Modern Higher Education Research Articles

Принципы организации профессионального воспитания в современном вузе

Принципы организации профессионального воспитания в современном вузе

PROBLEMS OF CREATION OF NEW GENERATION OF HIGHER EDUCATION STANDARDS

The ways of renovation of modern higher education in accordance with the requirements of society, examples of world practice of standardization as well as the way of harmonization and alignment of national educational standards with European and the world’s are considered in the article. On the basis of the analysis, comparison and systematization of approaches to standardization in science literature, universal principles and methods, that are considered today as a guarantee of an effective professional learning, are defined

Open Source Software Alternatives in Higher Education Following Computer Science Curricula 2013

In this study we overview the open source software, describe the advantages and disadvantages of using open source software in modern Higher Education following Computer Science Curricula 2013. The study’s main purposes are to clear the understanding of open source software, to present alternatives of the commercial software and demonstrate the potential benefits of integrating open source software in Higher Education.

Creating Professional Skills through Modern Higher Education

The research deals with the experience of interdisciplinary investigation and aims at utilizing the data of contemporary career science and the theory of professionalism to enhance the quality of legal education. The authors, who are Professors of the School of Law, Far-Eastern Federal University, propose to introduce the term ‘career reserve’ into the parlance of science and offer their interpretation of this term in relation to the professional activity of a lawyer. At present, acquiring education is the first stage in the career ladder. To help the students go up the ladder, the modern law school has to educate the students in proper planning of their career and assist them in forming a basic career reserve during their education stage.

An Exploration of the Use of Branding to Shape Institutional Image in the Marketing Activities of Faith-Based Higher Education Institutions

Modern higher education includes student-consumers who shop for educational opportunities and institutions that actively market themselves. This study examined the marketing of faith-based institutions to determine how faith-related missions are reflected in the printed recruitment materials, Web sites, and admissions portals of the 112 member institutions of the Council for Christian Colleges & Universities. The study attempted to quantify how strongly a university portrays the faith dimension of its identity in marketing materials and to determine whether that measure is predictive of external perception. A research instrument developed by Pendleton (2008) was used to measure the strength of faith identity in the materials. Although alumni giving rate or peer assessment score could not be predicted based on this collection of variables, the findings indicated that faith-based brand communication may be greater in admissions viewbooks than in online materials. Implications include the recommendation that Christian institutions feature the faith-component of institutional identity through all communication venues.

К вопросу об организации самостоятельной работы студентов в процессе графической подготовки

The paper is devoted to problems related to students´
 individual work organization in technical high educational institution
 while implementation of third generation FSES at the stage
 of higher education modernization. Questions related to use of
 remote technologies’ opportunities for support of full time and
 part-time education in order to activate students’ individual work
 in the course of graphic cycle disciplines studying are considered.
 An electronic resource structure containing all educational process’s components is proposed; this structure’s basic principle is individuality
 of education with independence skill development.

Repensar la formacion humana en la modernidad

<p>La educación en la vida universitaria, debe ser un espacio y un tiempo para adquirir sabiduría y así humanizar el trabajo, la ciencia, la profesión, la cultura. Este es el paradigma de la universitas, dejado desde la edad media.</p><p>Si no se realiza esta labor, la educación y los entes formadores pueden caer en la trampa de formar “monstruos educadísimos”, pero sin sapienza, sin virtud, sin capacidad de contemplar y tener un claro sentido de la vida.</p><p>En la modernidad la educación superior debe propender por mantener el equilibrio de la transmisión, la formación de las ncompetencias laborales que provienen de la disciplina epistemológica de cada ciencia y de las competencias para la vida, aquellas que se enlazan con el estudio de las humanitates.</p><p>El estudio de las “humanidades” en el contexto de la modernidad se mueve bajo el influjo de un pensamiento blando, la difusión de ideologías y la tendencia a la convergencia y por eso hay que repensar sus desafíos: ¿Cómo puede entonces contribuir la formación humanista a crear un pensamiento convergente para que la humanidad se una desde lo diverso manteniendo su identidad?, ¿Se puede rescatar lo excluido por el pensamiento débil-blando, para pasar del reino de la doxa al reino de las ideas inmutables?, ¿Es posible hablar al mundo de la juventud universitaria de una cultura de unidad humanística?, ¿Cuál debe ser el rol del intelectual académico hoy en la contribución de educar personas, ciudadanos y profesionales?</p>

The Ideal of Utility in British Indian Policy: Tropes of the Colonial Chrestomathic University, 1835–1904

The now natural ideal of defining higher education through its societal utility is a relatively recent historical formation, and in the case of South Asia, its construction is entangled with the colonial history of the institutionalisation of modern higher education in the nineteenth century. Drawing on Robert Young's history of the Bentham-inspired ‘chrestomathic’ University of London, this article reviews the shifting construction of practicality in British Indian higher education policy in the formative period between 1835 and 1904. The article underlines the continuities and ruptures over time in the policy rhetoric of utility as a normative ideal and points out some implications for understanding colonialism.

