Economic Higher Education Research Articles

SOCIAL RESPONSIBILITY OF INSTITUTIONS OF HIGHER ECONOMIC EDUCATION IN THE CONTEXT OF THE UNIVERSITY MISSION REALIZATION

In the article, social responsibility is characterized as the realization of key components of the university’s mission. The basic approaches of Western scientists to understanding the mission and social responsibility of the University under current conditions are analyzed. There are those components of the mission and responsibility that, according to Western authors, correspond to the current stage of globalization, including educational one. The novel component of the mission of universities as certain guarantors of sustainable development is put forward, which leads to an increase in their social responsibility to the global scope. Particular attention is paid to the analysis of the mission of institutions of higher economic education in their interaction with the state and business, and namely in respect of innovative development provision. Topical components of the mission and social responsibility of higher education institutions are identified. The emphasis is placed on a separate study in the domestic scientific environment of the mission and social responsibility of universities.Based on the information provided on official sites, a meaningful analysis is carried out and the main components of the missions of several leading universities in the world from different continents are highlighted. It is shown that the model of the university and the formulated mission determine the ethics and scope of its social responsibility. The overall direction of the mission and social responsibility transformation of the leading universities — from institutes for training specialists for the labor market, educational and scientific centers — to the leaders of values of modern democracy, authoritative mediators in resolving civilized ways of conflict between business and society, economy and ecology, politics and economy is determined. The expediency of studying and adapting the experience of the rating universities in the sphere of defining and realizing the mission and social responsibility is substantiated.

Unlocking the potential of broad, horizontal curricular assessments for ethics, responsibility and sustainability in business and economics higher education

As business education around the world is becoming increasingly focused on integrating ethics, responsibility, and sustainability (ERS) into curricula, measuring and disclosing ERS inclusion in course content is becoming a pressing task. This article provides insights on how a ‘broad, horizontal’ approach to ERS curricular assessments can inform internal strategy development in higher education. The results of a case study at a Belgian university show that such an approach better captures the contributions of a business/economics faculty in integrating ERS themes in course content. The case highlights how such an approach yields insights useful for internal strategy development (i.e., by identifying programmes with high and low levels of integration, and by understanding how variables, such as instructor characteristics or specialised ERS programmes, affect levels of integration). As business/economics higher education comes under increasing pressure to conduct ERS curricular assessments (e.g., for accreditations, rankings, etc.) it is important to reflect on how and why such assessments are carried out.

Формування та особливості використання Android-додатку у процесі вищої економічної освіти

Формування та особливості використання Android-додатку у процесі вищої економічної освіти

Практична функція вищої економічної та управлінської освіти: погляд стейкхолдерів. Круглий стіл у редакції журналу «Економічна теорія та право» з питань підготовки професіоналів за освітніми програмами «Бізнес-консалтинг» і «Бізнес-адміністрування» на фінансово-правовому факультеті Національного юридичного університету імені Ярослава Мудрого, 10 вересня 2019 р.

Практична функція вищої економічної та управлінської освіти: погляд стейкхолдерів. Круглий стіл у редакції журналу «Економічна теорія та право» з питань підготовки професіоналів за освітніми програмами «Бізнес-консалтинг» і «Бізнес-адміністрування» на фінансово-правовому факультеті Національного юридичного університету імені Ярослава Мудрого, 10 вересня 2019 р.

Technology «The turned training» in economic universities

The article considers the currently active form of training, based on the use of video lessons in the classroom – “inverted learning”. The main goals of the “Inverted Learning” technology of students are given, and the advantages of this method of transferring the necessary knowledge are shown. The conclusion of the purpose of this technology in optimizing the educational process, increasing the effectiveness of performing independent work by students, increasing the level of motivation for teaching students, in forming students’ sense of responsibility for their education, in turning students into active participants in the educational process is shown. The advantages of this approach in the possibility of harmonious combination of e-learning with lecture lectures, the availability of many resources, as well as the work of students in the team, are revealed. The complex of electronic educational tools of “Inverted Learning” technology and corresponding software products is considered. The main digital strategies are identified as a means of using electronic-digital devices in the learning process and out-of-class activities. The technology of “Inverted Learning” of students, which has a significant perspective in improving the quality of education in economic higher education institutions, is described in detail. The reasons that lead to the need for a transition in the methods of higher professional education to the technologies of “Inverted Learning” are shown. The stages of the formation of the technology of “Inverted Learning” are presented. The main trends of changes in the current educational technologies that may become key in the near future (5–7 years) are analyzed.

