Mission Of Higher Education Research Articles

The Paradigm of Science Integration in Islamic University: The Historicity and Development Pattern of Islamic Studies in Indonesia

This article aims to discuss the patterns of science integration in Islamic universities in Indonesia and the development models. This study used qualitative method, the data source consists of informants and documentation, as well as data collection techniques carried out through in-depth interviews, participant observation, focus group discussions and documentation review. As results, the application of science integration patterns in several Islamic universities turns out to be different, based on different understanding of the concept of science integration and local socio-cultural settings, according to the their respective established backgrounds. The State Islamic University (UIN) generally applies integration, not Islamization, by combining Islamic science and general science. This is stated in the vision and mission of higher education. As for practice, the implementation of science integration is applied to the faculty through direct policy from the university. In general, Islamic universities in Indonesia have already had a philosophical paradigm, by carrying out a distinctive concept of science integration. In the elaboration aspect of the integration paradigm, it is reflected in the applied curriculum. However, from the explanation, science integration actually aims at integrating religious disciplines with modern technology and science, which is implemented in Islamic higher education in Indonesia. In developing the concept of science integration in each UIN in Indonesia, it has editorial diversity and contextual elaboration with the environment and culture of respective regions.

OBJECTIVE STRUCTURED PRACTICAL EXAMINATION ON DISCIPLINE “UKRAINIAN LANGUAGE AS FOREIGN LANGUAGE” AS TOOL TO ASSESS COMMUNICATIVE COMPETENCIES OF INTERNATIONAL MEDICAL SDTUDENTS

High quality higher education is a solid basis of individual and public intellectual property. It is also an integrated part of standard of living and citizens’ welfare. Finally, the mission of higher education is to offer competitive priority to its receivers now and in the future. So, we need to pay our attention on the quality of education. This article focuses on the evaluation of language and communicative competencies of future health care professionals. Health care system is of exceptional importance because the existence and further development of the state institution as a whole is impossible without the full and harmonious functioning of the health care system. The author highlights approaches to monitor students’ knowledge and speaking skills as well as behaviour, attitude. Applying Objective Structured Practical Examination (OSPE) at a medical university, especially at the non-clinical departments has been proven as an effective tool to assess these abilities, describes the design, preparation and procedure of this examination. Some themes within the scope of the material checked («At the hospital admission office. Primary patient assessment. General complaints of the patient»», III year, medical faculty) have been presented and analyzed in details in the context of this examination. Experimental Stations of the Objective Structured Clinical Examination on the discipline «Ukrainian as a Foreign Language» is one of the modern way to evaluate how effectively medical students can communicate and apply language knowledge when simulating commonly encountered scenarios at medical settings. Moreover, the Objective Structured Practical Examination (OSPE) can be used for checking of students’ communicative skills. Thus, there are some differences between the Objective Structured Practical Examination (OSPE) and the Objective Structured Clinical Examination (OSCE). The study has been presented within the anthropocentric scientific paradigm. The methodology included descriptive analytical methods, general linguistic methods, modern methods of comparison, discourse analysis.

Developing inclusive and quality learning environments in HEIs

PurposeThe purpose of this paper is to redefine quality in the context of “access” providing higher education institutions (HEIs), through a theoretical lens, in order to find solutions to the wicked problem of access vs quality and “inclusiveness vs excellence” debate in higher education (HE).Design/methodology/approachThis theoretical paper builds upon institutional theory and resource dependency theory to, first, analyse access vs quality debate and, second, provide answers to the undesirable and at times conflicting “trilemma” of scale, cost and quality in HEIs. To achieve the second objective, the paper offers a different perspective to address trilemma by proposing a synergistic coexistence between inclusiveness and excellence through “transformative” quality and learning theory.Findings“Transformative” quality uses reframing the problem, appraising culture and quality concepts, and eventually develops transformative interventions in access providing HEIs to improve their quality and enhance inclusiveness. Inclusiveness in HEIs needs to be addressed through the investigation of specific hypotheses, for which a closer examination of factors impacting the quality of access providing HEIs has been conducted. The goal is to facilitate a perfect mélange of inclusiveness and excellence in HE and, thus, create a new learning environment.Research limitations/implicationsThis paper contributes towards the access vs quality debate through transformative quality by developing transformative interventions and investigating factors affecting quality in HE.Practical implicationsThe contribution has several policy, managerial and governance implications. Addressing these implications will enable the promotion of the third mission of HE, that is, to develop graduates who meaningfully engage with the society and their profession.Originality/valueQuality and inclusiveness is a serious global problem requiring immediate attention and rigorous theory-informed frameworks. Through the investigation of specific factors and proposing meaningful interventions, this paper identifies the need to study a critical issue having global implications and investigates how it can be resolved.

