Different Types Of Institutions Research Articles

Inward FDI and the quality of domestic institutions: A cross-country panel VAR analysis

Domestic institutions are recognized as important factors in attracting foreign direct investment (FDI), and spurring economic development in host countries. There is increasing evidence, however, that FDI may in turn affect and shape domestic institutions, and it is generally difficult to disentangle these two effects. The present paper aims to shed light on this issue using extensive data on the quality of institutions and on inward FDI in 102 countries over a period of 25 years. We distinguish between different types of institution, FDI, and country, and we adopt a panel vector autoregression (VAR) approach to identify the direction of causality between the two variables. Our findings suggest that the quality of institutions matters for attracting FDI, but also that higher inflows of FDI have a significant short-term impact on the institutional quality of recipient economies. We also find that such a relationship varies with the type of FDI considered, and differs between transition and developing economies.

Research productivity and training support for doctoral students in the biological and biomedical sciences.

Training of doctoral students as part of the next generation of the biomedical workforce is essential for sustaining the scientific enterprise in the United States. Training primarily occurs at institutions of higher education, and these trainees comprise an important part of the workforce at these institutions. Federal investment in the support of doctoral students in the biological and biomedical sciences is distributed differently than the distribution of students across different types of institutions, for example, public vs private. Institutions in states that historically receive less federal support for research also receive less support for doctoral student training. Doctorates at different types of institution exhibit little difference in research productivity, with the exception of citations, and subsequent receipt of additional NIH awards. Thus, training outcomes, which are related to the quality of the student and training environment, are similar across different institutions. Research productivity of doctoral students does not correlate with the number of F31s awarded to an institution. Factors that correlate with F31 funding include R01 funding levels and program size. The findings suggest strategies for institutions to increase success at securing F31s and modification of policy to promote more equitable distribution of F31s across institutions.

Systemic risk of Chinese financial institutions and asset price bubbles

Although there has not been a large-scale systemic crisis in China, high-risk financial events have occurred continuously in recent years. This research thus creatively analyzes the determinants of systemic risk for Chinese financial institutions from the view of asset price bubbles. First, we identify bubbles in the China stock and real estate markets on the basis of the generalized sup Augmented Dickey-Fuller (GSADF) model and explain the reasons for bubble formations according to the stage of China's economic development and policies implementation. At this stage, considering the differences in economic development levels of different cities, the real estate bubbles in the first, second and third tier cities and the whole country were innovatively identified. Second, on the basis of the DCG-GARCH-CoVaR model to measure the systemic risk of listed financial institutions in China and to classify institutions, the results show that the main source of such risk is the banking sector. Furthermore, by constructing regression models, stock market bubbles and real estate bubbles both positively correlate with systemic risk throughout the sample period. Meanwhile, the impact of bubbles on the systemic risk of different types of financial institutions was taken into account so that regulators prioritized different types of institutions with different characteristics when faced with decisions. Finally, we provide macro-prudential policy advice to regulators in order to weaken the impact of bubbles on financial stability to avoid systemic crises.

СТАНОВЛЕНИЕ ШКОЛЬНОГО ОБРАЗОВАНИЯ В ЮГРЕ В 1760–1800-Х ГГ.

The article considers the history of the first educational institutions in Ugra – Latin grammar schools and Russian (Slavic-and-Russian) schools which were intended for children of the clergy mainly. It is noted that the attempts to develop the system of education in the second half of the 18th and beginning of the 19th centuries cannot be called successful to the full. By the beginning of the 19th century only the fourth part of all male children of the clergy attended educational institutions of different types. Lack of well-trained teaching staff, shortage of textbooks, dispersion of parishes over the vast territory, lack of financing, poverty of church- and clergymen, and the failure to use the achievements of pedagogics in practice prevented schools from development. However, this bad experience had an impact on development of educational institutions in the region later.

