Higher Education Institutions Of Countries Research Articles

Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts

Abstract English as a medium of instruction (EMI) has been increasingly used in Higher Education institutions in countries where English is spoken as a second or foreign language (ESL/EFL). Research over the last decade has predominantly focused on EMI implementation, perceptions, and attitudes of stakeholders towards EMI as well as the challenges experienced by both teachers and students. However, little research, thus far, has focused on the coping strategies used by students to overcome challenges and manage their EMI study. The present study duly aims to fill this gap and contribute to the advancement of EMI research and pedagogy in this under-researched area. The study particularly attempts to explore group work and translanguaging as coping strategies that students employ to overcome content learning challenges and succeed in their EMI study. The study adopted a qualitative methodology and semi-structured interviews were used as the main method of data collection. Twenty participants voluntarily took part in the study. The data were analysed thematically and inductively. Results showed that students utilised several coping strategies to overcome EMI learning challenges and described these strategies as being helpful for them to understand EMI subject content. The pedagogical implications are discussed.

Globalization of Education, Opportunities and Prospects of Exporting Russian Education in Conditions of Sanctions Against the Russion Federation

The present research studies specific features of globalization in education and export of services illustrated by universities and higher education institutions in countries holding the leading positions on the global education market, such as Great Britain, France, German, China and others. The research methodology is based on general and specific methods of cognition, on the analysis of methodological approaches and theoretical models of education service export, on the empiric approach to identifying peculiarities of country policy in the aspect of education globalization and related risks. The article provides conclusions concerning feasibility of using some of them in Russian universities and other higher education institutions. The author put forward a set of steps and recommendations aimed at raising the potential of education service export in Russia. It is possible that the use of conclusions and recommendations made by the research, in addition to work being done by universities could improve efficiency of their international activity as a ‘soft power’, which responds to interests of the university, the entity of the Russian Federation and geopolitical goals of Russia with regard to the current sanction pressure.

Professors’ English-only or Multilingual Approaches in English Language Teacher Education at Ecuadorian Universities

Preparing English as a Foreign Language (EFL) teachers is a key challenge for higher education institutions in countries like Ecuador. This research summary describes the language use practices that university-based English language teacher educators employ when teaching content courses (such as pedagogy and research methods) and explores how these relate to their expressed purposes of teacher education and language ideologies. The convergent mixed-methods design employs survey data from 115 professors from 21 Ecuadorian universities and focus group data from 28 of those professors with various language use approaches. This research is guided by decolonial theory and the Capabilities Approach and by literature on linguistic imperialism, native-speakerism, and multilingualism. Findings extend research on language use from the English teaching field into teacher education and Comparative and International Higher Education research, where exploration of the benefits and drawbacks of English-only versus multilingual approaches are needed given the prevalence of English-medium instruction.

Децентрализация и интернационализация на докторантското обучение в Германия по примера на Свободния университет в Берлин

Abstract: Germany is an attractive research destination for PhD students and young scientists from Europe and around the world. With its innovative research achievements, the country ranks among the top in the European Union. The country's higher education institutions offer a wide range of courses for young researchers, some of which can be studied in a foreign language. The main questions concern the regulations on doctoral studies in Germany at the level of the federal state and the constituent states on the basis of decentralised self-government, the procedure for admission to and completion of doctoral studies at the Free University of Berlin, and the principle of internationalisation at the same university, which are also the subject of the article. А study of the legal framework, strategic documents on doctoral degree and education is made in the article. The methods used are content analysis and secondary data analysis. Conclusions and generalizations are made and presented in summary form in tables. The article has a practical-applied character as it presents practices from Germany that may be useful in other countries and universities. Keywords: Germany, Free University Berlin, PhD study, young researchers, regulatory framework, research achievements, decentralization, internationalization

FOREIGN EXPERIENCE OF FINANCING COSTS OF HIGHER EDUCATIONAL INSTITUTIONS

The article analyzes the forms, features and innovative methods of financing the costs of higher education institutions in foreign countries. By the level of development and indicators of income, the main features of financing the costs of higher education institutions in countries with high, middle and low incomes are analyzed. Based on the results of the analysis, general conclusions and suggestions are made.

