European Integration In Higher Education Research Articles

ДО ПИТАННЯ ІНТЕГРАЦІЇ УКРАЇНСЬКИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В ЄВРОПЕЙСЬКИЙ ОСВІТНІЙ ПРОСТІР

Modern realities cause new challenges to education – on the one hand, the course of integration into the European educational space and the implementation of relevant reforms remains unchanged, on the other hand – the realities of the full-scale invasion of russia on the territory of Ukraine make significant adjustments to the development and transformation of the higher education system of Ukraine. The purpose of the article is to find out the specifics of the implementation of the main principles of the Bologna Process in Ukrainian institutions of higher education in today’s conditions. The authors of the article investigated the main stages of the formation of the European educational space, defined the basic principles of its functioning. An analysis of the implementation of the provisions of the Bologna Process in the educational process was carried out on the example of the activities of Ukrainian institutions of higher education. Conclusions. Modernization of the educational activities of Ukrainian higher education institutions in the context of the European integration of higher education of Ukraine involves, on the one hand, the implementation of the main principles of the Bologna Declaration, on the other hand, taking into account the socio-cultural context of modern Ukrainian sosiety. Constant updating of knowledge, technologies, teaching tools, organizational and management approaches is an integral component of the qualitative modernization of the education system and its development as the basis of self-reproduction and self-organization of society. A key role in Ukraine’s entry into the global space is played by institutions of higher education capable of adequately responding to the challenges of the times and establishing themselves as national scientific and educational centers of the European and world level. Key words: Bologna process, European educational space, globalization, integration, modernization, Penitentiary Academy of Ukraine, Chernihiv Polytechnic National University.

Value determination of personal self-fulfillment of gifted youth students at a teaching university

The study of the problem of personal self-realization of gifted youth is recognized as one of the priority directions in the conditions of European integration of higher education, as is proven in the article. Supporting gifted students becomes an important task for society. The value determination of the process of personal self-realization of gifted students is recognized as a priority way of solving this problem in the article. It is noted that this problem acquires special significance when it comes to the future teacher, who must acquire the appropriate skills for raising gifted children during the period of study in institutions of higher education. The concept of «giftedness» will be interpreted in the article as favorable prerequisites for the development, personal attitude, and orientation of a developing young person. At the same time, it is also an individual peculiarity of a person's abilities, thanks to which he achieves success in the chosen field of activity. The article also presents other interpretations of giftedness: as general abilities that determine a person's capabilities for certain activities; as a system of endowments, which are natural prerequisites for abilities; as individual characteristics of cognitive abilities; as the appropriate level of development of abilities that allow the individual to achieve success in various fields of activity; as a peculiar system of abilities in a person, the unity that they form and, in sum, contribute to high achievements. The authors single out the following types of giftedness: artistic giftedness in the fields of art, authorship, music, literature, and sculpture; leadership talent (high intelligence; ability to make decisions and plan for the future; flexibility; sense of responsibility; persistence and enthusiasm; self-confidence; ability to express oneself clearly); creative talent; and academic and intellectual giftedness (observation; sharp thinking; special memory; problem-solving abilities).

ЄВРОІНТЕГРАЦІЯ ВИЩОЇ ОСВІТИ: VR-ТЕХНОЛОГІЯ ЯК ПРОГРЕСИВНА СКЛАДОВА СУЧАСНОГО ВИКЛАДАННЯ МЕНЕДЖМЕНТУ ЗОВНІШНЬОЕКОНОМІЧНОЇ ДІЯЛЬНОСТІ

The article shows the key role of the use of VR (virtual reality) technology in the process of modern university training of foreign economic activity managers as specialists of international level with the aim of European integration of higher education in management and an effective guarantee of Ukraine’s economy recovery in the post-war period. The causeand-effect relationship of students’ inability to undergo production practice in destroyed enterprises was analyzed and the quality of acquiring practical competencies in university business incubators with the use of 3D-simulators was proven. The author’s vision of the creation of a virtual enterprise as a student startup in the 4th studying year is offered, with the coverage of both results and conclusions in the thesis (qualification work). The author considered the following concepts: virtual reality «breaks» stereotypes in education, making it playful, interesting and exciting, and the educational community fully understands that integration to the European level will no longer allow training specialists in any field using old methods/techniques according to former methods/technologies; the main advantages of VR-technology are the maximum closeness to real life and absolute safety when going through threatening and risky situations; great attention is paid to the consolidation of higher education with business, subject to the compliance with the requirements of the green economy; the crucial role of investment projects and financial support not only from the state/government. Increased innovativeness and creativity, built exclusively on digital technologies with knowledge of several foreign languages. The main problem today, in the author’s opinion, is the unpreparedness of secondary education to provide educational services according to a certain formula with the constituent regulated parts of AR (augmented reality) and R (reality). Because only on this base/foundation a smooth transition to the formula with VR and R in higher education is quite logical. Therefore, it will no longer be possible to integrate VR evolutionarily into the educational process, and it is also dangerous mentally/psychologically to «immerse» school-age children in VR while studying. The positive revolutionary nature of the approaches of transformation, modernization and integration of higher education in management to the European scientific and educational, and information and technological environment is emphasized.