Social Exclusion and Inclusion in Higher Economic Education

Information in social networks is the main source that determines the choice of a profession by school leavers. The choice of higher economic education by school leavers in recent years is subjected to fluctuations, which cause concern not only for university staff, but also for scientists. We can observe social exclusion in higher economic education, which justifies the need for its study and the relevance of this article. The purpose of the article is to analyze the causes and consequences of social exclusion and determine the prospects for social inclusion in higher economic education. It is shown that social exclusion in higher economic education appears because of explicit and implicit reasons. The indicators of adaptation of students to two systems of relations are considered. Content analysis of the requirements of employers graduates shows that graduates of higher education institutions do not have enough skills of conducting negotiations, abilities to suggest scenarios of presentations, knowledge of emotional intellect, which secure emotional control in the process of communication. To get experience of successful communication, it is recommended to use W. Ury strategies. Depending on the situation, motivation and relationship system (teacher – student; graduate–employer) it is possible to apply various strategies of W. Ury to achieve inclusion in higher economic education and prevent social exclusion, poor motivation, lack of interest in economic education, which is necessary for organization of business and successful self realization. Stages of ensuring social inclusion in higher economic education, which are the prospects for social inclusion, are suggested.

FUNDAMENTALISATION OF ECONOMIC EDUCATION: FOREIGN EXPERIENCE IN FORMATION OF ENTREPRENEURIAL SKILLS

The article is dedicated to pedagogical analysis of foreign experience in forming entrepreneurial skills in the students of higher economic institutions given the opportunity to implement its elements into the process of fundamentalisation of national higher economic education. The article draws attention to the most effective educational systems, offering economic vocational training, such as Austria, Germany, France, Italy, Great Britain, Scandinavia, and certainly the United States and Canada. At the same time, it has been noted that an interesting and revealing in the context of preserving national mentality and time-honoured cultural traditions of vocational education is the East region countries – Japan, China and Vietnam. Having based on the empirical research data, there has been found that modern European higher education is gradually being transformed into an educational model in which all relevant tasks and educational components are integrated into the «knowledge triangle» with elements of «education – research – innovation», at the same time the East region countries, adapting the leading European and American models of both higher education in general and business education in particular, take into account time-honoured social traditions and show an example of an optimal system of the professional self-development of the future specialist-economist

Peculiarities of Future Finance and Economics Specialists’ Training in Western European Countries and Ukraine

Abstract The article touches on the peculiarities of future finance and economics specialists’ training in educational establishments of Western Europe and Ukraine. The problem of higher economic education has been considered. The experience of higher economic education organization in developed European countries has been generalized. The peculiarities of finance students’ training at foreign and Ukrainian universities have been defined. The approaches to learning and implementing of interdisciplinary links into the teaching practice of European higher educational establishments have been studied, as well as participation and influence of non-government organizations and foundations on the development of economic education in Western European countries. The authors have concluded that it is necessary to create a Ukrainian model of future finance and economics specialists’ training taking into consideration national and economic conditions of the state functioning as well as developed countries experience.

The End of College: Creating the Future of Learning and the University of Everywhere, Carey, K. New York, Riverhead Books, 2015

In The End of College, Carey (2015) presents the notion that new modes and cultures of learning couched in social justice will allow many people to, for the first time in their lives, attain higher learning. The author’s insights are informed by over twenty-five years of artificial intelligence data. In what Carey refers to as the ‘university of everywhere’, the future of higher education will be unbridled from formal degree programs. Hints of what the edX movement at Harvard and MIT are doing to revolutionize higher education include public portfolios that present an individual’s learning credentials in the new higher education economy. A professor of Education at John’s Hopkins University, Carey has served as an education policy analyst at both the state and federal levels. Carey’s views on the future of higher education will engage the LIS educator in thought about the future, if not ignite the impetus of radical change.

