Knowledge In Higher Education Research Articles

Exploring the Role of Open Knowledge in Higher Education: A Comprehensive Review and Future Prospects

The research focuses on exploring the theoretical foundations and historical development of open knowledge in higher education. The primary objective is to analyze the impact of open knowledge on knowledge management, intellectual capital, and overall performance in academic institutions. By synthesizing insights from various studies, the findings highlight open knowledge as a pivotal and contemporary trend in higher education. The research underscores the crucial role of technology, emphasizes the financial implications, and examines the intricate relationships between knowledge transfer, intellectual capital, and innovation. In conclusion, the study contributes to a comprehensive understanding of how open knowledge influences diverse aspects of higher education, providing valuable insights for future developments in this dynamic field.

(De)constructing knowledge in higher education

(De)constructing knowledge in higher education

Students' willingness to share knowledge in higher education in Hungary

AbstractGiven that knowledge is one of the most important human resource values, the manner of its acquisition, transfer and development within an organisation is crucial. It should come as no surprise that given the link between knowledge acquisition and development in most spheres, several individuals wish to restrict their knowledge to themselves, as it gives them value in the labour market. Yet, if we inculcate knowledge sharing habits among individuals at an early age, so that they not only impart but also acquire knowledge through knowledge transfer, information acquisition can become a mutually beneficial process for both providers and acquirers. In this study, we conducted a survey among university students in Hungary to investigate how open they are about sharing their knowledge with each other and what they expect from their peers in exchange for the information they have. Data analyses showed that students' willingness to transfer knowledge and their expectations in return for the knowledge transferred are greatly influenced by their mutual relationships, but the strength of these relationships impact the rewards they expect for knowledge transfer.

Biophilosophy in the System of Higher Education as a Paradigm of the Preservation of Human Culture and Civilisation

The article attempts to solve the problem of updating higher education content to form a modern worldview of the individual through the interdisciplinary course “Biophilosophy”. Biophilosophical knowledge and cognition content is studied at the fundamental and applied levels using methods of description, explanation, and analysis. The obtained results make it possible to formulate conclusions and perspectives regarding updating the content of philosophical knowledge in higher education, where biophilosophy can be a new worldview paradigm for preserving human culture and civilisation.

A Study of the Integration of Aesthetic Practices in the System of Professional Knowledge in Higher Education in Science and Technology

A Study of the Integration of Aesthetic Practices in the System of Professional Knowledge in Higher Education in Science and Technology

Integrating AI Tools and Linguistic Content in College Education

This paper presents class designs that integrate artificial intelligence (AI) technology tools and linguistics knowledge in higher education and examines the degree of integration. The emergence of AI-based tools and content creation has opened up innovative paths to exploring applications and providing engaging and personalized learning experiences in college education. By presenting the designs of two English language classes, this study showcases the integration of AI technology and language education, which can help deepen the understanding of learning content and provide diverse personalized learning experiences. In addition, this paper proposes as a means to measure the degree of integration a rubric to evaluate the depth of integration between AI technology tools and teaching materials, and discusses the relationship between that degree and educational effectiveness.

Stroke Riskometer App as an educational campaign in outpatient clinics and its association with knowledge of stroke Warning Signs

BACKGROUND: Stroke is highly prevalent worldwide; however, the associated symptoms and risk factors are commonly unknown among the general population. No study has been carried out in the Mexican population about the risk of stroke and knowledge of warning signs. AIM: Describe the knowledge of early signs of stroke and their association with the risk of cerebral infarction at 5 and 10 years using the American Stroke Association validated application "Stroke Riskometer." METHODS: Observational, descriptive, cross-sectional study including adult outpatients from the Neurology department at "Dr. José Eleuterio González" University Hospital. Anthropometric measurements and vital signs were taken, and the "Stroke Riskometer" was used to calculate the stroke risk at 5 and 10 years. Early signs of stroke were assessed, with emphasis on the acronym "CAMALEON", a mnemonic that includes the three main early signs of Stroke in Spanish. Descriptive statistics were performed. For inferential statistics, Chi-Square test for categorical variables, Mann-Whitney U and Kruskal-Wallis for numerical variables, Spearman correlation for numerical and ordinal variables were conducted, considering significance at p<0.05, using SPSSv25 for statistical analysis. RESULTS: Total of 200 individuals were included; 142 (71%) were women; with an average age of 54.72 (±14.63) years. The most prevalent stroke risk factors were sedentary lifestyle (54%), high blood pressure (41%), and diabetes mellitus (32%). 72.5% were unaware of any early signs of stroke, 10.5% knew 1 sign, 6% knew 2 signs, and 11% knew 3 signs. "Facial Weakness" was the most recognized sign (19.5%), followed by "Arm Weakness" (16%) and "Speech Disturbance" (15.5%). A weak correlation was found between knowledge of early signs and 5 or 10-year risk (r=0.14, p=0.048; r=0.138, p=0.051, respectively). There is a significant difference between knowledge of early signs and educational level (p=0.004), with higher knowledge in higher education. A difference was observed between male and female genders and 5 and 10-year risk (Median 5.3 vs 3.6, p=0.007 and Median 11 vs 5.4, p=<0.001, respectively). Additionally, a significant difference was found between current occupation and 5 and 10-year stroke risk (p=<0.001). Post-hoc analysis and percentage risk analysis found significant differences between students and other occupations. There is an increase in stroke risk as an individual's life decade advances. CONCLUSION: Awareness of stroke warning signs is low, remaining an unfinished goal despite educational campaigns in Mexico. A national, massive, and ongoing campaign for the population is necessary.

