Formal Higher Education Research Articles

Focus Group Discussion on Finance Literacy of Village- Owned Enterprises

As a form of Higher Education's Tridharma, community service through Focus Group Discussion (FGD) is needed to explore responses from students, namely Real Work Lecture participants to the economic phenomenon that is currently being rolled out by the government, namely Village-Owned Enterprises (BUM Desa). The purpose of this activity is to formulate a BUM Desa financial literacy model according to the perspective of students (participants of the Real Work Lecture) which at the same time implements the realm of knowledge received in college with real conditions in the field, namely the village. Considerations for choosing FGDs are: planned discussions, directed by trained moderators to explore participants' understanding and opinions regarding the topics discussed, namely financial literacy. The results of the FGD explained that the model applied in BUM Desa financial literacy is by integrating aspects of knowledge, skills and attitudes. Knowledge of finance is the basis for managers in managing achievements. Management skills or skills must also be owned by managers. Meanwhile, honesty is an important aspect and is inherent in financial managers.

AN OVERVIEW OF COMPREHENSIVE TRAINING IN HIGHER EDUCATION BETWEEN 2015-2021

Today's society has faced unexpected situations as a result of unforeseen events such as the COVID-19 pandemic, which brought about one of the transitions never thought of, all academic and administrative procedures that were carried out in person, changed to make them through the benefits of technologies and education was no stranger to this situation and lived this change from a classroom education to a teaching model mediated by technology and currently to a model based on hybrid education; that is to say, it is possible to combine face-to-face and technology. Undoubtedly, this affected all social sectors, one of them higher education, in which it became necessary to establish a research whose general objective was framed in: to reflect on some theoretical-epistemological arguments linked to comprehensive training in higher education between 2015 - 2021, with the intention of having an approach to the contributions given for a quality education for and social benefit. The methodology used is framed in a qualitative research, through a documentary method supported by the technique of content analysis, which led to a systematic review of conceptual and theoretical elements that converge in revealing a cumulus of aspects that define and surround the integral formation in higher education in recent years. The review resulted in the management of bibliometric studies in search engines such as Scopus, Web of Science and Google Scholar. This allows us to conclude that multiple researches have been carried out, some of them with a very high level of scientific rigor that seek to rethink the pedagogical action in order to adjust it to the demands of society in general that demand changes for a new teaching model.

Economic achievement of immigrants in Japan: Examining the role of country‐of‐origin and host‐country‐specific human capital in an inflexible labor market

AbstractThe economic integration of immigrants is a salient social issue in Japan. Although the US immigration literature has stressed the importance of host‐country‐specific human capital over country‐of‐origin human capital for immigrants, previous studies in Japan have shown mixed results about the effects of these two types of human capital on the economic integration of immigrants. The mixed results might be because previous studies focused on only specific immigrant groups (with regard to nationalities, cities, and visa status), human capital variables, and dimensions of economic achievements in the Japanese labor market. The segmented nature of the Japanese labor market structure and immigration policies create different pathways to “economic achievements” of immigrants depending on the dimension of “economic achievements” studied. By conducting a nationally representative social survey of Japanese immigrants, we examined the association between the two types of human capital (i.e., country‐of‐origin and host‐country‐specific) and the three indicators of labor market success: employment status and firm size, occupational status, and income. Our results indicate that host‐country‐specific human capital in the form of higher education and language proficiency is important for all three indicators of economic achievement in Japan, while country‐of‐origin human capital in the form of higher education and vocational skills is transferable to some extent. Our results suggest that the significance of human capital in immigrants' economic success is determined not only by the structure of the labor market but also by immigration policies.

Reforming higher education to sustain planetary health

Reforming higher education to sustain planetary health

The Implementation of Micro-Credentials in Formal and Informal Learning: A Systematic Literature Review

When educational institutions across the globe closed because of the COVID-19 crisis, they rapidly had recourse to emergency remote teaching, online learning, and self-paced training. Such an unprecedented situation accelerated the movement and uptake on courses from online platforms such as Coursera, Udemy, etc. As such, modular learning was seen as a way for learners and professionals to keep on upskilling and reskilling themselves both in academic and professional areas. The recognition of the knowledge acquired, and competencies demonstrated by learners, via a new credentialing system, termed as micro-credentials, is seen as a novel, but ambitious approach that is being portrayed as a highly probable future of education systems. However, several research studies have been conducted in this area with little breakthrough or widescale implementation that has led to substantive changes in existing educational systems and models. This paper presents a systematic literature analysis to understand how micro-credentials concept has so far been implemented in educational contexts, its potential to be recognized as transferable credits in formal higher education and the technologies being implemented to store, stack and manage micro-credentials. The data collection process consisted of selecting articles published in the past ten years. The results show that although there is a growing interest in this research area, there is significant divide between applications and recognition of micro-credentials. Hence, this paper reports a summary of prior research conducted and help in identifying the gaps in research studies with respect to the implementation of micro-credential in formal and informal learning.

Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon

In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students’ attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers’ influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students’ optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women’s educational opportunities.

Increasing students’ engagement: The use of new instructional designs in English literature online courses during COVID-19

The explores the impact of using both ADDIE Model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as an instructional design and UDL in planning for English Literature Online courses during COVID-19 in higher education from the perspective of the students. Up to the researcher’s knowledge, no prior studies have been conducted to explore the effect of the use of ADDIE model and UDL in online English Literature courses for graduate students in universities or other forms of higher education from the perspective of the students. A quantitative approach was used for collecting the data, where a four-part questionnaire was distributed to 90 students, who were randomly chosen from the students of a group of English Literature professors from different public and private universities in Jordan, who were asked to plan for their online English Literature courses through integrating both the ADDIE model, with its principles of Analysis, Design, Development, Implementation, and Evaluation, and Universal Design for Learning (UDL) with its principles of Engagement, Representation, Action and Expression. As a conclusion, the study shows the positive impact of using both ADDIE Instructional Design Model and UDL in English Literature Online courses on the students’ performance from the perspective of the students.

On Intelligent Disposal of Campus Garbage Classification in Colleges and Universities

At present, most of the research on garbage disposal is often focused on communities or towns, and there is not much research on garbage classification on college campuses. According to the education statistics released by the Ministry of Education in 2021, there will be 3012 colleges and universities in China in 2021. The total number of students in various forms of higher education will be 44.3 million, not including the number of teachers and staff. It can be seen that colleges and universities are also places that generate garbage. This paper takes Anhui University of Finance and Economics as an example to study the intelligent disposal of garbage classification from the perspective of colleges and universities, aiming to improve the campus environment and play a practical guiding role in improving the campus ecological environment.

A multidimensional and analytical perspective on Open Educational Practices in the 21st century

Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.

Professional specialization in higher language education of non-linguistic students: approaches, procedures, techniques and methods

Introduction. The article raises the problem of the necessity of organizing conditions for profession-oriented foreign languages training for non-linguistic students in accordance with the requirements of competence-based approach to education. Professional specialization in foreign languages education is considered in terms of educational process approximation to the real communicative experience in specific professional sphere. The goal of the article is screening, selection and analysis of conceptual bases in higher language education for non-linguistic students.Materials and Methods. To achieve the goal the following research methods were used: the study and comparative analysis of pedagogical, psychological, methodological Russian and foreign literature representing the modern views on current concepts in non-major language education; generalization and synthesis of the most relevant for this paper scientific results; conceptual foresight and modeling the language educational process based on the theoretical results of this research.Results. Quantitative analysis of the reviewed studies on specific methods of profession-oriented foreign languages teaching made it possible to select three the most scientifically justified perspectives on this issue. Language for specific purposes (LSP), content and language integrated learning (CLIL) and context-based approach are considered as the means of professional specialization in foreign languages education. As a result of the research we allocated the most essential characteristics of the described procedures and drew a conclusion about the reasonability of their implementation on different stages of the educational process.Discussion and Conclusions. The results of the analysis may be of interest for those who study specific methods of foreign languages teaching for non-linguistic students as well as the problem of international profession-oriented communicative competency formation in higher education. The theoretical results of the study may form the basis of practical use in specific teaching guides and training materials in language classes for various kinds of non-linguistic specialization areas.

Decoloniality and Africanisation as Instruments for Change:

The end of 2017 marked a significant change in South African higher education with the government’s announcement that free higher education would be extended to poor and working-class students. For students who engaged in protest action to demand a curriculum which centers Africa and takes African discourses as its point of departure, this was a partial victory. While concessions were made regarding fees and the removal of colonial-era statues, students continue to grapple with the form and purpose of higher education. This struggle is not a new one; it can be traced back to the early 1960s when Black student movements rejected colonial and apartheid ideas at an intellectual level. In grappling with the critical epistemological questions raised by students, scholars have proposed the notions of decoloniality and Africanisation as instruments to rethink the purpose and form of higher education. Using sociological discourse analysis, this article examines the pragmatism of these concepts in the quest for relevance in higher education.
 Key words: Africanisation, decoloniality, sociological discourse analysis, higher education

