Departments Of Higher Education Institutions Research Articles

RESULTS OF PROGRAM IMPLEMENTATION THE INDEPENDENT WILL BE BUSY WITH PHYSICA EXERCISES IN STRESSFUL SITUATIONS AMONG YOUTH STUDENTS

The article examines the effectiveness of the program of independent physical exercises in stressful situations among students of the Dnipro National University named after Oles Gonchar.
 War is seen as a source of extreme stress that is unexpected and extremely intense. Its psycho-traumatic potential is connected with this. Therefore, it is important to understand what means can be used to bring a person out of a stressful state and to treat mild forms of mental disorders caused by stress. It is especially relevant to consider those methods of combating stress that do not require any additional costs, and therefore are generally available to everyone.
 A program of independent classes was developed according to scientific studies, which claim that anaerobic activity is as effective in stressful conditions as aerobic exercises, regime of alternating strength exercises and aerobics with a duration of 30 minutes. Exercise intensity was moderate to moderate, as any positive effect of exercise on reducing the risk of depressive symptoms may be limited by exercise intensity.
 Results received. The number of respondents who had a moderate degree of depression according to the Beck scale decreased by 15%. Also, the number of students with a mild degree of depression decreased by 34%, and the number of students with a normal psychological state increased accordingly (by 49%). Conclusions were made: 1. Self-exercise is an opportunity to support both physical and psychological health of a person. 2. In a stressful state, motor activity is a mandatory component for getting out of it and reducing its effect. 3. To reduce symptoms of depression, the focus should be on exercise frequency, not duration or intensity. 4. A mandatory condition for teachers of physical education departments of higher education institutions is the education of priority health orientations in students, motivational incentives for regular independent physical exercises, because systematic training is an important guarantee of normal physical and spiritual development of young people.

Субъективное благополучие преподавателей в современных условиях: эмоционально-личностные и метакогнитивные предикторы

<p>This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of the psychological well-being of teachers. The article presents the results of identifying personality traits, features of the emotional sphere and regulation of emotions, as well as features of metacognition that can influence well-being of teachers in modern conditions. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; test “Differential Type of Reflection”; Cognitive Emotion Regulation Questionnaire and the author's self-assessment questionnaire of metacognitive behavior “Metacognitive Skills in the Structure of Educational and Professional Activities”. Study sample: 106 people aged 20 to 75 years (average age 45,85) – teachers, lecturers, heads of departments of higher educational institutions and colleges. It is shown that the higher levels of metacognitive involvement correspond to the higher levels of subjective well-being. A high index of positive emotions, higher levels of trait conscientiousness and conscious use of metacognitive skills, positive revision and acceptance strategies, and lower acute negative emotions index also have a positive effect. The results described can be helpful in preventative and therapeutic work with the symptoms of professional burnout of teachers.</p>

A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration

Introduction:The level of knowledge about the types of teaching instruction through blended learning in nursing education is still lacking. This study aims to develop blended learning using contextual learning and evaluate its effect on procedural knowledge and interprofessional collaboration. Methods: A quasi-experimental study was conducted from January to March 2022. The total participants were 96 students from one of the nursing departments in Indonesia, who were equally divided into experimental and control groups. The experimental group received a blended learning method with a combination of contextual learning for 400 minutes for four meetings. Meanwhile, 48 students in the control group received traditional blended learning. Mann-Whitney U test to compare between treatment and control groups. The instrument used to measure the interprofessional education variable was the Nurse–Physician Collaboration Scale and procedural knowledge was measured through a test of 25 multiple choice questions about procedural knowledge. Results: The implementation of blended learning based on contextual teaching significantly increased their procedural knowledge (pre M = 43.30 vs post M = 79.00), and interprofessional collaboration (pre M = 58.08 vs post M = 83.79) with p-value < 0.01. Conclusions: Blended learning using contextual learning was effective for increasing procedural knowledge and interprofessional collaboration in nursing students. The application of this instruction is highly recommended for nursing departments in higher education institutions as an effort to achieve qualified health workers for sustainable development and well-being.

