated by higher education candidates is considerably higher than that perceived by labour market entrants. Logistic regression analysis shows the percieved rate of return to higher education, as estimated by both the elaborate and the short-cut methods, to have a significant effect on the pupils' educational intentions.

Gender Differences in Test Results

Abstract Stage, C. 1988. Gender Differences in Test Results. Scandinavian Journal of Educational Research 32, 101‐111. The Swedish Scholastic Aptitude Test (SSAT) has been in use since 1977 for selecting candidates for higher education. In this study the results on the tests administered from Spring 1984 through Fall 1986 were analyzed with regard to gender differences at item level. In accordance with the size of the p‐ differences between males and females the items were divided into seven categories. For four of the six subtests the differences were found to be related to the subject content of the items. This was true both for knowledge items and items which measured the ability to find or comprehend given information. The two quantitative subtests, however, did not follow the same pattern, since neither subject content nor mathematical content seemed to be related to the gender‐based item differences.

Who needs books?

‘The true university’, said Carlyle, ‘is a collection of books’. His concept remains unchallenged — universities are more closely involved in the use of books than almost any other contemporary social institution — but with the uninterrupted expansion in publishing and the huge increase in the number of candidates for higher education it is no longer sufficient for university lecturers merely to point their students in the direction of the bookshops or the library shelves. Young people need careful advice and guidance in their selection of study material, otherwise they are liable to be so confused by the surfeit of choice that they will either work haphazardly, and for the most part unproductively, or simply withdraw altogether from the challenge of independent study and rely exclusively on lecture notes.

A Message from the New President of the National Council

Just One century ago the colleges of America were in process of recognizing and accepting algebra and geometry as appropriate subjects to be studied and presented by candidates for higher education as evidence of their fitness for admission to institutions of higher education. Just a decade ago there was organized the National Council of Teachers of Mathematics. None of us took part in the earlier movement: very few of us were present in Cleveland when the Council held its first meeting in 1920: yet both events very properly engage our interest.