Higher Professional Education Research Articles

A study of the propensity for communicative aggressiveness in cadet pilots

The article presents a model of personal resource of a civil aviation pilot and the experience of studying one of the components of this model – a communicative resource. The article analyses the results of a study of the propensity for communicative aggressiveness of the 5th year cadets of the Ulyanovsk Institute of Civil Aviation named after the Chief Marshal of Aviation B.P. Bugaev who are studying in the field of “Organization of flight work”. 83 people participated in the study. V.V. Bojko’s questionnaire “Determination of integral forms of communicative aggressiveness” was used as a diagnostic tool. This technique is designed to assess a person’s predisposition to aggression in various situations and contains 11 parameters of explicit and hidden forms of aggressive human behaviour. The article substantiates the relevance of studying communicative aggressiveness as a professional destruction of civil aviation pilots. The analysis of the average group and personal values of various parameters characterising the respondents’ propensity to aggressive manifestations was conducted. Recommendations are given on the development of emotional intelligence of future civil aviation pilots in the conditions of their higher professional education. The experience of the Ulyanovsk Institute of Civil Aviation in the prevention and correction of educational and professional stress of participants in the educational process is presented.

Employability skills among work ready professionals in higher education: mapping the field through bibliometric analysis with R studio

PurposeThe current study intends to synthesise the prior studies on employability skills among work-ready professionals in higher education through bibliometric and network visualisation tools. This study also identifies the gaps in the existing literature that still need to be filled and maps the course for future investigation.Design/methodology/approachThe current study examined research papers on employability skills among work-ready professionals in higher education to evaluate global patterns and the top authors, institutions, journals, and nations contributing to this field. The authors analysed eight hundred eighty-five papers from the Scopus database between 1982 and 2023 for the study. Open-source bibliometric tools like Biblioshiny were used in the study to examine the body of literature and to spot new directions for future research.FindingsThe study’s findings indicate that since 2008, researchers, academics, and policymakers have paid more attention to employability skills among work-ready professionals, and 2019 is the year seeing the highest no. of publications. Across the globe, 2077 authors contributed to the articles, papers, and journals published in the particular domain. Regarding location, the United Kingdom is the world’s most productive nation, with 342 articles produced. Similarly, Australia, India, and Malaysia are the leading nations that have contributed to the field. Both keywords significantly contribute to scientific knowledge.Practical implicationsThe gaps in this study will serve as a reference point for researchers conducting future studies in this field. Additionally, the result of this analysis offers a roadmap for higher education to enhance graduate employability by embedding necessary skills into them.Originality/valueThere has not been a bibliometric analysis concerning employability skills among Work-ready professionals in the existing literature; hence, this article is innovative. This study is the first attempt at integrating the concept. The study also gives an overview of potential directions for future research in this discipline.

SOCIAL SUPPORT AND LIFE STRESS AND THEIR IMPACT ON MENTAL HEALTH AMONG HIGHER EDUCATION PROFESSORS

The study aimed to examine the pressures of life events and their relationship to both mental health and social support among professors of higher education - a field study at the Faculty of Humanities and Social Sciences of the University of Tizi Ouzou (Algeria) with the aim of revealing in depth the correlation between social support and mental health in ways to cope with pressure. The study relied on the descriptive approach, a sample of (123 professors), from the University of Tizi-Ouzou, and a set of tools to collect data represented in: the Life Events Stress Scale by researchers Mohamed Atef Rashad and Mohamed Said Abu Al-Khair (1999), the mental health scale by Fouad Mohamed El Mekkaoui, and the Social Support Scale by Samadouni (1997), which adjusted for the Algerian environment in 2020. The results showed that the hypotheses set out in the research are acceptable.