Self-assessed Online Listening Tests as an OER: The Senior English Educators’ Perspectives Based on UTAUT Model

With the advent of e-learning, in which instruction is done remotely and on digital platforms, education has experienced a profound upheaval as the sole means of ensuring the continuation of academic activities due to the disruption caused by the COVID-19 outbreak. This crisis appears to have created a perfect environment for creating freely available, publicly licenced course materials known as open educational resources, or OER. Boon Yih Mah initiated the self-assessed online listening tests (SAOLT) as one of the OER to provide English as a second language (ESL) learners with a platform with relevant and supporting content to practise their listening skills in a test format. Therefore, the main objective of this study is to measure the perceptions of senior English teachers from different education sectors about the usefulness, ease of use, attitude toward use, and behavioural intention to use SAOLT in their teaching of listening skills. A survey was conducted using a purposive sampling method comprising ten English educators from different types of institutions with 16–40 years of teaching experience. The items in the questionnaire were adapted based on the Unified Theory of Acceptance and Use of Technology or UTAUT to suit the study’s objectives using five Likert scales for measuring the perceptions. Based on the findings after performing the descriptive data analysis, this survey has shown positive responses among the senior English teachers from different education sectors about their perceptions of the usefulness, ease of use, attitude toward use, and behavioural intention to use SAOLT in their teaching, particularly for listening skills.

МОДЕРНІЗАЦІЯ МЕРЕЖІ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ УКРАЇНИ: ДЕЯКІ ЄВРОІНТЕГРАЦІЙНІ АСПЕКТИ

The purpose of the article is to analyze the networks of higher education institutions (HEIs) in European countries based on their size, type, legal status, and levels of education, according to the data of the European Tertiary Education Register (ETER). This analysis is relevant in the context of discussions about the strategy for the development of higher education in Ukraine, including the restoration, optimization of the network, and consolidation of HEIs. The conducted analysis shows that over the past 32 years, the average size of Ukrainian HEIs has significantly decreased and now is smaller than their EU counterparts. This could have a substantial impact on budget allocation for higher education and the quality of education provided. Additionally, the findings reveal the wide diversity of European HEIs based on the studied features. The network includes institutions with tens and hundreds of thousands of students, with a significant proportion offering education at levels 5–8 or 6–8, as per ISCED–2011. However, some institutions operate only at one level. There is no clear influence of the type of HEI or its legal status on the size or level of education provided. In general, differences between institutions are typically statistical rather than deterministic. However, some European countries have legal restrictions regarding require­ments for different types of institutions. A relevant issue for Ukraine is the transition to European classifiers, which will definitely have to be done in order to correctly display the data of Ukrainian HEIs and the higher education system in ETER and European statistical databases, in particular in Eurostat. This is also necessary for a more reasonable solution of internal Ukrainian problems of the development of higher education. In particular, such as the positioning of the 5th level of education, the differentiation of legislative requirements and accreditation of educational programs according to the types of HEIs and programs, etc.

Introduction

Welcome to the Spring 2023 issue of Scholarship & Practice of Undergraduate Research (SPUR). In this issue, we consider the impressive reach of undergraduate research to varied student groups, different types of institutions, and across international and physical distances.

An integrated ancient Chinese philosophical perspective on corporate governance

Although the concept of corporate governance began with the emergence of corporations, the concept of governance can be traced back to ancient China. Currently, discussions of this topic focus mainly on the differences between approaches to and theories about corporate governance and examine their effectiveness, an integrated view that draws on Chinese theories and cultures is missing. This paper attempts to address the gaps by conceptually synthesizing insights from ancient Chinese philosophies to construct an integrated framework; it further defines the legal and ethical constraints while incorporating both an ancient Chinese (i.e., Eastern) philosophical perspective and Western governance elements and both national-level and firm-level variables. Drawing on institutional theory (Scott, 1995, 2004, 2008a, 2008b) and considering the interaction of legal and ethical constraints, a model — the ethical-legal model — constructs and categorizes corporate governance approaches into four types driven by different types of institutions and compares how these approaches are related to different governance perspectives (agent, stewardship and stakeholder). An autonomous (Wu Wei) governance approach is trigged when the cognitive institution is formed as a result of high levels of both legal and ethical constraints and drives autonomous corporate governance with a shift in focus from compliance to commitments

Different types of institutions operating in the Brazilian financial market and variations in the profitability of institutions in the sector

Different types of institutions operating in the Brazilian financial market and variations in the profitability of institutions in the sector