Differences between Czech and Slovak economic higher education from 1945 to 1953

This paper discusses the development of economic higher education in Czechoslovakia from 1945 to 1953, ie before the emergence of new economic universities with the same name: University of Economics (Vysoká škola ekonomická) in Prague and Bratislava. Its aim is to determine possible similarities and differences in economic education between the Czech lands and Slovakia. Although the paper embraces the issue comprehensively, the main focus is on the comparison of two of the most important colleges, the Commercial College in Prague and Slovak College of Commerce in Bratislava. It concludes and claims that despite the Czechoslovak uniform policy in tertiary education, there were undoubtedly some national differences. Essentially, they stemmed from different networks and the number of economic schools in the Czech lands and Slovakia and from different prior traditions. Overall, Slovaks endeavoured to continue with the preceding development more than Czechs.

Book Review The End of College: Creating the Future of Learning and the University of Everywhere, Carey, K. New York, Riverhead Books, 2015

In The End of College, Carey (2015) presents the notion that new modes and cultures of learning couched in social justice will allow many people to, for the first time in their lives, attain higher learning. The author's insights are informed by over twenty-five years of artificial intelligence data. In what Carey refers to as the 'university of everywhere', the future of higher education will be unbridled from formal degree programs. Hints of what the edX movement at Harvard and MIT are doing to revolutionize higher education include public portfolios that present an individual's learning credentials in the new higher education economy. A professor of Education at John's Hopkins University, Carey has served as an education policy analyst at both the state and federal levels. Carey's views on the future of higher education will engage the LIS educator in thought about the future, if not ignite the impetus of radical change.Keywords: Higher Education, Social Justice, MOOCS, LIS education, Online learningThe End of College: Creating the Future of Learning and the University of Everywhere, Carey, K. New York, Riverhead Books, 2015, 269 pages, Nook book $14.99, ISBN 978-101-63459-2.IntroductionIn The End of College, Carey offers readers an engaging account of a proposed paradigm-shift in higher education. To set the stage for his thesis, he provides a brief history of the beginnings of higher education in Europe, and the subsequent establishment of the American university. The author then quickly enters into what we understand about higher education as it has been for the past half century. Carey chronicles what has evolved in the application of artificial intelligence to learning that unwittingly sets the stage for a new type of university; the university of everywhere. The content presents as if it were a biography of higher education woven with predictive views of the future informed by current trends in online education. Written in a style as equally provocative to higher education consumers as it is to higher education professionals, Carey voices what many may fear; driving change fueled by disruptive technologies. Those technologies are the toys and tools engaged by today's youth who are the post-secondary students of the near future.Library and information science (LIS) scholars and educators, although not the first to offer courses online, were among the first in their respective institutions to offer graduate degree programs entirely online (Haigh, 2007). These pioneering actions offered new economic models to institutions of higher education impacted by the decline in the economy in the late twentieth century (Bush & Hunt, 2011; The Economist, 2012). Since then, only an elite few LIS scholars have delved into the world of Massive Open Online Classes (MOOCS) (Stephens & Jones, 2014). Meanwhile, the discipline has been caught up in an identity revolution, better known as the iSchool movement, battling for modernization (Bonnici et al., 2009). Typical of revolutions, entrenched library advocates have planted their heels pushing possible bifurcation of the profession. Meanwhile, the threat imposed by further economic pressures, declining enrollments, and new skills and knowledge have demanded our attention, perhaps stalling our interests in the future of higher education on a long-term scale. Carey's book, The End of College, will reintroduce, if not reinforce the importance of the mode and mechanism for educating the next generation of library and information professionals.As the son of two academics, one a Ph.D. computer scientist at a large public university, and the other holding a doctorate in education, Carey was immersed in traditional academic life throughout his formal years of learning. With an undergraduate degree in political science and a master's degree in public administration, Carey has become one of the most renowned higher education experts in the country (Blue Engine, 2015). …

THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF THE FUTURE MOTIVATIONAL SPECIALISTS WITH HIGHER ECONOMIC EDUCATION

In the article the conditions of development of a professional motivational competence of future specialist with higher education in economics , analyzed the concept of " intrinsic motivation ", " positive motivation ", " professional resistance teacher " , presented results of a study of internal motivation of students and its influence on the formation of a positive professional " self-concept " modern student