Training of scientific and pedagogical staff in higher education institutions: quality and requirements

This research addresses the crucial aspect of preparing scientific and pedagogical professionals in higher education institutions, focusing on their professional development and alignment with contemporary requirements. In the rapidly evolving landscape of education, understanding the current state and adapting to emerging needs are paramount. The primary aim of this study is to explore and analyze the current trends and modern requirements for scientific and pedagogical workers in higher education institutions. This qualitative research relies on evaluative judgments presented in contemporary scientific literature. The work uses content analysis, thematic and comparison. The results reveal the significance and diversity of approaches in preparing scientific and pedagogical professionals in higher education. The analysis emphasizes the need for adaptation to the requirements of the modern educational landscape in the context of modern Master’s training. system. In the conclusion, the research underscores the importance of ongoing professional development for scientific and pedagogical professionals to meet the challenges of the dynamic educational environment. While acknowledging the role of technology, the study challenges the notion that it is the sole driver of educational development. It also highlights the continued relevance of traditional pedagogical methods and the importance of professionalism in the evolving values of educational practitioners.

Quantitative analysis of the use of virtual reality environments among higher education professors

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

The mismatch between teaching and assessing professionalism: a practice architecture analysis of three professional programmes

ABSTRACT While there is broad agreement about their importance, courses in professionalism have proven difficult to teach and assess. Furthermore, there is currently a lack of knowledge regarding problems that are common across professional boundaries. The purpose of this article is to examine what teaching and assessing professionalism in higher education entails in three distinctly different professional education contexts in Sweden: medical, police, and social-work education. The study is qualitative and comparative, with data consisting of documents (curricula, syllabi, course content n > 200), interviews (n = 18), and participant observations (∼30 h) of how professionalism is taught and assessed in each programme. The results describe the practice architectures of teaching and assessing professionalism, where problems and dilemmas are made visible. The results also show a tension between the ambition to practise and the ambition to assess, which leads to what we call ‘assessment avoidance’.

Formative assessment in higher education: an exploratory study within programs for professionals in education

This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessment strategies. Data collected after each stage revealed participants’ perspectives on each method. Findings show that students who engaged in formative assessment comprehended assessment complexity and were motivated to use diverse assessment forms. Formative assessment proves effective for both evaluation and development, supporting higher education students in honing assessment competencies for future professional roles in educational and social sectors.

Professional selection at the university as a means for improving the quality of engineers training

Higher professional education is a social factor of labor productivity. The article considers some problems in training engineers on the example of the mechanical engineering. Russia is one of the world leaders in the number of trained engineers, while the Russian industry is in dire need of qualified engineering personnel. Based on the statistical data, the author shows that 40 % of graduates do not work in their specialty, and 30 % of students do not complete their studies; as a result, half of engineering specialties’ students do not connect their careers with engineering. The author argues that such an insufficient professional selection during the period of study at universities is determined by per capita financing, practices of “saving the contingent” and a student-oriented strategy in Russian universities. Thus, it is necessary to return some elements of the Soviet higher education system by abandoning per capita financing and a student-oriented strategy.

The Role of Social Life Interests in the Formation of Written and Oral English Skills and Principles Posting it in Educational Materials

If the new educational standard through competencies determines that higher professional education is obliged to create educational materials for the educational process, based on local social and vital interest in a given specialty, medical universities in Kyrgyzstan are not able to do this properly. Since this error is widespread in the field of teaching English, among Kyrgyz youth the ability to use written language in English cannot provide an indicator of competence defined by the educational standard, as a result, the linguistic speech-communicative and professional competencies of students remain related to the English language at a very low level. The article analyzes situations in solving these issues, and also focuses on the principles and criteria for choosing educational materials for teaching English to medical students in Kyrgyzstan.

Translingualism and the formation of identities: A duoethnography of two Korean ELT professionals in higher education

English teacher identity research has been often discussed through the lens of native versus nonnative-English-speaking teachers, against which translanguaging is suggested as a counternarrative approach. Utilizing the theoretical and methodological intersection of translingualism and duoethnography, this study illustrates the identity formation of two Korean researchers who seek translingualism. The selected dialogues regarding English language teaching (ELT) issues demonstrate how the authors’ translanguaging instinct and mindset are realized in the context of researching, teaching, using, and probing translinguistic identity. The discussion portrays their realization of identities shuttling between “translinguist” and “translanguager” in individual and collective spaces. The study suggests pedagogical implications for language teachers, teacher educators, and researchers, as well as methodological implications for those considering using duoethnography for exploring translinguistic identity. The study contributes to an emerging discussion on what it means to transform ELT in higher education by acknowledging the translinguistic identity among English language learners, teachers, teacher educators, and researchers.