Leadership competency portfolio for universities: A behavioural event- interview approach

Leadership has long been disputed due to its importance in organizations particularly in higher education institutions. The Malaysian ministry of higher education established Akademi Kepimpinan Pendidikan Tinggi (AKEPT) which is involved in leadership talent management for the country's higher education institutions. This paper presents the development of an AKEPT leadership competency portfolio for universities using the Behavioural Event Interview (BEI) instrument. It used the qualitative group method through a focus group discussion. The findings showed that the BEI instrument can be used to determine the competency level of academics in universities. There are five levels of leadership competency: level 1 as an individual contributor, level 2 as daily task supervision, level 3 as managing a function, level 4 as integrating diverse functions and level 5 as leading the whole organization. This study found that the committee developed five competency variances comprising significantly exceeds, exceeds, suitable, developable and reviewable. This paper provides insight into how higher education institutions in Malaysia sustain an organizational culture of excellence. In addition, it provides a model for other educational institutions in developing a leadership competency portfolio.

ФОРМИ КУЛЬТУРНОЇ ДІЯЛЬНОСТІ У ЧАС ЗНАЧНИХ СУСПІЛЬНИХ ВИКЛИКІВ: до підсумків проведення ХІХ Міжнародної науково-практичної конференції в Рівненському державному гуманітарному університеті

The essence and professional orientation of such events as a scientific conference is revealed, its role in stimulating scientific research is emphasized, the "thematic repertoire" of the topics applied for participation in the 19th International Scientific and Practical Conference "Ukrainian and World Culture in the Conditions of Globalization Challenges and War" is analyzed reports, the leading directions of researchers' scientific research are clarified, the most characteristic topics of speeches, announced for discussion and submitted for publication are emphasized; the importance of the specified form of publicizing the results at the time of significant social transformations and war is emphasized. Emphasis is placed on the importance of conducting similar events during the period of changes in the value orientations of society and the importance of creating various forms of consolidation of scientific and pedagogical workers of the country's higher education institutions at the time of complex social transformations and challenges is pointed out.

Colombia in the international development of high quality accreditation in higher education

High-quality accreditation of higher education emerges in the United States and develops, some time later, in other countries. In Colombia, such processes have been evident since the 1990s, although similar activities have been recognized throughout the 20th century. As an objective, this reflective article analyzes the place of Colombia in the international development of quality accreditation in higher education. To do this, from the qualitative hermeneutic approach, a critical reflection and contrast of the characteristics in the accreditation processes in Colombia with respect to other countries in America and Europe is carried out. The results expose the birth of accreditation in the United States and the underlying values ​​of quality in Colombia at the beginning of the 20th century, the initial characteristics of the evaluation of higher education in Latin America and the underlying values ​​of quality in Colombia up to the years eighties, and accreditation in Colombia, Latin America and Europe with a brief contrast between agencies. In conclusion, the quality of the National Accreditation Council is recognized to balance the global accreditation processes with the social and cultural problems of the country's higher education institutions

СУТНІСТЬ ВИЗНАЧЕНЬ «ІННОВАЦІЯ», «ІННОВАЦІЙНА ДІЯЛЬНІСТЬ» У ВИЩІЙ ШКОЛІ

Based on the challenges facing the country's higher education institutions, it can be concluded that each educational institution should review its activities and identify further prospects for development. The need to increase the availability of quality, competitive education in accordance with the requirements of innovative sustainable development of society involves the development of strategic activities of higher education institutions in accordance with the provisions of modern educational policy of the state. The article outlines the strategic goals of innovative activities of Higher Education Institutions and identifies the main objectives of innovative activities of higher education. The main directions of innovative activity of higher school are considered and allocated.

Students attending monolingual, bilingual, or trilingual schools at secondary level: does it influence their academic performance in a university bilingual Biology module?