Keeping top fundraisers: Factors that influence the retention of high-performing gift officers

Private giving to institutions of higher education is quickly becoming the sustainable solution for many colleges and universities facing decreasing support from the traditional revenue streams. Gift officers are largely responsible for acquiring this necessary philanthropy, yet these professionals are averaging less than two years in their positions, making it difficult for institutions to reap the long-term benefits from donor cultivation. This study investigates the factors that embed an individual and decrease his or her likeliness to job search or leave for another role. Through the application of the job embeddedness framework, high-performing gift officers qualitatively share their personal stories providing leaders of fundraising departments or organisations practical ways to retain their most valuable fundraisers. Specific findings include employees’ alignment with the mission of higher education, valuable relationships with donors, and ties to their community as factors that keep high performing fundraisers at their current institution. The opportunity cost is substantial each time a gift officer leaves their position and this research may provide possible solutions to slow the rate of turnover and increase fundraising productivity.

ЗАБЕЗПЕЧЕННЯ ЯКОСТІ УНІВЕРСИТЕТСЬКОЇ ОСВІТИ В УМОВАХ ЗМІШАНОГО ТА ДИСТАНЦІЙНОГО НАВЧАННЯ

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning7

Probe into the Humanistic Spirit Contained in the Courses of Science and Engineering in Universities

The mission of higher education is to train senior professionals with a sense of social responsibility, innovative spirit and practical ability. Higher education should regard the effectiveness of moral education as the fundamental standard for testing all work in colleges and universities, adhere to the integration of knowledge transfer and value guidance, and the integration of explicit education and implicit education, and fully explore the humanistic and ideological education resources contained in various courses and teaching methods. In this paper, by incorporating the humanistic spirit into the science and engineering courses, while imparting scientific knowledge, it pays attention to cultivating students’ discipline and collectivism. The teaching effect shows that this teaching method has a certain positive effect on cultivating qualified talents.

INTERACTION OF EMPLOYMENT INSTITUTIONS AND DEVELOPMENT OF MODERN HIGHER EDUCATION SYSTEM IN RUSSIAN SOCIETY

Purpose of the study: The study is devoted to the analysis of the specifics of interaction between institutions of employment and development of higher education in modern Russian society. The current arrangement of socio-economic priorities in Russia contrasts with the true economic needs of the labor market and opportunities of the higher education system. In this regard, there is a need to create an integrated system of organizational and institutional mechanisms providing employment regulation and maintaining a balance of interests of the higher education system and the subjects of social and labor relations.
 Methodology: The study is conducted on the basis of the principle of interdisciplinarity to research the specifics of interaction of the subjects of social and labor relations in the sphere of higher education. The problem is considered in the context of institutionalism and neo-institutionalism methodology, both in foreign and domestic research traditions. The higher education institution is treated in the context of institutional methodology.
 Results: The work is based on the idea that the system of modern higher education is integrated into the subject space of social and labor relations. Thus, the state, the individual, the employer, and higher education institutions are both the concerned parties and the subjects of social and labor relations. But there is a certain disproportion in their interests. The sphere of higher education is characterized by some immanent features that distinguish it from other socio-economic systems that create public goods. The provision and consumption of educational services involve benefits, both for the individuals and for the entire nation. The mission of higher education and the interests of social and labor relations subjects are closely linked. The interest boundaries of the subjects of social and labor relations necessitate their qualitative characteristics in order to summarize the specifics of satisfaction of their interests.
 Applications of this study: The results allow us to conduct a full and detailed study of social and labor relations phenomenon in close relationship with the system of higher education. Within the very framework of neo-institutional theory, it is possible to create a mechanism of management and control for development of employment, social and labor relations.
 Novelty/Originality of this study: The research problem of the study is the development of the higher education system in the context of subjective social and labor relations in order to find the solution to the employment problem.

