Institutional Staff Research Articles

Chișinău: City of the THree Conservatories

The study deals with the subject of the establishment and activity of the three musical institutions (Conservatory) in the interwar period in Chișinău. The idea of opening a musical institution belonged to the Romanian composer and conductor George Enescu, after his first visit to Chișinău. The capital of Bessarabia was assessed by the inspectors in Bucharest as having a high musical potential. The teaching staff of these musical education institutions was made up of representatives of national minorities, which meant a special approach to their knowledge of the Romanian language. The conservatories faced material difficulties, logistical difficulties and difficulties in gaining recognition from the institutional state, which is why they did not have a large-scale effervescence. The institutions of musical education were a platform for the launch into the artistic world of established personalities. It was created departments of singing, piano, violin, cello, fanfare theory, dramatic art, orchestral classes, ensembles, choir, accompanist and chamber, opera. Symphonic and opera concerts from the repertoire of classical composers were presented in the institutions, but Romanian compositions had priority. The educational and cultural institutions responded to the identity imperative of the time, launching established names of Romanian music.

100 years of international cooperation in education: Some takeaways from my 55 years of involvement

This article reviews my involvement since the late 1960s in education development, largely in developing countries. It focuses on what became the two cornerstones of my career: (i) Achieving universal primary education (UPE), especially in sub-Saharan Africa (SSA), and (ii) Promoting international cooperation in education. Half of my career was spent working as staff or consultant for the World Bank. The remainder was spent as staff of UNESCO (ten years), OECD (two), and Norwegian institutions (five), and as an independent consultant. While the issues have evolved over time, the world community still faces major and urgent challenges in the afore-mentioned areas. A large proportion of young people in poor countries, especially in SSA, continue to enter adulthood without basic literacy and numeracy skills. And, while it is more needed than ever, effective multilateral cooperation -- that goes beyond pious wishes voiced at global conferences to actual implementation -- faces complex new challenges in today’s increasingly interdependent, multi-polar world. Though progress has been mixed in the two areas to which I have devoted my career, I do not regret having done so. More than ever, progress in both areas is vital for securing the brighter future we all want, and I am happy to have been part of my generation’s efforts in this regard. I hope that the next generations will turn past lessons into stronger and more effective actions. The onset of the COVID pandemic gave a strong impetus to improved education cooperation. I hope that the many urgent challenges threatening our common future -- challenges that no country, however strong, can handle alone – will give the global community the necessary jolt to strengthen the ability of the multilateral system to deliver more effectively the global public good functions needed to address these challenges.

Tertiary Education Trust Fund (TETFund) Contribution to the Staff Improvement and Research and Publication of Higher Institutions in Kebbi State, Nigeria, from 2015 to 2020

This study is on the assessment of the Tertiary Education Trust Fund (TETFund) contribution to the staff improvement and research and publication of higher institutions in Kebbi State, Nigeria from 2015-2020. The study adopted a survey research design to enable the researcher to assess the TETFund contribution for the improvement of research and publication of higher institutions in Kebbi State. The study selected 161 out of 1900 academic staff total of the population and 196 out of the 2323 on non-academic staff of the entire population of the study using the Research Advisors Table (2006) for determining the sample size. The study used a questionnaire as an instrument for collecting data. The method of data analysis was frequency count and percentage. The study found that TETFund contributed to staff improvement through TETFund normal intervention by sponsoring of local and international training to academic staff and sponsoring local seminars and conferences or workshops to academic and non-academic staff of Kebbi State higher institutions and TETFund contributed to the improvement of research and publication through normal intervention by sponsoring of journal publications and researches and book publications of higher institutions in Kebbi State. It is also recommended that TETFund should live up to its expectations in terms of normal intervention on staff improvement that would aid the effective improvement of higher institutions in Kebbi State and that publishers should complement the effort of TETFund in assisting the Kebbi State higher institutions staff in the publication of their books and journals without payment. Such publishers should be encouraged by the State Government by granting them tax relief and other incentives for smooth operations.