X МІЖНАРОДНА НАУКОВО-ПРАКТИЧНА КОНФЕРЕНЦІЯ «ЄВРОПЕЙСЬКА ІНТЕГРАЦІЯ ВИЩОЇ ОСВІТИ УКРАЇНИ В КОНТЕКСТІ БОЛОНСЬКОГО ПРОЦЕСУ. ОЦІНЮВАННЯ ЯКОСТІ: ПІДХОДИ ТА ІНСТРУМЕНТИ»

X Міжнародна науково-практична конференція «Європейська інтеграція вищої освіти України в контексті Болонського процесу. Оцінювання якості: підходи та інструменти» відбулася 10 листопада 2021 року. Організаторами Конференції стали: Міністерство освіти і науки України, Національна академія педагогічних наук України, Київський національний університет імені Тараса Шевченка, Інститут вищої освіти НАПН України, Національний Еразмус+ офіс в Україні, Національне агентство із забезпечення якості вищої освіти, Британська Рада в Україні, Спілка Ректорів вищих навчальних закладів України. Ключовими питаннями Конференції стали: стратегія розвитку вищої освіти; реформування вищої освіти; оцінювання діяльності університету; акредитація освітніх програм; опитування студентів; університетські рейтинги та ін.

Вища освіта України на шляху інтеграції в європейський освітній простір: досягнення та завдання подальшого розвитку

The work is devoted to the problem of modernization of the higher education system of Ukraine through the integration of higher education institutions into the European Higher Education Area. Based on the analysis of statistical data, it is concluded that the higher education system in Ukraine tends to curtail due to the presence of a number of problems, which negatively affects the formation of human capital. The importance of international cooperation with the EU in the educational sphere for the modernization of higher education has been substantiated. The institutional foundations of the formation of EHEA are investigated, the main priorities of its development at the present stage are determined. The legal principles of European integration of higher education in Ukraine are analyzed. The analysis of development of international cooperation between Ukrainian universities and their participation in The European educational programs is carried out. A positive trend towards an increase in the activity of Ukrainian universities in international cooperation has been revealed, which increases their positions in international rankings. The weaknesses of integration processes are identified and ways of improving the state policy to support the participation of universities in the EHEA are proposed.

LOS MAIN GOALS AND PRINCIPLES OF HIGHER EDUCATION SYSTEMS INTEGRATION IN EHEA COUNTRIES

The authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communiqué and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum.
 The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.

Аналіз нормативно-правового забезпечення професіоналізації державних службовців

Досліджено формування нормативної бази щодо забезпечення професіоналізації та розвитку професійної компетентності державних службовців в Україні. Здійснено аналіз сучасного стану та окреслено шляхи вдосконалення цього процесу на законодавчому рівні. Визначено теоретичні засади розроблення профілю державного службовця на основі компетентнісного підходу. Акцентовано увагу на понятті “профіль професійної компетентності”, що розширює критерії, встановлені до посади кваліфікаційними вимогами.

Аналіз міжнародного досвіду при підготовці майбутніх фахівців з інформаційної безпеки

To date, the training system for future IT professionals on information security and integrated information security systems is quite conservative and has some inertia that must be taken into account when reforming the higher education system, including the cybersecurity training system (information security), in line with the goals and objectives of Ukraine's European integration in higher education in the context of the Bologna Process and the transition to new lists of training areas for professionals in information technology. Given that the training of future information security professionals is relatively new (since it was launched in Ukraine only in 1997 in accordance with the law of Ukraine No. 537-V) and the most dynamic in its activity, the relevance of the development of information security training system is even more relevant. That is why, in this article, we considered how the training of future information security specialists is carried out in institutions of higher education of leading countries in the world. In particular, we have considered countries such as the United States of America, the German Federal Republic, the United Kingdom of Great Britain and Northern Ireland, the French Republic, the Republic of Austria and the Republic of Poland. Basically, in this article we have identified the directions in which future information security specialists are trained in the leading countries of the world, reviewed and analyzed educational programs for the training of information security specialists and disciplines related to professional disciplines. In addition, we identified the main differences in training in a particular country and made a comparative analysis between the training of future information security professionals in Ukraine and the leading countries of the world.