Examining student profiles for dealing with wickedness

ABSTRACT When addressing problems with wicked tendencies in higher professional education, students experience complexity, uncertainty, and value divergence. Furthermore, they are confronted with disciplinary, organisational, and sector boundaries. Prior research has revealed variability in students’ experiences and boundary-crossing behaviour when dealing with problems with wicked tendencies. In this study we explore these differences by identifying student profiles based on the attributes that comprise the competence for dealing with problems with wicked tendencies, and by identifying their relations with students’ boundary-crossing behaviour and relevant work experience. Person-centred cluster analysis in a sample of first-year students (N = 264) from a bachelor’s programme in social work identified four student profiles, based on students’ self-assessed degree of creativity, critical thinking, initiative, proactivity, risk tolerance, and work efficacy. Meaningful relations with students’ prior work experiences and their boundary-crossing behaviour were found. These profiles could serve to better understand students’ boundary-crossing behaviour when confronted with problems with wicked tendencies, and help teachers foster the development of all students.

Can higher education contribute to trust building in a fragmented reality? A Latin American perspective

PurposeThe article aims at exploring the challenges and possibilities of cooperation of higher education in a Latin American social, political and cultural context that faces historical difficulties of integration, as well as the potential contribution of academic cooperation for global citizenship.Design/methodology/approachThe paper presents a general overview of networks and international centers of academic cooperation of higher education in Latin America. The analysis comprises objectives, countries, stakeholders, activities, projects and scope. The study is based on literature on internationalization, regional integration and the development of higher education, as well as on empirical gathered with networks/centers and key actors in the field. This study was carried out as a mixed qualitative method design. Firstly, a systematic review of a literature corpus of studies produced by Latin-American scholars was performed. Semi-structured interviews were then carried out with a group of scholars who are members of networks.FindingsThe findings include a review of the role of higher education in a politically fragmented reality, a panorama of major networks and international centers of academic cooperation with emphasis on internationalization of higher education, as well as their connections. The are highlighted examples of successful initiatives of cooperation and, based on interviews, there is presented a preliminary view on cooperation and trust building from professionals in higher education in Latin America.Originality/valueIn the last decades, with the growing interest and need for internationalizing higher education, many universities have organized or joined networks and international centers. The article will contribute for mutual knowledge of these spaces, their shortcomings and potentials, thus creating conditions for dialogue among them, as well as with universities in other continents.

Review recent court rulings involving termination

An overview of the key topics faced by higher education professionals with citations to noteworthy cases, statutes, regulations, and additional sources.

Knowing, Being, and Doing Gender and Leadership: A Critical Feminist Exploration of College Students’ Gender and Leadership Identity Development

Through an instrumental case study from a critical feminist lens, we explored college student gender and leadership identity development in a gender and leadership focused course. We examined FemCrit perspectives on knowing (exploration of socialization), being (reflection on identity development), and doing (recognition of gender performance and action of disruption) gender and leadership. We found indications that higher education professionals need to integrate gender and leadership socialization reflection. They should also create developmentally appropriate spaces for students from differing racial/gender identities to explore their gender and leadership understanding. Finally, educators should support students in capacity-building for recognizing performative gendered structures in leadership and encourage students to take action to disrupt and reconstruct leadership from a gender expansive frame.

Attitudes of students of the Faculty of Education (Kosovo) about pedagogical practice in their preparation for service

Purpose of this study is the attitudes of students before the service for pedagogical practice in study program Preschool Education and Primary Education. Since the scope of these programs within the Faculties of Education has the mission of teaching. Research was carried out using the qualitative method, instrument for realization of the research was a semi-structured interview with a total of 15 students of these programs for pedagogical practice. Through reviewed literature and qualitative research, we have obtained results that pedagogical practice is useful and prepares students to be ready for service after graduation, also mentor teachers at school as well as supervising professors make an extraordinary contribution to the professional development of students before the service. To conclude, we have extracted the attitudes of students about importance of practical learning, students from pedagogical practice in educational institutions have benefited from experiences related to cooperation, planning, inclusiveness, plan realization, and should use these potentials for benefits of them regarding preparation for teachers in the future. Research is of particular importance in the field of education, serves students of Faculties of Education, teachers, professors of higher education, and as such is useful for sciences of Education in general.