Comparative analysis of models of educators’ digital competencies in the context of digital transformation of education

Introduction. The article focuses on analysis and evaluation of digital competence of academic staff in higher education institutions. The authors draw attention to the fact that in the conditions of digital transformation of education, the issue of educator’s competencies is becoming increasingly acute. However, currently there are no uniform standards of digital competencies, as well as their uniform definition. This determines certain difficulties in updating initial teacher education and professional development programs for educators. The purpose of this article is to identify the specifics of teachers’ digital competencies models and to illustrate their implementation in the educational practice of higher education institutions in the context of digital transformation of education. Materials and Methods. The research is based on the provisions of competence, system, activity and environmental approaches. In order to achieve the research goal, the authors used a set of theoretical (structural-functional and content analysis, synthesis, generalization), empirical (questionnaire, survey, conversation, ranking, expert evaluation) and mathematical (mathematical statistics, mathematical modeling) methods. As part of the study, the empirical data were analyzed and summarized. The sample consisted of 573 students pursuing their degrees in the field of Education at Mari State University. In order to confirm the reliability and significance of the presented statistical data, the Pearson criterion χ2 was applied. Results. Based on the analysis of theoretical research and educational practices, the authors analyzed the concept of ‘digital competencies’. The results of a comparative analysis of five models of digital competencies for educators (DigCompEdu, TPACK, SAMR, TDC and INTEF) are presented and described. The authors identify the common components for the above-mentioned models. They include technological, educational, cognitive, communicative, and personal ones. Their characteristics and interrelation are considered. The authors provide data from a survey of education students at Mari State University and identify the degree of formation and development of competencies within the identified components of the generalized model. The conditions for the integration of the five-component structure of the digital competencies model into the initial teacher education are clarified using the example of the master's degree program in Digital Pedagogy within the field of Education (44.04.01). Conclusions. Based on the data obtained, the authors identify features and specifics of implementing the models of educators’ digital competencies. They include the common core of five components within competencies and the need for their harmonious development among modern educators. The interdisciplinary nature of their formation and development in the conditions of digital transformation of education is emphasized, which is illustrated using the example of the master’s program in Digital pedagogy.

Impact of visitation restrictions on the mental health of family caregivers during the COVID-19 pandemic: A mixed methods study.

To examine the mental health conditions of family caregivers residing away from their loved ones who experienced visitation restrictions during the coronavirus disease 2019 pandemic. A mixed-methods design applying the Kessler Scale-10 for the quantitative measurement of psychological distress and an open-ended question for qualitative analysis. The participants were recruited from care facilities between February and September 2021. This cross-sectional study included 197 family caregivers who were utilizing formal residential care services for their loved ones. Using thematic analyses, open-ended responses regarding the impact of visitation restrictions were coded. These themes were then examined to determine thematic patterns across caregiver characteristics. Thirteen themes were identified regarding the impact of visitation restrictions. Many participants reported primary harmful effects as follows: 'inability to confirm the type of care and lifestyle assistance provided to an older relative' and 'difficulty communicating with an older relative because of the inability to converse face-to-face'. Younger age, being employed, poor sleep, poor relationship quality with the care recipient and experiencing harmful effects from the visitation restrictions were associated with psychological distress. Our findings suggest that to maintain positive mental health after a care transition, it is important for family caregivers to take part in the care of their loved ones and ensure information sharing between the care recipient's family and institution. These findings suggest that both residents and family caregivers living outside facilities may feel distressed due to separation. Therefore, institutional care staff needs to consider how to adjust facility procedures or communication with family caregivers. The comments obtained from the participants in this survey helped to shape the study design and are expected to contribute to the further development of quality facility care.