To the question of the methodic of universities’ scientific potential appreciation

The development issues of the scientific potential of higher education as an important component of the national scientific and technological system of any country has been considered. The main purpose of the study is to develop, substantiate and test methods for assessing the scientific potential of universities. The main method of research is a system-dynamic approach to the study of scientific potential.The concept of “scientific potential of higher education” has been clarified. It seems reasonable, that the modern mission of higher education, both in Russia and in the world, is to create and further develop a unified high-level educational system, capable not only of training personnel for certain sectors of the real sector of the economy, but also to produce new knowledge, i.e. to ensure high-quality scientific and technological progress in these sectors.An original method of assessing the scientific potential of higher education has been developed, and its approbation is the main empirical result of the study. The essence of this method lies in the consistent estimation of factors of formation of the scientific potential (initial assessment) and the forms of its realization (secondary assessment), and also in the comparison of the indices of the secondary and primary evaluations (summative evaluation). The obtained results allow us to develop a strategy for the development of scientific potential, depending on the level of effectiveness of its implementation.The applied value of the research results is determined by the prospects of their application in the process of development of state policy for the development of research activities in higher education. In addition, the proposed methodology can be used by University leaders, who have set themselves the goal of building scientific capacity and integration into the national scientific and technological system and international scientific cooperation.

Making the Invisible Visible: The Enduring Essence of Student Affairs

In this article, the author explores the essence of student affairs and its enduring nature. She argues that while the vehicles for delivering the work of student affairs may evolve over time, the essential work is well-defined, principled, and lasting. She turns to the 1937 Student Personnel Point of View philosophy for the cornerstone undergirding and affirming student affairs’ role as intrinsically woven into the higher education mission. While approaches to developing the whole student toward contribution to the greater good may (and should) alter over time, the educational essence of student affairs’s purpose endures.

DATA MINING MENGGUNAKAN ALGORITMA C4.5 UNTUK MEMPREDIKSI KEPUASAN MAHASISWA TERHADAP KINERJA DOSEN DI KOTA BATAM

The University is an institution of higher education and research that provides academic degrees in various fields. One of the vision and mission of Higher Education in the city of Batam is to become a leading tertiary institution and to carry out high quality education with the aim of producing quality graduates and competent human resources in their fields. One of the influencing factors is the lecturer performance. This study aims to determine the level of student satisfaction that is influenced by lecturer performance in lectures with data mining techniques using the C4.5 algorithm where the variables used include reliability, responsiveness, appearance, empathy and assurance. The research objective is to predict the level of student satisfaction with the performance of University Lecturers in the city of Batam in the teaching and learning process. The benefit of this research is to find out the performance of a College Lecturer in order to produce quality teaching staff and quality education. Data Mining with C4.5 Algorithm, the process of classifying data and looking for patterns so as to produce interesting information in data in decision making. Based on the results of research conducted, the decision tree with manual calculation of the C4.5 algorithm is the same as the decision tree produced by Weka software with the resulting accuracy level of 94.12%. Then it can be concluded the prediction of student satisfaction on the lecturer performance is satisfied.

Neoliberalism and Culture in Higher Education: On the Loss of the Humanistic Character of the University and the Possibility of Its Reconstitution

This paper examines the loss of culture as a possible effect of the neoliberalisation of education, especially higher education. The paper opens with a brief comparison between the humanistic education founded on the idea of culture (i.e. Bildung) and its modern-day neoliberal form, with the help of Jose Ortega y Gasset’s reflections on the mission of higher education. It then discusses certain aspects of the historical development of libraries and of the figure of the public intellectual with a view to bringing into relief some negative repercussions that can, and already do affect the university. The paper also explores aspects of John Dewey’s and Theodor W. Adorno’s thoughts to draw lessons with respect to how experience and culture are not only essential components of education as a whole, but also elements of resilience amidst a series of contemporary challenges that threaten its purpose and meaning. The paper draws to a close with some suggestive yet inconclusive remarks on the promises inherent in existing and possible alternatives to the neoliberalised university.