Modern approaches to the organization of physical education in the sphere of information technologies taking into account the conditions of their professional activities

The article presents a study of the scientific works of leading researchers on physical education in institutions of higher education, which allow us to assert its insufficient humanistic and professional orientation, confirm the absence of a scientifically based model of the system of physical education in the country as a whole and specifically in each institution of higher education in accordance with its training profile. It is shown that during the development of educational and work programs for students of higher education in accordance with modern technologies, specialists of physical education departments of higher education institutions need to take into account the specifics of a specific future profession, as well as the gender and individual characteristics of those who study in connection with the heterogeneity of the student contingent . At the same time, the professional activity of information technology specialists is characterized, in addition to the presence of important mental and personal qualities inherent in general professional activity, as well as the presence of individual skills for working on or with a computer, as well as specific conditions of study and work, which impose an additional imprint on the structure of special applied physical training of students of higher education.
 It has been established that the issue of physical education of future information technology specialists is represented in the literature only by isolated studies, there are no centralized methodical instructions, recommendations, training manuals on issues of its organization in institutions of higher education. The attention of specialists was focused only on the study of the role of dexterity for the successful professional activity of specialists, and the importance of the mental characteristics of the development of the body of students of information specialties (attention, memory, etc.) during the performance of their professional duties was also shown. At the same time, there are no works aimed at researching the formation of motor skills and skills of a professional orientation in the process of physical education, taking into account the gender and the future specialty of an information technology specialist.

FEATURES OF THE IMPLEMENTATION OF THE PROFESSIONAL STANDARD "HEAD (DIRECTOR) OF PRESCHOOL EDUCATION INSTITUTION": MODERN VECTOR

In the article, the author analyzes the current state of the problem of implementation of the professional standard "Head (Director) of Preschool Education Institution", analyzes the current regulatory documents; conducts all-Ukrainian monitoring of the implementation of the Professional Standard in educational institutions, analyzes the directions of implementation at all levels. Priority forms and methods of implementation were identified. The components of the roadmap are designed, the main ways and directions of implementation of the Professional Standard in practice at different levels of education are outlined: state, regional, local, local (preschool education institution) and personal. 
 The tasks for the implementation of the Professional Standard for different target groups are defined: heads of preschool educational institutions, founders of preschool educational institutions, in-service training subjects, centers for professional development of pedagogical workers, professional communities of pedagogical workers, higher education institutions. 
 The results of the online training of regional trainers for 95 people from all regions of Ukraine are presented, including 21 teachers of preschool education departments of higher education institutions, 28 teachers of preschool education departments (laboratories) of postgraduate pedagogical education institutions, 22 specialists of professional development centers for pedagogical workers, 24 heads (directors) of preschool education institutions.
 The article focuses on designing an individual professional development trajectory. All priority areas of activity are interconnected, forming a single through system, creating a continuous process. Effective solutions for the implementation of the professional standard "Head (Director) of Preschool Education Institution" are predicted. The approaches to the professional development of pedagogical workers in the process of implementing the professional standard "Head (Director) of Preschool Education Institution" are substantiated. The results of the training of preschool teachers according to the standard program for the implementation of the professional standard "Head (Director) of Preschool Education" are presented.
 The experience of implementing the Professional Standard in different regions is presented. The further steps of the Professional Standard implementation are determined.

Development of Artistic and Creative Activities for Design Students

The main purpose of this scientific study is to identify key areas for the development of the artistic and creative activity of students studying the basics of design in higher educational institutions, which contributes to improving their creative abilities and developing the ability to create an innovative product design. The basis of the methodological approach in this scientific study is a combination of methods of systematic analysis of the key principles of teaching design in modern higher educational institutions with a comprehensive study of the real prospects for the introduction of innovative solutions in the process of teaching design in order to develop artistic and creative activity among future specialists in this profession. The results are the importance of developing modern students’ artistic and creative activity for design departments of higher educational institutions to improve their skills in creating artistic product design and the ability to develop innovative design were obtained. Also, the results illustrate the success of applying specific methods of training designers to implement the tasks. The practical significance of the results obtained in this research work lies in the possibility of their application in the process of teaching students of design departments of modern higher education institutions to develop their understanding of the principles of artistic design and the ability to transfer such skills to the creation of modern products with innovative design.