Understanding the attitudes towards breastfeeding amongst staff and students in a UK higher institutional setting – a mixed-method cross-sectional study

ABSTRACT Breastfeeding is recognised as a human right and in the UK, it is a legal requirement for employers to provide a space where breastfeeding mothers can rest. Despite this, breastfeeding rates in the UK are amongst the lowest in the world and breastfeeding mothers suffer prolonged loss of earnings compared to those who do not. In response, this study aimed to measure the attitudes to infant feeding among staff and students in a UK higher education institution and understand the experiences of those who have breastfed and/or expressed on campus. A convenience sampling technique was used to recruit 72 staff members and 99 students at the same UK university. Respondents completed an online questionnaire which first presented the Iowa Infant Feeding Attitude Scale and then provided an open text box where people who had experience of feeding on campus could share their experiences. Female respondents were more likely to prefer breastfeeding than men. Students were more likely to prefer breastfeeding than staff. However, raising breastfeeding awareness among both staff and students is required. A realist thematic analysis of the comments made by 17 staff members about their feeding experiences on campus identified a lack of consistency in terms of management and access to suitable facilities to either express milk or breastfeed. It is argued that a combination of education around breastfeeding, visual cues that breastfeeding is welcome, provision of suitable facilities and a clear breastfeeding policy that is consistently implemented is required to support breastfeeding on campus.

Pandemic Problems in the Ivory Tower: Exploring Employee Engagement During the COVID-19 Crisis

ABSTRACT The purpose of this study was to investigate how communication constituted the engagement experiences of employees at research-intensive universities during the COVID-19 crisis. Twenty-one semi-structured in-depth interviews were conducted with vice presidents of research, research center and institute directors and support staff, and research faculty at research-intensive universities in the U.S. The findings revealed paradoxical engagement experiences. Participants reported blurred boundaries through increased technological access to information and communication that also created no way to shut off work. Overcommunication was reported as both a common informal communication experience and a formal organizational communication strategy during the crisis. Universities seemed to be partially prepared for the crisis, and the results demonstrated that individual personal coping strategies can serve one’s negative engagement experience constituted by communication. Implications for internal crisis communication strategy and employee engagement theory are discussed.

Some historical aspects of education and research in Russia and Mongolia

The article describes the history of the origin and development of friendly relation in Russian-Mongolian cooperation in the fields of higher education and science on the example of Irkutsk National Research Technical University (former Irkutsk Polytechnic Institute, Irkutsk State Technical University) Irkutsk, Russia and the Mongolian University of Science and Technology (former Mongolian State University, Mongolian Polytechnic Institute) Ulaanbaatar, Mongolia. The author analyzes basic scientific interests of the teaching staff of these universities of Eastern Siberia and Mongolia, which are geographically the closest neighbors. Based on archival materials and published works, a detailed description of training scientific and pedagogical personnel for Mongolia at the Irkutsk university from 1960 to 2022 is given as well as the thematic scope and the nature of field and research work are described. Moreover, the activity results of the Kerulen International Geological Expedition, which was the result of many years of friendly relations between Russia and Mongolia in the field of education and science are presented. The conducted work clearly demonstrates an example of specific achievements in the fields of geological surveying, research and teaching activities of the academic staff of higher educational institutions of the two countries.

Assessment of Risk Factors for Hypertension amongst the Staff of a Tertiary Institution in Nigeria