Educational constellations: a systematic review of macro-networks in education

PurposeNowadays, networks are the basic core of social organization and interaction; consequently, networking has become an indispensable requirement in today's societies. In education, the development of different types of collaborative networks has been observed, leading, in recent years, to the creation of educational macro-networks that generate links between schools and different types of institutions. Therefore, this study consists of a systematic review to examine the most relevant findings on this type of educational macro-networks. The authors’ objectives were: to examine the main characteristics of this type of networks; to analyze the consequences they cause; and to determine which aspects contribute to or hinder their construction and development.Design/methodology/approachA bibliographic search was carried out in Web of Science, SCOPUS and Education Resources Information Center, which yielded a total of 29 studies that were analyzed thematically using Nvivo software.FindingsAmong the most noteworthy results are: the wide variety of existing structures; the benefits they generate in terms of learning outcomes, educational equity and the reduction of inequalities; and the influence exerted by the type of leadership and policies in the development of this macro-networks. Finally, future lines of research and policy implications for practice are highlighted.Originality/valueIn this society, networks have become the basic core of an organization and the new form of social interaction. As a result, networks have begun to play a fundamental role in today's societies, even permeating various spheres such as education. In this context, it is essential to analyse this type of relationship in the field of education in order to truly understand its implications in this sector as well as its development and structure.

Сomparative analysis of the age characteristics of educational institutions of different types as subjects of educational and professional activities

The article presents the results of a comparative analysis of the age characteristics of the students of educational institutions of different types as subjects of educational and professional activity. It is noted that if we consider a student of the 1st year of a higher education institution, then objectively it is possible to single out the formed self-esteem and worldview, independence. He can control his own actions and emotions. He is at the peak of his intellectual abilities. While studying in grades 10-11, he learned various types of independent work and prepared for independent search for knowledge. However, the degree of development of subject properties can be different, and of course, the process of forming subject properties is still underway. As for the 1st-year college student, the picture will be different. Self-esteem is almost formed, but it is not stable. He is less independent and cannot always control his own emotions and behavior. Only by the end of the 1st year (achievements of 16-17 years) does he begin to fully control himself. Since the formation of cognitive processes is completed, he still has to learn to control them. Unfortunately, first-year students of 15-16 years do not fully possess the skills of independent work: they do not know how to plan, work with scientific literature, and overcome serious difficulties at work. Communication with peers is important for him, and he relies more on their assessment of his own personality and activities. Therefore, it depends on communication with peers.From this it can be concluded that the students of colleges are significantly different from students of institutions of higher education, because they are at the stage of formation of subjectivity, worldview, cognitive abilities, self-esteem and self-regulation are at the stage of formation, the emotional background is unstable. In communication, a college student depends on the opinion of peers. Thus, educational and professional activity is aimed at forming the personality of a professional as a subject of professional activity: an active person who knows how to independently plan his own activities, who has self-awareness and self-regulation. A first-year college applicant is significantly different from a first-year student at a higher education institution, because he is at the stage of becoming a subject. The existing contradiction between society's high need for independent and self-realized specialists capable of active adaptation and the underdevelopment of a part of college applicants as subjects of educational and professional activity indicates an important problem - the need to form the subjectivity of first-year college applicants. Therefore, college teachers face the responsible psychological and pedagogical task of forming the student's personality as a subject of educational and professional activity. For this purpose, it is necessary to correct his self-esteem, teach him self-regulation skills, the ability to plan, organize his own activities, manage time, fully communicate and learn independently.

Revealing the Economic Justice in the Inheritance Legal System in Indonesia

The purpose of this study was to reveal economic justice in the inheritance legal system in Indonesia Qualitative research was used in this study to frame, analyze, and provide solutions in the form of a strategic role model for the Indonesian government in completing and streamlining the distribution of inheritance riches. It is hoped that the answers will be based on the difficulties that Islamic groups and religious courts have had in distributing inheritance riches. In addition to zakat, infaq, shodaqoh, and endowments, suggest inheriting money as a public fund. Religious courts and Islamic organizations handle the execution and resolution of inheritance wealth distribution disputes. In Indonesia, the distribution of inherited wealth takes on a new dimension thanks to the proliferation of different types of institutions. Individual family tensions, hoarding treasure, and societal economic inequities could all be avoided if legacy wealth distribution is handled correctly

Arts Education in the Development of the Personality of the Next Generation of Future Music Teachers: History and Modernity

