Higher Education Institutions In Latvia Research Articles

Academics’ Epistemological Attitudes towards Academic Social Networks and Social Media

Academic social networks and social media have revolutionised the way individuals gather information and express themselves, particularly in academia, science, and research. Through the lens of academics, this study aims to investigate the epistemological and psychosocial aspects of these knowledge sources. The epistemological attitude model presented a framework to delve into and reflect upon the existence of knowledge sources, comprising subjective, interactional, and knowledge dimensions. One hundred and twenty-six university academics participated in this study, including lecturers and researchers from different higher education institutions in Latvia. The study employed two methods: the Epistemological Attitudes towards Sources of Knowledge Questionnaire and the Epistemological Attitudes towards Sources of Knowledge Semantic Questionnaire. The data analysis involved several procedures, including exploratory and confirmatory factor analysis, correlation analysis, and test statistics. By implementing these methods, the study gained valuable insights into the sources of knowledge, examining them from two perspectives. The first perspective brought attention to the differences in academics’ appraisals by discussing their understanding, approach, use, and valuations of these sources. By scrutinising the constructs of meanings, the second perspective sheds light on the anticipated knowledge which is deemed ideal, the concrete knowledge that is both social and objective, and the subjectively valuable nature of academic social networks and social media. The findings underscore the specialised knowledge and qualities that academics rely on for producing knowledge. In terms of epistemology, methodology, social science, and education, the study holds theoretical and practical implications, especially in comprehending knowledge and its sources.

Academic Institutional Repositories for Studies, Research and Preservation of Scientific Heritage in Latvia

Institutional repositories enable the storage and sharing of scholarly information and are an essential element of open science. The study assesses the current status of institutional repositories in Latvian higher education institutions and provides an overview of the development, design and management of repositories, resource provision and access.

Spāņu valodas apguve Latvijā: pašreizējās situācijas raksturojums

With its ever increasing number of speakers, Spanish, being one of the so-called major languages of the world, has overtaken English in terms of native speakers in recent years, now ranking second behind Chinese, and its growing popularity and expansion can be felt in Latvia as well. In recent years it is evidenced by an increase in translations of original works into Latvian, cinema and theatre performances, rapid growth of various Spanish companies and, undoubtedly, the interest of the residents of Latvia, particularly young people, in learning Spanish. In Latvia, Spanish can be learned in general education schools, starting from Form 6; it is more popular among secondary school pupils, as evidenced by the number of general education schools: in academic year 2018/19 Spanish could be learned in 18 general education schools, while in academic year 2019/20 there were 16 education institutions offering the language. Moreover, the capital of Latvia is not the only place where Spanish is taught as a second or third foreign language: everything depends on the opportunities provided by each individual school. In total, there were 32 schools in Latvia where Spanish was taught as the third or even the fourth foreign language during last academic year. To obtain secondary education in Latvia, one of the centralised exams has to be taken in a foreign language; English is the most popular choice among schools. Those who wish to obtain a certificate in Spanish can do so at the Instituto Cervantes DELE examination centre, which has been operating at the Latvian Academy of Culture since 2004. The centre offers an opportunity to take exams at 6 levels and obtain the internationally recognised DELE diploma, certifying the examinee’s Spanish knowledge and skills. Spanish can also be learned in courses and at language centres irrespective of the students’ age and previous knowledge. Picasso and Seneca, two private Spanish language centres, have been successfully operating in Latvia for more than 10 years, and their students range from pupils to seniors. Bachelor students learn Spanish at the Latvian Academy of Culture in the Latvia-Spain Cross-Cultural Communication programme; however, they do not obtain a qualification in philology. Master students can learn Spanish as part of the Romance Language and Culture Studies study programme at the University of Latvia, and the language is also offered as an elective course at other higher education institutions in Latvia. Unfortunately, systemic Spanish acquisition and programme continuity is hindered by the lack of a Spanish philology bachelor study programme at the University of Latvia. The paper focuses on Spanish learning traditions, issues, and future opportunities in Latvia, drawing upon data available in the state education system and interviews with industry experts: officials, educators, and translators.