Background: Hypertension is a leading cause of cardiovascular disease, coronary heart disease, stroke, and kidney failure. The aim of this study was to assess the risk factors for hypertension amongst the staff of a tertiary institution in Nigeria. Materials and Methods: All consenting staff of College of basic and clinical medical sciences of the Enugu State University College of Medicine participated in the study. A structured questionnaire was used to collect data on the background characteristics and risk factors for hypertension. The weight and height measures were used to calculate the BMI of the participants. A systolic blood pressure of 140 mmHg and a diastolic blood pressure of 90 mmHg according to the guidelines from American Heart Association were classified as hypertension. Results: Majority of the staff (62.1%) were not aware of their blood pressure value. About 29.3% have a family history of hypertension, 17.9% are diabetic, 27.9% takes alcohol, 9.3% take tobacco, 20.0% exercises while 20.0% add salt to cooked food. Family history of hypertension, intake of alcohol and exercise were significant risk factors associated with hypertension. On logistic regression exercise [AOR = 0.119; CI = (0.030–0.481)] and family history of hypertension [AOR = 3.932; CI = (1.485–10.413)] positively predicted hypertension among the participants. Conclusion: The study revealed that both non modifiable (family history of hypertension) and modifiable risk factors (intake of alcohol and exercise) were significant risk factors for hypertension in the studied population. Hence, awareness should be directed to both areas.

Technical guidelines for seasonal influenza vaccination in China (2023-2024)

Technical guidelines for seasonal influenza vaccination in China (2023-2024)

Identification of Psychosocial Risks Affecting Academic Staff in Higher Education Institutions

İşyeri ekosistemine zarar verme potansiyeli olan tehlikeler (fiziksel, kimyasal, biyolojik, ergonomik, psikososyal) ve tehlikelerden kaynaklı risklerin önlenmesi ve sınırlandırılması, ekosistemin korunması, varlığının devam ettirilmesi ve geliştirilmesi için önemlidir. Psikososyal tehlikelerden kaynaklı riskler çalışanları ve onların ailelerini ve sosyal ilişki içerisinde olduğu çevresini etkileyerek bedensel, sosyal ve ruhsal yönden zarara neden olmaktadır. Öğretim elemanları merkeze alındığında öğretim elemanı- öğretim elemanı, öğretim elemanı- öğrenci, öğretim elemanı- idari personel arasında görev, eğitim ve sosyal yönden sürekli bir ilişki bulunmaktadır. İnsan ilişkilerinin yoğun olduğu yükseköğretim kurumlarında görevli öğretim elemanı psikososyal risklere maruz kaldığında bu durum onun bedensel ve zihinsel yönden zarar görmesine neden olmaktadır. Bunun sonucu olarak öğretim elemanının motivasyonu azalmakta, öğretim performansı düşmekte, üretkenliği azalmakta, işe devam edememektedir. Bu olumsuz durumlar bilimsel çalışmaların niteliği ve niceliğinin azalmasına ve eğitim- öğretimde kalitenin düşmesine neden olarak yükseköğretim kurumlarının ve ülkenin bilimsel, sosyal ve ekonomik yönden gelişmesine engel olmaktadır. Bu çalışmanın amacı, Türkçe’ye çevrisi yapılan ve bilimsel bir model olan Kopenhag Psikososyal Anketi (COPSOQ- The Copenhagen Psychosocial Questionnaire) kullanılarak öğretim elemanlarını etkileyen psikososyal riskleri belirlemektir. Araştırmanın örneklem grubunu Türkiye’de faaliyet gösteren yükseköğretim kurumlarında görevli öğretim elemanları oluşturmuştur. Tesadüfi örnekleme tekniği dikkate alınarak 2022 yılı Mart- Haziran ayları arasında 2697 öğretim elemanına uygulanan anketten alınan veriler için istatistiksel analiz yapılmıştır. 25 boyut ile 9 değişken arasında anlamlı farklılıkların görüldüğü bu çalışma, yükseköğretim kurumlarında görev alan öğretim elemanlarını etkileyen psikososyal riskleri göstermiştir. Bu çalışma ile psikososyal risklerin belirlenmesi için belirlenen sorular farklı araştırma modelleri için kullanılabilecektir. Ayrıca öğretim elemanlarını belirleyen psikososyal risklerin doğru belirlenmesine ve önlenmesine imkân verecektir.