ABSTRACT In many higher education institutions in countries where English is the second or foreign language; English for Academic Purposes (EAP), English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and first language-English bilingual modules are attracting interest because of their potential to contribute to the internationalization of higher education. However, it is still not very clear whether students' monolingual, bilingual, or trilingual abilities really influence their academic performance in these modules. This study aims to determine if there is a relationship between participants' academic performance and their type of school attended at secondary level (monolingual, bilingual, trilingual) or age. The total sample of this correlational research was 177 undergraduates (105 females and 72 males, 15–30 years old) who took a university Spanish-English bilingual Biology module at a prestigious Colombian university. Here, we report the results obtained on 2.5 years of data generated by students' quizzes and exams. Independent t-tests showed that the grades obtained in quizzes and exams by the undergraduates who attended monolingual schools at secondary level were slightly lower than those of the university students who attended bilingual or trilingual schools, but there were no statistical differences between them.

A capacity needs assessment to integrate MOOC-based climate change education with the higher education institutions in Europe and developing countries in Asia: findings of the focused group survey in PCHEI under the BECK project

Purpose The extreme climatic events are a result of modern human lifestyles and activities. Climate literacy is one of the significant factors to redefine aggravated human behaviours related to climate change and energy efficiency. Therefore, education relevant to energy efficiency and climate change is identified as a vital requirement in the present education sector. This study aims to identify existing capacity needs for integrating massive open online courses (MOOC)-based climate education in the partner institutions education systems. Design/methodology/approach The integrating education with consumer behavior relevant to energy efficiency and climate change at the Universities of Russia, Sri Lanka and Bangladesh (BECK) project funded by the Erasmus+ programme aimed to address this research gap by introducing new harmonized MOOC modules to the higher education curricular of four European, five Russian and five Asian higher education institutions (partner country higher education institutions). A series of focus group surveys and workshops were carried out to identify the present capacity development needs relevant to the subject topic. Findings Accordingly, infrastructure development, awareness-raising, curricular development, capacity building, integration and networking, research and development and financial needs have been identified as the key areas requiring capacity development to integrate energy efficiency and climate change into the higher education curricular. The results have recognized that a MOOC system in curricular will allow better opportunities for research, awareness and capacity development initiatives. Research limitations/implications The relevant European best practices can be adopted into the Asian education systems to allow more opportunities in infrastructure, research and networking development. The project continues to implement the MOOC modules in the partner institutions following a contextual research study and a cross-institutional module sharing assessment. Originality/value The research outcomes identify the significant facts for formulating the BECK project objectives, which provide wider opportunity for climate literacy improvements and education initiatives in the partner countries.

КАК ПОВЫШИТЬ КАЧЕСТВО ПРЕПОДАВАНИЯ ПО АНГЛИЙСКИМ ОБРАЗОВАТЕЛЬНЫМ ПРОГРАММАМ В УНИВЕРСИТЕТЕ? ПРАКТИЧЕСКИЙ ПРИМЕР ИЗ ТУРЦИИ

In recent years, the rapid developments in science and technology, the widespread use of mass media, the increase in cultural and commercial relations have made the learning of foreign languages a necessity for communication among the nations of the world. The growth of EMI (English Medium Instruction) programs in Higher Education is evident all over the world. There are 100% EMI programs in an increasing number of higher education institutions in countries whose mother tongue is not English. There is a similar trend in Turkish Higher Education Institutions in terms of the importance given. However, starting education and training without providing the necessary infrastructure for universities to open EMI programs causes questioning of the quality in this field and the emergence of various problems. In this study, the efforts to become an international university by increasing the quality of EMI programs in a state university were examined with a case study pattern. Research data were obtained through focus group interviews, observations, and document reviews. The data were analysed using text analysis. Research findings were condensed into three themes, namely English Language Policy, Continuing Professional Development, The English Language Curriculum. The result of the study shows that any university in Turkey should firstly create the EMI policy in written form to reach the level of competition at the international level. In addition, the university should include this policy in its general strategy, prepare a curriculum for this purpose, and support its academic and administrative staff with continuous professional development.