Predictors of Student Procrastination in Latvian Higher Education Institutions during Distance Learning

Predictors of Student Procrastination in Latvian Higher Education Institutions during Distance Learning

Human Capital Development at Higher Education Institutions

Abstract Research purpose. Currently, higher education institutions (HEIs) are faced with new challenges. They have to compete globally and take into account modern trends in education and science. Human capital becomes one of the most significant resources for HEI performance. The purpose of the study is to determine which factors influence human capital development at HEI. Design / Methodology / Approach. Selected human capital development factors were analyzed at Latvian HEIs. Factors including existing laws and conformity assessment procedures and requirements were considered. A survey was utilized to determine the most influential factors in human capital development at Latvian HEIs. The survey results were analyzed by implementing CATPCA to identify the most critical factors. Findings. The results show that essential elements of human capital at HEI are the pedagogical competence of the academic staff, their scientific competence, and the number of professionals from industry that are part of the academic staff. The CATPCA results revealed four main factors influencing human capital development at HEI, which could be divided into 1) staff competence and motivation; 2) legislation and development strategy; 3) availability of resources; 3) cooperation. Originality / Value / Practical implications. Human capital is one of the key factors for the sustainability of HEIs in Latvia. By accounting for the factors that influence the development of human capital in HEIs, institutions can more effectively and proactively develop human capital management strategies, which allow the institutions to achieve performance in the long term.

Mobility in the context of entrepreneurial potential of students under the conditions of the COVID-19 pandemic (Latvia, Georgia)

The aim of the study is to assess the role of the university environment of higher education institutions in Latvia in the formation and promotion of the entrepreneurial potential of students under the conditions of the COVID-19 pandemic, paying special attention to the impact of the protracted epidemic crisis on entrepreneurial mobility. In the scientific literature, various systems of mobility are predominantly positively assessed in terms of increasing labour activity, given the increasing availability of distance employment. At the same time, distance employment also has some negative aspects, mainly reflected in the issues of social trust. In our case, the research problem was to elucidate the impact of the crisis in the life of universities, primarily the massive transition to distance learning, on the state of the entrepreneurial potential of students, especially in terms of their entrepreneurial mobility. For this purpose, exploratory research was carried out at the universities of Latvia (Daugavpils University) and Georgia (Ivane Javakhishvili Tbilisi State University and European University). The results of the sociological survey show that the massive transition to distance learning, the expansion the use of information and communication technology by students, is still only to a small extent continued in increasing the entrepreneurial potential, expanding entrepreneurial mobility. Moreover, the crisis situation related to the COVID-19 pandemic even more constrains students to implement their ideas in the field of personal business due to a one-sided attitude to risk as an unequivocally negative factor in the field of entrepreneurship. On the basis of the empirical data obtained, recommendations were made to the administration of universities and the leaders of public associations dealing with the promotion of entrepreneurial activity of students on the basis of more effective ways to increase their entrepreneurial mobility. The methods used by the authors include axiomatic analysis and synthesis, monographic, statistical of data from a

The entrepreneurial potential of Latvian students: the role of the university environment

An important prerequisite for the economic growth and improving the quality of life of the population is the growth of entrepreneurial activity. A special place here is occupied by student youth, who, during their studies, partially already receive the necessary knowledge, skills and experience in the field of entrepreneurship. However, there are certain factors in the academic environment hindering the growth of the entrepreneurial potential of students. The object of the study is a set of theoretical, methodological and practical issues aimed at further shaping of the entrepreneurial potential of students and its enhancement in terms of the academic environment having a significant role of in this process. The objective of the study is to examine theoretical foundations of the concept of entrepreneurial potential, to explore foreign experience in researching the entrepreneurial potential of students, to investigate the role of the university environment of higher education institutions in Latvia in the formation and enhancement of the entrepreneurial potential of students. In order to study the motivation and readiness of students to engage in entrepreneurship and the degree of their interest and need for business education for the commercialization of business ideas, a sociological questionnaire was elaborated and a sociological survey (2020) of students of Latvian universities was conducted. 402 students of different faculties were interviewed: social sciences, humanities, information technology, music and art, mathematics. The authors use various methods including the axiomatic one, analysis and synthesis, monographic method, sociological survey, statistical analysis of quantitative data from a questionnaire survey. As a result of the work done, the parameters of the real and potential engagement of Latvian students in entrepreneurial activity, the main obstacles to expanding the scale of student entrepreneurial activities were determined, the activities implemented in the academic environment and stimulating interest in entrepreneurship and real engagement of students in this activity were proposed. Our analysis of the entrepreneurial potential of Latvian students is extremely important in the study and development of entrepreneurship both nationwide and at the level of individual higher education institutions. The results obtained make it possible to assess the situation and take measures towards creating a more favourable learning environment for the development and implementation of students’ entrepreneurial intentions.