Artificial Intelligence for Education and Research: Pilot Study on Perception of Academic Staff

Artificial Intelligence (AI) tools have been used across various sectors of the global economy. The use of AI has been associated with both benefits and drawbacks, which is why the goal of this research was to identify the attitudes of academic staff of higher education institutions (HEIs) towards using AI for both academic and research purposes. To attain the goal, there was designed a questionnaire, which was distributed to members of academic staff of different biological genders and ages from 10 European countries. Irrespective of biological gender, age, or country, responses were similar. First, academic staff emphasized the importance of having AI-related regulations at HEIs. Second, academic staff were positive about using AI for information searchers and preparation of teaching materials. Third, academic staff were concerned about AI-related plagiarism issues, which is why they were reluctant to approve the AI use for research and thesis writing. Fourth, slightly more than 40% of the respondents indicated the use of AI. This points to the lack of AI skills among academic staff, which was further supported by a set of basic purposes for which AI was claimed to have been used. One implication of this research relates to the organization of the study process. Managers of HEIs should introduce institutionalized training in AI for academic and research purposes for academic staff to promote digital equality. Another implication of the study relates to the areas of AI training for academic staff. It should cover the topics of AI for the design of teaching materials, formative and summative assessment, and plagiarism check.

The significance of calligraphy training for the future teacher in the context of art and graphic competence

The article examines the problems of calligraphy training in the context of artistic and graphic competence during the training of future teachers. The main problems related to the insufficient preparation of the teacher for the formation of artistic and graphic skills are identified, namely the absence or a small number of hours, devoted to the study of such educational components as «Calligraphy», «Drawing», «Art graphics», lack of explanatory work from the scientific and pedagogical staff of higher education institutions about the importance of artistic and graphic skills. A characterization of the components of the artistic and graphic training of future teachers was carried out, in which the mastering of calligraphy skills by students was identified as a key aspect. The components of calligraphy training are characterized, including mastering the basics of fonts, developing the muscles of the arm and hand, learning the correct posture of the arm and body, using various materials for writing, training hand motility, learning the elements of calligraphy, creating and analyzing calligraphy samples.
 The article examines the font as the basic unit of calligraphy and font composition as the art of creating harmonious and aesthetically balanced layouts using different fonts. The main methodical components of the study of fonts are outlined and some methodical techniques are proposed for teaching future teachers the basics of creating a font composition. As a result, the value of calligraphy training of future teachers for their professional activities was determined, in particular, improving the quality of teaching writing for 1st grade students, ensuring the writing culture of students, developing and supporting the speaking skills of education seekers, ensuring a creative approach, increasing the general aesthetic level of the personality of the future teacher, diversification of methods of working with students in classroom and extracurricular activities

ВПЛИВ ВЗАЄМОДІЇ БАТЬКІВ І ПЕДАГОГІВ НА ФОРМУВАННЯ ОСОБИСТОСТІ ДИТИНИ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

The article highlights the significance and effect of the interaction of parents and teachers in forming the personality of a child with special educational needs. The new humanistic paradigm requires a new attitude toward persons with developmental disabilities and causes significant public interest in the problems of families raising children with special educational needs. Emphasis is placed on the role of the family, where the first and main stages of socialization, adaptation, and formation of a child's trust in the world take place, especially, when it concerns a child with disabilities. Great importance is attached to the role of teachers and the close cooperation of parents with educational institutions. The study analyzes the factors that help the educational institution to involve parents in active participation in making decisions concerning their "special" children. Psychological and pedagogical support is almost the most important for stimulating the successful provision of inclusive education. It is emphasized that involving children with special educational needs in inclusive education requires an in-depth rethinking of all areas of work both on the part of the entire staff of the educational institution and parents. The article substantiates modern approaches and basic directions of psychological assistance to families raising a child with special needs (diagnostic, consultative, corrective, rehabilitative, prognostic, and multidisciplinary). The research findings confirm the effectiveness of the specified corrective and developmental technologies used in working with children with special needs and justify their significant impact on the formation of personality of such children in the interaction of parents and teachers. It is significant to use various means of psychological and pedagogical influence on both parents and children to ensure the effectiveness of the interaction between parents and teachers regarding the formation of the personality of a child with special educational needs. The conclusion is that well-established interaction between all links of this process, clear organization of the team activities aimed at psychological and pedagogical support, training of teaching staff to work in conditions of inclusion, a high level of professional competence, mastering special knowledge, methods, and technologies of teaching children with special educational needs are the signposts to achieving the goal.