Information processing in the educational process when studying issues regarding innovative technologies in tourism

The subject of the study is the formation of information support during the study of the discipline "Innovative Management in Tourism". The purpose of the article is to determine the information support of the educational process during the study of innovative management in tourism by future teachers of professional training. The task of the research is to investigate the current state, trends and problems of the development of innovative technologies in the field of tourism and the hotel and restaurant business, on the basis of which educational and methodological support was developed for students of the specialty "Professional education. Tourism and hotel and restaurant business". Research methods. The following general and specific scientific methods of research were used in the research process: systematic approach, methods of logical generalization and comparison, scientific abstraction, methods of synthesis, logical generalization, and analogies. The methodological basis of the research was made up of the scientific works of domestic and foreign scientists and leading specialists, analytical materials on the research problem. Work results. An analysis of the professional training of vocational education specialists specializing in tourism and hotel and restaurant business was carried out, and educational and methodological support for the training of specialists in this area was expanded. The introductory course "Innovative management in tourism" was developed based on the application of new information technologies. It was determined that information support should be understood as a purposefully selected and systematized set of information that is necessary for the implementation of the educational process, and a complex of relevant information resources, sources and technologies that ensure the implementation of information processes at all stages of studying the management of the quality of products and services in the hotel and restaurant industry economy. Field of application of results. The obtained research results can be used by educational departments of higher education institutions of Ukraine to expand educational and professional programs, educational complexes, curricula and work programs. Conclusions. It was determined that the discipline "Innovative technologies in tourism" means innovation management. Summarizing the views of scientists on innovative processes in tourism, it can be stated that the success of the operation of the enterprise in the field of tourism largely depends on innovative management. The practical application of innovations in the tourism sector will not only increase the level of competitiveness of the enterprise, but also assess the feasibility of introducing new types of services. Practice shows that the most acceptable option, at the current stage, is the use of information technologies. The introduction of innovative technologies in the field of tourism is one of the main factors of success for enterprises in this field, which is carried out, as a rule, at the highest level of management of the tourism enterprise, the main goal of which should be to determine the main directions of scientific, technical and production activities of the enterprise. Innovative management technologies cause the creation of the necessary conditions for the sustainable development of enterprises in the field of tourism, aimed at ensuring the competitiveness of tourist services at the level of international standards. Therefore, the development of implementation and management.

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedback at the intersection of natural language processing (NLP) and educational research, this paper suggests a cross‐disciplinary framework that aims to facilitate the development of NLP‐based adaptive measures for supporting peer‐feedback processes in digital learning environments. To conceptualize this process, we introduce a peer‐feedback process model, which describes learners' activities and textual products. Further, we introduce a terminological and procedural scheme that facilitates systematically deriving measures to foster the peer‐feedback process and how NLP may enhance the adaptivity of such learning support. Building on prior research on education and NLP, we apply this scheme to all learner activities of the peer‐feedback process model to exemplify a range of NLP‐based adaptive support measures. We also discuss the current challenges and suggest directions for future cross‐disciplinary research on the effectiveness and other dimensions of NLP‐based adaptive support for peer‐feedback. Building on our suggested framework, future research and collaborations at the intersection of education and NLP can innovate peer‐feedback in digital learning environments. Practitioner notesWhat is already known about this topic There is considerable research in educational science on peer‐feedback processes. Natural language processing facilitates the analysis of students' textual data. There is a lack of systematic orientation regarding which NLP techniques can be applied to which data to effectively support the peer‐feedback process. What this paper adds A comprehensive overview model that describes the relevant activities and products in the peer‐feedback process. A terminological and procedural scheme for designing NLP‐based adaptive support measures. An application of this scheme to the peer‐feedback process results in exemplifying the use cases of how NLP may be employed to support each learner activity during peer‐feedback. Implications for practice and/or policy To boost the effectiveness of their peer‐feedback scenarios, instructors and instructional designers should identify relevant leverage points, corresponding support measures, adaptation targets and automation goals based on theory and empirical findings. Management and IT departments of higher education institutions should strive to provide digital tools based on modern NLP models and integrate them into the respective learning management systems; those tools should help in translating the automation goals requested by their instructors into prediction targets, take relevant data as input and allow for evaluating the predictions.