Quality differences of higher education and its determinants in a less-developed country

Two key measures to determine the quality of higher education are the performance of students and the accreditation of a programme’s quality. We analyse the difference in the distributions of the student’s scores in a standardised test of economics knowledge between accredited and non-accredited undergraduate economics programmes in a less-developed country. We estimate what the distribution of scores in non-accredited programmes would have been if their students possessed the characteristics of students in accredited programmes. The scores come from the Colombian National Exam of Higher Education in economics, while student, family, programme and institutional information is built from a survey held before the test. The score distributions indicate better performance in quality-accredited economics programmes compared to non-accredited programmes. Results suggest that individual characteristics explain the larger part of the quality gap, while family features contribute the least. The programme and institutional characteristics have opposing impacts, mainly around the mean of the score distribution.

Implementation of the Ethical Knowledge in the Higher Economic Education

Implementation of the Ethical Knowledge in the Higher Economic Education

HIGHER ECONOMIC EDUCATION IN CONCEPTS OF SYNERGETIC PARADIGM NONLINEAR THINKING

The purpose is to investigate the potential of synergetic paradigm of nonlinear thinking to improve the quality of higher economic education in Ukraine. Methodology is based on the principles of objectivity, consistency, development of bottlenecks which allow investigating the existence of modern higher economic education in Ukraine due to the transitional stage of the country and worldwide globalization processes and crises associated with them. Scientific novelty. Synergetic paradigm nonlinear thinking is offered by the author as a promising alternative for getting out of this situation, to improve the quality of training in higher economic education. This will ensure that the conditions for the growth of the country's competitiveness internationally will improve the socio-economic situation in Ukraine. Conclusions. Modern economic education as a form of knowledge and learning requires active use of synergistic methods for its modernization and output to a new level of training future specialists and economists. In fact, synergy and self-organization becomes a modern paradigm of development and learning. Modern education strategy must reflect the ideas and principles of synergy.

Identifying the demands of the labour market in the Stara Zagora region, with regard to the tuition of specialists with higher economic education

Identifying the demands of the labour market in the Stara Zagora region, with regard to the tuition of specialists with higher economic education

Contributions of Bacău to the economic literature and culture – The life and work of Professor Vasile Pătruţ

The economic culture and accounting theory in Bacău area has its beginnings in the setting up of the first practical school of agriculture, by Ion Ionescu de la Brad, who included in the curriculum an accounting course, as well. Over the years, the economic education of Bacău area education has evolved from “The School of Accounting and Co-operative Education” (1919) to the modern economic higher education, in our days. During an important period of the evolution of education and culture in Bacău area, Professor Vasile Pătruţ is present, having a significant contribution to the accounting theory, teaching and practice in Bacău.

Scientific research in economic higher education in Romania

The contemporary society makes the economic education face a multitude of challenges and meeting those means knowing and properly understanding the role of scientific research in the educational process. Focused on this subject, the paper addresses the economic education from the perspective of two of the important characteristics that define it: a cultural and educational medium and a participant in the development of the global fund of scientific knowledge. Although the paper will define concepts, the identification of their characteristics will be its real task. The applied side of such an approach is underlined by the reflection of the role of the scientific research activity in the Romanian economic universities.

Research and Higher Education in Economics: Can We Deliver the Lisbon Objectives?

A number of specific conclusions and recommendations have emerged from my discussion of readily available data. But such data remain scanty. More research is needed on almost every point touched here. I invite the EEA to promote such research, in the same way that it did earlier for rankings of economics departments. Just running down the list of items above on which I did advocate further work provides the starting point of a research program.

Quit Lying and Address the Controversies: There are No Dogmata, Laws, Rules or Standards in the Science of Economics

As with other sciences, the author argues that there are no unquestionable ideas in economics, and attempts to impose “No Child Left Behind” K-12 type “technical standards” in universities will turn higher education in economics into remedial education. Students need to learn that the very nature of a science is to have unresolved topics and an on-going scrutiny of theories no matter how steeped they are in tradition. He provides examples to show how the dumbing down of economics to the dogmatic preaching of a few simple concepts, principles, and axioms of old misses the excitement of modem day economics and is a deceitful representation of the science of economics and a disservice to students seeking a higher education.