Professionalism in Academia; The Role of University Teachers in Sri Lanka

Universities in Sri Lanka are facing radical expansion and changes. The increasing numbers of students entering the country's limited universities mandate a higher calibre of professionalism among the academic staff. The country's academics, however, face several problems that hinder professional development. The majority of the teaching load is carried by senior and probationary lecturers, thereby limiting their potention for personal development through research and publications. A dearth of qualifies teachers signifies that only a linited number of students receive quality education. Furthermore, there is an uneven distribution of academic staff within the country's universities. The result is a convergence of students, funding and resources on only a select few universities. While Sri Lanka's free education system can and should be considered a national asset, more needs to be done to ensure that the standards of the country's higher education institutions remain competitive in a global context. A motivated and productive teaching staff will lead to effective learning by the students, which then will lead to a qualified and valuable workforce. This article begins by analysing the role of teachers in Sri Lanka's higher education system. It then considers certain universal, professional standards of university teaching that should be employed to enhance the quality of eucation students receive. Finaly, several recommendations are offered for broad changes to organizational structures and traditional practices that relate to the professional development of academics.

Higher-Order Learning Outcomes in an Undergraduate IT Project Management Course

Achieving higher order learning outcomes may be normal in developed country higher-education institutions, but it may not so for most of those in developing countries with resource poverty which manifests in high student-teacher ratios for instance. Lecturers in developing countries tend to use less student-centered teaching methods which hamper the achievement of higher order learning outcomes. Unfortunately, this issue has been ignored in the general information systems education literature. This article therefore explores the relationship between teaching methods and the achievement of higher order learning outcomes by presenting and evaluating evidence of changes a lecturer made in delivering an undergraduate IT Project Management course over two academic years in a developing country context. Two lessons emerge. First, lecturers in developing country contexts should focus on turning out graduates with higher order thinking skills. Second, such educators should consider using contextually relevant teaching methods that lead to higher learning outcomes.

Marcadores sociais da diferença: uma perspectiva interseccional sobre ser estudante negro e deficiente no Ensino Superior brasileiro

O artigo aborda a questão dos marcadores sociais da diferença nas Instituições de Ensino Superior (IES) no Brasil, pontuando nas autoidentificações de negros e deficientes como material investigativo positivo para se compreender as características que permeiam o espaço social e acadêmico no que se refere ao reconhecimento e valorização de sujeitos de direito. Como apoio teórico para análise da dimensão de marcadores de diferença, é defendida a interpretação interseccional como um caminho viável por permitir o entrecruzar de fatores diversos em torno da compreensão da formação de identidades. A metodologia utilizada foi a da revisão de literatura, através da Catálogo de Teses e Dissertações da CAPES (CTDC) e análise qualitativa de dados estatísticos oficiais, com o Censo da Educação Superior do INEP (CESI). Com estas fontes, são expostas as pesquisas com a temática intersecional, com crescimento significativo do número de produções, bem como a adoção do uso quase majoritário dos marcadores raça/cor e gênero, bem como a verificação de um aumento de aproximadamente 460% no número de matrículas de pessoas negras e/ou deficientes em relação ao ano de 2010 nas IES. Defendendo a interpretação utilizada, se evidenciam possibilidades para a produção de novas pesquisas com a temática, principalmente no que se refere ao reconhecer em números os estudantes negros, deficientes, quilombolas, etc. em suas particularidades, construindo material empírico para que IES do país possam planejar práticas positivas para uma interpretação interseccional das identidades de seu alunado e, por conseguinte, construir espaços de formação realmente inclusivos.

Quality Assurance Issues in Higher Education Sectors of Developing Countries; Case of Northern Cyprus

Abstract This study provides information about pursuit of quality education in higher education institutions. Higher education structures and systems of developed and developing countries will be examined and information about recent studies are also provided in this study. Studies of many international institutions about quality education are being investigated. The effects of pursuit of quality in education on higher education institutions of countries are included in this study. Information about international universities, information network and systems network carried out together through using modern technology in higher education institutions are explained. Adoption of new administration forms shaped with competition environment in the institutions and the reflections of these adopted new forms in the higher education institutions are also discussed. The study includes information about the modernization studies initiated by higher education institutions in all areas. In the light of the information obtained from this study, the case of Cyprus which is a small island developing country in Mediterranean Sea is illustrated and information about the structure, development, quality issues and precautions taken against the issues in higher education institutions of Cyprus are provided.