The article focuses on the problem of the future music teacher’s comprehensive personal development, which is the basis of their professional competence, pedagogical skill and spiritual culture, relevant to modern education. The purpose of the study is a retrospective and comparative analysis of the problem of comprehensive personal development of the future music art teacher of a new generation, based on the historical and pedagogical experience of the organization of art education in the collegiums of Left-bank Ukraine (18th-the early 19th centuries), as they laid the groundwork for the formation and development of general and professional art education; to illustrate the practical implementation of the historical and pedagogical experience of art education organization in the collegiums of Left-bank Ukraine (18th-the early 19th centuries) on the comprehensive development of the future music teacher personality in higher educational institutions. Methods. The research methods used by the author were analysis, synthesis, systematisation, comparison and generalisation. Results. Modernization of art education in Ukraine aims to improve the spiritual and creative development of personality, humanization and humanitarization of educational process in educational institutions of different types. Consequently, this requires searching for optimal approaches to the organization of art education in higher educational establishments, which would focus on the comprehensive development and professional training of future music teachers as carriers and transmitters of national culture. Conclusions. The author has noted that the analysis and creative insight into the historical and pedagogical experience of art education organization in the collegiums of the Left Bank Ukraine (18th-the early 19th centuries) determines the possibility of its use in modern higher educational institutions for comprehensive individual development of future music art teachers, which is the basis of their professional competence, teaching skills and spiritual culture. The author has presented the transformation of progressive ideas of historical and pedagogical experience of the organization of art education in the collegiums of Left-bank Ukraine (18th-the early 19th centuries). Moreover, the author has defined the forms of organizing educational and extracurricular cultural and artistic activities of future music teachers at higher pedagogical educational institutions, namely: 1) individual classes in «Additional musical instrument», «Voice production», «Choir conducting», «Main musical instrument» and group (practical) classes in artistic disciplines, which are the part of the educational program «Secondary education (Musical art)» on the training of future music teachers; 2) staging and theatricalization, which is implemented in the course of the educational discipline «Staging a children's musical performance» and organizing creative student theater groups to perform theatrical actions: 3) vocal and choral groups in an educational institution: 4) extracurricular cultural and artistic activities.

Internal Quality Assurance of Academic Programs: A Case Study in Vietnamese Higher Education

Quality assurance of higher education has been carried out across the world in the past few decades. Therefore, setting up an effective internal quality assurance (IQA) system that fosters improvement in teaching and learning is of great significance. This research examined whether the IQA system was associated with the continuous improvement in the quality of academic programs in Vietnamese higher education institutions (HEIs). The study looked into the IQA system’s infrastructure, its instruments and its efforts at program improvement across different types of HEIs including infrastructure, instruments, and continuous quality improvement efforts in academic programs that are implemented across the different types of institutions. A total of 715 responses from the survey and 46 interviews were analyzed for this paper. The findings demonstrated that the IQA of academic programs in Vietnamese higher education built the fundamental infrastructure and used indirect instruments but did not frequently use the IQA results to continuously improve educational quality. On the basis of these findings, recommendations are made to improve the IQA system of academic programs.

Visualizing and predicting the path to an undergraduate physics degree at two different institutions

Student attrition from a physics degree occurs differently at different types of institutions; each physics department needs to explore their own data to understand the points where there is an opportunity to improve retention.

The problem of economic literacy development of children and youth

The article presents the urgency of the problem of improving thequality of economic education in educational institutions of different types under modern social challenges regarding the cooperation of society and nature, forecasting economic development of regions, organization of production taking into account environmental and socio-economic preconditions. The study used methods of conceptual and comparative analysis, as well as psycho diagnostic methods. Theoretical aspects of forming children’s basics of economic (financial) literacy taking into account social and geographical factors are substantiated. Some features of the development of schoolchildren’s economic thinking in the course of their training (rationalism, practicality, variability, problem character, etc.) are defined. The essence of the economic culture of student youth is outlined and the necessity to create an educational environment of the educational institution for its development is emphasized. The results of the empirical study on the state of the outlined problem in school practice are presented. It was found out that the formation of economic literacy in primary and secondary school involves students mastering general knowledge, skills, and abilities necessary for their lives.