Impact of Digital Transformation of the Russian Higher Education System on the Need to Develop Competencies and Career Advancement of Scientific and Pedagogical Employees

Introduction. Distance learning, caused by the sanitary and epidemiological situation in the world, has led to the need to restructure the higher education system from the traditional full-time/offline attendance to a distance format. The use of the “newˮ format for higher education assumed the use of digital technologies, therefore there was a need for the formation of appropriate digital and “soft” competencies among the teaching and research staff of higher educational institutions. The purpose of the article is to analyze the satisfaction of teaching and research staff of Russian higher educational institutions with the system of professional and official promotion, their assessment of the need for general professional, organizational and managerial, information communication, regulatory legal and interpersonal competencies in the conditions of digital transformation of the higher education system of the Russian Federation. Materials and Methods. To identify the opinion of scientific and pedagogical workers about changes in the importance of competencies, the development of a business career, the authors conducted a sociological survey of 1,532 scientific and pedagogical workers of higher education. The monitoring was carried out taking into account methodological approaches developed with the participation of the scientific and educational laboratory of the Penza affiliated branch of the Financial University “Strategies for increasing the competitiveness of international activities of universities in the global digital space”. Results. According to the results of the sociological survey, a low level of satisfaction of scientific and pedagogical staff was revealed, caused by the presence of the following problem areas: the prevalence of paper reporting over the scientific and pedagogical activities of employees; excessive bureaucracy that hinders professional and official development; an incorrect system of performance indicators; the absence of a unified career development model for scientific and pedagogical staff of educational institutions. Practice-oriented recommendations have been developed in the field of digital and “softˮ competencies, the formation of a management system for the professional development of scientific and pedagogical staff. Discussion and Conclusion. The formulated theses contribute to the development of theoretical and methodological approaches to the study of the level of satisfaction of scientific and pedagogical staff of Russian universities. The presented materials of the article can be used for research purposes by scientists, researchers dealing with similar issues, as well as federal and regional executive authorities, higher educational organizations in the development of professional development programs for teaching staff.

Advancing a Model for Enhancing Research Competencies among Non-Academic Staff in Northeast Thailand Higher Education Institutions

The development of research competency among non-academic personnel in higher education institutions is a crucial endeavor that aligns with the evolving demands of the 21st-century workforce. This study employs a comprehensive research and development approach to create an advanced model for enhancing research competencies encompassing knowledge, skill, and attitude. The model's design is informed by meticulous need analysis, ensuring its relevance to the unique challenges faced by non-academic staff. Through expert evaluation, the model's efficacy is demonstrated in improving research-related capacities. The evaluation results underscore its robustness across various dimensions, with significant improvements observed in participants' research competencies. This study highlights the interconnectedness of knowledge, skill, and attitude in fostering research competency and supports the broader view that tailored interventions, derived from thorough need analysis, play a pivotal role in driving meaningful and sustainable improvements in research-related skills and capabilities. Ultimately, this research contributes to the ongoing discourse on non-academic staff empowerment and the advancement of higher education institutions in an increasingly research-focused landscape.