CAPITALISATION ERRORS IN WRITTEN WORKS OF LEARNERS OF LATVIAN AS A FOREIGN LANGUAGE

Capitalisation in writing is usually determined by tradition. Different written languages can have their own grammatical, conceptual or stylistic capitalisation rules. Orthographies exist which do not have the division into capital and small letters. The aim of the article is to find out what problems with capitalisation foreign students in Latvian higher education institutions have during the acquisition of writing skills in Latvian as a foreign language. The research source are the essays written by learners of the Latvian language (foreign students studying in Latvian higher education institutions): the data of the Latvian language learner text corpus being created in the Institute of Mathematics and Computer Science of the University of Latvia were used. The requirements for the acquisition of capitalisation in the context of language learner competences are analysed in the study; the most typical capitalisation errors and possible reasons for them are analysed; and the author’s practical experience teaching the Latvian language to foreign students is revealed.

THE CHALLENGES, RISKS AND PROSPECTS OF THE REALISATION OF THE MUSIC METHODOLOGY MODULE OF ONE – YEAR EDUCATION PROGRAMME

The reform of teachers’ education commenced by the Ministry of Education and Science provides an opportunity to obtain a qualification as a teacher within one year, encompassing studies based in a working environment for those who already have higher education. The goal of the research is to identify the challenges, risks and perspectives of the realization of the module “Music methodology” of the study course “Integrated methods in Teaching Culture Understanding and Self-expression in Art” within the one-year study programme “Skolotājs”. The research compared study course plans in music teaching and choir work methodology at two Latvian higher education institutions, as well as at two foreign higher education institution, where a qualification as a music teacher at a comprehensive school can be attained. The research was undertaken based on an analysis of theoretical sources, providing an understanding about a synthesis of varying contemporary methodological approaches. It encompasses the acquisition of a knowledge of cultural history and the history of music, the style and future directions of popular music, desirably not just theoretically but practically as well, in the education of the students. The actualization of such study courses as music teaching methodology, the research process in music teaching, music history and stylistics, the psychology of music, conducting, choir/vocal ensemble work, methodology and music project management are important for the high quality and integrated acquisition of music teaching methodology.

MAIN TRENDS IN THE DEVELOPMENT OF HIGHER EDUCATION INSTITUTIONS IN LATVIA

The development of higher education is amongst topical issues. The modern society realizes that the most valuable capital is a humanbeing with his/her intellectual potential and this has become the main resource for social and economic development. Over thelast decade, all developed countries have introduced national education system reforms, which have received significant financialsupport. National development strategies attempt to focus on the development of adequate education system supported by state policiesbecause it is becoming more and more evident that the quality of education determines further development of a country. Thedevelopment of a strategy for the sustainable development must presuppose the identification of the mission and aims for short-termand long-term activities. The purpose for this article is to analyse the main trends of higher education in Latvia in order to identifythe mission and strategy for sustainable development of higher education institutions in Latvia. There were applied such researchmethods as analysis and synthesis of scientific literature, normative acts and documents that regulate the development of highereducation in Latvia and EU, methods of grouping, comparisons, classification, summarizing, description and prediction. Keywords: higher education, Bologna process, mission and strategy of development. DOI: http://dx.doi.org/ 10.15181/rfds.v11i3.609

Riga Technical University Conference and Sports Centre «Ronīši»

In 1958, when the Riga Polytechnic Institute (RPI) was renovated, the idea arose to create a sports and recreation camps, as well as a health camps for students, where after sessions they could relax and compete in various sports. RPI was one of the first Latvian higher education institutions to establish such bases. For the first time, the article summarizes and describes the development of the Riga Technical University (RTU) Conference and Sports centre «Ronīši» from the 1960s to the present day.