ASPECTS OF FORMATION OF PEDAGOGICAL CONSCIOUSNESS OF HIGHER EDUCATION TEACHERS

The relevance of the study is to determine the role of the teacherʼs personality in providing quality training for students of higher education. The problem of determining the role of the teacherʼs personality in ensuring the quality of professional training of students of higher education is quite relevant: first, the teacher has an important mission − the younger generation of the nation, and secondly, the new socio-economic conditions of our country; thirdly, there is a direct relationship between psychological readiness for teaching and the level of development of pedagogical consciousness of higher education teachers. The aim of the research is the theoretical substantiation of the technological model of the organizational and methodological system of formation of pedagogical consciousness of higher school teachers. To achieve this goal, research methods were used: theoretical and empirical. In the process of research the technological model of organizational-methodical system of formation of pedagogical consciousness of teachers of higher school is substantiated. This system is presented as a holistic education, which includes the purpose, objectives, principles, functional and activity components of the system and the holistic relationship of components: content-activity, motivational-value, evaluation-reflective, which determine the personality of each teacher and provide efficiency and optimality of formation and development of his pedagogical consciousness. The study found that the formation of pedagogical consciousness in higher education teachers, their self-development, self-improvement and self-realization will be manifested in the creation of a plan of self-development of pedagogical consciousness, which can be implemented only on the basis of self-diagnosis of personal consciousness as well as their own choice of forms and methods of work, which will indicate the formation of higher education teachersʼ ability to reflect and self-identify.

Digitalization of Higher Education During the Pandemic: Advantages and Risks

This research article presents the analysis and interpretation of the data of the authors’ study of the condition, problems and prospects of higher education digitalization at RSUH in comparison with the experience of leading foreign and Russian universities.The purpose of the article is to determine the level and features of the digitalization process of Russian higher education before, during and after the pandemic.The theoretical basis of the research is institutional and socio-cultural approaches that suggest considering the introduction of online education in the context of responding to the challenge of the formation of the digital economy and digital society. The empirical basis of the study is a survey conducted in April 2020 by the online questionnaire method, in which 327 people (representatives of the teaching staff, researchers, heads of educational departments (deans, heads of research centers), deputy heads of departments, as well as employees of deaneries, research centers and departments) took part in. Based on the generalization and interpretation of the data of the study, the authors showed that the digitalization of higher education at RSUH, as at other Russian universities, is based on the formation of an electronic information and educational environment. It appears that the evaluation of the level of access to this environment and the quality of services provided is high enough, while the effectiveness of the application needs to be improved. The introduction of electronic document management and meaningful communication with students remain the “pain points”.The causes and consequences of the impact of the pandemic on the digitalization of higher education are identified in the article. Among them: the need for new forms of student-teacher-administration communication; lack of specialized educational materials for online education; technical, methodological and psychological unpreparedness of teachers for distance education. The future belongs to mixed forms of equivalent and digital higher education. The scientific novelty of the article lies in the novelty of the comparative study of online education in Russian universities conducted by the authors (on the example of RSUH, MEPhI, NSU), as well as in the justification of the formation of hybrid (mixed) forms of higher education. Based on this study it is proposed to form a university management strategy and implement the restructuring of the educational process.

Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020

Higher education for sustainable development (HESD) has grown into a substantial field of research and practice. HESD proposes that higher education will be central in a transition towards more sustainable socio-ecological systems. However, the debates on what should be learned in HESD and how this should be learned have remained conceptually controversial and empirically inconclusive. This review examined the evidence that specific pedagogies and content lead to specific “sustainability outcomes” among graduates. Three hundred and fifty-seven studies published between 2013 and 2020 were analyzed. The reviewed research was case-driven and often undertheorized regarding learning processes and outcomes. Despite its volume, the literature did not provide coherent insights into what should be learned and how. If the project of HESD is to be pursued further, more courage will be needed in creating novel forms of higher education, while more purpose and conceptual precision will be required in future research.

