Development Of Academic Courses Research Articles

Entrepreneurial competences revised: developing a consolidated and categorized list of entrepreneurial competences

The goal of entrepreneurship education is to prepare students for entrepreneurial practice and to develop profound entrepreneurial competences. Due to the heterogeneity in definitions and competence frameworks in the field of entrepreneurship education, literature and practice still illustrate much confusion about what should be taught in academic entrepreneurship courses and which competences need to be developed. An in-depth review of entrepreneurial competences dates back to the year 2008 by Mitchtelmore and Rowley. The purpose of this paper is to review newer contributions and propose a synthesis of state-of-the-art by developing an updated entrepreneurial competence framework. Both, a consolidated categorization approach and a list of entrepreneurial competences are developed and suggested for educators for the development of academic courses and practice-oriented training programs.

Development of an Academic Course in Person-Centred Care for Students in Higher Education: Teachers’ Perspectives

Few studies describe the development of academic courses with interprofessional perspectives. Therefore, the aim of this study was to describe teachers’ experiences with developing an academic course in person-centred care (PCC). Data collection was divided into three parts: (1) written material/documentation describing the process (text and pictures, 16 meetings), (2) SWOT analysis in relation to being a lecturer (n=7), and (3) interviews with the lecturers (n=4). The data were analysed using mixed methods, descriptive statistics (1) and qualitative content analysis (2-3). The results are presented in three categories (Co-creating a pilot course, Challenges of managing unfamiliar knowledge, and Wanting to understand new educational approach). This study highlights three challenges: (1) unfamiliarity with the field of person-centred care and selected educational activities and teaching skills; (2) unfamiliar colleagues, which delayed partnership efforts; and (3) limited experience working with other lecturers in light of the institute’s structure and routines. However, these challenges served as both barriers and facilitators; the lecturers developed knowledge and experiences from collaborations (educational and/or content skills/knowledge) focusing on resources and skills.

EDUCATIONAL EVENT AS THE PEDAGOGICAL CATEGORY

The aim of the investigation is to reveal the essence of the educational event as a pedagogical category. The reason to study the issue is the methodological generality of the term that came into pedagogical everyday life, but which semantic content is still not clear enough. Methods . The methods involve a theoretical analysis of the philosophical and pedagogical literature on the study, the categorical analysis, surveys of students and teachers. Results . The concept content of «event» is looked upon in both historical scholarship and pedagogy, «educational event» is analyzed in unity with the «educational situation» and «educational process». The attitude of students and teachers to educational events was clarified through the surveys; emotional and rational responses of the respondents were differentiated and the peculiarities of events organization in the education system were classified. While teachers and students are considered as subjects of educational events, their goals are delineated. Scientific novelty . The author's own definition of is given. Educational event is defined as a specially organized and unique pedagogical fact limited, but not rigidly determined by the educational situation, and capable of changing the educational process going beyond the boundaries of its conformism. The formulation above is the result of analysis how the concepts of «event», «situation» and «process» may interact in pedagogical discourse. Practical significance . The results can be used while designing the educational programs and projects, as well as in the development of academic courses of innovative pedagogy.

LIETUVOS KNYGOTYROS MOKYKLOS KONCEPCIJŲ RAIŠKA AKADEMINIUOSE KURSUOSE

The unity of science and study is one of the oldest traditions of universities, which goes from the beginning of the nineteenth century when the representative model of Western academic institution – Berlin University – was established. The institution of Vilnius University in Lithuania intercepted and realized this tradition. We can find the beginnings of the formation of Lithuanian book science in the early nineteenth century at Vilnius University. The coming of book science and its further development proclaim a close contact of science and study of the book science. The academic courses of book science, lectured at Vilnius University up to now, and their supply of educational books were chosen as the object of research. The academic courses of bibliography and librarianship sciences stay behind the horizon of academic courses of book science by today conception of book science in its today’s conception. The aim of this article is to ascertain how conceptions formulated by participants of the Lithuanian book science school in the process of research are reflected in pedagogical practice. We chose the educational books as an intermediary factor which integrates the results of research and of pedagogical practice. The main conceptions of the LithuaAbstractnian book science school and their authors, the tendencies of development of academic courses of lecturing at Vilnius University and the complex of educational books used in the lecturing process of academic courses of book science by following the periodization of book science are analyzed. A conclusion is that the Lithuanian book science school and its role in the process of students’ training are closely linked spheres which are related by common history, institutions, events and people participating in these events. The identical periodization of Lithuanian book science, both in research and in pedagogical practice, enables studying these activities as a whole unit – the main identifying factor of the character of the scientific school. The educational books can be one of the formal channels of communication and fixation of research results and of transmission of knowledge to students. Analysis of the evolution of theoretical mind, of lecturing the academic courses and of textbooks allows to maintain that these three components not only strongly influence the development of each other, but also determine the formation, development and progress of such a complicated phenomenon as a scientific school.

Students' use of content in Web-supported academic courses

The use of the Internet as an instructional tool in higher education is rapidly increasing. Today, there is an increase in the development of academic course websites with huge amounts of learning materials imbedded within them. However, there is little empirical evidence regarding the actual use of these contents by students. In this study, a computer log is used to evaluate how online contents are consumed and to identify the individual differences among students in terms of contents usage and the amount of contents that are presented in Web-supported course sites. The findings of this study show that the amount of content that is accessed is very high, but large differences exist among students. The authors conclude with some ideas for further implications of information retrieved from the Web log as related to content usage in academic websites and show the relevance of logs and content usage for the evaluation of Internet implementation in higher education institutions.

Ethics in exercise science research.

Ethical evaluation is a vital but sometimes neglected component of research policy in the exercise sciences. This article reviews some issues in human research, with particular reference to studies undertaken by the exercise scientist. The typical composition and functions of the research review committee are examined in the context of individual and institutional ethical norms. In multicentre trials, there are often problems in coordinating ethical approval between institutions. On-going monitoring of research may have value in the detection of fraud. A reduction in the secrecy of committee proceedings would allow a closer auditing of the research review process. Authors need to give more thought to developing appropriate research questions. Scarce resources may be wasted because of inappropriate study design or an inadequate statistical analysis of the results. The costs of any proposed investigation must be weighed carefully against possible benefits. Confidentiality is particularly important when collecting data at the worksite or over the internet. Informed consent should be based on a full disclosure of risks; the participant should be competent to understand the nature and magnitude of these risks, and undue pressure to participate in an experiment must be avoided. The opposition to placebo trials expressed in the Declaration of Helsinki requires careful consideration of the use of control groups, since regular exercise is known to benefit health. If research is conducted in under-developed societies, the standards of treatment of the participants should match those expected in developed societies. The publication of findings must be fair and well balanced; examples of fraud and misconduct continue to be reported. Some journals apparently still publish papers, even if they have not received an initial institutional review. Editors should restore meaning to the word 'author', avoid the bias to a publication of 'positive' results, limit the impact of commercial sponsorship on reporting and curtail the current trend to redundant presentations and publications. Development of academic courses in research ethics may help to avoid some of these abuses.