Digital Readiness and Competitiveness of the EU Higher Education Institutions: The COVID-19 Pandemic Impact

Nowadays, students expect that their university will not only provide a valuable source of practical knowledge for them, but will also be ready to offer appropriate distance learning opportunities both on a daily basis to diversify and enrich the study process experience and during global pandemic crises, which will probably be the reality of their lives in the next decades. The novelty and topicality of this study is justified by the need to assess the COVID-19 pandemic impact on the European Union higher education system and its adaptability to switch from traditional to remote study forms. The objectives of the study were: 1) to analyse the need to improve digital skills in the European Union by investigating the achievements of the Digital Economy and Society Index; 2) to assess the current digital environment of Latvian public universities and conduct an in-depth study of the digital environment of Latvia University of Life Sciences and Technologies. The research methodology is based on the desk study, social survey, comparative analysis and logical construction research methods. The results of the study revealed the digital gap that still exists between the more developed Nordic European countries and the less developed Southern and Eastern European countries. However, detailed analysis of the situation in Latvia leads to the conclusion that Latvian higher education institutions have significantly increased the amount of digital content in both external and internal communication systems and can offer competitive educational services that comply with the contemporary education requirements.

„Latviešu valoda zobārstniecības studentiem” – pirmā latviešu valodas kā svešvalodas mācību grāmata zobārstniecības studentiem

Latvian as a foreign language is being learned both inside and outside Latvia. It is done in higher education institutions as well as various group language classes and individual lessons. The goals of learners range from professional and research-driven needs to personal interests. A significant part of Latvian language learners in Latvia are international students who study in higher education institutions in Latvia. Those are not exclusively exchange students. There is a considerable number of international students who study full-time academic programs in universities of Latvia. The first adult-oriented textbook of Latvian as a foreign language came out in 1960s. Since then, quite a lot of various learning materials have been created with 11 intermediary languages. However, the contents of almost all textbooks are targeted to people who have either a general or philological interest in Latvian, because in the higher education institutions outside Latvia, Latvian is often learned for research purposes as a part of philology studies. The authors of the present paper – Inga Kaija and Inga Laizāne – teach Latvian to international students who study dentistry at Riga Stradiņš University in Latvia. These students have a specific goal when learning Latvian, namely, they have to be able to communicate to their patients in Latvian, which is using the language in a professional environment. The pre-existing textbooks are not suitable for reaching this goal in a relatively short time. Thus, a new textbook had to be created to support the learners’ needs. The textbook “Latvian for dentistry students” has been created to support acquisition of the basics of Latvian with the purpose of enabling a conversation between a dentist and a patient. The needs of the language learners have been acknowledged by employing the communicative approach but also including explanations on grammatical topics. A grammar overview is included in the end of the book. It could be useful for any adult learner of Latvian as a foreign language as well as teachers. Its target user is the practically, rather than academically inclined learner. This kind of grammar overview has not been included in any textbooks of Latvian before.

Use of Quality Models and Indicators for Evaluating Test Quality in an ESP Course