Information technologies in the educational process of higher educational institutions

Informatization of the educational process, in general, and the educational system of the higher educational establishments, in particular, is one of the most significant tasks of restructuring and shaping the education system in accordance with society requirements. Educational institutions nowadays have an opportunity to disseminate new material in a way that responds to the unique needs of each student thanks to using computer networks and online technologies. The purpose of the academic paper is to identify and provide a brief assessment of the primary trends in implementing information technologies in higher educational institutions (HEIs) in terms of the specifics of their application in the educational process. Methodology. In the course of the research, analytical and bibliographic methods. At the same time, induction, deduction, analysis, synthesis of information, system-structural, comparative, logical-linguistic methods, abstraction, and idealization were applied to study and process data. By the way, the research authors also conducted a questionnaire in online mode. Results. Based on the research results, the primary and most significant theoretical aspects of using information tools in higher educational institutions, as well as the standpoints of scientists and heads of departments of higher educational institutions on key aspects of the issue outlined.

Всеобщее военное обучение в Казахской ССР в годы Великой Отечественной войны 1941-1945 гг.

The article attempts to eliminate historical gaps in the organization of universal military training in Kazakh SSR in the days of the Great Patriotic War. The Soviet historiography covered this problem insufficiently. The modern historiography draws on materials, which became available to researchers in the last decade. The source studies method has been used. As the Great Patriotic War began, the Red Army military reserve training became of mass proportions. The command staff was trained in military schools, junior officers were trained in reserve military units; there were schools of junior aviation specialists. Military departments of higher educational institutions trained officers, sergeants, and privates, while public organizations (Osoaviakhim, physical education societies, Red Cross) trained privates of their profile. There were certain requirements (entrance exams, schooling, health, etc.) for training in the above-mentioned fields. For training of the private corps in the Vsevobuch (general training program) only age mattered. The age requirement was from 16 for youth and up to 50 for reservists. Within the frameworks for implementation of the State Defense Committee resolution “On General Compulsory Military Training for Soviet Citizens” of September 1941, the organization of Vsevobuch in the Kazakh SSR during the Great Patriotic War is assessed. In the headquarters of the Central Asian, Ural, and South Ural military districts, responsible for the territory of the republic, there were established Vsevobuch departments for training of citizens under military commissariats of the Kazakh SSR. Vsevobuch was based on military training stations. In the initial period of the Great Patriotic War, it faced acute problems due to lack of combat experienced personnel to fill the posts of instructors and due to poor equipment. The study has permitted to assess the results of the Vsevobuch in the Kazash SSR. The studied materials prompt conclusions on coordinated work of the leadership of the Kazakh SSR, Kazvoenkomt, and military districts in the organization of the Vsevobuch. In total, about two million Kazakhs were trained for the Red Army, which was a significant contribution of the republic to Soviet victory in the Great Patriotic War.

Methods and techniques of interpretation of mythical and magic characters’ names in Russian folk tales in Persian

