Mission Of Higher Education Institutions Research Articles

THE USE OF EDUCATIONAL-GAME TECHNOLOGIES IN THE PROCESS OF FORMING FUTURE SOCIAL WORKERS COMMUNICATIVE-SPEECH COMPETENCE

The mission of higher education institutions is to prepare well-developed, competent new generation specialists who possess not only professional but soft skills, a high level of communication culture, critical thinking, ability to make non-standard decisions, work in a team, model and project the results of professional activity. Outlined tasks are facilitated by the use of interactive learning technologies in the training of future social workers. The purpose of the article is to substantiate the expediency of using interactive training technologies in the process of forming the communicative and vocational competence of future social workers in higher education institutions. Playing learning technologies play an important role in shaping the communicative and vocational competence of future social workers. Thanks to the game, future social workers have the opportunity to experience different professional roles, to put themselves in the place of the interlocutor, to better understand him. Created in the course of the game, the communicative situation helps to form the ability to navigate in communication conditions, to choose language, communication strategies and tactics, to ask questions and to answer them. The main purpose of game technologies in the process of training students, future social workers, is to create professionally oriented communication and speech situations, during which students master the practical skills of interpersonal interaction, conducting dialogue, which is the basis of professional work of a social worker. Modeling of professionally directed situations in the process of forming communicative and vocational competence of future social workers is aimed at conscious attitude towards the future profession. The efficiency of mastering the material, the result of the game and the performance of tasks depends on the purpose and task, the equipment selected, the content of professional situations in solving various problems, a positive focus on learning.

DEVELOPMENT OF COLLABORATION IN THE ENGLISH FOR SPECIFIC PURPOSES COURSES: OPPORTUNITIES AND CHALLENGES

The mission of higher education institutions is to prepare future professionals for a rapidly changing labor market, yet what skills we teach students, and how we teach them, is highly problematic. The ability to collaborate is crucial for success in professional and academic endeavor; the challenge for foreign language educators is to shift the focus of courses in ways that address the development of collaboration skills. Yet, this also becomes a challenge in scholarly literature on English for Specific Purposes (ESP), since research in this field has been somewhat limited, i.e., most commonly it investigates collaborative writing as a way of developing collaboration. Furthermore, the explicit teaching of collaboration, as well as the inclusion of diverse tasks to enhance collaboration, are often neglected by researchers. Also neglected in this field of research are the challenges and opportunities that students experience while learning to collaborate during ESP classes. The paper aims at acquiring more in-depth insights into the phenomenon of collaboration during ESP classes to facilitate the practice of language educators who can no longer neglect the urgent need to develop collaboration through their classes. The authors of the paper, who were also the designers of ESP tasks, sought to develop collaboration skills by both engaging learners in collaborative tasks and integrating additional measures to address this skill. Qualitative data acquired via observations and semi-structured interviews revealed that such tasks could contribute to students’ overall performance to improve language proficiency because they enhance motivation and engagement. Apart from collaboration skills, they contribute to the development of many essential skills vital for engagement in the twenty-first century workplace. Notwithstanding, they pose challenges to students and this indicates the need for more frequent collaborative tasks and progress with additional measures that develop students’ collaboration abilities in higher education.

Managing the complexity of centres of excellence: accommodating diversity in institutional logics

This article discusses how Centres of Excellence (CoE) and the existence of several logics in these centres can contribute to the differentiation of the strategic profiles of universities. The study sees research centres as a way to organize research activities in Higher Education Institutions (HEIs) in order to target both excellence but also societal challenges through focused thematic research. It reveals how societal challenges and their interpretation by these centres contribute to the differentiation of the strategic profiles of universities. Studies of centres of excellence programs in Sweden and Japan reveal differences in how their mission is formulated for relevance and excellence. The results indicate that contrasting missions of HEIs are accommodated through the dual logics of these centres relating both to autonomy and industry collaboration. The study shows that long-term funding gives these centres flexibility to set the agenda and focus on their strategic core activities. In other words, a logic of autonomy guides their strategic choices of research activities over the long-run as well as collaborators. Nevertheless, these centres are also developing strategies to cope with dilemmas stemming from the excellence-relevance and evaluation templates that emerge in the nexus of their collaborative ties with industry, government and universities.