Европейская программа ERASMUS: основные этапы и итоги развития (1987—2017)

The article is devoted to the evolution of the flagship educational programmes of the European Union ERASMUS and its impact on the Europeanization of higher education. The development of academic mobility and exchange programmes, joint educational programmes, as well as transnational University networks are discussed. Special attention is paid to the analysis of the historical context and the reasons for its formation, main stages of development and the impact it has had on European integration in higher education. The basic stages of development of the ERASMUS programme are considered, their contents and features of the transformation of the programme are shown. The authors come to the conclusion that, although the first evaluation of the programme considering its contribution to the development of European identity and career prospects of graduates was a little high, it finally contributed to the cooperation between universities and to strengthening of transnational academic community, which was interested in further expansion of supranational regulation and contributed to the strengthening of the powers of the EU in this field. It is noted that it has become a platform for testing collaborative tools, which were later enshrined in the provisions of the Bologna Declaration. It is underlined that the ERASMUS programme has become one of the sources of funding for the Bologna reforms.

Scholarly or socially relevant? An examination of European academic associations

The academic profession has been long recognized as a pivotal source of belief and identity alongside the discipline and the institution of belonging. However, the ways in which academics as a professional group organize themselves towards common objectives that possibly transcend systems, institutions and disciplines, has not been explored so far. Therefore, the goal of this article is investigate how academics organize themselves in the pursuit of their professional, scientific and scholarly interests outside the university setting and across national higher education systems. We address this question by studying European academic associations. Drawing from World Polity Theory, studies on Professions and Professionalism, as well as on Interest Groups, we derive expectations as to the growth in number of academic associations and their aims. Based on the analysis of 324 associations, our findings show that assuming that the founding of academic associations is related primarily to the emergence or presence of international organizations needs to be revisited, as foundations appear to be affected by other contingent events as well. As to their aims, there is more variety than usually posited and five types of academic associations can be identified. We discuss the implications of on-going European integration in higher education and research from theory and policy perspectives.

The information system of learning quality control in higher education institutions: achievements and problems of European universities

The article deals with the main trends in the development of the system of learning quality control connected with the European integration of higher education and the democratization of education. The authors analyze the state of information systems of learning quality control existing in European higher education and identify their strong and weak points. The authors show that in the learning process universities actively use innovative analytic methods as well as modern means of collecting, storing and transferring information that ensure the successful management of such a complex object as the university of the 21st century.

Академическая мобильность обучающихся российских вузов (на примере ФГБОУ ВПО «РГУТиС»)

With the process of European Integration of Higher education under way and the Russian Federation
 building up social, political, economic and cultural relations with its European partners, the development
 of intraurban, domestic and international academic mobility of Russian HE student is gaining momentum,
 attracting increasing numbers of HE institutions.
 The article analyses student academic mobility, focusing on the concepts of ‘mobility’ and ‘academic
 mobility’ as well as the students’ stance on academic mobility and the state policy in regard to the
 phenomenon. The author researches the dynamics of the Russian State University of Tourism and Service student participation in mobility schemes and presents the data collected in the course of a theme pilot testing
 surveying undergraduate and post-graduate students of the targeted university.

Использование технологий web 2.0 в балльно-рейтинговых системах оценки достижений студентов

With the process of European Integration of Higher education under way and the Russian Federation
 building up social, political, economic and cultural relations with its European partners, the development
 of intraurban, domestic and international academic mobility of Russian HE student is gaining momentum,
 attracting increasing numbers of HE institutions.
 The article analyses student academic mobility, focusing on the concepts of ‘mobility’ and ‘academic
 mobility’ as well as the students’ stance on academic mobility and the state policy in regard to the
 phenomenon. The author researches the dynamics of the Russian State University of Tourism and Service student participation in mobility schemes and presents the data collected in the course of a theme pilot testing
 surveying undergraduate and post-graduate students of the targeted university.

The Bologna Process and European Integration in Higher Education: Towards a European Higher Education Area

The Bologna Process and European Integration in Higher Education: Towards a European Higher Education Area

The Tortuous Ways of the Market: Looking at the European Integration of Higher Education from an Economic Perspective

European Higher education is facing times of significant change that has been affecting its identity and the political expectations regarding its societal roles. At the European level this has been fostered by a trend that increasingly regarded higher education as a tool for economic and social development. Hence, we have seen a reconfiguration of the sector alongside market rules, often through policy initiatives and government intervention. In this text we reflect about these developments by focusing in the emergence of a more integrated higher education area increasingly shaped by market forces and economic rationales. We reflect about the emerging and potential effects of greater integration in the European Higher Education Area.

Studying Ourselves: The Academic Labor Market

This paper addresses three academic labor market issues; the declining salaries of faculty employed at public colleges and universities relative to their private institution counterparts, the growing dispersion of average faculty salaries across academic institutions within both the public and private sectors, and the impacts of the growing importance and costs of science on the academic labor market and universities. The decline in the salaries of faculty in public institutions relative to their private sector counterparts is attributed primarily to private institutions' tuition levels rising by more in real terms than public institutions' tuition levels. The growing dispersion in average faculty salaries across institutions within each sector is attributed primarily to the growing disperion of endowmentper student levels across private institutions and the growing dispersion of state appropriations per student across public institutions. Finally, controlling for other factors, those universities whose real research expenditures per faculty from institutional funds are growing the most experience the greatest increase in their student/faculty ratio, other variables held constant.