Bridging the Gap: Addressing the Disparity between Higher Education Knowledge and Industry Needs

Job mismatch, which has been described as a discrepancy between skills possessed by individuals and those demanded by the labor market, has become a prevalent issue with significant implications for individuals, organizations, and society at large. This paper explores the causes and consequences of job mismatch and proposes strategies to address this challenge. Drawing on existing literature and personal experiences, the paper highlights the role of technological advancements, inadequate education and training systems, and changing job requirements in contributing to job mismatch. It discusses the adverse effects of job mismatch on individuals’ job satisfaction, productivity, overall well-being, and its impact on organizations’ performance and the economy. To mitigate job mismatch, the paper suggests collaborative efforts between training institutions and employers, increased investment in employee training and development, and the use of comprehensive skills assessment tools. By implementing these strategies, individuals can acquire the necessary skills, organizations can optimize their workforce, and societies can foster inclusive and sustainable economic growth. This paper provides insights into the complex issue of job mismatch and offers practical recommendations for policymakers, employers, and individuals to tackle this challenge and create a better-aligned labor market.

The SDG agenda and university transformation in Africa: The decolonial turn deferred?

The Sustainable Development Goals (SDGs) agreed in September 2015 set the scene for a renewed and ambitious development framework in a global context of widening inequalities within and between countries, global economic crises, conflict and climate change. Higher education is framed in several of the targets that make up SDG 4 and is also argued as central to achieving all 17 goals. However, the extent to which they engage with higher education in the context of calls for responsive, decolonised higher education remains underexplored. It is this gap that this paper addresses, arguing that while the SDGs take a broad approach to education the focus on specific targets and indicators limit states’ autonomy by de-territorialising local frameworks (Sayed & Moriarty, 2020). As a result, universities in Africa struggle to assert their agendas as power is overly located at the supra national level. We use the case of South African higher education to examine how and in what ways the national education agenda articulates with the SDG agenda. In particular, we focus on the lack of a clear equity and anti-racist focus in the SDG agenda which fails to engage with the disciplinary hold of racism over knowledge. We use Boaventura de Sousa Santos’ (2014) notion of difficult questions in higher education with weak answers to address what a decolonised and deracialised higher education system might look like. In particular, we articulate how Western domination has marginalised knowledge present in the global South. In so doing, we describe the influence of the SDGs in higher education noting the strides made but also their limited application in the global South and the decolonial turn. We argue that the decolonisation of knowledge in higher education is a collective process in which disruptive disciplinary practices contribute to cognitive global justice.

How can we conceptualise the ways in which Business School academics view signature pedagogy? A social ecology approach

Signature pedagogy raises questions relating to the nature of disciplinary knowledge in Higher Education (HE) and the ways in which academics approach teaching and learning. Coined by Shulman (2005), signature pedagogy has been adopted by those who see the delivery of degree programmes as being closely aligned to professional practice and different to other disciplines. The aim of this paper is to report on how academics in a Business School approach teaching and learning within the context of Shulman's signature pedagogy thesis. The findings challenge the idea of a narrowly-defined signature pedagogy within the Business School and report on a range of views on how to deliver the curriculum, with a minority favouring a traditional pedagogic approach. The findings also point to three dimensions within the curriculum, which are described as prescribed, partnership and parochial. In order to facilitate the conceptualisation of this investigation, the findings and discussion are contextualised within Bronfenbrenner's (1979) social ecology systems theory.