Educational Equality and International Students

Educational Equality and International Students, recently published by Tannock (2018), explores and highlights how to conceptualize and promote principles of educational equality for both international and domestic students in the United Kingdom. Tannock’s book includes empirical research consisting of 60 interviews with higher education staff and students, as well as the use of higher education institutional documents and secondary statistics collected from universities and national higher education organizations around the UK. Tannock addresses the contradictions between the missions of higher education institutions (universalistic principles of human rights in equal education) and their practices regarding international students as “cash cows” that keep the university afloat (p. 110).

Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding

<p style="text-align:justify">Universities are more than institutions only conducting research and educating students in today’s world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the “third mission,” one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world’s leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey’s future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.</p>

Cross-faculty proximity and academic entrepreneurship: the role of business schools

Over the past decades, entrepreneurial activity has started to be considered a third mission of higher education institutions. Our study examines the extent to which entrepreneurship at universities is driven by spatial proximity between university faculties. To this end, we use a new dataset that links information on business idea generation by faculties of German universities between 2007 and 2014 with comprehensive data on structural characteristics of these universities and faculties (e.g., number of academic staff, students, industry funding). Our analysis shows that the emergence of entrepreneurial ideas in natural sciences is positively affected by proximity to business schools. This pattern suggests the presence of knowledge flows between these two types of university faculties as an important source of science-based and technology-oriented business ideas. We do not find such a relationship between proximity to business schools and other faculties.

Knowledge Transfer in the Cultural and Creative Sector: Institutional Aspects and Perspectives from Actors in Selected Atlantic Regions

The 21st century has witnessed a growth in the importance given to the third mission of Higher Education Institutions (HEI). This third mission refers to the socioeconomic engagement with the surrounding social and business fabric, namely in the form of knowledge transfer (KT) schemes and policies. Despite its widely-recognized importance, the Cultural and Creative Sector (CCS) has remained only marginally engaged with HEI, in part due to the lack of explicit policy by public actors to bring the two types of actors together. This article seeks to explore the institutional frameworks that have been developed for knowledge transfer from HEI to the CCS in selected regions of the Atlantic Area. Towards this goal, it first analyses some of the sectoral specificities of the CCS, identifying three feature which distinguish the sector: the entrepreneurial structure and organization of CCS; the type of knowledge, innovation and motivations of firms; and their absence of connections to HEI. The article seeks then to analyze to what extent existing policy on CCS and KT policies in the regions has tackled these specificities, through a qualitative analysis of reports, policy documents, and academic analysis of the regional economies, before proposing a model for understanding KT policy in the CCS sector, which serves as a preliminary line of inquiry into the knowledge relations in the CCS. Finally, these policy concerns are related to the perceptions of CCS practitioners, attempting to understand the primary concerns of these actors according to their regional context. The article highlights the existing disconnect between public policy, the current state of understanding of the CCS and the industry actors, urging for greater research and policy-development to promote innovation and socioeconomic growth.

Playing Outside the Lines: Contemporary Legal Issues in College Sports

AbstractThis chapter provides an overview of current legal issues in college sports and offers implications for supporting student‐athletes and the academic mission of higher education institutions.

Paradigm shift in higher education?

PurposeThe purpose of this paper is to widen the discussion about the ongoing paradigm shift in global higher education.Design/methodology/approachThe paper discusses and gives examples on several major changes and potential future developments within higher education.FindingsSeveral major changes have taken place within higher education in a short time. Financial restraints leading to shorter accountability periods, mass education and research, as well as increased competition through e-enhanced globalization, have changed the field of higher education profoundly. It simultaneously faces requirements to produce a higher level of competence, shorten the implementation periods and to offer this to an increasing number of participants with fewer resources. Thus, it should be considered if the mission of higher education institutions has changed and what that mission should be.Research limitations/implicationsThe paper is written from a culturally limited point of view (Finland/Nordic countries/Europe) and does not rely on empirical research findings.Social implicationsThe potential paradigm shift has major social implications globally. It may change the way we understand and operate higher education during the next few decades.Originality/valueA lot of the presented ideas have been discussed before in other articles. However, the potential implications as a whole have not yet been adequately discussed in scientific processes.