Reinventing the third mission of higher education in Germany: political frameworks and universities\u2019 reactions

Higher education systems are changing due to trends of funding pressures, increasing social demands and growing numbers of students. Even though teaching and research are still considered as the pivotal functions of universities, other activities such as technology transfer, lifelong learning or social engagement have broadened the scope of their actions. These activities, labelled as third mission, are supposed to strengthen the impact of science in society and epitomize the changing role of universities. In Germany, the federal government and the states announced different programs aiming to foster these activities, e.g. the “Innovative Hochschule” or Real-world Laboratories. In this article, we first want to develop a definition framework of third mission. In two further steps we analyze how politics and policies in Germany have framed the concept in the last few years and how public universities are responding to this in their formal structure. We use approaches of neo-institutional theory according to which organizations such as universities create institutionalized structures and reflect institutional rules in order to maintain legitimacy. As an example of organizational formal structure we analyze mission statements of public universities. Using computer-based qualitative content analysis, we assess to what extent these universities take up the third mission. Our results show that most universities mention the third mission in their mission statements. However, the focus is mainly limited to economic impact and (technical) knowledge transfer. Much less emphasis is put on civic engagement or further education issues.

Higher School: Look Beyond the Horizon

The authors concentrate their attention on the problem of the future of Russian education in connection with the changes in the classifier of professions. The paper analyzes the prospects for Russian higher education in personnel training in the context of growing technological innovations. In this regard, attention is drawn to two aspects. The first aspect covers the question of how sensitive Russian higher school is to the existing and future changes in the requirements of the employer and the labor market, and in general to the training of graduates. The second aspect is an attempt to connect the impending deformations, social and humanitarian, of professional reproduction with the mission of higher education. The key question reads as follows: can a university change its mission towards solving the social task of overcoming the crisis of “unemployed young people” that is looming along with the growth of technological innovations and the robotization of labor?

A felsőoktatási lifelong learning szerepe a minőségi oktatás és tanulás fejlesztésében: A részvétel, a teljesítmény és a professziófejlesztés összefügései az esélyteremtés kontextusában

This analysis elaborates upon the growing and changing roles and mission of higher education in the development of adult learning and education, laying a special emphasis on the impact of global trends in the local environment and on raising participation and performance. In accordance with the topic, it is necessary to provide a detailed overview and assessment of the UNESCO CONFINTEA process (UNESCO World Conferences in Adult Education) by which a special vision on adult education can be provided. Likewise, the actualisation of this focus is necessary in the scope of UN Agenda 2030 for Sustainable Development Goals since higher education institutions have recently had to reconfigure their roles and missions in lifelong learning in accordance with those SDGs. Through those steps, universities have been able to get closer to target groups of non-traditional adult learners, as vulnerable groups and their members, so as to change their access to education and to raise the quality of their learning. The matter of second chance goes much beyond the question of public education, whereby it moves close to issues of young and adult learners outside formal education, and is connected to atypical forms of communities with open and digital knowledge transfers. Higher education must support such trends as part of its social responsibility in which effective knowledge transfer and skills development openly aim at realising and spreading of practices based on participation and performance. One of the actions is the example of learning cities and of learning communities, and another form of that orientation is realised through professional development, which is a necessary frame of grounding and improving performance driven learning. The example of European University Continuing Education Network (eucen) practices also highlights the impact of inclusion through shifting policy development by putting access, equity and responsible actions into the axis of its actions in the contexts of both adult learning and learning city engagements. The paper will demonstrate that an effective policy on quality lifelong learning must integrate and rely on the active participation of higher education in order to fight back inequalities and inequities, since these definitely ruin the struggles to raise participation, access and presence in learning communities.