ИССЛЕДОВАНИЕ РЕФОРМЫ ПРЕПОДАВАНИЯ МЕНЕДЖМЕНТА В ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ

With the constant improvement of the education and teaching system in our country, higher professional education in economics and management also has new goals and requirements, as well as the need of society for talents. In the new situation, higher education institutions must constantly update learning models and concepts to improve learning effectiveness. This article examines the current state of management course teaching and suggests appropriate measures for teaching reform in order to develop comprehensive talents with innovative, research abilities, as well as the ability for practical application.

Withdrawing from the Bologna Process – the Inevitability and Logic of Russian Education

The best practices of Russian Soviet education have always had an undeniable advantage over the existing Western methods offered to us as the educational paradigm of the Bologna Agreement. However, the transformation processes taking place in higher professional education in those days emphasized the need for an innovative approach to training and educating the younger generation of specialists and scientific personnel, which was relevant for pedagogical science as a whole. This fact was one of the prime arguments for joining the Bologna Convention. In reality, as shown by two decades, the existence of Russian education under the auspices of the Bologna Agreement turned out to be not so substantiated and motivated. It is now the question of the prospects for withdrawing from this convention due to the existing social, economic, cultural and, certainly, educational characteristics of Russian higher education. In our study, we would like to once again address the idea of the need to restore the nearly lost postulates and theories of Russian classical higher education, the compatibility of these theories with the best innovative traditions drawn from the strategic standards of undergraduate and graduate education that have already been developed over the years, as well as the inevitability of a pilot withdrawal from the Bologna process. This, in our opinion, is the relevance of this article. Our unique, established and repeatedly tested system of higher education is based on the interests of national economics, politics, and sociology, which create extensive opportunities for the training and professional activities of every student and graduate.

E-Service-Learning for more digital and inclusive EU Higher Education systems: a new e-SL Design Framework

As e-Service-Learning emerges as a promising tool to foster collaboration and solidarity in Higher Education, there's a pressing need to delve deeper into the factors underlying its efficacy. This paper presents a comprehensive framework of e-Service-Learning design principles and subjects it to empirical validation. Derived from a systematic literature review, the framework's structure was further consolidated through co-design sessions and validated through focus groups involving students, higher education professionals and community partners. Insights from these experts not only reinforce but also refine the initial framework, setting the groundwork for future e-Service-Learning endeavors in higher education. An analysis of the collated data culminated in a framework characterized by four distinct structural elements: three foundational pillars, four sets of design principles, three overarching goals, and a pivotal role of technology as an enhancer of learning. Both the pillars and the design principles are elaborated upon in detail. This study's outcomes hold potential to shape pedagogical strategies in higher education, ultimately driving a more empathetic and contextually relevant approach to learning.

The Topic of Money in the Life of a Specialist of Helping Professions

This article examines from different angles the issues of choosing a cost of payment for psychological counseling, the role of a therapist’s own life script and its impact on the personal financial sphere. It is assumed that the topic of money, consciously or not, is often avoided in discussions by the professional community of psychologists and other helping professionals. The author suggests that the reasons for such avoidance are: the cultural script, the history of the development of psychology in the post-Soviet space, the peculiarities of the ethics of the profession and higher professional education. The author proposes methods for calculating the cost of one consultation and a scheme for studying personal financial blocks in a psychotic script of a psychologist. An algorithm is presented that allows decontamination of the Adult ego state through working with proverbs, sayings and family myths using phenomenological questions and subsequent analysis.

Experiences of First-Generation College Students Attending Universities

Each year, institutions all around are working together to enhance the college student experience. Administrators work with campus departments to try to figure out the best ways to serve their students. As time has passed, college campuses have become more diverse and the needs of the students are decreasing. Colleges are now dealing with special populations and must find the best way to serve and support these students. One of the most increasing student categories colleges are seeing today are first generation college students. These are students who are the first in their family to go to college (Atherton, 2014). The purpose of this paper is to explore the experiences of first-generation college students that attend four-year institutions with little to no resources available for their community. This paper will also share information as to how higher education professionals can better help first generation students adapt to the college lifestyle and succeed during their time there.