Training future teachers from the standpoint of implementation of modular-activity programs: international experience

ABSTRACT The new approach to the higher education modernization based on the realization of competency-building modular programs has been considered. This approach closely supports competency-building approach to professional training of modern specialists within the context of current theoretical and methodological principles. The European dimension of competency-building approach and its basic concepts as well as its implementations in educational process have been characterized. It has been stressed that competency-building approach shifts the focus from teaching to acquiring competencies within the educational process. It has been defined that labor market growing demands, rapid technological change, globalization, increased academic and labor mobility require the use of the competency-building approach to future teachers’ aptitude to improve their professional level, which is a pre-requisite and priority in higher pedagogical education modernization. The connection of the competency-building approach with individually-oriented and active approach to learning has been considered, as it concerns student’s individuality and can be implemented and tested only when an individual student carries out a certain set of actions. The approach requires the transformation of the educational content, its conversion from the objective model that exists for “all” the students, to subjective outcomes of each student, which can be measured.

An Analysis of the University Informatization Construction Based on Information Resource Planning

The university informatization is a necessity of the higher education modernization, a need of deepening teaching reformation and cultivating the new-style capable people, and a requirement of enhancing the management level. Based on the analysis of informatization and connotation of the university informatization, according to the problems of informatization construction of the higher education institutions, the article proposed the basic method and basic content of the university informatization construction based on information resource planning and provided the suggestions on how to reinforce the university informatization construction.

Developing Future Teachers Creative Abilities in Competence – Oriented Educational Process of High School

Modernization of higher education in teacher competency approach requires rethinking quality content of the training of future teachers. Bearing in mind that the key basis for the development of competencies teachers serves his creative skills as building blocks for the formation of a gradual process of creative abilities of future teachers the authors examine the educational and professional objectives. The authors present the technology development of creative skills of the future teacher, based on the correlation of phase's general professional training of future teachers with the stages of the formation of his intellectual abilities. In the proposed technology development authors investigated that the quality of future teachers is incremental in nature and provides for the formation of the above types of creativity.

Maristella Botticini and Zvi Eckstein. The Chosen Few: How Education Shaped Jewish History, 70–1492.

The exhaustive research of S. D. Goitein, which eventuated in his remarkable five-volume A Mediterranean Society (1967–1993), has proven conclusively that during the first half of the Middle Ages Jews in the sphere of Islam, who constituted the overwhelming majority of worldwide Jewry, were thoroughly diversified in their economic pursuits, with the sole exception of involvement in agriculture. As the vitalization of northern Europe began during the late tenth and eleventh centuries, Jews made their way into this rapidly developing region. There they encountered considerable resistance, which resulted in constriction of their economic outlets. As a result, northern European Jews became heavily concentrated in business and banking, and this early concentration continued to a significant extent in European Jewish life down into modernity, thus creating the misleading imagery of Jews as exclusively business people over the ages. For the Jews of the medieval and modern Christian West, the concentration in business has raised an intriguing question. Was it the result—at least in part—of the emphasis on literacy in Jewish religious tradition? Since the centerpiece of Jewish liturgy involves the regular public reading of the Bible, which listeners were expected to follow closely, and since Jewish oral law is supposed to be studied as well, literacy was an important value in medieval and modern Jewish religious life. Researchers have recently suggested that this religious valorization of literacy may have played a role in Jewish business success during the medieval and modern centuries in addition to fitting Jews for achievement in modern higher education.

Políticas públicas para la transformación de la educación universitaria en Venezuela durante el periodo 1999-2006

Higher education in Venezuela has been object of study from different perspectives of analysis, however, which have to do with the formation of public policies to transform this area are scarce. In this sense, exploring the policies aimed at the transformation of the higher education in Venezuela in the period 1999-2006, promoted by the State through the National Council of Universities, is the purpose of this investigation. Thehypothesisthat can be handled is being pursued an alternative model in the field of education, in the framework of a project of social transformation seeking greater inclusion, equity and quality. This research is based on analysis of official documents such as: resolutions, official gazettes, and documentary sources. Preliminary results show that topics of greater inclusion for discussion on the agenda of the CNU focuses mainly on: 1) outline policies and strategies for the development of higher education, 2) the designof a programme of improvement to the quality and equity, 3) assessment and accreditation systems 4) creation of universities and 5) the modernisation of higher education, but some of them have not achieved the expected based on inclusion, equity and quality impact. It is concluded that despite there are topics that have transforming characteristics, these are not discussed enough within organization, overlapping the debate on fundamentallyissuesof order administrative financial, which has been slowing the transformation of the Universitary sector in Venezuela.

SCIENTIFIC APPROACHES FOR COMPARATIVE EDUCATION STUDIES

The paper centers on a comparative study as an effective interdisciplinary research strategy. A set of scientific approaches to comparative educational research is grounded to understand phenomena and processes taking place in the educational systems of different countries. Epistemological integrity and constant methodological reflection of scientific pedagogical knowledge is found in the article. The peculiarities of the implementation of basic, instrumental and paradigmatic approaches in research problems of higher education based on predefined functions – epistemological, assessment, functional and technological are disclosed. Systemic, systematic and historical synergy approaches ensure quality of the research program to justify the methodology and techniques of comparative educational study. Paradigmatic approaches (cultural, axiological) determine the processes of development, reform and modernization of higher education in society. Instrumental approaches (historiography, historical, comparative, hermeneutic, narrative, thesaurus) have an efficient algorithm for solving a standardized research tasks. It is concluded that productive scientific approaches of comparative study is the basis for the unification of principles, methods in the integrity and extend the area of study of the phenomenon – higher education.