The rapidly developing cultural relations between the Islamic Republic of Iran and Russia predetermine the importance of studying the realities of Russian culture in teaching Russian as a foreign language. Despite the constantly growing interest of the Iranian reader in Russian fiction, we have not found translations of Russian folk tales. A distinctive feature of fairy tales is the presence of specific monsters and mythical creatures in them. The relevance of this study is emphasized by the fact that the opinions of researchers on the issue of translating these realities are divided: some researchers note that realities are untranslatable, others argue that there are no words that would be impossible to convey in another language. This research work presents methods and techniques for an adequate and equivalent translation of the proper names of mythical creatures that are the heroes of Russian folk tales of a magical nature. The translation experiment was conducted in student classes of the RFL departments of higher educational institutions of Iran. The main methods on which the study is based are the comparative method, the method of linguistic description, and the method of experiment. The students were asked to translate typical sentences, selected by continuous sampling, in which there was a mention of the magical characters of Russian folk tales. The purpose of the experiment is to identify what methods and techniques of translation strategies were used in the process of translating realities that do not have equivalents in the Persian language. Thus, the empirical basis of this study is the interpretation of fragments of Russian folk tales of a magical nature in Persian by students learning Russian as a foreign language. The scientific novelty of the work lies in the fact that it is the first attempt to analyze the method of equivalent or adequate conveyance of national and cultural color of the Russian fairy tales characters into Persian. Based on the experiment, we can conclude that when translating the names of mythical heroes and monsters of Russian folk tales, students resorted to two main translation strategies − foreignization and domestication. Russian students chose the method of phonetic transliteration and transcription as the main method of foreignization, as well as calques that contribute to the preservation of Russian cultural and ethnic specificity and overcoming the difficulties of conveying semantic content and the national color of the mythical heroes of Russian folk tales. The main technique of the domestication strategy used by students is the borrowing of the designation of a fairy-tale character from the culture of other peoples with whom they were previously familiar. The results of our research can find practical application in literary translation in Iran. Theoretically, the material can contribute to the development of the theory of translation of literary texts of the folklore genre, as well as arouse interest in further research among undergraduates and graduate students studying in higher educational institutions of Iran.

METHODS AND MEANS OF INFORMATION AND ADVERTISING ACTIVITIES OF UNIVERSITY DEPARTMENTS IN SOCIAL INTERNET ENVIRONMENTS

Today, all advertising activities are moving to the social media of the Internet. The period of the covid-19 pandemic and the martial law in Ukraine accelerated this process. Now it is difficult to avoid that something cannot be found on the Internet. Institutions of higher education are no exception. Universities and their divisional divisions also need promotional activities to attract applicants and branding through the social media of the Internet. Attracting applicants by informing them about university departments is a career guidance activity. With the advent of distance learning, informational and advertising activities of higher education institutions in social networks began to gain popularity, in particular, for career guidance purposes. In order to carry out informational and advertising activities of university units in the social environment of the Internet, it is necessary to create an informational image. The creation of an informational image of university units is done by creating official pages in social networks. The most popular social networks for creating an informational image of the university’s divisions in the social environments of the Internet are Facebook, Instagram, and Telegram. The article develops a formal model of the information image of units of a higher education institution. The requirements for the pages of higher education institutions and their departments are different from ordinary pages for goods or services, given their specificity and target audience. Therefore, the requirements for creating pages of university divisions in social networks are as follows: logo of the division, name of the division page with affiliation to the institution of higher education, information about the division (“cap” of the profile) with the following data: page name, name of the division, abbreviation of the institute/university, university affiliation, website of the unit, address of the unit, telephone. The article describes the stages of maintaining a career guidance activity page. The list of elements that are part of the career guidance topic of the post has been defined: the name of the specialty; the name of the department that trains specialists in the chosen specialty; terms of study; form of education; cost of education; contact information of the department; license volume. The tools and methods of information and advertising activities of departments of higher education institutions presented in the work were implemented at the Department of Social Communications and Information Activities of Lviv Polytechnic National University for three years.

Teaching Dubbing Translation in Indonesian Classroom: Benefits and Challenges

Currently, dubbed version of imported films or programs are available as one of the options of content localization, aside from subtitles. Despite the potential of dubbing and dubbing translation, especially in Indonesia, not many departments in higher education institutions offer lesson in dubbing translation. This article aims to propose what topics can be covered in a dubbing translation lesson, why dubbing translation lesson is important, and what dilemmas arise in teaching dubbing translation. The study was conducted using literature review method. Future research may be done to find the gap between the translation skills required in Indonesian dubbing industry and the ones acquired by Translation students in Indonesia