No-platforming and Safe Spaces: Should Universities Censor more (or less) Speech than the Law Requires?

How should higher education respond to legally mandated limits on hateful, discriminatory, or provocative speech? Should public universities fortify government rules in the name of equal dignity for vulnerable groups, by imposing even further restrictions of their own? Or should they oppose such restrictions in the name of free speech? Or should they do neither, seeking neither amplification nor repeal, instead simply joining in whatever the government status quo happens to be, as they would do with most other background legal rules? This article advocates the second position: through a brief examination of ‘no-platforming’ and ‘safe space’ polices, it is argued that, within fully-fledged democracies, viewpoint-selective censorship is always indefensible for higher education. Examples are drawn from high-profile controversies involving far-right speakers as well as pro- and anti-Israel speech. Viewpoint-based censorship generates one of two scenarios, neither of which coheres with the mission of higher education. One the one hand, no-platformers’ declared principles could never be applied with ethical coherence without becoming so broad as to require massive censorship. On the other hand, if those principles are to apply only rarely, then they lose internal consistency and become outright ad hoc impositions of campus decision-makers’ own political preferences.

Beg, borrow, or steal: determinants of student academic misconduct in Ukrainian higher education

ABSTRACTActions underpinned by the lack of academic integrity are increasingly impacting academic processes within the higher education sector around the world. Bribery, plagiarism and other forms of deception that enable students to obtain undeserved grades or degree certificates undermine the purpose and mission of higher education. By drawing on a representative study conducted among 600 students in Ukraine, this paper explores the determinants of several forms of student academic misconduct and provides insights as to which groups of students are more likely to engage in either monetary or non-monetary corruption. Findings show the importance of student's individual variation in one's levels of general corruption perception and moral stance on corruption, as well as the practical constraints on one's time, living conditions, willingness to study independently, gender and size of the city of origin. While paper focuses only on corruption with direct student involvement, it also outlines a research agenda by discussing the importance of second-order corruption, as well as the role of faculty members and administration in student academic misconduct. Findings will be useful for educators, policymakers and other practitioners.

Transversal Competences: Their Importance and Learning Processes by Higher Education Students

At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences’ attainment. This latter factor is central in this process, as there is often a gap between students’ expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.

Regional Development through Continual Improvement of Higher Education in Latín American Countries Case Study

Abstract Aiming to promote the social mission of higher education and their integration in Latin American countries, this research has a qualitative focus and it has the objective to study the normative context and the main theoretical references for the assurance of the quality of higher education for Colombia and Ecuador, examines how the continuous improvement of higher education contributes to regional development; and proposes methodological strategies that contribute to the purpose for the regional development, in a systemic, objective, measurable and achievable in time way, like are the process management and the balanced score card for University Management Strategies and to built a public policy for Latin American Universities.

Regional Development through Continual Improvement of Higher Education in Latín American Countries Case Study

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A diamond-quality teaching modelling in higher education: an AAU perspective

In this manuscript, the authors designed a novel model of quality teaching called the 'diamond-quality teaching model' (D-QTM). The novelty of this model is that it explicitly adds the teacher's dispositional quality modelling dimension to complement the three known pedagogic dimensions: intellectual quality; environmental quality; and significance of learning outcomes. This explicit addition of dispositional quality modelling assures that quality teaching will not only affect what students can 'academically' achieve, but also what they can 'practically' do and be; making teaching both informative and transformative. The five well-known components of emotional and social learning (SEL) were adopted as the cluster elements of the dispositional quality modelling dimension. These elements are expected to bring the affective domain to the teaching-learning process and enhance the cognitive and psychomotor domains. By this addition, each of the four D-QTM dimensions in the model comprises five key elements that further define and clarify the nature and function of the model in terms of teaching/learning dynamics. All the models presented in this manuscript are designed based on research in the concerned fields and within the spirit of the United Arab Emirates (UAE) 2021 vision and the Abu Dhabi Education Council (ADEC) mission of higher education.