Who games metrics and rankings? Institutional niches and journal impact factor inflation

Ratings and rankings are omnipresent and influential in contemporary society. Individuals and organizations strategically respond to incentives set by rating systems. We use academic publishing as a case study to examine organizational variation in responses to influential metrics. The Journal Impact Factor (JIF) is a prominent metric linked to the value of academic journals, as well as career prospects of researchers. Since scholars, institutions, and publishers alike all have strong interests in affiliating with high JIF journals, strategic behaviors to ‘game’ the JIF metric are prevalent. Strategic self-citation is a common tactic employed to inflate JIF values. Based on empirical analyses of academic journals indexed in the Web of Science, we examine institutional characteristics conducive to strategic self-citation for JIF inflation. Journals disseminated by for-profit publishers, with lower JIFs, published in academically peripheral countries and with more recent founding dates were more likely to exhibit JIF-inflating self-citation patterns. Findings reveal the importance of status and institutional logics in influencing metrics gaming behaviors, as well as how metrics can affect work outcomes in different types of institutions. While quantitative rating systems affect many who are being evaluated, certain types of people and organizations are more prone to being influenced by rating systems than others.

“Wow, I Didn’t Know These Options Existed”: Understanding Tenure-Track Start-Up Packages

ABSTRACTStart-up packages vary enormously, particularly across institutions, and not all faculty know what items they may negotiate for to support their probationary period. To demystify this part of the hidden curriculum, we discuss the components of start-up packages and other benefits that may be provided to new faculty at the time of hire. We focus on five broad topics: compensation and personal support, general support, research support, teaching support, and service and professional development. Drawing on the results of a survey of tenure-track assistant political science professors in the United States, we also provide an overview of the prevalence of a variety of items at different types of institutions and discuss other considerations in the negotiation process to close the knowledge gap for candidates during negotiations.

Development of the Cooperative Adoption Factors Instrument to measure factors associated with instructional practice in the context of institutional change

BackgroundMany institutional and departmentally focused change efforts have sought to improve teaching in STEM through the promotion of evidence-based instructional practices (EBIPs). Even with these efforts, EBIPs have not become the predominant mode of teaching in many STEM departments. To better understand institutional change efforts and the barriers to EBIP implementation, we developed the Cooperative Adoption Factors Instrument (CAFI) to probe faculty member characteristics beyond demographic attributes at the individual level. The CAFI probes multiple constructs related to institutional change including perceptions of the degree of mutual advantage of taking an action (strategic complements), trust and interconnectedness among colleagues (interdependence), and institutional attitudes toward teaching (climate).ResultsFrom data collected across five STEM fields at three large public research universities, we show that the CAFI has evidence of internal structure validity based on exploratory and confirmatory factor analysis. The scales have low correlations with each other and show significant variation among our sampled universities as demonstrated by ANOVA. We further demonstrate a relationship between the strategic complements and climate factors with EBIP adoption through use of a regression analysis. In addition to these factors, we also find that indegree, a measure of opinion leadership, correlates with EBIP adoption.ConclusionsThe CAFI uses the CACAO model of change to link the intended outcome of EBIP adoption with perception of EBIPs as mutually reinforcing (strategic complements), perception of faculty having their fates intertwined (interdependence), and perception of institutional readiness for change (climate). Our work has established that the CAFI is sensitive enough to pick up on differences between three relatively similar institutions and captures significant relationships with EBIP adoption. Our results suggest that the CAFI is likely to be a suitable tool to probe institutional change efforts, both for change agents who wish to characterize the local conditions on their respective campuses to support effective planning for a change initiative and for researchers who seek to follow the progression of a change initiative. While these initial findings are very promising, we also recommend that CAFI be administered in different types of institutions to examine the degree to which the observed relationships hold true across contexts.

The garden as Raumkunstwerk: the role of early 20th-century architecture schools for the modernisation of landscape architecture ed

The process leading to the first full academic curriculum for the discipline of landscape architecture in Germany being introduced in 1930 is relatively well-researched. Until then, garden design had been taught at special horticultural institutes. However, in the course of reform processes during the early 20th century, the subject of the garden was also introduced in different form and at different types of institutions of higher education as connected to architecture. This correlated with two subfields: architectural design and urban planning theory. The present paper’s first aim is to give a first overview over the variety of partly little-known curricula and courses that addressed open space design, respectively the personalities involved. By referring to a wide scope of sources, connections are disclosed between academia and some of the theoretical works addressing the garden. Within the profession of landscape architecture all the new educational options were known, which leads to the assumption that these options represented a source of inspiration for reforming landscape architecture education in the early 20th century.