Grappling With Gender, Religion, and Higher Education in the South: Mary Sharp College from Its Founding Through the Civil War

This article offers a case study of how regional, gender, and religious ideals collided at one Tennessee women’s college during the antebellum and Civil War eras. Mary Sharp College, founded by Baptists in 185, strongly advocated for women’s education that equaled the contemporary men’s institutions. Local factors relating to religion and education contributed to the creation of Mary Sharp College. Tennessee Baptists founded the college as a replacement for more informal education of women and made the school the first women’s college in the U.S. to require Latin and Greek. Two key early figures tied to college, the Vermont-born Graves brothers. James Robinson Graves, a Baptist pastor and editor of The Tennessee Baptist, provided advertising for the college; Zuinglius Calvin Graves, a Baptist educator, gave it direction. J. R. and Z. C. Graves combined southern identity, gender ideology, and Baptist piety to produce a unique form of higher education for women. Although the Graves brothers saw the home and family as the proper place for southern white women, they still believed in the necessity of a rigorous education. Mary Sharp built up faith and southern character in women and prepared them for their chief service to society: motherhood. When the Civil War came, despite their own northern connections and divided loyalties in Tennessee, the Graves brothers and their college fully supported the Confederacy. Despite the college’s supposedly secure location, an occupation by the Union army led the school to close in 1863 and remain closed until 1866, when it reopened as a much weaker school but as one firmly committed both to educated female piety and to the “Lost Cause.”

Reflections on service-learning in european higher education

Over the last two decades, there has been a growing emphasis on the transformation of higher education within Europe. The promotion of active and democratic citizenship through formal higher education is a primary concern. Service-learning (SL) has proven to be a powerful didactic methodology for achieving these ideals. The objective of this paper is to highlight some reflections that permeate SL european experiences, published in the European Observatory of Service-Learning in Higher Education, between January 2020 and September 2021. The counting and percentages of the valued attitudes of SL experiences were collected to explore the guiding philosophy, historical roots, purposes, and underpinning features of SL, contextual factors affecting the practice of SL in the partner institutions and countries, and future challenges and opportunities. Conclusions focus on SL growth and mainstreaming; SL as a core strategic pillar for developing deeper community-higher education partnerships and for strengthening civic engagement across higher education; the need to develop future research to explore these connections and the potential that SL can play in terms of increased civic, work-life and theoretical understandings and skills.

The influence of European educational policy on the formation of higher education in the United Kingdom

The influence of European educational policy on the formation of higher education in the United Kingdom

O português e a língua cabo-verdiana no sistema de educação superior na ilha de São Vicente em Cabo Verde

The present study is dedicated to the description of one of the areas in which an asymmetry in the linguistic choices available to Cape Verdeans is easily noticed, that is, the national education system. Firstly, we will trace the socio-historical context of the use of Portuguese and Cape Verdean in higher education, including some information about basic and secondary education. In the second part, we will present the results of the research carried out in 2016/2017 on the island of São Vicente, in Cape Verde, referring to the opinions of university students and the teaching staff regarding, for instance, the mandatory use of the Portuguese language in the school environment or the scarce presence of the national language in the formal higher education. For the purposes of this study, we chose 60 interviews: 37 with students from the University of Mindelo (UM), 15 with students from the University of Cape Verde (Uni-CV) and 8 with university professors, specialists in different scientific areas (Uni-CV, UM). The methodology applied for its description will be qualitative, with summarizing quantitative elements. The final observations, due to the small number of participants, cannot be considered as representative of the opinion of the entire population of São Vicente island, but they can, however, constitute a starting point for more comprehensive studies.

Самообразование студентов в дистанционном обучении: перспективы социологических исследований

The article presents theoretical and empirical analysis of the significance of distance learning system in solving the problems of self-education of students' personality, reflecting the sociological aspects of the study. It substantiates the significance of DLS in the long term as a learning platform and as a component of a mixed model, which, in the long term, involves a combination of full-time and distance forms of higher education. The positive and negative aspects affecting the formation of self-developing personal attitudes in the process of using distance learning technology are revealed. The conceptual provisions of formation of methodological basis of sociological research processes of self-education of students are offered. The research problem focused on the use of distance form of higher education as a factor forming skills of self-development, through the implementation of procedures of self-education, which is considered through the totality of its three types: intellectual, spiritual, physical is concretized. The structural model of sociological research indicators developed on the basis of objective-subjective paradigm and structural-functional analysis, where the set of objective indicators is designed to identify external factors and substantiate their impact on the self-development of students' personality, is presented. Subjective indicators, within the framework of the research model, diagnose the existing trends and form promising directions of development of self-education processes and its motivations in the context of distance learning. Recommendations are formulated, which will contribute to the formation of systematized scientific and methodological positions in the development of programs of complex sociological research, collection, processing, analysis and use of the obtained information.

Correction to: Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung

Correction to: Student formation in higher education: a comparison and combination of Confucian xiushen (self-cultivation) and Bildung