INTERNATIONALIZATION OF HIGHER EDUCATION: INTERNATIONAL VECTORS OF UNIVERSITY DEVELOPMENT STRATEGY

Internationalization of higher education is entering a new phase. There is a shift from external internationalization with a strong focus on a small elite of mobile students, faculty, and programs to internal internationalization open to all members of the academic community. The purpose of the work is to determine the current trends in the internationalization of higher education in European countries, to examine in detail the aspects of the University of Bologna's activities in the development and implementation of the internationalization strategy, and to identify factors that contribute to its successful implementation OR restrain this process. The article examines the peculiarities of the implementation of the policy of internationalization of higher education in Germany, Great Britain, Italy, and Poland. The European experience of implementing internationalization strategies is considered using the example of the University of Economics and Humanities in Warsaw (AEH) (Poland). The main documents regulating the process of internationalization at the interstate level have been analyzed. The author substantiated concepts that determine the internationalization of higher education in various discourses and the concept of internationalization in the field of higher education in international practice. The mechanism of internationalization of higher education is determined, the prerequisites for its implementation are revealed. Particular attention is paid to the consideration of the specifics of implementing internationalization of higher education in the EU countries (including Poland) in the context of globalization. In the course of the work, the main changes in the process of internationalization in Europe that took place in recent decades were highlighted and described. It was concluded that the process of internationalization, the main goal of which is to improve the quality of education and research activities, is becoming a strategic direction of higher education institutions; close attention begins to be paid to ensuring the conditions for the formation of intercultural competences in all students. The results of the empirical research indicate that the key directions of the university's activity regarding the development of this process are the development of academic mobility of students, the opening of joint educational programs with foreign universities, the development of international research activities. One of the factors stimulating these processes is the development and monitoring of implementing the internationalization strategy. Difficulties in the implementation of this strategy, as before, are of a financial nature, and are also associated with a low level of foreign language proficiency and insufficient motivation of both students and teachers to participate in academic mobility programs and international research projects. The material presented in the article can be useful to employees of international departments of higher education institutions and persons engaged in theoretical and practical research in the field of internationalization development. The results of the study can become the basis for the development and implementation of the strategy of internationalization in domestic universities.

Exploring the Inclusion of Structural Masonry in Higher Education, South Africa

This study explores the incorporation of structural masonry into the undergraduate programmes of higher education institutions in South Africa, specifically focusing on civil engineering. This study is of an exploratory nature. A significant portion of the urban infrastructure in South Africa is predominantly built using structural masonry. Structural masonry is a building method in which the walls of a building or any masonry component, such as a masonry beam or a masonry column, serve a structural purpose. Unfortunately, many higher education programmes that train civil engineers, technologists, and technicians do not adequately address aspects of structural masonry design, detailing, and construction. Hence, it is imperative to address this deficiency throughout the industry in order to enable masonry designers, such as structural engineers, to adhere to the requirements of the National Building Regulations and Building Standards Act 103 of 1977. Ensuring compliance is crucial for protecting the well-being and security of the general population. The researchers collected and examined data through content analysis and verified it with the civil engineering departments of higher education institutions. While civil engineering can be pursued at various traditional universities and universities of technology, only two have confirmed that they offer a fair portion of structural masonry in their undergraduate curricula. The researchers consider this a significant issue because it is critical for civil engineers and technologists to have a thorough understanding of structural masonry. This study is the first in South Africa to propose and support structural masonry education in undergraduate programmes, including design, detailing, and construction.

Distance education in the conditions of martial law in institutions of higher education: development and practice

The aim of the article is to establish the peculiarities of existing obstacles and promising directions of online education system d evelopment in the context of military conflicts of the present. The research is based on the results of the study of scientific literature in the field of online education during war and the study of practical aspects of this issue. The analytical and bibliographic method was used to conduct the study by studying the scientific literature on the issues of online education in higher education during martial law. An online questionnaire survey of the heads of departments of higher education institutions working with students during military conflicts in the territory of the HEIs was also used. As the heads of departments of higher education noted in their responses, the main obstacles to the development of online education are the lack of development and implementation of educational online platforms, the low rate and quality of creation or adaptation of information technology and e-learning tools. The participants of the survey identified promising areas of development of online learning in higher education during military operations: updating of software and hardware, providing higher education institutions with quality Internet access and distance learning, taking into account current trends in information and educational technologies.