Third Mission of Higher Education Institutions (HEIs) in Poland in the Context of Their Role in Regional Development

The article concerns the role of HEIs in regional development, with particular emphasis on the concept of the third mission. The aim of the article is to answer the question whether HEIs, while formulating and carrying out their missions and strategies, are oriented to support the process of regional development. The research problem was analyzed in accordance with the principle of methodological triangulation, based on literature review and the results of the author’s own study: the content analysis of the missions and strategies of HEIs, and a survey conducted among rectors of HEIs. The article discusses the concept of the third mission of HEIs as the view reflecting the growing importance of their activities for the benefit of regional communities. The analysis of HEIs` missions and strategies shows that regional orientation in these documents is articulated in a positive way. The results of the content analysis correspond to the survey results, which show that the activities in the field of third mission are distinctive in the management concepts at the level of HEIs’ missions and development strategies.

Are higher education institutions trapped in conformity? A translation perspective

ABSTRACTIn the higher education literature, there seems to be a growing consensus that contemporary higher education institutions (HEIs) are trapped in conformity. From a new institutional perspective, higher education scholars argue that HEIs tend to comply with widely endorsed institutionalized values (e.g. academic excellence) and this widespread compliance leads to field homogeneity, at least in the missions of HEIs. In this paper, we introduce an alternative perspective drawing on recent insights in Scandinavian institutionalism. From this perspective, it has been argued that organizations tend to develop organization specific, heterogeneous definitions of institutionalized values to establish a fit with the modalities of the specific organizational context. Based on a comparative case study in Flanders, we investigate translation rules that shape heterogeneous definitions of the institutionalized value of socio-demographic diversity. The major contribution of our study is that it sheds new light on the dynamics underlying field homogeneity versus heterogeneity in higher education.

One and two equals three? The third mission of higher education institutions

In modern, knowledge-based societies, universities play an increasingly important role in achieving economic growth and social progress. Their traditional roles and missions are being broadened as to accommodate activities that facilitate engagement with various stakeholder groups. Universities do not want to be regarded as isolated and separated islands from their surrounding communities and have therefore developed internal mechanisms to bridge their activities with the needs and expectations of external actors. In this paper, we take stock of recent scholarly work and ongoing debates surrounding universities’ third mission (TM). Broadly speaking, TM refers to the changing roles and functions of universities which, despite recent developments, have always been a matter of debate amongst academics and society at large.

A cross-cultural comparison of college students' learning strategies for academic achievement between South Korea and the USA

This study explores how the relationship between college students' learning strategies and their grade point average (GPA) differs across two culturally different institutions. Surveys of 621 students at a South Korean university and 824 students at a university in the USA were used to assess four types of learning strategies: motivation-related, assignment/task-related, planning/time-related, and cognition-related strategies. The results show that all four types of learning strategies significantly predict students' GPA at the Korean university, whereas only motivation-related and assignment/task-related strategies predict students' GPA at the US university. The cognition-related learning strategy factor is the strongest predictor of GPA for Korean students, but it is unrelated to US students' GPA. The resulting differences in the learning strategies used to obtain high achievement are interpreted through the lens of cultural influence and institutional accountability with respect to the missions of higher education institutions.

Curricular Commons

Curricular Commons

Knowledge transfer from German universities into the service sector as reflected by service marks

Science policy increasingly requires that universities engage in transfer activities with a focus on technology transfer. With the considerable weight of the service sector in the economy the service transfer will get more attention. An appropriate indicator for analysing service innovations are service marks. This type of investigation reveals a growing activity of German universities in services with a focus on education, in particular further education. The mark analysis shows a relevant international competition in the market of higher education. In other fields like financial and business consultancy or medical services, the German universities as institutions exhibit a certain activity as well, but first of all university professors privately. As mark applications are linked to considerable formal requirements, additional surveys should be conducted to grasp the informal activities in service transfer as well. In any case, the amount of service transfer is quite considerable, so that the discourse on third mission of Higher Education Institutions will get a new perspective.

4 - Revitalising Higher Education for Africa’s Future

Over the last two decades, funding pressures have forced reforms in the legal framework of public universities in Africa. ‘Acts of Parliament’ and strong government direct control that dominated governance regimes of higher education institutions have given way to broad-based councils with wide representation in university governance organs. The strong emergence of private higher education institutions in the continent has led to the development of alternative forms of institutional management different from those that previously dominated in public institutions. But most of these reforms have resulted in new governance concerns revolving around financing and management, quality of teaching and research, and institutional autonomy. Prompted by the implications of these new concerns, guided by a strong belief that governance frameworks should respect institutional autonomy and institutional management, and that tenets of shared governance are critical to building quality higher education systems in Africa, CODESRIA launched a number of research networks to document governance reforms so far undertaken and to determine how they are reshaping the mission of higher education institutions on the continent. This article provides a synthesis of the findings emerging from the various research networks.