La Reforma Educativa en México. ¿Nuevas reglas para las IES?

Why should we be concerned about the impact of the Mexican Education Reform, which focuses on the evaluation of basic and upper secondary education, on the country's higher education institutions? By applying the new institutionalism approach (North, 1994; Helmke y Levitsky, 2004; Schmidt, 2010), with its applications for the Mexican higher education sector (Acosta, 2014; Ordorika, 2014), this article argues that there are three reasons why the heis should take an interest in what occurs at earlier levels of the education system: fi because the reform impacts the way public high schools operate; second, because there is a need for improved quality control mechanisms at the university level; and third, because the HEIS can improve their critical analysis skills regarding government education proposals. Public autonomous universities possess the capacity to act independently and criticize freely.

Virtual team work: case study of the European commission programme Erasmus Mundus Action 2

The European Commission programme Erasmus Mundus Action 2 provides support for cooperation partnerships between European and Third Country higher education institutions. The purpose of this paper is to present how these partnerships operate as virtual teams and what common challenges they face. The study described in this paper was conducted among coordinators of 47 Erasmus Mundus Action 2 projects for different geographical regions. It consists of a short survey and semi–structured interviews. The results prove that Erasmus Mundus Action 2 virtual teams are able to work efficiently across geographical areas, time zones, organisational structures and cultures. They encounter similar challenges connected with virtual communication, including: adherence to the communication plan and code of conduct by all the partners, equal participation, misunderstandings and misinterpretations, technical problems. Further educational programmes, such as Erasmus+, are likely to result in a great number of innovative projects that will be developed by multinational virtual teams.

Tillich['s] Remains ...

This essay makes explicit what lay behind the author's earlier casual observation that “Tillich remains the unacknowledged theoretician of our entire enterprise”—whether in the AAR or in North American studies of religion more generally. While the article does not make a narrowly (i.e., archivally verified) causal claim about Tillich's influence on the study of religion in the academy, it does point out three crucial roles Tillich's thought and practice played in the development of North American religious studies. (i) Tillich's understanding of religion as an “ultimate concern” provided a language deemed suitable to the new departments of religious studies in this country's higher education institutions (especially at state-run colleges and universities). (ii) Though not uniquely formative of the academy's longstanding discourse on symbolism, Tillich's interest in the symbol served as a legitimating vote of confidence about the worth of that discourse. Moreover, his understanding of the symbol (as that which “points to”) ostensibly struck a balance between Eliade's onto-realistic and Geertz's more minimal fictive views of the symbol. (iii) Through his sustained interest in cultural institutions and products of cultural labor—more than through his theories about the relation between religion and culture (e.g., his method of correlation)—Tillich inspired the “dialogic fields” (e.g., Religion and Literature) and subsequent cultural and anthropological studies of religion. The author's earlier claim, then, was intended as a double critique: first, that the study of religion in secular public institutions should ground itself in a Protestant Christian theological project; second, that this influence should remain largely unacknowledged.

An analysis of the performance management of South African higher

The performance management of higher education institutions is a major challenge for many countries. Such institutions deliver mostly a social as opposed to an economic return, and cannot be evaluated using the same approach as is applicable to a business enterprise. Many countries have developed rather complex and elaborate approaches to this challenge and South Africa is no exception in this regard. The Department of Education, which has the responsibility for managing the country's higher education institutions, has recently revised its evaluation framework, the results of which are used to determine the annual core grants. Although the performance indicators are appropriate to the desired policy objectives, implementation of the framework has been distracted by other objectives of the department. In this article it is shown that funding allocations based on the new formula do not correlate with performance and it is therefore inevitable that the framework will lead to unexpected and undesirable outcomes. At a time when South African institutions are struggling to maintain their competitive position within the global community of universities, this reaction will be extremely unfortunate. South African Journal of Higher Education Vol. 22 (3) 2008: pp. 708-724