Assessing changes in the public communication of higher education institutions: A survey of leaders of Swiss universities and colleges

Over the past decades, higher education institutions (HEIs) across the world have institutionalized communication departments and played an increasingly important role in communicating science to the public. While a growing body of research has analyzed the practices and structures of central communication departments in HEIs, little is known about developments over time. This study examines perceived changes in HEI communication along different analytical dimensions and across HEI types. Conceptually, neo-institutional theory is used to derive the factors that foster this change, specifically the new public management reforms and the accompanying coercive, normative, and mimetic pressures on HEIs. The empirical study is based on a survey of 196 members of HEI leadership in Switzerland. The results show that, according to organizational leaders, HEI communication has diversified and intensified considerably over the last five to ten years. It has also become – albeit to a somewhat lesser extent – more professional and strategic. Multiple linear regression analysis reveals that the strongest predictors of perceived change in HEI communication are the goal to build public reputation, the perceived competition among HEIs for public reputation, and the observation of other Swiss HEIs. The study outlines implications for future research and for HEI communicators.

A Research on the Use of the Alexander Technique in Flute Education Given in the Music Department and Music Teaching Departments of Faculties of Fine Arts in Turkey

The Alexander Technique is a method that emerged as a result of Actor Frederick Matthias Alexander’s work on himself to solve the problems he had with his voice during his performance. This technique, which was effective for himself, rapidly became widespread because it was tried by different people over time and positive results were obtained. Today, it is effective not only for music but also for people from different disciplines to use their bodies more comfortably and thus have a natural posture. In this sense, in the study, ten different instructors working in various locations were selected as the study group to reach the findings related to the use of the Alexander Technique and the results of the technique in flute lessons given in the music departments of higher education institutions in Turkey. Framed by the researcher, interview questions with expert opinions were asked, and the data obtained were tabulated and presented with the content analysis method, one of the qualitative research methods.

FORMALIZATION OF THE PROCESS OF PREPARATION OF THE TEACHERS STUDYLOAD PLAN OF THE HIGHER EDUCATION INSTITUTION DEPARTMENT

A formalized description of the process of planning the studyload of teachers of the department for the academic year at the department of higher education institution. The relevance of presenting the model in a formalized form is determined by the need to have a unified view of the processes of preparation of the required data, principles and algorithms of data transformation, as well as to unify the results of presenting the final results. The proposed formalized description is considered as a basis for further creation of an automated system for calculating and distributing studyload with the possibility of automated generation and distribution of reporting documents, including semester plan and studyload plan, and personal extracts for preparing part "Educational work" in teacher’s individual plans. The presented process reflects the peculiarities of the distribution and presentation of initial data and results of studyload planning at a particular department of a particular institution of higher education in Ukraine. The Enterprise Architect design support system was used to prepare the models, and therefore the proposed formalized description can be adapted to the specifics of another higher education institution or its department. The basis of the formalized description is the domain model. Each of the essentials of the domain model is represented by a set of attributes that allows the use of description tuples in the design of the database of the respective software system. The stages of training load planning in the form of BPMN business process diagrams and UML activity diagrams are defined. Mathematical relations and descriptions of the order of calculations are presented, which allow to obtain the set values of the values at certain stages of the plan formation. The proposed results are obtained on the basis of the regulatory framework of Ukraine in the field of education.

Barriers to Academic Career Development for University Teachers

Barriers to Academic Career Development for University TeachersThe relevance of the issue in the present study is determined by the fact that it is difficult to engage and retain employees (including young ones) in the academic sphere because of various career barriers, which complicate pursuing a career in higher education. The study was conducted using the method of expert interviews with 108 full-time employees of Russian universities including administration, management, academic and teaching staff. These interviews identified the key barriers to academic careers for researchers and also classified these barriers. Presented findings can be useful for HR departments of higher education institutions for building various career paths for the employees of different ages, or for identifying specific types of barriers in career development to be overcome. The results of the study are relevant for academic and teaching staff interested in career development. The prospect of further research is to conduct a quantitative analysis based on the questionnaire results received from interviewing academic and teaching staff with the use of the proposed classification of academic career barriers.