The new multidimensional and user-driven higher education ranking concept of the European Union

Higher education rankings constitute a important but controversial topic due to the methodologies applied in existing rankings and to the use being done of these interpreting their results for purposes which they were not designed for. At present there is no international ranking can responds to the needs of all users and that is methodologically sound by considering the various missions of higher education institutions, mainly due to a narrow focus on research giving less importance to other missions in which higher education institutions can excel beyond research such as teaching quality, knowledge transfer, international orientation, regional engagement etc. The European Commission is currently involved in the implementation of a new higher education ranking methodology, characterised by taking into account a diversity of missions and the diversity of existing higher education institutions. The final aim is to create a tool allowing users to choose the performance indicators of their interest and providing them with a personalised ranking according to their interests. This paper describes the motivation for designing such a tool, the principles of the methodology proposed, as well as the steps foreseen to have it ready for end users by 2014.

The third mission of higher education institutions: conceptual framework and application in the Czech Republic

This article summarizes the process of conceptualizing the third mission of higher education institutions. First, the relevant changes in the socio-economical context of higher education are enumerated and institutional responses are described. Next, the main trends in defining the third mission are delineated, and the ways in which the various concepts differ are outlined. A conceptual framework for the third mission is presented, and consists of three dimensions: enterprising, innovative, and social/civic. Considering the three dimensions as the basis for efforts to evaluate higher education institutions, indicators based on contemporary research are then assigned to the framework. Finally, based on the example of Czech higher education, the national approach to the third mission and practical possibilities of data collection within the generated conceptual framework in the Czech higher education are estimated.

Higher Education and Public Good

Policy debate about whether to maintain public subsidies for higher education has stimulated reconsideration of the public mission of higher education institutions, especially those that provide student places conferring private benefits. If the work of higher education institutions is defined simply as the aggregation of private interests, this evaporates the rationale for higher education institutions as distinctive social foundations with multiple public and private roles. The private benefits could be produced elsewhere. If that is all there is to higher education institutions, they could follow the Tudor monasteries into oblivion. But what is ‘public’ in higher education institutions? What could be ‘public’? What should be ‘public’? The paper reviews the main notions of ‘public’ (public goods in economics, public understood as collective good and Habermas' public sphere) noting the contested and politicised environment in which notions of ‘public’ must find purchase. A turn to global public goods offers the most promising strategy for re-grounding the ‘public’ character of higher education.

KAJIAN YURIDIS TENTANG KEBERADAAN PERGURUAN TINGGI NEGERI BADAN HUKUM MILIK NEGARA DALAM UNDANG-UNDANG SISTEM PENDIDIKAN NASIONAL

This research aims to analyze and expose how the position of the College of law in Agency-owned Country laws and regulations in these rights are examined from the legislation of the national education system. It also seeks to analyze and expose the juridical effects of the verdict of the Constitutional Court No. 11-14-21-126-136/PUU-VII/2009 against Universities State-owned legal entity. Establishment of universities in the form of a State-owned legal entity is as an attempt to provide unhampered to College for more independent in managing the activities of the Organization of the education in the institution. Lightness of being given to the College would not escape from the framework of the national education system. In order to realize the independence of such an ACT, namely Act No. BHP 9 2003. In the Act that the units are arranged in the shape of Education Education legal entity. The application of the concept of legal entities give rise to various kinds of Education turns pro cons. The concept of a legal entity described as if the Government let go of responsibility in the field of education. The concept of legal entities concerned about making education unit became a non-profit institution. In the end the Constitutional Court decided BHP LAW has no legal binding force. The position of the BHMN if examined through the Sisdiknas Article 53 is a body of legal education. Because it is considered as one legal entity, then the PTN BHMN as supporters of rights and obligations. The concept of PTN BHMN as one legal entity principled profit. As a legal entity has the will and PTN BHMN which will be formulated in the vision and mission of higher education institutions each of which surely should not be contrary to the purpose of national education which have been outlined in the ACT Sisdiknas.Keywords: College State-owned legal entity, legal entities, Education Law system of national education, the Constitutional Court.