Teachers and pre-service teachers’ scientific competencies: a methodological development for a systematic review

ABSTRACT Science is part of the educational curricula, and its teaching is the responsibility of teachers. Since 2000, scholars from The Organisation for Economic Co-operation (OECD) countries have been tested in science by the Programme for International Student Assessment (PISA), despite the diversity in national higher education systems. This requires a global perspective on teaching methods and the scientific competencies of teachers. This systematic review addresses scientific knowledge among educators and the strategies for improving this knowledge in higher education. The twenty-five articles were evaluated following PRISMA guidelines. Five large databases (WOS, Scopus, Proquest, EbscoHost and PubSyc) were searched systematically using the main concept of scientific literacy in the target group: teachers, pre-service teachers, and educators involved in science education. Google Scholar was also examined to avoid publication bias. The procedure was guided by the CADIMA Software to ensure transparency and accuracy. The findings indicate medium or low levels in scientific literacy (SL) and low scores in the nature of science (NOS) among the sample. Explicit instruction, such as inquiry-based, solving-problem, and modelling approaches, could enhance the teaching and learning of science by improving the depth of knowledge current and future teachers transfer to their pupils.

Humanitarian knowledge in higher education: On the issue of training scientific and scientific-pedagogical personnel (on the example of graduate ecologists)

The purpose of the research is to peruse the dynamics of the real-life context for young graduates in Russia with regard to socio-cultural, axiological and pedagogical perspectives. Under the pressure from accelerating social demand to stimulate economic advancement, the tertiary education strives to align graduate research programmes with national priorities. Being a part of the Humanitarisation Project of the Industrial University of Tyumen, this research presents an analysis drawn from the perceptions of graduate students in ecology as the key stakeholders in their scientific pursuit.

‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction

ABSTRACT In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. “Multilingual Interaction and Construction of Knowledge in Higher Education.” International Journal of Bilingual Education and Bilingualism 21 (7): 853–866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction.

Beyond epistemology: the challenge of reconceptualising knowledge in higher education

ABSTRACT In this Point of Departure, we build on the scholarship of Suellen Shay. Shay explored the nature of higher education, examining assessment and the relation between curriculum and knowledge structures across several disciplines. She drew on the work of Bernstein and in her later work responded to the calls for decolonisation. We first contextualise the work of Basil Bernstein and explain its attraction for scholars of education development in the South African HE context. We then provide a brief summary of recent decolonial scholarship. On this basis, we speculate what a critique and caricature of the Bernsteinian tradition by the decolonial school might look like. In turn we offer a caricatured rebuttal by the Bernsteinian school to the decolonial critique. Finally, we pull our argument together and, by drawing on Bhaskar’s critical realism, assert the importance of an adequate theorisation of ontology.

The Area of Knowledge in Higher Education and Academic Research that Deals with Moral Values

A great many people learn moral standards at home, at school, in the chapel, or in other group environments. Albeit the vast majority procure their feeling of good and bad during youth, moral advancement happens over the course of life and individuals go through various phases of development as they mature. Moral standards are omnipresent to such an extent that one may be enticed to view them as straightforward conventional. Then again, on the off chance that profound quality was just practical, for what reason are there such countless moral questions and issues in our general public? Elective test techniques are strategies that supplant, decrease, or refine creature use in research and testing. One conceivable clarification of these conflicts is that all individuals perceive a few normal moral standards yet decipher, apply, and balance them in various ways considering their own qualities and educational encounters. For instance, two individuals could concur that murder is off base yet differ about the profound quality of fetus removal since they have various understandings of being a human being. Most social orders likewise have legitimate standards that oversee conduct, yet moral standards will generally be more extensive and more casual than regulations.

Generating the Net-Based Learning Model in New Technological Era: The Islamic Need

Recently, A growing number of educators and researchers are interested in online learning as a way to improve student results and knowledge in higher education. Considering the efficiency of online learning in comparison to face-to-face learning and the elements that determine the success of online courses is essential for academics and educators. Hence, this study specifically aims to build a learning model based on Islamic need. This study uses the Design and development research (DDR) approach. There are two phases of the study, the first phase is the model construction phase using the Fuzzy Delphi method. While the second phase of the model evaluation phase uses the Nominal Group Technique method. The respondents involved for both phases of the study were among the skilled experts who had been selected by the researcher based on certain criteria. The findings of this study specifically suggest a simple model called net-learning model based on islamic need. Conclusions and recommendations for further study are proposed at the end of the study.