Innovative Component of Modern Higher Education in the Republic of Kazakhstan

The paper considers modern conditions of education development in the Republic of Kazakhstan. Modern higher education in Kazakhstan is based mainly on the results of innovations as a science of innovations. The bases of the work of higher education institutions in Republic of Kazakhstan lie in the following strategic acts: Program of Enforced Industrial and Innovative Development of Kazakhstan, State Program of Education Development in Kazakhstan for 2011-2020. High schools have to form the whole system of universal knowledge, habits and skills, also self-activities and personal responsibilities of students that are key competencies, determining modern quality of education. It is necessary to introduce structural, institutional, organizational and economic changes in the system of higher education and as a result make new content of education, and design it in accordance with requirements of time and with the tasks of developing country. That is why today the realization of competence approach needs the support on international experience, by the necessary adaptation to traditions and demands of Kazakhstan.

Examining the university: EUI at the confluence of student research, institutional critique, pedagogical community-building and technological change

This concluding contribution to the special issue on the Ethnography of the University Initiative based at the University of Illinois locates the project at the intersections of several of the main currents in modern higher education: the push for undergraduate research, calls for critical inquiry into higher education, an interest in pedagogical communities and excitement over technological innovation. It further identifies the challenges facing EUI as it enters its second decade.

Japan’s higher education incorporation policy: a comparative analysis of three stages of national university governance

A number of countries with public higher education systems have implemented privatisation policies. In Japan, the national government introduced the National University Corporation Act (NUCA) in 2004 and changed the legal status of national universities from that of government-owned public institutions to independent administrative agencies. Its objective was to incorporate them, giving their presidents discretionary power and encouraging financial independence and autonomous administration. Applying McNay’s models of university governance, this paper tracks three stages of university governance longitudinally from 1886, when Japan’s modern higher education system was established, to reveal the historical roots of problems that the NUCA is meant to address. In addition, the effects of the NUCA over the first 6-year period (2004–2009) are examined based on data analysis. Its criteria for analysis are developments in the direction of financial, administrative and intellectual independence, accompanied by increased levels of transparency and public accountability.

The priorities for modernization of the higher education are faithful, aren't they?

The article represents the major tendencies in terms of the higher education modernization in the country and the increase in quality of the teaching personnel training due to the renewal of syllabus and learning technologies as well as the organization of escalated institutional changes. It is available to show that the wrong priorities for the notorious “economic mechanism” search have become an obstacle on the way to understanding and solving the questions mentioned above. This search has led to unexacting borrowing of the education voucher making idea and to the efforts of its practical use in terms of the interconnection between the Russian State Exam (RSE) and the State Registered Financial Obligations (SRFO).

What makes lecturers in higher education use emerging technologies in their teaching?

What makes lecturers in higher education use emerging technologies in their teaching? From the literature we know that lecturers make use of teaching and learning technologies in response to top-down initiatives, and that some also initiate bottom-up experiments with their own teaching practice, driven by both pragmatic and pedagogical concerns. This study is particularly interested in what motivates lecturers to try emerging technologies – those teaching and learning technologies that are new, or are used in new ways, or in new contexts to change teaching practices. This paper analyses the responses of university lecturers in South Africa, who use emerging technologies in their teaching, to a national survey which asked what motivates their practice. The rationales that lecturers use to explain their practices include a mix of pedagogic concerns, pragmatism and external imperatives. These rationales speak to common higher education discourses: effective learning, the welfare of students, and oversight and control; efficiency in the face of the conditions of higher education; as well as the external “imperatives” of the knowledge economy and labour market. Alongside these a discourse of empowerment emerged, including resourcefulness in under-resourced contexts, and creative individual responses to higher education challenges. Such discourses seem to imply that lecturers who engage with emerging technologies are asserting themselves creatively and claiming a more positive positioning in the challenging landscape of modern higher education.

PLANNING OF THE INDIVIDUAL EDUCATIONAL ROUTE WITHIN STUDENTS’ EXTRA-CURRICULUM WORK TOWARDS FORMATION OF THEIR SPIRITUAL AND MORAL VALUES

The Individual Educational Route (IER) of extra-curriculum work guarantees the compliance with the essential pedagogical terms and methods that in their turn allow reaching the goals of modern high education. In the article, the author examines the theoretical aspect of planning of the IER within the student’s extra-curriculum work. Purpose : Formation of the prospective teacher’s spiritual and moral values. Methods : In the course of the research, the author used such pedagogical methods as pedagogical observation, survey, dialogue, and pedagogical experiment. Results : The author developed and introduced a model of the IER within students’ extra-curriculum work towards formation of their spiritual and moral values. Practical Implications : The results of the research can be applied within the high school educational environment. DOI: http://dx.doi.org/10.12731/2218-7405-2013-6-13