Qualitative methods of assessment play a decisive role in education in general and in language learning in particular. The necessity to perform a qualitative assessment comes from both increased student competition in higher education institutions (HEIs), and hence higher demands for fair assessment, and a growing public awareness on higher education issues, and therefore the need to account for a wider circle of stakeholders, including socie-ty as a whole. The aim of the present paper is to study the regulations and laws pertaining to the issue of assessment in Latvian HEIs, as well as to carry out literature sources analysis about assessment in language testing, seeking to select criteria characterizing the quality of English for Specific Purposes (ESP) tests and to apply the model of evaluating the quality of a language test on an example of a test in sport English, developed in a Latvian higher education institution. An analysis of the regulations and laws about assessment in higher education and li-terature sources about tests in language courses has enabled the development of a test qu-ality model, consisting of seven intrinsic quality criteria: clarity, adequacy, deep approach, attractiveness, originality/similarity, orientation towards student learning result/process, test scoring objectivity/subjectivity. Quality criteria comprise eleven indicators. The relia-bility of the given model is evaluated by means of the whole model, its criteria and indica-tor Cronbach’s alphas and point-biserial (item-total) correlations or discrimination indexes DI. The test was taken by 63 participants, all of them 2nd year full time students attending a Latvian higher education institution.A statistical data analysis was performed with SPSS 17.0. The results show that, altho-ugh test adequacy and clarity is sufficiently high, attractiveness and deep approach should be improved. Also the reliability of one version of the test is higher than that of the other one. One of the ways to improve test quality could be to involve other HEIs in the process of designing tests, because in a small institution it is difficult to collect authentic material for test design and create reliable language tests in a narrow field (in our case: sport English).

Developing Students’ Language Competence and Essential 21st Century Skills for Future Employability: The Case of Latvia and Lithuania

Abstract Introduction: Nowadays, language and intercultural competences have become core employability skills in many fields, supporting the development of other skills which emphasizes the necessity for specific pedagogic approaches in developing online learning materials and courses that would develop learners’ language competence and other relevant 21st century skills for future employability. The current comparative summative evaluation research conducted in two higher education institutions in Latvia and Lithuania analyses students’ feedback, elicited from 200 students, on the efficiency of the methods and methodologies applied in the course development and their suitability to develop the above-mentioned skills and competences. Methods: The research implies a mixed-model design comprising a students’ questionnaire (a quantitative tool) and students’ essays (a qualitative tool). Quantitative data analysis was done applying descriptive and inferential statistics tests by IBM SPSS 22 software, qualitative data analysis – applying discourse analysis. Results: The findings indicate that students highly evaluate the learning platform and the courses created. They find them as useful, visually appealing, interesting, interactive, well-structured, and easy to understand. Students acknowledge that they have developed their knowledge of professional lexis, reading skills, grammar and gained useful knowledge in their field. Significant differences were found concerning students’ group, specialization and the course completed – local students vs. international students as to the evaluation of the learning platform, students of IT field vs. business fields, Latvian students vs. Lithuanian students as to the intercultural B2/C1 English course completed. The research results strengthen the cognitions derived from theory on significant issues to be observed when creating blended-learning courses. Discussion: The course designed is an alternative way of learning and may be useful for anyone who wishes to update their language and intercultural competence either through a formal or non-formal education course or on a lifelong learning basis. Limitations: The research period covered one semester only. Although the study materials for 16 languages have been created, the current paper analyses only the results obtained in piloting English and Spanish courses, with the predominance of learners opting for English courses. Conclusions: The research results show that the methods and methodologies applied in the given interactive blended-learning courses have developed the students’ language competence and have fostered the development of their digital competence, team-working and collaboration skills, problem-solving skills and learning-to-learn thus motivating them to become autonomous learners. The pedagogy-based approach applied in the current research has been successful despite a few flaws in the design of the course materials.

WHO IS GUILTY THAT I FAIL IN CLASSROOM: STUDENTS` PERSPECTIVE ON HIGHER EDUCATION

Societal changes, widening gap between generations influences teaching in higher education and student-teacher relationship. These transformations urge higher education institutions to prepare their teachers for the pedagogical work in new conditions and there are plenty of discussions reconsidering previously used approaches and pedagogy. Consequently, the focus has been shifted to empower students to take charge of their own learning and abundance of innovative teaching methods has been introduced both with and without integration of technological tools. However, the study results frequently present the universities still do not cope with the increasing speed of changes in students` behaviour, attitude and knowledge challenges understanding the specifics and needs of the age group. Previous studies argue that Latvian tourism educators do not handle this challenge too well as tourism industry representatives report on decreasing level of knowledge and poor work ethics of students. The aim of this research is to explore motivation and attitude of tourism students towards studies in higher education institutions in Latvia. The study is based on focus group discussions and explores dominating factors affecting students’ attitude and motivation towards study process. Data was analyzed by using the method of content analysis and results varies among students of different study years. In general, the role of bachelor studies in students` life varies from high priority till secondary. A majority of students refers to extrinsic motivators as defining factors that make them to invest effort in studies. Consequently, students are more critical regarding teachers’ performance than their own and do not always see a direct link between their efforts and study outcome. They prefer to avoid complicated study topics and uncertainties in study process.