Статус технических наук в высшем образовании

The purpose of the article is to substantiate the prospects and timeliness of strengthening and accelerating for the process of technization of higher education in Russia. The status of technical knowledge in higher education is changing. During the period of the new industrial revolution, the status of engineering sciences in higher education is steadily rising. It is shown that one of the leading trends of the new industrial revolution is the complication of the structure of technical knowledge. Modern studies of the structure of technical knowledge have shown its complex and heterogeneous nature. In the article, based on the latest data, a case study of the structure of technical knowledge is carried out using the example of medical masks. The coronavirus pandemic in the context of the new industrial revolution has revealed the low level of technization of higher education in Russia. In this article it is justified that the expediency of giving for a students, at their request and choice, a technical and non-technical specialties when they study within the framework of one educational program. It is explained that the transition to a higher level of technization is based on a rational and democratic didactic principle of maximum diversity in the combination of two or more specialties during a five-year study within the framework of one educational program сonsidering the structure of technical knowledge. It is noted that the process of strengthening and accelerating the technization of higher education in Russia should not violate the human rights and discard the democratic values of modern society.

Taxonomies of technological knowledge in higher education: A mapping of students’ perceptions

This paper presents the findings from a qualitative study exploring students’ perceptions of what constitutes technological knowledge. Technological knowledge dimensions from previous literature do not seem to be student-led, but rather suggested by the authors. It is therefore important to incorporate student views in order to create a more evidence-based taxonomy. Previous taxonomies of technological knowledge are also heavily linked to engineering-related disciplines, however definitions for use across the field of education and learning technologies would be helpful. In this study, a sample of student volunteers were interviewed about their understanding of technology enhanced learning and technological knowledge. The students were from a range of disciplines, not just engineering and science, so that technology knowledge for the general student population would be represented. An inductive thematic analysis was then carried out on the interview transcripts. Three knowledge types were derived from the thematic analysis: practical knowledge; structural knowledge; and computer science knowledge. These three empirically-derived technological dimensions were then mapped onto existing taxonomical structures from the literature. Finally, this paper discusses the implications of the student-generated dimensions for educators. Implications for practice or policy: Educators may need to consider how student-generated types of technological knowledge map onto existing technological knowledge structures and Bloom’s taxonomy. Educators can use the types of technology knowledge to target their teaching to their learners’ required knowledge level.

ROLE OF STUDENTS’ RESEARCH ACTIITY IN FOSTERING PROFESSIONAL COMPETENCE AT THE DEPARTMENT OF PATHOPHYSIOLOGY OF POLTAVA STATE MEDICAL UNIVERSITY

Student research activity is one of the most important forms of the education and the driving force of quality assurance activities. Ukraine has developed a regulatory and legal framework that ensures high-quality research work, which should meet the needs of future specialists in intellectual and professional development and increase their professional competence. The involvement in research work requires, first of all, gaining deep theoretical and practical knowledge in medicine, well-designed extra-curricular activities to guide students in their mastering methodology of scientific research and developing research skills, and university promotion. The experience of Poltava State Medical University convincingly proves that the most effective means of improving the quality of training is the regular active involvement of students in research activity. The role of scientific knowledge in higher education is decisive, since the active participation of the teaching staff in fostering research skills makes it possible to demonstrate the latest scientific achievements and their practical application. Structured research activities, woven into the medical school curriculum provide an opportunity to evince the intellectual potential of both students and educators, to contribute to deeper investigation of medical problems, to master the methods of scientific investigation, and to realize the importance of such activity in increasing one's competitiveness in the labour market. This approach also contributes to better comprehension of professional information, to develop mindset associated with high professionalism.
 Pathophysiology as a discipline is at the junction of theoretical and clinical disciplines that serves as a wide background to meet the diversity of students’ scientific demands and interests. Involving students into structured research activities not only promotes gaining special knowledge, but also builds up ethical and deontological foundations of future successful medical research career; enhances team spirit and cooperation between students and educators. This interaction enables in clearly stating their focus and research question, engaging in an adequate critical discussion of the strengths and weaknesses of the study methods, and offering conclusions that are properly qualified in the scope given the evidence gathered and analyzed. This department is proud to maintain a high university rank on student research results performance among the non-clinical departments. The culmination of knowledge in this developmental trajectory can reinforced and extend other aspects of high quality training.

Methodical approach to professional training of students of higher educational institutions

One of the important problems of training competitive specialists in creative professions is the theoretical substantiation and practical implementation of the idea of integrating science and technology, education and production, searching on this basis for innovative approaches to creative education. Taking this into account, the problem of integrating knowledge in higher education acquires significance and has a number of advantages. The university is faced with the task of providing students with a holistic, scientific, flexible system of knowledge, which is modified depending on the profile and purpose of each type of educational institution. One of the most effective ways to achieve this goal is to integrate the content, forms and methods of teaching into the educational process.