Mobility of researchers in the European Union and Ukraine

Problem setting. The opportunity to move to another country to develop a research career has always attracted scientists. For an individual researcher, international mobility is a chance to improve their skills, work in world-renowned research centers and institutions, be involved in modern research projects, and achieve success in their scientific career. Temporary intellectual migration of scientists is also of great importance for global science, as it helps to eliminate the heterogeneity of the development of scientific fields in different countries and, to some extent, solves the problem of «brain drain» from countries with a lower level of research system. analysis of recent researches and publications. Franzoni, C., Scellato, G. and Stephan, P., Fernández-Zubieta, A., Lawson, C., and Geuna, A., Janger, J. and Nowotny, K., Giovanni Abramo, Ciriaco Andrea D’Angelo, Flavia Di Costa have studied the issues of research mobility. Ukrainian scholars have mainly studied the academic mobility of students of higher education institutions in the context of innovations in modern higher professional education. The works of Bondar H.O., Magdyuk O.V., Rogulska O.O., Padalka G., Silivanova I.A., Vasylenko O.V. can be distinguished. Considering this, there is a need to study the phenomenon of researcher mobility in Europe and Ukraine and to study the experience of the European Union member states in regulating researcher mobility. Purpose of the research is to analyze the phenomenon of research mobility in the European Union and Ukraine, to compare the types and forms of academic mobility, to identify the problems faced by researchers during intellectual migration. article’s main body. The author studies the history of academic mobility in the European Union, which is inextricably linked to the Bologna Process the European educational movement for the mutual recognition of European higher education documents and the creation of the Higher Education Area. It is noted that this movement began with the aim of ensuring freedom of mobility of participants in higher education, primarily students and academic staff of higher education institutions, but eventually included researchers, emphasizing the importance of academic mobility of this category of subjects of scientific activity. The article describes the legal regulation of researcher mobility in Ukraine and the European Union. In particular, the author notes the application and significance of the principle of academic mobility in the regulation of labor relations of researchers in the European Union. The author provides a comparative characterization of the types and forms of academic mobility in the European Union and Ukraine, and in the course of analyzing them the author concludes that there are both similar types and forms of researcher mobility in the European Union and Ukraine, and different ones. The article examines the problems faced by researchers participating in academic mobility programs. The main problems are lack of research funding and lack of vacancies (in the European Union), insufficient funding, language problems and brain drain (in Ukraine). conclusions and prospects for the development. Mobility of researchers in the European Union is a widespread phenomenon encouraged by the EU’s research and innovation policy, in particular, academic mobility is one of the priorities for the development of the European Research Area (ERA). The author notes that Ukraine has updated legislation regulating the academic mobility of Ukrainian scientists, but the phenomenon of research mobility requires state support, since the country has a problem of «brain drain» when scientists leave for the European Union or other developed countries in search of a better life and do not return

Career Bridge Employment Intentions Among Academic Staff in Higher Education Institutions in Thailand: Understanding the Interactive Effect of Bridge Employment Practices and Work Passion

Career Bridge Employment Intentions Among Academic Staff in Higher Education Institutions in Thailand: Understanding the Interactive Effect of Bridge Employment Practices and Work Passion

Responses of female non-academic staff of a tertiary institution on reducing HIV/AIDS: a health scheme survey in South-Eastern Nigeria

Responses of female non-academic staff of a tertiary institution on reducing HIV/AIDS: a health scheme survey in South-Eastern Nigeria

The learning early childhood education and care institution as an inclusion arena

ABSTRACT Early childhood education and care in Norway have a broad mission and are, among other things, mandated through legislation and frameworks to remedy social injustice and emphasise inclusion. Nevertheless, research illustrates that symbolic power tends to be present in early childhood education and care institutions. In this conceptual paper, it is discussed how the local line leadership and staff in early childhood education and care institutions can analyse and challenge their work with inclusion when partaking in multicultural professional development. A model is presented to function as a tool to help the line leadership and staff in this process. It is argued that to function as learning inclusion arenas, it is necessary that the local line leadership and the staff critically explore how the institution function for all actors and that they visualise and challenge potential symbolic power in the institution.