STUDENT EMPLOYABILITY AND COMMUNICATION DURING THE JOB RECRUITMENT PROCESS: THE OPINIONS OF STUDENTS AND EMPLOYERS

The Career Centre of the University of Latvia undertook a comprehensive study regarding the issues of student employability and mutual communication with employers during the recruitment process. The study was conducted in two parts – 923 students from various higher education institutions in Latvia were surveyed during May-June 2015. The survey was used to inquire the current employment situation of the students of various study disciplines, determine the most popular types and choices of students in search for jobs and traineeship places, study the communication of the employers and given feedback to job seekers. The survey results outline the problems in mutual communication between the employers and employees and giving and receiving of feedback, as well as an explanation of the reasons for refusal of the job. In continuation of the study 84 employers were surveyed in spring 2017 regarding the experience of their company/institution in regard to employment of students, as well as communication with students as job seekers in the recruitment process. The outcome of the study show that employers are seeking students for a job position through job advertisement portals, but they try to recruit them also through social networks; in general they rate students as convincing during interviews, but also having excessive ambitions, expectations and not always an adequate appraisal of their own skills. The employers explain the problems noted by the students in regard to the employer communication during recruitment by being too busy, lack of time and a high number of applications per competition.

TURBULENT BUSINESS ENVIRONMENT AND THE POSSIBILITY OF APPLYING MARKETING DECISION OPTIMIZATION ALGORITHMS USING THE EXAMPLE OF THE LATVIAN MARKET

In this work an attempt is made to describe the experience of marketing decision development in the conditions of a turbulent business environment using the example of various Latvian enterprises. The main goal is to show the possibility of simple algorithm for strategic marketing solutions development of different business structures in Latvian market, which can be easily mastered by students of the 2-nd or 3-rd years during 100 academic hours. Using characteristic features of a turbulent business environment, the possibilities of applying marketing decisions offering algorithms both for the national (Latvian) market and for entry into international markets are discussed. This experience is part of the author's pedagogical activity at higher education institutions in Latvia (RISEBA) over the last 20 years and assumes training in new methods of marketing decision development, with use of modern marketing technologies, including matrix methods, as well as cluster, discriminant and screening analysis. The researched experience and potential for the application of the author's theoretical elaborations (the matrix “solution’s novelty – consumer’s demand for novelty”) are particularly relevant for developing creative marketing management solutions in the areas of business where the novelty of goods (services) may be an important competitive advantage in a turbulent business environment.

Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

Entrepreneurial Learning Outcomes and Occupational Status of Business Graduates in the Baltics

In this paper, we present results of the quantitative analysis, which examines a relationship between learning outcomes of entrepreneurship education (EE) and occupational status choices of Bachelor business graduates in two post-transition Baltic countries, Estonia and Latvia. The underlying conceptual framework relies on the adapted Bloom’s taxonomy of educational objectives, human capital theory and model of entrepreneurial careers. From this taxonomy we examine knowledge, skills and attitudes as the focal learning outcomes of EE. We compare these outcomes to three choices of employment status: employment entry, nascent intrapreneurship and private early-stage entrepreneurial activity. The study also gives due consideration to the types of EE intervention, namely, traditional and experiential. We drew the sample of 454 respondents from a population of imminent and recent graduates from Bachelor degree business programs delivered at Estonian and Latvian higher education institutions. We used cross-sectional design with a matched comparison group. The findings of the study challenge common assumptions by suggesting that knowledge and skills obtained during EE had no direct effect on occupational status, and none of the learning outcomes was related to employment entry. Furthermore, graduates who took part in predominantly traditional and predominantly experiential EE had similar chances to become entrepreneurs. Our discussion of possible reasons behind the unexpected results should be of special interest to entrepreneurship educators and researchers for designing EE courses and further evaluation studies.